valuable arrangements for houses; therefore we must see that their
minds are rendered alert to discover successful arrangements in the
houses they are constantly seeing and to adapt these arrangements to
their own needs. Unless their minds are awakened in this direction,
the majority will merely see the house problem in large units,
overlooking the finer points of detail which mean comfort or the
opposite.

I recall spending a considerable number of drawing periods in my
grammar-school days upon copying drawings of houses. I recall that we
became sufficiently conversant with such terms as front elevation,
side elevation, and floor plan to feel that we were deep in technical
knowledge. But I do not recall that anyone suggested any question as
to the suitability of these houses for homes, or opened our minds to
consideration of the fact that house building was a proper concern for
our minds. It was merely a case in which educative processes failed to
function. They do things better now in many schools. But we should not
rest until all of our prospective homemakers have opportunity to
obtain practical instruction in home planning and building.

Matters pertaining to heating, ventilating, and plumbing are easily
taught as resting upon certain definite, well-understood principles.
Here the personal element is less to be considered, and scientific
knowledge may be passed on with some degree of authority. Our courses
in physics, chemistry, and hygiene can be made thoroughly practical
without losing any of their scientific value. Especially in our rural
schools should matters of this sort receive careful and adequate
treatment. In times past it was considered inevitable that the
country-dweller should lack the advantages, found in most city houses,
of a plentiful supply of water, radiated heat for the whole house,