fi ae 2 Saas Rah rer Sa pyre inainiaes bade | - -_DEPARTMENT OF THE INTERIOR n > °° S@ BUREAU OF EDUCATION _ 3 we te ee, : St oe eee es, 5 fey epee Sea - ae ma apace ts al J |» * BULLETIN, 1922,No.5 * 4 a : E CARs q “REORGANIZATION OF HOME ECONOMICS , - IN SECONDARY,SCHOOLS ©. 4 4 1 . H a ‘A REPORT OF THE COMMISSION ON . THE REORGANIZATION OF SECOND. ARY EDUCATION, APPOINTED BY THE NATIONAL *EDUCATION ASSOCIATION -_ i . ; =e i ae I ‘ : PS, le ’ t ae 1 - - 1 es i it ae gees : oe i a arr LO Siig araemnames eet a ! j ‘WASHINGTON GOVERNMENT PRINTING OFFICE te Pak GP ie ay IRE ‘ : | UL sd ppm ptmeettictebesinptc stadia ee iii eo o.. ERIC : . ADDETIONAL COPLES OF THIS PUBLICATION MAY BE PROCURED FROM THE SUPERINT! SDENT OF DOCUMENTS GOVERNMEST PRINTING OFFICE WASHINGTON, DLC. AT. . SCENTS PER COPY v “* . ; 2 ~ a : 3 3 ‘: = : e a ) * ; : . , «XN ‘es, ae ° ‘ a . . < n ‘ % $e, 5 ; ‘ e i . e i S ane ‘ é ene y if Pa » CONTENTS. . : : ry s ’ e ’ 3 3 * “a age « ; . ee ; aes : = s \ Membership of committee on bome CERIO pe aetna ter a, : Membership of reviewing conmiittee of the commissions... Bee \ . : 1X Preface. Se ece re ickae eee 1 Chapter L—Need for reornuizyion——_. aes ; 7 $s Chapter PL—General purpose. aims, reasons ter tte ies Mists eee ees 4 = Chapter TUb—-Organization 2.20.0 6 Chapter -FV.—Courses: of StNEGes eae 11 - Chapter Vi— Teachers, directors, and supervisers of general lame be ; CCUTLOINGRi 2 acu eae ucase net ear eee ey - £ plas Chapter NES Tux iGksecoe ese ee a ee ae 25 Chapter ViT—Roous and UUINION eee across 22) ene meee hs Part [Intensive home economics: naar ia Chapter VITEL—Neal for MUORAIM AN (\ONLe Se eee 4 2S = Chapter IX.—Aims.o 0 al Ses en eee Deen elo oe 3a ° « Chapter X.—Courses a ee : / enrapey mee oreimare Cones mo Chapter XL--Teachers of Jntensive home economics. er etnias ho Chapter NUL—Texthooks 3 etna = eae sie eee reth 6 Vari TIL—Phe school linch: : ; . ines Chapter XIIL—Howe econutnics department and the school Aineh oo 36 j : Ge) ult : a > ; ; g ae “ 5 : eo ° - 5 i Fgt 4s Pyrat gen HE" ee o.. ERIC FullText Provided by ERIC o.. ERIC COMMITTEE as TOM ECONOMICS, Mes. Honrieted Wee Calvin,, seine in home eronomies, nya Barenu of Kameation, Washington, DL, ghairtman.: . Miss deuny Show, supervisor af hoje oe onomies, Chicas calle sthagls, Chi- cuge, TIL ‘ Miss Nida White, director, Merrill: Pahner School, Detroit, Mich, Miss Carlottt: Greer, teacher of Hrennnnee euniilee, ast. ‘Teclmical Ligh Ne linol, Cleveland, Ohio. - . - Miss Cort Wichell, pirastiiasiee of household arts ‘eal ‘ation, ‘Teachers, College Colutahia University, New York. N.Y, “Miss Anna Cooley, professor of honseholdt srts pee ation, gone Hts College, Columbian Universiry, New York, N.Y. ; Mrs, Eben Dalmay, supervisor of hone ecomamies, Seattle Pubtie Setiobhe, ‘ Seattle. Wash, Ella Henry Borst, superviser uf home reonoics, henver public se ‘hoods, Denver, Colo, : * : Mrs, : Miss Grace Schermerhorn, supervisor of Hane ce onomnte sy priblic se ‘hoob, New ’ “York, N.Y. i : “My, Mréderie killowe, protessor ote chemistry, us rama ‘Suite Normal School, : ne runingham, Mass, : : . ; i . / - % ; * =! A THE REVIEWING COMMITTEE OF CLHE ct IMMISSION ON TIE REORGANIZATION OF SECONDARY EPUCATION, + (The Reviewing Copmittes consists of 26 members, of whem 1d are chairmen of ‘ommitters and 10 are an rinbers at large.) i ‘ j thoirman of the Commission and of the Rev iewing Committee: | Clarence 1), Kingsley, Stute high. peliont ae: Boston, Mass, Meteors ab large: Hon. 140. Claxton, late ¢ ‘ommnissioner af Kaue silane Washington, Db, cy Thomas MH. Briggs, professuP of (secondary) education, Teachers ¢ “ollege, Columbia University, New York City. Alexander higlis, professor of (Qcondary ), eduvation, Harvard U necate Henry Neumann, Ethical Culture School, New York City: » Willian Of, senior educational secretary, international ve M. cg, a com- ‘mittee, 34¢ Madison Avenue. New York City. WillhinB, Owe, principal of-Chicago Normal College, Chicago, Thi. J. J. Didcoet, professor of isa slam oh eewloue George” Peabody Collene eas for Teachers, Nashville, Tenn. * Joseph S. Stewart, professor . of seconéty ee University of) bse ” v 1 Deceancd, ‘Sept 4.1917, HOME ECONOMJCS IN SECONDARY SCHOOLS, j , x 5 ry ~ - Chairmen of Committecs: Organization and Administration of Secondary Edueation—Charles HH, Jobuston, professor of secondary education, University of Thinois? Agriculture—A. V. Storm, professor of agricultural education, University of Minnesota, St. Paul, Minn. ; Art EdueationReyal b. Ps PE CIB Hs Massnehusetts Norma’ drt School, Bostou, Mass, Articulation of High Sehpel and Colleze—Clarciter YD. Kingsley, State ‘high-school supervisor, Boston, Mass, ; Business. Educatlon—Cheesman A. Herr ick, irediuent, Girard College, ‘Pliladelphia. Pa. Classical Linguages—W. E, Koster, Sluyvesunt High School, New York City. . Engiish—James F lemiug Hosic. neteastie of education, Teachers College, Cohmnbin Cniversit®, New York City. <7 : Household Arts—~Mrs, Henrietta Cs Vnited: States Bureau of Educa- tion, , Industrial Arts—Wilson H. Henderson, extension division, University of | . Wisconsin, Milwaukeé, Wis. (now Major, Sanitary Corps. War Depart- - meng, U.S. AL). « MathéMatics—William Heard Kilpatrick, professor of education, Teachers. College, Cohimbin University, New York City. 7 Modern Languages—Edward Manley. Englewood High itil Chicaro, Ti. Music—Will Earhart, director of sivusie, Pittsburgh. Pa. ~ Physteal Education—Janies He McCurdy. director of normal courses: of physical education, International Y. M. C. A; College, Springtietd, Mass. Sciences—Otls Ww, Caldwell, director. Lincoin’ School, and professor of education, Teachers ¢ ‘ollege. Columhin University, New York City. Social Studtes—Thomas Jesse Jones, educational director, Phelps-Stokes Foundation, New York: City. : : Vocational Guidance—Frank M. Leavitt. associate superintendent of schools, Pittsburgh, Pa. * : ‘<) ERIC Y We REPORTS OF THRE COMMISSTON ON THE REORGANIZATION GF SEC. ONDARY DUC ATION. + Gus The following reports of the commission have heen issued as Alias of the Y Vaited States Bureau of Education und may be procured from the Superin- tendent of Documents. Government Printing Office, Wastinagten, 2. CL at the prices stated. Prices in quantity are subject to change. Remittance should : he nade in coin or money order. Other reports of the commission are in preparation, os L , ; >] x - ORDER BLANK i ‘ Superintendent of Documents, Washington, D. C. lake Dear Sir: : Enclosed please find money order for_____.-- dollars ($_.._- ) for which please send me the following Educational Bulletins. In — case the bulletins requested are out of stock Please. fill the order‘as soon as the new stock is available. é é “ _ é ices per copy Na‘ ol Lew 50 ae EDUCATION BULLETIN le ae ote en Sevonvary Feducation es on 3 | ae meee ‘ I 1919, No, i, fines Hatecatety joie Ty Hes : sconomics in “Sevant tlory " Reran of Honfo > oleae Res _Xchools iheen Total @ ERIC JA uit Text Provided by ERIC PREFACE. Me reorganization of hone economics. recommended in this report involves AEPortan€ ond Ner-renehtng changes in both denchiny atid: netinistration, The eQrtaittee on heme cconumics distinguishes two (ypes of courses which it tlesig- bales us genera and intensive, ‘Ty achieve the necessiuy results in the generat sonrser, the teachers must be broadly trained, the thne allotments adequate, the fassex rensonuble ino size, the equipment’ skilitutly Pham and the lessens forhed at heme must be ‘applied net only at school knit also by the girls in thelr own bemes, Phe committee on home econemies reconnuends Cat the intensive redises be ofered- wherever the needs warrant, but never to the exclusion of re xevernl courses adapted te the Inajority of the wins, : Phe Commission on the Reorganiaetion of Secondary Education, in its report oa Curdinul Principles of Secondary Eduention,? includes rrarthy home member. hep und vocation agony fhe seven objectives of education essentiw in the edlucauion of every boy and girl Home ecoiomles nstruction fs, therefore, an imegral part of secondary education. The home cconomics committee invites the cooperation of all teacher? in realizing the abjective of home membership for both bays and girls, This report is in harmony with the other reports of the Seanission In recognizing the vocational viilues in xeneral subjects and the seenerah values in, vocational subjects. and ustresses the interrelation of the \ecational objective with the other objectives of education. : , Phe report contained in this bultetiin has been appreved net only hy the com- titfee on home ceonomics of the conmmission but also by’ the reviewing eom- tittee, Approval by the reviewing committee does not comnit every member udividually to every statement and every Dnplied etacationnl doctrine, hut it Hees Mean exsentint HETeemMeNE as at commiftee With the £eneral recommenda: tiens, | ‘ : cs : : = e CLAREACESD, KiNustey, Chaivwan of Ihe Canwaission Daehn) Ape ee er rar Se es reser 2. Hal, 6. 85, 1918, 1. 8. tn, of Education, me: : SGANEE. ou rab o.. ERIC REORGANIZATION F HOME ECONOMICS IN SECONDARY Saas | INTRODUCTION. —. = DISTINCTION BETWEEN GENERAL AND axretsi, HOME Eee - Though hone econones is one of the newer Gane in school pro: xrams, it F Is pow supported ln 8.000 high xchuols (usually as an elective) utd in two- - thints of all the larger city aelools as a required aubject In the seventh and elelith prades, This widespread inte ‘rest In ante economies enmong public-school authorl- _tles has resnited from a realization that lenne-life conditions Lave undergone nanny modifie ations, owing to’ changed economig and eecial conditions in American; that sctence has Minninated and duventions have hanged household phetioos; and that, as a con. e quence, Kreater Intelligence by women regaeding -. heaith. ‘sanitation and the wise use of material goods is essential, The participation ef home-econautles students and teachers ‘in many activi-, ~ ties during the war disurgunized the established COUPES, nud revenled alike ‘their value and their weaktiess, It is opportune, fherefure, that consideragion how be given to the reorgunization of hame econontics along broader Ines and ‘under administrative conditions assuriig more autisfuctury results, In this report feneral home economics and Siegen Rome economies will he treated separately, The main distinetlons between (ese two (types uaty be- set forth as fullows: Fa : . i 1, Differences iv persons for whom “adapted. ’ General home, economics may be defined as courses appropriate to all! yzicts as actual inembors of families with meer home duties dnd redath and is future home makers. Intensive hone economics may be defined as home-economics: courses appro- printe for those girls and women who desire to prepare spoclically for/special- zt -vocuttons based on some iuspect of home economies ar who desing to pre- pare specifically for household manazement as an oveupatitin “Ither in their own homes or in the hames of others, | 2. Differences in time allotment, = 2 i Genera! home econémles should not orcupy more. titan one-fduftth cof the "total time of the girl'in any one year because of the rig atte ‘clal is of otiter ' rubjects in the broad education, of girls’ and ’ women, _ i " Intensive - ‘home sconcantcs ‘should occupy auore tlian iioe-touril of the. time ships - ~ Ate 2 pee paring as awell as on her needs as‘aD, indtvlaual and as a member of soclety:. 8. Distinction in ‘alms. : ae : . ‘Roth. intenalve, und allele home economics curses must aim to Sereee an =: arent ‘sound - atanjanda, 4 Pot yo o.. ERIC 9 . . ROME. ECONOMICS IN, SECONDARY SCHOOLS. \ a _ eultivite taste and inculeate high ideals of service. Roth must eeaye an appreciation of the duties of the. members one to another within the home, and the. dignity and joy of home life, ° General home economics must’ develop ekill, good technique, ‘and establish’ standards: of critical Judgment concerning fools, dress, home-making budgets, care of childreh, and reluted subjects. General heme economics must develop ability to solve the personal: problems reluting to foods, clothing, and personal hygiene. On account, however, of the - larger time allotment given (o intensive home economics, skill aay receive + relatively greater emphasis in intensive courses than in Keneral courses, 4. Contribution to vocational éfliciency. : : While xeneral home economics coyrses havea limited time allotment, ‘never- * theless, well-planned and wellkeonda@ed ceneral home economies. courses ought to afford a basis, for the voeation@ ‘efielency of_girls as. home miukers or in vocations growing out of home economies. Intensive home economics courses shohhd give un greater degree*of skill than can be obtained from general home . Cconomls courses on Account, of the larger time allotment of the former. In the larger high schools, sereral types of home cconomica should be offered: ! ‘- (a¥ The general courses herein suggested to be r uired of all girls through- out the Junior high-school cvele. and to be made Go for all in the senior hich school; (0) intensive courses for certain girls over 14 years of age without regard to their nendemic Preparation; (¢) intensive courses specifically organized for employed yonng girls; and (d) intensive afterschool courses for actual home keepers and house workers, Suggestions regarding the general (a) courses will be found in Part I of this report, and suggestions regarding the in- tensive courses (1), (0), and (7) in Part IL ; ; ; - Af courses ‘of but aut type in hone economtcs can be maintained in any-high - school, then they should be the general courses suggested in thia report. Two out of every tive young women between 15 and 24 are wise earners in gainful © ogcupations other than home making. -To become highly efficient these girly anced training in those vocations, To phice all home econoniics on an infensive - : plan exetudes many girls from the benetits of home economics education becuse they, of- necessity, must stress preparation for these other vocations, and the - a remainder of thelr time is not suficient to permit of intensive home economics in addition to the work needed by the other essential objectives of secondary education, Many high-school students will. enter normal schools or other . ; Institutions of higher edueation.. To require of these intensive. home eco- Romies is to leave inadequate thne for the other objectives. Intensive. home ceonomica should never he the only lupe of home economics available in any - Moh _echool. - so — : ah «Intensive coufses in which half of the time is devoted to home eeonaomics ~ and related subjects shanld be provided wherever there are enough givls over - . 14 who need and can prétit by such instruction to Justify the formation of a class, These intensive ourses should he open to all such girls without regard to thely academic advancement. ; Carne on Pe ; ‘maybe’ provided’. in.-alternaté ‘years ‘when: too. few: desire ‘the Snstruction. to fF justify. all ‘types .every : year. - These ‘courses . should -he. organized: ‘into short . "a units, ‘ r Cohan ool haying enough pupils in’ the junior: and senior high -achuols, Ren rh moge than one: home’ economies, teacher, no increased expense will’ be. ...: iB: if both''g dina an isl#g.ycoutses are} inaintiined,”: Tn-smatler” fe ae Aas: Daled ‘<) ERIC oo nina “nomi¢s, as in other school subjects, lock-step teaching has always been much “ Y ; GENERAL HOME ECONOMICS, 8 school systems an attempt should be made to secure a teacher who can teach both types, It is unjustifiable to restrict all girls to a choice between intensive * home economics and noe Rotts sec orinlcs: Tt ts also undesirable-to fail to provide intensive bome economits for those pupils who need ft. ; PART I.—GENERAL HOME ECONOMICS. CHAPTER 1. MRD FOR REORGANIZATION, General home economies is the prevalent ‘type in public schools. Its de velopment has been atfected by many forces: Cawise evunomy has dictated the use of Small quantities of material; large chisses have necessitated uniform “progress by all pupils; the employment of inexperienced anit yeung teachers huis resulted fi methods imitating those, used by academic teachers; the em-. wleyment of untrained teachers hus led the ditectors to Provide’ uniform ynd rigid courses; long hours of teaching have prohibited the establishment of conticts with the homes of the school community. ‘These and other causes’ have resulted in nich unsatisfactory teaching. “Yet the general. judgment of, school patrons aid school authorities hus supported thy tontinuance of the teaching of honie cconomles and has ‘led to a demand that the work be so reorganized that these defects may Be removed. 1, Heretofore the ainix have been tov narrow and the content has been teo Pmited, Whatever che enuses in any purticular. place, the ‘result. too often has heer a Thoited interpretation of home economics to courses in cookery or in sewing or in both of these to the excluston of all other subject. matter re- lating to home cconomics, In such eases home economics has followed the lines of least resistance agd.not the lines of greatest value in the life of the student, : . : The volume of knowledge affecting home conditions has increased so rapidly that it is dificult to select the most important information’ for courses ‘of study. When such selection has been made, it should be subjected at frequent iervals to criticism. reorganization, and read justient ta-changing conditions, Especially should home economics instruction be much broader in scope, in order that the girls’ interests may be related to hoth home ‘and community. 2. The methots in home cronomics have. been too didactie, I home_ cveo- o functlon econ 4 HOME ECONOMICS IN SECONDARY SCHOOLS, é tion in the home. Articles hve been chosen for preparation’ and recipes have been followed that have directly conflicted with ractal or religious traditions, and which’ have called for materials with which the parents were unfamiliar or which they were financially unable to purchase. Similar ill adjustment has been common in sewing courses, To a considerable extent these ill-adjusted courses have been due to the physical impossibility for the teacher in charge to acquaint herself with the home life of ‘her pupils. owing to the size and number of her classes, to the methods agopted for the purchase of supplies, and to eniforced economy in the use of &hool materials, With ‘courses, reorganized as hereinafter recommented and with improved conditions of administration, 4 is expected that home edonomtos teaching in * the schools acill Carry over into the life of the pupil. a CHAPTER. M1 GENERAL PURPOSE, ATMS, “REASONS FOR TEAC HING, AND ANTICIPATED RESULTS, x FEL athe Maret A. General purpose.—The Purpose of gerieryl home economics education is to help to secure and‘to maintain the best type of home dnd of family life as vital forces in American society. s The best type of home is a place in which children may be protected, nur- tured, and developed into men and women, sound of body, trained In. mind, disciplined in character,- and :prepared to assume their rightful duties and responsibilities ina working world. A satisfactory home is, moreover, a place in which the worker may secure rest, refreshment, and recreation, and wherein he may be revitalized for his contact with the outside world. Such a home is also a’ place.in which those material comforts essential to the well- heing pt the meinbers of that home are either made or provided. - B. Aims.—The alms of general home economics in’ the elementary anil high schools should be: First: To prepare the pupils tor helpful and worthy membership in their Present homes by establishing such standards of character as will result in 4 consideration of the comfort ‘and convenience of others and in willing service for the common good. To accomplish this aim it Is necessary to develop skill in the use of household materials, utensils, and machinery, to inculcate such personal ‘habits and standards ag to foods, clothing, and surroundings as will insure good physical health ; to train in thrift, economy, and business methods that ‘the pupil may. appreciate the problems confronting the administrator of the family Income; to apply to daily life the fundamental laws of beauty of color, line, and form. « Second: To give prevocational training t& such girls us may discover within . themsel¥es special ability for those occupations: and Industries that have evolved from the ‘household crafts. C.., Reasons for teaching he _ economics. itapnierly children recelved most a of their éduention through ‘conta fii the ‘home and community ‘iife—indus- pete ‘octal, ahd religious, ‘The, daughters ‘Ichrned the siilis with which’ thele ~fatithiers ivere fimfliar. These skills took the forts of carding, spinning, weay- '. dng, agg garment making, of food reparation, vegetable growing, ment curing, (and poultry raising; medical Herb gathering and ¢uring, and the care ‘of ‘the " glek 3 of washing, ironing, and general house’ cleaning. ‘There were few divert. . ing ial activities ‘dnd but q Umited nmmber pf books for perusnl. Almost |. no %« intonation: Felating to’ health or es udehold nconpatt ‘ @. apent Rn Se pena to ba ‘<) ERIC to maturity seeing. only the superfic ial evidences of American home life and . GENERAL HOME ECONOMICS, 6 much of ‘that time for teaching household arts might have been unwarranted. At present pupils are in school acinaijor part of their time and they have school duties assigned for many out-of-school, hours, Hence there is leas opportunity . . for most mothers to truin their daughters in home: economics. At the same time, certain skills needed by the women members of almost all households -Jre wore easily acquired in childhood than at any later period of life. As With piano Playing, writing, and singing, so with the needle crafts -and mmuny household activities, real. dexterity in the aise of muscles and established hahits of successive inotions are easily. acquired in childhood and if not so aquired muy never be mastered, in Fiter life. Nor ie it only because. muscle ‘habits are ost easily acquired in youth that household skills should be given girls at thay time. Never can these skills be attained at so little expense of Valuable time as during. those years “when tlhe ‘real pressure of life’s duties is us vet unfelt: There is pleasure for the w orker when the processes have beei Auastered and have become automatic, while distaste for home dpties is. almost inevitable“if such duties are discharged under the digadvantages of: inexperi- ence and unskilifulness, ‘ fey So fapid tas been.the ady ancement of scientific Ehowiedge relating to health and household munagement that few housekecpers have. been able to keep abreast of it. If the saan tu be made familiar with and interested in this new know edge, she must he introduced to it during her yenrs of school attendance aid as u part of her actual achoul work, . The fact. ‘that-a pupil ix vow living in a homme gives an added reason for teuching her or him ‘to share in the duties and to apprecinte the social re- sponsibHities existing both within and without ‘that hopie. Many American school children are from homes wherein: the parents are _ foreign born, Many such parents are ignorant of American standards of *Hving, Unlegs these children acquire these standards in school they will grow ignorant of the principles: ang standards underly ing this life. It is not pos- sihle to undo in school all the evils of poor home environment, but it Is possible to awaken a girl’s desires for simple and genuine home life which in later yedrs will lead her to mold her own home alotig hetter lines, . Many gircla and voung. tcomen leave home iwhen catering wage-earning occu: pations, They need a knowledge of wise spending that they may secure frori -thelr income a maximum of physical welfare and au margin for saving. They: need a knowledge of textiles sind clothing to arsist thera in purchasing and caring for suitable garments that they may be well and appropriately clad. They need a knowledge of food values and hody needs that they may be se fed as to retain vigorous good health. They need both. theoretical and prac- tical knowledge of sanitation and hygiene that they may secure for themselves a healthful environment and Mis prevent .sickness.. They need ‘instruction in expeditious ‘methods of performing the usual household ° activities that they. may secure aatiafactory results. In their linhlted. spare time, ‘Many girte enter voostions, that have. ‘developed from household industries...’ ‘Instruction in pewihg ‘and: ‘dressmaking may :prove. to: the young student that : . Bhe: has. ability: in this type of. Work -and. lead. her to. enter ‘thtenstve- ‘courses: An, trade dressmaking. toillinety ‘may lesd to trade -inflitnery: household ‘decora- ‘thon and furnishing to fourses in. commercial household decoration: food. work - may awaken a desire for training. in. catering. or in loneb-room management ; 7 and ,th -fiome oii rae mayiat! : vorationd! ” ihe-econ ; ! De heed : ft 3 hich wonien now fergiNurses, ate bociall workers anil settlement . SS S ; : HOME ECONOMICS IN SECONDARY SCHOOLS, workers need this prevoeational hoe econo npon which to hase their professional eourses, D, Anticipated: resulta—Home economies should lead jo increased apprec in- ‘tion of-scientitie knowledge which rehites to the welfare of the family, to more expeditious and efficient heusehald niethods, to a higher. degyee of physical health fer the members of the household, to a grenter margin for saving, to a grenter love of the trnly beautifnl, and to jnerensed leisure for the adminis: trator Le the workers fithin the home that they may be enabled te dis- charge thelr rightful res) msibitities te the community, | Home economies shoni contribute to the discharge of various cannuiilty responsibilities, Knowledge of sanitation should funetion alike in the herve and “Tn the inspection of anarkets and datries, In the encouragement of cleat: gtreets: and puble convenienves, am) in the enforcement of healthful fac LorRE working “conditions: trainin in ‘clothing: should result. dn greater sympathy ane onder. standing on the part of the woman who buys for the woman whe produces ow Who sells; food instrnetion cshionld react upon condithens ir publie places; and studies in child care should dovakei wn intelligent: and detive interest in the welfare of all: children, : * Home economies tn’; isehools ean never teach a girl all she Will new to ‘know as the admintst rater of her own home, but it shoul! and can establish - fh respect tor hane making. keener interest ino the home, right. health habits, habits of neatness, a good degree of skill in ovdinary household cperations, 3 -pirit of helpfulness, und ideals and -stundards of healthful, satistactory family Ite, , —— i CTEAPPER W. CRGANTZ. VFTON, A, Meneyal. auggeations.—The work of each year “should be so organized that At will be of, ‘the Mhnost value to Chose girls who do net continue dJongier in, school, and each year’s work shofild build upon and be correlated with the work of preceding years, In other words, cach yedr should he primarily a prepara- tion fer these’ duties of life. that are within the _present: comprehension and power of the girl Moreover, Qe work of ench year should also be adapted. to the ability, experidhce, and maturity of ‘the pupils of that grade, whiie the ~. work of all the’ year as o whole shoyld give an adequate. and well-rounded - training-in those selences amd arta that affect the Nate of the home and "ita members.. - ‘The attninment of thix-even development of know Rule aud al necemsitates te Dumber of radical changes in prese nt practices, In many schools the entire thme in heme econonites in the seventh grade [s “. ffiven .to sewing, iu the eighth grauie to food preparation, and in the ninth te.elther- foods or clothing, With this arrangement, the girl leaving school, at ‘the end of the seventh grade may be famillar with’ niany: sewing processes but. is untratnerd?-in: food prepai'ation, - hone sanitation, housewlfery, and ac- e % courting. Even df she: continues through the eighth. grade and elects. one. phase heres of hone” ‘éconoriles:: An’ thie ‘ninth, ‘her. trainiig: has: ‘been: unfortunately, lirhiteit to, there: two of: the inany. phases: ‘of hottie, economics. soa in: éther schools. lessons: In foods, and ‘clothing aré alternated. There: are hie -objectlotis. to this plan...: ‘By this: method: Projects extend over many , and it-is. Impossible to sustain the Interest and. atten: nt desires. tp see: the | ‘resi :0f cher, labor..ani the. ye Censigpoe stadt and teacher will therefore 9 ie t D o.. ERIC GENERAL HOME ECONOMICS. = 1 have the largest. satisfaction. i the project aelected can be carried rapidly to completion, The alternate week Plan ts not more satisfactory because the week Is too | short a pegjod in, which to get one's bearings and to seciire tangible results: ~~ . The cours™recommended -in this report is based upon-this {deal—that there _ vhould be short units of intensive work, each based upon projects. necessitating . - A number of fundamental processes; that these units should he sv Varied within each year that training may be given in hand and machine Bene knowledge of textiles, appreciation. of beauty of design and color, simple food preparation, the relation of food to health, habits-of dextrous work, housewifery practices, ldenls of personal hygiene and cleanliness, careful use of money, and In co- ‘operagion of effort for the common goad. Sach unit should extend the knowl- vile ofthe pupil so far along each line as to insure a su: ste development of the whole subject of home ecanomiecs. a B, Establishment of home contacts—Sinee home economies is intended to deal with every-day home life, school instruction should he closely associnted with present home activities and home activities with school instruction’ Foods are cooked, served, and eaten in. the home. dishes are washed. beds are made, mending Is done, children are cared for in health and in. sickness. The work in the home is not; in all cuses, well done, but in many homes it is beantifully and effectively performed. Indeed, the most valunble of the home economics literature is based npon the best practices of women within their own households The ways of the expert neediewoman have been observed and recorded and have become the basis of the instruction In sewing, mending, and dressmaking, Instruction in househdld management is based upon the _aetual practices of many efGcient housekeepers. and home administrators, - Many food lessons are ‘taken from old family recipes with measurements trans. lated! into level spoonfuls and cupfuls, Added to this acenmulated wisdom of home makers, are the explanations of the: scientific ‘basés of home: customs: and the elimination of useless or detrimental habits of procedure. Many honsehold methods have evelved after countless failures, It remains for the “home economics teacher to apots fhe successful methods and explain the causes: of failure, ~ It is especially necessary that religions, racing, and national customs be understood and that instruction he modified so as to give no cause for offense, Every home economies Tey should therefore he familiar With these ous ‘toms, “while it fs generally” admitted that home eeoneatiee instruction should ar- tieulate with the home Hfe experiences | of the pupil, yet tenchers are often schednled to teach 1 to 20 different groups of children during @ie week, these groups often number 25 to 30 pup Stated otherwise, one teacher is often expected so to give her. instruction that It may satisfactorily function fn the. lives of from: 875 to 600 puptls- who come from-homes varying from those of the poorest and ‘most iiternte to those where the best. American standards - Ee of living predominate... > To meet. even,375 different. pupils. each week, to. arrange. ‘for. the. necessary: 5 Seon es ‘munities, to. adjunt the. Instruction: to ench. pupil, “asstating, ‘enconraging, atiin- a ‘lating, directing: ‘and ‘modifying: the’ “tanks that the maximum -of henefit.: ‘miay | - he derived by. each individial: “and Jn. ‘addition | to: acquaint, herseif “ith the : mee life of ‘each of the ‘87 puplis is impossible, ,_ The- desired. resulta can. not’ : recured wn i i er ta ¢ ned me . te cher: Ja 80. reduced © “ ene Saat ogre f Ay tied se Ye 4 4 Roe -° HOME ECONOMICS IN SECONDARY SCHOOLS; C. Adjustment of, teacher's work .—Every home-econowics teacher should be » assigned one day or two half days exch week for home Visiting for the pne- bose of establishing home contacts and of supervising assigned Luure work, Sixty pupils a week in the seulor Ligh school is a reasonable number for’ one teacher to Instruct and represents the number uf hemes with which she may’ becume. acquainted. This estimate Is based upon the assumption that | euch pupil will report for three double Periods and one slngté period and will _ be assigned. te home problems for 90 minutes per week; that the groups will: _ average about 20 pupils and that the teacher will meet three different groups each week, If the chisses must average 24 pupils, then it may become neces- sary for her to instruct a total of 72 pupils, aoe Poe F In grades seven and elit the time allotment recommended is less ad the teacher may tnstruct five diferent groups. , = . D. Length of periods for practical work.—Periods for practical work should - never be less thin GU minutes in leugth. Periods of from SO tu 120 minutes ‘tire recommended, ' : J , : In clothing classes the time uvailabie for work’ is shortened by preliminary “preparation, 8uch as washing hands, taking out, materials, receiving general an dirpctions, and preparing the sewing machine. Is ulso shortened ut the close of the period for similar. causes. This shor enlng is the sume whether _ the total period. be long or short und. hence .Is proportionately greater” the shorter the period. For’ certain types of work, sugh a placing patterns and cutting material, a short period mukes satisfactory results tinpossible. ee In food preparation g short perivd {ys even more unsatisfactory, since ahuost : all foods. require fixed lengths of time in which to complete the cooking process, If but GO minutes be scheduled for food work und 10 ininutes Is re- - quired. for persoval cleanliness and preliminary preparation. so simple an ar. tlele as a potate can-not-be boiled or baked and served und the laboratory put in order in the remainiug 50 minutes, | - ee a From two to three times ay much progress can be uide in a 90-minute pertod us a 60-minute period, In addition, better methods of housekeeping can be Secured and there is time fur courtesy and govd manners inevitably over. looked in the rush tucitent to short-class periods, : ‘" Work periods double the length of the recitaion periods prevailing in, the school are recommented, A W-minute period is uot udvocateil by the oy: mittee, but at thues way Dave to be accepted. : ee FE. Need for broadly trained teachera—A course designed to give the neces- - sary diversitied knowledge and skill in bome economics culls for a tenclier Well trained: in fouds, clothing, the fundamental sciences and art, and the suchil Scjences, and experienced: in. the actual administration of a household. @If cach teucher is nut familiar with all these phases, then it will be necessary to _ tissign a giveu class to several teachers in turn. during the year, Amouy the vbjections to this latter plan is the serlous objection that the teachers dy not Hecome adequutely acquainted with the individual pupils, their abilities, thelr home conditions, and thelr special problems, _ + F. Seasonal . topics—Certain subjects become of dominant Interest: during ne particular seasons of the year and. in. 80. far ax.possible should be given-at- duch’ rf Clothing 15 af special ‘niterestin.the spring and fall; 80 also is millivery, “fund. the cleaning, pressing, dyeing; and seusonal care of garments. af Bood preservation .must. be given when fruits and vegetables are avnilable for'use,. fecata . A inl noxt prevalent ‘ntl sreyard Jt the 2 aoe OH 3 Atay o.. ERIC ‘<) ERIC ae cen OPN IT EH GENERAL HOME ECONOMICS. 9 Tules of sinitation and personal hygienc, Hence winter is a suitable season for home nursing and personal hygiene, Sanitation can be taught best where visits to buildings unde? construction can he made to locate water supplies, storage reservoirs, and water mains in - process of laying and when country trips maybe taken to dairy faring, markets, “anurket gardens, and sewage-dixposul plants. Henee sanitation may well be taught in the spring. ‘ewneral, food work is appropriate at all times of the year. though the ania chosen should correspond to sensonn, apd market conditions and must be reuily adapted to home conditions, , Conclusion —With broader interpretation of the nuige of Lome economies, with Closer articwlation between home experiences and class instruction. with. increased recognition of the cimportance of home contatts, with ao definite assxiznment of the teacher's time fur acquaintance with the homies, with fewer. pupils for each teacher, and w ith oadequately and broadly prepared: teachers, “hone economics will become a vital and effective subject in ull public sehvols. HW, Retation-of. home economice to other schoot subjeri3—The home -eco- svomics teacher should not teach ‘subject: matter Already taught in some other department, but should enlarge upon and vitalize such knowledge by applying it to household problems, Where there is cordial interdepartmental ‘cooper- - ‘ition, the departments of physteal and biological sciences, social studies, and art will contribute greatly to the value of home economies inst ruction and the home economics department should, in turn, adjust its work, as occasion ‘arises, i the enrichment of other teaching, The home’ economics teacher should familinrize herself with projects in other departments, “und place her own - projects before other teachers that there may be mutual understanding and » ussistanee, ‘The lessons in general eeienieoanit biology on enue, molds, bacteria, insects ue diserse carriers, and the conditions determining their multiplication or destruction should be utilized hy the home economics teucher in food preserviu- tion, sanitation, and ‘holsewlfery. Lessons. in. hygiene should -be constantly applied in home economics, Physics and chemistry should give the mechanics of the sewing machine and the application of electrical power to household appliances; the chemistry-’of air, water, food, cleaning materials, and disin- fectants; the testing of fabrics; and the science of the heating and ventilation of the home, ‘The principles learned in the art department must form the hasis of the. home economics instruction inhousehold furnishing and decora- tion, dress design and color, und external bevutitication of the home. The aid that the social studies should give to home economics 1s scarcely realized in any school, The social studies should supply information can- cerning savings, investments, home ownership, ayd the economic principles reluting to production, distribution, and consumption. The teacher of the social studies shoufd*interest and instruct in civic matters, such as-the mainte- ‘hance of sanitary streets, markets, and alleys, the preservation of the beauty of: parks ‘and* forests, ‘and the management of the water supply from the xource untfl ft reaches the consumer, It {8 the Paramount duty of the’ social studies teacher to develop a ‘Beitse of sorsotial résponsibitity for the welfare of soclety and for each member of €hé soclat group, end. this sense of pérsonal: responsibitity should be further strengthened by the home economics teacher. - There are many ways in ‘which home ecoiomles teachers should cooperate with ather teachers. Projects arranged in other departnients should be fuftiver } Heveloped. ie homie e enpnoniess selma? should ‘be gladly reffered ta, the. 10° HOME ECONOMICS IN SECONDARY SCHOOLS, ‘|, departments .of music, art, athletics, and English at timea of exhibits or 4 pageanta, and time should be yielded for excursions nnd tield trips for the departments of health, social stiidies, or biology. . Such cooperation, as is above ‘Suggested, has been secured in some secondary schools and should be in all, "1, Project method in home economics.—The advantages of the project method , in, home economics are now generally recognized, Projects should he carefully Selected and adapted to the interests, fee, and maturity of the pupils and to the financial ability of the families, The. most successful teachers + Will use all of the following types: ‘Observation and report Projects; working. ‘ whool projects; working home and community Projects; assignment of topics for study and discussion, _ The predominance-of yny type should depend upon 5 , ‘ the ‘conditions existing in the school conmunity, the maturity of the pupils, =” ~ and the adequacy of the training of the tenchor ; i 1, Observation and report. projects may be H astrated by the. following: 3 = ( Project.—The local food situation. . : ; . - Investigate the sources of local food supply. (1) Fonds produced near by: ae leat Transported by rail; (b) transported by water; and (¢) brought in by f | tracks: (2) Foods from distant points: (a)'-In the United States; (b) in ‘ foreign: countries, (8) Conditions affecting the’ supply and demand for each. . : _ ofthese types, (4) Local store and market conditions, (5) Local. food wastes : (a) In transport; (b) in retailing; (ec) In homes, . (6) Number of days of ; foml supply held in reserve, = - ; , i Project.—Labor aaving in the home, : ee ne . Study of the home kitchen: (a) Size; (0) arrangement of kitchen furnish. ings; (¢) water supply (d) fuel supply; (6) sketch of paths of travel in meal preparation, service, and dish washing, with number of steps required; (/) plan of rearranged kitchen and cost prices of ‘labor-saving devices, . 2. School working projects may be tlustrited by the following: :Project.—4 child's. gingham dregs, ee * (1) Gingham; weaves, dyes, grades, widths, test for colors, (2) Colors ~ sultable for Intended use and for child selected, (3) Design of dress, suita- bility and beauty. (4) Trimming selected—art principles Involved. (5) Mathe- matics of menurement and also of cost, (6) Hand sewing Involved. (7) - Management and. care of machine, (8) Principles of mechnnies. illustrated in machine, (9) Cost of completed garment compared to ready-made garment, (10) Laundering colored cotton. goods. (11) Mending gingham, . 8..A working home project may he based upon the preceding school project. * It may consist of the weekly mending of colored cotton garments used In the family andreported In number nnd kind by the mother. Much of the instruc- tion given in school should he practiced at home. Supervized home work is therefore an essential aspect of the teaching of home evonomles,-as_ before discussed under the topie of“ organization.” It is the senze of this committee, however, that it is unwise to give school credit for reported but unsupervised participation In household duties. When a test can be applied at schoo} nscer- talning ‘the skill acquired, by homa practice, then ‘credit should be given for ‘such. work, : neyo “2.4. Ont-of-gchool observation projects, .neceasitating visits to -bulldings: under: “construction, water muliik tiv process of layiig, city water supp)y’ plants, heat oS or “Hehting~ planta, -eréineries, markets, ‘stores, and {ndtistrial Planta, are strongly, advised. Hise : Ps 5.’ Home observation projects should beycarefnlly chosen that there ‘may be afge Intrusion into the personal: affairs of the household. . A teacher has‘no ight -, yaa - era oF Le : Sasa Y t ~ 4 pUpestere ote 09 ? A rn eS *g of ae ibe eters Vy < “ SN so Saran g oe ged gy Ce, Py fie 8 mates thy deat RE font Lan 4 we 4 sen. edt Bee Pe ne AF Py & 7" 7 ry ee Y jvc hy os re " ; A ‘ » nd oss io) ERIC o.. ERIC GENERAL HOME, COR OMICS. . 11 to inquire tor definite information’ as toon pupil's Ravine or. ‘the rai: : vrecery bil, or the family’ clothes budiet. bat when she can get this informa...’ (on, without giving offense it spel ‘be a CHAPTER tv. COTRSES OF STUDY, . Tntraduction—t is the consensim of peninn that in the first four years of ie #lewentaury school both boys: aad xirls should be given Rrogressive inst rue- tion in industrial arts. During these, years they should beeathe familiar with situple common tools and acquire control of the coarser inuscles of the hands und arms. The dustruction should prepare them for more specialized training | in the succeeding grades, = In saqgie schools the needs of the pupils make it: desirable, ‘to begin definite Leane Poonomies training in the fourth grade, pH under - ordinary elire umstanees this shoukl hegin in the fifth. * Simple food preparation and Srausewl tery should be the chief ‘teptes in’ the “home anaking classes throughout the fifth grade and sewing und food prepara: pM seen ¢ AAR % s y Ae se . Tim should be given In‘the sixth grade with a constnnt review of the betuse- : / wifery practices tanght In the preceding grade, ’ é The glominant thought of the tifth and sisth grade fowl work should he ; AY hint foods ure needed by children of this age in order that they may grow and be strong.” The axetil cookery should be of the common and least expen- t sive foods and by the simplest methods, Breakfast cereals, niece, soft-cooked tees, toast, plain custards, cocon; and simblar preparations should be chosen as lessen subjects with especint stress placed upon the care and use of milk, the, value.of cerenis and vegetibles in the diet, neat methods af work, and serupie lous cleanliness of person, utensils, and mesiads, ; ‘ The xewhng should consist. of simple projects adapted to the interests of the children at the per iod of their development, Work whle h requires, close appli caution and tine exnet motions is physiologically objoc tionable, Housewifery lessons shoul! consist of teaching the care of a-bedreem, toble Serting, careful dusting, and dish w asdabige, The spirit and iotive of home econmnies tenching should differ ia these Erades from the spirit and motive in the junior high school. It is conelided thot oa gh) entering the seventh grade should know hew te follow a simple ree Ipe accurately; to measure food materials: correctiy. «1d to regulate temperatures for boiling and baking. She should he able to assist dexterously In muking a bed. curing for toilet artietes, setting a table, dusting” n room, Washing dishes, and putting away fresh and couked. foods, She should he able to sew straight seam on the Sew Tig machine, ent by on two-piece com. mercial pattern, baste seams dari her stockings, sew on buttans, work button. holes, gnd wash and jron-small Heht articles of cotton and Hneén. She should understand the ‘more elementary facts eoncerning the right choice of foods and clothing, carrect. food habits, Tersonal hygiene, and enreful use of foods ang : houselfoid furnishings, With this foundation she will le eee te profit By * _the course hereinafter recommended. , ; “Adjustment of: the home: sconomtes | ‘courses in junia: and kenjor high schools ” es should ‘be. made in schools where’ hone: economics is fiot_ given’ heforé-the weventh ce - -¢rade. But the. ‘conimittee ‘dexites to urge the. importatice of latroducing the as ‘Work into the fifth and sixth grades as rapidly as possible, | 7 AE Thine. altotinent —The importance, attached. to home" work ‘by ithe’ com: Aiittee. on’ home. economies ‘and approved. by ‘the. reviewing committee calls for’, wwii nL aie ; A different. distribution thine t M. that: “now: Deywalling: “tnicmnost: school: ae) legac, bed gies eee, & eeNre ia s foe BP spent, a oo bg he ny meits it , : ? \ bee I P 12 HOME ECONOMICS LN SECONDARY SCHOOLS. Tn grades 7 wd §, whether Organized ah the (-3A), the 6-24, or the #4 plans, the cointittee sugeests that all girls be required ie devote hot less Mian 270 Ininutes euch week to home cenomies. The colunittee ou home economics holds _ that this requirement should be incrensed. ie. Me ander Vadis, of rhe review ine comnmilttect however, believes that the reqhirenient shout ner apply te ail HitLs Uifess Che courses are se orgahized as to recogidze Individual dMTerences,' . This time may well be distributed us follows: QQ) With 43-minute periods there should be: 2 double Periods per week lataling, ISO minutes und oue tecitietion peried of 45 Taiuttes ; study, praction, —— “and observation at hane, 00 nunutes; Cetat at school aad at houle, SEy minnites, (2) With 60-minute periods there should he: 2 double periods, 120 minutes: home practice and obsergation, &% Wittes | tutal at schael and ag hanie, 200 Ininutes, ‘ i : Sialil In grades 9. 10, 11, 12, the work in’ generat home economies may be po organized euch year astty revelve one unit of credit. that-is. be equivatent to apy subject having tive recitations per week with dutside preparation. ‘The distribution of work in school and atchame may well be ax follows: With $S.minute periods: 3 double perlods, 270 minutes; 1 single period, 45 niinutes; home study, 45 minutes; hojne practicr and observation, 90 minutes: total, 450 minutes. ; : me (2) With GOminute periods: 2 double periods, 240 minutes; 1 single period, 60 tiinutes; home study, GO minutes; home pr: total, 450 minutes, : Tt may be observed that the above fie atlotment under the 60-minute periods makes it possible for one group of pupils to use the school equipment, fo any two consecutive periods fer one-half of the week and for another group foluse the same equipment. for thelother bal€ sof the week. ‘These days: muy he alternited in the schedute thus: tetice aod observation, Ge Hinttes: >i i Monday: 1 Tuesday. ca Thurs. « av. day. Friday. SfoerA A B A a ae Peat n c dot ‘Nee Yor } a Oe Ff F A WE ae White. 1 believe that all girls In. the cartier grades of the junior high school should he expected to take. some work In houschold arts, I do not belleve that one would be Justified tn making that rn requirement for all gitls in the seventh and eighth grade ax jong as we are Ukely to have’ conditiong ax at prexent. 1 have particular, reterence to the fact that in any grade of the schoot system there will be found girls of degroer of , a@juatntance: with housxebold arts which range all the way from “O" to conslderabl« knowledge and skill, at least as far as the commoner occupations of the home are con. cerned. Ordinarily, this means that when any given unit of housvhold arts ix set down as a constant for girls. for cxample. in the eighth xrade, thoxe. girls of varying degrees of previous attainment are Indixcrimthately grouped. This is unjust to those girle and bad for the workin. household arts. I must inalst on expression of dissent With the: recommenda tion bu pnge 12. timt all girly Jn seventh and eighth grates be required to atudy housghald economies, unless the coainittee is willing to say that thin, requirement ‘xhould: not be ‘absolute wnleas provision Zan be made forthe grouping of ‘papilla according to Previows attalnment th houschold-arts work.—Dr. James » Alexander ‘Inglis, : ? ‘<) ERIC GENERAL Tome ECONOMICS, ae S| io the school lias a rotating peer the plan oinlsht he as fasterwen ee mee a erry Peril. by ee | es Tursday. ae ee Friday, : ' : ems ae pre oad U } ATS og | c B ; \ cs i 1 : 4 A i ; peers t Ai) F D B a ne ‘ eer D S .| D i Ter seal ie fhe ‘ By the hatter pilin four ebisses fiitve double bertods ii the third and fourth t periods When foo can best he prepared in quantity for the ‘Inneh service, Co Elective courses.--Blective courses in general hawe econaifies: should be aered: da all senior high sekoats. These courses should be fall, anit courses ued be the equivalent in tie and value to other elective subfects. 9 Phe ratio of practice te class time should vary with the subject. To sinall high school it ix well ta rotate. the various elective courses iu heiwe economies: fr unt Veur to year dice itis quite probable tistt the ehisses will be small The dreatest dite edty in sneha retation is that of schedule nntking, Wot is a ditticuley not _THapaan- site of satisfactory solution, Girls aver V4 years of ase should be ndniftied to the liigh school home cconamies chiss and where whe number of retarded givls iustities the formation of hallday clusses these should he waintuined, This is more. tally discussed in Part Hy. which is devoted tu futensive home economics, a D, Outline of courses required ino junior high: setut-—AVW of the. Mowing calrses ure futended to he sueeestive. It dscuntieipansd that the dutellient tencher WHHL modify, eliminate, or substitute “projects as the netds of her pupils Justify changes, - 1 is assumed that et alloef these projects can he. covered during any one course. and that not iufrequently the project here selected for one unalt qiiaey be niost suitable In some later unit. Time altlowunce, seventh and eishth grades: I we hundred and: seventy or more ininutes Ustributed ts above, REVENTH GRADE, * Matives: Promote, home helpfulness, form right health hi: bits, awaken an ine i “terest in the economies: of clothing and food, and train in the performance of eer heusehott OOM: SEVE NTH GRADE: FIRST ‘QUARTER, ‘ * ; : Topie! The care of clothing; thrift: in selection and making. Correlated with geography, Engtixh, arithmetic, art, and general science. . Siagented achool projects, || xnuyested xehool projects Home prajects—Continucd, yb “ontinicd: : Sa Continued 1, The famly work basket — 1. Care of clothing. 2. Selvction ‘and making— Continned, ee (9) Rtocktog darBin Continued. (ec) Ruttonhotes res (b) Patching. repair (d) Miday. . palred. Peale ee (2) Underskirt, 2Care of stockings. ax m : (f) One © project. re: affording dene, $ (©) Taandering of i Quitiog coophr-| 3° Cire of own xhoes, ; uadergarments. e ation of seve | 4. Expose acconnt of arcea- . (a) Making ~ soiled eral puptis. 7.. sazy clothing of-ehild clothes brig, 2. Sefeetlon and making. | {a) Kimopa night at gbis-dge. | Tome ‘projects, Investigation reporte and | Ae hah dress, 1. The fatty work basket, |- rpeitationa, re _ 4b) Apron,» : (a) “Family. darnjog. | 1. Coat ‘of homemade versus. Ne wot Sous ee) ‘Bloomers. 2), bla cept ae ifencrennede. Garments. ’ @ ERIC JA Fui'Toxt Provided by ERIC : a furcationtion reporte aad set fations—-Continurd, ne HOeples of white. cloth {'3, Samples “printed “with coat, fineness, «loth, , anl weave, ¢ 4. Sauinples gingham “14° ss HOME EcoNoMICS IN SECONDARY SCHOOLS. * areatigation aad’ * Moae-—Continued. recite tivas—Continued, cotton | 6. Tests of colors, 7. Coat of -bomemade . chia, & : ming. Samplex. mounted and | 5. Eaperiments ae to shriok- > Named, age of coltun vloth, pa SHAME SECOND AND THIRD QUARTERS, Nee Topic: Meal prepanition - aad service, Corretated” with. English, geography, arithmetic, by klene. and general eclence, Ruggeated echoot Projects, | Anyye ated school pr Cuntinued, §. The vookinis of fowl, ; 2 (at Combustion — &y- Lp pb. of loing Continued. . ferlments, d) Tabi ¢b) Fuels, eet eeetae! (ce) Types of “atoves, (d) Effect of bent on. Uifervnt, food Noon, (e) Care. of. itd ) Laundering | table ftom [ Tuveastigation reports aub cette tione—Coutinued. - an Warér—¢ ontiguer, to) Local water sun- ply. toon thangs. table | 3, crowing child, (a) Vilue of wilt. é _ tutta,” Uneo, "(Be MIM poetittanion, fe) Types of uten Home projects, (c) Local) milk sup- wile, s ply. 2, Preparatidn of the family |, Prepare at home cach dy Visit creamery. breakfast. “articles conket ac] 4. Value of cereals jn the tad Prisha, xchool, ‘et, at (6) Cereals, + Help prepare Sunday tas Kinds af ccrcain, (e) Hot drengla, | ‘ brewkfant, (by) Visit millx, °~ (4) Ment dishes, 3. ein wash Alabes oat (eV Visit: bakery, te) Fixh dishes, lay. : 5. Valte of green vegetabtes, ; UY Exe preparations. a Dally servley of break. fasts, ae Todividual. (5) Class groups, fished. G Mure for. foods market, . ted ‘Pearhers, 3. De) marketing: Of market, (dd Gaesta, R: Prepare -Sunday supper. (eo) Compare sanity. 4. Care of kitchen, 0, Take care of refriger- Hon of mar. "(a) Dish wasbing, ator. : keta, . (6) Core of stove, 10. Assume care of dining ’ (@) Compare prices for Washing win. “room. sin “rash nad, dows, “¢d) Cure of tloor. 8.0 ‘are of foods, (0) Mit, (by Raw. food. tc) Canked foods, recitations, 1. Fuels, - {a1 Sweeping, (dD) Dusting, (¢) Alcing, the body 4. Keep tate cutlery pal S. Set xupper tuble datty. : Turextigation reparla aid» + the household. (b) Uses of water in’ fay Stade vepetatter, G. Marketlng. —. ’ (a) Vintt markets from and stores, _ (b) Study sanitathen ‘ PARRY" Rtores i and in “eharge and delivery stores * te) Cost of different {2 The home juncheun or fuels, : Kupper. a Care .of food containers, (hy) Rourcer of differ. (a) Crenm ~oupx. (a) Jeo box, ” ent fuels. (bv Realloped” — yoge. (hy Window box. (e) Cost of different { tablea, . (er) Rroad box, ~ : atover, te). Cream vegetablor, (d)' Flour canon. 2. Water. ‘ . (@) Egen in luncheon *- 7. Care of dining room, (a)-Usen of water in diaber, (e): Siaple desorte. (1), Salads, I 3 (g) Light-breads. recite- Jaceatigation reporte and - An adequate diet. for- a GENERAL HOME ECONOMICS, REVENTH GRADE: FOURTH QUARTER, ‘ . Topie: Chotce-and ranking of simple clothing, Jamkkevping, general science, art, and liygiene, Correlated with arithmetic, Project, 1. Seventh grade girl'a ward- robe: Waeb dreas oonwarison of! radi: of simple de. Material, work.| 4. Keeping account of Igun-* sleu— Manship and cont dey. ta) Cholee of mate] . of ready to wear! 6. Making garments fur rial ax to -colur, Pres. younger child. denim and eult- | 2, Chlldren’s garments: : ability to wearer, Rompern und drenc,| deefstivation repurte aad 1b) Cholee of trim. For child in‘ family recitations, Ming ae to de- or in charttabie in. , sien, suitabltery, stitution, * cat divide | 1. Textites, ote, ‘subject asx in Project]. (a) Visit teoncile mill, hy - or. Mikiog art 3. Cooperation. project for| ~ 1b) Study. weaving, te: : ekint a ‘stand. school = activity or} Led Ten tacohonn. benevoient purpose, - dp Collect snQtiplos ards of work . ft tof uatertol bs maoxbip, > Home projects 2. Figure clothing ludgeta. (dy Care lof sewing! y, Fanlly mending: basket. ' 3. Visit stores with ready: - Machine, (a) Stocking darning, {7° to weer garments (¢) ‘Washing colored 4b) Rottone and bat | 4. Study making leather and cotton © materials tupholes, | rhocs, — setting colors, | 2, Batire care ,of pereobat tS. Eesentiale of | healthful etc. wardrobe. dressing, Meoject—Continin d, a Seventh gradki-—Contd, Pwrome fe pits: s— Continued. in Cost of dress ae Dally vpre of own bed. Motives : Health, home Lelitulinass thrift, mse, oY in Hensel ocenpa tions, ated 2h aWwikened “tue hil cankelousnégs, > = Trent GRADE: FURST CATER : ee Topless Food preservation, Market ing, fom’ study, food accounts, with SE EDnrH science, ReVEFUphY, arithmetic, and hygiene. ° 3 ” aw Sada ated sehoot projects. ay 1, Food preservagion, * (9) Frutt’ canning. (b) Vogetable~ — can- ning. , te) Jeliler and jams, (d) Preserves * and Pickles, se) Fruit) drying. Cf) Storage of winter vegetables, *. Wholesome and e cal family f 40) Cooking. of "area “fruttes, ae tobe Cooking. of ic : gumes, i te) Bread! making. - 7 = td) Ment ‘cookery, - ey ‘Winter vegeta. yao: >-Home projecte. 1, Home cayning, 2, Nome marketing, 3. Food accounts, 4. Reread baking. 5, I'reparation of breakfast. 6. Washing supper dishes. 7 Saturday kitchen clean- ing. i ® Tie home funeheon or bage contalner, - 9% Care of bathroom. 10. ‘Care of own reom.. 11..Care of dining rvom. 12, Assistance in” : _ laundry... de “Investigation voli. ond. veottations. © 1, Feod preservation, Bs Yeast wolds: and 1, Food family. 2 dacterla to foods, Soe -datestigation reporte and cecitetions — Continued, preaervation—t: ‘on, (by Food “pollnge, | causer of. (ec) Dextruvtien and ‘exclusion of mt. . troorganla ss: Hy © beat nnd seal fox: by drsing ¢ by chemtente, (d) Choice of fonds for preaervation, 2. Yeasta In bread making: . Mokis on houw hold islet log or linen, 4. Disporal of -wante, ; 18. Prevention. of :Insiecta. 8, Sanitation of bathroom. o.. ERIC v 16... HOME. EON eis IN SKCONDARY SCHOOLS, | . ° EIGHTH GRADE; SECOND’ QUARTER, . Toptes: CG mtination of first quarter's a0ne DehaEAtiva of food in fam quaritities, Keeping’ fool accounts, Establishing habits or swiftness and good workmanship, ‘Correlated as in first quarter. Suggested school projects. _| Suggested xehoal projects-- ) laveatigation reports aud ; Continned, recitations-—Continued, 1. Choice and preparation. (a) Soups, 3. Sanitation of the home—| 1. Principles of selection of (b) Meats, i Vontlaved. diet— Continud. (c) Vegetables, (ed Practice Ine care |. + (e) Bultable ditiner (d) Salads. of teachers rest menus for ape. (c) “Breads, as roums and other cit! conditions, * (f): Desserts, ‘ Toomy In xchout. (f). One handred cat. . (9) Beverages, P ~ orle) portions of 2 Dally’ surviee of dinners |. Ta Barat, , — cooked: fuots, oes at xchog. - | Continuatios of those first (g) Nutritive ratio All cooking 1M tamity | - * quarter, (h) Growths deter. : quantities either! Tacrense time Spent in meal minants, 4 : sold in inneh | Preparation at home| — (1) Comparative cost : “. poom or sold to} re . : of) fresh and & ivy - .tene hers or * Investigation reporta and 7 eanned milk. gh homes, ' recitations, * : fratts. vegetables, - 3, Sanftation of the home. | 1. Principles of sctection of -* ete. . (a) Elimination of! diet. . 2. Study of plumbing ron. | insects and other (a) Constituent of an Mitions In school anit | | diseaxe carriers. adequate dict. | home, | -(b) Care’ of colar or (0) Diet jin relation | 3. Visits to hauses fn prov ‘ basément, * ia to ange. | esa af ibuitdiviz. (ec) Santtary.;, fare off. te) Brougmic ton. | 4 Visits to garbage dips | floors and’ foot sideration. : und sewerage disposal ' - coverings. ? .(d) Labor considera.| - * plants. areca (d) Sanitary pluinb- _ tons in choice i {ng and its care. | .of food. 3 KIGHTH GRADES THIRD QUARTER. Py Tople: Economy in the use of clothing. Study of casts. ; » Alm: To establish hahits of good workmanship. expecially in the use ‘of sewing machine and conmercial patterns, Teo relate the study to the personal hygiene and wark in color and design, Correlated with geography, geheral “aclence. arithmetic, art, and hygiene, ‘ ached working procera, 4 Home prolects, |’ Home projecte—Contini 4 a. 1. Wool dress or middy}] : blouse and wool skirt, | L. Care of clothing. . Honsekeeping, St (a) Help Ino inaking “+2. Use of ald woolen gar- (a) Tome mending of fetiing aie Oe relia Femoking: Cor], woolens, (by Cleaning — home anes ad : ed) ‘ (bt) Removal cof] . ; sewing = machine. M bes on at EaIBIn sae : - stains and clean-}- . (ec) Care of personal 2 Ing’ and pressing *ar- ing wodlen gar- : garments, eles of wool, Kuch as ¢ eer skirts; or ,4 mebts, . (d) Care, of own . brother’s sult. (c) Help” tn, family 4 rooms. eat 4, Dyeing ‘woolen . articles. . .) Maundry, , ‘ (e) Care, of - bath iu. & Care-and cleaning: of sew- 4d) Care; of. the table room. : ou , fag. inachine, linen, : ad i 4 moat wor ty o, cue ay : ies at o vs ire hat Te ae t ‘agp Se Dhhe = ai ae deat, SS oh cd Ma Denia Fs Se o.. ERIC Te eg ee SOE a pres ; . GENERAL HOME ECONOMICS, “17 Turestigation reports ond Investigation reports ond. Inrestigation reports ‘and. recitations, ‘ recitations. ~Contiaued. recitations ~Coutinued, ‘AL. Textiles and elot hing. tL. Textiles and clothing” 1. Textiles cand clothing. = (a) Samples nnd Continned Cornette, Prices of woolen (e) Quality of ma- (h) Summer cnre of goods, is terkil, lie creed Wioter germents, () Household tévts tocwetr gard Cis Person: Hh ated frome: for woul. . ments, | ity clothing Diheet, “G) Purchaxd and fare oof acees. soriex, such as (f) Voints In the se . for Hnen. d lection of rendy. (d) Cost of ready-to- . to-wear. gar wear versus “ Mebts, : Bloves, : home-mpile -* gur- (9) Estravagines of! (k) Clothing ons ore. ments. extrefie styles, | lateg to herlth. wtea Hotsehald tests FIGHTIN GRADES FOURTEL QUARTER, Tope: (1) Sunner clothing—Its use and care. .(2) Garments for infants; home nursing und gare of little children during summer, - Correlated as vin ‘prev ious quarter, ‘a ’ Sehoal working prajects, Inveationtion reporta and Tarextivation, reports and ; reeitations. | recitations--Continued, 1. Summer dress, * 2. Saminer ntidergurments. 1. Summer clothing. 2. Care of children, 4. Naby outtit, . (a) Garments needed (a) Discussion of hy tufant . Home projecta, -_ materials and (b) Materinin and ‘ > collection -of a i Satta 1. Maklog dress for baby, xaniples, patterns snitahte Eee ANG endee " (b) Collection ~— ot Holliger 3. Muking summer dress at ieimealhee glint (ec) Bathing and rite home, : Cer of -Httle children, . 43S, iY, ee 4. Preparing food fot sick Dles. (d) Foods for. little person, : (o) Cost of Farment | children, h. Care of bedroom, f onde, ; . i led nid bn emergenctes, G. Any- of previous home _ (ay Cort of - ready. | 4. Food for the sick, projects. | oto-wear garment. | - ‘ ' ; merce NENTUL GUaDE : BUEN, COPRSE, The following surest ions for a survey course ire Srorea ” for the ninth ee The-value of sue chat course would he-- . Td give the girl a well rounded FLEE LIgy of the many “studies contributing : tw ene home membership. Fi : 2. Tu arouse interest leading to elective stud ten in the 10; 11, nnd 12 yours of more detailed courses, . i ; 4% To help the girl Who ihust leave school at the end of the ninth grade to o dive her dally life more wisely and to find ber, plice fn the working world, Virst quarter: Topie Clothing studies in pela ein to hentthful and economic living. alas ' 0 ” Secon quarter: Tope: Foot Atiniien tn, oe to raltnful wid economte:, Nvings 42. cae ee ee | ee 2 Third uarter' Tope he. hone und. its cure, , Studion dealing with, niakiag? “the living plaice n healthful, attractive home wherever it may be. Fourth quarter ; " eT Eni ae persoual finaves, Mise: ‘and thoughtful ~ Mpendinigeund saving, - : . : 7 ae os Oo. ERIC ¢ & HOME ECONOMICS IN SECONDARY SCHOOLS. NENTH GRADE: HIRST ‘QUARTER, _ Topie: Selection and e¢are cof clothing und its. relation to healthful ‘and econamic ving, Cor related With art, ce heral science, sockal sa His and .ju- struction in bygiene, « Rehoul torking projects, | es Nome projecta, Noyes and report projecta-— | Continned. 1,.Cara, of clothing, , [ 1. Care of own wardrobe, . } ? : (a) Mnke fali hat. {2 Cire, of own bedroom, | 2: Conservation and ¢ f (HO) Remodel a wool! 3. Entire cate of one other, 8. Sobstitutes, . cnc garment. * room, & 4. Selection of ready-to-wear : ae “dy -Assistanee in household | garments. - ‘ DEE adil eallars ori laundry. * 2 EH. Uygtene of clothing. ee ' Lather mesins af: LS Share in weekiy mend. | 6. Credit’ or cash busing, : neckwear, , ing. os Clothing expense necount, i F (d) Freshen rithone. + @ Versoni) accounts for (&. Visit: clothing “industries Ce) GQean laces, clothing. 4 employing women, C7) Mend) liees nab roe * 18 hoice of clothing by em. Rloves, Study and renart projeets, |, ° ployed women.* , (wy Rem ove «pote | : -| 10. Vrives nnd qualities of amd ‘staips from | 1. Study of textil-s—adup- 4 “various tendy-to-wear - actual Harmejta 7 tation to une, Rarment, No NINTH GRADEY SECOND QUARTER. : S28 ; F Topics Selection of food Rad its relation to heath tut nn ecohomic living. Correlated with bygi itne, eu studies,. und genéral se iene ro . r) e e . 5 - Working hail poe: i Working sehual purijerts- Inveatigfation reporta and- ° i , a < i Fontinned, | recitations, ©: + Inexpensive * inea r . : eo ae ‘“ aration, ae i. pay ao Juneb-room | 1. The adeanate tneheon. (a) Luncheons, 3 ai Acseauer in oe eae 3 ‘ _tB) Soups, ; reparation . u publie cat ne ee (c) Made dishes, ecparal as places, ad td) Hot bremteds, | ay es es 'U) Sanitation ort . ie) Flaite, Co wert, : piblic. eatl ne, fe) Period of reels places #1) Simple denswerts, spensibity in} “yt Curatitl é | . 4c) Fonditions affect. 2 Stndy of purchased cook preparation and: ing’ the cont of ale 8 a vost, serviee,, . Sea fiaila ‘ pd ad TER ; C 5 ‘2. Sanitation. of markets.’ : s ponen i Te 3. Sanitation ef public’ wath ‘ (a) Estimate of favinln | 4. Prepare ane: ineal dally. ; rooms, ete, oT a in .100 eee Do the family marketing. | 4.. Visite to food Industries porttonw, 1 3. Keep family food ace) employing. women, . $b) Rextaurant: foods | > coutty. 5. Personat liygtene for em- and vost and ap 14. Take care of refrigerators, ployed girls, proximate “com. B.-Care af leftover fouls,” i S ponltion. 6. Care of own room, : = Preparing - and packing: 7, Put wp cold” iunchés ; ' cold Junches, daily. or ’ 7 o.. ERIC : ~” GENERAL HOME ECONOMICS, 19 NINTIT GRADE: THIRD QUABTER, ; i Topte: The sanitary home, prevention ‘of disense, tirst nid, and enre ef the sick, Correlated with hygiene and general science. — 4 . » So! A a Scheul working, projects, t Nome prajtects, ‘ Study) and vevitation proj. : 2 | : : sofa Continued, Sanitary care oof the 1. ean ane room weekly. | : igo ‘ Trenase p 2. ure of tek. ete. “5 Preventioh of sprend of ta) Care ef sink, 3. Assist In care of child, | liscase. - Vontinued, (hb) Care of garbage} 4. Renew kitchen — floor fe) Enhyglente — per- } ; Tad refuse. finish. - » nonal habits. « fer Care of bath (3. Refresh finish oon bed. | 4 First Gud in vlekuess ; ¢ . Fuom eqaipment. ‘room. arteles, fay First alds in i (dt) Cleaning, dust) | 6.-Make window curtains, © fainting. cuts, 2 img. snmntng, and | 7% Make table tinens, brufses, frie ‘ alelig reems, 5 ao : ; fores, faarns, (e) Care of lighting Study and recitation (Dd Flext cure at on. 5 appliances, projects, set af sickness, <0 ot (f) Renewal of wall ioe _ fer Prevention of wee oe and weodwork/ 1. Sagttation of homes: Sprend of stek- finishes, toe VentHation, * de seg WRK 2. Pealssfor the stek: WA Clenntiness, | fd) Public alds, such (a) Preparation and See) viewt, : us hospitals, pub- a cheater under J fd Light, wo He dispenaaricn, Speethal condl to) Ptomntings is visiting nursen, = ‘tions. 1) Surroundings, visiting — pliyst- 4. Chae of sick. ream: 2 Snanbtathow of public! stains, ete. ® * deep, Makhnge bead for 7 places: i te) Mentth. aceeldent, patient, (ay Street ears, ond life insur. 5 (by Rothing the sick. chy OFT ee re cand ance. 3 “7 oot tey Use of hot-water _. Pines, B |. j hottlesy ete. ag fe) OF pudlle ninuse. (2). Taking tempern ment, . ae tare, é 3. Prevention of sprend of (ey Recording * symp. ‘+ disease : toms, ; (a), Spreml of colds . (f) Making band. and other dis a ager, ete, q eases of respira. tg) Disinfection nnd tory tract." r sterilization — af (b) Personal respon- ek -reom arth xthiliey for beajth clea, of others, * . ‘ FA ian CS aeee NINTH QRADE: FOURTH QUARTER, _ E . 2 ‘ opie: Family and personal tinnness, Correlated with bookkeeping and wecial science segrges. { | Sehoot teorking{ projects, oe # 1; 1. Keonomies of clothing. | 9, eae tay Ropovation ‘of : spring clothing, | 3. ane (by Making or :re- ea making “pring | - ee re, | ee =e - +40) Making | summer eee ’ : ‘war dtenk, | | cleaning dellvate: fabrics, - p 1 “le) -Rehool - apret fended i puctiviie: | (a). Washing ° Ne al, Walieatigelion reports and a BDividing-the: family, Hoth! . . - Home projects. Tacestiqatinn ‘seporte and Keeping family necongts. | SCC eae -Continned. Making" garments — for) 3. Dividing othe i personas Youpyer children, . | elotiing budget,” Froeshonng ribbans, laces, { 4. Dividing (the waue earn- ete. for other mem- ing. woman's income, hers of famtis.: a Beaty ‘of education: ta. Avatating:: Be in’ household) - >. Ineome- earning.” “dutlon ax MURREAIEY Wx ite to, ‘working: con: : ir previgins ” ‘iu tines, tone Of ware-carn te TR Women, -” . 4. esi el eee of women, recitations. Divkiing the fomity’ tn "some, rot oy 1Es, Ang budget. wa ha wie. ae 20. HOME ECONOMICS IN SECONDARY SCHGOLS. BE. Outline of elective courses in heme economics for the seniar high getaal grades 10, 11, 12.--Vhese Colirses are based on previous work in the Chanentury ant Junior high school verry For time allotment seo page 12, 3 A practice honse or\apartment is Decessury if these courses are te be ‘given Under the most sdvantsgeotes conditions. Mspecinity ‘in this true oof tte eleventle and twelfth etude work, ee ; GRADE TEN: ETEST SEMESTER, Tople: Weeding the frmiln in health, os ; School. prajes te. = Means pendent Corinne el. | Mavestivetion and yecita. ! : 7 2 U 25 fieps Continued, _ 1. Determination of chem." ing family feud avesunts, leak and) plystent character. Meal bteparation, Care of 5, Pood classitication . on * faties Of foodstuffs, La peri kitehen onipment. Care of Detinitte _ Mental tethuds shout sai fresh and cnked forms. | in etre ad hp eon repens AP at the tive fe bersede previous emplrien! Croning heme supply of }ironps of tomdstat: Pen cp motes of lnstruction. “At! frults. ete, Sale debts 2 add grewih ope experiments shold lead-te, } ' , terminants, amd WT flossibte tee apptivd ta gyration GEA ogi The balanest diet to, metetal tinny breparathen, hems, \ Modlticnation of diet to gnert 2. Meals for families un- | 1. lam markets and mar sfeckol requirements ie cere der normal conditions, Ver conditions, © 2 ; Glin djveases: and hae age & Diets for the sick, the He 2. Municipnl " revtalntions nod Lufeney, epee oar) for are) Lax to garkage. milk, Cte, eT. Comnputition of, the cat 3 16 Local bukerbes, packhig Cris value of quests planed Ham? jrvnierts, l-howaen, ete, ata) prepared, one nec : "S 4. Side and repert on, i a o Planning home menis, the huckster and = strevt i . Datu all marketing, Keep. markets. ae : rf + , ® s. ° ew. GIADE TENS SECOND SEMESTER, 5 i . Vople: Clothing the familie, A. Tiavestigation reparts qua reeitationise ‘ _ Kehoal projects: (av Cottom—where and how grown y kinds of cytton fibers: con- tions affecting cost of prodbetion, ginning. spinning, and Weaving cottan soos: conditions of aber in cotton milfs: Amerienn preduetion compared to other comitrieg growlng cotton: mereerization af etien fibers: typ of wees: dein in Yaen and in cloth; figured cotton fabrics : perMMAce. Of dyuss tests of dyes and of materials. hy Lincn—suldivided in similar manner with adulteration of Unens hy other fabrics evi ‘sldered. te) Woels—auhdivided in. similar ile eld ntrention PAN te miving 2of cotton, nen, and silk with wool! rew ioof varkous types. ete (dy Sitk "and slik atuiterntions anil sabstiiutions ; subdivided subject somewhat similar to shove groups. - : : ; MS 1. Persommt wardrobe, i a i . > ; 2. Chills wardrobe. é ee 3, Fandly clithisg. renovation and remaking, ~~ = oe Me 4, Hat making. -' ‘ ‘ oo : y By : BL Special snitabillgy of virions testifes te pastianar Typos of uses, Co Costume design with brief hivtorte study of eostumos, D. "Eeonomles of clothiag. ee ; Home projects: The family sewing, Buylng texttles for frintly. Cleaning ahh - Fepalring’ béys’ clothing, Keeping family clothing neeanpts, Care and. cleaning of sew. , fog machines, Making of househotd iinens and bedding. « . : 7 » ined : cae : c GRADE ELEVEN, The year's tople: The hume and ita upkeep, 5 Motive: To prepare for intelligence tn matters relating te the bemwe. The double |. periods should he used for pxcurstons: : 4 : coc 0 Fleet: quarter, Mouse construction: ee ees ne Home construction. fiuilding ‘material,’ Conditions ‘to. be considered when purchns. ing a heme “Building tens, Rented ; versu Huns considered!’ o.. ERIC o.. ERIC GENERAL MQME ECONOMICS, oe a when renting wohouse. Rights aii responsthitities of a renter, Upkeep of a house, Care of surroundings of hose, Individual house verus an apartment, Abltecation of ald houses, ‘ / i Secoud quarter, Mewschold decoration and furaishing: Parchase of heusebotd Curnitue, Cash akainet instathnent phan, Local stores: and ateler Teuses, Wendy. used fu duking turniture. Finishes used ov difereut woods, Kenewal of fishes, Home fitighed furniture, Standards of -gemml taste In the selee- tn at artictes, Mintmant essential furviatings fur four-ream house, Fipor finishes aml ¢ ef same, Wall coverings. Carpets, ris, inattings, oilcleths, snd dromeanade } Moor ering, Kenovation and repair of deer coverings, Types of bed springs and “Os mattresses. Bhukets, prices. kinds ane etre, Materials and making, of-hed comforts. Selection. and making of curtains and hangings. oSetection, framing, ane hanging of Pieters. Selection aud cee of Mgbting deylens, Selection of dishes, ghiss, and 4 Seiler Selection stuf care ot Hnets, , Voir quarter, Moasthold ranitation: AL Fateet upon heatth of inmates of house hy miljacent forests, streums, ponds, ete. Moo flonseheld water supply: City water system, village and enrad water BKHppiies: Contaminetion af water. supply. Prevention of contamination. Puritiention of water. Cl Weationg and ventitarens of dwettin Types of heating systems ond advantages ~ ete Methats of seeurtag nedlequate ventilation of shwelling. ’ 1, Paseet-borne diseueex, Prevention of ties, Exelusion of pies Vievenjion of nex yUitaeR, . : 2 oa i BK. Destruction and prevention of aunoesing inserts, : ce : “PR. Shandiirds af tighting. : s G. Sanitation of collar, kitehen, hat dooms. bedrooips, ane biving: rho, *: ; MW. Sonitation of markets. milk-producing farms, ubuttolrs, and takertes, 7 ae 1. Sanitstion of publte bubtdings, aireets, xeheols, ete, e A Visita te water supply, te places where water mains are in view, to sewgedisposdl Hants and to public markers, Iakerien, ete, a - i Pa Pearth quarter, Sfete and municipal lawn affecting the hame: aS : Pure-food liws,. Pure-textile tiws. Laws relating ta welghis wid measures. Tnxa- “Solien and exemptions: Ltibilitv. for debt ands garnishment of wages, - Property ehzhts of married woinen, Rights of married women and minors te waues earned. Inhert- tines hews, Confpensation of wage earners for budustrtal Injuries, Insurance lawn. 2 Set beaws relating to keeping of poultry, cows. peta, ete. Local Lavy relating te Hdetrae tion Af streets ar walks by wold, ete. > Perea biws reiting ta dhe dispuxal of s waste and refuse. Lecal rptings as te craffle, Local Protection of, Dronarts fram fire, SPs ete, Taw as to school attendance, well age, ote, Visits to factorles where women are employed, spieh as’ chothine factories, four-packing Phlivts, Wholesale grocertes, Meat pack “Ampnules, ete, ‘ 8 Home projects for weary Care lof certaiy reams in the hunse, Responsibility of Orr fai wemunt of géneratl clearing, Management of family Vaundry, Any. of previous oe oyenre's projects, | s e : , GRADE PWELVE, ° -) . , : Vopic: The administration of the Home and care of children, i. eS " Ey First: quarter. Home administration: . i A. Funetian of the home te its inmates, : HK. Relation of bome te community. a aot a C. Division and subdivision of inene, Kecping of household aéeounts, ne Db. Purchasing household supplies, fuel, food, and furnishing, : Ye Fhrift tuo tise of heotise hed stappites, : \ . Use and economy of electricity, gas. and water, G, Allvantager of cash purchases, ca ene : : V, Methods of saving and kinds of toavestihents. bi : 4 I. Puiployed house servicer, R Pomme i ta 4, Wage earning by honw maker. - , : : K Latbar-seving devicen: First cort. apernting expense. afl mapioutation, . “a L. Livision of labo? organization of household duties and responsihilides, M. Thene srbedube and adjustment of Inbor. . |. : ae Brivetous xhould be aide to etores selling: intor-, Rxcurstons of locat (nterest should be taken such ae ‘to cond mites, oil wells, refining pinnts, yas plants, ete. * | uy . net oe 2 Bhopping excursious sould be made to cash’ stores, credit: stores, ‘and: second-hand © slorgas gp i : , ee use es pha ie RAS ates "Prices: for. staple froreries. slieutd “be ‘collected frum credit stores, atorex ‘and: for” quantity * buying, His at > * , and. cash-and-car -ee “ thonis. 7) HOME ECONOMICS IN: SECONDARY SCHOOLS. » is Second ‘quarter, Child eelfares _, A Ino the home: (a) Phyxical care—Foods for different ages; clothing needs: per- ronal hygiene, baths, sleey, reerention, and personal habits, (b+ Prevention of trans: Mission of disease--Eezema; boils; eye infections: colds, tonsititis, Preumonta, ete, ; Measles, scurlet fever, ete. (c) Mental development of child from infancy to school ner. td) Moral development in childhood. (ey Social: development in childhood. Practice ‘should be given in ‘preparing | food for infants and small children and in “making garnents, The garnients may be for children in families of pupils or FOr children in philanthropic institutions, Members of this class shoul} he delegated to assist the school nurse and physician in making examinations of chifdren for conditions of malnutrition. , Throughout this year the phpils cin this grade should be mhaten i naaist and to "assume responsibility. for many of the school activities, Third quarter, Child welfare: . A. Outside the home: ¢a Schoolroom phystenl conditions, light, ventilation, ‘heat, - seating arrangements, lilackboards, ete. cbt ‘Sanitation of sehool buildings, sweeping, : ping dusting, Conditions of toilets, ete. cer Child libor—State laws, exceptions allowed under laws, expecially fopms of ehild Labor injurious to physical beulth or to moral develop: - ment. 1di Municipal playgrounds, parks, ete. Fourth: quarter. The: social home: ' ae - a : Community responsibilities: Clean’ streets, safe water, garbnge disposal, = Street Denutigeation, Public parks, phiygrounds, and bathing beaches, Cooperative hiandries ated public ‘washhouses,” Street) safety and) fire prevention, Publie conveyance and conventenees, . ; ; Communjty organizations: Social. Educational. Purchasing ar. selling, Benevolent, Communiiy service. Among the lesa fortunate. Tndividyal Amerteanizatidn work. Sew- ing, knitting, and bandage work, Volunteer) mothers’ helpers, Church entertuinmentsy and sock gatherings. Fraternal organizations, pera oe ; = Home projects for year: Any project ‘of “previous . year, Projects connected witb ‘xchool activities or community organizations, ee FP. ‘Modifications of home economics courses to meet the needs of village and consolidated sural schools,—Certain detinite moditications’ of the courses pre- “sented are neCessary for village and rural consolidated schools, th the “country, the pupils are familfar with many. ferns of food. production. They, toa considerable extent, are accustomed to hear discussions ef foodstults und | the adaptation of foods to the needs of various animals under diferent: cond- tions apd at different ages. They know mue h in pa tw Plant cultivation “and something in régard’to plant foods, - With this basis of knowledge, foods and nutrition can most effectively he pre- sented by rey jewheus their present information and a that a a the hower naterial. ‘ - In the place ee courses in Monitation, applied fipat to the home and then to thegommunity, the rural pupils need intensive courses: ine rural sanitation. which ‘should be required of boys as well as girls, The rurpl or small-town family determines largely ‘for itself what the strroundings of its homestead shall he, hut the urban dweller depends upon the municipal authorities for the mainte: nance of sanitary conditions, and is only indirectly able to determine what the nature and quality of the public service shill be. Sanitary prodtiction and care of food in quantity is to the rural home what sanitary miftkets and shops are to the « ‘¢° resident, ' x ; far there has heen no effort a ‘hdapt saehinie courses to the Hecutiar ; enie of farm girls arfd women, That which fs in- ‘Kood tuste for the girl living » Thus on paved. streets, with readiky awe street cars, may be, andl probably is. insuitable forthe girl Si t ‘oceupled with outdoor work. ° -Hence,” home. economics curing should be adjusted to the altered -condl- It should be not less in amount nor. inferior ‘in material, but should conditions.» a wrsh weather conditions anil Pepa veal: \ e; pupit for helpfulness in the core home and juss eusy y adjustment to Oe, 1 : a - GENERAL THOME ECONOMICS, cg 23° CHAPTER V. TEACHERS, DIRECTORS, AND SUPERVISORS OF GENERAL HOME ECONOMICS, A. Jatroduction.—In the early history of home economics, women skilled in the arts of sewing und -ceuking were considered colupetent to tench what was , termed domestic science ind domestic art, which ordinarily cons'sted of little © tnere than cooking and sewing, These teachers were generally fine practical ‘ women and @hey rendered splendid pidneer service. With a bronder-conception } ct the scope and values of the subject and with the fleveTopment of educational B i ee there has come the demand for adequately trained teachers. In addi- [3 : Ltn te toelnienl training, the teacher must have a grasp of related) subject 7 matter ahd a knowledge of educational theory and Weuble to apply educational Dheery te ler practice as successtully as do the best teachers -in-other fehls, Horus economics is frequently called al“ speci:il "* subject wd the home. Heobtitaivs tedcher a special” teacher, but there is nd-reason for isolating the 7] subject or the teacher or for being satistied with anything short of the best nooraniation and emethed of presentation. The home economies teacher. Should beable to-ccooperate in school afates and in solving s¢hool probleme as > Meetively as ainy tencher on the staff. Her Unusual opportunity. to become sequenced with individual students and sroups of students growing out of the mature af the subject shoud make her aostrong intlnence in the school. In cdcinen to her classroom work, every tencher-of home economies bs expected, J opeclly at the present time, to take her Place in the community as an aetive: wdvecate of her subject. She has a, rent opportunity. especially in- small towns and rural communities, to exereise leadership in establishing boys’ and Cgivls' clubs and mothers’ chibs Whose aims should be the betterment af home and community conditions, She should have a'tratning that will lend her’ to desire to participate in such activities and to cooperate with others in caerving rerward all projects that make for better living. 3 The hotne economies teacher should realize the necessity. fop keeping up"; will recent pagress in tome economics as well ous) in general edueation, * Acqiaimtance with reeent developments ean he made at summer schools and by attending teachers’ institutes: or conventions, The meetings, journals, and >: ° a rrinted proceedings of the American Home Economics Association, the National . batucation Association, the. National Society for Vocational Bdueation, and Vitous. Shite and professional organizations furnish opportunities for keeping ‘notoneh with the lates thoazht. Much help may be secured also from Govern- ment publications, current magazines on education, and hooks on general edu- veation gmt on home economics topies, : R. Feachkers for junior high schools.—Speciatization on some phase ef home cronomies should nov loceur Ins courses in’ general home economics in either, junior or senior high schools, The aim of general home economics instruction \ > in elefnemtary or Junior high schools is to Jay a broad foundation for the prob- : hers, activities, and duties of the home and community, and to give a dezree | he of SkIT in home processes commensurate With’ the pupils’ needs. in their home I | ‘ , 4 5 UES life. On this foundation the higher schools may and should build’ their more Spechalized and Intensive studies, | It. follows, ‘then. that the home economics : teneher in elementary. Junior, and senior high schools must have’ broad sym- bu pathies, be capable of¢appreciating the needs of her pupils,.and-he conversant _ is With their: environment and problems, To this end her training must he eeneral in character rather than speciall edge af ‘child st u th ° 240 “HOME ECONOMICS IN SECONDARY SCHOOLS, just what material will wake the strongest appeal to.them at the particular time, and how to present it most effectively. Her training should give a broad understanding of the sciences, the social studies, wid art as related to home economics so that she can correlate her work with that of: the other instructors, It should ine lude such phoses of textiles and’ clothing, food. sanitation, and home twanagement as will give her the underlying Principles, tugether with sufficient skill, to teach the technical processes accurately. She should gia a vision and un appreciation of the value of these studies In teaching right principles of Personal and social conduct and in develogng stegling cha preter, Where shall this tencher be trained?) She shonld hnve as a hasis a high. echool course or ius equivalent, followed by at leust three years of nora of technical training in home economics and related subjects, including the study of methods of teaching: her subjects, and spractice teaching in her tied, The ; training should in every cuse he as thoreugh and comprehensive ins that denmuded for the teacher in any other subject in the same schools, cs Teachers for gencral home econontica in senior high athoots.—The teacher ‘of general home economics in the senior high school should have lad a four. . year college course leading tothe degree of bachelor of sciegos ang offering in- tensified home econgaies training, or the equivalent ef such og course inoian approved teachers’ college or university. Hler preparation shottld he xo organized as to give her a broad vision of the relution of her subject to the rest of the program of studies tis well as ‘te the interests of the community. She Should also have hid practical expepience itt her own home. It is of paramount Huportance that the-present und future ' welfure of her pupils should be of greater Interest to ler than the development ‘of the subjects which she ix presenting. & "She should not bea spechilist in dietetics or cortume ore or in household . administration. but should have pursued such specialized courses in all phases of home economics.as w il enable her to teach a cotuprehensive course” jn whieh - these various subjects whall ‘receive Just. weight, but in which one ic not overshadow the importance; of others, D. Director of hone economics.—By the director of home economies ic ineant a person in ‘charge of all the home econdmics in a school or systent of aelools, She may be assisted by, a “nlimber of supervisors and teachers, or, under some . conditions, she may have to do some teaching with few or ne teachers to assist, Tt be her duty to bring “about the most effective organization of hame econonties and tu see that the. best modern methods of texching are used, “A persun ‘wish- ing to qualify as such a director shoukl be a woman of maturity “and. oul scholarship, She should have hid experience in teuching home economies, ex- ‘perience in the management -of a hoine, and knowledge. of its practical activi- , ties. She should have a degree of bachelor of science or bachelor of arts . and, in addition, at ledst two years of training In home econoniles ‘The gen- eral and special ‘training should acquaint her with the best modern’ educa: tional theory and prepare her to apply It in home economics teaching, She Should be familiar with the arts and sciences related to Lome economics. Tact, a keen. nense of justice,. adaptabllity, much patience, high. idents, and executive ability are Aecessary. : Physical fitness Is indispensable, for ‘such ‘work requires ; untiring ‘energy and strength, She must be able to enlist the: tuterest of or- “st ganlzatioze and groups .of citizens in the work of her depurtment, and be able to: couperate with those interested In. various plans for social betterment, It is always unwise to place home economics under aman who is in! ‘charue ' of: industrial ‘arts, for po matter -how- well. intentioned he may. be, he: can ot 5 eétablieh’ the neceisary.’contacts, aft: “Priperly. “direct the: bistruction ‘dw home”. eh; economics, bu tg ocelislogal.grduping together” Sfiethese twortipeey tniy’ pect cs i . - GENERAL HOME ECONOMICS, 95 survival of the confliet when schaot brople were divided inte antasonisile camps under the colors of “eultaral” and “practical” education. Since this antaz- * onisni ne longer exists in the minds of sound thinkers on education, there js ho good reason Why home economies should not be granted its rightful Puce : and be adiinistered by st trained home cconamies woman as CHAPTER VI TEXT Rak s, = \ - Failure to use testhooks has been due in part to the fact that home eConamnies, to be successful. must: vary grearly in’ different: sections the country. in dif- * ferent sections of any one State and, to Some, extent. in different sections of a large city, In part. the neglect of texthouks is traceable te the preference of many teachers for the note-ziving type of teaching. The recent graduate from callege toa often adopts her collewe’ notes for her secanidity-sehoot chesses with- out adapting them to the needs of ber glasses, The. lecture method, commonly teed in tniversity teaching, is af doubtful value with junior aud xgnior high. selhoot stents, and especially se when used: by a young, ‘nexperienced, and overburdened teacher, Some of the fullure to use texthooks Is dine to the nostitable books that were euriier published hy even the hest Houses. Recipe hooks, while valid in themselves, are net suitable textbooks, Miuny hooks for Sewing classes contiinad merely directions as to he Retthoe of stitehes aad the making of sends. Rooks on genernl LEENA 4 stnitation. and house- fold aecounting were almost poknewn, Many, of thé texthooks were Written with restricted local eonlitions tn mind and henee were unsuited for general use, The use of good texthooks is recommended, A teacher may choose from the material presented in a texthonk and supplement it by reference work ywnd dictated notes, Even a mediocre textbook provides better. instruction than 1s afforded when’ each teacher attempts to rely on her own dictated material, _ Home economies is so new a subject that difficulty In. securing. satisfactory festi ix hot sufprising. The mare recent publications supply good theoreticat fustrnetion. are logical in arrangement, and prove a valuable Toorrtanzatvent adele tion to the home library. of the pupil, The prejudice in regard-to their use ig fo longer excusable, a : > . 4 2) CHAPTER VIE Roos AND? BOUTIPMENT, A. In village and gmall consolidated schoels,—The miniinue space in whieh home economies: tay be satisfactoriiy tanght is ‘Uiat offered hy one well-lighted roo having approximately 76S spire feet?or floor area. Tf this roum be - about 32 by 24 feet, with the Windews on the long side, and walls finished in _ ight soft shindes, it can be go arrauged that. i¢ Will accommodate classes in almost all types of home econumies, ae : Such a croom is practicable only in village high schools nnd in stall rural congolitated -scliools, Lt will serve for the home ecimamics work in a schogl Yving ‘not more than 48 Junior ‘high und IG senior high-school girls, Gas burners “and pipes should net be Supplied to the tables since they must serve many purposes dp. sewing as well as‘in cooking. The following equipment iso +» a Needed = 0. ee en en es ; ane: © Que four-burnér gas or oll stove for ench. four students; aud in addition one: Wood ar coal range in the room, ° Oo. ERIC HOME ECONOMICS IN ‘SECONDARY SCHOOLS, One seving niachine far every four yirts, i : i Cormdertshle SOW haties and foldity sewing tables, ie ninver, one china closet, ane eUpharrd, two sinks, aad two hivatery has ns, * Sete systemcof het aind cold runnin: water is essential to effective home couneaides work, : : ae The texchers’ rest reon tuay well be plaice in the erre of the heme eeco- hothies department in erder Chat practice dn houseker VUNE IAS he made possible, Por dixtricts whore preat economy is Hecessapy, His ree ommended that a food qualify of the hirger equipment be purchased and tbat the” stall equine Tnent he ef the thea per snides, since this muy be eisily replaced when more fonds are stvaihihle, Salt individual equipment is hecessary. bit ected Tarver quinpment: shouldbe supplied to eqn that whieh weuld he eonsidered gydequate for a family at six ore jelit persons, sinew Practice in qnandity eaok- ing is exsentiad for all students ahove the seventlt rate, Its quite ais essential that the hate eeonenmbes room be sappliedt with a Koad nicroscope and seme chemical apparatus as thet there he titchines and Cooking utensils, Ainless: there is close cooperation between the seneral science and Vote Peonutmien departments, Bo li small city schaals aad ta the lear reral vunsulidated school -1t is desirable te daive at lease te tears equipped for home economies classes, Ate of these strauld heuer: wnat for -iadividual and group tood preparation nnd for special practiee in housewifery, Sesides such cqudpmietit Ws has heen Pry vinuesty mentioned there should be oa power wushine minchine nna sane ther qnofan bumdry eachinery and one er mere types cof madern louse. cleamime machinery amd utensils. ae r ‘ The second reom should be equipped fortelasses in clothing. aud in home bursitis and be so arranged that when not used fer these purposes i may be Jsed asa peeiturion reent fer either home economies or other eclisses as thee need may be, . A third room, adjoining the food-preparation woot, os creatty: to he desired, Ht shonld be fornished asia dining reo nud sittins poor combined, and may hecoine a teaelers’ Pest Poens mrpen occasion, With hese ihree rooms property fornished and Arevnhiy lecated really excellent work di generak home cconomies ts possible. Phese roonis when not inactual use by, the homefecononles clasces may well be used by small and informal cheeses in aendemie studios and. for teachers’ ‘conferences, or jag < teachers? rest roa or ns haspital ream for girts and avamen, The frstocost of adequate equipment for hone econamies ds considered more than for any academic subject, hut not mere than for physles, biclagy, ar indus- trial arts, But mest of the equipment will he serviecuble. for a onunhber of years, Goad woad-topped desks. will be af servie for 20 years, and it is prob. able that some ef the recent composition tops WH) wear quite as well, Stoves and sinks List fram 1 fo 20 years, Cooking utensils may be in daily use fram te 1 years and the wearing que tities ef u sewing machine are great if prop- erly ‘cared for, Hlence the first cast of ‘equipnient should: nat he no obstitcle In thé eshiilishnient at it odie ceonones department. The onty cost, therefore, that’nierit reg! petia ame interest on the erent und anna de-. terioration, » gare GENERAL HOME ECONOMICS, . . 27 ~ located dn basements, Ft As far mare econoniteal te locate them properly and then use then continuously, : 2 (. Sfundard conditions fer teaching hawe ceonumics ia the larer high schools-Ry the above tithe ts gmeant sneh conditions us should obtain. in > junior high schools with an chrollinent of 740 or mere girls, assume that it Junior high-school pris ate required'ta take full courses in heme eCOTLONTES 3 amd inal fowrvear city high schools of shnilar enrelinent which, as recon Woguted. require ane veor ef heme econonies and offer electives for students De The upper three eres, te The folowing fiame ccanomies: rooms should ‘he provided in oa large Nigh schoot: One er more ehypss. kitchens with fudividual equipment, stoves, cup. beards, sinks, refriveratars, laundry cauipnent, exhibit charts and cahinets: ene oy more supply closets or pantries: one lecture root ta be used as needed: emer mere sewing rooms supplied with suitable tables, vhairs. lockers, sew. fis inaehines, essing honrds, electric irons, exhibit: cabinets) and charts; Uethie rooms with sultable equipment and of sufflelent size se tat tittings may be made cliss lessens: one complete apartment or home of kftchen, dining, rooin, hedeooo, Hiviig root, and byth, wb simply, economically cand attractively furnished. ‘ The Inelusfon of ai aqartmout is Nesirabyy. In the class kitchens many are ’ haeht each al little. Tn the aeutriment fewer are tught much more, The renrer The school cunditions for heme Sconomies teaching approximate the - concdtians of an ide) home, he nere vadvuable wilt the praction) work he The sme kitchen and dining: rooni nie pessible the dally serviee of a Tineheon afferding: not only practice in Preparation and service, but also in marketing and aerating, ‘Phe hedroont makes Possible lessons in hed hmking, the care ef thy furishing of ie steeping roo, practiced) ork in hame nursing. and eprortunity fo make hed_linens, curtains, conforts, ete, The dining roam and » Using room may be used by ndvancedelisses in dressinaking us sewing Tooms, and fhe bedroam praves tebe ua eXeellont fiting room, Either ‘the aie pooner Ueing room tay be the offer of the epartmnent of ame eoononites, This committer, does not hold Chat vahiahle instruction tnavoneat be impurted by a soe teaehier with inedequare equipment and taidesirable reoms, but such tontitiens are WA OX avo gant waste of te Wost valuable Assets of the school “tsfeins, dively, the time and strength of a rood teacher nnd the interest anid srremtion of the girs, . eee : M.A residence asia place for teachina home cconomdca.—In- some over- crowded elty high schools, a regidence Tias been secured and equipped for home cconmmies chisses, ‘This trrangement tae some distinct advagtages, but’ can net remave the need for rogms (quipped. for Individual work in which from 1G te LO childten mhiy be taught at one time, Such a residence should be as cool as the average patron of the school should afford. dt should be xunitary, comfortable, and easily icessihie to the school. It should be furnished ‘In gead taste and simply, It affords opportunity for the study of certain problems | for which the schoolrooms do not usually provide, such as problems related to the water, 888, and-electrie meters, the management of a furnace, the rerulap _ fee oF a collar or basement, laundering under conditions similar to those Ina a home, the care of a yard, and stilt garden and accounting for household expense, Especialty is the residence recommended for ‘achoois among the foreign born add Amang the poorer of our large cities, The effect upon the o.. ERIC 28. HOME KC ‘ONOMIES IX SECONDARY SEES Jualor and senlor high-s-bool nadine when (bese buildings are. not contiguous, sinew all girls fu these xchouli sheutl be required to carey this work te the eal of the ninth grade and be uble- to-elect: these courses du auy year above that wrave. When the buildings are widely separated, the necessity of goius from on building tu nnuther during the school diy invelves a loss of pupil's time. exposure to unfavorable weather conditions, disturbance of the class gseh@dales, ; “und uot-infrequently a tendeney on the Port of the-girl to loiter ou the streers - erveven absent herself from cluss work. The iiterest on the money invested he building and equipment is ineonsiderable whan compared to the other losses that occur when he teaching of home econowies ix centralized, F. Lovation of home economics claxarocmn, —Expecially does the cummittes wish fo iupress upon school authorities (he importance Wa sultuble location “fur hofve economies rooms, One of the main rensons for teaching: home een. Mommies Is Uhat ideals of home life and right standucts of living thay be extih: shed. To acevomplish this, the home couruduies department vast e@halads these ideals and stundards, No American home with high standards as to ‘what constitutes: good Aiving couditions will be established in i basement, tu the minds of children from hones where undesiruble living conditions exist, home ix not a clean, Hight. attractive, and agreeable Dlice, a pleisinter plaice to spend leisure Gime than” any other. tis merely a place ta e: if. beep. nied - peefrom to work aud to pleasure, Therefore for these it is especially important, that the howe economics department should be made to represent Fook condi- tions of home jife. . - Vader vo circumstances, therefore. should the hone econouiies revs be in "the basement, Lt is: well to place these rooms on the firs floor, especially if the luneh room is upen the fivor, There ure, however, no serious ubjections nnd a good many advantages In placing them upon the top floor but suet? Placement necessitates dunb-walter service for the reception of-grocerles and Ive aud the removal of garbage nnd waste, add alse, if-the hineh room ix mm w lower floor, for conveying to othe Tunch ream the couked foods, The hone - economics rooms should be se “uttructive that st udents consider ita privilege -to attend these clusses. PART UL—INTENSIVE HOME ECONOMICS. CHAPTER Vill, NERD Fen REAIG ANIZNTION, Intensive” courses In hame economles are needed for the following groupa of girls and women: A, Retarded girls: Ry Héusehotd emptavées > CL Part-time students: PD. Wage-earning women; EF. Eugaged young women; F. Exper- ienced housekeepers; G. Foreign-born women; H. Girls-and women in sparsely settled rural regions, . Up tothe present time. the varied needs of these granps have been Tecognized only very Incompletety and lnadequatety, 4, Better provision for retarded girls —The Commission on the Réorganiza- tion of Secondary FEaucation, in. ita, report, “Cardinal Prinelples of Secondary Education,” ‘recontmends “ that recondary echools admit and provide suitable o dnatruttion for all pupils who ure in any respect so mature that they would ; derive. ‘nidre. benefit from the secondary sctiool‘ than from’ the elementiry. ° oMehool.” " Tn. school. systema in which this Principle {= ohserved practically all girts h Over T4 years of age Will be Tound in the high school, and ff such systems have Junior. by ae :Srhooki bracttc ly, all retarded ‘pits, 18 yeats: of age. will be: ‘pro: i! ; th tae oh iss & we é ehh wittatas * : Po ete g en Oo. ERIC "auch auspices ag those of the YW. C. A.-and tlie Red Cross, There organiza: - Ct Psene lntftane econunties should be provided for Firls nader 34 years, perhaps GENERAL WOME ECONOSTICS, ee 29 moted per vine to the Junior high school and speclal courses: will be Drovidert fur them, : niente The uve for this chuuse ja our current: school practlce Is clearly evideroet by statistles, snehoies the followlug. as te the hauber of retarded girls fia the clementary schools whose needs litve not been aud can pet be satisfactorily feet Unit they gere thas promoted to a school fi Which they can asseciate wlth taivls of their own age and receive the spechil fustruction udaptedl te their | interests, aptitudes, aude nbilities : : The San Fravelseo strvey: tibulates: LOR girls 14 yeurs of age, S77 girla 15 Severs of age, ane T82 girls VW years or over iu grades helow the seventh! In Wilmington, Del. there were 34% children below Che seventh grade whe were Hsvenrs or older, . ‘ ? Tie@Rutte, Mont. survey found OS children of 14 years or over in the ele dentary achools, OF these 476 were in evades helow the eighth. The Cleveland: survey Showed that one-third of the chitlren Whe were fn seloul in the sixth gnide of that city left: school before the ‘eighth grade, White these figures were not for girks alone, there is no donte that in Cleve. e Tand—nnd’ in many other cities—onethied of the girls leave’ school befora aching Che eighth grade, 5 - “ Tn-every schol seston survesed there fave been farze nuinbers af overnissd girls tuo the lower grades, The badly retarded Kirk lenves kehoot when seat 14 vcurs old, A consideruble percentige of (hese wirts could he retained in school it their interest Were araused nnd held by risttly organized intensive courses hi home economies, For such as these, whose necls vre erent. the intensive course as commonly given ut Present iu bigh sehoals wre ‘valuclers, . To certain of opr Sunthwestern States, of which wo considerable portion of The population. is Mexican, che age of warrlige ik frequently as lew us 12 or To years, Tn lecalities where this custom of early nuarri prevails intensive for girls of 11 years or over, see: . : 2. Better provision far adulls.—Mauy Cities Dave maintained night setloods for ndult women, but rarely hns any elty-seheal system tad sufficient money he coydoy the number ot teachers needed for such work or to supply udequate iat suitahte equipment? . ‘ : Tow auch of the nightarhoul wark har been offered ia the acetions af the ely in wehich there ia least necd, igh sehools aire often used for night classes, They ure Renerally a considerable distance from the Congested und foreign sections of the city, yet in these sections iire. the Women whose need of such fustenetion fs greatest. Intensive, courses in home econemasex should be offered Clove to the homes of these needing the work and at hours most convenlent ‘for their attendance,. ; fay teachers hare toa often been employed for night claasee. When a day- Fehool tencher is employed for night classes for adult wollen, the tendency is to curry into the night Clanses fhe aime subject mutter and the Rame methods as these adopted for the éhitdren during the day. Tn-ull such’ cuses the work In doomed to failure, A few duy-xchool teicher are: sufticiently versatile to _ idjust their Instriiction. tv the needs of the Women, but ag. a geheral ‘rule the . ¥ teucher of.duy chisyex should not:be employed for night. work. H ‘Cést, Much of the instraction for ndulte in home economics has been winder’ wi - Hons ustiaily have not been ‘able to secure the AnoRt xatisfuctory teaching con, Mitions nor to. afford the inost valuable types of teachers, | Geherally,. a-consid. , iar F many: women thiv qust-luie been: probibitive, A Deana tag! y BD HOME ECONOMICS IN SECONDARY, SCHOOLS, ° Women of widely varying needs and héme erperiences too frequently have been enrolled in the same classes and given the same instruction.- The reor- xanized courses should he phinmed to meet the specitie needs of Special groups of women, and only those with similar needs sheuld he taught together. There. fore, intensive Hiome economics should be reorganized for: 3 ‘ (}) Retarded and over-aged girls and for all girls of 14 and over whose needs make suele courses desirable, regardless of academic requirements, and — 2), For adult women vin places and under conditions most convenjent) for their attendance. se! CHAPTER IX. ATMS. The aims of intensive honie economics courses are similar to those of general ‘home economies courses, In-addition’ to the aims of general hore economics, mtensive courses should: U First. Prepare the many girls in ull sections of the couitry who carry the burden of a major portion of the hodsework in their own lomes and tbe may — Who inevitably will leave school carly and marry svun thereafter, for efective InaMigement of these homes. ‘ Second. Train girls and women who anticipate remunerative employment vs Lewse workers for greater efficiency in their work, : Vhird. Hold the retarded and averaged girl ia school and Prolone her couteres with school influences, may : : Fourth. Instruct: wage .earners, who are in veeupations other than home Making, in the choice of environment, food, and clothing, that, they may he able to secure for themselves the maxiuwin satisfaction from the expenditure’, of their incomes, A well woman rightly ted, clothed,'and housed ds a more efficient employee, and the pertuianency of her pesition is more secure to her than if, through ignorance of the laws of health, she becomes il or becuse Matrained iu the intellizent choice of clothing. she ix unsuifably clad er is unable Oo save for additional training. | 4 2 : : Fitth. Reach the foreign-born mothers and teach them American xtundares of hote life, especiaily tenehing them the care of infants, the feeding of childveny ancl the-etfeet tor insagifary housoheld practices. Sixth. Instruct -both foreign and American born women of small incomes te select, purchiusd, and use hougehotd materials chat their homes amy pave the greatest degree. of well-heing possible under their financial conditions. Seventh. Awaken among educated women and women of. means vn ereater. _ realization of the importance of n Knowledge of home economes in the manage. ‘nent of thelr own homes, i the aid rendered to the less fortunate, and in their Activities in civle atfuirs. : : “ . ¢ a ‘ r CHAPTER X. COURSES. Jon fate r) ERIC GENERAL HOME ECONOMICS, : 31 school life coutlnue where this intensive inst ruction is offered, . Usuaty’ these overage, under-grade ttris do take an active, partein the home, in’ the care of the younger children, In the actual labor of the household. In general, the _ marrying uge among these girls ix early : they frequently become household workers for wugesx: they often early assume the care of the household for the working mother; and they compose tyconsiderable Percentage of all girls and women in the Nation, . ; ae Courses Of this type should he taught during the usual school hotrs. The courses should be one year in duration. though local conditions should. de- termine when a second -year ix desirable. It Is: best that: thexe., courses be tneht in high-school buildings, because of the fact -that: these girls are. of. high-school age und find an added incentive-In- the opportunity th issoclate Withyathers: of lite ages, fo ts 4, Teorder to give the extended training ine the techniquy ef food preparation | that this typeof student should have, it amay he well to conduct ‘a ten room and te contract for sales of cooked foods, ; * ‘The sewlng in intetixive home economics should be done by hand. foot-power and electric-power michines, ‘The garments selected should Ne those needed by the student herself ind the members of her own faily, though as the m- striction progresses, garments for benevolent orginizations and) comnunity’ proicets May be produced, Speed. accuracy. and good workinanship should he seeured. Mending, making over, and dyeing should be thoroughly teucht. The use of pieces of materinis in children’s garments, quilts, and rugs should he Advocated and throughout this clothing course the proper cleaning: and laun- dering oF each kind of material and type of gurinent. should be taught The project method should be used, Parallel with Jnstruction In technique shonkt he the tenehing of the economle value of the fubrie chosen, the hygiente qualities. of the material. the sanitary care of the same, the suitabllity of the doth, color, and design to. the purpose for which the garment is intended, and, the rppropriatencss of the Ghosen” pattern. and material to the. proposed wearer of the campleted, garjnent. Repetition is necessary for increase in SkiH, hence the projects chosen should repeat the lessoas taught. in previeus projects but should alse ptild’ upon and extend the knowledge aid skill aequired tn the earlier projects, ; , . Clothing and. textile work gives an ‘opportunity to teach the purcbasé mak. . Ing, and care of household linens, draperies, bedding, ete. a oN yearly sale oof the household supplies, prepared for the practice course, iffords an opportunity to. teseh! to each steceeding class the lesions of house- Weld furnishing. Pewee ws ta BB. For househota em ployeca.Girls anieipating paid employment as house. hatd workers amd those now so employed need courses especially planned .to increase the'r efficlency aswage errners, ; . pea Some of these need courses in elaborate cooking and serving and in thie ” ‘aandering, others necd training for general housework, and: sttll ‘others for, Advanced positions as houseiteepers, _ | erie , F Part-time house workers are a needed-ciags of employee, It ig recommended.) “Ung nstwniclort he ‘tferéd bs anticipation of the. demand for spealilized. part: wart * tinte sérvide within. the ‘heme: Locul conditions Will deterniine the ‘coutent of tiie coursts offered, Seainatresses, Inundresses, skttled cooks, and visiting .) housekeepers qre all in deynand for this hourly employment. BN eh * Short unit courses.on selected topted shold, frows time to tine, be “orminivedt, ( The, Freeney and content of, auck sourses should :be Getetmthed hy ovat CONG Loti.) fee Saw PAR ONT A NO PON SH a nN Se ae Tee aoe at % i ’ ih y ‘<) ERIC 82 “HOME ECONOMICS IN SECONDARY SCHOOLS: =. + rod) ‘(For art time atudents.—By Se lal State. laws, employed girls belies - -certuin age are required to attend school a fixed number vf hours per week, The home economics offered these students ‘may be exactly similar to that offered in the regulur intensive home economics half-time courses, but, of necessity the student will not jirogress so rapidly as those attending school nore hours per week. The motive dominating thé teacher in charge should be fo ald these girls to secure for themselves satisfuetwry healthful liting con- ditions and to establish a standard of: living Which is within their income, Busiffess methods, methods in managing their own thnuncial affairs, hud careful * _ economy should be stressed. : Ungraded classes should be maintained in academle work. Intensive classes Should be limited to 20. pupils und whenever possible reducel to 16, Lessons in food purchase and preparation, courses in textile das einelitng: . studies In housewifery and home administration should all Leg organized hate _ ane well- rounded thorough dourse in home making, . Meal service should be the basls of ull food work, In connection with this will be tuught economical methods of purchase of food muterials, proper stor- ‘age and care of foods, standards of sanitary market conditions, food preserva- tion and food economy, pure-fool luws, and the elementary ‘selence of nutrition. A duily luneh ‘served to a group of teachers gives an- opportunity to instruct in systems of accounting and ulso cultivates in the student the desire for gentle * + manners, courtesy, and hospitality, Weekly Aine to the mothers extend this same training. In housewlfery there should be special bistruction in the selection and care ’ of furblture and household furnishing; sanitary care of storage rooms, cellar, _ eté.; manugement of heating plant; usé of laundry: equipment and ‘manner of doing good laundry work; use of cleaning material and utensils; Gave of plumb- ~ ing; and the ccunor lat use of Hehe gas. Soadeh and ‘housebo!d - supplies. in "general. Behe LD. For wage-earning women.—The employed woman may..in ‘time depend upon the commercial concerns for all her physicul necessities such as food, laundering, ready-to-wear garments, garment repuir, etc. It Is quite possible "| that her efficiency as a wage earner would be enhanced if she did so free. herself from traditional customs, but it {6 a Condition and not a theory which confronts those planning serv: iceable education for women since the majority of ‘all. -wage-earning women seek to extend, the pure hasing power of their incojne by personal care and repair of. their clothes,.-A very considerable percentage make some of the sinaller and more ensily. made garments and retrim their own ‘hats. Many from choice, and some from necessity,’ care for their own royms and prepare their own breakfasts, Many wage-enrning women ‘find the maintenance of a home elther necessary or desirable. , In some Instances, the wage earner is & contributor to the support of others for “whom he must supply, in part of entirely, a home; In other cases, one“or more: women unite in the establishment of a home and find it possible ‘to. secure under gach conditions a “higher standard of Hying” than when de- , Pendent: upon. boarding. houses, | ee ‘These : “women, frequently. desire short. intensive ‘courses In ‘certain -pliases of home’ making: ‘and. for. them mich courses are essential. z “The necessity ‘for:.such courses may be but temporary. ° Wuge. earners may © (fome to wearing atandardized dress... ne care. may, ‘be #0 cheery with re) ERIC undesirable and tmeulted tothe sew enyleoniaent tu America, 4 GENERAL HOME ECONOMICS, | 83 improved in quality nnd decreased in cost that the low-waged woman may be unteiupted to prepure it for herself. Put until woman's wages are higher and the purchasing power of her dollar greater, home-making courses should be made available for her. 4 ne: KB. For engaged young tromen.—Young Wwonen who are engaged tu be married una Who Will, in the uear future, assume the ananugement of a home should find in the: intensive courses jn home ‘making the instruction which- they need. Usually these young women are occupied during the duy in varicus Waze- earning pursuits, Classes-for such students should he offered in the evening e amd should be designed to meet their special néeds, Successful intruction can not be given if:groups of women having different motives for work be enrolled in the same clusses, The young woman wage earner with little experience but Witlt intense interest in learning tu be w gnecessful home maker will het work happily with the experienced houseké@oper, Neifber does the young woman - respond best to the same methods of approncl nor the requirements of the same projects: If the teaching force provided. for intensive home economics is not , large enough tu provide several tyyies of: instruction simultaneously, then the different groups should be served at different times of. the year. Cértutniy they should not be forced inte composite classes. : ‘ Ko For erperienced housekeepera—The adult womin occupied in the admin- - istration of her own home necis assistunee in Solving the problems urising In her household and also she needs help in increasing ber own efficiency. Intensive home economies offered her shout consist: of unit: courses and apecinl subjects so organized that she enn enter any one such unit: course theugh she has not attended the Preceding courses: nor anticipates entering the Liter ones, It is iustvixable that these unit courses ‘extend over Uyit live” ov six weeks and consist of 10 to. 12 lessona. wens é Such courses may consist of 10 lessons on cleaning and Tipping olf gurments dnd the making of children's clothings from these; 10 lessons on children's clothing from new materials: 10 lessons on shirt waists and dress skirts for Women; 10 lessons on hat making; 1@ lessons on the economics of the home; 10 lessons on bome care of the sick 10 lessons of child cures and 10 lessons on meat cookery or light bread making or on rimple desserts. 7 Tn foot classes it is dexirable to provide for class work in the afternoon Just after the closing hour of the high school, 1 the foods cHosen be within the purchasing power of the stadent. as they should be, then each woman can’ bring enough of the raw materials to provide sufficient quantit ¥ for her family and the cooked food can be taken home to contribute to the evening meat, This home-suppHed material offers excellent opportanity: for market and price discussions. i . : ; G. For foreigncborn women,—ANl “women are conacryative about the minage- ment of their hougefeld affairs, Perhaps this conservation is an inheritarice from the da‘s when a man's home was indeed his castle wherein entrance, suve to those known to be: friendly,. wan tigorou' y repulsed, Perhaps it Is ‘traceable to the old instiiet for the protection of the young by. repelling the entrance of intruders, - | a This conservatiam results inan active resistance to-iniavattons theententing: established Household cystoms, a residtunce whieh must be graduully. overcome ifthe tmnmigrant from Burope ig to attain Aunrican standards ef living. Customs and traditions which have gradually evolved through centiries of adjustment to clinatje conditions in tte old country miny be and often are at 8 4 bs Geayy shies anatid ey a ai: s 84 HOME ECONOMICS IN. SECONDARY SCHOOLS, Foods are different; nnetbnile of Routine supplies are new fo the Immigrant; , a few rooms ina fenement or a cheap and unsatisfactory’ little frame house ‘in acsmall and dirty yard is a peor substitute for the open country and perma- nent house of the ortginal¢iome, How can the foreign woman’ be expected te. be interested Hid loyal. to a people and a country which imposes upon her xo mainy hardships with which she is sa Hy prepared to cope? Hone economits of the right type will go far toward Americanizing the adult forelyn woman, Through it she may come to understand the cnstems and living standards of her adopted country and be ennbled te secure for her family better sanitary conditions, more healthful foods, more adequpte cloth. ing and y-general sense of well-being that. will go. far TORT OVINE her a sympathetic understanding of conditions in the new ‘land. : Learning- a new fangunge is desirnble but atone will net lead to aif ubder- atunding of the new mountry,, Classes that will actually help the woman to Ineet - und solve ‘the pressing Problems of Mer’ daily life and that‘will lead her to” uppreciate. the free education | provided for her children will stlmulate her loyalty to her adopted country. H> For girls and women in sparsely settled raral regions, =p types of in-» tensitied home ecomynics courses are possible for girls and women in sparsely * setded regions, .The first is the itinerant seheol of from two to six weeks “which comes Into a locality and brings necessary equipment for all Instrnetion akiven. This teaching Is oie in school buildings. halls.) churches, or even private houses, % Because of the conditions governing its organization nd aininistration it belongs under college extension, rather than regular school sutharities, Te inay be made a most valuable kind of vocational education. 5 - The second type-of intensive home economics education for the tural ar clues girl or woman is that. which is organized Upon a-eollege or university campus, a The course. chants he of less than college grace, of not more than a yent's duration. with entrance requirements based’ only upon age and intelligence, : and should include intensive lines of work in foods, clothing, sanitation, home z nursing, household management, and in éertain agricultural subjects such as *. dairying, floriculture, poultry culture. and home gardening. It fs more. practicable to bring to, the Institutions those needing. the instrue. tion. than to take the instruction to the student when the prospective Students are widely scattered over an agricultural State. I, For college. graduates.—Many liberal arts colleges have not yet tateeiaenel courses. in. home making, and the highly educated home maker. is in no less need of courses in home economics than her less highJy trained sister womun; hence, wherever there Is a demand for intensive courses by this type of . woman it should be offered. It is probable that such courses should be man- agerial ratber than technical, For such women coyrses in the scientific, social, and economic relationships of the home are more essential than those in the individual. operative processes within the dwelling—A “managerial course con-. ~ wists latgely. of instruction’ in the problems .of household adminfstration, of ‘\" sfamlly: ‘accounting.’ ‘of: study . In-Tabor-saving, devices -und --methods,: of ‘consid: taeey ration.of questions relating to: employment of household. laborers; of the snni- : “tation: of. the dwelling and of the, markets, public bulldings, public conveyarices, 4 Rae ete, of child’ development and.child ‘welfare, of intelligent cholce and wise huying. of household whtetial- together with kuch lahdfatory instraction ass‘ a oy inecexsary. 1 for intelligent overaieht of L@sehont -operations, i 2 ita ae, ak van yikes \ . ft eG a. Salen, ne v : oo ne ip ‘sty ae fet ; thy Ge ie fe ust ned beak Pata fe Ht 4 Y 7 ( Ceyinee a 4 INTENSIVE: HOME ECONOMICS. _ . CHAPTER XI. TEACHERS OF INTENSIVE KEONOMICS, : "The kinds of traihing and the desirable qualifications for teachers’ of the oe Variens types of intense home economies are not. identical. ore hoe (1) Teathers of part-time claxaex.—The most successful teacher. of inten- ‘sive classes for~part-time puplis and forshalf-day classes of girls of 14 and over will bea Weaman who Is mature, is thoroughly trained as a teacher, has “had actual experience in household Affairs, and has a general knowledge. of . a ‘practical home ecohomies, = HD ah . : ; For these adolescent girls, generally retarded An academic work and fre quently xomewhat difficnit” to interest, the majority. of the best“eandidatea for - teachers will probably be found -among successful and experienced elementary- . school tenchers, Women of sympathy and understanding, interested-in hold- fing the reURTy ‘or less fortunate gir) {n school and believing/in tfitning in home economics, can secure her techyical trating i home ecotioniies through infensive courses especially Planned. Such training should’ be given under ~ eeovomie cond }tions similar to those under Which thelt prospective students Hive, It is doubtful, in the minds of this committee, whether four years of college work In home economies is so much needed in preparation far this type of [ee instryetion as ix knowledge of elementary education; experience in handling difficult School conditions: a Sympathetic understanding of social and racial “enviranments ood physical health; executive ability proven hy the manage- \ vent of wo hemes and, “anperimposed “upon these qualifications, one of more years of intensive training In’ home economics, - Some graduates of iihedin arts _eaurses have these preliminary qualifications aod will be successful / after receiving the special training. ee ; Trainjug for teachers of this type of Intensive home ecqnomics can not be stecessfilly combined with’ that given to young college students preparing. to “teneh general home economies. Experienced teachers preparing Yor this inten- sive teaching will of necessity enroll upon the campus of the Institutjon pro- tiding training for kenesal ome economics, but they certainly should not have the same kind of tralging, They need to practice “home making in sniall - houses, in apartments, or in larger homes, They require extended experience in. managing and performing the entire work of the housebold. No State will Invany one year require a largé number of recruits for this tntensive teaching, One institution in a State, therefore, can adequately Prepare all these ‘teachers, but the expense per student. will be great . because: of. the peculiar’ equipment necessary, Since many. tencher-trainiog home economica " departments ure located in small cities where the special home economic, social, and educational problems to be considered do not exist, It may be necessary, In seme cases, to extablish branches for this special training at a dliatance _ ffoni the parent department or institution. - - * (2) Teachers for employcd ‘yirls.—Tenchers for employed girls may Be drawn fromm the: teachers Just describe? or from the more successful teachers of gen- eral home economics, They need to have enthusiasm, adaptability, and a mas- : t L ‘tery of the technique of the subject; — a aH gst “". (3) Peachera’ for’ thature: women toho ‘are colleye graduatts,—The college ° |; »: Women's Intensive -homeecoriomic: courses. will ‘be ‘best--served. if taught: by |* , " spectaligts ‘In: the’ various fields of home economics educatién. The physiclan, the trained nurse, thé sanitarian, the market inspector, the expert on heating tind Ughting, the trade dressmaker,: and. the miliiner. may be éalled in_as occasion: , -: ea ‘4, ao _naked slestrable, but on capable efecuti gel Ahold be, at ait tinea, in“phintge ot the: el ty ae , $ é ee ' ~ Wo fh 4 ca io) ERIC ‘<) ERIC 86 HOME FCONOMICS IN SECONDARY SCHOOLS. (4) Peachers for adulia—The untrained but experienced housekeeper of limit education will reqiiire the most enrefully selected tencher.. The mature, trained home goonomics teacher who has had responsibility for the management of a family’s affairs will most quickly gain the contidence of these women It is most desirable that this teacher have hud a broad sucial experience, « There is a large group of home economics graduates who have married, main” tained homes of their own. and who could be secured fur teaching positions if . special inducements of sulary and permanency of position were assured them. Such women would profit by a brief intensive course planued to acquaint them with the-tewer thought and progress in home’ economics. . : CHAPTER XU, TEN TBOOKS, Probably no one textbook on the market will meet all the needs of the types of girls who will be enrolled in the Intensive home economics colrses, Beowuse * their academe standing and their mental development-are so Unequal, probally most of the teaching should be by the direct method of having actual tasks * performed until skill .has developed and by oral explanations amd instruction, much of which must be individual. “ Various Government and State publica- tions enn be used upon occasion, and some students will profit by the use of Avell-written textbooks, No rigid rule can be made, because euch group Will bu | of differing needs and abilities, Thus far there fs no texthook In home economics adapted to the foreign, born woman, Textbooks could be prepared to teach English while teaching the ele: mental facts in regard ty foods, child health, and Lome care. There are excellent textbooks for classes of engaged young women which will also be valuable to them asa get for their own libraries of home economies literature. : ’ The college trained women will profit: most hy reference work demanding _ famflarity with the works of many authorities rather than by the selectlon of one hook. : It may be concluded that texthooks should be carefully selected and used whenever such selection and use will meet the needs of the students and remove the necessity of note taking, and that in many classes in intensive home economics neither notes nor texfhooks can be used. This committee holds that intensive home economics courses can be most effectively taught.if departments are sippHed with a residence » or suite of rooms _ in which a large portion of. the work may be done. This residence should be not better than the best type that can be afforded by the members of the sovial greup represented by the pupils in the class, but it. should be so clean. so sani- tary, so well and so eronomically furnished, so altogether desirable in its appenrance, and {ts homelike utmosphere that it creates in the pupils and the community a desire to reproduce the same conditions in their wn homes, A day nursery connected with the school makes thix work especially.valuable. PART TIL—THE SCHOOL LUNCH. — = OHAPTER XII. HOME EOONOMICS DEPARTMENT AND YHE SUHOOL LUNCH. OL (1) Monagemént.—In thp cavipaign for bettering the ‘physical condition of achoo} children it has become an axiom that every school ebould make avail- _ able hot lunches for all echool children. These Tunches are administered tn “various ways. In tiny. places the school officials dodge their responsibitities by: pet ion Ae outuide. aroney ‘to! Seat coeraildeial inne She con. >, 37 cexsiona rides the foul and service with one doniinant motive, which is, | ; to make the maximum protit.; Any business carried on in school which profits ; ‘at the expense of the students is fundumentally wrung and is unjustifiable. Supervised concessionaire service is attempted in some places but rarely is it so Well superviged that the objectiunuble features are obviated, Employed . Fuusnpervised service. is.scdrcely more desirable than that of the supervised vine If a competent and well-trained home economics woman is THE SCHOOL LUNCH, cmployed)on sulary as a manager, the food will Probably be economicalty pur- cbused, Girefullf used, and selected with a knowledge of the needs of the pupils. (fuly schools ‘having @ large number of pupils using the lunch can afford: this plan. ed ; The most satisfactory anil economical management of the school lunch in any xchool, large or similis attained by placing tit unde? the direction of the head of the home economics department of- the school. The advantages are several: +s , " i First, expert knowledge of foods and dietetics is available for the henefit of the pupils; , . i Second, the Junch ron muy be more effectively articuluted with the heme economics department, thereby opening an avenue for the sale of the products Of that department; : Third, the lunch room may more easily be made an edacational factor in health education work, ; : ; : A lunch room thit provider food but does not train in intelligent choice of foods has but partially performed its function, Not only should food be prop- (erly prepared and well served but the menu list should give caloric values and foud compunents us well us prices, suggested cobihations should be listed, and daily brief explanation of body needs and food value should be presented to all classes. All this can be accomplished best when lunch rooms are under the. direction.of the bume economics department, Home economics pupils should not Be. ex ploited for the sake of the lunch room, ‘The educational vatue of the work in foods should not be encroached. ~ upon but enhanced by the oppertunity of Preparing foods in quantity and- \peditiously, and disposite of them in the lunch nom. The school authorities tuust take care not to subordinate the educational work to the needs of the lunch room, Not all the food needed, even In a small lunch room. ean be supplied by TIP foods classes, nor should these classes be, expected to do the ish washing and other work, the repetition of which has sHght. educational iy. Value, is : - 4 The city supervisor of bome economics, -or one of her assistants, should assist the head of the home economics department by advice and cooperation, - Many matters of administration must of necessity be under the general direc- tion of the principal of the school, but. the expert knowledge of those trained in the administration of school lunches and in the purchase .of supplies ‘and equipment should be used ‘to the fullest extent possible. , ; , The head of the home economics department should never decide upon mat- ters of policy or the administration of the affairs of the lunch room Without first assuring herself that the principal-of the school Is in fill ‘agreement with her. Unquestionably the head of the home ‘econgniles department will Row. ‘mofe about dietetics than tie principal. but even conceding this, she shdéuld consult with him concerning the kenepal types of food and general manner of Service which he, knowing his own schoot coustitnency, deems niost, destrahie: the Ga¥ement, One Feuson for this bad practice Wag that ‘the bussment apace “if 4 S NGS (2), The lunoh Topm.-~All too frequently the lunch room las been Dlaced.ia a ° 838 . HOME ECONOMICS IN SECONDARY SCHOOLS, was so unsuitihle for school purposes that) no one would condemn any teacher to its continuous use. The best practice now In building a high sehool is to have no basement, or to have baseinent. tinder only a part of the hnilding, alow air eluninher heing provided onder the rest of the building. “The lunch reom’ ni well-be placed on the first or ground floor. It should connect readily with the yard and articulate with the auditorium and gym. nasium or other place for recreation after lunch. Such articulation will also help the building to meet community needs. as refreshments ern then be served on-many community occasions, The lunch: ream, shoutd have a helght propertioned to its size, ‘Too frequently the hinch oon’ has such a dow ceifing as to he unattractive and badly. ilated. It should have as auch natural Jizhting as feasible. It certainly should tiave an attractive outlook pon the street. selva) yard, or at least upon ca goud-sized court. [tt should not be in close prositity to toilets, but there should be both aiple facilities in the building and sufficient time In the Junch period for pupils to gyash hands and faces before Gaming to the lunch reom, The sehool lineh is the one school function lauching the life of every child and affording an opportunity iv tedeh standards af AmePican living, courtesy, aid qood wauners, and (a extablish riaht habits of fond selection, : (3) The Maeh period —Sulcient time should be alowed for thoughtful setec- tien ef food and Teisurely anid companiahe eating, The noon Tuneh period should be one of relaxetion and refreshinent. Hence the seating tcilities should be comfortable wud adequate and surroundings im geod) taste and) sin itary, The tunch period should not be shorter than 40 tinutes, In the larger high sehogix the pupils should report te the lunch room in several divisions, thus lessening the congestion iy serving and the space and equipment required ‘in the binch room awd) abe relievifiz the demand foe classrooms to the extent of the use of the lunch room, This contributes te the eflicient use of the entire school plant. In schools having 50smninute periods, the fo¥ewing approximate division of Qline is Fecommended: Five aninutes for preparation opredinudmiry to going to the luneh roam; 30 minutes for serviee and eating: and 15 min- utes for recreation entdoeors in’ good weather and in the gyninasini or heat tng music in the auditoriom dtiring stormy weather, 5 * od 5 Fy 4 im