Another reason for introducing such a subject, as a distinct branch of school education, is, that, as a general fact, young ladies _will not_ be taught these things in any other way. In reply to the thousand-times-repeated remark, that girls must be taught their domestic duties by their mothers, at home, it may be inquired, in the first place, What proportion of mothers are qualified to teach a _proper_ and _complete_ system of Domestic Economy? When this is answered, it may be asked, What proportion of those who are qualified, have that sense of the importance of such instructions, and that energy and perseverance which would enable them actually to teach their daughters, in all the branches of Domestic Economy presented in this work?
It may then be asked, How many mothers _actually do_ give their daughters instruction in the various branches of Domestic Economy? Is it not the case, that, owing to ill health, deficiency of domestics, and multiplied cares and perplexities, a large portion of the most intelligent mothers, and those, too, who most realize the importance of this instruction, actually cannot find the time, and have not the energy, necessary to properly perform the duty? They are taxed to the full amount of both their mental and physical energies, and cannot attempt any thing more. Almost every woman knows, that it is easier to do the work, herself, than it is to teach an awkward and careless novice; and the great majority of women, in this Country, are obliged to do almost every thing in the shortest and easiest way. This is one reason why the daughters of very energetic and accomplished housekeepers are often the most deficient in these respects; while the daughters of ignorant or inefficient mothers, driven to the exercise of their own energies, often become the most systematic and expert.
It may be objected, that such things cannot be taught by books. This position may fairly be questioned. Do not young ladies learn, from books, how to make hydrogen and oxygen? Do they not have pictures of furnaces, alembics, and the various utensils employed in _cooking_ the chemical agents? Do they not study the various processes of mechanics, and learn to understand and to do many as difficult operations, as any that belong to housekeeping? All these things are explained, studied, and recited in classes, when every one knows that little practical use can ever be made of this knowledge. Why, then, should not that science and art, which a woman is to practise during her whole life, be studied and recited?