preparation, 3; home cookery and table service, 4; elementary microbiology, 2; and any two of the following-housewifery, 2; domestic laundering, 2; household economics, 2; household management, 2; home nursing, 2; physical science in the household, 2; principles of home decoration, 3.

Group V. Clothing, textiles, foods, nutrition, and household management in the elementary school: Teaching of household arts, 5 points; textiles, 4; elementary clothing and handwork, 4; drafting, draping, and pattern making, 3; dressmaking (elementary), 4; household art design, 3; principles of home decoration, 3; costume design, 3; housewifery, 2; food and nutrition, 4; food production, 3; household chemistry, 4; technology of cookery, 4; elementary food preparation, 3; home cookery and table service, 4.

Students who can obtain exemption from these subjects are free to select other education courses and to pass on to advanced work in their special field. A student who has advanced standing, but who is not a college graduate and therefore can not work for her master's degree, is nevertheless enabled to do strong work of graduate standard.

II. ADMINISTRATION COURSES AT TEACHERS COLLEGE.

The school of practical arts, Teachers College, Columbia University, offers a four-year combined academic and technical course with an opportunity to specialize in preparation for various vocations, including in household administration the management of the private home, the administration of the institution, the administration of the hospital, and dietary administration. Other vocational courses in household arts are given in foods and cookery, textiles and clothing, house decoration, and costume design. The requirement in each of the practical-arts fields is a four-year course with approximately one-third of the time devoted to required academic subjects, one-third to required technical subjects, and the balance devoted to electives. The academic requirements are: Two years of English, and a year each of a modern language and history, with additional academic requirements or electives to make up one-third of the curriculum. The additional technical requirements are specialized for the various administrative fields, as follows:

In household administration: Housewifery, domestic laundering, the history of the family, house structure, household economics, household management, marketing, food economics, physics, technology of cookery, elementary clothing, textiles, home nursing, care of infants and small children, municipal sanitation, household chemistry, art appreciation, home furnishings.

Institution administration: Housewifery, domestic laundering, history of the 'family, house structure, institution administration, accounting and office management, social legislation, food production, household chemistry, technology of cookery, home cookery, institution cookery, food economics, municipal sanitation. Dietary administration: Housewifery, house structure, dietary administration, institution administration, accounting and office management, technology of cookery, home cookery, institution cookery, catering, food production, household

B. DINING ROOM IN NEWCOMB COLLEGE, TULANE UNIVERSITY, NEW ORLEANS, LA.

chemistry, physiological chemistry, municipal sanitation, dietetics, nutrition, and food economics.

Hospital administration: Institution laundering, house structure, dietary administration, hospital organization and administration, accounting and office management, social legislation, municipal sanitation.

The completion of the four-year course is marked by the degree of bachelor of science. Technical certificates are granted in these four fields to mature students of approved qualifications who are unable to complete the full work for the degree, but who fulfill with high standing the technical requirements set forth by the department. Such requirements may usually be covered in two full years of work.

Section 7. COLLEGE COURSE RECOMMENDED BY THE ASSOCIATION OF AGRICULTURAL COLLEGES.1

A committee of the association of agricultural colleges and experiment stations recently recommended a college course in home economics to follow two years of home economics in high school, for which college credit should be given. The college study should include the theory of the subject, especially the scientific principles involved, and should give a rational basis for an efficient practice. The general scheme of instruction should involve, according to the report

(1) The presentation of the subject in concrete form, with accompanying practice; (2) the development of the principles involved, with laboratory · practice; and (3) the application of these principles in a rational system of practice more advanced in type, with opportunities for devising new methods of practice and for experimental work. The required subjects would be: 1, home architecture and sanitation; 2, home decoration; 3, textiles; 4, selection and preparation of food; 5, economic uses of food; 6, household management. The student must select one elective from advanced cooking, dressmaking, or millinery, art needlework, and one from dietetics, food and nutrition, art in the home.

For students who have not had instruction in home economics in preparatory schools a minor college course is suggested. Students in either home economics course are to take also such work in mathematics, language, science, economics, sociology, principles of education, etc., as will make their whole college course a well-rounded scheme of liberal education, comparable with the degree courses in other lines, and at the same time contribute to the thoroughness of their work in home economics.

1 See articles of A. C. True in Journal of Home Economics, 2 (1910), 243, and 3 (1911), 421.

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II. OUTLINES OF INDIVIDUAL COLLEGE COURSES.

There are presented herewith outlines of various courses in home economics offered in different colleges and universities in a belief that in this way, better than in any other, an idea of the nature of the home-economics field and the way it is approached in courses of instruction can be given. The courses are not offered as models for imitation but as suggestions of typical practice. With the exception of the subject of foods and nutrition, it has not been thought advisable to present parallel courses in different institutions. Instruction in this subject is older than any other, and a comparison of collegiate courses may prove helpful. It is believed that instructors in elementary and secondary schools will find these outlines of collegiate courses of distinct help in organizing their own instruction. In any new subject the allotment of subject matter to schools of various grades must be a matter of development. What is originally thought advanced and proper for the college may ultimately find its place in the high school. On the other hand, the high school may attempt work which later will be found to belong more appropriately to the college.

Section 1. THE HOME-ECONOMICS MOVEMENT, UNIVERSITY OF

ILLINOIS.

Prof. Isabel Bevier, of the University of Illinois, contributes the following statement:

The course on "The home-economics movement aims to make the student intelligent concerning the origin, development, and present status of home economics. In the accomplishment of this aim the following topics are considered: The education of women, the development of industrial education, the Fellenburg movement, manual-training movement, coeducation, the technical schools, land-grant colleges, and vocational education. The student thus gains information about these various movements and an appreciation of their contribution to the development of home economics. The sources of information are educational and industrial history in general, with special reference to and emphasis upon these particular topics. The reports of the Lake Placid conference on home economics, the Journal of Home Economics, and the reports of the National Education Association give the more specific work of organized home economics. The writings of Dexter, Thwing, Bagley, Snedden, and others are consulted for special phases of education. Study of current literature and the catalogues of the institutions offering work in home economics aid in an understanding of the present-day point of view. "The Home-Eco