10 Jan., 1919.] America and Australia Compared. 15 



when the Federal and State Governments began to invest money liberally 

 in the colleges, and provide them with proper equipment, and high-class 

 specialists as teachers. 



Twenty years ago the students came to the colleges fresh from the 

 cornfields with no prior training. Now, however, they must have a 

 high school training before they are allowed to enter the colleges. 



The curriculum has gradually developed in such a way as to secure 

 a unique blend of the vocational and non-vocational in varying pro- 

 portions, with enough of both to turn out an efficient business man with- 

 out sacrificing his education as a citizen. 



The authorities aim at making a good farmer, but they aim, too, 

 at making the student a good citizen as well. 



Ninety-five per cent, of the students who graduate from the colleges 

 either go on the land, or take up some form of agricultural work — 

 teaching, investigational work, or extension work. Of those who do not 

 graduate practically all return to the land. In either case failures are 

 almost unknown. 



For those who cannot attend the full courses, short courses extending 

 from two weeks to two months are held, so that they who desire lo 

 increase their knowledge of agriculture may do so. These courses are 

 given by specialists, and thousands of farmers attend them every year. 

 At Ohio there were over 3,000 farmers in attendance at the College of 

 Agriculture at the time of my visit. 



Domestic Science. 



A feature of most American Colleges of Agriculture is the provision 

 made for the teaching of domestic science and home economics. 



Within the college is a group of buildings devoted exclusively to the 

 training of young women in domestic science. 



In the American view, both men and women should be equally 

 interested in farm life, and if training is necessary for the one it is 

 equally essential for the other. Consequently regular four-year courses 

 of instruction are provided for women just as courses in agriculture are 

 provided for men. 



Ninety-five per cent, of the women of America become home-makers 

 sooner or later in their career (some of them become home-breakers, 

 too!). For that reason, home-making, with all that it implies, form?* 

 the principal subject of instruction for women. The object is to teach 

 the principles underlying the proper administration of the household, 

 and to study foods, hygiene, nutrition, dietetics, textiles, clothing and 

 household management. 



The equipment is usually very complete. Laboratories are fitted 

 with gas stoves, and gas, coal, wood and electric ranges. Each girl is 

 provided with a kitchenette, where her work in cooking is done. A 

 practice cottage is associated with every course in home economics. 

 This is usually a six-roomed house, furnished and equipped to accom- 

 modate five or six students and an instructor in charge. The furnish- 

 ings are simple and typical of the average American home. The 

 purpose is to provide an opportunity for students to gain practical 

 experience in managing a household. The students are responsible for 

 the planning, preparation, and serving of the meals, marketing and 

 household accounting, and cleaning and laundering of the household 



