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 Montclair, New Jersey, work of
this same sort is done. In each of these cases the cooking is done as
it would have to be in the home, not for one person, nor for hundreds,
but for approximately a family-sized group.

Sewing courses also grow more and more practical. In some schools the
girls make their own graduating dresses as a final test of their
ability. Courses are definite, and girls completing them will have
definite knowledge of everyday processes of hand sewing. The schools
which add to their hand-sewing courses well-planned practice in the
use of the sewing machine are further adding to the accomplishment of
their girls. Those which go farther still and teach garment planning
and making may consider their sewing courses fairly complete.

[Illustration: Teachers' luncheon cooked and served by pupils at the