accounting. The division of the family income; its apportionment for food, shelter, and clothing; the laws relating to family life; household, personal, and real property, and its care; the purchase, care, and preparation of food and clothing, and its preservation; the methods of conducting household work with a saving of strength, time, and money; labor-saving equipment with time studies; the economic position of woman as the home maker and the value of her household work as a business.

Household sanitation is to give a general view of the connection between sanitation and the health of the family, and to show the sources for information on questions of sanitation. Each student may, if she desires, make special application to city or to country problems, thus making the work more personal. The hygiene of rest, exercise, and general care of the health is considered.

COURSE IN HOME ECONOMICS-UNIVERSITY OF VERMONT.

Prof. Bertha M. Terrill furnishes the following statement:

The course in home economics at the University of Vermont aims to give emphasis to the importance of woman's work in administering the affairs of a household as a large factor in beneficial economic activity. It seeks to give a well-laid foundation, through some study of the historic development of family life in its social and economic aspects, for a rational consideration of its present status and a reasonable forecast of its best future development.

Effort is made to help the student to differentiate sharply between a haphazard existence without conscious purpose or direction, and a life intelligently controlled by a consistent standard of life. Detailed study of different phases of the profession is carried on with actual experience in managing and planning under local conditions so far as this can be arranged.

This course is offered to senior students after several prerequisite courses in foods, clothing, and shelter.

1. Economic status of the home.

a. Production and consumption as divisions of political economy.

b. The home as the former center of productive activity.

c. Its present influence upon consumption.

d. Economic function of woman as a director of consumption.

e. Relation of education to wise production and consumption.

f. Professional importance of home making.

2. Sociological aspects of the home.

a. Historical survey of the development of family life.

b. Present status.

c. Forecast for future homes and family life.

d. Ethical and moral importance of standards in home making.

3. Standards of living.

a. Meaning and use of budgets.

b. Study and comparison of actual budgets.

c. Standardized budgets with reference to shelter, operating expenses,

food, clothing, and higher life.

d. Study of each division in detail in light of local conditions.

e. At least one budget of given income for actual or suppositional family under local conditions.

4. Household accounts.

a. Value in general.

b. Possible methods.

c. Comparative value and desirability of each.

5. Use of the bank.

a. Entries, checks, indorsements of checks, vouchers, balancing, and other common details for understanding the use of an account.

6. Domestic service.

Using Prof. Lucy Salmon's Domestic Service as the basis of study, the class considers the various phases of this problem of the home.

TEACHERS COLLEGE, COLUMBIA UNIVERSITY.

Technical courses in household management.-The division of subject matter in household management has been partially indicated by the curricula elsewhere (pp. 9, 18). A list of courses offered in this field at a single institution, Teachers College, will further illustrate the organization of technical instruction in management:

Housewifery—the kind of house service needed and the daily routine, discussions and laboratory work; domestic laundrying-for teacher or house manager, principles and processes; institution laundering discussions and practice with power machinery; dietary administration-institution kitchens, dietaries for restaurants, hospitals, etc.; household economics-household budgets and control of family and personal life through economic relations, elementary and two graduate courses; household accounts; marketing-food supplies, buying, selection, tests, storage; household management-problems of the housewife in terms of scientific principles; housekeeping problems and practice; house structure; institutional organization and management-systems of administration, equipping, and upkeep, business direction; institution buying and dietaries; institution administration; institution accounts and office management; problems in household and institution administration-graduate course. Teachers College has recently issued a bulletin outlining the development of the management field.1

The course in home nursing.-Miss Isabel M. Stewart, of the department of nursing and health, Teachers College, furnishes the following statements, first as to methods of teaching home nursing and first aid, and second as to the course in home nursing:

I. Courses in home nursing and first aid are now being given in high schools in connection with physiology and hygiene, and domestic science; in normal schools and colleges in connection with domestic science and physical education; and also by separate agencies, night schools, Christian associations, industrial centers, settlements, Red Cross societies, boy scouts, camp fire girls, mothers' clubs, and other organizations. In a subject of such vital importance to

1 Teachers College Bulletin. Opportunities in Household and Institutional Administration, School of Practical Arts, Teachers College, Columbia University, New York City, 1913.

life and health, every aspect of its teaching should have very serious consideration. It has been abundantly proven that "ill-chosen subject matter, poor teaching, and lack of sufficient foundation may lead to assumptions and consequences that are exceedingly dangerous. On the other hand, absolute ignorance of or popular fallacies about the care of sick people are even more fruitful of bad results. On the whole, it seems better to risk the evils incident to faulty instruction, rather than teach nothing at all."

The general aim of such courses is to enable women to care for themselves and others in such a way as to prevent illness, and maintain a high standard of health in homes, to care for slight illnesses where the services of a professional nurse are not required, and to enable everyone to act sensibly and intelligently in all accidents and emergencies that menace life. It is not any part of the aim to train women so that they can render cheap nursing service as attendants or so that they may feel competent to undertake the care and treatment of really sick people in the home. In teaching the various elementary nursing procedures, the purpose is not at all to develop a high degree of skill. This is not possible in a short time, and is not advisable. It is much more important to give pupils the right attitude toward disease, to make them appreciate the duty of prevention, the importance of the early recognition of disease, the bad economy of poor care, to create a respect for expert nursing and medical treatment, and a right conception of the amateur's place in the prevention rather than the actual care of sickness.

Home nursing in general should include the following topics:

1. Causes of diseases in the home; meaning of sanitary environment; importance of building up vital resistance.

2. Small deviations from health; the hygiene of illness in surroundings and

care.

3. How to make people comfortable in bed and attend to their daily needs. 4. Symptoms of common diseases; importance of observation and early reporting; precautions regarding infectious diseases; importance of expert advice and treatment.

5. Methods of treatment which may be safely used for minor complaints or emergencies.

6. The care of children.

In

In elementary schools in England, in the educational work of the St. Johns Ambulance Association and the American Red Cross, it is a rule that a physician or nurse must be employed as teacher for home nursing and first aid. American schools the teacher of biology, hygiene, physical education, or domestic science, with little or no special training or experience, has usually been called upon to give the instruction in these subjects. The specialist is urgently needed here, if such instruction is to be safely and skillfully given. It is unfair to demand of any untrained person that she should undertake responsibilities for which she is not prepared. The importance of procuring a physician or nurse as instructor arises from the skill and knowledge gained by wide experience and study, the interest and importance which he or she can lend to the subject, the confidence which is aroused in the student, the thorough acquaintance with the latest professional knowledge which such a person would be much more likely to possess. Nurses are rapidly coming into the schools as school nurses, and school physicians are being appointed in an increasing number of communities. Should it not properly be made part of the school nurse's duty to undertake such instruction? The services of nurses and physicians in a community may often be secured for voluntary talks or through part time employment. The opinion of the department of nursing and health is that the question of who shall give instruction and what shall be

given is a matter of very great importance, in regard to which leaders in domestic science education must take a definite stand.

A very simple equipment for teaching home nursing can be obtained for $35 to $50, giving such a course as is outlined below (II). Such a course should be given in simplified form for high-school girls. In high schools first aid and sanitation might be taught to boys and girls together. In colleges such a course should be preceded by physiology, hygiene, and bacteriology, if these subjects are given. In normal schools home nursing should be taught for general information, but not to prepare teachers of home nursing. The reason for this is that it takes much more experience and training than could possibly be given in any short theoretical course to enable anyone to teach the subject satisfactorily. A laboratory is a necessary means of instruction, or at least a room for setting up beds and giving demonstrations; the room should have gas and water supply. Visits to a hospital, an almshouse, an orphanage, or a day nursery might form part of the observation work, but little can be seen of the actual care of sick or helpless people in this way.

II. The course in elementary nursing and first aid as given in Teachers College is a half-year course, three hours a week of lectures, demonstrations, and laboratory practice. It treats the following subjects:

Brief historical sketch of the conceptions of disease and care of the sick in ancient and modern times: The human body in its fight against disease; prevention of disease in the home; general provision for care of illness in and out of the home; early evidences of disease; observation and recording of symptoms; how to make a sick or injured person comfortable; bathing; food for the sick and convalescent. The treatment of disease: Use and abuse of medicines; some common remedies in simple inflammatory conditions; care of slight infectious ailments in the home; special points in the home care of sick children, the aged, chronics, and convalescents; emergency treatment of injuries to bony and muscular systems; injuries of skin and underlying tissues; injuries involving circulatory systems; injuries involving the nervous system; bandaging; emergency outfits.

HOUSEHOLD ECONOMICS JOURNALISM FOR WOMEN-IOWA STATE COLLEGE.

Prof. F. W. Beckman, professor of journalism in the Iowa State College, furnishes the following outline of two courses offered in journalism for women. These courses, Prof. Beckman states, were given in response to a request by the women students for an opportunity to fit themselves for journalistic work in home economics similar to journalistic work in agriculture, which had been provided the young men for a number of years. The college was also led to establish the courses because of its belief in their value. To be able to write in the journalistic or news style and to have a well-developed news sense are things valuable for themselves. Journalistic training for home-economics students would open a way to their becoming contributors to newspapers and magazines, thus increasing their income and opening a new field of useful service. The domestic science teacher who goes into a community and neglects to use the press as one means of education, was, it was felt, limiting her usefulness and her possibilities. So, too, the dietitian or social worker, and even

the home worker, would find the newspapers a valuable ally. Again, training in home-economics journalism was deemed important because the newspapers and magazines need staff writers who are well trained in the science of home economics. The one qualification of the woman writer on the home in the newspaper or magazine has been a breezy and entertaining style rather than knowledge of the subject; and women's departments have therefore often contained vain and worthless stuff. The editors are ready for trained help in this field, it was felt, and so for the sake of the students, for progress in home science, and for better journalism it was felt that a duty rested upon the home economics department in such institutions as the State college to give young women some equipment in journalistic writing and some direction in this important field of labor.

Instruction in journalism at Iowa State College does not lead to a degree in journalism. The whole purpose of the courses is to give young women who are first trained in home economics some skill in writing upon home economics in the journalistic style. Consequently the courses in journalism are in a sense incidental. Two different courses are now offered: Beginning journalism for women and journalism practice for women. Each is a two-hour credit course, and the former is prerequisite to the latter. Young women who desire some further training may get it in a second year in connection with the actual editing and publishing of the Iowa Agriculturist, which adds women writers to its staff to conduct a department for farm women. For the staff of this publication two courses are offered in newspaper management, one hour per semester. The course in beginning journalism for women deals with the fundamentals of journalistic writing. Because of the importance of the news sense and the news style, these subjects are given emphasis throughout the semester with practice in news gathering and news writing and the application of the principles involved in informational writing on home-economics topics.

In the first half of the first semester, the lectures develop the importance of news sense and news style in writing, make clear what is news and give standards of news values, point out the various sources of news in different fields and good news-gathering methods, set up the principles that govern the writing of the news story, describe the different types of news stories and how they are written, emphasize human interest and its value, and explain the news writer's qualifications and his viewpoint. In the second half, fewer lectures are delivered, because more time is given to practice. They deal with the application of news writing to home economics subjects; they point out and explain the many sources of home economics news; they discuss how information is to be gathered, selected, and written; how copy is prepared for contribution; and they give emphasis to the importance of accuracy, clearness, and conciseness.

Lectures early in the second semester present something of the history of women's journals in the United States, assist the students in a study of the purpose and standards of present-day journals, and seek to give them an understanding of the editor's needs. Later the lectures give guidance in the writing of different types of longer stories in news style, the feature story, and the magazine article. There are also talks on such qualities as originality, imagination, individuality, and their value in writing.

The study of news stories is conducted in two ways. The instructors present many illustrations, good and bad, in their lectures on news-story types and news writing, and the students clip examples for themselves as part of many assign