(Front Cover) BULLETIN OF THE STATE TEACHERS COLLEGE KIRKSVILLE, MISSOURI Founded by Joseph Baldwin As the North Missouri Normal School, September 2, 1867 Adopted as the First District Normal School, December 29, 1870 Under Act op the General Assembly, Approved March 19, 1870 Designated Northeast Missouri State Teachers College under Act of the General Assembly, Approved May 20, 1919 VOLUME XX NUMBER 5 MAY - 1920 Publisht Monthly by State Teachers College Home Economics Series Number One Enterd as second class mail matter April 29, 1915, at the post office at Kirksville, Missouri under the Act of Congress of August 24, 1912. Accepted for mailing at special rate of postage provided for in section 1103, Act of October 3, 1917, authorised July 26, 1919. (Page i) DEPARTMENT OF HOME ECONOMICS GEORGIA GRAY MARY M. BAIRD ESTHER DUERINGER (Page 1) CONTENTS THE AIMS OF HOME ECONOMICS TRAINING ............................3 GEORGIA GRAY ECONOMICS IN A ONE-YEAR HIGH SCHOOL HOME ECONOMICS COURSE .....10 ROSA BIERY RECENT INVESTIGATIONS IN THE FIELD OF HOME ECONOMICS ..........13 ETHELWYN MILLER THE PROJECT METHOD--ITS ADVANTAGES AND DISADVANTAGES ..........17 ESTHER DUERINGER VOCATIONAL HOME ECONOMICS .....................................21 REGINA J. FRIANT THE FUNCTION OF THE CAFETERIA IN THE TEACHERS COLLEGE .........24 MARY M. BAIRD COURSE OF STUDY ...............................................29 BIBLIOGRAPHY OF HOME ECONOMICS ................................30 (Page 2) (Page 3) THE AIMS OF HOME ECONOMICS TRAINING Georgia Gray, Professor of Household Arts In order to sense the full meaning of the term "home economics " and its significance in the life of a woman, it is necessary to know her present status and from what she has come as well as the historical development of the movement itself. In primitive times, the home was the center of industrial as well as social life. The complete cycle of planting, tilling, harvesting, and converting of grain into food was completed by members of the family. Flax and wool were raised, spun, woven, and made into clothing without the slightest dependence upon outside help. Woman was essentially a producer and consumption was with her relatively unimportant. She had no time nor interest for activities outside her home. The industrial revolution thru the development of modern machinery, and consequently the factory system of production, brought in its wake many good and many bad effects. It most surely for all time altered woman's life. Factories which offered opportunities for wage earning to many skilled and unskilled workers sprang up rapidly. This attraction rapidly drew increasing numbers to the cities, where living conditions were inadequate, often entirely unwholesome, and expenses very heavy. Finding themselves unable to meet this economic pressure but attracted like moths to a flame by the superficial attractions of city life, more and more women drifted into the whirlpool of industrial life with no training for it. Their lot was a sorry one of long hours and inadequate compensation. Normal family life was an impossibility. The production of household necessities was taken outside the home, leaving women idle. Housing problems forced two or three families to live under one roof with often little regard for privacy. All these disquieting and distracting influences tended to the complete uprooting of the life to which woman was accustomed and she found herself unprepared for adjustment to the new conditions. Perhaps the acuteness of this crisis has passed. We are accustomed to seeing a woman in industry without considering her -3- (Page 4) less womanly. Women are becoming economic figures, not entirely nonproductive as the census statistics reveal the housewife to be. Increased cost of living and the removal of prejudice thru woman's participation in the war are factors in this shift. Much as we deplore women's increasing activities outside the home, more and more women are becoming wage earners in one way or another. Many are unmarried and employed; others are performing the double function of home-maker and wage-earner outside the home; while numbers have been forced to return to industry after marriage. Because, of this irregular and unorganized working life, for which, she has in most cases been totally unprepared, her efficiency and remuneration are not what they might have been. Woman's status in the future is still a matter of conjecture. Our interest lies in tracing the development of the home economics movement. Has it kept pace with these changes in economic and social conditions? In the period preceding the industrial revolution, knowledge of the processes of production in which all members of the household joined, was handed down by father to son and mother to daughter. Training for the activities of the home was traditional with the family. Needless to say, some of this training was good, some bad. The first home economics training was introduced for philanthropic and utilitarian purposes because of wasteful, careless home management, particularly among the poorer classes. Skill was of paramount importance. Fine needlework was considered a lady-like accomplishment of which every girl should be capable. George Eliot in Felix Holt speaks of Mrs. Transcome as "engaged in a little dainty embroidery--that soothing occupation of taking stitches--to produce what neither she nor anyone else wanted was then the resource of many a well-bred and unhappy woman." Skill in the manipulation of materials is still the sum total of acquirable knowledge in great numbers of home economics courses in elementary schools, high schools, and colleges of this day as well as those preceding the industrial revolution. Can anything be more absurd than that in our training a girl for home making, we stress development of manual dexterity in the manipulation of food stuffs and fabrics and leave entirely untouched the larger issue of consumption which is now woman's chief economic func- (Page 5) tion? This broader conception must include as well as this technical information,--which most assuredly has its place--the economics of the home, the scientific background for our technical knowledge, information of a definite nature pertinent to present conditions, and development of social consciousness. We can state this less abstractly. Knowledge of chemistry is essential as a background for a scientific study of both food stuffs and textiles. Art principles and their relation to the designing of costumes and millinery are necessary to a well planned wardrobe. Economics applied to the expenditure for food, house furnishings and clothing is extremely important. How many courses in home economics appear to be developed with a regard for the equipment of a woman for life in the social and economic life of today rather than fifty or a hundred years ago? What can we say too of our failure to bring what training we give for home making Only to those few who are fortunate enuf to go on to high school and college, to those who probably receive the best home training in the land, and leave totally unprepared the 95% who do not go above the elementary school and upon whom the future welfare of the state depends? From an academic point of view home economics courses have been criticized and often justly because of a lack of appreciation of the educative processes involved. Interest has centered on the finished product rather than in the mental processes involved in the making. There has not been an increasing breadth and scope of interest as in the older academic subjects. The investigations now under way are an effort toward standardization, with regard to mental development. The situation is not without hope. The movement is so young that as yet is has not found itself. Lack of clearness among the teachers of the subjects themselves regarding their purposes has added to the criticisms from outsiders. A certain amount of scorn has been manifest in the attitude of teachers of academic subjects. If a girl fails at the traditional subjects, put her in the cooking class. Domestic pursuits are held in contempt by many women until a social stigma is instinctively attached to them. It is also the belief of many that every girl knows how to cook and sew. This ability is supposed to be the natural endowment of every girl at birth. -5- (Page 6) *"There also exists a well defined prejudice against school taught home making. This in part is due to the same ignorance which once looked with suspicion upon the 'book farmer', but it is also caused by the failure of instructors in household science to tie up with home conditions and to produce some proof of efficiency." If home economics is, as she has been called, the "Cinderella of the Educational Family," she is about to come out of her chimney corner. Let us not carry the analogy farther. We do not want a spectacular but a steady, sane, broad development which will fit the needs for a dual training for home making and some of the gainful occupations in case the necessity should arise. What is our conception of education? It has been defined as "the process of adjustment to or participation in the world of social relationships and in the fund of social experience, the ideals and methods which those relationships conserve". Miss Cooley in speaking of the relation of domestic art to education asks these pertinent questions: *(1) "How can it help to interpret the child's social relationship?" (2) "Can industrial work help trace the progress of events which have led to present civilization and aid in personal adjustments?" People have been slow to realize the part that handwork has played in the spiritual and mental development of nations. Industries have developed in response to the demand for food, shelter and clothing, which man was forced to provide with his own hands. Intrinsically these pursuits are of utmost importance to the personal welfare of all. Intelligent labor should command respect. The respect accorded home economics training will depend upon our clear understanding of the task and the means of accomplishment. The mental development of the child should be of paramount importance. Mr. Judd's analysis of the processes involving manual dexterity as outlined in his "Psychology of High School Subjects," gives the psychologist's attitude. He says that we cannot claim for ourselves a place as an educative factor by merely introducing more elaborate garments to be made or by stressing practical or utilitarian rather than educative motives. *Cooking in the Vocational School, U. S. Bureau of Education Bulletin, 1915, No. 1. *Cooley - Domestic Art in Woman's Education, Page 11. (Page 7) Intellectual interests not external motives must form the core of the course. Practical work without analysis of the principles involved does not constitute mental development. Habits as they become more fixed demand less and less attention. Theory, on the other hand, cannot be substituted for these practical applications. *"Theory", Mr. Judd says, "is nothing more nor less than the general statement of accumulated experience." Theory puts experience into a single scheme of thought. A higher type of development than either alone is constituted in what he terms "application" or the relating of practical life which is a hand reaction to theory which is ordinarily a form of verbal reaction. Our goal must be to train students to make mental readjustments without the waste of false movements and loss of time thru experiment and error in actual situations. Theory and practice must be made to promote and clarify each other. Some theory too has been too far removed from the practical problems to insure success. An example of this is in unscientific teaching of the manipulation of food stuffs with little reference to the chemistry involved. The chemistry is, on the other hand, often abstract and absolutely unrelated. Another example is the relationship between sewing and the art principles involved in costume design. The sewing teacher too often knows only how to sew and the art teacher has no idea of the problems involved in the construction of a garment. The only solution of these difficulties is the establishment of an intermediary set of ideas developed thru a thoro-going knowledge of both and binding the two together. In the development of social consciousness we have a responsibility; Sweat shop conditions, leagues for social betterment such as the Consumers' League, the ethics of shopping, bargain hunting, responsibility as consumers, influence on market, etc. come legitimately within our sphere as well as the development of group consciousness thru cooperative work in the classroom. I shall not discuss in detail what the fund of informational matter should include. I have stated that it should tend toward the development of an intelligent consumer rather than producer. That is no new idea. All thinking on the subject has of late tend- *Judd - Psychology of High School Subjects, Page 272. (Page 8) ed toward that view. Professor L. D. Harvey, President of Stout Institute, describing an adequate course, says, *"The value of a broad training that will fit women to discharge the business of their household, that will assure them adequate results for money expended, and give them better appreciation of values cannot be too strongly urged. The proper apportioning of the income among the different lines of household expenditure, the systematic keeping of household accounts, the selection of material for the household, the organization and division of labor are all topics that should be considered in their economic relation to the management of the household". Marion Talbot in The Education of Women, discussing ignorant spending, says, *"It is not strange that most women are slaves of the manufacturer even to the extent of having the size of their hats and shape of their bodies determined for them, or that shops are crowded with useless, tawdry, inartistic goods." If this information is given however it must be definite and tangible, of a type that can aid the girl in meeting her everyday problem. Poor teaching of this sort would be even more disastrous than that dealing only with technique. Textbooks will surely soon be available for those of limited libraries. The teacher of ingenuity need not despair. She will find a solution. Technical information should be given, but its purpose is in my mind that of training in analysis and comparison as well as in the development of skill. When we have analyzed the situation and clarified our own thinking regarding our purposes in presenting home economics material, we then need to know at what stage of the child's development certain phases should be stressed. Study of the child, his powers, capacities, and attitudes should determine the subject matter and method of presentation at all stages. Early work should relate to home life, should be a means of interpreting the social life in her activities and surroundings. Locality and environment are also factors. It is not until about the 12th year that construction can be developed as work rather than play. In the young child, emphasis must center on training, not on the *1. Report of the Commission of Education, 1911, Vol. 1. *2. Marion Talbot, "The Education of Women," Rage 15. (Page 9) finished product because she has not the proper muscular coordination to make the necessary fine adjustments. During the period of adolescence the growing, restless girl is developing rapidly. Memory work should not be overemphasized during this period of increasing reason and judgment. Personal interest and responsiveness on the part of an enthusiastic teacher are the best means of approach. If with an understanding of these physical and psychological changes, we develop a course with definite progression in difficulty, breadth of scope and interest, we shall surely come nearer the goal of adequate training on a broader basis than that of the past and in some instances we fear of the present time. The Federal Government has taken cognizance of the fact that the mass of home makers of the country are untouched by our courses in home making offered in the higher schools. Thru the Smith-Hughes bill, an attempt is made to bring this training down to the masses thru part time evening, pre-vocational, technical, teacher training, and high schools in the smaller cities. The larger cities are already endeavoring to cope with the situation. These agencies are making a realization of our dreams a possibility, if we are concerted in a clear understanding of our aims and purposes. Local conditions will modify our methods to a certain extent, but the adequate training of a girl educationally thru subject matter of vital importance to her life in or outside the home is that which we must give. (Page 10) ECONOMICS IN A ONE-YEAR HIGH SCHOOL HOME ECONOMICS COURSE Miss Rosa Biery of the High School of the University of Chicago has developed a very interesting course in economics of the home. This material, she is putting into more definite form, but in the meantime we have gained her permission to give an idea of what she has been doing as she discussed it at the meeting of the American Home Economics Association in February at Cleveland. To secure good reference material that is not too technical for the high school student, is not an easy task. It is, however, surprising to know how much information can be obtained with even limited library facilities. The following is a brief outline of her course. Economics in a High School girl's course should do three things: 1. It should help her see the effect which changing economic and industrial conditions have had upon the work of women, and upon the home. 2. It should make her appreciate the responsibility of women and girls as chief spenders in furthering the economic prosperity oi the country. 3. It should foster in her the attitude of carefully investigating relative merits and weighing values before deciding what is the wisest way to spend her money. The following outline contains the leading problems in a course designed to do these three things. Four weeks are spent in the introduction, three on municipal housekeeping, and the remainder of the time, thirty weeks, upon buying problems. I. INTRODUCTION. The work of women and girls is undergoing great change. What kind of Home Economics will best fit us to meet these new conditions? To answer this we must know what these changes are and where they will lead us. 1. How does the part which women play today in supplying food, shelter, and clothing compare with the parts which primitive and colonial women played? What has caused the change? -10- (Page 11) 2. What are the women and girls of today doing with the time and energy which they formerly spent in household manufactures and tasks? a. Why is the class of idle women in the United States today larger than ever before in history? What are the disadvantages of idleness? Why are so many women dissatisfied? b. Why has it become necessary for so many to go into industry, business and the professions? c. What kinds of civic and philanthropic activities represent truly wise expenditure of time and energy? With what attitude must women go into them if they are to accomplish results? d. Many women spend this extra time on more elaborate housekeeping. Is this justified from the standpoint of being "socially useful" to the community? 3. What of the future? a. What groups of women and girls will be doing paid Work more and more? b. What is the work which lies before the women who find it unnecessary to do paid work? c.How will the home be affected by these outside interests of women? Conclusion: Two phases of Home Economics which are found to be very important under these new conditions are: 1.Buying. 2."Municipal housekeeping," that is, civic problems which are only the Old home problems on a larger scale. II. BUYING. 1. Why is it worth while to spend carefully a. For our own sakes? b. For the sake of the economic prosperity of the country? 2. For what needs do we have to spend our money? What infomation not readily gathered from everyday fife will help us to spend it wisely? a. Food. (a) In order to cut down the cost of food we must know what foods we really need for health, and which foods will give us health -11- (Page 12) at the least cost. What kind of meals can we afford with an income of $1500? $2500? $4000? (b) What else do we need to know about the buying of food in order" to get the best returns for our money? What do we pay for in the more expensive brands of canned foods? What "ready-prepared" foods cost much more than when, prepared at home? (Other marketing problems) (c) Many problems in buying foods must-be solved by groups of individuals working together. What are some of the remedies that are being tried to cut down the cost of getting food from the producer to the consumer? b. Clothing. - What knowledge and abilities do we need in order to plan, buy and use our clothing to the best advantage? (a) What should we know about materials? (b) How, when and where can clothing be bought most economically? Ready-made vs home-made; Department store vs specialty shop vs. mail-order house; Sales worth patronizing. (c) How can we prolong the life of our clothes? (d) What can we afford to spend for clothing? How can we plan so that this, money goes as far as possible? c. Other necessities for which we must spend money are taken up in same way as Food and Clothing. d. Now that we know how much one needs to spend for the necessities, and what one can get for different amounts of money, the next problem is "How can the rest of one's money be most wisely spent? (a) What should we be Influenced by in deciding how the money should be divided among the other items? Suggested tests for truly wise spending. Does it provide for all our needs, including service to one's community? Does it make for a sane, wholesome life rather than an artificial one that places too much emphasis on trivial things? (b) At present to what extent are most people influenced in their spending by (1) imitation? (2) by advertising? (c) Why should provision for saving always be made? (d) Why is some kind of a "spending plan" or budget a necessity? -12- (Page 13) e. Before we can plan a budget, we must have some idea of what we are already spending. How can we keep accounts so that they show us what we really need to know and take as little time as possible? III. MUNICIPAL HOUSEKEEPING PROBLEMS. What are they? Why is it the duty of women to help solve them? How can they do it? The following outline contains the leading problems in a course designed to do these three things. Four weeks are spent in the introduction, three on municipal housekeeping and the remainder of the time upon buying problems. RECENT INVESTIGATIONS IN THE FIELD OF HOME ECONOMICS Ethelwyn Miller, Professor of Household Arts, Iowa State College, Ames, Iowa. At a meeting of the Home Economics Association in Chicago February 1918, in response to an announcement by the chairman, Dr. Katherine Blunt, about fifty teachers remained after the meeting to say that they were interested in a study of Home Economics teaching which would lead to a reorganization of the course of study. The names of these teachers were taken in order that they might be called upon to cooperate in the various types of research and experimental work which would be necessary in carrying out such a purpose. In undertaking such a vast problem it was imperative that a few enthusiastic teachers who could easily work together should form a nucleus to study the problem in order to determine the various experiments to be tried. For that purpose the following teachers asked Dr. H. 0. Rugg of the University of Chicago to direct and criticise their efforts; Florence Williams, Mabel Trilling, and Rosa Biery of the University of Chicago, Viola Bell and -13- (Page 14) Ethelwyn Miller, of Iowa State College. To this group Mrs. H. O. Rugg was later added. This group has been doing three distinct types of research work; first, they have been finding out just what is being taught in Home Economics, second, they have been designing tests to evaluate that which is taught, third, they have been surveying homes to determine the skills and information of value. The first problem in solving home making problems is, finding out what is being taught has been partially solved by analyzing city courses of study; analyzing home economics text books; analyzing the purposes or general aims, and the specific outcomes claimed by the instruction in Home Economics. This analysis was undertaken for the purpose of revealing 1. To what extent emphasis is placed upon a. skill. b. information. c. ability to use facts. 2. Whether the skills being developed and the information being given is socially worth while. In response to a question blank courses of study were received by the committee from 67 typical schools systems. The analysis of these courses showed the order of introducing sewing and cooking in the grades and high schools, the use of hand sewing versus machine sewing, the order of projects in both sewing and cooking and the information deemed worth while. In the monograph now in the University of Chicago Press the results of the above analysis are set forth by the use of charts and show clearly the influence of cost of equipment upon the order of introducing sewing and cooking. While cooking involves the use of the large muscles, it is almost without exception introduced after sewing which involves the use of the small muscles. It is interesting to note also that the information given relates almost wholly to production and manufacture. A second question blank, asking for the name, author and publisher of each home economics text book used, first in the elementary grades, and second in the high school was sent to 300 cities including all of the larger ones and representative smaller ones. -14- (Page 15) The returns from this second question blank not only gave the information concerning what text-books are most used but also to what extent text-books determine the teaching of the children in home economics. The next step was the analysis of the text-books having the widest circulation to determine: the extent to which home economics books give pupils socially valuable information and aid in developing socially valuable skill and technique; the extent to which these books provide opportunity for developing ability to use home economics facts, (i.e. ability to judge which of several lines of procedure is best): the extent to which authors of books and courses of study agree on the content of home economics courses. In analyzing the text-books to determine the distribution of material, the proportional emphasis devoted to various larger topics was ascertainted by counting the number of total pages in the book devoted to each of these topics. The extent to which concrete illustrative material is used was determined by a count of the number and page equivalent of sketches, diagrams and photographs. This quantitative analysis of the text-books enables us to evaluate the amount and types of information which the course of study based on these books emphazizes for children. It enables us to be critical of the extent to which problem solving material is included. (The names of the text books most widely used and the quantitative analysis of their content is given in the monograph.) The third type of investigation was to bring together a summary of the statements of the function of home economics and of the general and specific purposes of the instruction ps they have appeared in writing. In general there were found to be five sources for such writ-ten statements. 1. Statements of aim in city courses of study. Of the 67 courses examined only 42 stated their aims. 2. Statements of aim in prefaces of school textbooks on home economics (12 books were examined). 3. Statements of aim in articles printed in Home Economics Journal, Teachers College Record and bulletins of the Bureau of Education. -15- (Page 16) 4. Reference to aim in books on teaching home economics and in books on the teaching of school subjects generally (11 books examined). 5. Four printed, reports of surveys of city school systems, which touch on home economics. All of the problems stated thus far have been those relating to the determination of WHAT is NOW being taught in Home Economics. A second type of investigation is being carried on by this same group of women and that is the design and construction of Standardizied Tests in Home Economics. These tests are of three kinds: 1. Tests for information shown to be socially worth while. 2. Tests for thought or ability to evaluate or judge. 3. Scales against which to measure the development of skill as set up by our courses of study. These tests are "in the making" and it is encouraging to know that groups of home economics students, and teachers all over the United States are working on this problem of the results of their instruction. A third type of investigation is to find out what problem situations arise in home making. To get this information a survey of 1000 homes is being made by a questionnaire and of 500 homes by personal interviews. It is the experienced home-maker who has the ability to analyze her own problems who is to determine what skills and what information are worth while in Household Management. -16- (Page 17) THE PROJECT METHOD--ITS ADVANTAGES AND DISADVANTAGES Esther Dueringer, Professor of Home Economics What is a project? We hear this question almost daily from teachers of Home Economics. It may be said that this project method of teaching is the logical result of the work of various educational committees who have been studying the school problem and attempting to modify it so as to utilize the resources of the child in solving the problems of life under normal rather than artificial life conditions. The term "project" does not have the same meaning to all people and thus we hear the above question. Dr. David Snedden describes the term as "a unit of educative work in which the most prominent feature was some form of positive or concrete achievement." Dr. J. A. Stephenson of the University of Illinois calls "a project, a normal life situation." In this paper the term project is used in meaning of the complete performance of a complex problem in its natural setting. The project itself may be a compound or series of minor problems, each to be worked out separately in its own relation but connected with a line of thought and leading to the desired solution. The basis of the curriculum of a Home Economics course may be by principles and processes or projects. The first may be worked out by the study of a logical sequence of the five foodstuffs proteins, carbohydrates, fat ,water and mineral matter, or it might be a study of the foods in order of their season. The project method if developed to the very best advantage must have, its subject matter grouped so as to include all of the essential facts, principles and processes which comprise a complete survey of foodstuffs. This is usually carried out in what is known as the "meal plan" of cookery. In some school curricula the two methods are worked out in conjunction with each other -- the problem dealing directly with the home supplementing the more formal training of the school. The project method of teaching Home Economics has both advantages and disadvantages. The chief disadvantage to this method is the possible failure of organization of the principles -17- (Page 18) included in the subject. A second disadvantage is the disposal of the finished meals and the added expense to the Home Economics department. At noontime in many schools the children would be glad to purchase a lunch or the teacher could be served and thus utilize the food prepared by the class just before noon. Cooking classes at other hours during the school day need however to find a solution for the disposal of the prepared food. This might be done by engaging space in a downtown store to be used as a delicatessen for the people of the community. Another disadvantage is the length of time required to complete the more difficult project. There are so many demands made upon the student's time during the school day that difficulty arises in the completion of the necessary routine. This disadvantage has been solved in some communities by the carrying of this work directly into the home, either during the school year or the summer. The finished product is judged in large part by the teacher and a record is kept of the problems solved and the amount of time taken for the work so that school credit may be given. The credit allowed must be determined by the individual school. Passing on to the advantages of the project system as a basis of the organization of the Home Economic curriculum, we find that a problem carried out in its natural setting develops a stronger interest and greater efficiency. In order that a student may derive the greatest good from her work she must have a definite problem to work upon one in which she can feel a distinct challenge and where the solution is of sufficient worth to stimulate thought and persistent effort, She must sense the methods of attack and procedure which will solve them in the most economical way. The performance of projects under conditions identical with home conditions leads to the development of efficiency as well as interest. Their solution requires the control of a larger number of conditions which involve increasing ability and technique. In planning courses of Home Economics with projects as the basis the following items should be taken into consideration: the age, health of students, grade in scool, previous work of this nature in either the home or school, home training, student living conditions (whether at home or boarding), the community and economic conditions. In all cases it is desirable for the instructor to be- -18- (Page 19) come personally acquainted with each student and if possible her family and home conditions. In order to have a satisfactory solution of a project, cooperation is needed between the students, parents and teacher. The next step in the formulation of the project curriculum is the grouping together of the minor problems which when solved will have involved the study of the necessary principles and processes in a systematic arrangement without duplication of material. Projects must be grouped carefully for each term giving sufficient choice to be of interest and value to each student and with the projects progressing in complexity. In sewing the project method is developed by the making of different garments involving the processes of construction and the principles of costume design, textiles, economics of dress and technique. These problems grow more complex as we change from the simple undergarments to the more complex problems of dressmaking arid millinery. In the case of foods the principles and processes envolved in the preparation of the different foods vary considerably and the length of time required for each is much shorter than for a problem in sewing. This difficulty can however be solved by a series of short unit lessons on the different foods composing a meal and then at the conclusion serving a complete meal. The home project problem carried out as a supplement to the school work gives an opportunity for more complex projects of Home Economics. Various localities have proved the value of different projects. In sewing, 1. The making of undergarments and comparing with the readymade of the same cost. 2. The construction of a wash dress, keeping record of the time and money spent. 3. The renovating of a wool garment. 4. The construction of a hat. 5. The making of an infant's layette. 6. The clothing of children of an orphanage, have all proven very satisfactory projects. Cooking projects for outside home work are: 1. Canning of fruits and vegetables. 2. The making of jellies and comparing with the commercial product. 3. Preparation of particular meals in the home for a stated time. 4. The home marketing problem. 5. The planning of menus for the home. 6. The serving of meals in the home Cooking projects which may be used as a bsais of the Home Economics course are: 1. The use of the meal plan of cooking, mentioned -19- (Page 20) previously. 2. Planning menus for the school lunchroom. 3. Preparation of food for the school lunchroom. 4. Preparation of weekly luncheons for teachers. 5. Planning, preparing and serving for school functions. Projects which may be worked out in courses of Household Management outside the school are: 1. The hemming and marking of linen. 2. Sorting and mending of clothing. 3. Renovating a room in the home. 4. Keeping personal account or budget, 5. Keeping the family accounts. 6. The routinizing and rearranging of the home furnishings to further efficiency and 7. doing the family laundry. Thus it can be seen that the method of teaching Home Economics is changing in an effort to bring about a closer connection between the school and home. Initiative, self-reliance and ability are developed in the girls who are to be the future homemakers. The project method is still comparatively untried and the advantages in increasing interest and efficiency are being weighed against the former method of teaching by principles and processes which gives an assured continuity and completeness to the subject matter. Instances where the project method has been tried with success are at Lucy Flower Technical High School, Chicago, where the cooking work is done in connection with a cafeteria and the clothing projects for the Children's Aid Society. The Rock Island, Illinois, High School has adopted the plan of clothing the children of the orphanage. In Montclair, New Jersey, the students take orders from the home for food at a price which covers the cost of material. At Milwaukee, Wisconsin, the meal plan of foods is carried out. The future development of the project method depends largely upon the teacher and her interest in the progress of Home Economics and in the community at large. (Page 21) VOCATIONAL HOME ECONOMICS Regina J. Friant, State Supervisor of Vocational Home Economics The passage of the Smith-Hughes Act, February, 1917, opened a new era for home economics. Its effect is being felt in two ways; first, it marked the passage of that old narrow form of home economics which very often included nothing more than the repetition of the mere technical processes connected with food and clothing; in other words, simply plain cooking and sewing; the second type of the home economics work to be effected was that organized from an academic standpoint, where the aim was to impart a general fund of subject matter without paying any attention to processes, methods or ideals of the course. Vocational home economics takes into consideration two facts; first, that training for home making must of a necessity be as broad as the agencies effecting the home. It recognizes the fact that technical training in food is very important, but at the same time it emphasizes the fact that intelligent selection of foods is equally as important if not more so. The ability to sew coupled with a knowledge of the selection of materials and fines best suited for the individual is much more valuable. Every phase of home making is taken into consideration in the planning of the Vocational home economics course, not only is it necessary to study the question of garment construction and its related subjects, textiles and applied art; food and its collateral sciences, but we must also give some time to the question of shelter. It is impossible to go very far into this subject without recognizing the phases of interior decoration and household management. Care of children is another interesting part of the course. Here the students learn not only the proper clothing for children, the proper food for children, but they take into consideration the care, recreation, and training of the child. Another vital part of the course is the work of home nursing. We are constantly trying to educate to prevent sickness, but until that ideal is reached it will be necessary to give some training in the home care of the sick. The time-element is an important factor towards the suc- -21- (Page 22) cess of vocational work. In this course the students are required to spend one-half day in this work. Thus they have sufficient time to work out problems and projects of broad scope and real value. This long time allotment also enables them to, develop along the line of technique. To show that this work is really functioning along the proper channels, I will quote remarks from newspapers, from statements made by mothers, and results from some recent work. One teacher of vocational work recently had an exhibit of the dietetics work of her second year class, this work was of such real value that one of the leading physicians asked assistance of the class on some of his special diet cases. The following is an extract taken from The Vocational Summary, a paper published by The Federal Board for Vocational Education: "Missouri's Vocational News Letter for March reports several especially interesting problems which are being worked out in various vocational home economics classes in the state. A home management class went through the actual procedure connected with purchasing a lot and building a home. They selected the lot and studied the necessary legal procedures connected with its purchase; drew the plans for the house and consulted a lumberman regarding amount and cost of material; they interviewed the plumber, and contracted for the plumbing. This same method was followed through each step until the house was theoretically built, furnished and a system of household accounting decided upon. In connection with the work in child feeding one class exhibits each week end in a down town store a day's dietary for children of different ages. One home economics class has arranged to take a group of under nourished children and bring them up to normal. All of these problems are very much worth while and are excellent examples of the practical value of vocational home economics both to the girl in school and to the community. HOME ECONOMICS COTTAGE AS A COMMUNITY CENTER. Three years ago Martinsville, Mo. had a one room rural school. Today it boasts a first class consolidated high school, -22- (Page 23) housed in a new four room building, with plans on foot to put up a new and larger building, since the new quarters are already out grown. The department of vocational home economics has a 100 per cent enrollment, every girl in the school taking the work, which is organized on the basis of the vocational half day. An old five room story and a half house was taken over by the school, which improved the property in lieu of paying rent. A bedroom was furnished by the mothers, who also gave silverware, china, and table-linen for the cottage. This building, known as the Home Economics Cottage, houses the home economics department and serves as a community center. At the request of the mothers, a woman's development club has been organized. Everywhere we see vocational home economics performing this function, bringing together the home and the school to the advancement of community interests, and to the mutual benefit of home and school through the development of mother and daughter." There are several instances on record where the mothers have banded together and made the resolution that they would neither purchase nor make garments for the girls in the class. In this manner the girls were entirely dependent upon their own efforts. In one class the mothers recognizing the superior class of work their daughters were doing, requested the home economics teacher to organize a club for them. The work in this club to be given in the form of projects, and character of the projects depending upon the needs of the mothers. These are only typical examples of what is happening over the state. A vital factor operating for the success of this course is the ideal which is held before the student. An honest effort is made to have the girls realize that all vocations are not organized from a money making standpoint; that the vocation of home making is the all important vocation and often the most neglected. It is the vocation which eighty per cent of the women over the United States are following. We wish to make our students realize that they should have specialized training for home making, same as specialized training for business, because home making is the largest and most important business known for girls. -23- (Page 24) THE FUNCTION OF THE CAFETERIA IN THE TEACHERS COLLEGE MARY M. BAIRD, Professor of Home. Economics The school lunch has come to stay. The reasons for this are too well known to need repetition." The ward schools in a number of towns and cities of Missouri are preparing and serving a simple lunch in cafeteria style on the cost plan. Even the one room rural school often serves a hot dish, at lunch to supplement the cold lunch brought from home by the children. Especially is this the practice in severe winter weather. A little more elaborate lunch is served in high schools. Here the pupils are older and often there is a teacher of home economics to manage the enterprise. So rapid has been the introduction of the school lunch in every sort of school that in a number of instances in Missouri, teachers, both men and women, who have had no training for it, have been called upon to put in a hot lunch system. The college cafeteria, that may be used as a laboratory where young men and women may secure preparation for installing and managing the school lunch, has become a necessary part of the Teachers College. The cafeteria in the State Teachers College at Kirksville opened in June, 1918, on the first day of the summer term. It is housed in the Manual Arts Building which is well- lighted and fireproof. The conditions are especially pleasant in winter as the engine room is situated directly beneath making the rooms always warm and cosy. The equipment that has been installed so far is of the best and it is hoped that adequate appliances of the same excellent type will be available in the not distant future. Meals are furnished to students at cost. There is always a variety of wholesome, seasonable foods from which selection may be made. Some fruits and vegetables are derived from the "state farm" while the College Creamery supplies all of the dairy products used including ice cream. As far as possible all other supplies are purchased locally. Eggs and in many cases poultry, fruits, vegetables and sorghum are procured directly from the producer, dividing the profits with him. For instance, eggs -24- (Page 25) are bought at a price one cent or more a dozen below the wholesale price in case lots and which is one cent or more above the current price paid the producer at the local market. The profit, although small, being from one to eight cents on the dozen is considered a paying one for both buyer and seller. The price varies with the price of eggs, becoming greater as the market price advances. This policy not only insures fresh products for the cafeteria but it stimulates local production, aids in a small measure to relieve freight congestion, and helps to reduce the high cost of attending college. All three meals are served at the cafeteria each day for the seven days of the week. This practice is not followed in some other college cafeterias. Various reasons are assigned some of which are; small patronage for the Sunday meals, need for a period of rest on the part of the workers, and the difficulty of arranging working hours. So far these difficulties have been met at Kirksville and it is to be hoped for the sake of the health of the students that the present schedules may continue. It has been found that persons who miss their regular meals for one day in the week and subsist on sweets and cold lunch foods eaten in their rooms as is often done are apt to start digestive troubles that will require months of regular habits of eating and proper food to correct. In some schools no effort is made to serve any considerable proportion of the student body for the reason that a small cafeteria is adequate for laboratory use. This policy does not appear to be fair to the students upon whose good will and patronage the cafeteria depends for support. There are two reasons: No student who wishes to patronize the cafeteria should be denied because the cafeteria is too small to accommodate him. The cafeteria should have sufficient capacity to insure the lowest possible prices. Within certain limits the greater the number of meals served the less the overhead expense proportionately and the lower the price that must be asked for food. This statement while true must be taken with all due allowance for, of course, the price of food could not be reduced to the vanishing point no matter how great the patronage. It is claimed by some colleges that the cafeteria managed by school authorities serves as a check on the prices asked for food -25- (Page 26) by the boarding house keepers of the town; This can be true only when the cafeteria is of sufficient capacity to care for all students who might wish to take their meals there. The cafeteria at the Teachers College, Kirksville, furnishes employment for from twenty to forty students, the number depending on the number of meals furnished which is greatest during the summer term. Both men and women are employed, the number of women in relation to the number of men being 3 or 4 to 1. Women who are students of home economics are preferred, other things being equal. A number, of students make all of their expenses while working at the cafeteria. Only the exceptional student can, however, carry full school work while earning all his expenses. The weekly payroll is from $140.00 a week in winter to more than $200.00 a week in summer. The minimum of commercial help is used. If the present policy should continue the cafeteria will in time be managed and operated entirely by students. The director, who will be a member of the home economics department, will function as a supervisor only, spending most of, her time in departmental work. To those students who prove themselves reliable and competent opportunity is given of advancing from a position requiring a simple operation to one more complicated as from wiping dishes to preparing and serving food and keeping accounts. Besides learning to observe standards of-excellence and economy in food, order and cleanliness in management these students acquire a practical knowledge of most phases of cafeteria work. There are no secrets. Anyone who wishes may examine records, inquire prices, and become familiar with methods of calculating prices and expenses. In every possible way the cafeteria is made to link itself with college life. It lends equipment for the use of school organizations, gives to any college activity the benefit of large quantity buying and in many cases prepares and serves banquets, dinners, luncheons and refreshments. In this respect there is no competition but only the fullest cooperation with the regular college classes in home economics. The requests of which there are usually from one to three or four each week for this kind of -26- (Page 27) service are too numerous to be handled alone by the college classes as laboratory exercise. Young people employed at the cafeteria, in assisting at banquets, dinners, and the like not only receive valuable training that will be useful to them as teachers but are enabled to increase their wage-earning capacity. There often come requests from the townspeople of Kirksville for students who are able to assist a hostess in preparing food and in serving her guests. The pay for such service is good and the labor not unduly hard. Some colleges commercialize their cafeterias. Various plans are followed. Sometimes the management is kept under the direction of the school and the profits, if any, are used to help defray expenses of the institution. In other cases the cafeteria equipment is given to the manager free of charge, and she takes for her salary whatever she can make above operating expenses. Often a minimum sum is guaranteed her. Under such circumstances the cafeteria ceases to be educational either wholly or in part. Commercial help rather than student help is used because of the effort required on the part of the director to instruct and manage the students. It can be readily seen that eternal vigilance is necessary in handling unskilled help as students who work their way through school most often are. The manager who conducts the cafeteria as a financial undertaking is obliged to employ the most expert help obtainable. The best is cheapest. When commercialized the cafeteria has a tendency to lose the atmosphere of a domestic science laboratory and to take on the air of a public eating place. Students are not apt to be so loyal in their patronage when the cafeteria ceases to give students an active part in its operation. Also there is not the close cooperation of the cafeteria with other departments of the school. To illustrate: in one instance of which the writer has personal knowledge the ice cream used by the cafeteria was purchased not of the dairy department but of a commercial firm; poultry and poultry products were obtained of a cold storage in a distant city, although the college operated a poultry plant involving an investment of thousands of dollars. Just as in any other business the best labor-saving machinery has the advantage of slow, clumsy, hand methods and should -27- (Page 28) be liberally employed in the college cafeteria. Drudgery is not educational, neither is it economical. From the principles laid down above it will be seen that the college cafeteria should be under the direction of a member of the home economics department. (Such a person does just as effective work as and often more intensive teaching-than she does when her work is organized in classes.) A plan will probably be worked to give credit for some of the practical work done by the students. The regulations requiring attendance at formal class instruction will be observed and actual work will be done as laboratory exercise. Such a plan requires time for formulation and also for gaining the attention of students. It is a matter of slow development. Vocational home economics training is of two types, training for the home and training for domestic science work done outside the home. It is in connecting the school with the community by means of home, economics that such training becomes vocational to the fullest extent. 'The college cafeteria thus fulfills a real need in giving opportunity for training that will enable teachers to take places as leaders of young people in handling food. -28- (Page 29) COURSE OF STUDY TEACHER TRAINING FOR VOCATIONAL HOME ECONOMICS REQUIREMENTS OF FEDERAL AND STATE BOARDS OF EDUCATION 25% ............30 hours Home Economics 20% ............24 hours Related Subjects 12 1/2% ........15 hours Education Home Economics Courses: Food Preparation 3a Food Preparation 3b Home Nursing 5 Household Problems 7 Cafeteria Cookery 11 Household Management 105 Food Preparation 107 Dietetics 103 Institutional Care and Management 115 Clothing 1a Clothing 1b Costume Design 9b Study of Costume 100c Millinery 102 Textiles 120 House Furnishing 109 Related Subjects: Chemistry 1a (Inorganic) Chemistry 1b Household Chemistry 5 General Bacteriology 5a Organic Chemistry 107a Chemistry of Foods 111 Sanitation 3 Physiology 7a Physiology 7b Zoology 3a Botany 1a Preventive Medicine 109 Physics 107 Child Hygiene Design 7a Design 7b Design 7c Industrial Art 13b Industrial Art 13c Economics 103a Sociology 101a Art History and Appreciation 101a Education: Introduction to Teaching 1a Educational Psychology 1b Principles of Teaching 3 Rural Sociology 5 Educational Psychology 103 Teaching of Home Economics 141 Practice Teaching 113b (Foods) Practice Teaching 113c (Clothing) STUDIES BY YEARS Freshman FALL Practical English 21a Introduction to Teaching 1a Chemistry 1a Clothing 1a WINTER Practical English 21b Physiology 1a Chemistry Clothing 1b SPRING English Design 7a Food Preparation 3a Elective Sophomore [FALL] Sanitation Food Preparation 2 Electives [WINTER] Educational Psychology 1b Household Problems 7 Costume Design 9b Elective [SPRING] Bacteriology 52 Principles of teaching 3 Home Nursing 5 Elective Junior [FALL] Organic Chemistry 107 Millinery 102 Educational Psychology 103 Elective [WINTER] Chemistry of Foods 111 Food Preparation 107 Textiles 120 Elective [SPRING] Dietetics 103 House Furnishings 109 Study of Costumes 100 c General Economics 103a -29- (Page 30) Senior [FALL] Teaching of Home Economics 141 Household Management 105 2 Electives [WINTER] Sociology 101a Practice Teaching 113b (Foods) 2 Electives [SPRING] Practice Teaching 113a (Clothing) 3 Electives BIBLIOGRAPHY OF HOME ECONOMICS Foods and Household Management Greer Textbook of Cooking. Wellman Food Study Austen Domestic Science Books 2 and 3. Bailey Source, Chemistry and Use of Food Products. Sherman Food Products. Conley Nutrition and Diet. Rose Feeding the Family. Baldersoon Housewifery. Talbot House Sanitation. Talbot The Modern Household. Conn Bacteria Yeasts and Molds in the Home. Donidnger The Book of Wheat. Edgar Story of a Grain of Wheat. Farmer Foods and Cookery for the Sick and Convalescent. Farmer The Boston Cooking School Cook Book. Grant The Chemistry of Bread Making. Gibbs Spices and How to Know Them. Hill The Book of Entrees. Hill The Up-to-date Waitress. Hill Practical Cooking and Serving. Hutchinson Food and Dietetics. Jordon Human Nutrition. Keen With a Saucepan over the Sea. Lincoln and Barrows The Home Science Cook Book. Lincoln Boston Cook Book. Larned The Hostess of Today. Parloa Home Economics. Prudden Dust and Its Dangers. Richards The Cost of Food. Sherman Chemistry of Food and Nutrition Springtreed The Expert Waitress. Soyer Paper Bag Cookery. Salmon Domestic Service. Wiley Food and Food Adulterations. Wing Milk and Its Products. Winslow The Production and Handling of Clean Milk. Litchel The Fireless Cook Book. Wiley Beverages. Flinck Food and Flavor. Knight Food and Its Functions. Nesbit Low Cost Cooking. Greer Food and What It Does. Frederick New Housekeeping. Bruere Increasing Home Efficiency. Bevier The Home. Child The Efficient Kitchen. Pamphlets and Magazines: U. S. Dept, of Agriculture, Bur. Publications, Washington. -30- (Page 31) Farmers Bulletins: 34. Meats: Composition and Cooking 35. Potato Culture. 36. Cotton Seed and Its Products. 42. Facts about Milk. 52. The Sugar Beet 53. Care of Milk on the Farm. 85. Fish as Food. 93. Sugar as Food. 110. Rice Culture in the U. S. 112. Bread and Bread Making. 121. Beans, Peas, and other legumes as food. 128. Eggs and Their Uses as Food. 131. Household Test for Detecting Oleomargerine and Butterine 166. Cheese Making on the Farm. (Continued in 2d Column.) 167. Cassava. 175. Home Manufacture of Unfermented Grape Juice, 203. Canned Fruits, Preserves and Jellies. 218. The School Garden. 249. Cereal Breakfast Foods. 252. Preparation of vegetables for the Table. 256. Maple Sugar and Sirup. 293. Use of Fruit as Food. 295. Potatoes and Other Root Crops as Food. 298. Food Value of Corn and Corn Products. 324. Sweet Potatoes. 348. Bacteria in Milk. 356. Peanuts. 359. Canning Vegetables in the Home. Bulletins of U.S. Experiment Station: 28. American Food Materials. 43. Losses in Boiling Vegetables. 110. Food Customs and Diet in American Homes. 202. The Digestibility of Starch. 375. Care of Food in the Home. 382. Nuts and their Uses as Food. Bureau of Chemistry: 31. Investigation of the Effect of Salicylic acid on Digestion. 37.Investigation of the Effect of Sulphurous acid on Digestion. 15.Investigation of the Effect of Boric acid on Digestion. 42.Investigation of the Effect of Formaldehyde on Digestion. Reprints from the Year Book, of U. S. Dept, Agr. Wheat, Flour, and Bread, in 1903. Green Vegetables and Their Uses in the Diet, from 1911. State Bulletins 85. Minnesota Wheat and Flour Investigations. 6. Purdue Bread and Bread Making. Vermont Ice Cream. 54.Vermont Salad Plants and Plant Salads. Ohio State Meat, by White. Ohio State A loaf of Bread, by Wardall. 4, 5, 6 Cornell Preserving Food in the Home. Illinois The Principles of Jelly Making, by Goldth. Illinois Points to be Considered in Planning a Rational Diet. 5 Vol. 31 North Carolina The Home Canning of Fruits and Vegetables. Sewing Technique Jane Tales: "Dressmaking." Laura Baldt: "Clothing for Women. Fuller: "Constructing Sewing," Books 1, 2, 3, 4. Industrial Book and Equipment Co., Indianapolis, Ind. Woolman: "A Sewing Course." Millinery: Bottomley: "Practical Millinery Lessons." Illustrated Milliner Co., N. Y. Magazine: "The Illustrated Milliner." Tobey: Millinery. -31- (Page 32) Costume Design Talbot Hughes: "Dress Design." Chas. Rhead: "Chats on Costume." Edwards: "Modes and Manners of the 19th Century." Webb: "The Heritage of Dress." Jane Tales: "Dressmaking." Magazines: Vogue Costume Royal Bon Ton The Illustrated Milliner House Beautiful House Decoration Violett le Due: "Habitations of Man." Eugene Robinson: "Domestic Architecture." Clifford: "Period Furnishing." *R. Davis Benn: "Style in Furniture." Jones: "Manor Houses of England." Grace Tabor: "Landscape Gardening Book." Grace Tabor: "Practical Book of Period Furniture" *Particularly valuable. Textiles Cyclopedia of Textile Works, 8 vols. $20.00. *Nystrom: Textiles. Matthews: Textiles Fibres. Woolman and McGowan: Textiles. Gibbs: Textiles. Dooley: Household Textiles. Mitchell and Frideaux: Fibres used in Textile and Allied Industries. Pellew: Dyes and Dyeing (Craft Work). *Balderston: Laundering. Braunt: Practical Dry Cleaning. Kiune and Cooley: Shelter and Clothing. Herzog: "The Determination of Cotton and Linen," 25 cents Teachers College, 525 W. 120th St., N. Y. Osman: "Cleaning and Renovating at Home." Walton: "The Story of Textiles." Coles' Encyclopedia of Dry Goods. Harmuth: "Dictionary of Textiles," Fairfield Publishing Co. Watson: Textiles and Clothing. Hunwell: Dyeing of Textile Fabrics. Dodd: "Chemistry of the Household," American School of Home Economics, $1.25. Fraps: Principles of Dyeing. Bennett: "Cotton Fabrics Glossary," Bennett and Co. Bowman: "The Structure of Fabrics." Brooks: "The Story of Cotton and Development of Cotton States." Turner: " Sewing and Textiles." Bronnt: Gray, Practical Dry Cleaner, Scourer, and Garment Dyer. *Carpenter: "Story of the Cotton Plant. Magazine: "Textile World Journal." -32- (Page 33) (Back Cover)