SECTION 5. Instruction related to the home offered in academic departments of high schools..... 6. Recognition of household science for college admission.. 7. High schools giving courses in home economics, by States... 8. Time allotments in high-school curricula in household arts........ 10. High-school teaching-Separate departments, departmental coop eration, home cooperation... 11. Salaries of high-school teachers of home economics. Page. 97 100 103 104 107 109 110 113 V. STATE NORMAL SCHOOLS AND EDUCATION FOR THE HOME. SECTION 1. Four-year course in home economics; a vocational course, State 2. A State plan for home economics in normal schools-Wisconsin. 117 118 119 4. The normal school and the rural problem.. 121 5. Applied science, related to household, in normal school................... 123 6. Training of teachers in home economics in institutions other than 124 7. State normal schools teaching home economics..... 127 8. Dates of introducing home economics into State normal schools... 7. Housekeeping centers for the teaching of household arts. 165 166 SECTION 9. The day nursery and training in child care 10. Home-economics extension in industrial communities..... 15. Journalism and the home.. 16. Exhibits and the home..... 17. United States Government and home betterment.. Page. 167 168 170 171 172 172 173 174 176 18. The Division of Nutrition Investigations, Office of Experiment 176 19. United States Children's Bureau... 178 20. Proposed Federal grants for education for the home... 179 180 22. Scientific study of household problems-Proposed experiment sta- 181 23. The American Home Economics Association..... 183 24. The National League for the Protection of the Family... 185 Mortality... ..... 32. Committee on public-health education among women.. 25. International congress on home education..... 26. Mothers' congress and parent-teachers' associations.. 27. National Housewives League............ 28. The associated clubs of domestic science.. 29. International congress of farm women.. 30. The National Society for the Promotion of Industrial Education.. 33. National Housing Association..... 185 186 187 188 188 189 190 191 191 39. The General Federation of Women's Clubs and home economics.... 193 Index.. 203 ILLUSTRATIONS. Page. PLATE 1. Physics and the Home.. .Frontispiece. 2. A, The doll's wash day in the kindergarten. B, Cooking laboratory 3. A, Intermediate grades at lunch, Delta, Colo. B, First and second 4. A, Abandoned district schoolhouse used as a domestic science center 6. A, Group work, Washington, D. C. B, Canning sweet potatoes, 7. A, Practice cottage, State Normal School, Farmington, Me. B, 8. A, Trade dressmaking laboratory, Pratt Institute, Brooklyn, N. Y. 10. A typical exhibit used in child welfare work. EDUCATION FOR THE HOME-PART II. I. THE STATES AND EDUCATION FOR THE HOME. The National Government.-While American education is exclusively under the direction of the individual States, so that its organization and administration are determined by their school laws, the Federal Government has in certain limited ways concerned itself with education. Education for the home has specifically been aided (a) by the Federal legislation which established the landgrant colleges in 1862, and has since contributed to their development, for in certain of these institutions collegiate education for the home first took shape (see Part I); (b) by Federal grants for agricultural research, from which benefits have arisen for home education, especially through the scientific study of nutrition; (c) by the work of the United States Department of Agriculture in nutrition investigations; (d) by the services of the United States Bureau of Education, particularly in the newly organized Division of Home Education; and now (e) by the adoption of the Smith-Lever bill, which provides liberal Federal aid to State systems of extension teaching of agriculture and home economics (1914). Other legislation directly involving education for the home is now pending in Congress (pp. 179, 181). The States and education for the home.-Education for the home will primarily turn on the provision made for it in the school laws of the various States. There is, therefore, presented in this chapter a statement of State legislation in relation to education for the home. Section 1. GENERAL TENDENCIES IN STATE LEGISLATION AS TO EDUCATION FOR THE HOME. (The following discussion is based on the data presented in Sections 2 and 5.) Authorization and requirement of education for the home in public schools.-Education for the home is specifically authorized as a subject of instruction in the schools of approximately three-fourths of the States. All of the New England States; all of the Middle States except Delaware; all of the Southern States except West Virginia, Georgia, Florida, and Alabama; all of the Central States except Missouri and South Dakota; and all of the Mountain and Pacific States except Wyoming and Colorado have in one way or another authorized the teaching of household subjects in their elementary school or high school, or in both. Thirty States have authorized the teaching in elementary schools, and 33 States in secondary schools. (Table 1, p. 42.) Formal recognition by the State government of household arts as a suitable subject of instruction has therefore taken place very generally throughout the whole country save in a block of adjoining Southern States, a similar block of Mountain States, and a few other scattering Commonwealths. Sometimes the authorization is in terms of manual training; sometimes one or more household subjects are specifically mentioned in the list of statutory subjects to be taught in the public schools; and sometimes local school authorities are authorized by statute to levy necessary taxes, as for manual training, including domestic science, or for household arts. In the absence of such declaration, State approval may be assumed from legislation offering State financial aid in the introduction of home economics. The enabling legislation may make provision for its own effective administration, as in the New Mexico statute of 1912, which not only authorizes the instruction, but provides for a course of study and a special assistant to the State superintendent to encourage industrial education. The present vocational education movement, as well as the manual training movement, is reflected in the permissive legislation regarding elementary and high schools, but appears more distinctly in the legislative provision for teaching household subjects in the industrial and vocational schools of 23 States. (Table 1, p. 42.) The progress of agricultural education is one of the most striking features of this vocational movement, and preparation for rural homemaking is almost uniformly a feature of the programs of agricultural education. Up to the present 22 States have authorized the teaching of household arts in the rural public schools. (Table 1, p. 42.) This educational union of agriculture and home economics is especially illustrated in the laws establishing special secondary schools of agriculture, such as the Wisconsin county "schools of agriculture and domestic economy," the district agricultural schools of Alabama, Georgia, Oklahoma, and Virginia, the State agricultural schools of New York and Vermont, the "rural high schools" of Idaho, and the vocational "schools of agriculture, mechanic arts, and homemaking" of New York. Almost invariably the statutory provision for special schools of agriculture requires that instruction in domestic science shall be provided for girls. In addition to the legal provision for domestic science in schools of certain types, it is significant that four States at least (Table 1, p. 42) Oklahoma, Louisiana, Indiana, and Iowa-have made an outright requirement of the teaching of domestic science in the |