that a truer development of home life lies at the foundation of all social and moral progress.
Three large institutions—Pratt, of Brooklyn; Drexel, of Philadelphia; and the College of Teachers, in New York city—present opportunities for the thorough training of teachers in this comparatively new branch of popular education.
Clubs for the study of household economics are multiplying year by year; the Association of Collegiate Alumnæ has given earnest thought to the domestic problem, and as a result, and in spite of much prejudice, courses of cookery have been made a part of the public-school curriculum in a few of our large cities. The Board of Regents of New York State has recently adopted a syllabus for a course in home science to be used in the high schools. While the movement, as yet, may be said to be in the experimental stage, it is safe to assert that sentiment in favor of the new idea is increasing. The difficulties in the way of a rapid growth are formidable and make the outlook somewhat discouraging.
To properly equip a school for scientific domestic training is in the beginning a considerable expense; the number of skilled teachers ready for the field is small, and their services too valuable to be given without adequate compensation. The cooking schools so far established have not proved self-sustaining, and until more sensible ideas as to the dignity of household labor shall prevail, limitations will continue.
In all reforms we must "dig at the roots" if we would insure a steady and healthful growth. The kitchen-garden idea, originated by Miss Emily Huntington in 1887 for "the purpose of giving the little daughters of the poor attractive instruction in housework," has proved one of the best means of practical philanthropy ever discovered. The New York Kitchen-Garden Association was formed in 1880, and from that, as its crowning work, we have the New York Training School for Teachers. The kitchen-garden lessons are very simple; they include how to make beds and take care of sleeping rooms, set and wait on table, wash and iron clothes, care of a baby and the nursery, how to build fires, clean lamps, sweep and dust, instruction in house-cleaning, marketing, and the care of the person—all taught by miniature utensils to the accompaniment of songs and exercises, which give enthusiasm and variety to the work. The training of the kitchen-garden teacher is not difficult, and young women in any community, by a few lessons as to the methods and a study of kitchen-garden literature, may soon become efficient.
Children of the ages of from five to eleven are eligible for the training, and both girls and boys enjoy the classes. After the va-
