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1968 Information and Materials for Expanding Adult Homemaking Education in South Dakota Ramona Hill Warwick

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Recommended Citation Warwick, Ramona Hill, "Information and Materials for Expanding Adult Homemaking Education in South Dakota" (1968). Electronic Theses and Dissertations. 3513. https://openprairie.sdstate.edu/etd/3513

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By

·o Ramona Hill \forwick

A thesis submitted in partial fulfillment of the requirements for the degree Master of Science, Department of Home Economics Education South Dakota State University 1,968 DA''O A ·TAT- l· INFORMATION AND MATERIALS FOR EXPANDIN G

ADULT HOMEMAKING EDUCATION

IN SOUTH DAKOTA

This thesis is approved as a·creditable and independent investigation by a candidate for the degree, Master of Science, and is acceptable as meeting the thesis requirements for this degree, but without implying that the conclusions reached by the candidate are necessarily the conclusions of the major department.

--- - . / Thes i's Adviser 'Date

- - �ad, Home Economics Dare- Education Department ,; (I / ?, t

ACKNOWLEDGEMENTS

The author expresses her appreciation and sincere thanks to the persons who have helped with this study. To Dr. Lilyan· K. Galbraith, her advisor, for her confidence, help, guidance, and understanding throughout this study. To Mrs. Susan Reeves, for her help and cooperation in organizing and te?ching the adult classes. To the home economics state supervisors in the midwestern states and the home econo�ics teachers, who taught adult classes in clothing construction during 1966-1967 in South Llakota, for their cooperation. To Mrs. Ardyce Gilbert ·and Miss Imogene Van Overschelde for their interest and suggestions. To my family for their encouragement, cooperation, and patience during this period of graduate study. To all other persons who have helped in any way throughout this study.

RHW TABLE OF CONTENTS

Page INTRODUCTION . Purpose . . . 2 Facts About Castlewood, South Dakota 2 REVIEW OF LITERATURE 3 Background 3 Understanding Adults 5 Attitudes Toward Adult Education 7 Program Planning 8 Future Outlook 14 PROCEDURE 16 Information From State Office 16 Questionnaire To State Supervisors 16 Questionnaire To Clothing Construction Teachers . 17 Organization And Teaching Of Home Furnishings Class 17 Organization And Teaching Of Selection And Care Of Clothing Class ...... 17 RESULTS 19 Information From State Office 19 Questionnaire To State Supervisors 20 Questionnaire To Clothing Construction Teachers . . 20 Organization And Teaching Home Furnishings Class 26 Organization fu d Teaching Selection and Care Of Clothing Class . .... 30 Page CONCLUSIONS . 32 RECOMMENDATIONS • • • • 34 LITERATURE CITED .. 36 APPENDIX • 39 LIST OF TABLES

Table Page 1. Adult Home�aking Classes In South Dakota . . . 20 2. Adult Homemaking Classes Taught In Midwestern States In 1966-1967 ...... • ...... 21 3. Teaching Experience Of Teachers In 1966-1967 Position ...... 22 4. Adult Classes Offered In Community . 22 5. Reasons For.Selecting Clothing Construction 23 6. Number Of Lessons Taught 24 7. Length Of Class Periods 24 8. Enrollment And Average Attendance 25 · 9. Other Classes Offered Or Requested 25 10. Items Included In Adult Clothing Construction Classes . 26 11. Value Of Topics Studied In Home Furnishing Class .... 27 12 . Evaluation By Adults Of Devices Used In Home Furnishings Cl�ss ...... 28

.. INTRODUCTI 011!

The writer was concerned with the expressed needs of homemakers in Castlewood for help in solving some of the problems of family living today. It was brought out in the 1963 South Dakota survey by Westby that women of all education levels and age groups were interested in adult homemaking classes.1 As an instructor of adult homemaking classes at Castlewood· High School, the writer became aware of the needs of classroom home economics teachers in planning and conducting adult classes in addition to a full work load. After interviews with home economics teachers having similar experiences, the author wrote to Miss Imogene Van Overschelde, State Supervisor, Home Economics Education, State Division of Vocational and Technical Education, Pierre, South Dakota, for information on adult homemaking classes. The author decided to.send inquiries to state supervisors in selected midwestern states and to teachers who reported teaching adult classes in clothing construction in South Dakota during the· 1966-1967 school term· and to use this infonnation in an effort to increase the interest of home economics te�chers in teaching adult homemaking classes.

1Mar1ene Olson Westby, A Survey Of The Extent Of Adult Homemaking Education In Vocationally Approved High Schools In South Dakota With Implications For Possible Expansion, Unpublished Master's Thesis, South Dakota State University, March, 1963, p. 33. 2

_ Purpose of the Study .. It was the purpose of this study to learn more about the adult homemaking program in South Dakota· and other midwestern states and to use this information in teaching classes and assembling materials which would be of assistance to home economics teachers in the teaching of adults.

Facts About Castlewood, South Dakota The adult homemaking cl asses \I/ere taught in Cas tlewood, South Dakota, a town of approximately 500 population. There were 131 students enrolled in the high school. Farming is the main industry in the Castlewood community. The town is located about 17 miles southeast of Watertovm, and relies on Watertown for many of its comnercial resources such as: furniture stores, dry cleaning establishments, clothing stores, etc. The writer had the splendid cooperation of the Castlewood school and community in conducting the adult homemaking courses. Superintendent Donald Jorgenson gave his approval for the classes to be held in the home economics room in the high school. Mrs. Susan Reeves, home economics instructrir, cooperated in organizing and teaching the adult classes. Members of the class were willing to furnish transportation for the field trip to Watertown. REVIEH OF LITERATURE

Abundant information concerning adult homemaking programs was available in books, magazines, pamphlets, and theses.

Background There are many definitions of adult education in the United States, yet none satisfies many persons engaged in it. Blakely states: First, adult education implies purposeful systematic learning, in contrast to random unexamined experience; that is, it contains elements of science and art. Second, adult education implies a respect for the purposes and integrity of the learner, in contrast to attempts to fool, cheat, or exploit, that is it has an ethic.2 We usually define adult education to include all educational �cti�ities in which adults engage that are part time, or leisure time activities, usually of noncredit nature. Adult homemaking education is defined as formal or informal means of extending home economics knowledge, understanding, and skills to men and women beyond school age with or without education, not engaged in the home economics profession. The fo 11 owing was taken from Adult Education A New Imperative For Our Times: Recognition of the essentia 1 i ty for educating adults to insure the security, productivity, and the adaptability ·of a society facing changing conditions is as old as recorded history .

1 11 2Robert J. Blakely, 1 �Jhat Is Adult Education ? , Handbook of Adult Education, ed. by Malcolm Knowles, Adult Education Association of the United States of America, Chicago, Ill; noi s, 1960, pp. 3-4. 4

In ancient times organized education was for adults, not youth.• .....• The great social movements ...... were all founded on the ability of the adult mind to learn and change. The American educational enterprise, however, has evolved the principle that adult learning is optional. Our traditional educational policy has been based on the assumption that an individual can acquire in his youth the bulk of knowledge and skill required for him to live adequately the rest of his 1 i fe. Accardi ngly, educationa 1 effort of Arnerican society was concentrated, un til quite recen tly, almost exclusively on youth... •..•. �. The assumption that learning is a lifelong process is based on a new fact of life; the accelerating pace of social change. The consequence of this new fact of life is such that the \'Jell-educated youth of today is an obsole.te man tomorrow .• � ...... The increasing necessity for a mobile population coin­ cident with concentrated living in cities requires adults to learn new patterns, values, senses of belonging, and new ways of achieving persona 1 identity repeatedly within a single lifetime ..••..... Therefore, there is new emphasis on the education of adults in America. This is why adult education is shifting rapidly from a marginal to a central concern for many educational statesmen; why legislators and educational policy-makers recognize that society nmv has as great a stake in the continued learning of adults as it ever had in the education of children. It is the reason the profession of aduJ1 t education is searching its soul to ask, "Are we ready? 3 As our society becomes more and more complex, individuals in it are becoming more and more conc�rned with social adjustment and may well be expected to turn to adult �omemaking education for help in understanding human ·relations. The Roya1 Bank of Canada Monthly Letter states: It takes wider knmtledge and deeper understanding to live happily in the modern world .. ..Con tinued learning carries us beyond the easy judgments and superficial · training of youthful immaturity. It builds qualities

3Adult Education A New Imperative For Our Times, The Adult Education Association of the United States of America, 1961, pp. 4-6. 5

of the mind which. enable us to understand responsibilities and to detect opportunities and to build a philosophy which becomes a part of life ... It is adults who make the homes, the churches, the schools, the communities. It is adults �·Jho determine policy on our political, economic and social fronts. It is adults who have to cope with the dangers and opportunities of every pressing day. Men and women must act while their children are ill pr�paring: Th�ir decisions i create the world the ch 1 1 dre n 1 n he n t ......

Understanding Adults Burt says:

As every experienced teacher of adults must agree that, many notions of how easy it is to teach adults must be an over simplification. The teacher-of adults is generally expected to be able to carry off any number of demanding tasks and without doubt one of the most important of these tasks falls in the realm described by one administrator as "putting over your subject" .... And \·✓ho is it who would say that the adult teacher has a captive audience? He has a group of individuals who as a rule have been the busy during the day-perhaps too bugy-and who expect teacher to "put over the subject". According to Williamson and Lyle: In general, adults can apply themselves to a task or to a study for a rather long period of time . .-..Ad ults are also, as a rule, highly selective of their choice gf subjects to which they will g�ve time and effort .. ••.. ·

4 11 Royal Bank11 of Canada Monthly Letter, Adult Learning is Necessary , Montreal, Canada, Volume 44, No. 10, October 1963, p. l. 1 5Jesse I3urt, 1 In Teaching Adults-Put Over Your Subject", Adult Leadership, Adult Education Association of United States of America, Washington, D. C. , Volume 16, No. 1, May 1967, p. 9. 6Maude l�illiamson and Mary S. Lyle, Homemaking Education for Adults, Appleton Century Company, Ne\•J York, 1949, p. 75. 6

Adults learn with power up to a late age, although they may take longer to do it as they grow older. Whatever drive toward education they may feel comes from economic needs and social-civic desires, or personal needs and interests. The adult homemaking teacher must recognize that adults have a tendency tm·1ard questioning the n-ev, and hesitancy to accept it. She must introduce new ideas gradually and with good proof that they are practical. A statement from Homemaking Education Program For Adults is;

One of the first1 requirements is 11to remember the learner's need to 1 start where he is • The lesson will be meaningless to adults unless they see a connecting 1i n k between wh at is s a i d or done, and thei r m-m s i tuat io.n . 7 It is stated in How Adults Can Learn--More Faster that: Adults themselves are making the decision to continue learning. Except for inservice training programs� most adults participate in adult education because they want to. Adult education is.a part time activity. Study habits must be bui1 t into and around daily life-earning a living, bringing up a family, taking part in community · life. u Schmiot and Svenson believe: The adult learner differs from the child learner in several respects v1hich :1ave important impl icati ans for adult education methodology.

7Homemaking Education Program For Adults, United States Department of Health, Education, and l-Jelfare, \fashington, D. C. Vocational Bulletin No. 268, 1958, p. 20. 8How A�ults Learn--More Faster\ National Association of Pub 1 ic· School Adult Educators, Has hi ngton, D. C. , January, 1960, p. 7. 7

The adult le�rner has· more experience and a different quality of experience to contribute to the learning situation. The adult learner is ready to learn different things than the youthful learner because he faces different developmental tasks (e. g., parenthood). The adult learner tends to be more autonomous and, theref ore, 1 ess cornfortab le in a dependent role. The adult .learner is usually interested in the immediate usefulness of n�w knowledge.9

Attitudes Toward Adult Education In a recent publication the editor says: For a number of years, attitudes toward adult education and social participation have been sources of concern among professional educators. An individual's favorable or unfavorable attitudes toward the idea of adult education may in part aid him in making decisions to support or reject adult education programs. It is of interest then for professional adult educators to investigate the attitudes toward adult education of various social groupings as a partial indication of support for adult education programs. Since attitudes are sociogenic or learned by individuals, and groups, adult educators can make appropriate compensation for existing attitudes and attempt to modify them in order to increase readiness for adult learning activities. lo It is st�ted in Adult Education that: Interests, attitudes, concepts, and values ·do become more fixed \vi th age ...... Because of their education · and experiences in youth, adults may have attitudes that interfere with realistic adjustment of older concepts. Adult interests, however, do change as they become less interested in activities demanding physical prowess ....

9 11 warren H. 1Schmidt and Elwin V. Svenson, Methods of Adult Education 1 , Handbook of Adult Education, ed . . by Ma 1 corn Knowles, Adult Education Association of the United States of America, Chicago, Illinois, 1960, p. 82. lOAdult Education, Adult Education Association of the United States of America, Washington, D. C., Spring 1967, p. 152. 8

For lea rning purposes, the most damaging attitude an adult can have is _ a negative one toward schooling , held over from chil dhood •. ... If so, he will avoid a learning situation and ha very little confidence in his own ability to learn. y1 Writing on the same theme Puder and Hand say: The lit'erature appears to substantiate the belief that there are many personaliJy factors , or characteristics, which may tend to interfere with the learning of adult · basic education students. Among these we might include : alienation, avoidance, hostility toward authority, withdrawal, violent aggression, fear of schools, self­ image as an illiterate, rejection of the desire to develop intellectually, mental b cks against the 0orld, rigid value systems, and others. � � We want to encourage people to accept the fact that education can and should go on throughout life, but we realize that adults have had many different experiences both in their fo rn1al schooling and follo\'1ing it. These experiences affect their attitudes toward adult education.

Program Planning According to London: Program is defined in the dictionary as 1 1 a brief outline of the order to be pursued, or the subjects embraced in any public exercise, performance, etc. 1 1

llAdult Education , Adult Education Association of the United States of America , Washington, D. C., Volume XVII, Number II, Winter 1967, p_. 74. 1 2william H. Puder and S. E. Hand , 11 Personality Factors vJhfch May1 , Interfere With The Learning Of Adult Basic Education Students 1 Adult Education, A Journal of Research . On Theory, Volume XVIII, Number 2, 1968, p. 91 . 9

It usually re fe1 rs to a plan which is undertaken by a group or indi vidual 1 that has ce rtain ends in view and proposes their orderly achi evement. 1 1 In the fi eld of ad ult education "program " is commonly used to descri be the type of activities devel oped by a voluntary as ociation, agency or non-educational institution for its public. 13 A program planner should consider various factors before developing a program. Some of which nrl ght be, the needs of the different groups, the attitudes toward previous adult classes, the time schedule available to carry the program out , the social characteristics o� the public to be reached, and possible problems · that may hinder the program. London believes : The major task of the program developer , in adult education, is to develop educational activities that will be liberalizing in their impact upon adults. The emphasis must be upon provi ding knowledges, skills , values, attitudes, and hJbits of mind which help each person continue to grow. 4 Some gene ral principles of program planning for adults have been reported in a bulJetin from the Vocational Division of the United States . Office of Education which were · developed by a committee of experienced workers in adult education. They are as f o 11.ows: 1. The curriculum must be geared to the life of the com­ munity if it is to have meaning for the people for whom it was planned.

13 J a ck London, "Program Development In Adult Education", Handbook of Adult Education, ed. by Mal colm Knowles , Adult Education Association of the United States of Ame rica, Chicago, 111 foois, 1960, p. 65. 1 41_E__l_.• . d ' p. 79 . 10

2. Curriculum planning is more likely to be sound when it represents the shared experience of a variety of people rather than the thinking of one individual. 3. Involving all me1:1bers of the group in curriculum planning gene rates inte rest and encourages explora tion of their real needs. 4. An education program 's prospect of success is enhanced when the curriculum is planned in relation to school and community resources. 5. Because change is an inevitable feature of life, the homemaking curriculum cafi function only if it is flexible enough to help people deal with life 's changes. 1 5 \�illiarnson and Lyle describe a well-planned adult homem.aking education program as one that will : l. Help adults to improve their family living. 2. Be based on the best possible estimate of needs and interests that a representative group of adults and educational leaders can make. 3. Be a cooperative venture on the part of educational leaders and school administrators, adults from the communi ty \'-/ho v✓ill benefit from the program, and representatives of any sponsoring or cooperating agencies and org anizations . 4. Remain \vithin the combined financial means of the adults, the organizations, and the schools. 5. Use effectively available community resources, persons and materials . 6. Grow as interest in the program develops. 16 Ideally , educators hope to plan homemaking programs that will eventually reach all the adults in a community, however in most cases a few ·members from various groups or just one particular group are served. One study by Chadderdon and Lyle of Iowa women showing their reasons for attending adult classes gave some

15Homemaking Education Programs for Adu�ts, U. S. Department of H·ealth, Education, and L�elfare, Office of Education Vocational Division, Bulletin No. 268, 1958, pp . 7-10. 1�Hi 11i ams on and Lyle , op • c i t. ; p . 16 2 . 11

._information on the_ kinds of pe op le served by adu lt home making

programs. The wome n in adult cl asses were gi ven a questionnai re and as ke d to gi ve ge ne ral inforrnat ion an d check reasons for

atte ndi ng cl as ses . It was discovered that 62.3 pe r ce nt of the wome n served. were from twenty · six to forty fi ve ye ars of

age, an d that those less than twe nty fi ve ye ars ol d or over

fi fty fi ve ye ars of age participate d the least, 92 per ce nt of the wome n we re , or had bee n married, and most had chi ldre n.

A ·tota1 of 78 per ce nt had some co 11eg e education. 17

It is as sume d that programs are more worthwhile if planned in te rms of co nscious ly and clearly de fined goals , an d that the major goal s wi ll be of improved home and fami ly living.

Logsdon found that the ki nd and type of planning involved in the operation of a homemaking program for adults varie s in de gree and scope wi th the ty pe of co mmunity, size of

program , goal s of the progr&m , and the participants involved. The adult home making cl as ses offered we re based on the interest of many as fo un d by che ck sheets prior to the series , and the re que sts of .the cl ass of the pr�vious year . 18

1 7Hes te r Chadder do n and Mary S •.Lyle , Re asons Gi ven by Iowa Women for Atte nding Home making Cl asses for Adu lts , Iowa Agricultural �xperime nt Station , Special Report 1 2 , - 1955 , p. 12. 18 · ce lia M. Logsdon, Practi ce s Used in Planning and Eval uating Selecte d Adu lt Homemaking Programs ·; n Iowa Schools . Unpublished Has ter's Thesis , Iowa State University of Science and Tech no1 ogy, Ames , I m'la , 1960 . 12

Recommendati ans are often made that a sound program of adul t education should be planned with special consideration for the needs of groups ·differing in such characteristics as location of residence, age, education, nationality, economics and vocational background. Logsdon found in her study �hat most of the teachers did no planning to meet the special needs of adults living in different geographic areas of their school district. Some planning frir specia 1 needs of farm women or f ann and town women combined was reported. Some consideration for the educational needs of sp�cific age groups in the community was reported. Middle-age women, those from th i rty one to sixty years of age , were the ones for �horn most of the teachers did some planning. A smaller number planne d to meet the needs of the younger women, eighteen to thirty years of age. No one gave attention to meeting educational needs of matrons, over sixty one years of age. No teacher reported planning for the special needs of unmarried business women or the semi-retired, or re tired golden-ager. The educational background of the participants was given little thought when making pl ans for the adult classes . Needs of only two income groups were cons·i dered when planning ,--the lov.ier-middle income group ($2500-$4900 yearly) and the upper-middle income group ($8500-$9999 yearly). No teachers re�orted planning fo r the needs of the lower income families or the upper income families. There \�, as evidently no effort made to reach ei ther 1 3

.. of these groups by offering something that would be helpful to them. Nati ona 1i ty groups were given no. cons ideration by any teacher when p 1ann i ng the adult program. 19 Some educators believe that adult classes in homemaking should be of relatively short duration. Wilson found in her study that classes held two hours- at a time, once a week, and for three weeks were the most popular. Evening meetings were preferred by the majority of the respondents . Clothing was a very popular course. It was taught every year for five years ; yet it continued to rank first in the interest of the women in Lampas�s, Texas . 20 Westby found in her survey the extent of adu1t homemaking education in vocationally approved high schools in South Dakota : Analysis of data from the returned questionnaires revealed that , while homemaking education for adults is available as a part of the vocational program in some high schools in South Dakota, in the majority of high schools it is found to be entirely lacking. Of the 109 vocationally approved high schools investigated , 13 offered adult homemaking classes at some time during the three-year period. Five had classes in 1959-1960, eight in 1960-1961 , and seven in 1961-1962, making a total of 20 classes. Some had had classes each of the three years. Fifty-three per cent of the homemaking teachers having classes indicated that they suggested the adult homemaking class be taught, and only 36 per cent indicated the teaching of the class was suggested by the public. 2 1

19Ibid . 20christine Asher Wilson, Planning An Adult Homemaking Curriculum For An independent School District, Unpublished Master 's Thesis, Denton Texas , August 1954. 21i� es t by , op • c i t . , p . 3 2 .

• • '""" II , "- A ,.._...... it I ,�.-':I. ., r l"" , • 14

Wes tby found the areas of home economics that were requested were Clothing and Textiles (51 .6 per cent) , Food and Nutrition ( 18.2 per cent) , Home Furnishings (21.2 per cent) , House Planni ng, Management, and Knitting (3. 0 per cent).22

Future Outlook Sheats believes : The range of choices open to the individual citizen in occupational selection, in architecture , in mobility , in the communication media , and in artistic experience has been broadened through scientific advance and technology . But only through education can the individual be equipped to choose more wisely from among these multiplied alter­ natives those activities which will lead to the fulfillment of the potentiali ties within him ...... • There are respected members of our profession who see the door to a new age opening before us-an age of maturity, a golden age, an age of learning in \vhich by the application of knowledge and cri tical intelligence the obstacles to social advance can be removed. A dis­ tinguished anthropologist has recently called for a whole nev, approach to education· in which the vertical approach to the transmission of knowledge wi 11 give way to the lateral sharing of i nforma.ti on and ski 11 s betv1een and among individuals at all age levels and at various stages in their attainment of a· formal education : 1 1 vJe are now at the point where .we must educate people in our

schools for what no 1 one knows yet, but what people need know tomorrow . 1 The fate and future of adult education in the Uni ted States are inextricably linked with the fate and future of democracy . If democracy · is- to survive , the concept of lifelong learning must prevail. And so , as has been the case before in the history of adult education, we face the future with a combination of faith , knowledge , and experience .... Thus armed, we a· pproach the tasks before us with con fidence, united in the conviction

22Ibid, p. 27. 15

that the l amps ·of learning must be kept burning brightly if man's upward struggle tow ar d self-reali zation and soci al order is to proceed. 2 3

23Paul H. Sheats , 11 P.resent Tren ds an d Future Strategies 11 In Adu lt Educ ation , Handbook of Adult Education , ed. by Malcolm Kn owles , Adu lt Educafion Association of the United States of Ame rica, Ci1icago , Illinois, 1960 , pp . S60-6l. PROCEUURE

The writer became aware of the needs of the homemakers in Castlewood and the problem of home economics teachers finding time in their busy s chedules to organize and teach adult cl asse s . She decided to learn more about the adult homemaking program in South Dakota and other states and plan some aids to attempt to he lp the homemakers and teachers with adult homemaking education.

Information From State Office The writer contacted Miss Van Overschelde, State Super­ visor of Home Economic s Education, to obtain inforn1ation on adult homemakin g classe s i n South Dak ota . For state reports see appendix, Exhibit A.

Questionnaire to State Supervisors A questi onnaire was pre�ared and sent to home economics state superv i sors in 12 selected midweste rn s tates jointly

by the author and f-'lrs. Sandra Aamlid , becaus e data collected could be used in two pieces of re s earch . The states Here chosen becaus e of their geographi c locati on and the common neecls and i ntere s t of people i n thi s area . . A letter of explanation about the study and a self -addressed , s tamped envelope accompanied the questionnaire. For letter, questionnaire , and "li st of state s uper.v i sors who parti ­ cipated in study see appendix , Exhibits B, C, and D. 17

� Ques ti onnaire to Clothing Construct ion Teachers More informati on was- needed on the actual content of adul t cl othing construction courses of fered in South Dakota in 1966- 1967. A questionnaire was prepared and sent in March 1968 to the 15 home economics teachers who had reported adult classes in clothing construction during th·e 1966-1967 school term. A letter of explanation about the study and a self -addressed, stamped envelope accompanied the questionnaire. For letter. and · questionnaire see appendix, Exhibits E and F. One late respondent received a duplicate questionnaire . For second letter see appendix, Exhibit G.

Organization and Teaching of Home Furnishings Class On the basis of the data tabulated from these inquiries and the interest of homemakers in Castlewood , a class 1 1 Selection of Home Furnishings 1 1 \vas organized and taught by the author and Mrs. Susan Re e ves , Home · Economics Teacher at Castlewood �igh School. The class was advertised by posters in the community and an article in the local newspaper . The classes were _scheduled to meet in the evenings for two hour sessions, once a week for five weeks. For plans, resources, news article, and evaluation sheet, see appendix, Exhibits H, I, J, and K . pr�anization and Teaching of Selection and Care of Clothing Class On the basis of the data tabulated from the questionnaires and the- inierest of homemakers in Ca�tlewood, which was deter­ mined from requests from the previ ous class, a class "Selecti·on 18

.,.and Care of Clothing11 was organized and taught cooperatively by the author and Mrs . Susan Reeves . The cl asses were scheduled to meet for four weeks . For questi onnai res , plans , resources , and evaluation sheet, see appendix, Exhibits C, F, L, M, and N. The res ults of the investi gati on were summari zed, conclusions drawn , and re commendati ons made. RESULTS

The res ults were baseu on data obtained from tile state offi ce of Home Econornics Education , selected home economi cs state supervisors in the mi dv;estern states , and home economi cs teachers in South Uakota \vho reported teaching adult clothing construction classes in 1966-1967, 0valuation of the home furnishings class , and evaluation of the selection and care of clothin g cl ass .

Information from State Offi ce

In 1 964-1 96!5 there were 25 adult horne1nakin g classes taught, 16 (6�%) in clothin g constructi on and 9 (36%) in other areas . In l 9G5--1 %6 there \'/ere 23 adult hornernakin g cl asses taught, 13 (57%) in clothin g construction and 10 (43%) in other areas . In 1 966- 1 967 there were 23 adult homemaking classes taught, 16 ( 70)� ) in c_lothing construction and· 7 ( 301�) in other areas . Tne other areas included were : knittin g , medical self hel p ) fami ly re lati ons , clothin g selection and care , food pre·parati on , home furnishings , and furniture refinis hing and upholstery . Thi s shmved a small number of adult homemaking c l asses \vcre being taught in Sout11 Dakota , and of that number more classes \-vere bei ng taught in clothing coristructi on than in al l other areas combined. This i nformation was shown in Table l. For state reports see appendi x ; Exhibit A. 20

Table 1 .. Adult Homemaking Classes in South Dakota

Class 1964-65 1965-66 1966-67

Clothing Construction lG 1 3 1 6 Clothing Selectio� & Care 5 2 1 Furniture Refi nishing l 1 Kni tting - 2 4 4 Medical Se1f He·1 p l l Food Preparation 1 Fami ly Rel ati ans l Home Furnishings l

Total 25 23 23

Questi onnai re to State SLD>ervisors The ques ti onna·i res that v,ere sent to the Home Economi cs State Supervis ors in 12 selected states were returned 100 per cent. One had to be eliminatecJ because of lack of records . Two states did not report the number of cl asses taught on each subject but gave the total number of cl asses in· each subject matte r area. These

were charted in Table 2 as 1 1 Subj ec_t Area - 2 Comprehens ive

1 • Reports 1 Tne data ·on the number of adult. homemaking classes in each area revealed that Clothing Construction was the adult home­ making class most frequently taught in the mi dwestern states . I nteri or Decoration ranked second i11 populari ty, whi le Selection , and Care of Clothing ranked near the bottom wi th only eight . Thi s information v,as classes being taught in 1 966- 1 967 . tabuluted in Table 2 . For questionnai re see appendix, Exhibi t C. 21

Tab]e 2. Adult Homemaking Classes Taught in Midwestern States in 1966-1967

Subject Number of Classes

Clothing Constructi on 1512 Interior Decoration 499 Child Care and Parent Education 356 Textiles and Clothing-2 Comprehensi ve Reports 308 Family Relations 179 Food Preparation 174 Others-2 Comprehensive Reports 167 Tailoring 135 Th� Home-2 Comprehensive Reports 94 Upholstery 85 Food and l�utri ti on-2 Comprehensive Reports 55 Meal Planning-Nutrition 50 Others-Management 49 Knitting 46 Others-Hospitality 40 Refinishing Furniture 37 Millinery 32 Others-Family Health 31 Housing 26 Others-Family Finance 23 Children 's Clothing 20 19 Foreign Foods 18 Others-Consumer Education Cake Decorating 12 9 Personal Development 8 Selection & Care of Clothing Less than 8 19

uestionnaire to Clothing Construction Teacher� Fifteen teachers reported teaching adult classes in clothing construction in 1966-1967. One of these reported two classes being ta�ght in her school. All questionnaires were returned, for q ues ti onn a i re see a p pendi x , Ex hi bi t F . n Table 3 relates the teachi ng ex, erience of home eco omics seven teachers in the position they held in 1966-1967. Forty 22

. per cent of the t�achers had taught less than 3 years, 27 per cent taught 3-4 years, 20 per cent taught 5-6 years , and only one teacher taught more than 6 years in the position.

Table 3 . Teaching Experience of Teachers in 1966-1967 Position

Years Number of Tea chers Per Gent

Less than 3 7 47 3-4 4 27 5-6 3 20 Over 7 1 6

Seven teachers reported that clothing construction courses were offe red before they took their position in the particular school. Seven teachers reported that no adult classes were offered, while one stated that home care of the sick was offered. In Table 4 the total adult homemaking classes taught in these schools over a three year period were tabulated. This showed that more adult classes in clothing construction were taught than the to tal number in all other areas of homemaking.

Table 4. Adult Classes Offered In Community

1 964-65 1965-66 1966-67 Adult Clas ses

6 7 16 Clbthing Construction 1 Home Furnishings 1 Physical Fitness 1 1 Knitting l 1 1 Mi 11i nery l ______.,______======--_:::-_____------_ -_-_-_- _- :..,_ __ �--- _- _- _- 23

The adult homemaking courses offered each year by the teacher have been the result of many influences . The three most popular reasons given by the teachers for selecting clothing construction were : (1) people in the community asking for class , (2) request from a previous class, and (3) a secure feeling of ability in clothing construction. Other reasons were : vocational and adult education director of the high school decided adult classes in clothing construction w6uld be taught , .ju�t offered the class to find out how many were interested, and decided by the administration . This information was shown in Table 5.

Table 5. Reasons For Selecting Clothing Construction

Reasons for Selection Number of Teachers

Request from a previous class 6 Results of a questionnaire . sent 1 Secure feeling of ability 5 Request of people in community 8 .Decision of Vocational and Adult Education Director 1 Decision of Admi nistration 1 Teacher decision to offer it 1

The number of lessons taught in adult classes in clothing construction was shown in Table 6. Eighty six per cent of the . classes met from 7 to 10 times. One class met 12 times, and one met 20 times. 24

.Table 6. Number of Lessons Taught

Number of Lessons Taught Number of Classes

1-10 12 11-20 2

Two hour class periods seemed to be the most popular length. Fifty seven per cen_t reported t\-✓ 0 hour cl ass periods , · twenty-nine per cent with three hour periods, and fourteen percent with two and a half hour class periods. This was tabulated in Table 7.

Table 7. Length of Class Periods

Hours of Class Period Number of Classes Per Cent

2 8 57 2 1 /2 2 14 3 4 29

The number of ladies enrolled in the adult classes in clothing construction \-vas shown in . Table 8. The average attendance was tabulated. The percentage of attendance ranged from 67-1 00 per cent. ·Other classes requested or offered in the community were few, as shown in Table 9. 25

Table 8. Enrollment And Average Attendance

Enro 11 ment Average Attendance Per Cent

7 6 86 10 8 80 10 . 10 100 12 11 92 13 10 77 14 14 100 14 11 79 18 14 78 18 13. 5 75 20 17 85 20 18 90 24 16 67 25 23 92 25 23 92 30 25 83

Table 9. Other Classes Offered Or Requested

Classes Offered Number of Requests

Nutrition 2 Consumer Buying 1 Meal Planning 1 Knitting 1 Quick Meals 1 Grooming l

Eleven teachers had previously taught adult classes. Eight classes were in clothing construction, two in home furnishings, and one each in knitting, physi cal fitness , grooming and dress. Table 10 concerning items inclu�ed in the clothing construction classes showed that buyi ng clothes, planning \•Jardrobes , appearance 26 and grooming , and . caring for clothes received little emphasis. The items concerning construction processes rated h�gh . Other items that a teacher i�cluded were : specific problems , accessories , finishing touches, selecting tailoring fabrics and notions, and use and care of ·machine.

Table 10. Items Included in Adult Clothing Construction Classes

Course Content Items Number

Appearance and Grooming 5 Fabrics and Finishes 10 Color and Design of Clothes 9 Planning Wardrobe 2 Buying Clo thes 2 Caring for Clothes 5 Interpreting Labels 9 Fitting and Altering Pattern 14 13 Analyzing the Figure 13 Equipment for Sewing 12 Sewing by Machine - 14 Sewing by Hand 13 Pressing 4· Preparation for Sewing 1 Basic Clo thing Construction 13 Advanced Clothing Construction 9

. Organization and Teaching of Horne Furnishings Class Home Furni shings was selected for the first class to be taught because the information from the inq uiries showed it ranked second in popularity in the midwestern states , the homemakers in Cas tlevrnod expressed a definite interest in this area, ·and only one class had b6en taught in the past three years in South Dakota . 27

Eleven homemakers enrol led in the class 11 Selection of Home Furnishings'' . They evaluated the course by checking the value of the topics studied as very valuable, of some value , and of no value . They were also urged to write comments. For evaluation shee t see appendix , Exhibit_K. The homemakers believed the study of carpets was inforn1ative and 100 per cent checked it as very valuable. l✓ood furniture , upholstered furniture and lighting ran ked next with 82 per cent · ·considering them very val uable. �Jindmv treatments were ranked very valuable by 55 per cent but of some value by the remaining 45 per cent. Forty five per cent felt accessories were very valuable, and 27 per cent ranked hard surface floor information very va 1 uab1 e. None of the topi cs were checked of no va 1ue . This in f o n11at ion v, as tabu 1 ate d in Tab 1e l1 .

Table 11. Value of Topics Studied in Hom� Furnishings Class

Ver;t_ Valuable Of Some Value

OI Topics Number /o Number %

1 1 100 0 Carpets 3 27 8 73 Hard Surface Flooring 9 82 18 Wood Furniture 2 9 82 2 18 Upholstered Furniture 55 5 45 Window Treatments 6 9 82 2 18 Lighting 5 6 Accessories 45 55 28

The homemakers were asked to check the devices through which information was gained as to how valuable they were in helping them select home furni shings.

I The fie 1 d trip to Davey s \vas checked very val uab 1 e by l 00 per cent, samples and the filmsttip by 82 per cent, class discussions by 64 per cent, pamphlets 55 per cent, opaque projector by 36 percent, and resource person by 86 per cent. This information vrns shown in Table 12.

Table 12. Evaluation By Adults Of De vices Used In Home Furnishings Class

Vert_ Valuable Of Some Value Device Number % Number %

Filmstrip 9 82 2 18 6 86 l 14 Resource Pers on 9 82 2 Samples 100 0 18 Field Trip to Davey 's 11 4 36 7 64 Opaque Projector 64 Class Discussions 67 55 4 36 Pamphlets 5 45

Comments from homemakers evaluating the class were :

1 1 1 think the class has been very worthwhile. It vrnuld have been 1 couple more classes to give more ni cer if we could have 1 had a time for each subject. 11Enj cl much. The carpeting and furniture oyed the ass very 11 interested me the most. ans . The 1 1 The progr--m could have more lessons with shorter sessi cost was very inexpensive considering the valuable information received. The time \\las fine and well spent.'' 29

.. "Learned a lot from the progr am . His h there was more time for dis cussions ."

"Enjoyed the class . Thanks . 11

"Enjoyed the program so much . It \'/as very wort hwhile and educational. Al l the fi lms tri ps , samples , etc. ma de it so much easier to . unders tand. 1 1

Comments on s pecifi c topics were :

Carpets

1 1 Fe el can now go and buy with a more practi cal outlook ."

"Got to know dif ferent carpets . 1 1

Upholstered Furnit ure

"Just have been wis hing I co ul d learn more about buyi ng furniture. "

Resource Per s on

"This was good , v,el l given lessons.

Fiel d Trip to Oavey's Furn iture Store

1 " Very interesting an d educational . 1

" Very interesti ng , very benefic-ial . 11

"Was very educational . Learne d a 1 ot of different thi ngs. 1 1

1 11 1 �ould enjoy this agai n.

Class Discus_sions

"These were very good. 11

Pamph lets

11 1 �� i l l he 1 p a l o t i n the f utu re . 1 30

Organization and Teaching of Sel ection and Care of Clothing Class Selection and Care of Clothing was chosen for the second class to be taught because the information from the inquiries showed that there were only eight classes taught in the mid­ wes tern states during 1 966- 1 967 , · one �f which was taught in South Dakota , and the homemakers in Castlewood said they were interested in this area. The author felt , if teaching aids were available for · Selection and Care of Clothing , other home economics teachers might be encouraged to use them . It would ·be possible to teach a separate unit, or to include them in the introduction to a clothing construction unit \•Jhich seemed to be a very popular adult class. Nine homemakers enrolled in the adult class "Selection and Care of Clothing ". t-�ay was a busy month vri th school activities and difficult to schedule .a·dult c 1 asses . The homemakers \!tere interested enough to fit the classes into their schedule either after school or in the evening . The homemakers were asked. to- evaluate the class by fil ling out an eval uation sheet. Nine homemakers (100 per cent ) stated they fel t more adequately prepared to se 1 ect ready made clothing , learned helpful shopping tips , benefited educationally f�om the class , and felt that the class time spent was worth­ while. For evaluation sheet see appendix, Exhibit N. Commen ts from homemakers evaluating the class were :

1 11 1 I especially 1 i ked washing tips . 31

"It would be helpful to the consumer to have a few garments brought to class and examine them-pointing out features to become av,are of in purchasing products. 1 1

Comments on : Do you feel you are more adequately prepared to select ready made clothing? "Yes, because any new knov1l edge on the new fabrics is real essential. 11 "I have learned more about fabrics and what to look for in ready made clothes. " "I have learned a lot especially on fabric types . 1 1 . "The description of materials have more meaning-I now have a better understanding of the composition of fabrics. "

Comments on : Have you learned hel pful shopping tips? "For the proper care and use of the cloths . 1 1 11 I have 1 earned vJhat to 1oo k for-good and bad points. 11 11 Tips and facts given in the discussion gave me an awareness of the importance of the tags on garments. 1 1

Comments on : Have yo�- benefited educationally from this class? "Terms used by the manufacturers were explained, and nmv I under­ stand the generi c names of fibers produced." "Yes, because one must know how to care and prolong wear of the nevi fab'ri cs.

Comments on: Do you feel that the class time spent was worth- while? "Very much so-I hope to be a wiser shopper. " 1 1 . Yes, it "'as ti me we 1 l spent 11 "I learned different things about the fabrics. " "Very ·11elpful. 1 1 CONCLUSIONS

In view of the results of the study the writer came to the following conclusions : 1. Reports from the state office of Home Economics Education showed that there were more adult clothing construction classes taught in South Dakota during the 1964-1967 school years than in all other areas combined. 2. Clothing· Cons truction \•tas the adult homemaking class that was taught mos t often in the midwestern states . Home Furnishings ranked second, and Selection and Care of Clothing ranked near the bottom. 3. In most of the adult clothing construction classes held in South Dakota during 1966-1 967, buying clothes, planning wardrobes , appearance and grooming , and caring for clothes received little emphasis . More emphasis was concentrated on construction procedures. 4. In the home furnishings class the homemakers enj oyed mos t the s tudy of carpets . They felt the mos t beneficial and enjoyable experience was the field trip to Davey 's Furniture Store. The field trip was a tieing in of all the topics studied, and the application of some of the things they had learned in class . 5. The homemakers felt that tv,o hour periods were about the �ight length . Some of the home furnishings classes lasted 33

�longer, and they sugges ted having more les sons an d not letting the class run over the two hour period. 6. In the selection an d care of clothing class the home­ makers v,ere most interes ted in fi bers and thei r characteristi cs, and laundry. 7. Actual samples were important in the teaching of the clothing selection class, and the members felt they mi ght have brought addi tional samples for use in thi s parti cular . class . -So�e schools may have a better supply of samples in their department. 8. In the past homemakers have been found to want to learn. In the present situation the homemakers in Cas tlewood availed themselves of the opportuni ty to attend adult homemaking classes . RE COMMENDATI ONS

Recommendations of the author, as a result of this study are : l. A larger variety of homemaking courses be offered to adults in South Dakota . 2. The plans and teaching materials used be made avai lable to home economics teachers for their use . 3. The results of the study be shared \'Ji th the home economics state supervisors , who participated in this study , and other state supervisors upon request . 4. A flexible plan of instruction, which can be changed as new needs are recognized, should be formulated. 5. That these adult hom�making courses be tried in various communities in South Dakota, and a report be given to the state office. 6. The classes be he) d approximately two hours . 7. Samples be used generously for homemakers to examine. Class members might supply some of these . 8. If possible a field trip be planned to a furniture store to apply what they have learned in the home furnishing class. 9 . The units planned in this study be used as guides and adjusted to the particular situation by the author and by others who may find them he 1 pfu 1 .. 35

10. Another pi ece of research fo llow up this study to determine v, hether home economics teacher s took advantage of the avai lable material , and if it increased their interest in teaching adult homemaking classes . 36

LITERATURE CITED

Adult Education , Adult Education Association of the United States of America, Washington , D. C. , Spri ng 1967, p. 152. Adult Education , /\dult Education Association of the United States of America , Washington , D. C., Volume XVII, Number II, Winter 1967, p. 74. Adult Education A New Imperative- For Our Times , The Adult Education Assoc iation of the United States of America, 1961 , pp. 4-6. Blakely, Robert J., "What Is Adult Edu ca ti on? ", Handbook Of Adult Education , ed. by Malcolm Knowl es , Adult Education Association of the Uni ted States of America , Chi cago , Illinois, 1960, pp . · 3-4. Burt , Jesse , "In Teaching /\dults-Put Over Your_ Subject" , Adult Leadership, Adult Education Association of United States of Ameri ca, Washington , D. C. , Volume VI , Number I, May 1967, p. 9 . Chadderdon , Hester, and Ly l e, Mary S., Reasons Given By Iowa Women For Attending Homemaking Classes For Adults , Iowa Agricul tural Experiment Station , Special Report 12, 1955, p. 12. Homemakinq Education Programs For Adults , United States Department of Health, Education and Wel fare , Office of Education Vocational Division, �ulletin No . 268, 1958, pp. 7-10. How Adul ts Can Learn More- -Faster, National Association of the Public School Adult Educators , Washington , D. C., 1961 , p. 7. Logsdon , Celia M. , Practices Used· In Planning and Evaluatinq Selected Adult Homemakinq Programs in Iowa School s, Unpublished Mas ter's Thesis , Iowa State University of Science and Technology , Ames , Iowa , 1960. 11 London, Jack, "Program Development In Adult Education , Handbook of Adult Education , ed. by Mal colm Knowles , Adult Education Associati on of the United States Of America , Chicago, Illinois , 1960, pp. 65, 79. Puder, vJi lliam H., and Hand, S. E. , "Personality Factors lAJh ich May Interfere vJ ith The Learnin� Of Adult Basic Education Students '' , Adult Education , A Journal of Research On Theory , Volume XVIII , Number 2, 1968, P� 91 . . 37

Royal Bank of Canada Monthly Letter, "Adult Learning Is Necessary'' , Montreal , Canada , Vol ume 44 , Number 10 , October 1963 , p. 1.

Schmidt , t✓ arren H., and Svenson , Elwin V. , "Methods of Adult 11 Educat ion , Handbook of Adult Education , ed . by Malcolm Knowles , Adult Education Associ ation of the United States of America , Chicago, Illinois , 1960 , p . 82.

Sheats , Paul H. , "Present Trends and Future Strateg ies In Adult Education'' , Handbook �f Adult Education , ed. by Malcolm Knowle s, Adult Educati on Association of the United States of Ameri ca, Chicago, Illinois , 1960, pp . 560-561.

Westby , Marlene Olson , A Survey Of The Extent Of /\dult Home­ makinq Education In Vocationally App roved Hig h Schools In South Dakota With Implications For Possible Expansion , Unpublished Master 's Thesis, South Da kota State University , March 1963.

Williamson , Maude , and Ly le, Ma ry S., Homemaking Education For Adults , ft. ppleton Century Company , New York , 1949 , pp . 75 , 162 .

Wilson , Christine Asher , Plannin g An Adult Homemaking Curriculum For An Independent School Di strict, Unpublished Mas ter1 s Thesis , Denton , Texas , Aug us t 1954. A P P E N D I X 39

APPENDIX

INQUIRIES Page Exhibit A State Office Reports .. . . 40 Exhibit 8 Letter To State Supervisors . 43 Exhibit C Questionnaire To · s�ate Supervisors . • • 44 Exhibit D List Of State Supervisors Participating In Study ...... • ...... 46 Exhibit E Letter To Clothing Construction Te�chers 47 Exhibit F Questionnaire To Clothing Construc t'i on Teachers ...... 48 Exhibit G Second letter To Clothing Construction Teacher ...... 50

HOME FURNI SH INGS CLASS Exhibit H Plans 51 Exhibit I Resources . 61 Exhibit J News Article ...... 64 Exhibit K Evaluation Sheet .. . • • • 6 5

'SELECTION AND CARE OF CLOTHING CLASS Exhibit L Plans ...... 66 Exhibit M Resources 76 Exhibit N Evaluation Sheet . • . 79 40

EXHIBIT A

STATE OFFICE REPORT

HOME ECONOMICS--ADULT EDUCATION 1964-1965

School Area M F Man Hours 1. Aberdeen Clothing Construction 16 640 2. Alcester Clothing Construction 24 432 3. Canistota Clothing Selection, & Care 14 144 4. Elk Point Clothing Construction . 12 288 5. Lennox Clothing Construction 8 144 6. Madi son--Centra1 Clothi ng Construction 9 144 7. Menno Furniture Refinishing 7 175 8. Mission Clothing Construction 10 120 9. Parkston Clothing Construction 10 3,000 10. Rapid City, Sr. Clothing Construction 31 l ,023 11. Rapid City , Sr. Tailoring 20 720 12. Salem Clothing Construction 14 280 13. Salem Knitting 8 96 14. Scotland Clothing Construction 15 180 15. Waubay Clothing Construction 12 160 16. Winner Clothing Construction 10 225 17. Winner Tailoring 10 175 18. Yankton Clothing Selection & Care 27 940 19. Harrisburg Clothing Construction 4 60 20. Beresford Clothing Construction 15 270 21 . Beresford Knitting 40 . 320 22. Miller Clothing Selection & Care 21 378 23. Miller Clothing Selection & Care 22 396 24. Mi 11er Clothing Selection & Care 22 396 25. Hudson. Medical Self Help 18 468

399F 11 ,174 Hours 41

HOME ECONOMICS--ADULT EDUCATION 1965-1966

School Area Enrollment Man Hours l. Aberdeen Clothing Selection & Care 16 640 2. Alcester Knitting 11 300 3. Canistota Family Relations 22 164 4. Castlewood Knitting 15 75 5. Chamberlain Knitting 15 110 6. Chamberlain Clothing Construction 12 110 7. Clark Clothing Construction 14 280 8. Custer Clothing Construction 9 150 9. Faulkton Clothing Consttuction 12 2,000 10 . Hudson Food Preparation ·16 96 11 . Hudson Medical Self Help 20 320 12 . Huron Clothing Construction 30 450 13. Ipsvli ch Home Furnishings 15 I 180 14. Lemmon Clothing Selection & Care 12 432 15 . Madison--Central Clothing Construction 15 360 16. Mitchell Clothing Construction 9 180 17 . Pierre Knitting 6 108 18 . Pierre ClothiDg Construction 10 200 19 . Rapid City Clothing Construction 21 672 20. Rapid City Tailoring 18 600 21. Salem Clothing Construction 7 140 22. Wessington Springs Clothing Construction 17 510 23. Winner Tailoring 10 240

324F 8M 8, 327 42

HOME. ECOfWMICS--/\DULT EDUCATION 1966-1967

School Area Enrollment Man Hours 1. Aberdeen Clothing Selection & Care 14F 560 2. Aberdeen Clothing Construction 14F 560 3. Beresford Knitting lO32F 240 4. Bridgewater Clothing Construction 4,000 5. Chamberlain Clothin� Construction lOF 6. Clark Clothing Construction 6F 120 7. Emery Clothing Selection and Construction 2412F 240 8 . Faulkton Clothing Construction 540 9. Hudson Food Preparation 15F 135 10. Lemmon Tai loring 14F 504 11. Madison-Central Clothing Construction 6F 120 12. Menno Refinishing & Upholstery 12F I 450 13. Milbank Clothing Construction . 25F 395 14. Mitchell, Sr. Clothing Construction lOF 300 15. Mobridge Clothing Construction 18F 360 16. Pierre Knitting 13F 208 17. Rapid City , Sr. Clothing Construction 25F 800 18. Rapid City, Sr. Tailoring 19F 62 19. Roslyn Knitting 9F 600 20. Scotland Knitting 15F 90 21 . Sisseton Clothing Construction 20BFF Hi 600 22. Spearfi sh Clothing Construction 160 23. v/inner Clothi ng Construction and Tailoring 18F 360

358F 1M 11 ,539 43

EXHIBIT B

LETTER TO STATE SUPERVISORS

Home Economics Education Department South Dakota State University Brookings, South Dakota 57006 - March 4, 1968

------=,,_....,---, Director Home Economics Education Division of Vocational Education State Capital Building City, State Dear Miss ----- The attached questionnaire concerning the adult education program in vocationally approved high schools in your state is part of two cooperative research studies on adult programs. These studies are being conducted in partial fulfillment of the requirement for a Master of Science degree at South Dakota State University. We a re especially i nt e_res ted in any criteria which your state may have for the adu-lt programs in public schools and any unit plans that are available in your office . Please fill out the questionnaire and return it pr6mptly in the enclosed stamped, self-addressed envelope. May we take this opportunity.to thank you for your cooperation and your immediate reply. ·si neere ly, (Mrs. ) Lilyan K. ·Galbraith, Head (Mrs. ) Ramona Warwick Graduate Student_ (Mrs. ) Sandra Aamlid Graduate Student 44

EXHIBIT C

QUESTIONNAIRE TO STATE SUPERVISORS

ADULT EDUCATION IN VOCATIONALLY APPROVED HIGH SCHOOLS IN YOUR STATE State ------Date -----· - State Supervisor ------Do you have adult classes in home economics in your state? _y es no If no, please turn to the last · question on the next page. Are the classes a requirement of the vocational program? __yes _no Is there any reimbursement from vocational funds? __.y es no If yes, how are they distributed?

Do you have any state wid� criteria which these classes must meet such as course content, teacher qualifications or organization? __yes _no If yes, please enclose a copy. Do you receive plans of course content for adult classes? _y es no If yes, by whom is thi s material prepared?

Are subject matter uni ts available from your office for teachers to use? __yes no If yes, by whom is this material prepared?

1966-1967 school year statistics Number of vocationally approved home economics departments . Total number ful l time teachers in the vocational departments. Number of adult classes conducted through these departments. Number taught by the home economics teacher ___ Number taught by other personnel Number involving team teaching: by home economics teachers ---,--- 1. by 2. home economics teachers and ______Average class enroll ment ___ 45

What subj ect matter areas were taught in the adult classes? Please list. the number of classes in each area for 1966-1967. Textiles and Clothing Food and Nutrition Construction Food Preparation --Selection and Care --Meal Planning-Nutrition --Tailoring --Food Budget --Kni tti_ng --Cake Decorating --Fabrics

The Home Individual Development Refinishing Furniture Family Relations --Upholstery --Child Care --Interior Decoration --Kitchen Planning

Others Manaqement --Medi�al Self-Help

Are any classes specificly Gainful Occupational Education Courses? _yes _no If yes, please list the titles · or subject areas.

If there are any changes being considered in your present program please explain briefly . 46

EXHIBIT D

STATE SUPERVISORS PARTICIPATING IN STUDY

STATE NAME Colorado Lucille C. Fee (Mrs. ) Illinois Lois M. Smith (Mrs. ) Iowa Gladys Grabe Kansas Elizabeth Hirschler · · Minnesota Lyla M. Mallough Missouri Ma rie D. Huff (Mrs. ) Montana Flora Martin Nebraska Janet Wilson North Dakota Maj ore Lovering South Dakota Imoge�e Van Overschelde Wisconsin Kathryn Gill Wyoming My rtle Gillespie (Mrs.) 47

EXHIB IT E

LE_TTER TO CLOTHING CONSTRUCTION TEACHERS

Castlewood, South Dakota March 20, 1968

Miss ------High School ------' South Dakota Dear Miss As a part of the work for a Master 's Degree at South Dakota State University I am making a study of adult homemaking education in South Dakota. You reported to the state office that you taught an adult class in Clothing Construction or Tailoring in 1966-1967. In order to determine the extent of information actually taught in clothing construction classes last year, will you please answer the enclosed questicinnaire even though you may have changed positions. Would you please check this. questionnaire and return to me in the stamped, addressed ei:ive1 ope by March 25, 1968. Hhen the results of this research are made available to the home economics teachers you should benefit when planning future adult classes .. Your cooperation and prompt reply will be greatly appreciated. Sincerely,

Ramona Wanli ck- 48

EXHIBIT F

QUESTIONNAIRE TO CLOTH ING CONSTRUCTION TEACHERS

Name ------Date

------.Name of 1966-1967 School 1. How long had you taught in the position you held in the year 1966-1967? (Do not include this year. )

2. What adult classes were offered in the school before you took the position?·

3. Choice of adult classes offered? a. 1964-1965 b • 196 5- 1966 c. 1966-1967 4. The unit Clothing Construction was sel ected because of: ------a. request from a previous class ------b. The results of a questionnaire sent with more than one area from which to choose. ------c. a secure· feeling of ability in clothing constr�ction. ------d. other ------5. ______Number of lessons taught. 6.- ______Length of cl ass· period. 7 .. ______Number of ladies enrolled. 8. ______Average attendance . 49

9. Other classes requested or offered in the community: a. Nutrition e. Consumer Buying b. Child Development f. Time & Energy Management c. Understanding Your g. Meal Planning Teenager d . Selection of House h. (Other) Furnishings

10. Units previously taught : . a. b. ------11 . Please check the items you included in your clothing construction unit. a. Appearance _and Grooming b. F�brics and Finishes c. Color and Design of Clothes d. Planning a Wardrobe e. Buying Clothes f. Caring for Clothes g . Interpreti ng Labels h. Fitting and Altering the Pattern i. Analyzing the Figure j. Equipment for Sev.ring k. Sewing by Machine 1. Pressing m. Sewing by Hand n. Preparation for Sewing o. Basic Clothing Construction p. Advanced Clothing Constructi-0n q. Others 50

EXHIBIT G

SECOND LETTER TO CLOTHING CONSTRUCTION TEACHER

Cast l ewood , South Da kota May , 1968

Mrs . ------High School ------, South Dakota Dear Mrs .

In checking the returns of the questionnaire , I find that I have not yet received a comment from you . If this study is to be comp 1 ete , your reply is very important . Please fill out and return the enclosed questionn­ aire in the sel f -addressed , _ stamped envelope as soon as possible . Thank you for your cooperation. Sincerely,

Ramona vJa nJ i ck 51

EXHIB IT H

PLANS

HOME FURNISH INGS

When a homemaker has finished the unit on selection of home furnishings she will be better prepared to evaluate : a. purchase of carpet and hard surface flooring in terms of sui tabi1 i ty, cost, and care . b. furniture in relation to construction, materials us�d, and care . c. accessories in regard to selection and arrangement. d. purchase of window treatments in terms of suita­ bility , cost, and care. e. household lighting as to effectiveness, efficiency, and decorative value. 52

Concept: Carpet . Behavioral Objectives: To be able to evaluate and purchase carpet in terms of suitability , cost , and care.

Content Student Involvement In order to get full value from color, it is necessary Filmstrip-"Color and You", to know what it can do and and pamphlet-Color, Its Effect plan for its use. On You, J. C. Penney Co. How can the dimensions of Discuss hue , val ue, intensity, color affect the appearance warm and cool colors and of your home? their effects. Show pictures from magazines.

How are your. feelings Show magazine pictures. influenced by the colors Use colored lights(revolving around you? Christmas tree lights). What are the standard Discuss Monochromatic, Con­ color harmonies? trasting , and Analagous. Use color wheel. What are the guideposts Color quiz-What Colors �ake that will help us app­ You Sing? reciate what could be Checksheet on procedures for expected when certain .c·o 1 ors planning color schemes. are used together? Quality of carpet depends chiefly upon type and grade 11 of fiber used, construction Film-"Buying Carpets and Rugs , of the yarn, depth of the American Carpet Institute pile and density of the pile. What are advantages and Study comparison sheet. disadvantages of the common Examine samples of the various fibers used in carpets? carpet fibers . How will the type of con- Discuss Velvet, Wilton, Tufted. _struction affect your Show carpet samples to illus­ selection of a carpet? trate. 53

Content Student Involvement What re l ation does depth and Demonstrate with actual density of pile have on the carpet sampl es . wearing qual ities of the carpet? In what way' does carpet backing affect the appea­ rance and performance of the carpet? Wel l -chosen carpet is the basis of a room 's decor, bringing all the - furnishings into harmony to make the home more enjoyable. Which size carpet or rug Discuss advantages and dis­ wil l best meet your advantages of Wall -to-wall, needs? Room fit, Room size, Area, Scatter, Accent. Demonstrate effects of this with a dol l house and furniture. How should your rug look? General rules for color Use equal size boxes and have Color related to room homemakers line them with light , size� dark, medium hues, then with Design- stripe, floral, various textures. Illustrate tweed, solid. · effects of various val ues and intensities on apparent room size and mood . What fundamental val ues can be obtained through Discuss warmth, comfort, quiet , ·use of carpeting? safety , easy care. Develop a bulletin board through use of cartoons and jingles. A carpet underl ay wil l lengthen the life of a rug, increase soft­ ness and warmth and absorb noise. What proof do we have that Discuss experiences they have carpet underlay improves _ had, or have knoan about, with the performance of a carpet , carpet underl ay. or rug? 54

Content Student Involvement What are the advantages and Discuss and show samples of hair, disadvantages of common jute, hair-jute combination s, materials used in making sponge rubber, synthetic, carpet underlays? urethane foam . What factors should be con­ Discuss weight per square yard, sidered when purchasing . sizes available, fitting, and carpet underlay? tompare different weights and show effect under carpet samples. Carpets and rugs retain their . handsome appearance for many years if a simple regular care plan is followed . What care is needed? Discuss dai ly, weekly , periodic cleaning. Chart: Demonstration of cleaning methods such as wet or dry. For stain removal, what Stain samples and demonstrate principles should be how to remove stains. foll ovJed?

Concept : Furni ture Behavioral Objectives: To recognize basic furniture styling as a basis for coordinating furniture in the home. To recognize high quality features in upholstered and wood furniture.

Content Student Involvement Periods in furniture styling can be recoanized by certain general cha racteristics. · _ What styles of furniture Use illustrations on opaque j j are popular on the market pro3M ector or overhead pro ector. today? Pri nted Originals on Period , Furniture Designs #28. 55

Content Student Invol vement How do these vary from Compare as to mood , construction , antiques? details , durability , function­ alism, etc. How can different styles Set up guidelines to follow. and period� of furniture . Use illustrations from magazines. be combined effectively? Qua 1 i ty in furniture may be determined by studying the frame, springs, underconst- - ruction, wood , and finish. How can you recognize a Develop buying guides. well-constructed piece of Point out features on an wood furniture? actual piece of wood furniture. a. Woods hard vs. soft veneer vs. solid Show samples of various woods. b. Solidness c. Joints and Supports The "shop department" in butt, tongue , groove school may have examples of dove tailed, dowel, joints and supports. mortise , tenon, and glue blocks d. Finishes Show examples that indicate e. Operation good and poor quality. f. Fastenings, Hafdware g. Labe1 i ng The price·of an upholstered sofa or chair \•Jill vary consideraqly depending on the fibers used, grade of fabric selected, materials used in cushionino , and surface finishes applied. How can you judge quality Develop a check l�st for and suitability of upho 1- buying furniture. s tered furniture? Examine well constructed furniture to show const­ ruction details , upholstery, etc. Demonstrate : sit , bounce, and push to test comfort. 56

Concept: Lighting Behavioral Objectives : To judge househol d lighting as to effect­ iveness, efficiency , and decorative val ue.

Content Student Involvement For the safety of the home and satisfactory service from elect­ trical equipment , one should understand the fundamental aspects of electricity. What is a watt? Describe and explain terms. Hhat is a vol t? What is an amp? How can you tell if your wiring system is adequate? Checklist for inadequate wiring. Discuss-wiring sizes circuits-general, small applicance, special circuit protection-fuses and circuit breakers. How will you know when you are asking your wiring to Use chart-and show how to figure. carry too heavy a load? How can electricity be Discuss safety · practices. used safely? Lighting in a home can be used . to improve appearance of furnish­ ings, guard against accidents, and eliminate problems of task lighting leading to headaches and eyestrain. What minimum standards are AHLI Standards used. recommended for general home lighting? In what way is the amount of Demonstrate use of lightmeter. illumina tion in a room Compare light from sources with measured? , I ES standards. Define : footcandle, lumens, foot lamberts. 57

Content Student Involvement How will col-0r of walls , Use a chart of reflectance flooring , and other ranges to emphasize. furni shings affect the lighting in a room? What may h�ppen if we ignore Di scuss problems as direct and principles of good light­ reflected glare , shadows , and ing? contrasts . Main types of li ght sources for use in the home include £.lj_p_ Chart, Better Sight, Better · incandescent bulbs and Light Bureau . fluorescent tubes . What is the difference Use examples of incandescent between incandescent bulbs bulbs and fluorescent tubes . and fluorescent tubes? When you get ready to pur­ Discuss : colored bulbs , tubes , and chase lighti ng sources , the pri nting on bulbs and tubes. which ones will be best for Show examples if possible . your needs? What effects do di ffusion Di scu·ss types of diffusers and shielding have on and shields , and show examples illumination? or pictures if possible . a. reduction of glare b. directing light . · Light sources built into a ,home as part of its fini shed structure may be termed structural lights . What is structural lighting? Defi ne and show examples. Use opaque projector to show magazine illustrations . What value - does good struct­ Make a list of advantages and ural lighting have? dis advantages . . How manv fixtures are necessary to meet mini mum Use AHLI standard gui de. lighting standards? 58

Content Student Invol vement What functions do lighting Use slides or pictures to show fixtures serve? various ways of achieving. a. general Discuss and shov, examples. b. local Better Light , Better Sight Chart c. decorati ve IJ 7 general #8 local #9 both 1 and 2 local= 10,11 ,12,13,15,6 For installation of lighting Discuss : size , positioning , fixtures , what pri nci ples shielding , type( valance , bracket) , should be followed? li ght distri bution and direction, and sockets . Use Better Light, Better Sight Chart . Show slides from local utili ties company . Although good lighting is their pri mary purpose , lamps should be decorative as well as functional . How many lamps are needed Discuss AHLI standards and in your home? individual needs such as existing structural lighti ng , color of furnishi ngs, tasks , etc . What pri nci ples can be · Use opaque projector and shrn,, followed for selection · diagrams . of lamps? Discuss : types of 1 amps , elements of lamps , shades(fabric, trim, types , translucent vs. opaque) measuring both general hei ght and shade . Demonstrate effects with diff­ erent shades on base . Discuss the base in relation to art princi ples and appropriateness to function . Illustrate with pictures from magazines. When usi ng lamps , hm·1 may Better Light, Better Sight Chart . they be placed for greatest Demonstrate placement on table and efficiency? floor for grooming, sewi ng, and reading. 59

Concept: Window -Treatments Behavioral Objectives : To be able to eval uate and purchase window coverings in terms of s u itab i1 ity, cost , and care.

Content · Student Involvement The reasons for windows are to give light and ventilation, and their function should be considered when decorating. What are the two main Discuss the amount of light and reasons for windows in air to be furnished by the specific the home? window in determining window treatment used.

1 1 An understanding of the basic Filmstrip- Windov1 Treatme, nts, types of windm·1 treatments Styles and se·l ection 1 1 by can lead to sel ecting the one Sears, Roebuck and Company. which will be most effective. How can windows be accented Use opaque projector to show or camouflaged in relation basic ·windov,s, and discuss to the room and its furn­ possible treatments. Use ishings? pictures from magazines as a means of showing how probl ems can be solved. Each of the fibers used in Discuss: decor of room fibers window ·covering fabrics has fabric performance characteristi cs which make it adaptable to certain ty pes of treatment. To choose the most suitable curtains and draperies consider size, appearance , functions, durability, ease of care , and workmanship . . What are the construction Checksheet of good workmanship details of good workman­ construction details. ship to look for when Bring in samples to inspect and purchasing? •judge. 60

Concept: Accessories Behavioral Objectives: · To evaluate accessories in regard to selection and arrangement .

Content Student Involvement Accessories include lamps, Exhibit of accessories. pictures, decorative objects, . grrn-.Jing plants , and flowers that give the room personality and add to the aesthetic and · physical comfort of the inhabitants. Of what value are accessories Remove all accessories from in the home? home economics room before a. Functional beginning study of this area . b. Decorative What will you consider in Discuss art principles and the selection of accessories? color harmonies. Show illus­ trations on opaque projector. How can you judge whether Develop a rating scale from an accessory is a good above questions and have adul ts choice? judge samples. How does the placement ·of Have adults arrange accessories accessories affect their in the home economics room, using appearance? samples from exhibit and those belonging to home economics room. 61

EXHIBIT I

RESOURCES

BOOKS

Agan, Tessie and Elaine Luchsinger, .The House, J. B. Lippincott, Philadelphia, Pennsylvania, 1965. Craig, Hazel and Ola Rush, Homes With Character, D. C. Heath and Company, Boston, Massachusetts, 1966. Kirsch Company, How To Make Your Windows Beautiful, Kirsch Company, Sturgis, Michigan, 1962. U. S. Government , Yearbook of Agriculture, Consumers All, Department of Agriculture, Washington, D. C., 1965.

PAMPHLETS

Cooperative Extension Service, Art In Home Furnishings, Cooperative Extension Service, South Dakota State University, Brookings, South Dakota. ----, Picture Hanqing In Interior Decoration , Cooperative Extension Service, South Dakota State University, Brookings, South Dakota. .General Electric, See Your Home In A New Liqht, General Electric Company, Cleve land, Ohio. Johnson 's Wax, How To Take Care ·of Floors, Johnson 's Wax, Racine, Wisconsin. Kroehler Manufacturing, Let 's Talk About Furniture Styling , · Kroehler Manufacturing, Chicago, Illinois. Lund, Lillian O., and Cora R. Sivers, Selecting Rugs and Carpets, Cooperative Extension Service, South Dakota State University, Brookings, South Dakota. McGibney, Isabel, Color, Its Effect On You , Cooperative Extension _ Service, South Dakota State ldnivers ity , Brookings, South Dakota. 62

Money Management · Institute, Your Home Furni shing Dollar , Money Management Institute , Household Finance Corporation , Chicago, Ill inois. Sears, Roebuck and Company, How To Select Furniture, Consumer Education Division , Sears, Roebuck and Company, Chicago, I 11i noi s. ------=-- , How . To Select Window Treatments, Consumer Education Division, Sears , Roebuck and Company, Chicago, Ill inois. Spooner, Donna M., Carpet and Rug Fiber Chart, Cooperative Extension Service, South Dakota State University, Brookings, South Dakota. Spooner, Donna M., Table Lamp Design, Cooperative Extension Service, South Dakota State University, Brookings, South Dakota. University of Nebraska, Count Your Watts And Amps, Extension Service, University of Nebraska, Lincoln, Nebraska.

FILMS and FILMSTRIPS

"Buying Carpets and Rugs ", American Carp.et Institute, New York, New York. "Cindy and Bill 's New Carpet", American Cyanamide Company, New York, New York. "Ideas To Improve Your Home ", Better Homes and Gardens _Magazine, Des Moines, Iowa. "Color and You", J.C. Penney Company, New York, New York.

1 "Basic Furniture For Newly ifods 1 , Nati ona 1 Cotton Counci1 , Memphis, Tennessee. 11 "The Trouble with Windov1s , National Cotton Council , Memphis, Tennessee. "vJindovt Treatment, Styles and Selection", Consumer Education Division, Sears, Roebuck and Company, Chica�o, Ill inois . 63

MIMEOGRAPHED SHEETS

Prepared by the instructors of the Home Furnishings Class and are obtainable from Miss Imogene Van Overschelde, State Supervisor, Home Economics Education , State Division of Vocational and Technical Education , Pierre, South Dakota. Color Qufz--What Colors Make You Sing? Common Electrical Problems Electricity in the Home Flooring Materials--Types and Characteristics Light for Living Picture Selection and Subject Matter Points to Remember in Selecting Decorative Art Objects Procedure For Planning Color Schemes Quickie-Quiz-Your Lighting I.Q. Removal of Specific Spots and Stains.

KIT

Kroehler Manufacturing Company, Home Furnishings Classroom Kit, Consumer Education Division, Kroehler Manufacturing Company, Chicago, Illinois.

CHART

Better Light Better Sight, Flip Chart, Better Light Better Sight Bureau, New York, New York . 64

EXHIBIT J

NEWS ART! CLE

ADULT HOME FURNISHING CLASS TO BE HELD HERE

"Getting Your Money 's Worth in -selecting. Home Fu rnishings " is the theme of a series of adult classes to be held on April 8, 15, 22 , and 29 . The classes will meet from 7:30 to 9:30 p. m. in the Home Economics Depaftment at the local high school. Topics to be discussed include selection . of carpets and hard surface flooring, wood and uphols tered furniture, home lighting, window treatments, and accessories for the home . Class participants will have the opportunity to view the latest trends in home furnishings through films, filmstrips, samples, displays, resource persons, and field trips. A $1. 00 fee will be_ charged for the entire series to cover cost of booklets, films , and lunch. For further information you may call Ramona Warwick or Susan Reeves.

The Republican Castlewood, South Da kota 65

EXHIBIT K

EVALUATION SHEET EVALUATION OF ADULT CLASS IN SELECTING HOME FURNISHINGS APRIL 1968

Evaluate this course by placing_. a check in the appropriate column as t 0 th e va 1 ue o f eac h t op1c s tu d 1e. d P 1 ease me. 1 u d e comments. Very )f Some Of No 1/aluable Value Value Comments Carpets Hard Surface Floorinq Wood Furniture I Upholstered Furniture

1 � JindO\'I Treatments Lighting Accessories Other Sugqestions Please indicate with a check in the appropriate column the value of the information gained through these devices in helping you to se 1 ect h ome fur ni. s h'1 nc s. C ommen t s are 1m. Jor t an.._L. Very Of Some Of No Valuable Value Value Comments Filmstri p Resource Person Samples Field Trip to Davey 's Opaque Projector Class Discussions Pamphlets Comments: (Suggestions for changes to improve the program . Ex. Number of lessons , length of class periods , cost , time of day , etc. ) 66

EXHIBIT L

PLANS

SELECTION AND CARE OF CLOTHING

When a homemaker has finished the unit on selection and ca�e of clothing she will be better prepared to : a. recognize how fibers _differ in phys ica 1 characteristics, such as length, texture, and strength. b. realize the effect the fabric construction will have on appearance, durability, launderability and comfort of the finished garment. c. judge finishes and properties which will affect performance in a fabric. d. evaluate and use the information on labels. e. take advantage of consumer protection that is available in . relation to family purchasing. f. use the family clothing dollar wisely. g. apply knowledge of family clothing care practices to her situation : h. realize the importance of various cleaning techniques. i. analyze the laundry aids available. 67

Concept : Fibers . Behavioral Objectives : To recognize how fibers differ in physical characteristics, such as , 1 ength, texture , and strength.

Content · Student Involvement . ·-

A knowledge of the characteristics 11 , of the various types of fibers may Films trip- "Basic Fibe rs in Cloth help determine what to expect of S.D.S.U. a particular fabric. What are the natural Discuss the fibers and their fibers? special characteristics. What are the properties that Exhibit of . various fabrics' are characteristic of the synthetic fibers? What do you know about the Divide into small groups and advantages and disadvantages examine various types of fabrics of the natural and synthetic and discuss possible end uses. fibers? What is the value in blending Pamphlet, Fabric Facts for the fibers? Wise Shopper, S.D. S.U. Extension

�oncept : Fabric Construction Behavioral _Objectives : To realize how the construction of any fabric affects its appearance, durability, launder­ ability, and comfort.

Content Student Involvement The construction of any fabric affects its appearance, durability, launderability , and comfort. With construction paper weave What are the three basic s amp es types of fabric construction? 1 of p 1 a in , bl i 11, and satin weaves. 68

Concept Student Involvement What effect does the type Examine fabrics with magnifying of weave have on appearance glass to see the various weaves. and durability? What are the characteristic Display a poorly constructed qualities of a knit garment? T shirt after being washed 20 times as compared with high quality T shirt, which has ke pt its shape well after 20 washings . How will the characteristics Wear a non-woven fabric dress the of a non-woven fabric deter­ day you teach non�wovens . mine its end use?

Concept: Fabric Finishes Behavioral Objectives: To judge finishes and properties which affect the performance in a fabric .

Concept Student Involvement Textiles give more satisfactory service when finishes and properties are compatible with intended use . In what ways may fibers and Discuss difference bet\'1een non­ yarns be treated or finished durable, durable, and permanent to change original charact­ finishes. eristics? Pamphlet-Think When You Buy Fabric Finishes, S.D.S.U. Extension What finishes might you desire in : Baby wear? absorbent, napped, antiseptic Compare effect of finishes upon Rain wear? waterproof, fabric . · water-repellent Cotton school dress? Show examples. Stain repellent , mercerized Give demonstrations . sanforized, washfast, sunfast, Slacks? stretch, permanent _ press Slips? antistatic 69

Concept : Consumership Behavioral Objectives: To increase skill in the use of the family clothing dollar .

Content Student Involvement A knowledge of the availability_ and characteristics of clothing provides a basis for rational decisions when selecting clothing. What size-type are you? Discuss size classificiations. Use chart if possible. (New­ sizing chart from pattern industry is close to sizes) How do garments from various manufacturers -vary in size? What are the characteristics Demonstration of fit on a of a well fitted garment? garment. For selection of clothing Devel�p a check list. what guidelines should be used in judging con­ Examine ready made garments. struction details? How can you improve your Arrange display of inexpensively purchase of an inexpensively constructed garments, and discuss constructed garment? ways of improving them. Knowledge of family wants and needs may .be a contributing factor in making choices for wardrobe planning. What is the value of ward­ Look through your clothing pur­ robe planning? chases in the last 6 months. How many were impulse purchases? Hm·J many \-Jere necessi ties? How will garments purchased for this year fit into your wardrobe for another year? 70

Content Student Involvement What do you know about the As a class, set up standards to differing clothing needs of follow when purchasing men 's other family members? women 's, and children 's clothing. Hhen you get ready to develop Household Finance Corporation­ a clothing budget, hm·J can Booklet-Managing Your Clothing it be suited to individual Do 11ar , family needs? Filmstrip- 11 Your Clothing Dollar" Quiz= "Test Your Clothing Dollar IQ " Study the steps in setting up a budget. Pamphlet-Solving Family Clothin[ / Dollars , S . D.S. U. Extension

Concept : Labels Behavioral Objectives : To evaluate and use the information on labels. To gain knowledge of consumer protection.

Content Student Involvement The information on labels may assist the consumer in predictin� ·the per­ formance of textiles and clothing. What information is required Make a bulletin board featuring to be on a label? labels from ready-made garments� Discuss their value in relation(b) How can you differentiate to (a) instruction for care(d ) · between descriptive and fiber content (c) finish name required information on and address of manufacturer . labels? What work has been done in Display poster -of Sure Care Symbols . the area of permanent labeling? Of what value is a label? Develop a syst�m for organizing labels and guarantees for the • family c 1 oth ing. (Ex. file box to keep near laundry. ) 71

Content Student Invol vement

1 11 What may happen if we ignore Bring in some 1 disaster articles reading labels and using the that have been ruined by not caring information given? for prope rly . What is the function of the Discuss : The Textile Fiber Products Federal Trade Commission Identification Act , ·Wool Products concerning textile labeling? Labeling Act , and Flammable Fabrics Act . Pamphlet-All About Labelinq , Celanese Company

Concept : Laundry Beha�ioral Objectives: To apply knowledge of family clothing care practices to specific· situations.

Content Student Involvement Techniques of clothing care will Pretest-Knowledge of Clothing vary according to equipment , Care . supplies , and personal preference. What different methods are Begin co·mparative chart­ used to care for clothin�? home laundry How do these compare? . · coin-operated commercial laundry . home dry cleaning professional dry cleaning compare as to cost of equipment , time , energy , and supplies. Visit various cleaning establishments to observe eq uipment and procedures. For clothing care, what Set up family situation , and factors will influence evaluate the influencing our decision concerning factors such as : cost , time, method? effort , _equipment , supplies, amount of laundry , personal preference, and . life of garment. For you , how will you apply , Have a class poll to determine what khowledge of family clothing methods homemakers have used. care? Stimulate interest in h6memaker to try a method not previously used. 72

Concept : Laundry Behavioral Objectives: To be able to select and explain the cleaning techniques needed when confronted with a problem situation.

Content Student Involvement Proper laundry techniques vli1 1 ·­ increase the life of a garment subjected to frequent cleaning. In what ways are various Discuss ways clothing is cared cleaning techniques used for in their homes . to care for family clothing? (laundry, dry cleaning) What effect does the use of _Have homemakers bring laundry correct laundry procedures "mistakes" from home. have upon the appearance of clothing? Show film "Family Washday " Read Laundry Logic p. 41-45, 57-58 For success in laundering Demonstrate : Sorting what guides should one Stripping follow ? Loading Machine Drying What techniques will you use for washing specific fabrics? Laundry Logic pp. 27-40 How can you solve common laundry problems such as: yellowing, graying, lint, Laundry Logic pp. 67-69 stiffening, and discolor­ ation? When you get ready to iron, Read Laundry Logic pp. 63-66. what principles should be Demonstrate correct sprinkling, followed for ease and folding , and storing for ironing. efficiency ? Discuss ironing and pressing techniques in relation to iron temperature, moisture, and fabric. Compare pressing qualities of a . steam iron with a drv iron. Show ironing shortcuts. 73

Content Student Involvement What do we know about Arrange a field trip to dry dry cleaning? cleaners . Discuss \1-Jhat to dry clean, when to dry clean, preparation of garments for, and how it is done .

Concept: Laundry Behavioral Objectives: The homemaker will be able to use the general principles involved in the removal of stains .

Content Student Involvement Proper stain removal techniques Read pp . 45-59 in Laundry Logic are essential if clothing is to remain neat looking for a period of time. What are the 3 basic types Examine examples of each of the of stains? three· types. 1. greasy 2. non-greasy 3. combination Are there guides to fo)low Laundry Logic p� 46. when removing stains? Discuss and explain. HO\<.J can you kno\'J what method to use to remove a stain? What materials will we firid Check your home laundry center. in a stain removal kit? Display a well supplied stain removal kit. How will \'le use Demonstrate using these absorbent materials? materials. solvents? Home and Garden Bulletin #62 bleaches? pp. 12- 14. Are there any general stain removal directi ons tWat can be used for the general types of stains? 74

Content Student Invol vement How can I remove specific stains? Lab experiments . Use correct methods to remove stains.

Concept : Laundry Behavioral Objectives : To be a�le to select the correct laundry aids needed when confronted with a problem situation.

Content · Student Involvement New laundry supplies appear on the market frequently , therefore , it is advisable for a homemaker to be able to compare new products in Read Laundry Logic pp . 15-24 . relation to efficiency , cost, and available information . �Jhat laundry aids do you have Make a list of laundry aids you at home? use most , least , and why . Show film 1 1 Hashday Wonders 11 , by Proctor and Gamble. In what different ways are laundry aids used? . 1. Detergents and Soaps a. What are they? b. How do they work? Demonstration . c. How are they used? 2. Bl. eaches a. What is the di ffe.r- · ence in the types of bleaches? b. Why is it important to bleach? c. How do you bleach? d. -What do you bleach? e. Do you know the bleach test? 3. Starch a. l>Jhy starch? 1 b. \>Jhat are the two ty pes? c. How do you use starch? 75

Content Student Involvement 4. Water Softeners and Conditioners a. Why is it important to condition? Show examples. b. What is the difference in the types? c. Are there guides to follow when add ing a packaged softener? 5. Fabric Softeners and Anti Statics a. Wh en are these used? b. Why are they used? c . Are they effective? 6. Bluing a. Why it is used ? b. How is it used? When you get ready to use a laundry aid , why should you Shov; examples. follow directions? Are there controls imposed Examine labels for available on the makers of packaged i n for�, at i on 1 au n dry a i d s ? 76

EXHIBIT M

RESOURCES

BOOKS

AHEA, Textile Handbook , American·- Home Economics Association , Was h i n gton , D . C . , 196 5 . Chambers , Hel en G. and Verna Moulton , Clothing Selection , J. B. Lippincott , Philadelphia , Pennsylvania , 1961 Garret , Pauline G. and Edward J. Metzen, You Are A Consumer Of Clothing, Ginn �nd Company , Arlington Heights , Illinois , 1967. Logan , Wil liam G. and Helen M. Moon , Facts About Merchandise , Prentice Hall, Engl ewood Cliffs , New Jersey , 1962. Strum , Mary M. and Ed\vin Grieser , Guide to Modern Clothing , McGraw-Hill Book Company , Inc., New York , New York , 1962. Revised 1968.

PAMPHL ETS

Cooperative Extension Service , Fabric Facts For The Wise Fab ric Shopper , Coop�rative Extension Service� South Dakota State University , Brookings, South Dakota . -----, Fit for Fas hion , The ABC 's, Cooperative Extension Service , South Dakota State University , Brookings , South· Dakota .

,- , Fit for Fas hion When Buying Clothes , Cooperative ---=Extension Service , South Dakota State University , Brookings, South Dakota . ___ , Key to Clothinq Buymanship, Buying Children's Clothes , Cooperative Extension Service, South D_akota State University , Brookings , South Dakota . , Key to Clothing Buymanship , Buying Men 's Clothing , __ __,.C-ooperative Extens"ion Service ,, South Dakot� State University , Brookings , South Dakota . 77

Cooperative Extesion Service, Selecting Easy Care Clothes, Cooperative Extension Service, South Dakota State University, Brookings, South Dakota. - �' Shopping Hints for Buying Clothes for Tots , Cooperative -Extension Service, South Dakota State University, Brookings, South Dakota. ___, Shopping Hints for Buying T-Shirts, Cooperative Extension Service, South Dakota State University, Brookings, South Dakota . ---=--' Solving Family Clothing Problems, Cooperative Extension Service, South Dakota State Univers ity, Brookings, South Dakota. ___, Textile Care, Keeping Clothes In Service, Cooperative Extension Service, South Dakota State University, Brookings, South Dakota . ---=--, Textile Care, Some Problems and Solutions, Cooperati�e Extension Service, South Dakota State University, Brookings, South Dakota. Cooperative Extension Service, Fabric Facts For You, Cooperative Extension Service, Michigan State University, Lansing, Michigan. Easton, Elizabeth, Fabric Facts for Wise -Shopper, Cooperative Extension Service, South Dakota State University, Brookings, South Dakota. National Retail Merchants Association, A Voluntary Industry Guide for Improved and Pernianent Care Labe 1 ing of Consumer Textile Products, National Retail Merchants Association, New York, New York, 196 7 . Ottertail Power Company, Laundry Logic, Home Service Department, Ottertail Power Company, Fergus Falls, Minnesota. pen n ey , J . C . , Fas hi ons and Fa b ri cs , Educ ati on a 1 Re 1at i on s ,· J . C . Penney, Number 90, t�e\\/ York, New York. - , Guide .to Perfect Shopping, Educational Relations, J. C. --P -enney, Number 63, New York, New York. , Understanding Todays Textiles, Educational Relations, ---J-. C. Penney, Number 15, New York, New York. Proctor and Gamble, Washday Wonder� Home Economics Department, Proctor and Gamble, Cincinnati, Ohio. 78

U. S. Department -of Agriculture, Removing Stains From Fabrics , Home and Garden Bulletin , U. S. Department of Agriculture, Number 62, Washington, D. C. Walker, Anna D. ; Think When You Buy Fabric Finishes, Cooperative Extension Service , South Dakota State University, Brookings , South Dakota.

FILMS and FILMSTRIPS

11 "Designed For You , Celanese Corporation , New York, New York.

1 "The Importance of Clothing Se 1ect ion 1 , J. C. Penney . Company , New York, New York.

1 "Washday Wonders 1 , Home Economics Department, Proctor and Gamble, Cincinnati, Ohio.

1 , "Opt ica 1 I 11us ion 1 Singer Se\•Jing Machine Company, New York, New York.

MIMEOGRAPHED SHEETS

Prepared by the ins tructors of the Sele.ction and Care of Clothing Class and are obtainabl e from Miss Imogene Van Overschelde , State Supervisor, Home Economics Education , State Division of Vocational and Te�hnical Education , Pierre, South Dakota . Tes t Your Clothing Dollar IQ. Checklis t for Workmanship on Ready Made Garments. 79 ·

EXHIBIT N

EVALUATION SHEET

EVALUATION OF ADULT CLASS IN CLOTHING SELECTION AND CARE May 1968

Evaluate this course by placing a check in the blank under the Yes or No col umn after each statement . Please include comments in the space provi ded or on back of sheet.

Yes No Comments l. Do you feel you are more adequately prepared to select ready made clothing?

2. Have you learned helpful shopping tips ?

3. Have you benefited educationally from this class?

4. Do you ·feel that the . class time spent was \'Jorthwhi le?

Suggestions for improvements for future ad ult classes - your comments are very important!