Hollins College, Hollins, Va. 1912-13. Eastern College, Manassas, Va. 1913-14. Southern Female College, Petersburg, Va. 1910. *Virginia College, Roanoke, Va. 1909. Roanoke Woman's College, Salem, Va. *Sweet Briar College, Sweet Briar, Va. 1910. *State College of Washington, Pullman, Wash. 1892. *University of Puget Sound, Tacoma, Wash. Whitworth College, Tacoma, Wash. Bethany College, Bethany, W Va. Powhatan College, Charlestown, W. Va. *West Virginia University, Morgantown, W. Va. 1899. COLLEGES OFFERING INSTRUCTION RELATED TO THE HOME. The following 43 colleges, which report no courses in home economics, offer courses related to the home in their scientific and academic departments, as follows: Pomona College, Claremont, Cal.-Related courses in biology, economics, and sociology. University of Colorado, Boulder, Colo.-School of social and home service just established. Blackburn University, Carlinville, Ill.-Related courses in chemistry and biology. Northwestern University, Evanston, Ill.-Course in historic styles in architecture and furniture. Monmouth University, Monmouth, Ill.-Related courses in chemistry and biology. Central Holiness University, University Park, Iowa.-Related courses in biology. Parsons College, Fairfield, Iowa.-Related courses in chemistry, physics, biology, economics, and sociology. Grinnell College, Grinnell, Iowa.-Courses on food plants, chemistry of foods, decoration, design, and economy of the house. College of Emporia, Emporia, Kans.-Related courses in biology. Ottawa University, Ottawa, Kans.-Related courses in household chemistry, food and water analysis. Friends University, Wichita, Kans.-Sanitary chemistry, food chemistry. University of Louisville, Louisville, Ky.-Food chemstry, applied biology and. bacteriology. Boston University, Boston, Mass.-Related courses in biology, hygiene, household chemistry, and sociology. Massachusetts Institute of Technology, Boston, Mass.-Related courses in food chemistry, sanitary chemistry, bacteriology, hygiene, and sanitation. Smith College, Northampton, Mass.-Sanitary chemistry, applied economics, and charity work. Mount Holyoke College, South Hadley, Mass.-Chemistry of foods, landscape gardening. Wellesley College, Wellesley, Mass.-Economics of consumption; air, water, and food analysis. University of Michigan, Ann Arbor, Mich. Kalamazoo College, Kalamazoo, Mich.-Related courses in sociology, chemistry, etc. Olivet College, Olivet, Mich.-Household chemistry. Hamline University, St. Paul, Minn.-Related courses in biology, chemistry, physics, economics, and sociology. Central Mississippi Institute, French Camp, Miss.-Related instruction. York College, York, Nebr.-Related courses in biology, hygiene, chemistry, economics, and sociology. Vassar College, Poughkeepsie, N. Y.-Sanitary chemistry; municipal and house sanitation; food analysis; charity work. Wells College, Aurora, N. Y.-Related work in biology, hygiene, chemistry, and economics. Eton College, Eton College, N. C.-Farmers' wives week; related courses in biology, chemistry, physics, hygiene, sociology, and economics. Agricultural and Mechanical College for the Colored Race, Greensboro, N. C.-Related courses in biology, chemistry, and economics. Trinity College, Durham, N. C.-Related courses in economics. Buchtel College, Akron, Ohio.-Related courses in household chemistry, economics, and sociology. St. John's University, Toledo, Ohio.-Related courses in biology. Pacific University, Forest Grove, Oreg.-Related courses in biology and chemistry. Williamette University, Salem, Oreg.-Related courses in biology, hygiene, sociology, and the family as a social institution. Bryn Mawr College, Bryn Mawr, Pa.-Related work in biology, chemistry, economics, and sociology. Juniata College, Huntingdon, Pa.-Related courses in biology. Pennsylvania College for Women, Pittsburgh, Pa.-Related course in social service. Tennessee College, Murfreesboro, Tenn.-Related course in hygiene. Vanderbilt University, Nashville, Tenn.-Related courses in chemistry, bacteriology, physiology, anatomy, economics, and sociology. Texas Christian University, Fort Worth, Tex.-Related courses in biology, bacteriology, physiology, and hygiene. Whitman College, Walla Walla, Wash.-Related courses in biology, hygiene, and chemistry. Condoria College, Milwaukee, Wis.-Related courses in biology and hygiene. Mission House of the Reformed Church in the U. S., Plymouth, Wis.-Re lated courses in biology, hygiene, chemistry, and physics. Ripon College, Ripon, Wis.-Related course in biology. DATES OF INTRODUCING HOME-ECONOMICS INSTRUCTION INTO COLLEGES. Iowa State College, at Ames, has the honor of offering the first collegiate instruction in home economics, in 1872; Kansas State Agricultural College followed the next year, 1873; and the University of Illinois the following year, 1874, although the instruction in the last institution was interrupted for a time and then reinstated in 1900.1 Other early departments were the South Dakota College of Agriculture in 1887, the Oregon Agricultural College in 1888, and in the same year the New York College for Training Teachers, now Teachers College, Columbia University. The dates of introducing instruction were stated by 147 of 257 colleges reporting instruction in home economics. (Table 1, and list on p. 68.) In 20 cases the date is 1900 or earlier; 16 additional colleges opened departments from 1901 to 1907; beginning with 1908, the collegiate movement has steadily gained impetus, 4 colleges introducing instruction in 1908, 6 in 1909, 9 in 1910, 8 in 1911, 15 in 1912, 45 in 1913, and 19 in 1914, while 5 colleges announce advance plans for 1915. Distinctive courses in home economics are given by 257 colleges and universities; 43 colleges give applied science courses related to the home; together, a total of 300 higher institutions of the 450 which receive women students. That is, two-thirds of the colleges are already recognizing this field of instruction. Section 2. DEGREES-TIME ALLOTMENT. COLLEGE DEGREES OFFERED IN HOME ECONOMICS. Of 99 colleges furnishing complete data (Table 1), 86 reported that a curriculum in home economics is offered; i. e., an organized group of courses including home economics and related academic courses, extending over one or more years. Of the 86, 3 reported a one-year course; 17, a two-year course; 3, a three-year course; and 54, a fouryear course; while 8 reported both two-year and four-year courses, and 1 a three- and four-year course. Sixty per cent, therefore, of the college curricula in home economics set a minimum requirement of four years. Seventy-four colleges furnished data as to the degree, diploma, or certificate granted to those who successfully complete the course. In 12 colleges the degree of bachelor of arts is given for the course in home economics, in 44 colleges the degree of bachelor of science, in 4 institutions the B. S. or A. B. degree; in 1 institution the A. B. degree and a certificate, and in 3 institutions the B. S. degree and a certificate. In all, 64 colleges of the 74 reporting on this question (86 per cent) give the bachelor's degree, and of these 64 giving the bachelor's degree, 44 (71 per cent) give preference to the B. S. degree. Three other institutions give diplomas for the home economics course, and 7 give certificates. TIME ALLOTTED TO MAIN DIVISIONS OF COLLEGE SUBJECT MATTER IN HOME ECONOMICS. The time allotted for college instruction in home economics is shown in summary form for various divisions of subject matter in 1 These early dates are taken from "The Home Economics Movement," Bevier and Usher. Whitcomb and Barrows, Boston. Table 2 below. The hours for individual colleges are not shown, but rather the general facts as to the distribution of time in all colleges. The data are given in terms of total hours of teaching and are secured by multiplying the number of hours per week for which instruction in any topic is given by the number of weeks devoted to that topic. For each main division of subject matter and for its subordinate topics there is indicated the number of colleges giving data as to this instruction (column 2); the amount of instruction allotted to the subject or topic is indicated by the four measures: (a) The smallest number of hours allotted for this subject or topic in any college and the largest number of hours so allotted in any college (column 3); (b) the mean or middle value of hours, i. e., the value halfway between the largest and smallest number when the hours of different colleges are arranged in order of size (column 4); (c) the hours which taken as limits include within them the hours of half the colleges (column 5); and (d) "modes," or those numbers of hours for which instruction is given more commonly than it is for other hours. (In column 6 the figure in parentheses with each modal number states the number of colleges giving instruction for that number of hours.) The entry of each main division of subject matter, e. g., "1, House," "2, Family and household," summarizes or presents totals for its subordinate topics. There is presented the combined time allotment for all these divisions of subject matter, in item No. 7 at the end of this table. This table reveals as nothing else can the general tendencies in college teaching of home economics. The facts of item No. 7 are especially significant: For 87 colleges furnishing data, the total hours of instruction given in home economics varies all the way from 36 to 3,748 hours the latter an amount of instruction sufficient to employ a student's exclusive time for 20 hours a week for five academic years of 36 weeks each; while four other colleges give similarly in number of gross hours of instruction from 2,094 to 2,836 hours. The typical college may doubtless be thought of as giving about 804 gross hours of instruction in home economics-half give more than that amount and half give less; half of the colleges also give between 497 and 1,186 hours. This offers a standard of self-criticism for the individual college, as indeed do the further details as to tendencies in time allotments for the different divisions and subdivisions of home economics. Using the mean number of hours allowed by different colleges as the most adequate single figure to indicate their general practice in allowing time in the college schedule, it is noted that the mean hours allotted the general divisions of subject matter are as follows: All instruction on the house, 80-84 hours; the family and household, 72 hours; food and nutrition, 360 hours; textiles and clothing, 240 hours; home economics teaching, 90 hours; institutional households, 48 hours. It is common knowledge that foods developed as the first division of subject matter; its practical usefulness created the demand, and its close relationships in subject matter to chemistry and physiology won it an easy welcome in the college curriculum. Textiles and clothing ranks next, 240 hours as compared with 360, or two-thirds as large an element in the curriculum as is foods; the other divisions of subject matter-the house, the family, education, and institutional households-together secure a combined time allotment about equal to textiles and clothing. The relative importance of the main divisions of subject matter at present is indicated by the number of colleges reported here as giving such instruction, and, while not including all colleges which teach these various subjects, the figures are doubtless reliable for the comparative situation: Thus, 73 colleges give instruction in foods and nutrition; the same number in textiles and clothing; 68 in the house; 63 in the family and household; 44 give courses in home economics for teachers; and 9 in the administration of institution households; or scaling the number of colleges giving food courses as 100 per cent, the comparison reads: Food courses, 100 per cent; textiles and clothing, 100 per cent; the house, 93 per cent; the family, 86 per cent; home economics education, 60 per cent; institutional administration, 12 per cent. The complete table (2) is to be read as follows: Data for courses on the house are given for 68 colleges (column 2); these colleges allot (column 3) from 16 to 690 hours of teaching to this division of subject matter; the mean or middle value of hours so alloted is 80-84, half the colleges allotting more and half less than this number (column 4); half of the colleges allot between 41 and 132 hours to this division of subject matter (column 5); modal or usual time allotments (column 6) given to it are 36 hours (as given by 7 colleges), 72 hours (as given by 4 colleges), and 108 hours (as given by 4 colleges). Among these 68 colleges giving instruction in this division. of subject matter, instruction is given in its various subdivisions, "house structure," "house decoration," "house furnishings," etc., as indicated by the table: For "house structure" by 30 colleges which give from 2 to 180 hours, with the mean value 36-45 hours; the limits including half the colleges, 38 to 54 hours; and the modal hours, 243, 54, 722, and 1082 (i. e., for 3, 4, 2, and 2 colleges, respectively). So for the other subdivisions of subject matter on the house; and so in turn for the other main divisions of subject matter 2, 3, 4, 5, and 6, and their respective subdivisions. The interested reader can thus discover the significant tendencies in college teaching at present; and the individual institution can use the table as a |