cher for the scattered one-room
buildings. Wherever the consolidated school has come, it has been
enthusiastically received and supported. No one wishes to go back to
the old way. But in many localities the consolidated school has not
come and cannot be immediately looked for; and in these places the
need of the homemaking work is just as great. The teacher must find
the way to give these girls what they need. If no other way presents
itself, the teacher will do well to ask the help of the mothers of the
neighborhood. Perhaps one who is an expert needlewoman will give an
hour or two a week in the school or at her own home to carrying out
the sewing course which the teacher cannot crowd into her own already
overcrowded program. Perhaps another will do the same for the cooking,
making her own kitchen for one afternoon a week an annex of the
school. It is important, however, when such arrangements are made that
they be recognized as school work, and if possible the courses
followed should be planned and supervised by the regular teacher of
the school. Thus only can they be held to standardized accomplishment.

The inadequacy of the "one-portion" method of teaching girls to cook
has aroused serious thought, and remedies of various sorts have been
applied. You know, perhaps, the story of the Chicago cooking-school
student who "had to make seven omelets in succession at home last
night" because one egg would not make enough omelet for the family.
The first remedy tried was cooking for the school lunch room. This
was, however, usually going from one extreme to the other, since the
lunch room is as a rule maintained only in large schools.
"Institutional cooking," some one calls it. Instead of one
egg-cooking, it became one-hundred-egg cooking, and the difficulty of
the average student in adapting school methods to family use was not
by any means at an end.

The Central High School of Newark, New Jersey, has solved its problem
by putting its girls to work, not at the task of providing the
sandwiches, soups, and other luncheon dishes for its large lunch room,
but at providing "family dinners" at twenty-five cents a plate for the
faculty of the school. Other schools follow similar plans.

The grammar-school girls of Leominster, Massachusetts, serve luncheon
to a limited number every day at their domestic science house. Here
the girls do the marketing, cook and serve the meal, and keep the
various rooms of the house in order. In