f domestic economy in every
large female school? Why should not this professor give lectures,
first on house planning and building, illustrated by appropriate
apparatus? Why should not the pupils have presented to their
inspection models of houses planned with reference to economy, to ease
of domestic service, to warmth, to ventilation, and to architectural
appearance? Why should not the professor go on to lecture further on
house-fixtures, with models of the best mangles, washing-machines,
clothes-wringers, ranges, furnaces, and cooking-stoves, together with
drawings and apparatus illustrative of domestic hydraulics, showing
the best contrivances for bathing-rooms and the obvious principles of
plumbing, so that the pupils may have some idea how to work the
machinery of a convenient house when they have it, and to have such
conveniences introduced when wanting? If it is thought worth while to
provide at great expense apparatus for teaching the revolutions of
Saturn's moons and the precession of the equinoxes, why should there
not be some also to teach what it may greatly concern a woman's
earthly happiness to know?

"Why should not the professor lecture on home chemistry, devoting his
first lecture to bread-making? and why might not a batch of bread be
made and baked and exhibited to the class, together with specimens of
morbid anatomy in the bread line,--the sour cotton bread of the baker;
the rough, big-holed bread; the heavy, fossil bread; the bitter bread
of too much yeast,--and the causes of their defects pointed out? And
so with regard to the various articles of food,--why might not
chemical lectures be given on all of them, one after another? In
short, it would be easy to trace out a course of lectures on common
things to occupy a whole year, and for which the pupils, whenever they
come to have homes of their own, will thank the lecturer to the last
day of their life.

"Then there is no impossibility in teaching needlework, the cutting
and fitting of dresses, in female schools. The thing is done very
perfectly in English schools for the working classes. A girl trained
at one of these schools came into a family I once knew. She brought
with her a sewing-book, in which the process of making various
articles was exhibited in miniature. The several parts of a shirt
were first shown, each perfectly made, and fastened to a leaf of
the book by itself, and then the successive steps of uniting the
parts, till finally a