fully occupied with her tasks, the children lost that practical training
for life which home industry had afforded. On the one hand, the young
became the victims of idleness and, on the other, the prey of the
voracious factory system.

This condition gave rise to the public-school system. It appealed to
Robert Raikes and others. The school appeared and took over the child.
Of course schools had existed, here and there, long before this, but now
they had an enlarged responsibility; they must act almost in the place
of the parents for the formal training of children. Having lost the
father and older males for the greater portion of the day, the home now
loses the children of from seven to the "'teen" years for five or six
hours of the day. The mother is left at home with the babies. The
family, once living under one roof, now is found scattered; it has
reached out into factory and school. Its hours of unified life have been
markedly reduced.

But the factory system soon had a reflex influence on the home. That
which was made in the factory came back into the home, not only in the
form of the articles formerly made by the men, but in those made by the
women. Clothes, candles, butter, cheese, preserves, and meat--all
formerly home products for the use of the family producing them--now
were prepared in larger quantities, by mechanical processes, and were
brought back into the home. Woman's labor was lightened; the older girls
were liberated from the loom and they began to seek occupation,
education, and diversion according to their opportunities in life.

That last step made it possible for people to think of the communization
of home industry, to think of eating food cooked in other ovens than
their own, to think of one oven large enough for a whole village. Many