different schools: In domestic art-sewing, dressinaking, millinery, costume design, home furnishing and decoration; in domestic science cooking, domestic nursing and a "special course on the home," including the house, its construction, sanitation and decoration, home economics, management, laundry. Details are furnished of the high-school courses in domestic art and of a course in domestic chemistry, the latter given in the chemistry department.

The outline of high-school work in domestic art (sewing) is her presented: 1

The aim of this work is to develop appreciation for the artistic and appropriate in dress and in the furnishing and decoration of the home, good judgment in the purchasing of materials, and technical skill in the planning and construction of garments. Emphasis is placed on simplicity, economy, and artistic line and color combination. The work comprises a study of the textile fibers with relation to their growth and processes of manufacture into cloth, of the adulteration of fabrics, of the uses of different fabrics, of the planning and construction of garments, of the hygiene of clothing, of the care and repair of clothing; also a consideration of the interior decoration of the home from the standpoint of art and economy. The work is intended to meet three needs-home use; preparation for advanced study; the earning of a livelihood.

Each of the following courses requires five double periods a weekone for textile study and four for practical work:

Preliminary course.-Intended for all students who enter the high school lacking previous training in sewing and related subjects, and including mending, darning, patching, planning, and construction of undergarments from freehand draft and bought patterns; also elementary study of the textile fibers. Course I. Sewing, in grades B9 and A9.

In B9: Practical work-including review of principles involved in the making of undergarments; pattern drafting; making of princess slip; child's dress or gingham dress, thin white dress; study of designs and materials suitable for same; with supplementary work, simple articles for home decoration done in color from student's own design made in the art department. Textile studyGrowth and processes of manufacturing cotton and linen; collection of samples of materials suitable for use in articles made during the term; discussion of the economic and hygienic value of different cotton and linen materials.

In A9: Practical work-including designing and making of patterns in paper; making thin white waist or dress; making dress or suit of heavy material (not tailored coat); embroidering on linen, i. e., napkin, doily, etc.; principles of fitting emphasized; discussion of care and economic value of table linen; with supplementary work, any article in cotton or linen. Textile study-Growth and processes of manufacture of silk and wool; economic and hygienic values of same; collection of samples of standard materials suitable for various purposes.

Course II. Dressmaking, in grades B11 and A11.

In B11: Practical work-including continued study of pattern drafting and designing from plain foundation; crinoline modeling; making of wool dress

1 Course of study for High and Intermediate Schools, Los Angeles. 1913-14, pp. 93 ff.

or skirt; emphasis on method of sponging and pressing; tailored shirtwaist; with supplementary work, silk waist and option of five weeks of mil! nery. Textile study-Methods of identification of the various textile fibers; textile adulteration; cleansing of fabrics; careful study of the economics of dress and the right apportionment of the income.

In A11: Practical work-simple afternoon or evening dress, illustrating the draping of soft materials; study of color combinations most effective in artificial light; methods of finishing linings; draping of heavy materials as illustrated in the making of simple evening wrap; with option of five weeks of millinery. Textile study-Continuation of B (see above).

Course III. Millinery: B. Practical work—designing and making of frames in buckram and willow; making of hats from foundation to trimming; making and placing of all kinds of trimming, i. e., bindings, facings, bows and rosettes, bandeaux, etc. This course includes also a study of design and color and of materials used in the making of both hand-made and factory-made hats; renovating and the use of old materials; use and care of ostrich and other feathers. A. Practical work-designing and making of wire frames; trimming of straw hats; making of shirred hats and children's hats; dyeing and pressing of old hats and renovating of trimmings. It is desirable for the student to make as many hats for others as possible and to study the adaptation of line and color in a hat to various types of faces. Use of old materials is encouraged.

Course IV. Costume sketching and design-the aim of this course is to develop creative power in the art of costume design. Practice is given in the application of the principles of harmony as expressed in line, in dark and light, and in color. The course includes sketching of costumes in pencil, charcoal, pen and ink, and in color; quick sketching; the making of designs for dress embroidery and for costumes which may be reproduced in materials in the domestic art department; a study of designs as found in lace, textiles, and embroidery; a short survey of the history of costume, including comparisons with present-day fashions. Individuality in dress is considered; cost and quality of materials estimated.

Course V. Home furnishing and decoration-this course takes up the problem of the decoration and furnishing of the entire house. It deals with color schemes, cost of materials, kinds of materials used, economic and artistic values, and estimates for specific problems; visits to decorating shops will be included.

The domestic chemistry course offered in the Los Angeles high schools is part of the home economics curricula. This one-year course is "designed especially for girls, and its purpose is to train them to be intelligent and efficient homemakers. To this end an effort is made to develop a scientific attitude which will enable them to judge intelligently of the merits of household articles and supplies independently of the claims of the manufacturers." It includes a semester's work in the third year, as follows: "A brief study of the principles of general inorganic chemistry with special reference to physical and chemical changes, the atmosphere, water, fuels, and illuminants. Emphasis is placed on those parts of the subject having direct application in the home." A second semester's work is given in the senior year as follows: Simple chemistry, food constituents, food values, and relative costs; food adulterants; common poisons and their antidotes; soaps and cleaning compounds; examination and care of textiles; dyes and mordants."

Section 3. A CURRICULUM FOR GIRLS-DOMESTIC-SCIENCE SUBJECTS— VOCATIONAL TRAINING: EAST TECHNICAL HIGH SCHOOL, CLEVELAND.

The Cleveland East Technical High School prepares boys and girls for definite vocations; also for entrance to technical schools of college rank; and maintains continuation education for wage earners. In most classes, differing vocational purposes require separate classes for boys and girls, so that a boys' school and a girls' school are organized within one building. A daily schedule of nine 45-minute periods with technical work in double periods is provided, and the usual program is of three academic and two technical subjects.

The curriculum for girls includes the following subjects, arranged in 45-minute periods as follows:

First year.—English, 5 periods; mathematics, 5; botany and physiology, 5; cooking, 6; sewing, 4; applied arts, 6; physical training, 4 or 3; study, 10 or 11. Second year.-English, 5; mathematics, 5; chemistry, 6; cooking, 4; sewing, 6; applied arts, 4; physical training, 4 or 3; study, 11 or 12.

Third year.-English, 5; history, 5; physics of German or French, 6 or 5; elective technical, 15; study, 14 or 15.

Fourth year.-Art history and civics, 5; science or German or French, 5; elective academic, 5; or elective technical, 10; elective technical, 15; study, 10 or 15. Physical training and sex hygiene are electives.

The domestic-science course has a threefold purpose-to prepare for practical housekeeping; to teach related theory as applied science; to teach institution cookery and kitchen management as trade subjects, so that students may be prepared for catering as a vocation. The technical subjects involving homemaking are taken as the basis of the course, and around these, other subjects are grouped. As girls meet separately in academic work, the academic subjects are correlated directly with the technical; training in domestic science is thus greatly strengthened by these other departments; and the academic training is by no means weakened by practical applications, but is made interesting and of practical benefit. Graduates of the course have in many cases gone to college.

The work as outlined in the syllabus follows:

First year.-General subject: Selection, preparation, and physiological uses of foods. Method-Laboratory work in cookery and food experimentation. The following outline is observed in presenting the work: Energy-giving or fuel foods-carbohydrates and fats. Energy-giving and body-building foods-protein. Body-regulating food-water. Body-regulating and body-building foodmineral matter. Body-stimulating materials-food adjuncts.

Since the required academic sciences for the first year are physiology and botany, the physiological uses of foods are emphasized in the experimental and theoretical work of the beginning domestic science. For work in cookery, foods are also grouped as to their functions in the body.

Included in this part of the course are food experiments from which a direct, definite application can be drawn as to the selection, preparation, and digestion of foods to be cooked. Recording in a notebook the purpose, method, result, and application of each food experiment is required, so that the accuracy attained in observing and recording results lays the foundation for the laboratory method of study and especially prepares for the study of applied chemistry, a second-year subject. To do the maximum of actual cooking, thereby making the subject interesting and practicable to freshmen students, and at the same time to develop the reasoning power through factors interesting and helpful to a housekeeper, directions for cooking foods are arranged somewhat as instructions for laboratory work of an established scientific subject. To directions or suggestions for preparing foods are added questions, answers to which (recorded in a notebook) require careful observation as to cause and effect of the given method, difference in results obtained by substituting one food material for another, comparison of different methods of cookery, economy of material and time, proportions of ingredients in recipes. In short, by using a recipe book as a laboratory manual, students acquire skill in practical cookery and at the same time mental development in reasoning and logical thinking.

The "meal method" of teaching, somewhat modified, is used at least once a month. A group of foods, the combination of which would be suitable for a simple meal or part of a meal, is prepared. Each pupil prepares the entire group of foods in individual quantity. Only such foods are selected as have been previously prepared, so that this method affords a means of reviewing. Also, most satisfactory results are obtained by this method in training pupils to gain speed and skill in the preparation of several foods at one time.

In other subjects of the curriculum, topics relating to domestic science are included as follows: In machine sewing-hemming of dishcloths and towels; making of holders, aprons, and cases for silver. In applied art-making and decorating articles for the household, such as tiles, fern dishes, vases, and desk furnishings.

In botany-cell structure; storage of food materials in seeds and underground stems; food materials in leaves and stalks; growth of molds and yeast plants. In physiology-digestion of each foodstuff; uses of foods in the body; personal hygiene. In English-subjects pertaining to domestic science used as themes; spelling and pronunciation of culinary terms. In arithmetic-problems involving costs of foods; relation of nutritive value to cost of food and method of preparation; comparison of one method of cookery with another as to economy of time and fuel; division of quantities used in the ordinary recipe that the student may appreciate the relation of the individual to the practical recipe. Data for these problems are obtained from observations made in the kitchen laboratory; while skill is acquired in preparing a food material in the school kitchen, valuable information concerning the same food is received from propositions and solutions of mathematical problems.

Second year-General subject: Composition, combination and serving of foods; dietaries. Method-laboratory work in food experimentation, cooking and serving of foods; making menus; calculation of fuel value of menus. The following subjects are treated: Batter and doughs; food combinations; planning, cooking, and serving meals; calculating of the fuel value of meals. Food composition and combination are selected for second-year work, because applied chemistry is a required science. Dietaries are included, so that the mathematical computations of food values can be solved in arithmetic, which is also in part a second-year study. The same methods are used as in the first year for the theory and practice of cookery for the first part of the second year.

During the latter part of the year entire meals are planned, cooked, and served. The food value of the meal is computed.

Related work in the second year is given in domestic art, applied art, applied chemistry, and mathematics.

Third year.-General subject: Applied biology, food preservation, and laundering. Method-laboratory work in school kitchen, laundry, and biological laboratory; recitations. The following subjects are treated: Food preservation, household bacteriology, laundering, home nursing, emergencies and invalid cookery.

Food preservation includes canning, preserving, jelly making, and pickling. Household bacteriology, embracing processes of sterilization, use of disinfectants and antiseptics, examination of air, water, ice, and milk, does much to elucidate work in food preservation, home nursing, and in invalid cookery.

Laundering furnishes practical application of scientific principles learned in applied chemistry with regard to soap making, removal of stains, and use of bluing and washing reagents. Methods of washing and ironing all garments and fabrics usually found in the family laundry are practiced.

No attempt is made to train pupils for professional nursing, but simply to give such theoretical and practical instructions as will enable them to care for the sick in the home-e. g., changing of bed linens; methods of bathing a patient; administering medicines; ventilating, heating, and furnishing a sick room; treatment of burns, cuts, poisoning, and fainting; bandaging of wounds. Home nursing also includes a study of pathogenic conditions which are dependent for the most part upon dietetic treatment. Special diets for sick patients are prepared. Much stress is laid upon children's diseases and the care and feeding of infants.

Related work, in the third year, is given in applied art and physics.

Fourth year.-General subject: Household management, food preparation. Method-laboratory work in school kitchen and furnished apartment; visits to

markets; recitations.

The following subjects are treated: Advanced cookery, household sanitation, household economics, housekeeping, household architecture, and decoration.

Food preparation consists of advanced cookery, in which the fundamental principles given in the first and second years are reviewed and enlarged upon. Household sanitation considers the location of a house; construction, convenience, cost, and efficiency of heating, lighting, and ventilating methods and systems; water supply, removal of waste, care and cleaning of all materials and furnishings found in a home.

Household economics considers organizing, dividing, and systematizing work of the household and various economic problems of the home.

Situation and site of a home, materials for building, practical and artistic requirements for a home, house planning, finishing, furnishing, and decorating are discussed in the study of household architecture. Drawing plans for various rooms, indicating furniture and drawing complete plans for a home, are requirements for this subject.

To those students desiring to specialize in applied art, practical problems are given in designing and executing decorations for walls and hangings of various rooms of the school building and apartment for housekeeping.

The course ends with work in housekeeping in a furnished apartment. Related work in art history is given this year.

Vocational training.-Aside from the regular four-year course in domestic science, which has for its aim the training of homekeepers,