304 REPORT OF OFFICE OF EXPERIMENT STATIONS. 



The report of the committee on nomenclature of the American 

 Home Economics Association was presented at a meeting of the 

 department of manual training and art of the National Education 

 Association, and was as follows: 



First. In the judgment of the committee the term "home eco- 

 nomics" should be used to designate the subject as a whole wherever 

 it is taught, and should be qualified only by the terms "elementary," 

 "secondary," and "liigher" as coromonly applied to courses of 

 instruction in different grades. 



Second. Home economics is a distinctive subject of instruction, 

 and includes the economic, sanitary, and aesthetic aspects of food, 

 clothing, and shelter as connected with their selection, preparation, 

 and use by the family in the home or by other groups of people. 



Third. Instruction in this subject should be based on the laws of 

 the phj^sical, biological, and sociological sciences. The presentation 

 should be graded according to the maturity, attainment, and pur- 

 poses of the students. 



Fourth, (a) Elementary schools. — In the elementary schools the 

 central thought should be the acquiring of skill. 



(h) Secondary schools.^ — In the secondary schools, while the work 

 should lead to greater skill, it should also develop "the reason why" 

 and cultivate the scientific method of thought by means of experi- 

 ment. To this end it should be correlated carefully with the work 

 in other subjects so as to economize the time of teachers and students. 



(c) Higher institutions. — In the higher institutions, while skill and 

 applied science and art are fundamental in the instruction, there 

 should be the broader scientific, economic, and sociologic view and 

 wherever practicable the development of research. 



MOBILE MEETING. 



At the meeting of the department of superintendence of the Na- 

 tional Education Association, in Mobile, February 23-25, 1911, the 

 general topic under consideration was "Educational acliievement and 

 educational endeavor at the close of the first decade of the twentieth 

 centur}'^," and from the frequent mention made of agricultural edu- 

 cation it would appear that one of the important achievements of 

 this decade is a realization of the importance of extending instruction 

 in agriculture from the agricultural college downward into the second- 

 ary and elementary schools. 



In the session devoted to achievement and endeavor in cooperation 

 there was frequent mention of the progress made in teaching agri- 

 culture and in the organization of boys' and girls' rural life clubs, 

 and in the last general session, when all of the papers discussed the 

 "Progress and true meaning of the practical in education," one of 

 the principal addresses was by P. G. Holden, of the Iowa coUege, 



