4. Vocational guidance is a part of the program, and as regards home making it must take account of the period when the homemaking motive is yet dormant, but when such training, if given, will have later social consequence, as well as take account of the subsequent period when the home-making motive is conscious.

5. These laws provide for State grants toward the cost of vocational classes and schools, including home-making classes, and also for expert supervision afforded by the State in the establishment and administration of such instruction.

6. Special provision has been made for training vocational teachers in State normal schools.

H. AID FROM THE STATE GOVERNMENT IN THE TEACHING OF HOME MAKING.

1. A State supervisor of the teaching of household arts should be provided under each State department of education to visit local schools, aid in the introduction of the new subject, the planning of equipment and course of study, the accrediting of work to colleges and universities, etc. Six States already have such supervision by specialists in home-making education: Illinois has a high-school inspector sent by the State university to determine the accrediting of household science for university admission; Louisiana has an official in the extension department of the State university charged with oversight of the schools to which State aid is granted for domestic science; Massachusetts has an assistant to the State commissioner of education to oversee continuation classes in household arts to which State aid is given; Wisconsin has a State inspector of domestic science under the State inspector of public instruction; Maine has the part-time services of the director of home economics in the Farmington (Me.) State normal school; and New York has an expert in home making in the vocational education division of the State education department.

The American Home Economics Association voted at its Cleveland convention, June, 1914, to memorialize the State superintendents of public instruction to appoint State supervisors of education for the home.

2. Money aid is given by many States to local communities for homemaking education:

Or

(a) On the basis of local expenditure, as up to one-half the total expense, or one-half the salary expense, or one-half the equipment expense-usually up to a maximum sum. (b) A fixed grant for the elementary school teaching of household arts, or for the high school, or for both. Or

(c) A grant for the consolidation of school districts which thereupon teach home economics and meet certain other requirements. Or

(d) A grant, as in Iowa, for teachers' training classes in high schools which must teach home economics and meet certain other requirements. Or

(e) A grant for certain types of schools, as county schools of agriculture and domestic economy in Wisconsin and North Carolina, and selected high schools, as in Virginia, Georgia, and Arkansas, which must teach agriculture and domestic science. 3. The school laws should declare that home making may be taught; and in due time should declare that it must be taught, and that only teachers of certain standard may teach it.

I. STANDARDS AS TO CERTIFICATION OF TEACHERS OF HOUSEHOLD ARTS.

1. Two years of special training in household arts beyond the high school, in a normal school, technical institute, or college, should be set by law as the minimum for the certificate of the special teacher of household arts. The supervisory teacher of household arts should have three or more years' special training and special teaching experience.

2. The high-school teacher of home making should be a graduate of a full college course in academic and technical courses.

3. The regular grade teacher should have some training in household arts.

4. The vocational teacher should have actual vocational skill, properly attested.1

J. TRAINING OF TEACHERS OF HOME MAKING.

1. Departments of home economics should be established in all normal schools; such departments already exist in 159 such schoolsall except 10 or 12 of the State normal schools.

2. One course in home economics should be required of all men and women who are to teach; this to include such topics as food selection, health protection, house sanitation, and money expenditure. Many normal schools require agriculture, manual training, or home economics; about one-half of the normal schools teaching home economics require of grade teachers, especially intending rural teachers, a course in this subject.

3. Two-year courses for household-arts teachers should be offered in all State normal schools, and a three-year course for training supervisors of the teaching of household arts in at least one normal school in each State.

1 New Jersey requires an examination by a committee of practical housekeepers.

4. One State has a special normal school devoted to training manual-training and home-economics teachers (Santa Barbara, Cal.). 5. City training schools are including departments of household arts, to equip the grade teacher with some knowledge in this field to train special teachers of household arts.1

6. Courses for training teachers are commonly provided in the home-economics departments of the technical institutes and colleges. 7. Courses in household arts in several States are required in the teachers' training classes in the high schools as one condition of the State grant (for example, Iowa).

8. Local school authorities may well be empowered to establish special training classes for vocational teachers, including home making.2

9. Vocational nonteaching courses in household arts are desirable in normal schools and other teachers' institutions to train in home making those who do not wish primarily to teach.

K. CONTINUATION INSTRUCTION IN HOME MAKING.

1. Continuation classes in home making for persons in employment are intended to give prospective and actual workers in the household arts instruction therein.

2. Such instruction should be organized for girls in industrial and commercial work, for home women, and for household employees. 3. Such classes should be organized at daytime hours and employed young women should receive a minimum amount of instruction in the arts of living.

4. The instruction of such classes should be organized in unit courses dealing with some single problems, and provided for the group especially interested therein, such as the furnishing of the house on $100, $300, $1,000, for young people about to be married; the planning of meals; the care of the child; the family budget of $750, $1,000, etc.

5. Such continuation classes in household arts have been organized in housekeeping model apartments by the Boston school committee for workers in candy factories, etc., and in Providence, R. I., as the "home school," 3 and are now conducted in many communities.

6. The Hughes-Smith bill proposes Federal grants for the instruction of household workers.

L. STATE SCHOOLS OF HOME MAKING.

1. New York State has established several secondary and collegiate schools of agricultural home making-at Alfred University,

1 See the Chicago (Ill.) Normal College and the Washington (D. C.) Training School for Colored Teachers. 2 Massachusetts law of 1914.

3 See The Home School, Ada Wilson Trowbridge. Houghton-Mimlin Co. 1913. 95 pp.

Alfred, N. Y.; St. Lawrence University, Canton, N. Y.; and Morrisville, N. Y. Other instances are the work at Winthrop College, Rock Hill, S. C.; at the Alabama Girls' Technical Institute, Montevallo; the State institutes of Louisiana (for example, at Lafayette, La.); and the California Polytechnic School at San Luis Obispo, Cal.

2. There are special secondary schools receiving State grants in several States: The district agricultural schools of Arkansas, Virginia, and Georgia, with home economics departments, and the county schools of agriculture and domestic economy of Wisconsin.

3. The action of Wisconsin in establishing courses for home makers (in addition to those for teachers) in its normal schools, and relating these to the State university so that a normal graduate may pass to the university to complete a four-year course in home making, really creates a system of State junior colleges.

M. SPECIAL SCHOOLS OF HOME MAKING.

1. The "schools of cookery" for lady cooks, beginning about 1875 in the larger cities, have been centers of training in cookery for young women, home women, for "plain cooks," and for charity workers. Their important service is still continued in certain instances, as that of the New York Cooking School.

2. Private girls' schools of home making have been established: The Garland School of Home Making, Boston, which includes a boarding department with a complete practice house, the Barnard School of Household Arts, New York City, a day school, and the National School of Domestic Arts and Sciences, Washington, D. C. 3. The School of Mothercraft, New York City, is a professional school for training young women and mothers in the care of children and in home making.

4. The schools of philanthropy, in New York, Boston, Chicago, and St. Louis, engaged in training charity workers, provide instruction in methods of family rehabilitation.

N. THE TECHNICAL INSTITUTES AND EDUCATION FOR THE HOME.

1. The technical institutes-among others, Pratt Institute, Brooklyn, N. Y.; Drexel Institute, Philadelphia, Pa.; Mechanics' Institute, Rochester, N. Y.; Girls' Technical Institute, Montevallo, Ala.; and the schools for the colored race, as at Hampton and Tuskegee-primarily train technical experts in various fields, including home making. In home making they have especially trained teachers, and have produced a valuable type of teacher-one who emphasizes the vocational point of view.

O. COLLEGES AND UNIVERSITIES.

1. It is estimated that about 7,500 college and university students were attending courses in home economics in 143 colleges that were given courses in home economics in 1912 and probably 12,000 such students in 250 colleges in 1914. Of 5,547 of the 1912 students regarding whose registration in home-economics courses the facts were reported, 63 per cent were studying home economics for home use, 32 per cent to become teachers, and 4.8 per cent in preparation for administrative and commercial positions. The average (mean) percentage of women students in home economics was 26 per cent of all women students in the colleges so reporting.

2. Of 86 colleges reporting with full data as to a curriculum in home economics, 3 report a one-year course, 17 a two-year course, 3 a three-year course, and 54 a four-year course, while 8 report both two-year and four-year courses and 1 a three-year and a four-year

course.

Of 74 colleges reporting regarding the degree offered for work in home economics, 13 colleges give the A. B. degree, 57 colleges give the B. S. degree, and 4 colleges give both degrees.

3. In universities research courses in graduate departments to train college teachers of home economics and scientific workers in these fields have been organized at Chicago, Columbia, and Yale Universities, leading to the doctorate of philosophy, and graduate work leading to the master's degree has been organized in some 20 colleges and universities.

4. College curricula making vocational applications of the household arts are offered in the following fields: Home making or household management, teaching of household arts, institution administration, dietetics, house decoration, lunch-room management, costume design, dressmaking, laundry management and supervision, and possibly other fields.

5. Applied science courses relating to the home have been offered in some 37 colleges and universities which do not have departments of home economics in such subjects as food chemistry, sanitation, economics of consumption, history of the family, euthenics. Certain of these courses are offered in the academic women's colleges, as Vassar, Smith, and Wellesley, where they may foreshadow professional courses or professional schools (such as that in another field, the graduate school of education at Bryn Mawr). Indeed, certain of the academic women's colleges-notably Elmira College, Elmira, N. Y.; Rockford College, Rockford, Ill.; Milwaukee-Downer College, Milwaukee, Wis.; Agnes Scott College, Decatur, Ga.; and Mills College, Cal.-have already organized vocational courses related to the home, and, in several instances, have offered vocational degrees.