ably an outline containing the essential details of position of rooms, equipment, and responsibility, and order of procedure for the work under main or general headings, is all that is necessary. The students themselves, should have a part in planning the division of work, the menus, in fact much that pertains to the life of the girls when in the house. One institution, State College of Washington, begins its detailed plan which is presented to the students before they begin their practice work, by statement of aims of the course, which are: "To apply principles and training in home economics courses to solving the problems of home management for a small group; to develop standards of efficiency that are practical for the homemaker who does her own work; to give opportunity for appreciation of home problems; to give opportunity for getting reliable records and data."

In most of the practice houses, the girls carry on all the housekeeping activities of the average home. Heavy work, such as cleaning, snow removal, and furnace work is done by extra help. Fifteen of the 32 institutions report that the home management houses are used for other purposes than instructional work. Twelve report using it as a demonstration house during better homes week. Most of the institutions report that the home management house is open to visitors at any time and is useful as a demonstration throughout the school year. It would be interesting and significant to know how many visitors there are during the year and how much is being done by the several home economics departments to acquaint homemakers of the community with the work being done in the home management practice laboratories.

The cost of practice work in home management houses is met largely by laboratory fees or fees for board and room which the supervisor and students living in the house pay. But 13 of the 32 report funds to cover costs taken from the home economics budget. Among these, all but one report small sums; this one reports a larger item for the rental of the house. Ten institutions report reimbursements from State and Federal Smith-Hughes funds varying in amounts from $250 to $773. The amounts most often reported are between $350 and $400. Four of the 10 institutions received Smith-Hughes money in 1920; 8 in 1925-26; and 10 in 1927-28.

The total expenditures for home management houses in 11 institutions for which complete figures are available for the years 1920-1928, are shown in Table 11.

TABLE 11.-Total expenditures for home management houses in 11 land-grant institutions, 1920-21 to 1927-28

In order that students living in the home management house during the practice period may not be overburdened with the schedule of studies it is lightened and credit given for the home management practice work.

In just how far experience in entertaining, in management of household finance, and housekeeping duties attendant upon everyday life, is valuable to the young woman living with a group of other young women of about the same age, and under the direction of a supervisor, may be estimated in some measure by the reports of its value from all institutions mentioned. In every case, except one, the supervisor or person reporting is most enthusiastic over this method. It is at best an artificial situation, but one which is the best substitute for the home situation that has thus far been worked out. So much human behavior is determined by emotional responses occasioned by situations in which the relationships are so entirely different from this experience among a group of young girls that some of the greatest problems in family life are not even touched in home management houses. Practice in home management houses is valuable, however, in helping the student to find out for herself (and she must find out for herself if the experience is to be valuable), the physical problems and duties attendant upon everyday management of a home. In addition its gives opportunity for her to build attitudes toward home management and capacity for responsibility in these duties under the direction of a trained supervisor.

In order more clearly to approximate the actual home situation and give young women an opportunity to have practice work in child care and feeding, 13 institutions have a small child in the home management house. The Oregon State Agricultural College, University of Minnesota, and Iowa State College report more than one child cared for each year by the students. The children range in age from 3 months to 15 months; the majority are 1 year of age. They are, in most cases, loaned to the departments of home economics by children's homes, and are adopted or returned at the end of the school year. Opinions of members of the home economics staff differ decidedly in regard to the advisability of students caring for little children during their work in the practice house. Some are very enthusiastic and believe such practice gives a much-needed opportunity for students to observe the development of babies of this age, to have experience in caring for, feeding, clothing, and guiding a young child. Those who oppose the practice do so on the grounds that with nursery school facilities available it is not necessary and expensive; that the child is too often regarded as a plaything; and that his development is hampered by too many changes among the persons who care for him. Opponents also con

tend that fallacious deductions are made under the supposition that such an arrangement simulates home conditions. On the other hand it is maintained that the practice is worth while from the standpoint of the child's physical welfare and as a demonstration of results of proper physical care without consideration of the value in giving young women experience in the care of a little child. From the standpoint of the emotional development of so young a child, the opinion of psychologists is not entirely favorable to the practice. Some studies are now being made to find out, if possible, comparative changes which take place in the child living in a normal home where father and mother, and perhaps brother and sister, are present and those which occur when the child develops in a situation other than that of the normal family group.

In addition to laboratories and special units such as the nursery schools and home management houses devoted exclusively to home economics instruction, certain phases of home economics require experimental and practice work in association with other elements of the institutions. This is notably the case of advanced work in dietetics. Hospitals and medical schools either directly connected with the institution or affiliated more or less informally most frequently serve home economics needs.

Cooperation of Home Economics with Hospitals and Medical Schools

A study of the reports from 42 institutions shows that 7 have made provision for student dietitian practice in local hospitals. They are Washington State College, University of Minnesota, University of Maryland, Iowa State College, Connecticut Agricultural College, University of Hawaii, and the University of California. The State College of Washington reports that hospitals take students at the end of the junior year for summer work to offer insight into hospital dietetics, but that student dietitians go to the East and Middle West for training. The University of Hawaii has a similar arrangement.

Only one institution reports its relationship with a local hospital unsatisfactory. The reason given is the faulty organization of the hospital diet course. Two of the seven report hospital practice work engaged in after graduation; three during undergraduate years; three do not specify time. In only one case is the practice period less than three months; four report it six months in length; one, the University of Maryland, has an arrangement with Johns Hopkins whereby students are at the hospital for a 9-months' practice period.

Eight institutions report arrangements for student dietitian practice with hospitals some distance away. They are Connecticut

Agricultural College, Montana State College, Kansas State Agricul tural College, University of New Hampshire, Cornell University, University of Wisconsin, University of Hawaii and the State College of Washington already mentioned. Colorado Agricultural College and the University of Kentucky report students accepted at hospitals in nearby cities, but that no formal affiliation exists.

Of the 42 institutions reporting, 24 have no arrangement for hospital practice. Fourteen of these give the training of hospital dietitians as a secondary aim of home economics education; five as a primary aim.

Though much of the fundamental theory of dietetics can be gained from textbooks and in school laboratories this theory can in no wise. take the place of experience in the hospital situation. Sooner or later, all institutions expecting to train effectively professional hospital dietitians must make provision for hospital practice.

Chapter V.-Financing

Objectives maintained as ideals may be ever so carefully worked out and enthusiastically championed but practical realization will depend upon the adequacy of resources devoted to provision of a competent staff and suitable physical facilities. On the other hand, financial resources that should be adequate in amount may fail to serve the needs of the home economics units if poor management results in expenditures that are poorly directed to accomplishment of definite objectives. When objectives themselves are vague, confused, and contradictory no consistent basis or principle of economical financial expenditure is possible and the tendency is to confuse economy with parsimony. Financing the home economics work of an institution has, therefore, two rather distinct aspects, the phase that concerns institutional fiscal policies as they relate to home economics, and the phase that relates to the responsibility of the home economics unit itself for expenditures that are within the control of the head of this unit. Presentation of the facts about fiscal matters can not be separated upon this basis, but the interpretation of any factual situation must usually consider the implication that may be drawn both from the standpoint of institutional policy and from the standpoint of internal administration of the home economics unit. It is the purpose of this examination of home economics financing to present facts concerning budget making, the size of home economics budgets, sources of income, cost accounting, and expenditures that may be significant from the standpoints indicated. A budget plan for expenditures is used by the majority of home economics departments in land-grant colleges. Forty-two institutions give detailed information concerning budget initiation and approval, adjustments within the budget, the checking of bills, and keeping of cost records. In 40 of the 42 institutions reporting, the director of home economics is directly responsible for the initiation of the budget for home economics undergraduate instruction. Three institutions, the University of Missouri, the University of Delaware, and the University of Maryland, report budget committees, composed of members of the home economics staff, cooperating

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