Home Economics at New York State College of Agriculture 1449 



breeding of plants and animals; while the women would not understand 

 the scientific management of the home or the principles of human nurture 

 and breeding. A study of social and biological sciences with emphasis 

 on the needs of the human being will undoubtedly help to make a better 

 and more efficient race, and will serve to complement the endeavors of 

 those who are perfecting the raw materials. 



It is often asked, " Why should home economics (domestic science) 

 be taught in the schools? Why should not the daughter learn from her 

 mother what she needs to know about housekeeping? " The .answer 

 to such a question is the same as the answer to a similar question : " Why 

 cannot the farmer give his son all the instruction that he needs in order 

 to make him a good farmer? " Agriculture and home economics embrace 

 subjects founded on science. The mother can teach her daughter to cook, 

 but she may not be able to teach her how she can plan a balanced meal; 

 why the fruit spoils, or the bread does not rise; why the baby of five 

 months should not eat bananas; why last winter's green dress has turned 

 yellow; why she dislikes the new wall paper; how she can design an artistic, 

 inexpensive dress, or rightly furnish and decorate a room. As the 

 young person studies grammar, arithmetic, and history at school, so 

 should she study also the subjects of home economics, because they are 

 founded on a scientific basis and demand definite and systematic study. 



Many mothers have a thorough knowledge of grammar and arithmetic 

 and still prefer for their daughters the organized instruction of the school- 

 room. Mothers may likewise have a thorough knowledge of home eco- 

 nomics and, if possible, should teach their daughters to cook and to 

 sew; yet they may appreciate the advantages of obtaining such educa- 

 tion in a well-organized institution. 



Home economics should find its way into the curriculum of every school, 

 because the scientific study of a problem pertaining to food, shelter, or 

 clothing — whether the baking of a loaf of bread, the washing of dishes, 

 the planning of a more convenient kitchen, or the making of a well-fitting 

 kitchen apron — raises manual labor that might be drudgery to the 

 plane of intelligent effort that is always self-respecting. 



Young persons often dislike a task exceedingly because they see no 

 reason for it and have not learned the rhythm of the homely duty. It 

 represents distressing monotony to them. When they are given a reason 

 for its performance and are shown its rhythm, they find pleasure in the 

 task once so distasteful. By right training, therefore, the tasks of the 

 household may be lifted to a place of dignified effort. 



Not long ago a woman was seated at a luncheon prepared by a class 

 in home economics. She had been graduated from a normal school, had 

 received a college degree, had taught for several years, and finally had 



