high schools, is primarily important as a means of supplementing the diet of children who are in school. It has an educational by-product, however, which is of distinct home importance in that it helps fix food standards for children. The provision of a warm lunch has been a means of introducing household instruction into many rural schools. In country districts the lunch has therefore a high educational importance, as well as its obvious health value. The educational results of a system of school lunches in city schools has been well stated by the school-lunch committee of the Home-School League of Philadelphia, as follows:

Direct: Obvious advantage of warm, attractive, palatable food to the body. Formation of regular habits of eating well-cooked food. Valuable experience in social intercourse, mingling freely with fellows and teachers on a friendly basis. Table manners and social amenities.

Indirect: Correlations with direct instruction in elementary hygiene, physiology, proper mastication, care of teeth, cleanliness. Teaching of food values; instead of tracing the digestion of an imaginary meal, tracing the digestion of school meal; academic versus concrete. Correlation with the pure-food movement; need of Americans particularly for cane ideas about food and its relation to working efficiency. Accustoming the children, especially foreigners, to know and like the cheaper and more wholesome American foods. Little Jewish and Italian children are learning to like hominy and corn meal and simple meat dishes.

Section 10. INSTRUCTION RELATED TO THE HOME, FOR BOYS AND MEN.

man.

Thoughtful critics of the home-economics movement have urged that an education for the home must take account of the boy and There is a certain truth behind the retort of the president of one of our women's colleges who when asked when her institution would introduce courses in homemaking, replied, "When men's colleges introduce such instruction." The fact is, of course, that men and women have different relations to the home, and an education for the home would recognize this fact. The home is not woman's only responsibility. We are recognizing that by providing training for women in all vocational fields. The woman should not be considered alone responsible for the home, and we shall recognize this fact in due time by bringing into the education of boys and men something regarding the home as the institution in which their personal living is cast. Just what form this home education for men. will take can not yet be stated, but that it will be provided is indisputable, just as education for the other social institution-industry, education, religion, politics, social economy-has been provided. Some suggestions may be made. First, the problem is not primarily to give instruction in the household arts, although training in cooking and sewing ought to be given to all boys in the lower grades, as it is now in our best elementary schools, and in the form of camp cookery at least in many high schools. Every individual needs

instruction in the use of food, clothing, and shelter. The man's home responsibilities are primarily social and economic, and instruction is to be devised for high schools and higher institutions in which boys and girls can be trained in common classes, for the most part, in the principles of sanitary housing and the sanitary occupation of houses; in food principles, which will enable one to select food wisely in health and in disease; judgment of clothing values, artistic and economic, that will bring sanity into an economic chaos; health problems, individual, domestic, and community; the social and economic aspects of the home which will improve ethical standards and increase personal satisfactions in family living. We shall doubtless in time have applied economics courses in high schools that will give not only the principles of wealth production as seen in industry, commerce, and agriculture, but the principles of wealth utilization as they appear in the relation of individual, family, and society to securing satisfactions from wealth. In still closer relation to the home, will be distinctive courses in home economics, which will outline the principles underlying the user's relation to food, clothing, shelter (as distinguished from courses in technique of the household arts), and also include the social and ethical aspects of the home. Such instruction will in due time be taken by boys as well as by girls. In the college, matters of home concern are already made a subject of study in several fields; sociology with its emphasis on the family institution, social economics with its problems of philanthropy and relief which invariably center about the family, economics with its growing recognition of the economics of consumption, chemistry and biology in their applications in nutrition and in hygiene and health; in all these fields, natural science, social science, and ethics, men and women alike are receiving instruction in important aspects of the art of right living.

An inquiry addressed to superintendents of city schools as to household arts instruction for boys was answered as follows: Of 227 schools replying as to elementary grades, 10 schools (or 4 per cent) reported that boys have household arts instruction; of 148 high schools replying, 13 schools (8.7 per cent) report similar instruction for boys. In the lower grades of the elementary schools boys are occasionally taught sewing; probably they are less commonly taught cooking. Evanston, Ill., and South Bend, Ind., have given courses in camp cookery to the boys in the grades; and in several high schools camp cookery has been given. Recent returns from 1,345 high schools show that in 57 schools, or in 4 per cent, boys have registered in home economics courses. The number of boys taking courses is reported as 370, or a little more than one-half of 1 per cent of the number of girls.

Without overemphasizing camp cookery courses for boys, two examples of such classes in high schools may be cited. Miss Hillyer,

supervisor of domestic science in South Bend, Ind., reports that in one year she had a class of 40 boys who asked for such a course and went through it with great interest and profit. They were given lessons in plain cooking and one of the results was a better appreciation of their share in the problem of food preparation in the home and greater respect for simple living. The Springfield (Ill.) high school maintained a class in camp cooking with a group of 17 young men, under the direction of Mrs. Lulie Robbins, now of Oregon Agricultural College. The boys applied themselves twice a week in the cooking laboratory to learning various ways of preserving foods, especially meats, cooking with condensed milk, and making seasonable and appropriate camp dishes. Camp equipment was also discussed, and the enthusiasm of the class was maintained to the end of the year.

At the third annual meeting of the American Association for the Prevention of Infant Mortality the section on continuation schools discussed the possible education of youths and men in home economics, with this topic:

The education of youths and men, through continuation schools and classes, including those primarily intended to increase wage-earning capacity, in the responsibilities and duties of home making other than supplying money; e. g., the elements of house planning and sanitation, of eugenics, first aid, contagion and disinfection, repairing furniture and clothing; of pure food and dietary principles, home gardening and beautifying.

C. A. Prosser presented a paper the conclusion of which was that such instruction will come about

so far as men are concerned at the present time, not through formal classroom instruction in home duties for males only, but through the social and recreation work which the schools are yet to develop extensively, and through which, by entertainment and talk and lectures and moving pictures, carefully and tactfully presented among other interesting and helpful subjects that make for good citizenship, men, usually along with women, will have set before them the information and the illustration which will lead them into a better discharge of the duties and responsibilities of their husbandhood and parenthood.

A paper on "Home economics in the United States for men and boys" was presented at the same meeting by Dr. C. F. Langworthy, of the United States Department of Agriculture, which showed that here and there boys and men have already interested themselves in instruction in cooking, in dietetics, and in other subjects of home interest. In several high schools, normal schools, and colleges boys are taking courses in camp cookery. In several instances medical students have sought instruction in dietetics, a common item in the curriculum of European medical schools. In the agricultural colleges men have sought instruction in camp cookery, and courses have been offered for forestry students, engineers, and others. Training of professional men cooks has been provided in various ways.

Another bit of evidence worth considering in this connection is the interest shown by men in industrial communities in demonstrations and talks on better food and cooking arranged primarily for their wives. Public lectures on housing, problems of dress, food, and other household matters usually bring together men as well as

1

women.

In summary one may note that man's home responsibility is ethically equal to woman's. As we have lately been emphasizing woman's responsibility for municipal and civic matters, so we may urge that men become more conscious of the home and their relation to it. No movement, educational or otherwise, which seeks to benefit the home will succeed until the cooperation of boys and men is secured. It takes two to start a home and the child has a father

as well as a mother.

1 See Part II of the report, Bulletin, 1914, No. 37.

EQUIPMENT FOR EDUCATION FOR THE HOME.

Section 1. EQUIPMENT FOR TEACHING HOUSEHOLD ARTS IN PUBLIC SCHOOLS.

In selecting equipment for household-arts instruction in public schools, attention should be paid to (1) The requirements of this type of teaching. Equipment should be adequate for efficient classroom work; a room large enough, but not too large, with a floor plan that facilitates work, and sufficient equipment so that simultaneous practice may be afforded each member of the class; too many utensils may be as detrimental as too few, consuming time and not giving occasion for ingenuity; the household-arts teaching should not be handicapped by a laboratory located in the basement. (2) the community situation-conditions and equipment should be such as children have at home and should offer "incentive to the bettering of home conditions;" the use of electric stoves in a town where gas, coal, and wood are the common fuels is not to be recommended; the children must not be educated above the home, though the homes may well be elevated.

Cooking equipment. The essentials of cooking equipment for schools are a room large enough for unit cooking equipments for the given class number; the equipment usually arranged in continuous tables in a hollow square, with gas plates above and storage space below; one or more kitchen-size ranges for class use; wall cupboards for storage of utensils not kept in pupils' outfits; food storage, if possible a small adjoining pantry, and facilities for table servicea dining table, chairs, linen, dishes, etc.

A cookery laboratory of 19 by 26 feet will accommodate 20 pupils without extreme crowding, providing room for cooking tables with gas plates, two gas stoves, and two sinks, but without room for wall cupboards or a dining table in the center. A cooking laboratory 26 by 38 feet, or better, 30 by 40, gives space for 20 to 24 pupils and allows room for cupboards and equipment at the sides or ends, and a dining table in the center of the square. The food-storage room and the diningroom may each be about 12 by 16 feet; such a diningroom will accommodate a table for 8, sideboard, and china closet. A small room fitted like a home kitchen with range, sink, food and utensil storage, adjoining the diningroom and the laboratory kitchen, is a desirable feature of equipment.