Section 3. COLLEGE STUDENTS TAKING HOME-ECONOMICS

COURSES.

Sixty-four colleges reported the number of students in the homeeconomics courses, and the total number of women students in the instition, respectively, affording a comparison of the two numbers. The home-economics registration numbers varied from 2 to 580, with 45 as the mean number of students taking home economics in a college; the total number of women students in the same institutions varied from 29 to 1,079, with 177 as the median number. The percentage of women students taking the home-economics course varied from about 1 per cent in 3 institutions to from 93 to 100 per cent in 4 institutions; and the mean percentage of students in home economics courses was 26 per cent.

COMPARATIVE NUMBER OF STUDENTS IN DIFFERENT TYPES OF COLLEGE COURSES IN HOME ECONOMICS.

Fifty-three colleges (21 per cent of the 252 colleges offering instruction) report that 1,587 students are pursuing courses in preparation for teaching home economics; and that 3,159 students, almost exactly twice as many, are following home-economics courses for general, nonprofessional, and home-use purposes; and 16 of the 50 report that 195 students are preparing themselves for professional service in household and institution management, dietetics, and allied professional fields. The registration in the 50 teachers' curricula varies from 1 to 314 students, with the median number 15; that in the 46 general curricula varies from 7 to 600, with the median number 26; that in the 16 administration curricula from 1 to 84 students. In 41 institutions there are more students in the general course than in the teachers' course, and in 9 institutions the reverse relation holds. In addition to the registrations given above, 229 additional students preparing for teaching were reported by 6 colleges; 309 taking home economics for home use by 11 other colleges; and 69 students in vocational courses in household administration and dietetics, etc., by 7 colleges. The total registrations reported were therefore as follows: In preparation for teaching, 1,788 students in 56 colleges; in courses for homemaking, 3,495 students in 61 colleges; and in household administration curricula, 264 students in 24 colleges. Of the total of 5,547 college students reported in these home-economics courses, 3,495 (63 per cent) are studying for home use; 1,788 (32.2 per cent) are preparing for teaching, and 264 (4.8 per cent) are preparing for administrative positions as dietitians, household and institution managers, etc.

These total registration figures come from about 35 per cent of the colleges teaching home economics in 1912-13. However, the institutions reporting registration were the more important colleges; so that these total registration figures represented perhaps two-thirds of the

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college students in home-economics courses. Probably there were at least 8,000 college women following courses in home economics in 1912-13; and in 1914-15 there are probably not less than 12,000, out of the 75,000 women students pursuing undergraduate or graduate courses in colleges and universities.

Section 4. COLLEGE COURSES IN HOME ECONOMICS.

SCIENTIFIC AND GENERAL COLLEGE COURSES RELATED TO THE HOME.

Forty-three colleges (p. 73) which do not teach home economics offer courses in their academic and scientific departments which have some direct relation to preparation for home life. These "related courses" in 37 of these colleges which reported in detail and similar courses in 140 of the colleges which teach home economics have been distributed. Table 3 shows that related courses in biology are thus offered by 156 of these 177 colleges; chemistry by 138, hygiene by 125, economics by 119, sociology by 102, and art and architecture by 68. One of the results of this instruction, it is believed, is the securing of information which will be of some direct application in the household. Courses in bacteriology as a basis for public and domestic sanitation; the subject of eugenics, which is given attention in nearly 50 institutions; food chemistry, physiological chemistry with its relations to nutrition, and sanitary chemistry; physics with some applications to common life; the economics of consumption, the economic basis of the family, and the standard of living, in courses in economics; the family as a course or topic in sociological study; the legal relations of women and of the household; art in its relations to the house, house furnishings, costume, and landscape gardening-these are some of the subjects taught in academic and scientific courses apart from specific courses in home economics, which will have a practical issue later in life as students come into household relationships. The full data are as follows: TABLE 3.-Number of colleges offering courses related to the home.

THE COLLEGE COURSE FOR TEACHERS OF HOME ECONOMICS.

Questions were asked as to the collegiate curriculum for teachers of home economics. Of 83 colleges reporting definite home economics curricula, 68 teach the history of education; 74, educational psychology; 61, general methods of teaching; 61, special method of teaching home economics; and 57 require practice teaching of their sudents who wish later to teach. These data are encouraging as regards the preparation offered college students who wish to teach home economics later. The old-time college taught subject matter only; the college to-day offers, alongside subject-matter courses, instruction on the principles of education, the psychological and social foundations of the general teaching method, the method of teaching the special subject for which preparation is sought, and even apprentice teaching to secure familiarity with schoolroom conditions. Fifty-seven colleges, it was just stated, provide practice teaching in home economics, and of these 47 furnished a statement of the amount required. From 2 to 60 "lessons" (mean, 15-16 lessons) are required by nine colleges; from 24 to 320 hours (mean, 75-100 hours) are required by nine colleges; and from 2 to 60 "weeks" (mean, 20 weeks) are required by 28 colleges. "Twenty lessons" or "twenty weeks," probably equivalent amounts, may be taken as the usual amount of practice teaching required by the college in training home-economics teachers.

COLLEGE SUMMER SCHOOLS OF HOME ECONOMICS.

Home economics is taught in many of the college and university summer schools. The courses are usually organized for teachers, although they prove interesting to many housekeepers. More could be done for the latter group by special plans.

Among others, the following institutions offer summer instruction: Bradley Polytechnic Institute, Peoria, Ill.; University of California; Carnegie Institute of Technology, Pittsburgh; College of Industrial Arts, Denton, Tex.; University of Chicago; Colorado State Teachers' College, Greeley, Colo.; Connecticut Agricultural College; Cornell College, Mount Vernon, Iowa; Cornell University, Ithaca, N. Y.; Des Moines College, Iowa; Johns Hopkins University; University of Idaho; University of Illinois; Iowa State College; Kansas Agricultural College; University of Kentucky; Lewis Institute, Chicago, Ill.; University of Louisiana; University of Maine; Massachusetts Agricultural College; Middlebury College, Vermont; University of Minnesota; University of Missouri; University of Nebraska; New Jersey State College, New Brunswick, N. J.; University of North Dakota; Ohio State University; Oregon Agricultural College; Peabody College for Teachers, Nashville, Tenn: Pennsylvania State College; South Dakota State College; Summer School of the South, Knoxville, Tenn.; Teachers College of Columbia University, New York City; University of Texas; Tulane University; Utah State Agricultural College; University of Utah; University of Virginia; State College of Washington; West Virginia University; University of Wisconsin.

1 Began 1914.

1

One or two observations may be made upon these university summer schools. In the first place, they have been a most effective means of introducing home-economics teaching into the public schools; the schools at the University of Virginia and the Summer School of the South, at Knoxville, have been especially remarkable in this way. Again, the introduction of home economics into the summer school has in several instances been the preface to the establishment of a university department, as at the University of California.

The summer sessions of certain noncollegiate institutions, notably Stout Institute, Menominee, Wis., and Mechanics Institute, Rochester, N. Y., may well be mentioned here; also the summer school of cookery of Mrs. Janet MacKenzie Hill, at South Chatham, Me., and especially the school of domestic science at Chautauqua, N. Y., which enlists college teachers of home economics on its staff and attracts many teachers as well as housekeepers. Domestic science instruction began at Chautauqua in 1879; in the school of 1913 there were offered the following: Demonstration lectures, home cookery, advanced cookery, the house, schoolroom cookery, food and dietetics, institution cookery, household chemistry, primary methods, sewing, shirt waists.

Section 5. OTHER AGENCIES FOR TEACHING HOME ECONOMICS.

COLLEGE-EXTENSION EDUCATION FOR THE HOME.

The State colleges and universities with home-economics departments have quite commonly adopted a policy of extension education for the home, just as their entrance into agricultural education has involved the development of extension agricultural teaching. Indeed, extension of home education has plainly been in many institutions a corollary of agricultural extension. There is need that its own validity be accepted, however, so that home extension teaching will be developed for urban as well as for country homes. College-extension work for the home takes the form of housekeepers' conferences, short-term schools of housekeeping, home education demonstration trains, movable schools of household arts, extensionlecture service, popular bulletins for the housewife, correspondence instruction, information service which has great possibilities of expansion through the county agricultural bureau or agent cooperating with the colleges, and many other agencies, such as clubs, exhibits, and contests.

HOUSEKEEPERS' CONFERENCES.

The State colleges and universities with departments of agricul ture have commonly organized a short popular conference for farmers lasting a week, more or less, and with it an accompanying conference for farmers' wives, or the "farmers' wives' week," as it is often called. In other cases such a conference is organized independently

as the "housekeepers' conference," "school for housekeepers," or the 66 week's course in home economics."

For example, at the University of Texas a program of lectures, demonstrations, exhibits, and conferences is provided, including usually a series of consecutive lessons extending throughout the week and with various special features as well.

The school for housekeepers of the University of Illinois offers a two weeks' program dealing with various phases of home life.

It is planned not only for the activities of the home, but consideration is given to what may be called the higher life of the home. The health of the family, provision for beauty of surroundings, and wise administration are considered in home nursing, home decoration, household management, and care of the children.

The instructors include the members of the staff of the household science department, representatives of other university departments, and certain outside speakers. The program of the housekeepers' school, which is open without entrance requirements or fees, included in January, 1914, the following and other topics:

The house.-Home life of the children of the bush, Home life in Australia, The Illinois way of neighborhood planting, Good and bad architecture and why, Appreciation of pictures, Some suggestions for the home library, Care of the house, Good taste in furnishings, System of lighting for the farm home, Systems of water distribution in the farm home, and Why household-science clubs should be organized among housekeepers.

Food.-Food and its function in the body, Planning meals, Food for the sick, Care of milk in the home, Pure-food legislation, Table setting and service, Home canning, Rural school lunches and equipment, Vegetables, Food for the child, Infant feeding, Farm marketing, and Food demonstrations.

Clothing. Some points in dressmaking, Good taste in dress, Choosing material for clothing, Home millinery.

Health.-Health in the home, Home care of the sick.

Immediately following the school for housekeepers, the University of Illinois offers extension courses in cooking and sewing which continue through four weeks and furnish opportunity for consecutive laboratory instruction in these fields, without entrance requirements, or fee, or university credit.

The Missouri Homemakers' Conference Association was formed in 1907 as an organization of women attending the farmers' week conferences held at the University of Missouri under the auspices of the State board of agriculture, which makes a grant toward speakers' expenses at this annual meeting. Its constitution states its object:

To unify the housekeepers of Missouri in an effort to better their own home conditions, to help future homemakers by encouraging the introduction and development of home economics in all the schools of the State, and to cooperate with other organizations working toward the same end.

Annual meetings are held during farmers' week, and the reports of the papers and addresses have been published by the State board