There is continual opportunity for connecting a course of sewing with the every-day life of the children at home, at school, or in society, and gradually interesting them in the bettering of industrial conditions. To do this adequately and easily, the special teacher must be familiar with the homes and lives of her pupils, and must also know the aims and subject matter of the regular school work. By consultation with the grade teachers she will know the wisest time to introduce discussions connecting the handwork with academic interests. Such subjects as the properties and values of materials, the countries growing or manufacturing them, and the development of commerce on account of the great textile industries, belong to geography and history, as well as to our industrial life. English may be turned to account in personal or business correspondence; vocabularies of materials and industrial processes; adequate recording, oral and written; and in business usages. Computations of the expenses necessary for making garments, the division of the income, the keeping of accounts, and the consideration of the cost of living, connect arithmetic with sewing. Furthermore, the decoration of articles, the beauty of materials, historic dress, embroideries, laces and textiles are fine art as well as household art interests. The school should recognize these relationships and should so utilize the handwork that it will illustrate and strengthen the study courses. In other words, sewing has a cultural background which should be utilized, not only to increase the interest in it, but also to aid in the unification of all the school subjects by a worth-while correlation. Results of value can only be obtained when the teacher of sewing studies all of these related fields for herself. Serious work on the part of a large number of the special teachers would greatly help in solving some of our greatest social problems. The improving of the home; the bettering of the working conditions of women, by bringing about adequate laws concerning them; wholesome factory conditions, and the increasing of respect for handwork and handworkers, are instances of needed reforms. The regular grade teacher cannot be expected to do this alone, for she has not studied industrial interests in her preparation for teaching. Her hearty co-operation is always given, however, to the special teacher who works wisely and tactfully with her. Forced, unnatural correlations between handwork and academic work do more harm than good. The sewing alone is of greater use to the children than when accompanied by encyclopaedic information on industries imparted to the class by the teacher and called correlation. Various methods may be used to interest the classes in personal investigation. Subjects may be set beforehand, that research may be done by the classes, and either oral or written work, of an original character, may follow and serve to combine an English lesson with one on Household Art.