grammar-school courses in many city schools. That they are not so
firmly intrenched in the country schools is due usually to
difficulties in the way of securing equipment and to the already
crowded condition of the school program. The ideal remedy is the
substitution of the consolidated school with its domestic science room
and its specially trained teacher 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