but
its main features are the simple outlines of the chemistry of foods
and of cleansing substances. In a few years the suitability of these
subjects for both sexes may have impressed the community.

We may notice, lastly, the arrangements made for instruction in
Domestic Subjects in elementary schools.[1] This is given in a
specially equipped Centre attached to a public elementary school, the
girls from that and other schools attending either for a half or whole
day weekly during their last two years at school. In some cases for
about fifteen weeks before they leave school, girls give half the week
to Domestic Subjects. This experiment has been so successful, that it
is likely to be extended in the future. A carefully graded syllabus is
followed; due proportion of time is given to theory and demonstration
as well as to practical work. Each girl is required to do a certain
amount of work by herself, and much thought has been expended in order
to make the lessons as useful as possible. The care of infants and
young children is receiving increased attention, and it is hoped that
much may be done to mitigate evils of wrong feeding and treatment. As
far as possible, the teaching in the Centres is correlated with that
in the schools. Where there are science laboratories the experiments
are made on food-stuffs, changes wrought by application of heat in
various ways, the chemistry of common objects, and so on.

The opportunity for definite science training in connection with
Domestic Subjects teaching in elementary schools is still very small,
and will probably remain so while the school-leaving age is fourteen.
The problem before the teacher in some instances is to combat not only
an entire ignorance of the home arts, but also, in poor districts, an
active experience of household mismanagement and vicious habits. The
teaching in these cases has to be intensely practical, and to aim
chiefly at character-building; the manual work of the subject has been
found of the greatest educational value in this respect. Though the
training of all Domestic Subjects' teachers should reach the same
standard of scientific knowledge, yet the actual work to be done
in different types of schools is thus seen to be necessarily widely
divergent in character.

In higher elementary or "central" schools, where the pupils normally
remain until the end of the school year in which they reach the age of
fifteen, Domestic Subjects' teaching may have a