Education, 1926-1928 '

DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION -

BULLETIN, 1929, No. 25

TRENDS INHOME-ECONOMICS . r. EDUCATION, 1926-1928 '

By EMELINE S. WHITCOMB SPECIALIST IN HOME- ECANOM I CS EDUCATION 111 BUREAU OF EDUCATION

s [Advance Sheets from the Biennial Survey ofEducation in the United States, 1926-1928 ]

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UNITED STATES GOVERNMENT PRINTING OFFICE

WASHINGTON:1929

by the Superintendent of Documents,triashington,D. C. - . . Price 5cent* Or TRENDS IN HOME-ECONOMICSEDUCATION

By EMELINE S.WHITCOMB

Specialist inHome-EconomiesEduration,Bureau.of Education

oNTryrs.---int roduetionOrcanization ofsupf.rvisors find tpnelierof home ee6nomieR Curriculumr %constructionHealth education Childdevelppment lind parental edu- cationSocial nnd familyreintionshhis,-Hotne economiesin busineRsItomeeco- nomics for boys and w0nIfornoeconomics for ztdultsHomeeconotnicstudies and rt.searchcs

INTRODUCTION, Home-economics educationduring the biennium has Madenotable progress.Among the achievementsarethe Nrmation ofthe Or- :Yanizat ion of Supervisors andTeachers of Home Economics,further curriculum revision, better integrationof home-economicsinstruc- jion with health education,larger opportunities for childdevelopment and Parental education, organizedcoursesfor social aild fam% ily relationships, increased interest inbusiness opportunities-forwomen trained in homeecÓnomics,coursesfor boys andnlen,greater Federal appropriations, andmoreresearchorfact-finding studies inthe various\fieldsof home economics. The fiirmation ofthe Organizationof Supervisors andTeachers of Home Economicsat Asheville, N. C., June24, 1927,was-tilL result of thehome-economics conferencesheld in that city June20, 1927, and similaronesat *various times and places called bythe United States Commissionerof Education. Curriculumreconstruction has occupiedthe time andattention of supervisors aitd teachersof home economicsalloverthe UnitedStates, and with fewexceptions the workof revision hasbeen in addition to their daily schoolresponsibilities.Milny of themspent their summervaitationsin studyselectingfor thispurposethose insiKu- tionsof highereducation offéringcoursesin the techniquesand methodsof 'curriculumresearch and educationalphilosophies under- lyingcurriculumrevision. Inanumber ofcasesmembers of thecurriculum-revisióncommittee ofacity scloolhome-economicsdepartment attendedthesame institution,registeredfor thesame courses,received thesameguid- anceas tohowto interpret the findingsof their investigations,and howto apply themto the revision of theirGowncurriculum.

gib 2 BIENNIAL SURVEY OF EDUCATION, 1926-1928

Health isoneof the major objectives of home economics.The' American Child Health Association found in its study of53 schools that home-economics instruction in30 is considered basicto health education because of thesaneattitude of home economics toward foiodand clothing, cleanliness,careof the home, self-control,self- respect, and individual, -community, and national health habits. The South Bend, Ind., 1928, household-artscourseof studyin- dudes thestatement thatoneof its general objectives is "tocreate ideals and attitudes toward health and establish such habitsthat girls will haveanappreciation of healtli1sapersonal and family asset and willcarryitoverinto the communityas afactor of better citizenship." Child development andpalIntal.education, according to the field i-vorker in that subject of the AmericanHome-Economics Associa- tion, is Offered in 148 collegesasresidence and in 25asextension courses.TNIventy-sevencollegescooperate withnurseryschools; 17 hae iintsery schools adininkterVI.by departartnts, of homeecpnom- jcs;10offer research in childdevelopment conducted hy staffmem- bers of the home-economicsdepartments, and 8 have research work- ersdirecting the studies in the fieldof child development and parental education. During the biennium, the NtitionalResearch Council and the Na- tional Council of Pai.ental Education haveawarded fellowshipsto 48 trained home-economics workers for furtherstudy in child deveh DpmentAid)parental education. Ifistructionin "social and family relationships.under that title andothers,suchas"home problems,""housemanagement," " worthy home membership," and citizen'home making, is offered verygenerally-in the departments of home economicsthroughoutth6 United Stt4tes. Theo ctives of suchcourses areto develop in the studentsap- preciation of the real functions of thehome and its contributionsto the happiness and weffarr of society,and to the preparation ofstu- dents for effective participationin.the physical, social, and spiritual activities of home life. Home economics in businessisacomparativelynewfield in education.Business firms, including bankftigand publishing houses, areappreciating that thistype of education trains children 4nd adults in the wiseuseof economic goods.Therefore such firms areemploying trained home-economics*workers for thepurposeof ascertaining theconsumers' demands .and directingpurcha$ersso that bettervalues receivedmayhe possible formoneysexpended. Home economics iswwofferedto boys inmanysections of the Uniféd. States.Insome casesboysare.permittedto take thiswork I I HOME ECONOMICS EDUCATION 3 with thegirls.This is true in thenewEverett, High School ofSan Francisco,Calif., and in the Thomas Jefferson HighSchool, of New

York, N.Y. Me The Oklahoma Agricultural and Mechanical College,at Stilh water,offersanelective home-economicscoursewhich is popular with thementudents of the college; andsanumber of other insti- tutionsof higher education offer home-economicscoursestomen. Home economicsfor adultswas()Many recognized andfinan- cially aided by the Federal Government through laws knownas Smiih-LevefrAct (1914);. Smith-HughesAct (1917),and C4pper- KetchamAct(1928).The 'Smith-Leverand Capper-Ketcham At;smaciopossible Federal funds forextension work in homeeconomics, and certain'Smith-Hughesfundsareprimarily designed for vocational home economics for girls14yearsofageuni above and for adults in all-flay, part-time, and evening schools.

ORGANIZATION OF SUPERVISORS ANDTEACHERS OF HOME ECONOMICS Since 1915 conferences have beencalledat various times by the United States Commissioner of Educationfor the considerationof problems of home econofnics in publicschools..Suchaconference wascalleduponthe suggestion of thepresident of the American Honw-Economics Associationby the CornmisqiontfEducation and washeldat Asheville, N. C., June26,1927,in conjunctionwith the twentiethannualmeetingoftheAmerire..n Home-Economics Association. At the close, of the.eonferencethe supervisorsdecided thatthey shouldorganize intoahomogeneousgroupfor mutualprofessional helpfulnessand for the advancementofhom4conomicseducavion in theelementary and secondaryschools, andthat they should relate thmselvesmoreclosely with theeducational contvuntions conducted bythemenandwomendominant inthe adminis- trkion ofelementary and secondaryeducation.Accordingly,the tb Organization ofSupervisors ,and Teachersof Home Economics" wasformed.The organization heldits first nationalconferenN Feb- ruary 24 and 25, 1928,at Boston, Mass., in conjunctionwith the DepartmentofSuperintendenceoftheNationalEducation Association. . 1, Theproceedings ofthis conferencewerepublished bythe United StatesBureau of Educationas'Home-EconomicsLetter No.3, 1928, underthe title"Home Economics inthe Junior HighSchool." Themembers of theorganization votedto affiliate with the National EducationAssociationasthe Departmentof Supervisorsand *Teachersof HomeEconomies.. 4 BIENNIAL SURVEY OFEDUCATION, 1926-1928

The majorpurposeof this organizationis to obtain "more real home econonricsformorepupil inpurschools."It is statedthat thiscanbe accomplishedmpreeasily and quicklyif: (1) Supervisors alloverthe United Statesareorganizedto komote general under- standing of thecontributions ofhome economicsto worthy home membership; (2) thereis'close cooperattonbetween slassroonland special teachers, principals,and supervisors;'and (3) cooperative e studiesaremade for theimprovement ofhome-economics inVruction. In. accordancevith this viewthe 3:i0or moresupervisorsand teachers of homeeconomics attendingthe conference,in Bostonin 1928 voted toiave theirorganizations undertakein the varioussec- tions of theUnited Statescooperative studiesof homeeconomivsin the junior highschools.The studieswereconcerned with timeallot- ment, in what grades honieeconomics isrequiredorelective, and subj'ectmatter taught. For thqpurposeof conductingthese'studies the UnitedStateswasdivided intonine divisions,asused by the Biireauof the Censusof the UnitedStates Departmentof Commerce. Thehome-economicssupervisor ofBaltimore, Ald.,waselected chairman of thesedivisions.andnine. otherhome-economicssuper- iisorswerechosenasregional vicechairmen. The Ngionalvice chairmenwerethe city supervisorsof homl economics of Brookline,Mass.; Ness'York, N.-Y.; Detroit,Mich.; St. Louis, Mo.;Atlanta.Gm.; Birmingham,Ala.; Tulsa,Okla.; Denver, Colo.;and Long Beach,Calif. Questionnaires forthe studieswereprepared bythe specialist in home economicsof the Bureau ofEducation andsent to the respective vice chairman,who inturn made coPiesof thequestionnaires and sent themto, the home-economicssupervisors ofthe cities intheir several divisions.By this 'methodarepresentativepicturewas pro- cured of thepresent practicesconcerning theproblemscited above. The Bureau of.Educationcompiledthe materialobtained bythe questionnaires from theregions linableforany reason to make the compilations.Reports ofthese studiesappearin Bureauof Educa- \ tion Home-Economics LettetNo.5, 1928.

CURRIC I ILUMREGONSTRUCTION Curriculumreorganizat ionin homeeconomics in 'ourpublic schools is constantlyproceeding.It isstimulatedby the desireofsuper- visors andclassroomteachers ofhome economicsto keep abreast vcirith the times,alittle aheadof theindustrial,social, andeconomic changes inourcivilization,andto incorporate intotheir classroompractices' the reformsneeded forbetter living. Accordingto Prof. FranklinBobbitt,no one can speak with entire certaintyasto what the ciirriculuishoutd be, butthereappearsto HOME ECONOMI z JDUCATION be developinga common undetstandingamongcurriculum builders that the curriculum should aim definitelyat the- improvementof human' livijig and behavior for all potions. This, however, shouldnot be taken tomeanuniformity ofbehavior, fr. ;t.is recognized that individualdifferences ofinherent abilities would make suchanaim foreverimpossibleevenif itweredesirable. But wholesome living commensuratewith nativeabilityto enjoy should be equal for all. . 4 The aim ofeducationthenappOars to be high-gradeliving. To this the departments of homeeconomics andhome mechanicsare makingaworthy cobtribution1,.)T offeringtrainingto girls and boys in the daily pursuits ofliving.Such trainingaimsto lift toa higher levelmanyo,f theactivities ofhuman living. In the reorganization ofthe home-economicscurridulum it is expected: First. (a) Todetermine, bymeansof studiesand investigations, the pupils' interests inhome andcommunity; theirneeds, physical, soCial,and economic;.and their capacities.(b) Todevelop, inac- cordance witirthe findingsof theseinvestigations,curriculumcon- tent conforming with theinterests, needs, andcapacities ofthe pupils and'asfaraspossibleto raise thesetoahigher level.(c) To formu- latetests which will aid indetermining whetherthe subjectmatter taught furictionsin the daily lives ofthe pupilsand hasimportant educational valuefor theni. Second. (a) Todevelop inthe pupilsappreciation forhome and family life.(b) Toorganize thepupils'-home-economicswork, in sucha waythat itmay serve,if needed,asbasic trainingfor gainful occupations whotherin the professionalorcommercial world. Cities thatrevised theircoursesof study duringthe bienniumare South Bend,Ind.; KansasCity, Mo.;Baltimore, Md.;Wahington, D. C.;Chicago, Ill.;Long Beachand SanFrancisco,Calif.; Mil- watikee,Wis.; 'GrandRapids, AnnArbor, Kalamazoo,and Flint, Midi.,andmanyothers. The Statesthat.revised tlieirhome-economicscoursesin1926-1928 were Alabama, Connecticut,Florida,Georgia,Illinois,Kentucky, Massachusetts,Michigan,Mississippi,Missouri,Montana, New Hampshire,Oklahoma, Texas,Utah-, andWisconsin. WestVirginia duringthe biennium conducteaastate-wi educa- tionalsurvey.It approachedthe field ofhome-economics ducation with theview ofdetermining howwell hometlpom the junior and seniorhigh schOols.contributesto the " contro ing aimsselected to guidethe educationofWestVirginia.,boysand girls." Theseaimsare :"(1) To doone'splatas'a worthy member ofa home in securingand maintainingthe bestfamily standards; 2.')

ig BIENNIAL SURVEYOF EDUCATION, 1 9 26-1 9 2 8

tosecureand maintainaegndition-of good health and.physicalfit- ness;and (3) toengagein vocatiohal activities." Thesurveycominission recommendsthat home-economicsteach- ersof West Virginia "give considerablymoreattentionto this 'aspectof the curriculumto the end that its educ:ational valuesmay be realized." Thé StateHome-Economics Associationof California issuedits first bulletinonthreecoursesentitled respectively "High-school coursesin science of the household, nutrition,and citizenlhomemak- ing," with thepurposeofpromoting:"interest in and giving"information about these three high-schoolcourseswhichmaybe given by home-economics teachers and 'accepted,assatisfying certain:high- school graduation requirements." For example, thecoursein science of the householdis similar in scopeandpurposeto the general sciencecourseusually requiredfor high-school graduation, andmaybe usedas analternative in satis- fying this requirement ofoneunit a laboratory science forhigh- school graduation. The nutritioncourseis designedas anadvanced coursetofollow theonein science of tlif h'ousehold butmayalso be offeredas analternatii7e for the laboratoryscience unit. The citizen home-makingcourse maybe usedas analternative foroneunit of credit towardasocial science major. sto The State Home-Economics Associationof Massachusettsgaveval- uable assistance to the State home-economics sarveycommitteeap- pointed by the Statecominiissionerof education.The findings of the surveycommitteewereusedas abasis for buildingthe home-eco- nomicsprogramfor the junior high schools,orgrades T, 8,9, in Massachusetts. The committee agreed that: L Home econorhics furnishes subjectmOter "well adapted\ to_ training the minds of boys and girLs throughpurposeul activity" in devetopingtheirabilitytoreason,plan,discriminate, and understand. II: The home-economics objectizs of the junior highschool-are to.builduponthe' girls' and boy! experiencesasparticipators in home life gained in the elementary school; andto " assist girls and boystobuy,prepare, serve,andcarefor food in accordance with their families' needs and income; enable girlsto make simplegar- ments and instruct girls and boys in -the selection andcareof their clothing;interest them in the rightuseofmoney,thecare, management, income,and expenditures of their homes,and developappre- ciation for the good selection andarrangement.of household furnishings'findequipment; stimulate sympatheti% helpful, and cooperative attitudes toward all the penabers of the household, liar- . ticularly theyounger ones;and offer training in the best welfare of the child." 110/81 ECONOMICS EDUCATION 7 'The main objective of the 1928 springmeeljng of theStateHome- Economics Association of Indianawasto setup awork plan forthe revision of the State high-school home-economicscourseof study. This revision forms the presentprogramof effort ofthe as§ociation, and three important studieswereoutlined for it.Theyareentitled: I. High-school (a)Their homedifferences, (b) attitudes toward home life a-ndparents, (c) social conditions. II. 'Working conditions ofthe school:(a) Housing,(b) equipment, (è) staffing, ((1) financingt (e)program,and (f) instructional suppl ies. III. Life needs of the girlsconcerned with the(a) activities of girls,(b). job of home makers, (e)cultural needs, (d)changing homes, (e) vocations,(I) scholastic aptitude-indexesorcapacities, anqg(y)the psychology of learning. Supervisors and teachet of honveconomics during thebiennium havecometosee moreclearly that homeeconKnics in thecompre- hensive high school shouldservethe needs ofvaricusclasses of girls in accordance with their interests,needs, and capacities, andthat amongsuch classesaregirls who (1) Plan to complete their educationinahigher educational institution, but desirehome-ecoimmicsknowledge which will aidthem to meet better their daily living needs. (2) Anticipate high-school graduationand higher educational preparation leadingtoa'professionalcareerfor which high-school home economics isbasic, suchckshome-economics teachin¡,nursing, institutional work,ancivarious positions in thecommercial world. (3) ExpectilporOigh-schoolgraduationto become:Home--making assistantsto their mothers, mistresses of theirownhomes,stenog- raphersorsalesgs, andwage earnersin various other Fainful otcupat ions. (4) Leave schbol beforegraquation toearn alivelihood by caring foryoungchildren, assisting in lunchrooms,cafeterias, tearooms, and othereating places, helping in clothing-alterationshops, making children'sclothing and articles fornovelty shops,orin irnilarways. Is conclusion,manyçurriculum builders in home-econTmicsappre- ciate that-- (1) It isnot sAcient to know the pupils' needsasjudged by the individualteachersor asrevealed by home-economics researchcom- mittees,but in addition that- both teachers and committees should promptlyindicate how well the -111)jectmatterrecommelidedby them operates-atthe different ability levels of the pupils. (2) Orientati?nsin modern educational approachesto çurriculurn constructionare necessary.

5979V-29-4. 4 . in-1" BIENNIAL SURVEY OFEDVCATION, 1926-.4928 e . 4°' (3) An organization omposed ofiheinterested school peopleto carry onthe studies and investigations isrieeded. (4) A clerical staff to assist in thecompilation .of'thestudiesis necessary,and, finally, t.(5) It requiresthe entire teaching staff to test withanopen'mind the finished product. HEALTH. EDUCATION Adequate nutrition andhygienic livingareforemost in health education,aridoccupy% aprominent place inanyhome-economics program.An exampleof this is the Newton,Mass., schoo.1 health study', inaugurated in the ;pring of 1919, and recentlyreported in Monograph. No. 5 of the school-healthbureau,welf?redilfision, of the MetropolitanLife Insurance Co.The report states: Especiallysignifienrtis the health emphasisin the study of foods and nutrition.The generalobjective of the work is to teach thenveds andu9es of the different kindsof food in the body and todevf.lop standards andjudgment with regard to the selection of food inits relation tohealth, through theprepa- ration and servingof meals planned onthehe'aith bask. An effort luis bee.. made tousethese citmses asopportunities for theteaching of health ideals and establishing health practices.Hence several years agothe name " calking classes" waschanged tothat"of " foods andnutrition " and the course *as enlarged to include anelementaryanalysis of foods in theirrekation to health find nutritionaswellasthe.preparationSndierving of foods. Acoursein " foods andnutrition E isrequired of allseventh- de giilsin the schoolsof Newton, Mass.,whotwice each week vote tathis work twoconsecutive periodsof 50 minutes each, or.100 min- utesperclass period. Specialattention is given toall the class members whoarephysically belowpar,with the vieaof enlistingtheir interests inadequate dietariessuitable forthem.VIn this-cityseven yearstigo milk lunchesweri inaugurated inoneelementary_school. , To-dayeveryelementary schoolin Newton,Mass.,servesmid-morning milk.Forty-eightpercentof the childrenin these schoolstake advantage ofthislmilk*service, and. allthe childrent*percent, or moreunderweight whoareunable to buythemid-morriling milk have it provided,for them by theJunior RedCross. Boys andgirls of the junior highschools whoare10percent or moreunderweightgoto theschool cafeteriaeveryday fortheit mid- morning milk, andwhile there theirnutriiionáiprogressisobserved by the cafeteria director,who isatrainedhome-economicsworker.. During the !mistyear100percentottheunderweight cases pass- ing under theobservation of theca4teria directortook their!did- boys .morning milk.Also 37.5percentbf theaveragenumberof andgirls served inthe cafeteria, about 400took milka4partof theiisplicheon.C9ncerni`ng this milkservice, ,school,principal HOME ECONOMICSEDUCATION' 9,

reportthat" whilenodefinite oofeabeadvancedof improved icademicstanding0- disciplinet seems tt,the mid-morninglunch relievesmuch of theterisionothe long morningand thereby isa possibre factorin achievingabetter grade of workwithalessening fatigue." Aside fromforming the habit. ofmilk drinking, school chAren learnthatmilk is thebest fooefor promotinggrowth.S:choo.ls in variot secti,o nsof the countryaredemonstratfipg.tN(*)% children by meansof actualfeeding experiments thatanimals suehasrats,guinea ,pigs, calves,lambs, aird pigsfedonmilkascompared with other foodsgain inweight muchmore,rapidly and attainagreatergrowth. Descriptionsof such experimentsare nowfound inmanyof the moderntextilooks designedfor home-economics classesan,dmayalso be hadfrom variousothersources,amo'ngtam the United States Deparnnentof Agriculture,National' Dairy Council, and nutrition laboratoriesinmanyof*the privately and publicly endowedinstitu- tions ofhigher education. The study,"Health Trends inSe&mdary Education," conducted and publishedbythe American Child Health Association,makes the following pronouncementsfor departments of homeeconomics:

, 1. Homeeconomics is avital subject Inthellealth-educatlonprogramthrough its food andnutritiontsclothing, housing,childcarenand training, und family relationship units. , 2. Nomeevonomicg can function bestin the health-education programwhen opportunities arepresented for the work tobe vitalized by ,117ayofactivities in the school, home, and,1f possible, ahorne-munagement cottge orapartment. 3. A home-economicstraineapersonshould be heldres sibleat all times for the nutri; ion programof the school. This maybe dillted byILnutritionist, the home-economies teachei, orthe cafetefia dirtor,(if(lequately t rai ned ). 4. The school lunch roomis and should be avital factrin the 'school health prógram and this idea should befostered at all tim byatrained home- economics person or a traineddietitian. . 5. Atnotimeshouldthe function, ofthe school 1 nchdepartment Ile ex- ploited for thepurposeof making inoney. course 6.Thehealth educationwork that permeates th'asbome-ec.onomics should 1)ea partof the boys' schooltrainingas we the girls'.Provision should he made for die boys to hn"e an opportunit)to take, this work. including nutritfon, food selection,careand selection (f clothing, child careand training, budgets, .andsocial.relationships of tile f. mily. 7. The homeleconomiem departmentsh(n1utiliother courses inever,way possible and thus work toward a coordin ted heni-education program. The chilq-bealth demonstratiopcommi eein itsfilnalreport,cov- ering\a5-year healthprogramin Farg,N. Dalc., assigns tohome economicsanimportant place in theheth-eitution program.The Assation for the Iminovemento CondiIonof "the Poor, of Nessinork,N. Y., in"tileeducatianal «orkcond cted byits.nutrition bureau, empfiasizesadequate nutria *personI hygiene, andhome

..tt 10 BIENNIAL SURVEYOF EDUCATION)1 9 2 6-1 92 8

cleanliness. Inschool healthprogramsgenerally adequatenutri- tion,or f well-balancedmeals, and hygienichabitsarerecognizedas' fundamentaland essentialfactors. Proper diet isanimportant phaseofeveryBoy Scout'straining. The dfficialBoy ScoutPamphletonCamp Health,Safety,and Sani- tation gives whatBoy Scoutsshould know aboutkeeping theircamp sariitary,themselves fit, andwhat constitutesahealthfuldiet. The July,1928, number ofthe Journalof HomeEconomicsre- portsaschool-community healthprogramin whichthe home-economics departrilentinaconsolidatedrural school ofElida, N.Mex., held the centralposition in theentire healthprogramfdr thiscom- munity.Theprogram wasespeciallyconcernedwith thehealth needs of the children,and the effortsof thehome-economicsdepartment resulted in better healthexamination forthe children,establishment ofalunchroomin the gradeschooland interestimrthe entire ruralcommunity in betternutritionand generalhealth education.

CHILD DEVELOPMENTAND PARgNTALEDUCATION v.

Thestatus of child developmentandparentaleducation inthe field of homeeconomics is describedin threebulletinsissued during the biennium. These bulletinsare:United StatesDepartment ofthe. Interior, Bureau of EducationBulletin, 1927,No.17,"Typical childcare and parenthoodeducation inhome-economicsdepartments":Merrill- Palmer School, Detroit,Mich., "Asurveyof public-schoolcoursesin childcarefor girls ";and AmericanHome-Economics Association'. Baltimore, Md.,"Child developmentand parentaleducation in home econom.ics,a. surveyof stlhoolsand colleges" 'Accordingtothd Twenty-eighthYearbookof the 14ationalSociety for the Study ofEducation, these threepublicationscontain the best data compiledOnthe subject.'The twenty-eighthyearbookwas largely producedduring the bienniumbyacgmmitteecomposed of someof the outstandingleadersonpreschoolandparental education. Also, this yeai.book ascribesto the vision, foresight,and leaders of home economics theestablishment. in1922 of thé firstnurseryschool tobe tlsed:as alaboratory for theeducation ofyounggirls in the careand training ofchildren.2 Since that date, and especiallyduringthe bienniumhome-economics departments inmanyState colleges,universities,and privately endowed institutions ofhigher education,have either established

a I National Society forthe Study of Pdneation.Twenty-eighthyearbook.Blooming. ton, Ill., Public Rehool PublishingCo., 1929.Vol. XIV,p. 866. I Natipnal Societyfor" the Studyof Education.Twenty-eighthyearboot. Blooming* ton, Ill., Public School PublishingCo., 1929.Vol. XIV,p.28. HOMEECONOMICS EDUCATION

p. nurseryschoolsorprovided other opportunities for the observation andstudy ofyoungchildren by student. teachers. In addition the ManualArts High School of Los Angeles, Calif., openeda nursery school inconnection with its home-economics department.Thjs js the'second' instançe of this kind in the United States.Practically 411of the home-economiscoursesof study. State and city, revised cfuringthe biennium hive providedaunit in thecareand training of preschool children. The 1927 syllabus of home economics for high schools of Illinois statesits objéctives in childcareand trainingarethe development of appreciations of (a) responsibilities involved in the intelligent and systematiccareand training of babies andyoungchildren and the privileges attached thereto; (b) lack of adequate knowledge' and training ofmanywoìnenfor their dutiesasmothers; (e)sources of information aad opportunities for gaining child-training knowledge and right habit formation; and (d) importance of surrounding youngchildren with worth-while and beautiful things, suchasbooks, toys,pictures. andsongs.The syllabus outlines the Warning activities for high-school pupilstobe: (1) The preparation and discussion of children's problems and their solutions; (2) methods of bathing. dressing. and feeding the baby; (3) preparation ofits food; (4) establishment ofproperhealth habits; and (5)causeandcure ofcommonbehavior difficulties. The State home-economicscourseof study for Texas, issued June, 1928, riontainssuggestionsforchildcareand guidance for girls be14A the eighth grade, the eighth. and above. South Bend,Ind., includes in the hygienic.courseof its home-economicscourse,issued in 1928, lessonsontheresponsiliilityof parenthood andanunderstanding bf the underlying principll jnvolvedin the mental and physicalcare ofyoungchildren. An importantaccomplishment during the biennium is theestab- lishmentof the Wa fiton(D. C.) Child Research Center.Funds for thisprojectweremade available to the American Home-Eco- nomics Association fromthe Laura Spelinan Rockefeller Memorial. Duringtheyeartherewereenrolled in classes offeredatthis center 72 studentsof college grade, '2 graduate students,17.0parents, and 38 otherpersonsin studygroups.

SOCIAL AND FAMILY RELATIONSHIPS Practicallyall departments of home economics in the junior and sehior highschools offersomeinstruction in the social relationships of the family.Outlines of such instruction in the various home- economicscoutf%sdsof studyappearunder such captionsas"citizen homemaking,"'''homiemanagement,"" home and community," s 12 BIENNIAL SURVEY OF EDUCATION, 1 9 2 6*--1 9 2 8 " home problems," " the girl andsociety," " family and the home," and " the social relationships of the family." To determine whether parents considered the above subjects of sufficient importance to incorporate them inahome-economicscourse Daisy Alice Kugel, graduate student in homeeconomics at Teachers College, Columbia University, in 1927,Preparedaquestionnaire and distributed 800 copies, largely to mothers.The questions askedcon- cerned the followingmajor topics:Relationships within the family group,changes affecting family life, marriage and its responsibilities, business practices in the home,family-community relationships, in- fantcare,and health of the family. Replieswerereceived from. 510personsin 14 different States. The ans*erswerelargely from mothers who had daughters in school Ptactically all of thepersonsreplying expressed themselves in favor ofincludingsuch instructionasthe above topicssuggestin the home- economicscourses. Of the number replying 46percent approved introducing into the home-economicscourseof study at least 50 of the 53 topics outlined in the questionnaire; 51percentasagainst 49percentfavored the inclusion of the topiconcompanionate marriage; from 63 to 71per. centfavored the discussion of topicsonprenatal life, divorce, and desertion; and from 69 010percentapproved instructiononthe family income, itsproperdivisionamongthe members. Also 90per centof theparepts replying feel that in the home-economics classes the following topics might be considered with profit: Cultivation of personal traits suchascourtesy, loyalty, love a desirable homelife; properdistribution of home responsibilities for all the members of the family;moneymanagement, investments, savings, and thewise useof the family income; effectonfamily life of commerciallypre- pared foods and ready-made clothing; responsibility for lawen- forcement; and observance of general health habits. Theparents further expressed their interest in the questionnaire by such appended commentsas," I wishmygirls had had homeeconomics like this ", " The teaching of the al,ove subjects should be made compulsory "; " The schoolscanteach these subjects much better thanthe home ", " Boys and girls would become betterparentsif wetaught these subjects." The December, 1928, number of the Home-Economics Counselor of New Mexico,reportsamost.helpful method in teachingtohigh- school girls social and family relationships.The work centers around the girl'sownhome and school life and his forits objectives the development of the girl's apprecia.tions for %her responsibilities in making her home the happiest placeto live in and the schoolade- lightful community to wor.k and play in.It is suggested that 6, PP1' HOME ECONOMICS EDUCATION 13

teacherin planning theproblems for the unit in social relationships bear inmind that theproblemasmeet theinterestsof the classmem- bers, representreal situations in.the girls' environments,and develop theirthinking, reasoning,and judging, with the final outcomes of rightattitudes towardthe responsibilities ofhomèand community life. The syllabusof home economics for the highs.choolsof Illinois gives itsobjectivesfor thecoursein family Telations to be desirable familyrelationships baseduponfactors essential to wholesome fam- ill-life, suchas(1) prevention of divorce and juveniledelinquen- cies;(2) development of high standardsof ethical behavior, moral conduct,.personality traits desirable to allmembers of the family; (3) thebestwaysof using leisure time;(4) desirable attitudes to differont membersof the family; (5) methods of analyzing right and wrongfamily situations and suggestingwaystindmeansfor promot- ingsuccessesand failures in family life;(6) promotion of suitable recreation for variousMembersof the family, home activities inter- esting to all themembers. (adults, adolescents, elementary, andpre- school children);and (7)acooperative attitude toward the family budget. The State 141)me-Economics Association ofCalifornia is the first to outlinea r!ourse onfamily relationships whose academic credit is inter- changeable witha courselisted in the social-science departments. Long Beach, Calif., requires ofeverygirl for high-school gradua- tionasemester'scoursein home eco,nomics in which the students meet.fiVe timesperweekonbudgets and home management. The February, 1929, number of the Michigan Home-Economics News Letterpresents excerptsonmethods of teaching family fela- tionships used by supervisors and teachers of home economics in the following cities of that State:Byron, Detroit, East Jordan, Flint, Fordson, Grand Rapids, Ironwood, Midland, Saginaw, Vassar, and in the Michigan State Normal College at Ypsilanti. A high-schoolcourse onfamily relationshipswasdeveloped during the biennium byaformeç director of teacher training orthe department of home economics of the Universityof New Hampshire.

Thiscoursedèals with (a) the meaning andpurposeof the family, GP (b) the history of the home, (c) the responsibilities of the various ipembers of the family, (d) the relations betweenthe_older and the youngergenerations in the home, (e)learning to live in the home, (f) qualities desirable in home mentbers,(g) family courtesies and customs, (h) the responsibilityof the home in the preparationof children for life, (i) the homeas a sourceof character building, (I) religion in the home, (k) theuseofleisuretime in the home, (1) the forming of friendships byyoungpeople, (m) roinanceand its part 1 4 BIENNIAL SURVEY OF ED'aCATIONI 1 9 2 6-1 9 2 8

ç. in the girl's life,(n) personal attractiveness, .(o) marriage,(p) dangers that threaten the home, (q) the girl who leaves homefor career,(r) the relation of the home to the community, (8) cotribu- -itions of the outside world brought into the home, and (t) theart of family life. For each topic is outlinedalist of thought-provokingquestions andaselected bibliography bearing directlyuponthe problems suggested. Acoursesimilar innature, called " Social Training," is required for graduation of all girls in the Julia Richman High School of New York, N. Y. During thesummerof 1926 Vassar College helda"euthenics institute ", whose central themeswerefamily relationships 'andthe youngchild.These thingswerediscussed from the angles ofthe pediatricians, psychiatrists, sociologists, psychologists,homeecon- omists, mothers, teachers, newlyweds, and prospective brides.The personnel of the institutewascomposed of graduates from various colleges and teniversities. Thistype of educationonthe family isnowoffered in home-economics departments inmanyinstitutions of highereducittion,both public and private.The first home-economicsdepartmentsto offer such instructionarethe State universities of Wisconsinat Madison and of Wyoming at Laramie.

. ROME ECONOMICS IN BUSINESS

The services of trained home-economicswomenin businessappear toform the link betweenthe agencies of production and those of consumption.Evidence of this isseenin the rapidly increasing demands of business firms for trainedhome-economics workersto direct newly established departmentsof home economics.Concern- ing this comparativelynewhotne-economics service JessieM. Hoover, director of the home-economicsdepartment inoneof the largest merchandising institutions in theworld,says: Businessconcerns recognize that theconsumer is eager for reliable information regarding the merchandise she purchasesand therefore seek toanswer her insistent demand.Investigations have shown businessthat the field of home economics furnishes this direct contact between businessand the home maker.Forty-flve different ty'pes of businessconcerns are developinghome; economics departments and employmorethan200 trained bomeeconomies women tohandle the work. Ourownhome-economics departmentcooperates with the various merchandise divisions ofour company and with its hundreds of chain retail stores located in all sections of the United'Statesaswellas ourcentral analytical laboratory which tests samples of all merchandise before it is offered forsale.

- HOME ECONOMICS EDUCATION 15

Our departmentis organized under three main projects:1. Home equip- mentincludingappliances and furnishings,2, Home peautification and color harniony.3. Textiles and clothingcolor and design. Through ourdepartment we etqab11sh contacts with organized homemakers, such aswomen's clubs, churchgroups,parent-teacher associations, home-eco- mulesextension groups, and similar organizations. To these groupsof home makerswe present the facts about values, and the bestmethods° of selecting and using merchandise. We instruct them: (1) In the application of lacquer, enamel, and other interior finishes; (2) how to refinishold furniture, do upholstering, selvet suitable and effective kitchen I equipment, and choose suitable colors and fabrics for different types of indi- viduals. We send illustrative materialsonconsignmentto certain official groups for educational talksorexhibits, suchascurtains and draperies, dinnerware, kitchen equipment, health shoes, and textile fabrics for home sewing. We cooperate wish Federal departments, universities, colleges, and schools in securingtheir advke regarding educational trends mild inturn furnish merchandising facts of value to these organizations. Ourcompanyencodrages researcll in home probrems bysupportinganannual home-economics fellowship andourhome-economics department. directs the extensive cooperations whi&our firmeRtendsto the girls of the 4-H clubs, and tarnishes authentic merchaffdising informationas to values to millions of how makers. Another outstanding business organizationthrough its home- economics department keepg ill touch with the interests ofthe house- wife and withevery typeof organization and educationalinstitution interested. in home economics bymeansof published reviews ofex- perimental work; cooperation with women'sorganizations;commer- cial food departments;releases; bulletins; recipes; motionpictures; lectures; illustrative material,suchasexhibits, slides,menuplans, charts,etc.; discussions; food classes; demonstrations; institutional material for hospitals,tearooms, restaurants,dormitories; and cdrisultations. The membershipin the " home economics in busine,s"sectionof theAmericanHome-Economics Associationhas increased within five yearsfrom 17to.approximately 300 membersin 1928. Servicemaybe rendered inthisnewfield of home-economics edu- cationby home-economicsgraduates either withoutorwith practical experience. , MajorieM. Heseltine, chairmanof the home economicsin businegs sectionof the AmericanHome-EconomicsAssociation,reports that Positionsfor those ofthe first typearefor the most part limited to asgistant- shipsintest kitchens,home service departmentsof public utilities icompanies, and theeducationaldepartments of manufacturers offoodsorof other house- holdcommodities.Ihe work of these pCmitionsis largely ofaroutine nature, requiringaccuracy and painstaking devotionto details.Ther4 is evidencethat suchassistantsare rarely promoted tomore responsiblepositIonsin theirown ampoulesbecause oftheir lack of experiencewith the broad home-economics

41. 16 BIENNIAL SURVEY OF EDUCATION, 1926-1928

field.Occasionallyahome-economics trained persbn is able to enter amore respon4ih1e positipn jgnmelliately upon;-Iatitiation through personul contactsor outstanding ability. Salaries for this classvaryin different parts ofthe country and according to the qualifications of the candidate. Positions for those of the second typearein (a) the home-service departments of public- utilitieswhich employ trainedNyomenfor demonstrating foodstuffsorhousehold equipment, broadcasting, and preparingOrsupervising the preparation of literature tobe used in promoting"educational campaigns." (b) The educational departments of( 1) manufacturers of food products, textiles,soaps,dyes, and household supplies; (2) tradeasso- ciations and life insurance companiesasdemonstrators, lecturers, supervisors of the field staff, testers, research workers, and editors. Softie educational departmentsmaintainatairly large staff, buton* the whole the entire activities of each establishmentareconducted byonetrainedwomen. (c) The editorial departments of women's magazines, certain trade journals, andnewspapers.Somenewspapersmaintain demonstration kitchens in which the work done isc arable to thatper-. formed by the public utilities companies. ((I) Certain plants which manufacture foodsorhousehold appli- ances,department stores, and tradeassociaiionswhich maintain researchlaboratoriesdirected by home-economicswomenwell grounded in the physical sciences. (e) A few department.storesand banks in the large citieswhich maintainabudget advisory service to aid depositors and patronsin saving and in wise purchasing. (f) A limited number of advertising agencies where trained women on afullor basisact onadvertising- \ part time asconsultants . copy,publications, andphotlographyto be used in promoting"educational campaigns"onhousehold utilitiek Salaries forpersonsrendering the foregoing servicesarenotstand; y ardized. One large home-service department. ofapublic utilities com- panyrequires twojears' successful experiencein teachingorhome- economics demonstration work. A foodcompany,which maintainsa fairly large staff of fieldworkm, demandssomeexperience prefer- ablyalongdemonstration lines. in general, itseemsdesirable that the candidate forahome- economics position in business should have familiarity with thegen- eral educational field, including the extension service, and havesp,), -cial trainihg in subjectmatter concernedwith her fidd. Grants for studies in home economics have been made by individual companies and trade associations.Notableamowtheseare the Institute of American Meat Packers, Chicago, for the study HOME ECONOMICS EDUCATION 17 v cooking meats;Evap-rated Milk Association,Chicago, for rela- tivedigestibility and value of evaporated milkascompared with fresh pasteurizedmilk, and relative valuesofevaporated milkas comparedwith'rawand pasteurfzed milkfrom the standpoint of contentof the various vi/amin Bfactors; Hills BrothersCo., New York, for the quantitative determination of vitamin econtent of severalDromedary products, especiallycanned grapefruit;Fleisch- mannCo., New York, to determine the acti9n ofyeast in dough, to tudv vitamin 1retention; Welch (frapeJuice Co.. Westfield,N. Y., for the valueofgrapejuice innutrit ionChasrles B. Knox Gelatin Co.Tohnstown, N. Y.. for thedetermination.of the nutritionalvalue of gelatin and deve101)ment of feedingformulas and recipesfor invalid cooking; National Canners' Association.Washington, D. C., for determining vitamincontent, especially retention of vitamins13 and C, in canned foods; Ball. I3rothersCo., of Aluncie,Ind.., for establishing home-canning time tablesfor nonacid v'egetablesand meatsprocessed by thehot-water method; andthe National Live Stock and Meat Board, fordetermining tlÌ( b factors influencing quality and palatibility of meat,"acooperative projectin which23 collegesarehelping.Many other re6arc1iescannot be mentioned for lack ofspace:-- -Afanufacturers realizethe need of wientificainformation concerning their respective products,and they appreciatethat. this information maybe had from the research departmentsof colleges,universities, . and industrialresearch laboratories.Scienceand businessareinter- : dependentone uponthe other andth-rough cooperationcanmakea greater contrilmtionto society. Recentlyatrained home4conomicswomanfrom the business group WaS appointed trade commissionerfor Norway and Sweden, with1*Iadquartersat Oslo, Norway.She is the thirdwoman,but the first womantrained in homeeconomics)to be honored with such onappointment.

HOME ECONOMICSFOR BOYS ANDMEN Whereasthe advisability ofoffering home-economicsinstructionto boyswasseriously questionedevenfiveyears ago,to-day it is offered to juniorand senior high-schoolboys inmanycities of tile United States. Althoughhandicapped forLehof sufficient,laboratory facilities andteachingstaff therehas beenasteady growthin the number of citiesandin schoolsmaking this instructionpossible for boys of juniorandsenimjjigh-schoolgrade. TheThomas JArson 4-UghSchool of NewYork, N. Y., offered in Mefallof 1928asemester'scoursein nutritiontoamixed class 18. BIENNIAL SURVEYOF EDUCATION, 1926-1928d

numbering155 boys and girls.In this classwere87 underweight and 68 overweightchildren.During theterm the underweight each averagedagain from 8to 10 pounds; the overweightsaveraged eachaloss in weight of10 to 12 pounds. Twostudents,each60 pounds overweight, lostmorethari20 pounds each andsTithouta single day's absencefrom school.Ten students .gainedmore than 10 pounds each, 2 gained14 pounds each, 5 showedimprovement, 2w1trvill, and 3 didnot lose weight because theycouldnot control thpir appetites. Duringthe secondsemestermoreboys than girlsregistered forthe A course.Among the registrantswereprominent membersof theball ;earn.They wantedto become "more fit."Others have joinedthe class for thePurposeof learning howto live properly. The June,19'28, home-economicsreport for the Board ofPublic Education of Philadelphia,Pa., statesthat: Boys' classes in food increasedin theonehigh schoolin which itwas offered andaboys'clompcoolicry clubhadalarge enrollment inanother coeducational high school. Nutrition classeswere filled to overflowing in the highschools, and Insev- eral of these schoolsspecial opportunitiegwere given to underweight boys who areespecially anxiousto bef normal weightand good health,nndarealert nnd responsiveto instruction directed towardthese ends. ;Inone special school the boyswere given a chance to learnto takecareof theirown clothes; to learn to patch, mend,sew buttons on their garments. and to wash and irontheirown blows, An extension of this workis urged, and muchmorecould be. donefor these boyswerethere shower bathsavailable thatwould makepossiblenn increased emphasison personal cleanliness. Accor.dingto the report of the divisionof homeeconomics of the Board of PublicEducation of Philad4hia,Pa., forth4eveal.ending December31, 1927, the boys ofthe OverbrookHigh School.soon after its opening,asked fora coursein nutritionandcampcookery. Thisrequestwasgranted andasmall classwasorganizedas an ex- periment. The popularityfor thecourse grew tosuchextent that at the close of the schoolyearin June,69 boys registered forthe workto begiven in the fall of thenext schoolyear.The bus showedkeen interest in the work anddesired informationrelatedto the "maintenancé of theirownhealthand strength." In the specialschools thehome-economicswork for both boys and girlswas soacceptable "thatdeprivation ofthe privilege of doing this workwas apunishments andopportunity forthe instructiona real honor." `The1927report of the schoolsuperintendentof Boston, Mass., givesanaccount of thecontributicnsof homeeconomicstotheb.oys of the BostonDisciplinaryDay School.Here theboysaretaught # how to buy,prepare,and,servefood because itwasfound that hullo HOMB ECONOMICS EDUCATION 19

gry,ill-nourished children could not be taught with profit.More- over,these boys had lost interest in their homes and. itwasthought theycould thus bel led back to their firesides. The boys look forward tothe time spent inthe kitchen. Threeclassesgothere daily.The firstgroupbuys andfiartiallypreparesthe foockrhe secondgroup continuesthe food preparation,preparesthe foodcounter, and sells the foodin cafeteria style. The thirdgroupcleansupand puts the kitchen inorder.Each day. themenuis changed; the food is sold

1/4 at cost. a Whereasmanyof the boys usedtospend theirsparecash in "smokes, sweets, and movies " theynowspend itfor wholesome food.This practice has resulted in betterhearthcoridition for all of them. Inarecentsurveyfor anemic children by the Statenurses only 5percent of the boyswerefoundtobe underweight. The boys take Pride in keeping theiruniforms spick-and-span and enjoy laundering theircapsandaprons. Many of these boys come,from broken homes wher6 the homeen- vironment, isfar from normal and where boysarelonely,neg- lected, andas aresult resort to willful disobediencetoshow their

During the schoolyearof 192e-27 the school enrolled 226 boys; of this number 71per centlackedanormal home life, 80per cent of their parents suffered from chronic illnesses, andihanyof the homeswere merehovels.Despite this condition the school authorities feel that,nomatterhow humble the home it is where the boys desireto be, and itis far better for them to be theré than in the best- regulated inst itut ions. The goal of the school istoreduce institutional commitments,pre- vent homes from being broken, help the underprivilegedto better conduct. To these objectives the school authorities feel that the boys' experiences and activities in the school kitchen and cafeteriaareof

paramountN- a1ue. The Oklahoma Agricultural and MechanicalCollege,atStillwater; Universityof New Hampshire,atDurham;State College of Wash- inOon,at Pullman; North DakotaAgricultural College,at Fargo; andaru4mber of other State colleges and imiversities offeredsonic instructiontomenstudents in nutritioa, social etiquette, family relationships,household budgeting, and related subjects.

a HOME ECONOMICS FOR ADULTS

II Homeeconomics for adult woinen isnowoffered bymanyagencies. Amongtheseare31 institutions of higher education offeringpor- respondencecoursesin home economics and. the Smith-Lever Act of 1914providedapermanent nation-wide system.ofcoopecative 20 BIENNIAL SURVEY OF LU_,ATION7 1926-1928

extension work in agriculture arid home economics between theStates and the Federal Government;# Accordingto the Official Record of JunP 13. 192S, of flip United States Department of Agriculture, thesystemunder the Smith-Lever Act hasgrownin 14years"fromonewhich inifs firstyear of 46 operation employedmenagents for agricultural work in 928 counties andwomenagents in 279 counties to its present siAle ofatotal staff of approximately 5,000 technically trainedmenandwomen,including county workers,specialists, and adminiArative worker.." The number of homes in the United States ado.p(ing betterprac- tices because of this service in 1927was1,179,408,anincreaseof 140,455overthe previousyear.The practices included betterfood preparation and preservation, nutrition, clothing selectionandcon- struction, homemanagement.house.furnishing. and lime and health sanitation. The Capper-Ketcham Act ofMay 22, 1928, providpd additional funds, making possibletomenandwomenand boys andgirldesired home-economics information that State agricultural collegesand the -United States Department of Agriculturepossess. Me value of adult eaucation throughextension services has been epitomized by die chief of the office of cooperative extensionof the niited States Department of Agriculture in the following: A.good home,asatisfying linme, is oftentimesmore a minerqf work and of right planning and right thinkingthan ofanimreased income.From all

past experience weknow that theaverageincreased income dueto our exten. sion efforts is going to he small.It tefalse doctrine toput offinfprovemint of the home andanenlargement of one's life walinganincreased income. Therosegrowingover,the door, the shrubs screening the foundations, the smootiilawnnre morematters of work and desire thau of' increased income, Fruits and fresh vegetables for the table, milk and honey from the cellarare more matters of planning and work than of increased income.Neighborlinesi is nota matterof increased income,,noris sociability,n clean andorderly home,orwholiNomo thinking, and yet thesearethe things that makeupthe t- gredter part of' man's life and give to him his greatest satisfactions. %heyare matters of the Noll and the spirit and allgointo the making'of the kind of /milethatmen want. The Smith-Hughes Act, passedin 1917, made possibk in 1 home-economics instructionto 175,944womenand girls 4bove the ' of 14years.These aduhswereenrolled in classes heldatatime 4most convenient for them; either in evening, part-time,orall-day schools.In addition,atotal of 56,056womenand girls received home-economics training in the fprggoingtypes of classes notFed. *wally aided but wholly suppd-rted by State funds. Some of the States offering such opportunitiesto ifs adult womanhoodareAP kansas,, (ieorgia, Indiana, Louisiana, Mississippi, New York, North . L Carolina, South Dakota, Virginia, and Wisconsin.

-. HOME ECONOMICSEDUCATION 21

Privateorganizations, nationalin character,offering homeeconomics toadultwomen arethe YoungWomen's ChristianAssocia- tion, AnwricanRed Cross, Association foieImproving theCondition, of the Poor, of New York, N. Y.,American ChildHealth Organiza- tion, National Dairy Council, andothers.

HOME-ECONOMICSSTUDIES ANDRESEARCHES The spirit of research,accordingto Sir William HenryBragg, Director of the Royal Institutionof GreatBritain,"Islike the movement of-runningwater and the absence of itlike the stagnation ofapool."Researchrepresentsabelief thatnomatter how well thingszippearto be going theymay1Je madetogobetter by careful seeking andabetterunderstanding.Beyond whatappears onthe surface there is muchto be discovered forthe bettermentofman- kind. Home-economicsresearch in theland-grant collegesreceive4atre- mendous impetusthrough thepassageof the Purile11%Act in1925. Up to that,time researchinthese collegeswasfederallyaided in Only fourStates, but threeanti one-halfyearslater 42 Statesreceived from. thePurnell fundfor research inhome econgmic.satotalappro- priation .of$251,474,or10.47per centof the entireappropriation madeavailable throughthisact.Florida, Mi-ssist7pirNewYork, and Texashad in1928 for home-economicsresearchmorethan 25 per centof thetotal Puru01fund allottedto each. Accordingto the specialist infoods.andnutrition ofthe Officeof ExperimentStations ofthe UnitedStatesDepartment ofAgricul- ture, in theofficial recordof.that 'department.thereare nowunder investigationin theland-grant collegesmorethan 100projects in the field (5f*noeconomics.Sixty ofthesearein foods andnutrition, 5 in textilesand clothing,26 in the socia!and ecohomicproblems of the home,and9onhomeproblems chieflyconcerned withequipment. Thekeeninterest incurriculumresearch forelementary andsec- ondaryeducationmanifested .ineducationalcirclesalloverthe UnitedStates hasstimulatedhome-economicsinvest igationsin theso fields. . BureauofEducationBulletin,1928, No.242, lists,amongother studiesineducation, thosecompletedin homeeconomics duringthe sealyearof19.26-27, andthere is inpreparationalist of home- economicsand otherstudies completedfor the fiscalyearof 1927-28. The mimeographedbibliographies of.the Bureau ofEducationon researchstudie,ir;cludinghomeeconomics inprogressfor 1027-28, were publisly4 respectivèlyin March iindMay of1928. V Bureau6fEducationmimeographedHome-EconomicsLetters Nos.4 altd5., publishedin Juneand September,1928, respectively, O f r

wen

22 BIENNIAL SURVEY OF EDUCATION, 1926-1928 L,;

report studitsconcerning the circumstances surrounding theelection" of homeeconomics in the senior and regular highschools, and erative home-economics studies in the junior highschoolasto time allotment for 1927-28 extent home economics is requiredorelective in grades 7, 8, and9,1findhome-economics subjectmatter.taughtinI these grades. The fifth and sixth yearbooks ofthe department ofsuperintend-4' enceof the National Education Associatkmof the -UnitedStates, respectively, list home-economics studies inprogressand completed iluringsthe biennium, for juninr and senior highschools. In addition, the Journal(4Home Economics containsabstractsI from periodicals andreports of studies in mahy of itsnumbers, fiir theyears1026, 1927, and 192S,onfood andnutritiontextiles and; clothing; child development findparental education;laiusehold equipment and management, including cooking,heating, laundering,

lighting, house construction,refrigeration andstorage, ventilation, . andusoandcareofhouseholdappliances. 4 The 1928 March, April, and Maynumbers of the Journalof Home Economics describe the field of researchasconcerfied withtheeco- . nomic and social problems of thehome. Among other notable studies in public-schoolhome-economics education made during the bienniumare:" The placementof home-eco- nomlies content, in junior and seniorhigh schools," and " The admin. istratioh of home-economics incity schopls," by AnnieRobertson Dyer (New York, TeachersCollege, (olumbia tnivesity,1928). 1 o

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