ope to do.

This preparation is provided for as follows. To the Department, as has
already been explained, was handed over the administration of the
Science and Art Grants formerly administered by South Kensington. The
Department accordingly drew up a programme of experimental science and
drawing, carrying capitation grants, for day secondary schools. The
Intermediate Education Board, acting on the suggestion of the
Consultative Committee for Co-ordinating Education,[51] adopted this
programme and at the same time undertook to accept the reports of the
Department's inspectors as the basis of their awards in the new
"subject." These steps insured the rapid and general introduction of
this practical teaching in secondary schools, and, owing particularly to
the spirit in which their authorities and teaching staffs accepted the
innovation, the work has been carried out with the happiest results.

I now come to the subjects grouped together under the classification of
'domestic economy.' These differ only in detail in their application to
town and country. To these subjects the Department attaches great
importance. In the industrial life of manufacturing towns I am persuaded
that far too little thought has been given to this element of industrial
efficiency. From a purely economic point of view a saving in the
worker's income due to superior housewifery is equivalent to an increase
in his earnings; but, morally, the superior thrift is, of course,
immensely more important. "Without economy," says Dr. Johnson, "none can
be rich, and with it few can be poor," and the education which only
increases the productiveness of labour and neglects the principles of
wise spending will place us at a disadvantage in the great industrial
struggle. When we come to consider domestic economy as an agency for
improving the conditions of the peasant home, not only by thrift, but by
increasing the general attractiveness of home life, the introduction of
a sound system of domestic economy teaching becomes not only important,
but vital.

The establishment of such a system and the task of making it operative
and effective in the country is beset with difficulties. The teacher
difficulty confronts us again, and also that of making pupils and their
parents understand that there are other objects in domestic training
than that of qualifying for domestic service. A corps of instructresses
in domestic economy is, however, already abroad throughout the