95 



cxteiit tlint iKiw the public niiml is iu'tter informed as to the possibilities of 

 technical traininj,'. and, consecpiently. is inclined to receive new proimsitions 

 with Ki'Ciiter sympathy and interest. 



But what shall be taufilit under the head of domestic science: how shall it be 

 taujiht : what shall be the sequence < f sidijects ; where shall they be presented".' 

 These are all questions about which no two persons have the same ojiinion. and 

 when it comes to the matter of a (-(illei^e course leadint; to a deri^ee in this 

 subject it is i)ertinent to inciuire if at the i)r(>sent time such a course is feasible, 

 .jnstitiable. or educationally wise. 



It nuist be (luite evident to every thinlviuf,' person that the art of directinj: a 

 household is one highly sus<-eptible to the benetits of training and education ; 

 that a wise application of scientific i)rinciples to household manai^ement can 

 not fail to result in better health, jrreater economy and hapi)iness. and a hifrher 

 plane of living;, and that these conditions, in time, have theii- beneticent influence 

 upon society in general. Not only can we undei'stand these ])ossibilities, but 

 we can well believe the statements of those informed in such matters, to the 

 effect that the social and moral I'cforms so j^reatly needed in certain classes are 

 best promoted throutih better conditions of home life, to be gained by education 

 and training of the most elementary sort. 



It is imitossible. therefore, to overlook the importance of the tield. and the 

 oi)i)ortunity here afforded for an educational work of the widest scojie. extend- 

 ing from the simplest manual traininji to the highest applications of learning 

 of all kinds to a more rational development of domestic life and the home. 



There is no doubt that the actual needs in this field are far beyond the capacity 

 of existing educational f:icilities as they exi-st now or are likely to exist for a 

 long time to come. 



We shall agree that any girl who is a potential home maker should have an 

 educational pre))aration for this imi)ortant function, and that the elementary 

 phases of this training should receive (luite as early and weighty attention as 

 any other. Few mothers are comi)etent or able to do this work, and the source 

 of this training must be found in the public schools, where all girls should have 

 some good instruction in the manual oper.-itions of the household, such as cook- 

 ing, sewing, the laundry, and the jirinciiiles of sanitation and hygiene. 



Nine-tenths of these girls can never obtain any education beyond the iniblic 

 schools. The few who can go to college can not afford to spend valuable time 

 there in elementary and manual operations, neither can the college afford to 

 spend its resources in doing what is more appropriately done in the elementary 

 schools. But for the college girl there is possible a superior training for the 

 higher duties of the home, which will be to her of far greater value than the 

 average college curriculum, and which will have in it no whit less of disci- 

 plinary and cultural value. This training should range over the field of science, 

 arts, and letters, bearing upon the physical, social, and moral problems and 

 functions of the home, and should lead to a degree of equal significance with 

 those granted in other scientific courses, as, for example, in engineering or 

 agriculture. 



It seems quite clear to me that the field of effort comprised in the term " home 

 economics " is of such potential significance as to deserve recognition throughout 

 the entire educational system, beginning with the primary school and ending 

 with the university. As in the ease of agriculture, the first steps of educational 

 development in tliis field may most wisely be devoted to the elementary and 

 manual training for .young girls in the public schools. If public sentiment is not 

 yet ripe for the introduction of these subjects into the public schools, it may, 

 after all, be the wise course for the land-grant colleges — as leaders in molding 

 popular views regarding technical and industrial education — to administer these 

 primary courses temporarily, provided the public be made clearly to understand 

 the reasons for so doing. Growing out of and in extension of these, there will 

 follow in due time a legitimate course of study of collegiate character, in which 

 cooking, sewing, laundering, etc.. will have no place, but in which there will be 

 thorough study of the natural sciences, with a generous allowance for the liberal 

 arts, and for which the degree of bachelor of science may consistently be given. 



Apparently such popular demand for instruction in household science as 

 exists at present is chiefly for the elementary features, or at least for courses 

 in which these have a considerable part. It is probable that strictly scientific 

 and cultural courses, such as I have intimated should be required for a degree, 

 will be but sparingly attended. Young women who attend college seem to pre- 

 fer courses in liberal arts to those in science, and this attitude will continue 

 until there is developed a popular knowledge of and appreciation for the art of 



