deemed essentially practical, this subject will, if rightly
presented, give a mental training similar to other subjects of the
Course of Study. It should do more. While a pupil is made familiar with
the duties of home life and with the materials and appliances used in
the home, she will be unavoidably led to think of the work of the larger
world and to realize her relation to it. When such knowledge comes, and
a girl begins to feel that some part of the world's work depends on her,
true character-building will begin.

The purpose of this Manual is to assist teachers in presenting Household
Management to public and separate school classes in such a way as to
attain these ends. It is hoped that it will be especially useful to
those teachers whose training in the subject has been limited.

An attempt has been made to explain the work of Form III Senior, and of
the Junior and Senior divisions of Form IV. The topics of Form II Junior
are not discussed, as the work of this Form is intended to be taught as
information lessons, for which general methods will suffice. In the
other Forms mentioned, the topics of lessons are outlined in detail, but
the method of presentation is not given except in typical cases. Both
outline and method are intended to be merely suggestive and to leave
opportunity for the teacher's originality.

In cases where topics seem incompletely outlined, it is due to the fact
that they are treated in other school subjects or postponed until the
pupils reach a more advanced stage of mental development.

The order of lessons is optional, also the amount of work each should
include, unless this is specially stated.

Many lessons are suitable for rural schools, which have no equipment
except what the ingenuity of the teacher may provide. In such schools,
the teacher may perform the practical work, while the class observes.

Throughout the lessons, there is the difficulty of presenting scientific
facts to immature minds in a way that will be simple and clear. The use
of technical language would often assist the expression, and this is apt
to be unconsciously employed, but there is danger of such forms of
speech not being intelligible to the pupils; the teacher should
therefore choose her words carefully. Technical terms may be taught, but
this is not advised in Junior classes, unless really necessary. If the
facts are intelligently related to the experiences of the pupils, that
is all that is desired.

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