household arts, once; homemaking, once; domestic arts and sciences, once. In laws regarding normal schools the term "domestic science' is used once and "household economics" once. In the industrial education laws, "household arts" appears three times; domestic science, once; household science, once; and home making, once. By this count domestic science is preferred everywhere except in industrial education, where household arts is preferred. An examination of terminology in use in local schools would be a better test of usage than this legislation, however.

The new emphasis upon vocational training makes necessary a comprehensive term indicating the profession of household management as agriculture indicates farm management; "domi-culture" was once proposed, though perhaps not seriously. "Home making" and "housekeeping," especially the former, have come into use to indicate the complete field of home responsibility-the two terms have a different connotation, and both fields indicated are to be included in the education for the home. It is just this emphasis upon the entire direction of the household as an aim in vocational education that is one of the needs in the new vocational training; a corresponding accurate professional term is therefore important.

The qualifying words "home," "domestic," "house," "household," have all been used with various general terms as "science," "art," "economy," "economics," "arts," "technology," "engineering," "management," etc. Of the qualifying words the choice seems to lie between "home" and "household." "Home" emphasizes the social and personal elements more and lays less stress on the mechanical, technical, and administrative side. "Household" seems a more appropriate scientific term than "home." "Home making" and "household management" indicate at bottom the vocational distinction between the services, position, responsibilities of the unpaid housewife or other member of the family and those of the employed manager of a household. Doubtless there is great need of accurate vocational terms, and "homemaker" and "household manager" are two such terms. As to the general terms used-science, art, economy, economics, art, technology, engineering, management, and administration-some are academic names for knowledge to be imparted and some emphasize knowledge in use in a profession. The traditions of the schools favor academic words like "science." The demand for vocational training properly asks for generic words that mean the vocation or profession, not the study, and professional terms will be used ultimately in higher technical schools.

The practical suggestions are these: To use the common general term home economics for the whole field of instruction, at least until a better one is found; discard the ambiguous terms domestic science and domestic art; use household arts in elementary schools and possibly in secondary schools-though in the latter a more vocational

term, home-making or household management, is more accurate; in academic high schools the term household science may temporarily be useful until the vocation of the girl who does not go to college is adequately recognized; in academic colleges home economics is probably the most useful term, although at present collegiate instruction in this field is often given in special courses, such as the economics of consumption, the economic position of women, the home as a social institution, food chemistry, sanitary chemistry; and in colleges the possibility of "euthenics" as a term is to be taken into account; in technical colleges and professional schools, the professional terms household management or administration, homemaking, household arts, technology, or engineering will be increasingly used as indicating the field of service, while terms like foods, shelter or housing, clothing, management, service, marketing, accounts, child care, house care, laundering, domestic relations, will ultimately indicate divisions of instruction, terms taken from the concrete situation in the household itself.1

The term "home economics," it is to be noted, is getting into popular currency, too, especially in connection with extension teaching and in connection with Federal legislation, although here it will have to contend with a term in wide current use, "domestic science," and with the term "household arts," which is gaining currency in public school and industrial school work. As to Ellen Richards's term "euthenics," it is difficult to predict-scientific people are using it. increasingly, it seems, and a few college courses have adopted it. The "eugenics" movement, better living by controlled heredity, is making the way easier for its correlative, "euthenics," the science of better living by controlled environment.

Section 4. THE AIMS IN EDUCATION FOR THE HOME."

The recent State laws providing for industrial, agricultural, and commercial education have uniformly included household arts training as an integral part of the program. Under these laws much of the household arts teaching in the public schools will now be developed. It is an important question just how exclusively this vocational aim should have recognition. Probably in the first six grades it should not appear at all, and ultimately, as the years of actual schooling are increased, it should not appear in the whole elementary school. Fundamentally the purpose of the elementary school is to emphasize subject matter and not technique. In the secondary and

1 The development of agricultural curricula presents an analogous situation. These are now organized around the units of farm activity, not about academic departments of chemistry, physics, bacteriology, etc. 2 For a further statement of aims in the elementary schools, based on the statistical returns, see Part I of this report, Bulletin, 1914, No. 37.

higher schools, however, the primary aim must be vocational; that is, the acquirement of knowledge and technique which will yield efficiency in practice. Just how this efficiency is to be secured we may not yet know. It will not come by exclusive attention to skill nor by exclusive attention to knowledge. That much is certain. It may be known by its fruits-power in the actual situation. There can be no doubt that emphasis on the vocational aim is the one thing needed in the secondary and higher institutions. It has been thus expressed by Dean James E. Russell, of Teachers College, Columbia University:

Under domestic science and domestic art we have been teaching subjects, in the sense that chemistry and algebra are subjects; we are now to teach a vocation-the trades of the household and the professions of the domestic engineer and homemaker. The vocational point of view is emphasized by the department of public instruction of Pennsylvania in a recent circular on Household Arts under the new vocational education law, which makes a distinction between domestic science and household arts, meaning by the latter vocational preparation for housework, either in one's own home or in outside domestic employment. In interpreting the vocational education law the State department will not give grants for ordinary domestic science and domestic art courses:

Manual training, classroom sewing, and laboratory cooking have in the past lacked the vocational purpose and methods adopted in vocational training. Classroom. sewing and laboratory cooking frequently have no definite relation with the requirements of the average home. The sewing does not always enable the girl to make her own garments. Little or no attention is given to the item of cost, the selection of material, the remaking of a dress, or the repairing of clothing. Laboratory cooking is too often confined to the preparation of salads and dainties, rather than the preparation of the substantial food required by the average family. Too little attention is given to foodstuffs offered by the local markets and to the economic condition of the group served.

"Household arts education," on the other hand, has for its controlling purpose the preparation of the girl for efficient and profitable service either as a manager of a household, or servant, or waitress, or cook, whether this service be rendered in her own home or in that of another as an employee.

This emphasis on vocational preparation means that the problem is the teaching of homemaking (i. e., responsible direction of the personal life of the family group, a joint responsibility of men and women, chiefly administered by women), child-care, housekeeping, control of the family or individual income, cooking, sewing, laundering, and other special household arts.

But academic or cultural study-the mother tongue and its literature, the historical and present social situation, the scientific method should accompany technical and vocational training, so that the two will fuse. Life itself is vocation plus avocation, and education can safely follow this pattern. Pure academic training is a dish of sweets with no gripping experiences; exclusively technical

training deadens and narrows. Your classicist may easily be a prig, your technician a boor-neither is an acceptable human type. Education to make human beings must recognize two facts-the day's work and the social life of the mind.

Education for the home must aim to reach every girl. This suggests that household arts should be a required subject in the elementary school; and that the subject must be placed low enough in the grades to reach the majority of girls before they leave school (fifth and sixth grades at present), or an efficient system of continuation schools must be provided to help when these young women later marry. The Indiana commission on industrial education urged that no young girl under 16 be allowed to leave the schools who had not had instruction in household arts. A minimum of such instruction should be required in high schools.

It has been urged that the elementary school is the time to acquire hand skill. It is rather the time when, if any hand skill is taught, it shall be without effort at fine muscular adjustments. The stenographer, the draftsman, the surgeon, the artist-all learn fine muscular skill in adult life; the same is possible in household arts.

Education for the home must equip for home-making as well as for housekeeping; the personal relationships of the home, as distinguished from the work of the home, may be helpfully considered at any age, and by boys as well as by girls, in the elementary school. Ethical attitudes toward home and family may be absorbed from a teacher's attitude; and in high school and higher institutions a rational basis for the home idea may be developed.

Does education for the home aim at culture? A study of Greek costume or of Roman family life is cultural; why not a study of American clothing and of the modern home and family? While the concrete stuff studied is much the same, there is evidently a fundamental difference in point of view. The classical study is illuminating, broadening; so is the modern. But the former is avocational, and the latter vocational and professional. There are cultural byproducts of any vocational study, as medicine or law, and they are comprised in part in the historical, social, and economic relations of medicine and law, the fringe of interesting knowledge that surrounds the center of facts that are vocationally useful. Education for the home is primarily professional and vocational, as are engineering,, medicine, and law; it is domestic engineering. It has its cultural aspects, however, and in certain academic colleges these avocational aspects of the home-for example, the history of the family and the economic and social aspects of the household-may perfectly well. find a place, when household technology would be excluded by the controlling educational ideal of the institution.

In large cities the household-arts course of study in matters of food and clothing must be adjusted to varying racial and economic

standards. Among immigrants national food ideas and national costume must be taken into account, and instruction adjusted to various scales of living must be presented; and where actual adjustment of subject matter to different standards is not required, the teacher ought, by respect and sympathy for these differences, to maintain the child's respect for his parents' ways, and give no occasion in her teaching for weakening the family bond in the homes.

Section 5. METHODS OF TEACHING IN HOUSEHOLD ARTS.

Good teaching in household-arts, like that in any other field, involves the development of special faculties; that is, the acquiring of mental and manual power in particular fields. Some points are here suggested that may help in schoolroom practice. While the suggestions are especially designed for public-school work, some are applicable to higher institutions.

Instruction in theory and practice should go hand in hand; practice without guiding principles becomes mechanical and is undesirable, even though it may lead to skill; theory without practice is profitless.

In elementary schools the danger is relatively too much practice, too few ideas; in higher schools, if not too many ideas, often too little practice.

Habit training, cleanness, order, etc., are important, especially the habit of using the mind to solve problems and control conduct.

In food laboratory work there are two tendencies in higher institutions: (a) To adopt in the food laboratory the methods of the chemistry laboratory, to deal with small quantities in various tests and experiments, to examine processes critically; (b) to give practice in the preparation and service of food. Both are valid; the former represents the collegiate tendencies in teaching, the latter the technological and professional. Both methods are applicable in high schools. In vocational instruction the child should undertake real projects; in cooking, food which could be served in a meal; in sewing, a garment to be worn; in housewifery, a room to clean-hence the usefulness of the practice house or apartment; in laundering, to wash the laboratory towels and garments brought from home; in household accounts, a record of one's personal expenses, etc. This emphasis upon a useful product is now noticeable in sewing, where at one time "sample books" were a common method.

Good teaching in a vocational subject throws upon the pupils the responsibility for the plan of procedure, for problem solving in as large dimensions as they are capable of. The general school authorities determine the course of study; the teacher determines the sequence