1474 The Cornell Reading-Courses 



Application of courses to home economics. — Inquiries such as the follow- 

 ing are received at times: "Why should physics and chemistry be a part 

 of a course in home economics? What is the need of drawing, of political 

 science, of biology? " 



It is said that the average woman does not like physics or chemistry 

 and is likely not to succeed in those subjects. When a woman finds that 

 the principles of science apply to her everyday tasks, and begins to com- 

 prehend their relationship, her interest awakens not only in the science, 

 but in the task itself. She becomes interested in physics because she is 

 interested in the laws of light, heat, and electricity as they apply to the 

 construction and equipment of her house. Mechanical devices for domestic 

 work require a training in mechanical principles underlying the working 

 of pump, vacuum cleaner, fireless cooker, kitchen range and furnace, 

 power washers, and separators. Chemistry soon makes a strong appeal, 

 for it renders .cleaning processes, cooking, nutrition, and many other 

 processes readily comprehensible. Biology gives knowledge of and respect 

 for life and the laws of life. Drawing is a part of the course of study, 

 because art is as well expressed in dress, house construction, and house- 

 furnishing as in the making of pictures. Application of the principles of 

 art as they apply to the home and to simple and effective clothing is to 

 be found in a department of home economics. Political science meets 

 the needs of the man engaged in business. Finance, corporations, tariff, 

 railroads, municipal control, all look to economics for foundation prin- 

 ciples; their need is recognized because of their wide financial interests. 

 A large percentage of the family income is spent for food, shelter, and 

 clothing. It is apparent, therefore, that a knowledge of economic principles 

 is needed for the expenditure of that amount as well as for the earning 

 of it. 



Vocations open to students in home economics. — Until very recently it 

 was regarded as heresy to advocate the idea that culture and skill could 

 find an harmonious union in our educational system. The well-educated 

 woman of a hundred years ago was the woman skilled in the performance 

 of household tasks. Skill was the standard by which her education was 

 measured — skill not necessarily related to culture. Industrial conditions 

 were such that her ability to do well the practical task made her work 

 of economic importance, and she earned her living in the home in a manner 

 that had the sanction of the times. 



In the course of events the keynote in education changed. Skill ceased 

 to be the all-important consideration and so-called culture became the 

 dominant factor. The value of skill was depreciated, and culture, detached 

 and unrelated to anything practical, governed all teaching. Higher 

 education no longer concerned itself with instructing women in practical 



