98 



(4) Every person should know something concerning food poisoning, due to 

 toxins jind ptomaines, and everyone interested in food should know something 

 concerning its ])reserv:ition in tlie form of canning, preserving, and drying. 



(.">) A knowledge of our water supi)lies and the relation to diseases should 

 lie miderstood. 



(d) Likewise, sewage disposal should not be omitted. 



(7) Home knowledge should consist, in part, of a familiarity with fermenta- 

 tions, as represented in nulk, vinegar, and other substances, and putrefaction 

 and decay should he thoroughly understood. 



Many other topics commonly taught and practiced in bacteriology are of 

 (Mjual importance with the ones named. A course in bacteriology which should 

 j.rovide sullicient knowledge and training to equip students in home science 

 requires at least one year of two hours each day given to the science. Of this, 

 tliere should lie two lectures each week, and eight hours of laboratory work 

 every week throughout the year. Less time will not furnish necessary training 

 to make the subject useful in everyday life, for its usefulness represents its 

 greatest value, and scarcely a day passes in one's life in which one can not 

 make use of it. 



There should be given under the misnomer "domestic art." practical courses 

 in all phases of needlework, beginning with sewing in Its simplest form and 

 l(>ading to healthful and appropriate wearing apparel and to the decoration of 

 llie home. This would include plain sewing, dressmaking, hand sewing, art 

 needlework, millinery, the study of textiles, and house decoration. 



Women do n(jt know how to keep house by instinct. Practical arts are 

 learned by practice. This work, with the practical courses in cookery, would 

 bear nnich the same relation to a course in home economics that shopwork 

 bears to courses in mechanical engineering. 



Under the head of " domestic science." which is another misnomer, should be 

 given such instruction as would make the students familiar with the best and 

 most economical methods of homemaking and housekeeping. The common facts 

 of science should be correlated in their bearing upon household matters. The 

 various methods of conducting a home in comfort and health should be di.s- 

 cussed and the most important of these demonstrated practically. The course 

 should include at least laboratory work in general cookery, cooking for the 

 sick, waiti-ess work, and advanced cookery. 



I'rinci]»les of cooking, with practical individual work, should include han- 

 dling large and small quantities of materials. All elementary methods of cook- 

 ing should be taken up and dealt with thoroughly — food value, cost, prepara- 

 tion, and cooking of vegetables, cereals, meats, etc. The lessons should be ar- 

 ranged in logical order and each principle illustrated by the preparation of 

 simple dishes. 



Lectures should l)e given on the various scientific principles which are neces- 

 sary as a foundation for an intelligent understanding of the science of cookery. 

 Then should be taken up the subject of fo(Kls. their composition, growth, his- 

 tory, pi-eparation. jind the manner in which they are affected by cooking, also 

 a classification of foods, and the making of dietaries should be studied at some 

 length. 



This shoidd be followed by a course in invalid cookery and also courses in 

 advanced cookery. 



Thorough instruction should be given in the serving of meals, care of rooms 

 ."ud furniture, cleansing agents, and laundry work. 



The business side of home life should not be neglected. Instruction should 

 be given as to Itusiness foi'ms. simple cashbook as adapted to household ac- 

 counts, notes, drafts, and other forms of conunercial iiaiier. monthly and yearly 

 statement of expenses as compared with the ideal division of income as recom- 

 mended by political scientists. 



CVmrses should also be given in house architecture, emergencies and home 

 nursing, sanitary science, and dietetics. 



The amount of practic-al or technical instruction is limited only in time and 

 teacher. The foregoing indicates in a rather indefinite way the amount and 

 character of woi-k reconnnended for a foiu'-year college course at the iiresent 

 time. It is in fact the work offered in the women's coiu'se of the college with 

 which the writer is connected. Courses in home economics are new and 

 naturally very defective. They have been thrown together very often without 

 much regard for the logical seciuence of studies. Their nomenclature is little 

 short of ridiculous, yet i)rogress has been rapid and substantial, and in a very 

 few vears courses in home economics will be as clearly defined, as logically ar- 



