PREFACE ACCORDING to a prevalent theory of education, the child acquaints himself with the various objects of his environment in order to have a basis of choice in his after life as well as to develope his observing faculties. The knowledge which he consciously or unconsciously gains in his early years remains indelible, as do the letters lightly cut in the bark of a young sapling, which may be read men more distinctly in the grown tree. Owing to the rapid changes in environment, economic, industrial, mechanical, and social, - many a teacher finds herself at a loss in trying to aid her pupils to find their place in a world which is almost as new to her as to them. Where everything is in a more or less plastic condition, firm foothold is not possible, and the already overworked teacher is not able to search out the truth from the multitude of books, to understand the new processes, to keep up with the daily inventions. This little book is an endeavor on the part of the severd experienced teachers to put into a form helpful to others that which they themselves have gathered with much labor. The topics relate to that routine of daily life which influnences every child for good or ill throughout its career, and which may be beneficial in proportion as it is understood and controlled. Objection has been made to taking the time of the school for those things mhich the home should teach. If they were taught in the home, the objection would be valid but, with the best will in the world, how can the mother, any more than the teacher, keep abreast of the revolutions in social habits which are now taking place That she does not do so the present chaotic and unscientific condition of the household amply testifies. To interest the pupils of school age in the various operations of the daily life is to give them a safeguard for health and morality which will be of lasting benefit in the homes of rich and poor alike. Although it is probable that no knowledge which could be gained in school mould have a more profound effect on national wealth or on human happiness, yet it is evident that these teachers do not regard the work oudined in the following pages so much from the point of view of informntion as from that of education, that education which should be a development of the childs power over his environment, and over his own efficiency as a human being...