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Present-Day Education

Teachings are Concerned with Applications of the Natural and Social Sciences. Home Economics Leaders Among First Advocates of Correct Feeding for Children. Notwithstanding Active Agitation, Need of Sufficient Food of Proper Quality is not yet Universally Recognized. Care of Infants Long a Branch of Home Economics Teaching. Opportunities for Persons with Home Economics Training

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Advanced classes serve luncheon to their friends in the home economics apartment of the Northern High School, Detroit, Mich.

business investment as well. So much importance is attached to this institution that in general it is no longer relegated to the musty school basement, but it is given the top floor or some other desirable

Undoubtedly the nutrition campaigns fostered by the teachings of home economics in and out of the schoolroom have gone a long way to change the longestablished and inadequate American dietary of meat, potatoes, and white bread. The food habits of the Nation have been largely influenced, if not revolutionized, by the teachings of home economics. Yet the work is far from finished, for the Surgeon General of the United States Bureau of the Public Health Service, writing on the progresss of medicine, says: "Much has been açcomplished within the last 50 years; much more remains to be done in the prolongation of life and promotion of happiness. There is yet too much preventable disease. Figures at hand indicate that deaths from diseases of the heart, blood vessels, and kidneys, apoplexy, insanity, and cancer have increased in this country during the past 50 years. Unfortunately, the exact cause of all of these and other chronic degenerative diseases which carry off more than 250,000 victims of the United States each year are still obscure. It is believed that the increase in some of the chronic diseases is due to wrong habits of life, the result of nutritive disturbances of overfeeding and underfeeding, and improperly selected diet."

Alice Lu was reared in a college home management house

location where fresh air and sunshine are unhampered in their contributions to the development of healthy, happy, and hopeful young citizens. It is here that boys and girls, and even faculty members, are taught intelligent discrimination in food selection, patience, consideration for others, and civic responsibilities.

Interest in the malnourished child is shown by national, State, and local governments, and by private organizations. This interest in the nutritional welfare of children is well-nigh universal. Nevertheless large numbers of persons responsible for the feeding of children have not been convinced, for, as Emerson's figures show, one-third of our children are malnourished.

Schools Must Teach Principles of Nutrition

Great strides have been made in the dissemination of the facts of child nutrition in the past decade. Relatively little was written on this subject up to 20 years ago. The solution of the problem depends upon the education of the masses, and responsibility for that falls especially upon the school departments of home economics, physiology, physical training, civics, and health education.

Besides the contribution home economics makes to better nutrition, the agita

tions for personal cleanliness, more prepossessing personality, good grooming, appropriate dressing, and sanitary housekeeping have helped to change our methods of living. The daily bath not so long ago was a physical impossibility for even the most fastidious, and for lack of facilities still is for many persons, yet for the majority it has become a necessity. Present-day homes for families even of moderate circumstances make ample provision for bathing, fresh air, and sunlight. In other words, America is fast learning that cleanliness is next to godliness.

Nutrition Taught through Pupils' Organizations

A year or so ago a "Health and Happiness League" was organized in Texas which reached a membership of more than 21,000 boys and girls below the eighth grade, representing 811 elementary classes with 620 teachers. This organization owes its birth to the bureau of nutrition and health education of the State University of Texas. The bureau has assembled, classified, selected, and edited material in graded lessons for the first and through the seventh grade. This material is accessible to teachers for a small deposit which is refunded when material is returned. Interest in this work is shown by the increased enrollment of teachers and towns over that of a year ago.

In short, home economics contributes to sound health through its teachings of nutrition, preparation of food so as to preserve its nutriment, personal cleanliness and proper clothing, sanitation of home and community, and to civic beauty and attractiveness in general. The standard of any community may be well judged by its home making.

The study of home economics from its inception has included the care and

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development of the child, and its specialists have been recognized pioneers in this field. They are constantly adding the results of valuable researches.

They have also kept pace with the researches in child psychology, a fact demonstrated by the preparation of teachers of college grade for the nursery schools, in connection with depart

and in only a very small number of the States is this work offered as a part of health and hygiene, home nursing, Red Cross, civics, or other subjects.

According to the latest census figures there are in this country two-thirds as many children of preschool age as there are in the entire elementary schoolabout 14,000,000 children of preschool

This high school clothing laboratory has the equipment of a professional workshop

ments of home economics in colleges and universities. Nursery schools affiliated with home-economics departments are rapidly increasing in number. At the last report 22 had been established in colleges and universities, 2 are in general high schools-1 in Los Angeles, Calif., and 1 in Highland Park, Mich. They are the first of the kind in public schools in the country and perhaps in the world. In elementary schools there are 30 or more in which girls of the upper grades and junior high schools are taught how to amuse and care for young children and to prepare and serve food to children ranging from 9 months to kindergarten ages.

Instruction Must be Given Early

If the majority of pupils are to participate in preparental education it is necessary to begin the work early, for the "survival study" made in the Bureau of Education in 1918 showed that out of every 10 children entering the first five elementary grades, 8 reach the sixth grade, 7 the seventh, and a little more than 6 the eighth grade. Of the original 10 entering the first grade a little better than 3 enter the first year of high school, about 21⁄2 the second year, 1.8 the third year, and 12 the fourth year. Undoubtedly the next survival study will show a higher ratio in the upper grades.

A recent survey of public-school courses in child care for girls shows that in twothirds of the States child-care units are offered in departments of home economics,

age a situation indicating that if the education of this number of preschool children is to receive adequate attention it must be given in the homes, and that preparation for such education must be given to the potential home makers in the elementary school and in the first years of high school.

The instruction should be on the interest and development levels of the

pupils, but its place in the school curriculum should depend upon the percentages revealed in the survival records; practically all should have it.

According to Home Economics Curriculum Study No. 1, of Teachers College, Columbia University, 100 representative home-economics courses published since 1920, and selected from among nearly 1,000 outlines collected from city and State school systems, show that in home economics the emphasis in child-development work is on conduct, habit formation, motor, physical and social habits, growth and development, play and recreation, care of the sick, food, clothing, and care of mother and infant. In fact, little is left out that concerns the care and healthy development of the child.

In home economics the modern theories of psychology are applied to the practical preparation of boys and girls for parenthood, and the aim is to give the present home makers aid in lifting the standard of child training. Home-economics leaders indorse the teachings of the International Children's Charter, known as the children's bill of rights, drawn up February, 1923. This bill stipulates that every child, irrespective of race or class, politics, or creed, should be born in health and honor, nurtured under healthful conditions, preserved in health, nursed in sickness and distress, rescued when in error, have opportunities for complete development, and be brought up as a member of the human family, conscious of his kinship with other children and prepared to play his part in the service of his fellows. In other words, the bill of rights recognizes the child as an entity; and not only parts of him, but all of him, should be hygienically developed. In this

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sense the term "hygienically" is used in its broadest sense.

The responsibility for this development must in a large part fall upon the home maker, who ought to be able to find such courses on the level of her understanding in the schools. To what department or departments this responsibility should fall seems very plain. It should fall to all those that have a contribution to make. From the surveys already cited home

child training, household services, and social life; the mother's share in family life, as the manager of family finances, provider of personal services, care and training of children, companionship, home atmosphere, and material comforts; the children's share as helpers to parents, brothers and sisters, sponsors for certain home duties and responsibilities which contribute to the general happiness of the home and family life. This study also

A unit kitchen for small groups in a junior high shool in Long Beach, Calif. economics stands in the front ranks as a contributing force.

Psychologists appear to agree upon the power of imitation as a determiner of early mental patterns and of conduct which persist through life. Upon these grounds the home is recognized as the most powerful psychophysical mold in the present social organization. According to this philosophy the parents, the physical environment of the house, the general social atmosphere of the home have an important share in shaping the psychological future of the children.

In accordance with this theory departments of home economics in elementary, secondary, and higher schools are offering a course called "social relationships of the family."

Home Relationships in the Curriculum

Analysis of 100 courses of study in the junior and senior high schools reported in Home Economics Curriculum Study No. 1, of Teachers College, Columbia University, shows that this subject is offered in each of the six years in this type of school organization, and the topics as outlined include: The home, as a provider of physical needs, a protector, a center for social intercourse, a developer of character, a promoter of ideals, and fine social relationships; the father's share in family life, as the provider of income, protection, and companionships, and cooperation in

includes home culture as to educational, social, ethical standards, aesthetic appreciations concerned with behavior, conduct, furnishings, literature, nature study; religious education and life in the home; home life of other people and finally an analysis so far as possible of what is meant by "worthy home membership" and the responsibilities of each home member to this cardinal principle of education and citizenship training.

Home making is the largest single vocation in the United States. Upon the home is spent a large proportion of the income of the Nation's wage earners, and much of this is spent by women to supply the family's ever-changing wants, which may be deemed luxuries to-day, comforts to-morrow, and necessities the day after.

Home-economics teaching offers to thousands of women in elementary, secondary, and higher education an opportunity to earn a livelihood and at the same time to contribute to the uplift of home ideals. The number of teachers employed in this work for the entire school organization of the country is not definitely known. The number reported for higher education for 1925 is about 2,500. No accurate statement can be made of the number of teachers of home economics in high schools or in elementary schools. It is safe to say, however, that between 12,000 and 16,000 women are thus employed in high schools and about 15,000 in elementary schools.

Home-Economics Women in Business

Business offers to many home-economics women lucrative opportunities. The aim of the home economist in business is to make an intelligent and ethical link between the manufacturer and the consumer and employ in this relationship modern educational methods.

Lastly, the dietitian's services have become indispensable to the hospitals and dormitories; and institutions, both private and State, demand the advice of the food expert. Many commercial eating places employ women with home-economics training. The New York State College of Home Economics, at Cornell University, offers an excellent course in hotel management. This field undoubtedly will be occupied more and more by trained home economists.

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This home-making room may be used for either sewing or cooking classes

What a Community May Reasonably Expect of Its Teachers

Cheerfulness, Tact, Public Spirit, and Community Interest Are Qualities Which Every Teacher Should Show. Understanding of Children and Helpfulness Toward Them Are Clearly Essential. Teacher May Properly Expect Cooperation and Good Will

WH

By ELSIE P. JOHNSON

Member of the School Board, Claremont, N. H.

HAT do the people of a community have a right to expect of their teachers? The first thing we expect of our teachers is optimism-a bright and cheerful attitude toward their work and their community. A proper sense of humor and a correct sense of proportions. It has been said, "An optimist is one who can sit down in the quiet of the evening and make a cool, refreshing drink of the lemons handed him during the day." A teacher's personality is so reflected by her pupils that it is no profession for people with grouches.

We also expect our teachers to be tactful. A well-known professor in one of

our normal schools used to tell his schoolmanagement classes this story: A rural school teacher observed a long, low woodshed roof, when she first entered her new schoolhouse. Imagining her pupils would all be climbing and sliding upon it, her morning talk consisted of a lecture about keeping off the roof and threats of punishment should they go upon it. At the first recess she had a chance to try to carry out all her threats; the children had never before thought of playing upon the roof until the tactless teacher gave them the idea. Tact is much needed in dealing with critical parents and patrons with their practical and impractical whims.

Reasonable Social Activities Are Helpful

A teacher to be successful needs to cooperate with the community in all its worth-while activities. Of course this should not interfere with their school work. Sometimes so many evening functions are attended that the pupils find their teachers "sleepy in classes." However, to a reasonable extent these trained teachers should assist and often lead in church work, girl or boy scout clubs, the grange, parent-teacher associations, community clubs, and all such organizations. Not only does their enthusiastic help greatly aid these groups, but it makes for friendship and pleasant relationships with their pupils' parents and other citizens.

This brings us to the fourth thing I would say we should expect of our teachers, which is that they spend the majority of the week-ends in the town where they teach. This is much more important in 13480-28- -2

a small town or rural community than in a large city.

Mothers and fathers feel their children's teachers should be the right kind of an example for their children outside of school, as well as in the classroom. We want the ones who have the training of our future citizens to maintain dignity and moral standards that will be beyond reproach. "Actions speak louder than words" is very applicable here.

May Cultivate Gentleness and Poise

It is gratifying to note that most teachers avail themselves of every opportunity to teach politeness and good manners. Is it too much to expect of them that they cultivate a gentle tone of voice, that does so much to produce quiet and calmness in the nervous age?

A Christian

Religious education may be only incidental. True reverence to God can be taught in opening exercises. teacher will find many opportunities in nature study to emphasize "that the heavens declare the glory of God and the firmament showeth his handiwork." In a recent article in the American Magazine Angelo Patri said that he knew no better

rules to hold children rigidly to than the

Ten Commandments.

We each expect the teacher to understand our own child and help develop his best traits. This is an age of individual training, as well as of group cooperation. Although a teacher may have 40 pupils we expect her somehow to make each one do his best. Tommy of Miss Smith's fifth grade had been particularly troublesome all day and was kept after school. While he was doing the tasks of cleaning boards Miss Smith talked in a friendly way about his outdoor interests and home pets. At the close of a genial half-hour's chat, Miss Smith said, "Tommy how can you be so perfectly horrid in school, when you are so nice now?" Tommy's reply applies to others besides Miss Smith, it was, "That's just what I was wondering about you."

The playground offers the teacher a chance to become better acquanited with her children. Orderly playground sports entered into by the teacher give her an opportunity to reach the children in their natural sphere. It is required of most

teachers yet in many school yards still we see unorganized play resulting in wrangling and fights with no teacher in sight. Many times a child can be reached through play whom a teacher has been unable to touch in any other way.

It is a great deal that we expect of our teachers-what then shall the community do for them? It goes without saying that they should be paid a salary that is as near correspondent with their responsibilities as possible. Even though the good we expect them to do can never be measured by money values.

Leave School-Room Problems to Superintendent

These young women and men who have chosen the work of training our youth are only human. They are ever before the public eye. We should never be hasty to criticize, always anxious to commend. The school board as representing the people often receive many complaints. They should be slow to criticize the teachers whom they have employed and should reserve decisions until both sides are heard. School-board members are in school only infrequently, and they can upset the teachers régime by making hasty decisions. It is better to refer school-room problems to the superintendent, who is necessarily in close touch with each teacher and pupil. Most difficulties will be adjusted by the superintendent at once. If they are not, of course the school board should be ready to cooperate. We need as much tact as we expect of our teachers.

Parents Should Participate in School Functions

It is up to a community to provide good boarding places for their teachers for fair

prices and make these places real homes. People of the community should visit school, feel obligated to accept special invitations to school functions, attend parent-teacher associations, teachers' receptions, etc. Parents should invite their children's teachers to their homes and be their friends.

We can not expect all the character training to come from the teachers. We must recognize the importance of the preschool age. We must not expect the teacher with a room full of children for five hours of a day to any more than supplement our job as parents. Health, character, religious training, and manners all have to be well established in good homes. Our attitude towards the teacher is so reflected by our child that we must be very careful not to implant any prejudices.

The teacher has a right to the cooperation, good will, and friendship of the community. In short the rule for the relation of the community and the teachers that will work on both sides, in every case, is none other than the Golden Rule.

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