f a flat
without assistance. The connection which does need systematising and
establishing is between the management of a middle-class house and the
training of domestic servants, which ought naturally to form part of
the trade or technical after-school work for elementary scholars. Here
again, if training is to be followed by certificates, and the
domestic servant is to be in the smallest degree an expert, some
standardisation of training is necessary. We may, of course, find that
domestic service becomes so much a matter of expert work that it is
taken up on a large scale by middle-class girls, but that can
hardly be prophesied yet, although the "lady servant" is an existing
phenomenon. It is, of course, also possible that a modern curriculum
of "Household and Social Science" may attract a certain number of
men of the suitable type of mind. The attitude of the community is
changing so rapidly that one may hope those fears to be groundless
which speak of "relegating women back to the limited sphere of
domesticity," and thereby losing so much that has been gained with
regard to their education.

We must now return to give a few particulars which have been passed
over. Any information on this subject is, however, liable to be very
soon out of date. A secondary school that elects to teach cooking and
laundry work will want a specially fitted room, which will cost about
as much as a simple science laboratory, and will be arranged in as
close connection with the science laboratory as is convenient. This
means serious expense, and the headmistress is naturally anxious
to have considerable use made of the room. Thus she will be led to
introduce the subject into a large proportion of the classes, instead
of limiting it to one or two middle-school forms, or to a selected
part of the upper-school. She may, however, try to solve the economic
problem by making it a post-school course for which special fees are
charged. Certain schools, notably Clapham and Croydon High Schools and
Cheltenham Ladies' College are able to make a very important feature
of this type of course. To make it a success, the prestige of the
school, its influence over girls and their parents, must be great and
commanding. Otherwise, unless the girls are aiming definitely at some
professional work after the course, there is a tendency to laxness in
attendance, or to the relinquishment of the work in the middle, which
tendency is engendered by the nature of the