IN the UNITED STATES Vol. I

Y gr et, &boaat PROStal g Fideistiosal A 411 ot 11111=P If :ii96 I .N1 UNITED STATES DEPARTMENT114/MIN1ERIOR RAY LYMAN WILBUR.Secretuy

OFFICE OF, EDUCATION -) WILLIAM JOHN 11QOPER.CArnimissioner jAr vwf4.-e.r

BULLETIN, 1931, No.20

f BIENNIALSUR\iOF EDUCATION IN THEUNITEDSTATES 1928-1930

CHAPTER VI HOMEMAKING EDUCATION

By EMF-I INE S.WHITCOMB SENIOR SPECIALIST INHOME ECONOMICS OFFICE OF EDUCATION

(Ady.ance pages)

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WASHINGTONs193I , 10'31" Far sale by the 3wprietuedeat el Documets,Weabiestar. D. C. - .. .a PAN 10eat, - ' -. .010 CHAPTER VI HOMEMAKINGEDUCATION

By EMELITTES.WIELITOC4S Senior Specialist in HomeBoonpsios, Offife of Education

CONTZNTS.---IlatTOddeti4DI,Present trendsA,Contributions renderedB,Philosophy changesCo Expansion of homeeconomics inour public schoolsD, Homeeconomics required--E, Somepresent practices, objectives,and economic valuesF.,Family relationships and social adjustmentsG,Childcare and trainingH, Home economicsin parent educationI, Home economicsfor boysJ, Homeeconomics and preparation fQr gainful occupations.II, Recentimportant events of interestin the fieldofhome economiceA, White HouseConferenceonChild Health and Protection:Its signifi- cance to home economicsBo Home-making conference; Calledby the Commissioner of EducationC,The department ofsupervisors and teachers ofhome economics of the National EducationAssociationD, Surveyof home economics in land-grant colleges and universities.III, Outstandingstudies completed and inprogress. IV, Some forecast. for the Admire.

INTRODUCTION Fortnumber ofyearshome-making educationonall levelsLs centered its attefitiononthe well-being of the child,andonwhole- somehome and familylife.Thereasonfor this emphasis isrprob- ably dueto the changes inourmode of living andourattitude4 toward home and familylife. Therecent report of t& Bureau ofthe Nnsus shows that betwéen 1920 and 1930 the number *ofdivorces in this Nationnearly doubled; The number ofmania'increased but theirpermanencedecreased. Some of the influencesresponsible forcreatingwhatappearsto bealess stable homelifearetherecent World War; the changed economic and socialstatus ofwomen;and " the machine age."

Home-making educationis awakingto .the foregoing situation. It is.not only taking siockof itsown programbut it is asking the cordial cooperation ofsociology, economics,psychology, psychiatry, and public healthto help analyze the problems affectingpresent day practical home living. Our conceptionsarechanging regardingthe coniributiOns of homeeconomics education itLthechild's wholesome thinkingand living, andto thehora lifeof themembers of the familygroup.These changesareouainedin thischapter. under the following heads: I, Present trends; It, Recentimportant evnts of interest in the 2 BIENNIAL SURVEY OF EDUCATION,192 8-19 30 field of homeeconomics; III, Outstandingstudies completed and in progress;and IV. Some forecastsfor the future. I. PRESENT TRENDS

A. CONTRIBUTIONS RENDERED

It is increasinglyevident that homeeconomics is regardedas makingaworthy contributionto the education of the youth andthe adult in the fields ofhealth, gooduseof leisure time, worthyhome membership,vocational opportunities,and character development. A recognition of the foregoingcontributions,nowgenerally attrib- uted to home economics, hascometo this comparativelynewfield of educationas aresult of its: (1) Servicesto the local and national enterprises in alleviating sufferingresulting from extraordinary misfortunes, suchasdisaster, drought, anddepression; (2)influ- encesin steadying homeand institutional living inarapidly changing socio-economic world; (3) seriousandeagerparticipations in suchanextensive and significant undertakingasthe White House ConferenceonChild Health and Protection;(4) alertnessin keeping abreast with progressiveeducational procedureasconcerned with acceptedpatterns of behavior relatedto the ultimate objectives of health, leisure, and socialadjustments; (5)fireless effortsto place the subjecton arespectable plane comparablewith t4p older academic subjects; and (6) increasinggainful opportunitiesopened to girls andwomenand boys andmen.

B. PHILOSOPHY CHANGES, AS SHOWN BY FOREMOSTEDUCATORS, ANDREPORTS In Commissioner Cooper'sgreetingto the Fourth National. Con- ference of Supervisors and Teachersof Home Economics,held in Boston, Mass., July 1, 1929, he' placedmuch of the responsibilityfor leadership iii building the Americanhome ofto-morrowuponthe teachers of home economics.He charged them," to salvage from the old-fashioned home of yesterdayall tliat willseemsuitableto thenewenvironment andto leave in the ruins the householddrudg- eryand the economic slavery of women."" But fromthe ruins," he added, " salvage the protectinglove ofpurewomanhood, the spirit of individual sacrifice forgroupbenefit, theunbounded hope in and ambition for offspring, and theloyalty whicheverbinds diverse units together in the spiritualunity of familyandinto this newhome bringasplendidcorpsofservants, workers in thematri- monial partnership, technological scienceto do the heavy work, busi- nessefficiency to keepout waste and hafd times, ethicaltrainingto keepawaythe stinging griefs, esthetic apPreciationto make for joy, EIOMEMAKINGEDUCATION 3 philosophicattitudeto adjust personaldifficulties,andChristian humanity, themaid ofall work." Henry W.Holmes,dean ofthe schoolofeducation,Harvard University,inaddressingthehome-economicsteachers inBoston, July 4,1929, saidthatteachers ofhome economicsperhapscandirect morereadilyschoolingtowardmoresociallyserviceablevalues than anyothergroup.Acurriculumwithusisnow aclutter ofdiscon- nected units.Thecurriculumshould becontinuous,integrated,uni- fied by itsbearingon abig, clear,andcompellingobjective.In home economicsweshouldhaveacurriculumthatcentersonthe home,the whole home,and nothingbut thehome. A schoolprogrammaybe richand itmaybesoadministeredasto be flexibleenough forall feasonablepurposes, withoutdegenerating intoapatchwork ofdisconnectedcourses.At theveryleast there should be thepossibilityofcontinuous,coherentwork,coveringsev- eralyears,towardaspecificchosen end.One suchpossibilityshould be the curiiculumin home economics.Dean Holmésfurthêrstates: If a continuous, coherent,specializedcurriculumin homemakingcan not be workedout for the seniorhigh schooland becomepopular inthe bestand fullest senseof the term, I shall bedisappointednot only inAmericangirls butIn American teachers of homeeconomics.Iam certain that theestablishmentof athorough andwell-organizedhome-makingcurriculumwouldseta standard for the reorganizationof curriculain secondaryfrh ools and helptorescue American education fromthe credithuntingthatnow weakens anddistractsit. Concerningcollegeentrance credits,DeanHolmesurgescolleges to accept the home-makingcurriculumas awhole,not to pick itapart for unitsof admissioncredit of thisorthat, butto recognizethat it isasingle educationalpatternwovenofmanythreads andworthsto be receivedassueh. The lateDr. FrederickG. Bonser,professorsofeducation,Teachers College,ColumbiaUniversity, mtviethe followingstatement before the NationalConferenceonHome Makingcalled bythe , mis- sioner ofEducationat Washington, D. C.,in Decen4r,1929: Homeeconomics isno longeron a trade level.It ison a plane callingfor in- telligence, judgment,andan appreciation of valuesinterms of human wefl- being. In allaspects of homemaking,except those ofroutinenature, thereare situationscalling for choiceor selectionon the basis of relativevalues.It is inmanagementorganizationand choosingamong alternativesthatthe secret of successfulhome making lies.How theincome shall beexpended; what the best development of thechild calls for;how therelationships ofthe family membershipshall develop;what thecreativeactivities shallbe;tow thefamily shall takeits place incommunity lifeallof theseare questions to berightly determinedby trainedjudgment, guidedbya wealth of soundknowledge. -

s 4 BIENNIAL SURVEY OF EDUCATIO51 1928-1930 Dr. Paul Popenoe, direetoiof the Institute of Family Relations, Los Angeles, Calif.,statesin the Journal of Home Economicsfor March, 1930, that-- Home economics, which in the past hastoo often beena narrowand rather sterile speciality, isnowundergoingaremarkable evolution towardmeetingits requirementsmorefully.Most of its contentmustsoonfindaplace inevery insititutionthat pretends to fit its students for life anywhereexcept ina classroom. A. L. Threlkeld, superintendent of schools, Denver, Colo.,in ad- dressing the American Home Economics Association conver*ngin his city in June, 1930, expressed succinctly the changing philosophy of home economics education: Wearecoming to think of home economicsaseducation in home living.This newerconception of the subject requires study from various approaches.They are:Sociologic, ifwe seethe homeasthe basic unit in society;psychologic,if we seetbe homeasthe place where the most fundamental learning takes place; economic, ifwe seethe homeasthe first place for teaching thrift andmanage- ment;religious, if the home is the center of spiritual life; political, if self- government begins there; and Lesthetic, if appreciation of the beautifulis taught and expressed in deeds and words. In the foreword to theLouisiana Home Economics Manual,1929, T. H. Harris, State superintendent of public instruction of that Commonwealth,says:

. It isnolonger necessary to advance arguments in support of home-economics instruction.Both the profession and the public placeahigh valueupon it. \ Home economics is no longerclassedas afad.All thoughtfulpersons agree vile that good homes, where parentsand children live in happy companionship, where comfort, sound health, and an absence of drudgeryprevail, and where

. childrenareschooled in obediente directed by self-control,arethq guardians \ofourinstitutions and liberties.Thepersonswho have sttulled the question \agreethat high-school girls who complete coursesin home making under the +leadership of cultured, trained teachers of home economicsaremuch better equipped to discharge the duties of mothersand directors of home duties,on Recountof the instruction which they received in well-managed home-economics detpartments. ehome-makingcoursefor the juniot high schools of Long Beaphtealif.,states: Whether the girl becomes a wage earnerbetween1ea7ving schoolandmar- riage, 'whether she continues berwage-earningcareerfor severalyearsafter marr1age or devotesher whole time to the profession of home-makinglt mattersAttle in relation to her need of preparation for homemaking.She maychooSe her meals in a cafeteria ratherthan prepare them inherown kitchen.Shemayselect her clothing ready made ratherthan to constructit by her own skill.Themoreshe knows of principles offood preparationand clothing construction the betterchoices she will make. The moreknowledge she has of marketingand-bousehOldbuying, of home managementand.careof children, of the wise use of leisure,and how to get onwith other people,the fuller and richer her lifewill be whenever and however it maybe lived. 11011EMAKINGEDUCATION

The 1930 home-economicscoursesof study fo'rDetroit, Mich.,and the Stateof Washingtonreflectaphilosophy foundin the following expression of President Hoover: The unit of American life is thefamily and thehome.It vibrates through everyhope of the future.It is theeconomic unitaswellas the moral and spiritual unit.But it ismore than this.It is the i iiningf self-government.It is the throne ofourhighestideals.It is.41e source ofs espiritual energyofour people. For the perfectingof thisuit of nationalfewe must bend all of our material and scientificingenuity.For theattadent of this endwemust lendevery energy of government.

An illustration of thechangehilosophy isci p: s e theNsuper- visor of home economics ofTrento whoreports there isa growing abilityamongthe home-economicsstaffto analyzeAresent- day living problems andtoseethe teaching problemsohome- making closelyallied with thoseof economics,sociology, and psychology. While skillsareimportant, there isagrowing conscious- nessthat theyareonly inpart contributiveto effective home living. Some of the teachers of homemakingin Trentonemphasize " child understanding,care,and training ";others " family relationships," or" sociological phasesof pupilactivities,"or" the economiccon- tribution."The plan isto pool the studies ofthe various interests and out of them build,abetter balancedprogramtoservethe physical, economic, and socialneeds of the childand the adult. Although homeeconomics in the Trentonschools isnot offered beyond the ninthgrade, thenewhigh schoolwill makepoogibit home-economics electionbeyond thatyear.The hope of thisit.; II system is to have at leastonesemester required of all boysand (4 Glens Falls, N.tY.,reports that the directors andteachers in t,h4 field of home economicshavecometo the conclusion thatthd wait function of home-qconomicseducation isnot merely to teach the pupil to cook andsvfbut to contributeto worthy home mer0ership whichmeans propel,health habits, rightattitudes towardhome and family life,aworkiAgknowledge of theprocessescarriedonin the home,economyoff4ods,and desireto participate inavariety of unsplecified,enjoyablt, and fruitfulspare-time activities. These objectivesare.qarried out ina5-room modernapartment, withup- to-dateappliánees,where girlsaretaught the variousphases of homeinaldng,where eveningsupperschool clubsmeet; and where nurseryschool partiesareheldas apart of the child-care work,at which time the bedroom ofthe modelapartment becomes the , child's nursery.In short theapartment is the school child'sdaytime home.

, C. ILIPAN41074 orBONEBCONOMICII IN OURPUBLIC SCHOOLS The Detrisit HandbookonHome Economics for1980 shows thatin 80yearsthis subject hasgrownfromasingleroominanelementary 6 BIENNIAL FATIWRYOF Etrucknow, 1 9g A-1 t

schoolto 213speciallyequippedroomsin 85 elementary,15 inter- mediate, 12 high,and 2 vocationalschools, and the Collegeof the City of Detroit.Between185 and 200 teachersareoffering instruc. tion inthis field. Theinstruction emphasishas changed frommanipulativeprocesses in sewingand cookingto education for health, social,andeconomic adjustments, familyrelationships, childcareand training, andother phases that haveto do with the well-being of the familyand itscon- tributionsto the community. The 1930reportof the divisionof home economics ofthe Philadel- phia public schoolsstates that sewingwasintroduced into theelementary curriculum in 1884 and cooking in1887, and thatat present home economics in thepublic schoolsof Philadelphia isrequiredof everyfifth, sixth, seventh,and eighth grade girl.It is alsotaughtto manyhigh-school girls andboys.For this instructionthereare providedat present 361rooms,24 apartments, and 7-practicedining rooms. In fact,all high-school girlswith the exception ofthose inthp girls' high schoolhave opportunityto electsomehomeaeconomics work. To show thevolume of work doneinonesubject alonea sum- maryof the number ofgarments made in 1930 in thePhiladelphia schools is citedasfollows:

Elementary schools 113, 394 Schools of practice and demonstration 3, 841 Special schools 1, 215. Part-time vocational schools 18, 155 Junior high schools 32, 303 Senior highfichools 6, 672 . Notmal schools 127 Evening schools 15, 401

Total ... 191, 108 What istrue of Detroit and Philadelphiaas'regards expansion of the home-economicsprogramand opportunities forits election by girls in theelementary, junior, and senior high schoolsis practically trueof other cities. Washington, D. C.,reports that in the fall of 1887, sixteachers inaugurated the work of dótiaesticscience andart in th% public setf#: Four teacherswereappointed for the white andtwo teach-. e rthenegroschools.To-dayatotal of 140 teachersof home economics offer all thephases of the work fromthe elementary through high school in boththe white andnegroschools. In 1919 the first junior highschoolwasestablished, andinstruc- tion in clothing extendedto the seventh arid eighth grades.To-day thereare17 junior high schools whichhave, in additionto thealibi. HOMEMAKINGEDUCATION 7 teachingstaff, 40 home-economics teachers; 80 for the whiteschools and 10for thenegroschools. In February, 1931,the United States Office of Educationsenta letter tothe superintendents of schools of 698 cities, withapopula- tionof 10,000 andover.Three questionswereasked: Werenew coursesprepared?Were home makingcoursesprovided formore pupils thanformerly? Whatpercentof the pupils in the schools received such training? Of the 698 cities receiving the questionnaire, 281 in 42 States replied; 178 cities reportedashaving revised the home-economics curriculum with significant changes in theconteni ofthecourses; 165of these cities providea home-economics instruction tomore pupils. Among thegroupof cities of 500p00or morepopulation offering home economics tomorepupilsare:New York and Buffalo, N. Y.; St.Louis, Mo.; Cleveland, Ohio; Denver, Colo.; Boston, Mass.; Detroit, Mich.; Philadelphia, Pa.; Los Angeles and San Francisco, Calif. Baltimore, Md., appointed in September, 1892,adirectress and 10 teachers to teach needleworkonehourperweekto thegrammar- school girls, 9,292 inall.This work extended from the third through the eighth grade. Asanoutcomeof the 1921 Baltimore schoolsurv7, atrained supervisor of home-economicseducationwasappointedto take charge of the work.It is interesting to note the rapid growth of enrollment in homeecokmicssince 1919 in both white and colored schoolsasshown in the followingtable:

Enrollment inhome-economics education in Baltimore, Md.

1919 1930 Grades WhiteIColored White Colored

Fifth 154 .195 5, 878 1, 320 Sixth_ 1, 825 426 4, 091 .1,049 Seventh_,. 1, 868 254 6,646 1,318 Eighth 440 197 5, 259 1, 343 Ninth 3, 226 0211 Tenth 2, 135 854 Eleventh_ 208 109 Twelfth_ 80 46

Total 4, 288I 1, 072 27, 519 611/54

For 1980-31 Baltimore reports that home economics is taught in 150 elementary, 19 junior high, 5 senior high, 2 vocational, 13 evening schools, and 4 prevocational centers. This work is conducted by184 teachers in both day and evening schools. kip 81851*---81-2 8 BIENNIALSURVEY OFEDUCATION,1 9 2 8-- 1 9 3 0

Maude I.Murchie,chief of thebureau ofhome-makingeducation of theCaliforniagtateDepartmentof Education,reports, ina recent number of theCaliforniaHomeEconomicsAssociationNewsLetter, astudy of the.status of thehome-economicsmajor in theCalifornia high schools.This studywasmadeto determinetheextent to which school officialshad acceptedthehome-economicsmajor forgradua. tion. Thefollowingdata indicateasplendidindorsementofthe major andadecidedinclinationto acceptabroadselection ofsubject matter for thehome-makingihajor.Miss Murchie'sstudy isbased upon355 high schools,of whichall but51 hikh schoolsrepliedto herque.ttionnaire. Of the304 schoolsresponding,168 reportedasofferingamajor in homeeconomicsand 17 otherhighschoolsreportedashopingto offerahome-economicsmajor inthehigh-schoolcurriculum.Only six pripalsquestioned thismajorks compared with281 principals whothoghlyapproved of itsinclusionin thehigh-schoolcurriculum; 84 high schoolsrequired homeeconomics forgraduation;8 otherschools reportednorequiretnent butthat alltheir girlsenrolled in thehome-economicsclasses for thepastyear.Itwasfoundthat approximatelyonly 691California girlswereenrolled inthe high schools offeringnohome economics.In theschools wherehomeeco- nomicswasrequired forgraduation,26,768 girlswereenrolled.In schools whereasatisfactoryhome-economicsmajormaybeselected, therewere60,098 girlsenrolled; buttherewereenrolled inschools not offeringamajor inhomeeconomics,10,355 girls.

D. HONE 4% ECONOMICSREQUIRED Therecent Statesurveyof homeeconomicsin theaccreditedhigh schools ofGeorgiashows thatof the112 accreditedhigh schoolsof- feringhome-economicsinstruction,13 requiresevenperiodsper week forone year,or oneunit ofcredit thesame asfor chemistryor othersciences;and 69schools require10 periodsperweek forone yeargrantingoneunit ofcredit. The 1927Alabamt.Manual ofHomeEconomicsEducationfor high schoolsannounces that,upontherecommendationof theAlabama Statecourseof studycommittee,one yearof homeeconomicswasin- cludedas aconstant in theprogramofstudies forthe highschools of that State. Maude I.Murchie,chief of thebureau ofhome-makingeducation- of theCaliforniaStateDepartment ofEducation,report's inarecent number ofthe CaliforniaHomeEconomics AssgaationNews. letter that shesentaquestionnaireto 355 highschools in herState.Replies werereceivedfrom304 sckols.Of thisnumber, 27.6percentre- portedahome-economics iequirementfor high-schoolgraduation. HOMEMAKINGEDUCATION 9 Long Beach, Calif., requires ofall high-school girlsa coursein " home *taking " for graduation.Thiscourseis equal in creditand amountsof dailypreparationto such academic silbjectsasmath- ematics, social science,orEnglish. Thecourseis scheduledto meet five timesaweek forone semesterand has assignedto it one-half unit of academic credit. Thecourseaimsto develop (a)appkiatioilfor right ideals of home and family ethicsnecessaryto high standards of home life; (b) knowledge of the planning,decorating, and furnishingof the house, of itscare,management, and hospitalityand (c) understanding of the wise budgeting oftime andmoneyto maintain the home with efficiency.

Thecourseis organizedintosevenmajor topics: (a) Homemak- 4. ingas avocation; (b) budgetsand familyexpenses ;(c) factors in purchasing the fainily'sfood;(d) principlesneeded by the in- dividualorhome maker inthe selectionand serving ofwell- planned meals;(e)careof the house(f) the house,its selection and furnishingfrom thestandpointof good design aridcost;and (g) family relationships.It requiresspecific (a) teacherqualifica- tions, (b) teaching methods,(c) problemsand assignmentsunder the various topics,(d) studiesto determine the-reactionsof the students to the variousuiiits,and (e) referencematerials. The teacherqualificationsasspecified callfor: A vividperson- ality; enthusiasmandtact in keeping discussionsrelevantto the key positions; asympathetic andunprejudicedattitude towardpresent- day familymanners,morals, andhome relationships;abilityto in- terpret the spiritual sideof the hometo girls;andaknowledge of art principles, practicalexperience in themanyphases of homemanagement, and home ownershipif possible. Regardingacademic creditassignedto high-school home-eco- nomicscourses,the Home EconomicsBulletin of Baltimore,Md., for, 1930, allotsto the eleventh-gradecoursein " foods andcookery "an academic creditequal to that ofahigh-schoolcoursein chemistry,or biology,pr physics;to the twelfth-gradecoursesin " foods and cook- ery"anacademic creditequal to English,history,orLatin;to the eleventh-gradecoursein " clothingand texfiles "anacademic credit equivalenttocours.esin Latin andFrench.

lo 11. SOWS PRESENTpuiterwaa OBJECTIVES,AND ECONOMICVALUES

1.HOMI4CONOMICSPROGRAMS NOT SItANDARDIZIED

ft Sometimes America isaccused of beingstandardizedasregards education,recreation, locomotion,and foodconsumption.Certainly this doesnot apply to home economics, forit aimsto provide instruc- tionto meet the economic and socialneeds of boysand girlsonthe 10 BIENNIAL SURVEY OFEDUCATION, 1 9 2 8- 1 9 3 0

various schoollevels.Confirmation of theseobjectives i§ notedin the examplescited below. (a) DoctorDyer's study.--Dr.Annie R. Dyer foundin her studyof The Placementof HomeEconomics Content in Juniorand Senior High Schools,basedupon100 representativecoursespublishedsince 1920 andselected fromaniongnearly 1,000 outlinescollected from city andState school systeii,atotal of 2,659 differentdetailed topics, including9,995 topic elements.Notmorethan 15percent of the de- tailedtopicscanbe regardedasstandardized ingrade placement. Commentingonthis study, thelate Dr. Frederick G.Bonser,pro- fessor ofeducation, TeachersCollege, ColumbiaUniversity,stated that the studyrevealedthe need for wiseselection of subjectmaterial in orderthat the pupils'needs and interestsmaybemet withouttoo great wastage of timeandtnergy.For the curriculumis already overcrowded and theneed isurgent to select materialsofmost fundamental valueto the pupil. (b) Oakland,Calif.The1929 home-economicscoursefor the seventh, eighth,and ninthgrades of the Oaklandpublic schoolshas outlined problemswith the hope of givingpupilsexperierices-which will stimulateand direct their growthin five directions,namely, phy4tally, mentally,morally, socially, andcivically, withthe hope thar"continual enrichmentof lifemayresult.", It is hoped thatthe pupils' schoolexperiences 411result in helping pupilstoseewhat to do,toal inwaysproduCtiveof thegreatest goodto themselves and others, andto master the performancetech- niques decidwlupon. The aim isnot to teach pupilsa massof facts butto help them lo createasatisfactory life for themselves.In short,the majorem- phasis is placeduponchoices andnotonproduction,yet the latteris not overlooked. Appreciation ofbeauty, goodtaste in all things, social services, home responsibilities,health attitudesand habits, techniques and skills neededdaily forhomeprocesses,and thewise useof leisure time andmoney arethe goals laidout by the Oaklanti home-economicscourseof study. The seventh-grade child isintroducedto foods in relationto health, with the viewto learning values of goodhealth, whatits ¡indications are,factors conduciveto good health, knowledgeandappreciation of sanitary habits in handlingfood, beforeshe is introducedto the problem of planning and preparingabreakfast. (c) San Francisco, Calif.TheSan Franciscohome-economics courseof study for juniorhigh schoolsdescribes theattitude ofits builders in thisstatement: " We feel that the.cardinal principlesof education shouldteserved bynot merelyskills andinformation ' but also right attitudes,good habits, and ideayi ofhealth, citizenship, leisure, and work." HOMEMAKINGEDUCATION 11 This cityreports thathome-economicsteaching isadaptedto the cilangingeconomic andsocialconditions in thehome. Thissituation is true ofeveryteachingunit in thejunior andsenior highschools offeringa coursein " citizenhome-making."Thecourseisopen toboth boys, andgirls andemphasizes familyand otherhuman relationships leadingto good citizenship. (d) St. Paul,ifinmSt.Paul, Minn.,offersadaily1-period course,dealing withgirls'vocationalproblem, familyrelationships, including childdevelopment,andhome-managementproblems. Thiscourseis designedfor thetenth gradearid above. (e),Dalla8,Tex.---Homeeconomics inthe'Dallas,Tex.,high schools is designedto developin girlshigherstandards, ideals,and appreciations forhome life,andto enable girlsto acquire knowledge, appreciations, andsomedegree ofskill inmeeting theduties and responsibilitiesthatnormallydevelopuponthemasmembers of society andafamilygroup.This cityreports that thehome-eco- nomicscourses are designed toestablishstandards ofjudgment and ideals ofachievement thatwill funCtionin givingthe girlan ap- _ preciation ofherownhomeand itsactivities,and helphertosee herselfas amember ofafamilygroupwith definitesocial and economicresponsibilities. (f)Hamtramck,Mich.Thiscity basesits foodstudy workfor the junior highschoolsuponthe findingsofadetailed healthques- tionnairé filledout by the junioihigh schoolpupils.The questionnaire tookcognizance ofmanyof theexternalobservable andinternal self-observableindicatiolfs ofhealth.Under the gisttopicwere developed lessonson :(a) Howto acquirecheerfulness;(b)causes6f ill-nature, suchas worry,fatigue, lackofneededrest,useof stimu- lants, failureto eat the rightkinds offood; (c)the effectof food wonone'§disposition;and (d)foodsNtonduciveto goodnature: Under thesecond topicwerestudied:(a) Causesandprevention of colds; (b)prevention ofgoiter;(c)causesof defectivethyroid and theireffectuponotherglands, effect oifooduponthe thyroid gland,andsourcesof iodineand foodscontainingit. (g) Atlanta,Ga.The1930 home-economicscoursefor thejunior .highschools ofAtlanta, Ga.,aimsto accomplish threethings: First, to contributephysical,social, andculturalinformationto the girl's education;second,to provideexperienceswhich willhelpto enrich the girl'spresentdailyliving; and,third,to establish in theminds of girlsamethod forevaluatingstandards ofhealthful living,of expendingenergyandmoney,of usingleisure, and ofservicesto the home. Thesegeneralobjectivesarereinforced'with specificobjectives for theunits ofwork outlinedwhicharebasedupontwo studies, namely,the1;eineactivitiesof juniorhigh schoolgirls inAtlanta 1 12 BIENNIAL S1 :Mgt OPEDITATIÓN,1928-1930

and the activities,habits, knd opinionsof Atlantahome makers.The instructional unitsaresetupin the formof problems.These forthe seventh gradeare :Whatare myresponsibilitiesas amember ofmy fatally? How shallIusethe 24 hoursof thp day inorderto develop intoahealthy, happy,helpful individual'!"From timeto timemy mother permitsmeto buy somethingformy room.What shouldI know in orderto make the best choiceof thes1furnishings? (h) Chicago,Ill.To all girlsin the sixth,seventh, andeighth gradesof itselementary schools,Chicago- -6ffer%two periods of90 minutesperweek withequal timedistribution baTveenfoods -and clothing. In the firstyearofth6)junior highschool all girlshave five50-minute periodsperweek and .inthe secondand thirdyearsof the junior high schooltwo 50-minute periods.The work fortheseyears-covers food, clothing,childcare,business ofthe household,housewifery,or homeactivities.In ,the highschool the workis elective. Homeeconomicsontheelementary andjunior high-schoollevels is approachedfrom thestandpointofagirla&home helper; onthe seniorhigh-schoollevel fromthe standpointofagirlas ahonieman- !ager.Homeeconomic§ is.stressed fromthe ec.onomic,social, and health stándpoints,with the viewof preparrnggirls livinginalarge cityto meet theirproblems in thebest possibleway. Home-makingeducation is stressedfor all ratherthan forsome girls. Thehome-managementcourseis beingelected byincretising numbers, and,the high,schoolteachersarestudying thegainfú1op- portunitiesopento girls with home-economicstraining. (i) Bes8ton,Mass.Boston,Mass.,.reports that its1929 revised coursescifstudy.areplannedto help girlsto meet economic andsocial changes.4me work isofferedto boys in the highschools. (j) Ho1yde,MaA88. ,Thiscity offgrscampcookety forboys in all of its junior highschools. Girls enteringthe senior highschools who havenothtidhome-economicstrainingarerequiredto takeone year4 in either foodsorclothing. Thenew coursesin the seniorhigh school arechild welfare,familyrelationships, home,hygiène, andhome nursing. . (k) Akron, OhioAkron,Ohi,stresses for 4s elementaryschools, the minimum essentialsof clnliness,.neatness, orderliness, and `accuracy. For the firstyearof the junior high scfloolit emphasizes health habit'sasto diet, sleepihg, bathing, dressing,andaccuracy;;skills; and appreciations.For thesecondyearit emphasizesthe enonomic and socialaspects of home life, whichhaveto do with good/iirorking habits, skillsin marketing,preparation ofsimple meals, theuseof moñey, social life, , aid savings; abilityto grreetguests and to.c4i.

o t HOMEMAKINGEDUCATION 13

operatein makingthe 'homehappy; personalitydevelopment;self- improvement, for example,,to be resourceful,industrious,depend- able, cooperative,etc. A welhroundedcoursein tiome makingis offered ineveryhigh school. Thiscourseincludesmarketing;budgeting;meal planning; preparation andservice offoods;clothing, its choice,cost andcare ; home mankement;chillcareanddevelopment;finances; family relationship;careof the home;thrift and'esthetics;home furnishing; and iutrition. Thelatter isso arrangethat itmaybe taught to girls asid boys under andoveraight. Thesool cafeteria isusedas anutritionlaboratory.The high schools offera coursein historicorpeasant costume, Liordertocor- rect the abuses heapedupontheclothingdepartments inplanning and making thecostumes for theplays andpageants in the various subject-matter depártaientsof theschool,particularlythose of music., English,and physicaleducation.Thiscoursewill be given in conjunctionwith theart department.Acoursein " personal regimen" isofferedand isanalternative forthe requiredcivics. That is, thiscourse maybe electedby boys andgirls for ithas 'to tbo with the social,personal, andeconomicproblems ofyouth.It is specifically designedto develop betterpersonality, attitudes,and ideals. . The workin the juniorhigh schoolorin the seventh andeighth a grades isscheduledto meet daily forsingle periods.Thetexts used and assignmentsmade enablesmorestudentsto take the work. This extends the influenceof theteacher, decreasesthe needfor special equipment,and offersawell-roundedviewpoint ofhome making withoutincreasing thestaff,yet deve14sabroader conceptionof the subject through readingassignmentsand gives thestudent-an opportunityto explore the vocationalpossibilities. , (1) Paterson,N. J. .Homeeconomics fromthe fiftlthrough the ninth gradeis required.in Paterson,.N.J.Every girlis requiredto take hygiene,first aid,and homenursing beforeshecangraduate from highschool.Thiscourseis offered inthe firstyearof high school andis taughtby thehome-economicsteachers. Itis interest- ingto note( that theobjectives forthe fifthgradeareto guide the childto help herself throughthe simpleactivitiesof the home;to find joyinahealthy useful,daily life,andto be helpful in thehome duties.This thro.wsrespopsNlityuponthe littlegirl forkeeping herperson'clean and forbiting healthyby eating ther roperfoods. Thisidea ofplacing thettesponsibilitiesiipon thepuiil is carried through theelementary schoolinto the highschool. New Jersey,by law, requireshigh-schoolgirlsto haveone yearof hygienecomposed ofoneterm of first aid andoneof homenursing. (01,\ f: . ) -IA a 14 BIENNIAL SURVEY OF EDUCATION, 1928-1930

The responsibility for the teaching ofthis subject in Patersonfell' uponthe home-economics teachers for thpyseemed better** preparedto offer it.They revised their work in foods inorder to giveahygienic outlookupondiet and homemaking.Since hygiene isastudy of health which depends largelyon*hatweeat and howwelive, food properly chosen, prepared and served, formsanimportantpart of this subject.It isnecessaryto know what the body needs and how to supply these needsthrougilfoodá.Theyarestudied fromthe standpoint of chemical composition, nutritive value,andsources. In each class foodsareprepared -and served.Personal sanitation is stressed, suchaswashing hands before preparation of food, before ting, afterus'eof the handkerchief, and tripto the bathroom. Household sanitation and its practice receive attention in the school laboratory by keeping the garbage pail clean, the cupboard supplies in tinorglass,.milkonice, dishes properly washed, and towels kept clean. Childoareis taught in cooperation with the " well-baby clinic," which is in charge oTatrainednurse. (m) New Mexico.---The September, 1929, issue of the Home Economics Qounsélor for the State of New. Mexicoannouncesthat " At the end of 10yearsof intensive curriculum revision it isent- couraging "to report that home economics' has keptupwith the advan&made in other fields."\ . NewMexico'saim is to keep its home economicsprogram"ever in Ale making " and abreast with the changing economic and social conditions of the times.It has attemptdd to develop in the girls. selectivejudgment, resourcefulness,saidadministrative ftbility.._ The home has been idealized and much thought has been givento farhily relationships,yet there is need for .further study of thecur- riculumbecaiisetoo much time is still given to techniques and skills -at theexpenseof the economic and social aspects of the subject. The followingtopi'c'Eiaresuggested for thefirst and second ye'ars of high school.In the firstyear areconsidered such subjectsas food selection,prepaiation,and se,ming; meal planning;careand training ofyoungchildren;pèrsonal hygiene; family relationsjlip problems clothee for the high-school girl; and thecareand furnishing of the girl'sroom. t The secohdyearstresses homeplgrining;the' fam.ily income and investmeents; 6memanagement; community relationships; dietetics; and home nursing/ .

A , 2.ECON4MICVALUE OF HOME ECONOMICS

Seattle,Wash., reports that'therecords kept for thepastfiveyetars 4 show thathoine econorlics in the schodts ilasnot only educatipnal

4 .

s HOMEMAKING EDUCATION 15 worth but economic valuesaswell:Enough products from the home economicslaboratories have beenrettrnedtothe communitytopay ior the cost of'thedepartment.'Themoneyvalue of finishedpro- ductsreturned to the community by the home-economics departments isasfollows.: . 19:22-23 ______$65,017

1923-24___ Om. 79, 864

1924-2 __ ___, _ _ _ 79,970

19:25-26______74, 7S7 , 1n8-27 _ _ _ _ ._ L _ 78, 561

Tot - - - 0.0 , _ _ 378. 130

dC F. FAMILY RELATIONSHIPS AND SOCIAL ADJUSTMENTS Family relationships isa newsubject in the home-economicscur- riculum.The time alloted to it Inlay beaunit'ofafew weeks,or a seniester,or a year.Its terminology isnot uniform.It is called "social relationships," " social adjustments," " the holm, and soci- etv,""euthenics," " human relationships,""the home and the fanrily," " home management,"or" gitizen home making." But the content covershome living, relationship within and outside of the family, family life, attitudes and ideals of home and family life, and social adjustment. The placement of this subject. isnotuniform. It%maybegin in the junior.high school anct continue through the college. San Antonio, Tex.9ffersa course asearlyasthe sixth gradeor the firstyearof the junior high school.The aim of the subject is todevelop appreciation for farpily life through the discussion of such topicsas--

1.°Whatmyfamilymeans to me.%2. Some thiugs L 1ie aboutmyfamily. 3. How Icanhelpmyfamily in household dutiesaildin entertaining.4. What healthmeans tothegnpmlwrs ofmyfamily.5. What educationmeans tothe members ofmyfamily.6. Qnalities Ofagood mother, father, brother, and sister.7. Homyclothing affects what people think ofme.8. Doemy clothing cost_morethen it should?How the cost ofmyclothing affects the cos( of theclothing of theotheimembers ofmyfamily.P. How Icanhelp sewformyfamily.10. How Ican"save"myclothes.11. What Nod Khali weInrve atourparty?12. What food hahrts oughtmybrothers and sisters be taught?13. HOw does food affect the disposition ot the members ofmy family?14. Now eat Irelieve mOther In :the preparation of meals? . . Denver, Colo., allotstothesbbject,called "humanr,elations," in atitl junior high schools, five 55-minute periods foronesemester, and offersasminimal essentials the following: 1. An appreciation of home 'life and mother.2. Anunderstandingof the jruportauce of habit fprmationas atasisfor normal family life.3. Anap- preciation of economic vidues and the function offmoneIT 0 a meant*of life.

r81g51°.---31-1-3

6 . 16 BIENNIAL SURVEYOF EDUCATION,1928-1930

4. The development ofaright mentaland social attitudetoward theworkof housekeepingas a contgibutIon to the health,comfort, and happinessofthe family.5. An appreciationof the problemsInvolved inthecare ofyounger childrenin the home.6. Anunderstanding of thegirl's responsibilityduring illness in thehome.7. Anunderstanding of thevalue of leisure.S. Anatti- tude ofrespect and loyaltyto the community. Some citysystems devoteaschoolyear tothe subjectunderthe title of " homemanagement,"whénsuch-topicsarestudiedasfamily finance,furnishing andcareof thehome, the planninganduseof time,personalitydevelopment,personal andfamily health,childcare and training,attitude ofrespect and loyaleyto the community,mode of riving,and !Thinningfor successfulliving sociallyandeconom- idally. Thenamesof thecourses mayvarybut thecontent is practically thesameand istaught fromviewpointsof psycLology,sociology, and economics.Theconsensusappears tobe that themost important factor inthiscomparativelynewsubject isthe personalityand char- of theteacherlior itis her jobtosecurethe immediateinterest and confidenceof herclasses in thissubjectan abilitywhichre- acter.quires experiencein familylivingto developasympatheticunder- standing of theproblem. Italso requiresabroad backgroundof social andeconomicexperienceto be able to decidewith wisdom questions arisingout of family life. There isagrowingtendencyto offer this workto boysaswellas girls,to base itonactual situations,to integrate itthroughouttheen- tire curriCulum,andto organize itonthe variousschool levels. Manhattan,Kans., offersin thesophomoreyearoff the 'seniorhigh schoolanelectivecoursein " homeliving." Five70-minuteperiods perweek forone semesteraredevotedto this popularcourse.It is divided intothree mainsectionsfamilyrelationshipsand home ma! e nent, health andhomecareof the sick,and childcareand dew.spment. Underfamilyrelationshipsand homemanagement areincludedseven unitsasfollows:Thehome an4 thefamily, the family incomeand itsexpenditure,planning 'ancli)furnishingthe home,careof thehome, planningtheuse,of time,providing forad- vvancement and higherlife needs,and relationof hometo. community. a Theminimal essentialsinterms of principles,ideals,orunderstand- ingasto the home andthe familyarethat (a)the homefurnishes happiness, comfort,rest, and securityto its members;providesa place for thecareand trainingol children;isacenter of produc- .. tion,consumpt4on,and,sociallife; andthat it*hasgonethroughmany challgesin its .aevelppment;(b ) thefamily existsfar the protection, nurture, andthiningof thechildren andfôr thedevelopment and; happiness ofall its ,. members. f 04 4 - HOMEMAKINGEDUCATION 17

SanFrancisco, Calif., offersa coursein " citizenship home making." Thiscourseisopentoall eleventh and twelfthyeargirls and boysand receives academic credit. s During.the first term the objectivesare(1) to developanapprecia- tion ofgood architecture and discriminationin design and decoral tion; respectfor all materials intheir suitable places;(2) to develop arecognition of the importance of housing in the furtheranceof ourcivilization; (3)anintelligent inquiry regarding modern im- provementsin household equipment; and (4)to developanaspira- tion towardperforming ¡creditably woman'sgreatest work in the postimportant institution of the Statethe family. The objectives for the second termareto develop:(1) Anap- preciationotthe functions and importance of the home in thecout- munity.(2) An appreciation ofawoman's duties and responsibilities in the home and in her community.contacts. (3) A knowledge of the economics of spending; ethics of consumption;and responsibilities of theconsumex.(4) An intelligent attitude ofsym- pathy and understanding toward the differentraceand nationalities sOlich makeup ourpopulation.(5) An intelligent familiarity with themeansthatarebeing taken for social betterment in the girls' and boys'owncommunity. The late AnnaE.Itichardson,field worket in child development and parental education of theAmerican Home Economics Associa- tion, madeastudy of 108 cities to determine the status of work in family relationships in thehome-economics departments of these cities. sTo the question, "liowdidyoufirst interest the girls in home andfamilyrelationships? " the following replieswerereceived: Discussion of what constitutes ahome; difference betweenahouse and borne. Itwas anoutgrowth of budgetingincome. Some girls demandedHMV clothes than family could afford,which brought out the lka that girls Mould think in relation tofamilyas a . soprather than jutt, themselvesasindi- viduals separate from thefamily.

s It seemed to be an interesting ou th ofourchild-trainingcourse. I ask the girls if they can thinkof1home which everyone enjoys vigiting. I next ask whyeveryoneenjoys livininthiehome.Froni this happy home which they have in mind, we canleadup te"what it takes* to make a happy home in& the junior high school girlWshare In promoting home happiness. To the question, " What topicsweremostenjoyed by the girls? " , repliesweremadeasfollows: gb - High-whoot girl'scontributiOnas amember of the family.Children, their rights, place, andcarein the home.Adolescent problems. Homeas-ti.sourceof power.Girls' problems in general;influince of habits formed In childhood. how4 to be populatc, how to entertain economically,characteidevelopment and .leadership. .

IL 18 BIENNIAL SURVEYOF EDUCATION, .1928-1930

Reports of projectsundertakenby the studentsare asfollows: Making motherhappy:pleasant surprisesfor themother; howto be well groomed;what is orderin thehome;astudy of honesty; howto spread the ideaof goodcitizenship;the family circle,an agencyfor educationand higherliving. Cleveland,Ohio,reports family relatidnshipsas oneof theunits in the "personal regimen"course." The growthof thecity, in., creased standardsof living,lessened homeactivities in cookingand sewing andpreserving, increasednumber ofwomenworkingoutside of the home,and theconsequent. increase of leisuretimeare some of the changesaffecting themodern home andconsequently familylife of thepresent time." Portland, Oreg.;reports that it givesthreeto five weekstoaunit in " home management."The main topicsstudiedarethe familyas asocial, educational,and economicinstitution;ananalysis ofthe home makers job;personal happinesstqlci comfortof thehome; family recreationsandamusements; and thd\relationshipof thehome tothe community.

G. CHILD CARE AND TRAINING:In PLACEMENTIN THE HOME-ECONOIIIICS PROGRAM. ANDCONTENT OFCOURSES

TliéOffice of Edukitionstudy of281cesshowsthat: AUre- cently revised t*ityand Statehome-economicscoursesinclude workin childcareaird training;the subject islisted undervarious titles and is offered'ondevarious schoollevels.It.maybeginasearlyas the sixth graae,and thiscontent,asoutlined,recognizes therights aswellasthe'neèds ofyoungchildren. Among the rightsarethe parents'responsibilityfor providing hygieni conditions óf4ving, food,clothing,shelter, education,happiness, love,care,exercise, freshair, andopportunitiesfor children to developto the best of their ability. e Among theneeds ofyoungchildrenare:(i) To helpchildrento estab habits ofpersonal cleanliness,sleep, andeating; (2rto videaniusement to keep childrenhappy through-play,theirtoys, ld stories;9(3) to developthe desirablehabits ofpromptness, obedi- e ice,cheerfulness,helpfulness,and courtesy;(4)to train children titdress and undress,pickui)toys, do simple tasksabout thehouse; nd (5) last,butmost important,to educate olderbrothers andsisters omanifest patience,self-control,and good humor'towardyounger roglers andsisters. Thestandard ofattaiqment-set for such workcoversthe ability preciate the rightsof little childrenin thehomelandcommunity; toA.Sowthe habitsa'child shouldform inthe hoine,9nd goodways Alining children;to appreciate theneed ofplay ior their a

1/4

. I HOMEMAKINGEDUCATION 19 social development; andtopossessthe qualities neededto guide and carefor little children. Suchaunitmayhave allotedto it two 80-minute periods forthree weeks and beoneofsevendifferent unitscomprising thesemester's work. TheOtherunitsmaybe " problems ofhome .and family," financing the home," " helpingwith the housekeeping,"" illness in thehome," " girl'sshare in hospitality ofthe home," and " relationship of the home to the community.." The Washington Statecourseof study includestwo unitsonthe child. One is offered in the seventh gradeorthe firstsemester of the junior high school and consists of eightcsingle-periodlessons. This unit stresses thecareand guidance of littlechildren,as to the handlingofyoungchildren; serving offood; propersleeping arrangements;laundering of clothes;and signs ofhealth. In the tenth gradeorfirstyearof the seniorhigh school is offered the secondunit called " fimily *elfareand child development." South Bend, Ind., offers in the ninth gradeaunitonthe (1) baby, emphasizing generalcare,cleanliness, exercise,amusement, pacifiers, and foods; (2) the preschool child, stressinghhbit formation,rest, play, books, toys, clothing, food, andbehaviorproblems;(3) adolescent child, including such topicsasfood, clothing,and personal hygiene; and (4) home maker, herhearth, sympathy,tact, foresight, and self-control.In the senior highschool, the unitonchild welfare emphasizes the rightattitude toward Motherhood;tilt importance of mental and physicalcarein the earlystages ofachild's life; the fundamental rights ofchildhood;parents and their responsibilityto children;parenthoodas aprofession; heredityand eugenics; infant mortality; bottlewrsusbreast-fed babies; birthregistrationarid its varioususes;and prenkalcare. Baltimore, Md., ottersa survey coursein childcarein the .ninth grade 'whichstresses two problemsthecareand the dietrequired for the babyat differentages,andti;ehabits 'and play forthe preschool child. In the twelfthgrade, childcareis again offeredbuton amuch higher level. Here girls studythe children'scharterorBill of Rights,. mothers' and fathers'responsibilitiesto these rightspre- natalcarewith emphasisupoii iherightcare49f the mother;care6f the nursing mother; feeding andphysicalcareof the infant;nutri- tional diseases; effectofwrongdietonthe child; his clothing; habits; Andnursery-roomrequirement. r TheJótinMuir Technical High Schoolof Pasadena, Calif.,reports that it requires of all girls enrolled inthe eleventh and twelfth years asemf;stercoursein " child development." Inconnection with thiscourseisademonstration laboratory ofpreschool children. This demonstration unit consists of16 children ranging inages 20 BIENNIAL SURVEYOF tDUCATION,19 2 8-1 9 3 0 from 2to 4years.The childrencome at8.30 in themorningand stiv until 3 o'clock in theafternoon. Thehigh-schoolgirlshave thAelectures andtwo laboratory periodsperweek. Thelaboratory is connected withanobservationroom.Thisroomhasa screen -of 1-way visibility which makesit posgibleforaclass to observechilL dren in ttelaboratory withoutdisturbing the children'sactivity. What is taught inthe classroom isapplied in thelaboratory, forthe average high-school girlappearsto be unableto distinguishthe sig-- nificant thingsabout childrenunless she receivesguidance.4 Sheis given /each andobservation sheetsasguides for observingthechih dren. When pupilsunderstand thesignificance ofachild's behavior much of the drudgeryin the dailycareof childrenis eliminated. Thiscoursein " education forparenthood " alsovitalizes theother courses.For example, thefood classesplan themenusandprepare the food for thenurseryschool çhildren.Sucha courseisnot easily managed in the modern.high-schoólprogram,but resultsobtained are soworth while that theobstacles surmountedarejustified. Dr. PaulPopenoe,- director of theInstitute ofFamily Belations, Los Angeles, Calif., commentingonthe need fornurseryschools in connection with home-economicsdepartments,says: Students lack knowledge of howto handle children, theirownand others. Some recognition is being givento this fact Inmany institutions, butit is largelyon anacademic basis. Departments of education andpsychology mustcome more closely in contact with reality before theycangive anythingmore than theoretical help.Bringing upchildren theoretically is like makinglove theoretieallyaptto producesur- prises. This subjectcan no morebòlearned withoutlaboratory experiences thancanphysicsorchemistry. Schoolsthat have madeit possible fortheir student4 actually ,to deal with childrenwould not, I believe,go back to the theQretical method. Detroit, Mich., offers "childcareand training "in itsinterme- diate, three high, andtwo vocational schools,and in the Collegeof the City of Detroit. Atpresent Detroit hasno nurseryschools inthe high schools, but piovisionsarebeing madefor'such in thenewAd- dition at Southeastern HighSchool. Tointerest theboys ofttis school in thecourse,they will beinvitedto make for thenursery schoolsomeof the furnitpre,blocks, andcupboards. The Roosevelt ElementarySchooluses akindergarten forobserva- tion ptirposes.The GarfieldElementary School,in March,1928, openeda nurseryschoolas ajointproject with theMerfill-Palmer School.The lagtroitBoard ofEducation furnikesthe major equipment, therooms,light,heat, janitorservices, Adfood.The Mer- rill-Palmer Schoolfurnishes theteacher andsomeadditiona1equip7 ment. Most of the furniture andplay equipmentwasmade and,* kept in reptir byboys in thevocational shop ofthe GarfieldEl"-

alho HomtmAttniGEmicAttoN. 21 mentarySchool.The girls inthe home-makingclasses make and keepin repair the curtaiiis,sh7ts, andtowels used by thenursery school children. Thisnurseryschool hasa groupof 16 childrencomposed ofan equal number of white and coloredboys and girls, ranginginage from 2 to 5years.The staffconsists ofonefull-timenurseryschool teacher;onepart-time assistantwhose servicesaregratis;one graduate student 'assistant fromthe Merrill-Palmer School;theserv- ices ofapubliè-healthnurse;and, whenneeded, those ofaphysician andadentist. - Thei;urposeof thenurseryschool isto afford laboratory facilities for eighth and ninth grade girlswhoarestudying childcareand training in the home-making classes.The Garfield NurserySchool provides,asfarasitcan, asuitable environment forthephysical welfare, growth, mental and socialdevelopment and educationalop- portunities for children ofpreschoolage.It also aimsto help the parentsof these zhildren ioabetterunderstandi4-ofthe needs of youngchildren and toaknowledge ofnewermethods in childcare and training. Theprogramisveryflexible, is variedaccording totheseason,weather, and needs and iriterestsof the childreri. - Fourgroupsof girls.peryear aregiven the opportunityto woik inthenurseryschool for 10 weeksto study childcareand training. The following units of studyarecovered during the10 weeks: (1) Sleep; (2) food; (3) clothing; (4) playand play material, in- cludingsongs,stories, andgames;(5) habits, goodand bad, what theyare'and.how, formed; (6) physicaldevelopment;(7). mental development; and (8) guidanceordiscipline.These girls assist in thenurseryschool' two hours each day for10 weeks.Every third week theyarerescheduled foradifferent two hours, andthey take turnsin planning and preparing the meals forthe children under the supervision of the home-economics teacherof thpol andthe assistant in thenurseryschool. Mothers'meétingsareheld'everytwoweeks in the afternoonwhile the childrenarea:sleep.Attendance at these in'eetings isvoluntary, but it 'has been almost 100percent perfect.Topics for discussion arechosen by the mothers.Individual conferencesareheld when- everdesired. Mothersareinvited periodicallyto spendamorning inthenurseryschool, and frequent home visitsaremade by the nurseryschool teacher. The following recordsarekept: Daily attendance;monthly physical growth and development; once a year,mental tests; twice .a year,behavior analysis; awlonce a year,generalsummary. Thp Minnie E. Jeffries Elementary &Iwo], maittainsanurserY e*; schoot forchilarenfrom broken homesorfromhomegwhere moth9rs 22 BIENNIALSURVEYOFEDUCATION,1 9 2 &461980 areemplwd.Thisnursery school isunder thedirectionof welfare the départmentof thecity,whichsends theyoungchildto this nursery school insteadofcompensatingthemotherfor the supPort of thechild.Thistype ofnursery school isoneofa very fevi the Unitea in States.Anotherwelfarenursery school ismaintained in theScotten Avenuepolicestation.The girlsofwesternhigh schoolhave contributedtheirservicesin makingsheets,towels,wash cloths,andblanketsforthesenursery schools. Paterson,N. J.,reports that" childcare" hasbeena part of the householdarts program in that citysince1912. Thereasonforthis is thatastudy showedbrothersandsistershad thecareandrespon: sibility foryounger brothers andsisters. LosAngeles, Calif.,supports 30daynurseries,whichareunder thedirectionofthe home-economicsdepartmentof theboardof education.The daynurserieswere inaugurated in1914-15.They havegrownin numberuntilthereare now 30. Theyareincharge of 67matrons. Eachnursery hasaseniormatron andmanyhave, ifnecessary, one ormore assistants.Thematrons havehadon- siderableexperiencein feedingchildrenandpossessalove forand arealinterestinchildhOod. Thenurseriesare open from 8itm. to 4p. m. They mayevenopen as earlyas7.20.a.m.andcloseat 5p m. Childrenrangingiiiagefrom9 monthsto kindergarten areadmitted. age The purpose of thenurseriesis twofold.Theyareprimarily childrenof for prekindergartenage-whosemothersworkoutsideof the -home;and, secondly,for girlsin thehome-makingclassesto receive first-handtrainingin thecareofchildren. Thegirls in thehome-makingclassesbelowthe highschool parethe food pre- and lookafterthehousekeepingand specialcomfort of thechildreh. It givestheman opportunityto study theproblems in childQire,and sincemanyofthesegirlsmarryyoung,thistrain: ing isperhaps among tLomost valuableschoolexperiencethey o receive.

IL HOMEECONOMICSIN PARENTEDUCATION Homeeconoinicsisa pioneerinparent education.AliceLoomis, formerlyin chargeof thedepartmentofhomeeconomicsat the Uni- versity ofNebraska,laterStatesupervisorof that State, homeeconomics of mildnow a member oftheInstituteofRelationships of YaleUniversity, initiated,inNebraska,morethan15yearsago, a t, state-wide Progratinparentaleducatimk One ofhefstude ts,aspecialistinpaYeaaleducationin theState DepartmentofEducationofOklahoma,andthepast and presént supervisors'of hotheeconomicsofOklahoma,aidedbyothers inter- HOIRMAKINGEDUCATION1, estedinthisnewfield of education,have organizedastate-wide programin parental education. This State is makingparent educationanoutstanding phase of adult home-making education. Suchinstruction isnowoffered by afull-time instructor in sixof the large'r públicschoolsystems. Tulsa,Okla., reportedin 1928 that2,000menandwomenhad enrolled in "homeproblem" classes.In fact,each school in the cityofferedto parentsaunit of this work. Other cities in Oklahomahaw). study circlesofparent education taught by speçialists in this field.LastyearArdmore, Okla.,con- ferred 75 diplomasupon womenwho had attended82percvt of the meetings, read at leastonereference bookonparent education, and reported the analysisand solution ofsomehome problem. The lessons assignedto these classesarein the form ofproblems orprojects to helpparents realize that theinstructorcannotpre- scribearemedy for the illsofIthe home.At theverymost, shecan only help the studentsto view their problemsfrom theirvarious angles and point out the underlyingdifficultiesinother words, lead thewaytoananalysis of thefactors causingthe trouble andaid in their removal. The following,isatypical example6faplan used tosolveaproblem in adulthome-makingand home-management classes: I. Selection ofproject which dealswithaspec10home problem of the student; and selection oftime to discuss,Inapersonalway,thereasonfor the selection of the topic. II. Class assistance givenby the teacherthat has to dowith the fundamental principles ofpsychology of home livingin the termsunderstandable to the learner.These principlesare concernedwith' tgemotheras a teacher; the mother's placeand duties in thehome; her responsibilitiesin keeping the home machineryrunning smoothly, inbeautifying the home,in understanding the children, in beingsywathetic withtheir problemsand similarones, in fact, the subject ofpsychology appliedto home living. III. A discussionof the homeproblems listed bythe student. rv. Methodsof solving the problem. V. Readings usedin solving the,problem. Although theinstruction is informal,it is definiteand pertinent tothe'problemspresented by theclass memberswhoareledto solve theirowndifficulties. . mt.* The majorityof classesmeet in themorithgwhen the olderchil- drenare atschool.Insomecenters theyounget childrenarecared' for bythe high-school girlsof the home-economicsclasses Mtpart of theirlaboratory practicein childcareand training. Asaregilt of the state-wide intere:stinparent education, Okla- homa organizedabureau of child developmentandparent eancation, headed byMrs. Calvért; whowasIformjerly the State supervisorof borne economies, 471"" 24 BIENNIAL SURVEYOFEDUCATION,1928-1930

Child-developmentclasses forparentswereorganized inHouston, Tex., June,1929. Thatyear18 classeswereheld, withatotalenroll- ment of 274.The secondyear, 1929-30, 37 classes wereheld,witha I. total enrollmentof1,015; includingvisitors, thi'sillstructipnreached 2,008 families.Thecourseis offeredin units of nin%(meetings. 'Thus far thesegroupshave studiedthepreschool andthe preadolescent child.High-schoolgirls fromthe childcareand trainingcourse in the home-economicsdepartments ofnear-byhigh schoolstakecharge of the childrenduring thetime themothersareat the meeting. This planhasmet with unboundedsuccess,for thegirls ina mtin- ber ofcasesinvitedtheparentsto bringmorechildren.Thegirls keptareord of theirobservationsand thenext 'illy discussedthem in theirhome-economicsclasses.. Thesuccessof thisneweducationalventure is duelargelyto'the interest of theparents in the workandto the educationalprepara- tion andperionality ofthe teacher,who aimsto present, inaninter- estingway,informationpertinentto the problemsraised bytheclass. . TheMerrill-PalmerSchool ofHomemaking,of Detfoit,Mich., has forsometime stresedhome-makingeducationforparents. The householdadministrationdefartment oftheUniversityof RincJÍìconductsmanystudy circlesoilparent educationinithe city Cincinnati. The State ofMontanahas, withinthe biennium,organizedastate- wideprograminparentaleducation undertheleadershipof the home-economicsforces ofthe UniveisityofMontana andthe State College. The extensionservicesof theland-grantcollegesand theUnited StaagDepartment ofAgriculturehave givencpnsiderableatten- tionto this phase ofthe workin, theiradultclasses.Quite.recently asenior specialistin " homemanagement "wasaddtdto theexteu- sion service ofthe DepartnientofAgricultureat Waskington. k Thehome-makingservice ofthe FederalBoard forVocational Educationstresses this workinboOtheday andeveningschools. The -WhiteHouseConferenceonChildHealthandErotection createdaninterest inthisnewphase ofszklucation,andsecured facts through itsmanyresearchestoadegreethat couldnot have been otherwiseaccomplished inadecade.4.tteittionof CommitteeA oil "The FamilyandParentalEducationof SectionIII,Education and Tr4ining,"wasdirectedto the problemofhome andfamily life inourpresent industrialorganization.Amongthe studiesin- , auguratedwas" Thematerialavailableonthestatus of thefamily atthepresent time andananaly".of theinfluinceof changing economicandisocialfactorsonit." ondly, Dr.ErnestGroves, of .the Universityof NorthCarolina,undertook to"determinethe fund*- HOMEMAKINGEDUCATION 25 mental human valuesin familylife.DoctorBurgess,of theUniver- sityof Chicago,collectedrecords from8,000 childrento determine the influencehoMeactivitiesandrelationshipshaveupon personality development. Dr.RachelStutsman,of theMerrill-PalmerSchool of Home /yoking,beganamethod*rmeasuringtheindexesof homeswhichproducewell-adjustedriathose whichproducepoorly- adjusted children.Forthisstudy,50 childrenof eachtypewere used. Sta9dards inthe lightof bestpresent knowledgewere setupfor adequate housing andforassisting thefamily inexpendituresfor liKipg,food, housing,andclothing. The recommendationsof theconimitteeare asfollows: 1. Further researchis importantin the fieldof thefamily.Onlyon the basis of researchcanan adequate scienceof thefamilybeestablishedand the problems ot'family relationshipbe treated.One specificresearchrecom- mendation, growing out of thestudies ofthiscommittee,is oatprovisionbe made for furtherdevelopment ofthe indexesfor measuringfamilyrelationships and home atmosphere tentativelyformulatelfor the WhiteHouseconference. 2. Further researthis neededon the social andeconomicfactorsaffecting family lifeto-day. Therelationof thesefactorsto the familyis worthyof thesamecarefulconsiderationthathas beengivento the conditionsof produc- tion in relationto industryandcommerce. 3. Instituteorresearchcenters tostudy familyrelationshipsandprocesses of family life,as wellas the economicand, socialfactorsbperatingupon the family to-day,should beestablishedl.Theseshouldintegratethe various disciplinesaffecting familylife. 4. Family consultationcenters shouldbeestablishedwithastaffcomposed of sp9cialists in homeeconomics,housing,socialwork, law,psychiatry,psychology, and sociology.Thesecenters shouldbe preparedto giveadviceand informationonthedifferent problemsof familylife. 5. Specialattention shouldbe paidto Italians,Mexicans,andother immi- grant groups, whocome into the citiesfrom ruralbackgrounds,whoneed help intidjustingthemselvesto theconditionsof Americanurban life. 6. Specialattentionshould alsobe paidto the Negrofamily, inorder that itmay attain that economic securitynecessary for stablefamilylife andmay also be as3istedto the attainmentof higherideals offamilylife. 7. Instructionshould beprovidedby schoolsand collegesto furtherthe satis- faction rofintelligentparticipationin familyWe andtoprepare for courtship, marriage,and parenthood. & Professionalschools fordoctors,teachers,socialworkers,nurses, and other specialists.comingincontact withchildrenand thefamilyshouldprovide specific training,In orderthat theirgraduates willbe eqffippedwith insight regarding humanrelationshipsand theproblems offamily life.4; 9. Authentic existing agenciesof parenteducationshould begivenwhole- hearted support, and theinitiation offurthereffortson the basis ofscientific knowledgeof methodsandcontent shouldbeencouraged.

a. ROMEECONOMICSFOR BOYS

Tionle-eco.nomicsinstructionfor boyshas becomesowellestab- lished during thebienniumthat fiveSta.tesincludedin theirevised 26 BIEN N IAL SURVEY OF EDUCATION, 1 9 2 8- 19 3 O

home-economicscoursesof 'studysomework for boys.These States areTexas, Washington, WestVirginia, Indiana, and Oklahoma.A number of Statesarein theprocessof revising their Statecourses in home economics, forexample, Iowa, Idaho, and Minnesota.Un- doubtedly, thesecourseswill also includeahome-economics planfor boys. f The West Virginiacourseoutlines for boysothe ninthgrade five periodsperweek foronesemester.The workcovers auniteach in foodsaboycan prepareat homeorincamp,playing thepart ofa hostorguest, selecting foodawayfrom home, clothes and business sbuccesstand spending thepay¡heck. The Ntate of Washington offersthe workas ageneral elective. It includes the above unit and in additionthe boy's relationto his family, familycooperaeon,the house, höme mechanics, and thehome grounds. Office of Education Pamphlet No.4, dated April, 1930, outlines briefly the home-economicscoursesofferedtoboyson,theverious school levels ina.,number of representative cities of theUnited s. States.The following isanexample of the growth'of the horhe- economicsmovementfor boys in several cities: Eightyears agohome economics, for the first time,wasoffered to boys of the southhigh school of Denver, Colo. In thiscourse14 boys enrolled. To-day out ofanenrollment of 865 boys in this high school fully 18percentaretakingsomework in homeeconomics. This work is offered in the eleventh and twelfthyearsof the high school. Th meallotment is five 45-minute periodsperweek for onesenresto. The subject receives9neunit of credit and thecentral coreof the ubject is " right living." - The hi h s ol bosof Denver electinthis workare amongth athletes, school debaters, and honor students.The usualcomments of boys concerning thi4 workare," I have learnedmorehonest-to- goodness practical things than inanyothercourseIevertook." " Someonetoldmeitwa6 an easy course,but I thinkweenjoy itso much it just makes itseem easybecausewehaveto work." Ayear agohome economicswasofferedto boys in allthe' junior high schools of Denveras apart of the required vocationqA work. Thecourseis called " problems ineveryday living " aid iscon- sideled under four units,namely:(1) The boy, his family and his frabmds;(2) food facts forthe individual; (3) earning, saving, and spending; and (4) Clothing forboys. In this khoolsystem it is gefterally recogiized that homeece- nomics for boys has de4ite1ycometo stay. Sixyears agoTulsa, Okla., first offeredhome economicsto boys, and during this periodit has reached 3,500 bays.

>4) HOMEMAKINGEDUCATION 27

Nineyears agoLos Angeles, Calif., opened thehome-economics laboratorytobois.Now the. subjectis offered in three distinct types ofschools:(1) Vocational schools;(2) Aevelopmental schools where boysand girlsarein thesameclasses and assist in the preparation of thenoonlunches; and (3) ingeneral high schools where by far thefargest numbenof boys isenrolled. In thesehigh schools boys-areoffered such workasproblems in fundamental nutrition;foodpreparation and service;etiquette and social customs;seiection,repair) andcareof clothing; financinga modern family;and the problems of fatherhood.Insomeo?the high schools the boys haveanopportunity,ir?their uniton-child careand training, to observeyoungchildren. For abouta year,'inthe Polytecirnic rtiglk Schoolof Long Beach, Calif., home economics has been offeredto boys.Thecontent 'of thecourse wasdeveloped from thereturns afawtstionnaire which wassent to- 350 senior high-school., boys. whose fathers represented occupations in all the major fieldsof the Federal classification.ittrip wasfound that the boyswereinterested inthéproblems of individual differences; earningaJiving; bucletinganincomeso-asto get the most out of it; correct dress farmen;and family adjustments: Thecourse wasplanned for boys ofthe junior and senior'classes. It is called " familyadjustments " andcoverssuch topicsas" getting along with people ", " individual differences", "development (#f family life, with emphasigonmodern, economic, andsocial conditions influencing famiry life, itsorganization and disorganization "; " adjustments: In family finance,between children andparents and children and grandparents,and hicaseof sickness and accident "; and, finally " charactertraits and environmental factorsneeded in the twentieth-cerituryfamily for developing wholesomefamily relationships." During thefirstsemester of thiscourse,thereweretwo classes of over30 students'in each. AppliCantsfor the secondsemesterwere morethan itwaspossible administrativelyto handle, consequently onlytwo classes of 40 each went, permitted to-takethe,work. It is diificpltto test sucha coursesinceifsvalue lies largt* in thethinking boY13do and the desirable attitudes they develop.Test- ing forpurely factualcontent impairs the spirit of thecourse; hence, itseemed advisabletti develop tests from tin questionksub- 4mittectibrthe boysasimportant for themto know. Among sudi- questions.were :Whatarethe important elementsto be considered in theplan for purchasingahome? Whatarebigamy, polygamy, .; polyandryare these found in theUnited States?$ Shouldwomen work whosehusbandsareworking? Is the family necessary? Whyr,f, What is theeffect of thepresent industrial situationonthe family4 28 BIENNIAL SURVEYOF IttNICAITIONI192 8-19 3 O

and thehome I Who shouldcontrol the familyincome? Dochildien haveasgreataneconomic valueastheyoncehad V Whatdochil- drenowethe family VWhy hasthe modernagebeen calledthe technologicalage? J. HOME ECONOMICSAND PREPARATIONFOR GAINFUL OCCUPATIONS _ One of thepurposesofhome-economicseducation is thepreparation of studentsfor gainfuloccupationsas-shown bythesurvey of land-grantcolleges anduniversities.Forty-two of theseinstitutions citeas oneof theirobjectives thepreparation ofstudents forgain- ful employmentin the fieldsof teaching,extension service,business, journalism,institutionalmanagement, and dietetics.However,ac- cordingto thesurvey,78percent of the 1927-28graduates ofall the divisions ofhome economicsin 92.8percent of the land-grantcolleges preparedeither for teachingorcompleted thecourseingeneral

homeeconomics. .11 Tomeet this demandappears tobe the first obligationof home- economicsdepartments inland-grant colleges.Thesurvey sug tliat"Homeeconomics shouldlead in establishingsomewhatthe samerelationship withcommercial firmsthat medicine,agriculture,i and other fieldsof educationhave establishedfor thepurposeef workingout standards for commodities in theirfields. Thisisagi- gantic undertaking.Home economicsshouldexertawide influence based onscientific investigation." . . Few departmenisof home economicsinourinstitutions of higher education havedeveloped curriculaspecificallydesignedtoprepare students forremunerative jobs. TheNew YorkState Collegeof Home Economicsof CornellUniversity, andMichigan StateCollege of Agriculture.aiidApplied Scienceoffer " hotelmanagement " to men.A number ofinstitutions offertraining in "tea-room work." Although departmentsof home economicsin collegesand univer- -sides havemade littleor noeffortto develop curriculafor gainful p. employment outside ofteaching, thetraining ingeneral homeeel» nomicsappearsto be helpful in securingpositions invarioustypes of industrialpursuits. Zuchpositions, however,arerequiringmiore lore . ,d training for their specificwork. 4.. Home economists,having high scholasticattainments inaddition toability in salesmanship's,are nowsought forcommercial positioni

providing largecompensation forsuperior services.' , .1 The department ofhom economicsin business ofthe Amitricap Rome Economics AssociationreportsaAwmbership of875!womet representing169or morebusiness orgaaizationsand69-.4r;matt distincttypes of work.

s , t; p.11.A HOMEMAKINGEDUCATION 29 A fewyears agothe researchdepartment .of the DetroitTalk schoolsmadeastudy of thejobs occupied by girlstrained in home economic&This studywasdirected byoneof thehome-economics directorsof that city.Four hundredquestionnaireswere sent to Detroit girls trained.in homeeconomics in eitheranacademicor `technical high schoolorthe girl'svocational school.Replieswere received from 155.Of thisnumber, 20percent stated that home °economics had aidedthem indeciding thetyp'e of work they wanted todo; 30percent, that theirhome-economicstraining had helped tnemtosecure aposition;88percent, that home éconemiee had been of value:to them in theirbusinesspositions; and 23percent, that home economicswasof valueto them other than intheir positions. The 155 girls reportinghad entered161 different jobs, of which 100 related to home economics. In 1928-29 the bureauofresearch of the Clevelandpublic schools madeastudy of all pupilsleqving schoolbefore high-schoolgraduation. Thisinvestigation includedabout 9,000 boysand girlsbetween theagesof 14 and18, besides1,500morepupils whose schooldaywas shortenedsothatpart of the day could bespent in gainful work. This studywasbasedon an-analysis of11,000 'work permits and 4,000 renewals grantedto boys and girls for subsequentjobs. The analysis showed that theoccupations enteredby these pupilswere housework and clothingmanufacturing. Girls from five senior highszhools in Clevelandobtainedmom permits for housework and theclothing factoriesthan foranyother ocbupatima.Girls from11 of the junior high.schools,special classes, and seventh, eighth, and ninth gradesreceived permits forhome- workwhich,in this study, representedwork for gainfulpurposes and " at home." The study revealedthat 45percent of the girls obtaining work permitsto do housework stay at hometop thatone.or both parentscanentergainfulemployment. Thus,55percent,or morethan half, of the girls obtainingpermits do housework for gain.Of this number,over52percentweregirls fromthe senior high ichools,26percent from the junior high schools, and28percent from the elementary schools. Another gainfuloccupation entered by high-schoolundergraau- ateswasretail food, siichasgrocery stores, confectioneries, delicates- senstores, and tAiarooms.About 29prcent, of the girlswere,in this occupationalgro.up.To summarize, .the sphool girlsreceiving work permitsentetixt Oie!A fouls*occupatiowikgroups,either. housework forwa ,ortpiisetvorkat,ho*eyorthe OotAing:i4duglay, . . oriretla food.It would.weirbtivoniglii.*47.,t1)it'vp14, ."01tor pupils in. *04i: eImen6r jtiOeForkiikprso*higl.kopOolis, who .plan to Òntek the ¡gainful occuPatIons cited,tohavel ionsspecial . ,

4A1

f. . 9-- , . : ts t- V ; A- .; 444'''44 1"C. :4;k-_,MtilW -;71:21 a

30 BIENNIALSURVEYOPEDUCATION,1 9 2 8-1930

home-economicstrainingotherthan thatofferedstudents graduate. planningto In theeveningschoolsofPaterson,N. J.,the partment home-economicsde. offersto girls16yearsofageand ov'era course in careandtraining. child Thiscoursehastwo objectivestoprepare girls forrem*nerative positionsas'mother'shelpeks"andto interest thesegirlsinyoung children: Last yearthehots,:3]LicimicsdepartmentofPasadeni, placed Calif., inhomes80 of the100 girlswhotook thechild-care offeredin theJohn course MuirTechnicalHighSchool.Forthiswork thesegirlsreceiveasubstantial comFensation. ( Thehome-economics departmentof theManualArtsHighSchool of LosAngeles, Calif.,planstopreparegirls forgainfulpositions as managerialassistantsto homemakers.

II.RECENTIMPORTANT EVENTSOFINTERESTIN THEFIELDOF HOMEECONOMICS

A. WHITEMOMSCONFIRKNall ON CHILDREALMANDPROTZCTION:ITS SIGNIFICANCIBTO HOMEECONOMICS 4 One oftheoutstandingachievementsinhome-economics during.the education biennitimcenterediroundtheWhiteHouseConference onChildHealth andProtection.Notsince theWoPidWarhave home economists hadanopportunityto contributeto theproblems tional ofna- welfareaslargelyasthey didthroughthisconference thepast during year. TheWorldWarcalledfor thecombined andtalentsof energies thousandsofhome-economicsteachers.to helpsave the foodto win thewar";duringthepastyear many of these were experts invitedby thePresident oftheUnitedStatesto contribute theirprofessional resources to furtherallthoseinterestsconcerned with theproblems affectingour 45,000,000 growingchildrenofvary- ingracialinheritance,background,andeducation. To this challengingtask ofhelpingto solvethemany problems of thecomplexchildhood populationofAmerica,3,500expertson150 differentcommittees of thefourmainsectionsoftheconference, namely,medical'service, publichealthadministration,educationand traiiiing,'and the handicapped,contributedtheir im;rvices.Findings frommany of thesecoinmitteesand thechndren'icharterhave significant informationandimplicationsforthe 1 It is home-economicsteacher; suggestedthat homeeconomis4keepinformedasto the publication of thismaterial,Oneof thefirstreports ready,for circulationis trheHomeand thechileThisbookshould especiallyhelpfuitò the be tvime-economici.7,teacherswhosespediali!is; Wrests haveto do withhousing, g":, I : . , .. . I ; equipmeS,Oki t . ;.dOP HOWE :4 0 EDUCATION 31 management of homeactivities, ofincome andclothing,asthese affectthe best welfate ofthe homeand thechild. Since the findings of themaincommittees willappearin published form,conclusions fromthe variousreports willnot be cited inthis chapter.

& HOME-MAKING CONFERENCESCALLEDBY THECOMMISSIONEROF EDUCATION Another significantimpetusto home-makingeducationduring the biennium is found in ihenationalhome-makingconferencescalled bvtheCommissioner of Education.Such conferenceswerecalled atBoston, Mass., July1; Washington,D. C.,December 6and 7, 1929; and at the Universityof Cincinnati,Cincinnati,Ohio, March 21 and 22, 1980. The conferenceat Boston.washeld inconjunctionwith theannual meeting of theAmerican HomeEconomicsAssociation.The prin- cif-JAI speakerwuDr. JamesK Russell,dean emeritusof Teacheis' College, ColumbiaUniversity,whoemphasized"Fundamental philosophies ofpresent-dayeducationand thenext steps in home economics." Asaresult of thisconferencea groupof 25 whoattended thecon- ference and thesummersessionat Teachers'College, ColumbiaUni- versity,met during thesummet sessionto discussthe importanceof having theCommissionerof Educationcallto Washingtonasmall groupof 50menandwomento consider " Theplace andfunctionof home 'economicsin Americaneducation." The commissionercalled this conferenceat Waslo n onthe. dates previouslymentioned,and invited&smallgroupof eminent educators,includingpresidentsofuniversities,deans ofeducation, superint,ndentsand principalsof schools,presidentsof educational òrganizations,and homeeconomistsrepresenting thepublicschools and theteacher-trainingiiistitutionsto conferonthe abovesubject. Thecorriaissioner'spurposein callingthese conferencesis four- fold:First, ifpossible,to helpdirectattentionto the mostper- tinentproblemsfacing home..nraidngeducation inarapidlychang- ing society;second,to bring theproblemto the attentionofthose whoareresponsiblefor fraininghome-makingteachers,supervising them inourpublic schools,administeringthe fundsand whoanthe recipientsof thistype of education;third,to help focusattention uponthéindispensable.ceaributions ofeducational fieldsclosely alliedto the+ home-toonoiniesprogramin orderto broadenitsmope and itsusefulnessto the childandto society;and fourth,to *dim-, late the developmentofborne-makingeducation tomeet the rneeds of bopand girlsonthe varyingeducitiohaland economicand social f .fi

'S e.'' a _ tr 32 BIENNIAL SURVEY GIP EDUOATION, I 9 28-19 8 0

The commissioner's policies regarding the conferencesareto setupr thepropermachinery for bringing together all theagencieEreeris cerned with education for the home and the child, todiscuss infin impersonalwaythe various problems facing American home lift with the viewof stimulating studies whichmay pavethewayto the- solution forsomeof these problems. These investigations to becon- ductedasfaraspossible bypersonsproperly equipped with the facilities for making studies. , . The confetence findingsarereported in Home Economics Circu-

lars 9, 10, and 16, respectively, of theOffice of Education. . A.saresult of the Cincinnaticonference, committeeswere ap pointed to (1) evaluatehome-economics education cohcerning the following relationships: Professional, teachers,'curriculum, equip& mentand supplies, school patrons, and vocationalguidance; (2)determine the minimum essentials of thehome-economics Curriculum to 'meetpresent-day needs; (3) develop criteria by whichtheaccom-p- plishments of home-economics teachingcanbe measured by titan& ardized tests and rating scales;and (4) develop criteria by whicha superintendentorprincipal of schoolsmayjudge the educational et, fectiveness of the home-economics department.

C. THIS DEPARTMENT OFSUPERVISORSAND TEACHERS OF HOME ECONOMICSOF THE NATIONAL EDUCATIONASSOCIATION s

o Its function. andobjectives.---The third outstanding event to stimulate'stock taking inhome education for the 4e-1, mentaryand secondary schools is the creationof thenewdepartment of supervisors and teachers ofhome economics jn the Natipnal Edw

. cation Association at Columbus;.Ohio, July 1, 1980. 1 4 The foregoing, department.serves as a- meansfor collecting and. distributing information conoernid with the best present practice, inhomemeconCen¡cseducation.It stimulates studies,investigationsi and researches in thenewerdevelopments of -homem.economicsedu tion. It helps to solvesomeof the vexihg problems which areli ly to face subjects introduced -tig0.already overiahowded curriculum.: It bringsiuptrvisors, teachers,.and other interestA4pone=inAL Imuogeneousgroupter friendly and sympatheticdiscussions ofcol*:

moninterests,: problem, :and. new . projecto to be initiated.into thei:

pablicefsaboa. system It. 'extends aseistaneeia solving.:perplex*,

Problelustvisingin *Ix*conuainit7,.Mid it develop*a,fritter*:

r. . . feeling*tongsu Om*perOons:tome& 4n(.publiodlithool Ion*..

r r 4 I A I T. (. I 1. . . tali) 1' economics educadoxii I P .. J. - ,. . r4 - .%Al Asicte from_ siding itaownimmediate fereonnelI. the objettivoi t of .the interest: inih . '4"k0 sew to diniuktar . depart**au . f, y : ' education throughout the Nation, by giving wide pub '4 a./ T.

e 1 L.' I.. .' -, _ ; :I. ri-* k...... ,1 t .,,T.1.":.::'i- . 4 .-.... . r 7, ! rt . . '., .4* , ; :;:... 4' e;$ . -,b. &r N ..1..% & 11 pt.. , s .'ii"(1.-*'-': -,,,,41'.14,.:4. :;:lig.gb!..::` _,.7.63.._1.1."1.V-;'' 'it f44i..ie _:516_.it41.1' '.1:-..-:;:." :1;17(-t'44;.41--;;4:4.-; rol;:!it:iilt '`.14.)' Mir i 7PPI7 HOMEMAKINGEDUCATION o 33 newerinterpretations ofthe subject;enlisting theinterest ofsuper- intendentsand principalsof schoolsand others whoadvisepupils in theelection of school subjects;arousing theinterest ofthe localand Stateparent-teacher associationsand the NationalCongress of Parents and Teachers,aswellasthe leadingpsychologists,economists, sociologists, and educittionistsin educationfor homeand familylife inasociety whoseinstitutionsareconstantlychanging.

D. SURVEY OF HOME ECONOMICSIN LAND-GRANTCOLLEGES ANDUNWERSITIES Thesurveyof land-grantcolleges anduniversities recognizedthe phenomenal developmentofhome-economicseducation ina very short timeas vft compared withthe olderacademic subjects.It defined thepurposesof thisnewfield ofeducation fromthe objectivesstated by the home-economics leaders,curricula developed,administrative machinery'setupforexecuting thework, andthe student produCt resulting from thistype of instruction. It pointed out theprogress made, the problems faci'ed by home economics, and the developmentsneededtocarryout thepurposes of this education.

III. OUTSTANDINGSTUDIESCOMPLETEDAND IN PROGRESS

1. The land-grantcollegesurveywasthe most comprehensive analysis AP' of thepresent statusof'home-economicseducation inthese institutions that probablyhaseverbeen made.Its findingsareset forth in Office of EducationBulletin,1900, Nol 9, Vol, I,Part XI. The Officeof Education" Bibliographyof ResearchStudies in Education " lists for1926-27,18 home-economicsstudies,12 of which weretheses for -theM. A.degrees;for 1927-28,27 studies,14 of s which fulfinOktherrequirementsfor the M.A. degree.;for 1928-29, 36 studies,19 a Ivhic,4wereM. A.and 2 Ph. D.theses; and for 1929--30,,9J, studies,amongwhichare56 31,A. and4 Ph. D.theses. The Whitelimps ConferenceonChild Healthand Protectionprom ducedanumber ofsearchinginvestigationsin severalphases ofhome economics.Notableamongthese studiesarethose fn nutrition,the child,andhomeand familylife.

SOME FORECASTSFOE THEFUTURE 4 I f ;! The trendsinhosi*Inakingeducation,asset forth in thischapter, indicatethé :changingvonaptiofisof loanseoononictiesrealized by teachersof Ihiftsubjeagy"ekedsdniinbitvabirst,and.parentsaswell. Whereasafewyears agohoinieconomics:for -boyswasfrownitd upon,it isnowfast becominganaccepted subjectinourjunioroligh andsenior-144schools.In fait, itsinclusion inthe boys'education

.i% uqred_ ilike byparents and school .. admillistrators.. . , . :....,..A., .;-1P. . .1 . 44."..... i , , - i.vqi . r' . ; te 6, . V r 6E' ...... 4.: 4.-t-A_ - ' e ir ,;., :0 `..'. ; -1., .,.,,' .1h:- t.` . i' ..:; It. .,%,-; - .:.. ,. : k ,,, i , S" 4,-1-'1' 4 f AA't.... t ''. 4tt

7:4 i:1 '. klf11:111 .A*1; 2 ;'4,1:1;: 41 '7.r 3:11; ' 44:4ffrjj.; it'.ti01'141 V4IttLir 'Alg'O'',I 0 , iai,-6;-_'..t,wii.4%t:7,:ifi; 7 1-

34 BIENNIAL SUPPTIY Or' BIDUCIATION, 192 8-49 30

The growing tendency in education ofarecognition thatthe " home is notaninstitutiontobe: improved hy society but that.it is theoneinstitution whichmorethananyothercanitself improve society " is helpingto increase " for girlssomehome economics "as high-school requirement for graduation. Although home economics is required rather universallyin the seventh and eighth grades ofourelementary and junior high schools, and insome casesin the third, fourth, fifth, sixth, ninth, andtenth grades,onthe whole sucharequirement for high-school graduation.. is notverygeneral. Nita4cided- increase in this direction isnoted. Provisionsareincreasing for the observation ofyoungchildrenby home-economics classesonthe elementary, junior high and senior high-school levels. The predictions pointtoarapid development in this innovation. , The growth of adult classes in childcareand training(4r parent educationcourses,wasterthe.dfrection and supervision of. home economists, has been marked and _promises to be *speededAp cop- siderablyas aresult of thefixidingtof the WhiteHouse Conference onChild Health and Protection. Attentionto betterhousing, tésthetic furnishings, and comfortable provisions for all the members of the family from theyoungest to the eldest will receive considerablymoreattention in the futureas aresult of PresidentHoover$ Conference Ofi HOme Buildingand Home Ownership. The school lunchrooms orcafetdriss, inanumber of places, fòrâ the laboratories forteaéring adequate nutritionto all thechildien of the school system. This practice promitesiogrowby kips' and . bounds in thenearfuture. 1;,4 , Increased Attention *ill be 'givenmoregenerally than 4to OS gainful vocations for.which boine-eco;nomiès edOcatioùcan.'OrepilS i 1 4. girls andwomenand insOme1iistanci4&Ili aid ineii: . co urses!ot stt4 71,ivill hicriashigly City and State, basei.theii*lip.1 V tional materialsuponiciettifieituditifOilide iii the tia_lnis, of 001 " . .,. . . . ,..,. interests, needs,- and activitieli: ' ?t ..k.v, .The radio and the takilig0ti ¡via playanincreariimily,i* , portant part indisseminating valuable honie-econoiiiittiinfotitiatiOil

r . V'. i to the schooland tile home,. . : ,,, i t. ....-),:..-: ,...,.-I. Finality,aniiitittraisd'ichiiio.Iprtligiiiii-capitamaii the costr4ba4"

time of other.schadnbjecit,..u. iron ***orof. home economio* . , promotaan ovenhigher.sa..ot4Mosmu4aliberalble4i.viiO4,.

.. f point of home, antifamily libiM Ovidaineng. odd. aid idio; , .: 7ilt -, ....':,. jr.to . . , -. to. r . i. :.,.1,,rit. 'tonic society. peamisnotto bei I I ;47 .. . 0 r.-r (..7.6 .. , .. ., ,! s -. i r::., : "''...t : !t) i1 i i 1 -. - -,, .:;.;''' '' -:JA i :.,. ,;.:,.-I ;.4)4. ;-i . .floq... *1 4 7 . wp / ! t ? ; ,. I.---1 r A.7;1.4..(.' 1 , t 1 ,s-,- ,4 :1!",4;1 .17. '1th r'ttl 1 1- . 1. ,.\?i. 11, , . 6 f rI, .1.; t.tp 11 .pt .1 4.1,t ,` 911 kr-: .8 ,...41

. .4-im. " ;14. !rt; .-14F: "41P tri'7'..J' f ;. 1.t. . ' I 1 1.' , - - ;, 1 i * %.Si-- ',id fftfrAily f-s 4, -6Ski --Ai - l *. ¡ill i ,t ' r - . 42 01' ria.7..ftr.',11k, - .7.tt * r.l?'4 AV1`M.