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(d) When home economics instruction is conceived in terms of utilizing subject matter derived from home and family relationships as a medium for a combined humanistic and scientific college education it is entirely logical to set up an independent major division of home economics coordinate with the other schools and colleges of the institution. The tendency to make the home economics unit an independent one is in some instances a conventional notion of what is needed rather than an indication that home economics objectives are such as to require separate control.

4. Failure to articulate all home economics instruction, extension, and research through the head of home economics resident instruction is likely to result in undesirable duplication and a variety of standards within the institution.

5. When home economics matters must pass through a number of subordinate administrative heads before reaching the president it is relatively safe to assume that the immediate heads of home economics work may frequently be compelled to modify their objectives and activities in accordance with policies and attitudes determined primarily upon grounds other than those of development of home economics purposes.

6. Representation of the home economics units on the governing faculty bodies is so limited that a query may well be raised concerning the reasons for this situation. On the other hand, there is a somewhat liberal representation of home economics teachers upon institutional standing committees. That home economics should be represented so frequently on the curriculum committee, one of the most important institutional committees, is testimony by a large number of institutions that the home economics staff is recognized as having a contribution to make.

The facilities and the restrictions that are due to the formal position of home economics in the institutional organization serve to promote or to limit definition and attainment of objectives, but aggressive and competent home economics leadership or sympathetic administrative impetus may secure for home economics an organization of such size and of such character as to attain very advanced objectives even though its apparent position in the organization as a whole indicates restricted purposes.

7. In a number of the land-grant colleges multiplication of departments has proceeded at a rate not justified by the size of staff and by the academic ranking given to staff members. As presented in the reports from the institutions the internal organization of home economics units throws very little light upon the suitability of the exist ing organization to the attainment of any specific type of objective. Internal organization needs readjustment for the definite purpose of

adapting organization machinery to the accomplishment of a very well-defined purpose.

8. Home economics is establishing its subject-matter field in the esteem of other areas of college instruction. Expansion of the service that home economics can render to other divisions of the institution depends upon the degree of success attained in efforts to establish new and more thoroughgoing analyses of relationships and combinations of home economics subjects.

9. It is significant that among a group of persons engaged in the direction of education that depends upon homemaking for its incentive, so small a number have had experience in the fundamental relationship of marriage. It is desirable that institutional and State restrictions upon the employment of married women be removed wherever they exist and that an adjustment of home economics instruction especially be made in order that women actually responsible for their own homes may more easily be employed upon a part-time basis.

10. It is of special interest that in 41 institutions only 25 persons on the undergraduate staff are reported as having the doctor's degree. Inasmuch as the Ph. D. is the most commonly recognized badge of scholarship and of academic respectability, home economics, and institutional administrations may well take measures to employ new members with the doctor's degree or to encourage study while in service which will enable present members of the home economics staff to obtain the Ph. D.

11. In view of the paucity of the Ph. D.'s among the members of home economics staffs, it would appear probable that the graduate work in home economics is upon the master's degree level in most of the land-grant colleges.

12. A serious deficiency in the academic training of home economics staffs becomes evident when it is realized that almost half of the persons employed in this division hold no degree higher than the bachelor's. The proportion of the home economics staff whose highest degree is the bachelor's should be greatly reduced and employment of persons without any academic degree should be confined to a few specialized fields in which degree training is seldom afforded and is even less frequently desirable.

13. Home economics needs scholarly material both in the scientific and social aspects of its work. An increase in the value of interpretative material of more or less popular type is also desirable. It should be one function of college home economics staffs to take the leadership in providing publications of both types.

14. In 43 of the institutions reporting the head of home economics is directly responsible for recommending new appointments. If the character of these selections is inferior or superior to the standards

prevailing in the institution as a whole the responsibility rests largely with the home economics unit itself, except as the unit may be restricted or aided by salary scales that compare unfavorably or favorably with those of other divisions.

15. The principles or policies that have actually operated with refcrence to the promotion of home economics staff members in the landgrant institutions should be those that operate for the institutions as a whole.

16. Several theories seem to be applied in the land-grant colleges with reference to the basis of payment of women members of the staffs: (1) The principle of equal work and equal rank demand equal pay for men and women; (2) adjustment of pay to the financial needs of staff members which results in a lower range for women who are unmarried; and (3) determination of pay upon the basis of training and creative activity. Whatever theoretical approval may be given to the first of these principles and whatever the arguments that may be advanced against the second, it is difficult to disprove that institutional management upon the basis of the third method has not resulted in the lower present actual standard.

17. It is evident that a study should be made in each institution of the actual duties performed in order that a reorganization and a reassignment of administrative detail may be made which will not only prevent waste but which will release the time of trained administrative personnel for the more important phases of staff management.

18. Among the most important features of institutional management of the staff is the provision made for maintenance and improvement of faculty quality by means of attendance at professional meetings, study while in service, and leaves for graduate work elsewhere. These matters are of special significance for the home economics unit in view of the need for research experience and development of higher standards of staff training.

19. The home economics staff in land-grant institutions during the past five years has had a very large turnover. Factors operative are the low salaries paid, slow promotion, the increased interest of commercial firms in the home economics trained woman, offering larger salaries to successful people; marriage, which must always make fairly large inroads where the staff is composed to any considerable extent of young women; and the competition among colleges for persons who have proved their worth. Constructive staff management might easily reduce the effect of some of these factors.

20. The head of home economics is in 40 institutions responsible for recommending the purchase of new books in her field. It should be noted in this connection that unless full advantage of this opportunity is taken by the head of the home economics unit, responsibility

for inadequate library collections in this field rests to a large degree upon her shoulders.

21. The establishment of nursery schools in connection with home. economics departments has a threefold purpose, namely, to give preparental training to students majoring in home economics; to give opportunity for parents to observe scientific methods of guiding young children; and to provide for research in child development and behavior.

22. In the nursery schools it appears that actual home situations are perhaps more closely related to laboratory practice and instruction in child training and development than is the case with any other phase of home economics instruction. It is probable that the same cooperative methods and technique might be employed profitably in the study of clothing for the family, food for the family, family finance, and family relationships. Less artificial situations in the schoolroom and laboratory should be developed thereby.

23. 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 unit if poor management results in expenditures that are poorly directed to accomplishment of definite objectives. When objectives themselves are vague, confused, contradictory, no consistent basis or principle of economical financial expenditure is possible and the tendency is to confuse economy with parsimony.

24. The director of home economics and members of her staff serving as department heads within the home economics unit know well the needs of the department. She should be in close touch with the financial situation, not only in her department and college, but in the institution as a whole, and should have an important share in shaping the home economics budget with regard to development of a unit best qualified to accomplish accepted home economics objectives.

25. It would be unfortunate for home economics development if courses and curricula should become conventionalized prior to the best adaptation of means to accomplishment of well-defined objectives. Inconsistency and change are much less objectionable than consistency and permanence of practice upon a mediocre level.

26. It is somewhat surprising that a group as keenly interested in the development of its work as is the home economics group should determine its new offerings to so slight an extent upon the basis of scientific analysis of the activities and interests of women.

27. From the varied ways in which so large a number of departments of home economics in land-grant colleges are working to avoid duplication of high-school work it is clear that further systematic study of this problem is desirable. In part, solution probably lies in development of research in home economics that will provide subject matter sufficiently advanced to be distinctly separate in type from that offered in secondary schools. Problems of articulating college and secondary offerings in home economics will nevertheless demand adjustment by the colleges upon the basis of present offerings in both units. In this process the obligation rests most heavily upon the college.

28. The home economics staffs are attacking the problem of duplication of offerings with considerable energy by means of frequent revision of courses, observation of classes, conferences, and use of course outlines. Probably in part because of the tentative nature of home economics development, the home economics unit displays more interest in and use of these methods than is the case of the older and better established subject-matter fields.

29. Stimulating and constructive courses may best be developed by a determination and delimitation of objectives, by group review of course outlines, by the employment of carefully worked out bibliographies and other guides for reading, and by the use of carefully selected equipment. It is the relationships between library facilities, adequate equipment, and the extent to which these relationships are discovered and employed in service of objectives that will determine in large measure the strength or weakness of courses.

30. Home economics should contemplate reconstruction of its curricula in such fashion as to provide for two years of upper division work to which admission may be obtained simply and easily by general junior college preparation.

31. Although there is a tendency to start serious specialization at the beginning of the third year in college, graduate work is rapidly becoming something still more highly specialized and requiring content and method distinct from those of senior college courses. Home economics should prepare to direct its further de velopment in harmony with these tendencies.

32. Graduate work in home economics, as is the case in other fields in land-grant colleges that do not have highly developed graduate schools, is too largely merely a continuation for a longer period of time of the same sort of work that is offered in the undergraduate years.

33. The increasing emphasis upon all forms of adult education and consequent development of methods and techniques appropriate to such instruction make it evident that home economics may well

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