SECTIONAL TRANSACTIONS— L. 405 



Sir Arnold Wilson. — From an industrial point of view. 



Mr. Donald Gray. — From the economic point of view. 



Dr. W. W. Vaughan. — From literary, cultural and historical point of 

 view, and general survey as Chairman. 



Prof. W. W. Watts. — From field and open-air [out of school) point of 

 view. 



Tuesday, September 6. 



Domestic Science as a Real Educating Instrument : — 



Miss H. Masters. — Domestic science and domestic subjects. 



Domestic science and domestic subjects are frequently used as inter- 

 changeable terms, but in the School Certificate they appear as separate 

 subjects and in diflferent groups, and, speaking generally, there seems to be 

 considerable confusion with regard to the exact nature of the subjects covered 

 by these terms. An outline of the main developments which have led to the 

 inclusion of these subjects in the school course is helpful at arriving at an 

 understanding of their relationships to each other and of the attitude usually 

 adopted towards them. There is need for much more general recognition 

 of the educational, as distinct froni the utilitarian, value of domestic subjects, 

 and for some modification in the outlook of the teachers of both science and 

 practical subjects. In both these branches there has been a tendency to 

 adhere too closely to traditional methods of approach. Special diflSculties 

 peculiar to the teaching of practical subjects, and which have to be taken 

 into account in the training of the teacher, call for some consideration. 



The prospects are favourable, but progress lies in the development of 

 a craftsmanship dependent on the merging and not on the separation of 

 science and art. 



Miss M. C. Pepper. — Domestic science and mental training. 



Domestic science compared with the pure sciences — the predominance 

 of craft and the necessity for development of skill. 



The problem of teaching the art, developing skill, and at the same time 

 proceeding so as to preserve the spirit of discovery and adventure. How far 

 the teaching of domestic subjects should be by observation and imitation. 



Difficulties inherent in the complexity of {a) the materials, e.g. foodstuffs ; 

 {b) processes, e.g. bread-making ; (c) apparatus, e.g. gas-stoves, in all branches 

 of domestic science. 



The value of these subjects for mental training inherent in their value 

 as practical subjects developing co-ordination of hand and eye, bodily con- 

 trol leading to quick, accurate movements economic in effort, developing joy 

 in practical work and making it a useful, productive form of self-expression 

 with valuable aesthetic possibilities. 



Suggestions for methods of organising and teaching domestic science, 

 based on the realisation of its possibilities as a ' real educating instrument.' 



Miss M. Weddell. — The secondary school course in domestic science, 

 (a) Typical lessons to-day : two methods of approach, ' methods of 

 purpose ' and ' methods of exercise.' 

 Range of syllabuses. 



