eansing agents, planning a convenient
kitchen or bath-room, sweeping day, baking day, arrangement of a kitchen
cupboard or clothes closet, etc.

* * * * *

Spelling.--Names of household articles and duties as follows:

Furniture of a special room, such as kitchen or sitting-room, kitchen
utensils, contents of a kitchen cupboard, dishes and food used at a
particular meal, etc.

Manual Training.--Construction of household furnishings and utensils for
a doll's house from raffia, paper, and plasticine.

Art.--Designing and colouring carpets, curtains, wall-papers, book
covers, dishes, tiles, ribbons, and dress materials.

Sewing.--Making the uniform for Household Management work.

If the Household Management teacher takes the work with this class, she
should follow the outline of work given in the Course of Study. This
outline will make the pupils familiar with the common household
materials as to their sources, preparation, and cost, and when, in the
next class, they deal with these materials, they will do so with more
interest and intelligence. It will also draw attention to the importance
of economy in time and energy. The convenience of a kitchen and the use
of proper utensils to facilitate labour will impress this fact.

The lessons should be taught simply as information lessons and should be
of the same length as the other studies--from thirty to forty minutes.
If the usual hour and a half period be set aside for this class, the
remainder of the time may be devoted to sewing.

CHAPTER IV

FORM III: SENIOR GRADE

LESSON I

SCOPE OF HOUSEHOLD MANAGEMENT

In introducing the practical side of Household Management to a class, it
is an advantage to let them have a general idea of what the subject
includes. They will then work with more intelligence and usually with
more interest. Then, too, the prevalent idea that the subject means only
cooking will be corrected from the first.

Throughout the introduction, the teacher should not forget that she is
dealing with immature minds and that the ideas must be very simply
expressed. She might ask what the pupils expect to learn in this class,
have them name other subjects they study in school, and in each case
lead up to the _one_ thing of which a particular subject treats; for
example, arithmetic treats of _numbers_; geography, of the _world_;
history, of _past events_. She should lead the class to see that the one
thing of