Home economics in Georgia high schools, no. 16 [1927]

HOME ECONOMICS
IN
GEORGIA HIGH SCHOOLS
Syllabus prepared by a Committee from the Georgia Home Economics Association
No. 16'
Published by
Georgia Sta.te Board for Vocational Education
M. L! DuggaD, Executive Secretary
Atlanta, Georgia

GEORGIA STATE BOARD FOR VOCATIONAL EDUCATION

MEMBERS OF BOARD

CHARLES M. SNELLING, Okairnuz.rL...,

~~

Athens, Ga.

(Chancellor of the University of Georgia)

W. C. VEREEN, Vice-Ohairman

Moultrie, Ga.

HON.M.L. DUGGAN, Executive Secretary ('State Superintendent of Schools)

Atlanta, Ga.

SAM TATE ------------ ....---.-------------:..----------rrate, Ga.

MAx L. McRAE

--

McR'ae, Ga.

MISS MARY C. BARKER

-;

...Atlanta, Ga.

GEO. S. IfARRIS

.

Atlanta, Ga.

STAFF

PAUL W. CHAPMAN

~

Athens, Ga.

(Director of Vocational Education) MIss EpSIE CAMPBELL

Athens, Ga.

(Supervisor of Home Economies Education) .

L. M. SHEFFER

Athens, Ga.

(Supervisor of Agricultural Education)

J. F. CANNON

~

~

..

.;. Atlanta, Ga.

(Supervisor of Trades and Industrial Edu~ation)

Goo.D. GoDARD

Atlanta; GIr.

(Supervisor of Industrial Relhabilitation)

THE MCGREGOR CO.
~RINTERS ATHENS. GaORGIA

HOME ECONOMICS
IN
GEORGIA HIGH SCHOOLS
SYllabus prepared by a Committee from the Georgia Home Economics Association

COiVIMI'l"rEE

EI'SIE C,\1\fPBELL, Chairman

MAY UPSHAW BROACH LEn,A BUNCE

CLARA LEE COKE
Em'I'Ll V. CRESWEf,L

SUSAN M. BURSON

CLARA W. HASSLOCK

MATILDA CALLAWAY

CATIIERIKE ABERNE'l'HY .JONES

MAUDE CHAPLIN

ABIGAIL GRAVES RANDOLPH

LOUISE WIIITEHURST

Published by
Georgia State Board for Vocational Education
M. L. Duggan, Executive Secretary
Atlanta, Georgia

Foreword

TABLE OF CONTENTS

Introduction __

___

Fundamental Needs

Specific AinlS

--

Scope of Home Economics

Program for Vocational High Schools

Program for General High Schools

Suggested Two Year Program

How to Plan Course of Study

Problems to be Solved Type Problems

Units of Credit

Outline of Suggested Attainments

Home Management

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Home Planning and Furnishing

Home and Community Relationships ---------

Foods and Dietetics

:-

Family Health

Personal Hygiene HOllle Nursing :-

-

-- ------

Child Care and Developlllent

Clothing ---

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Ways of Measuring Attainments -Brief Bibliography

Bulletin Material

3 _5
5 6 ~-
6 6 6 7 .__ 7 8 9 9
10 14 20 24 32 -- __ 3'6 38 44 46 50 51 53

FOREWORD
At a meeting of the Georgia Home Economics Association in Macon, April, 1925, a committee was appointed to develop a tentative syllabus to be used by the home economics teachers of the State in formulating their courses of study. This committee was composed of the following members: Epsie Campbell, chairman; May Upshaw Broach, Leila Bunce, Susan M. Burs.on, Matilda Cal lawav , Maude Chaplin, Clara Lee Cone, Edith V. Creswell, Clara W. Hasslock Catherine Abernethy Jones, Abigail Graves Randolph, Louise Whitehurst.
During the summer of 1925, Miss Campbell, assisted by her committee, completed the syllabus, and during the fall it was placed in the hands of the hOllie; economics teachers to be used in planning their courses of study.
Following its use for a year, it has been revised by the members of the same committee in the light of the experience and opinions of the teachers of the State
Since the syllabus represents the efforts of a number of leaders of home economics education in Georgia, and because the State Board for Vocational Education is interested in cooperating in every way possible in increasing the efficif'ncy of the teaching in the State, this material has been put in bulletinform with the hope that it will be of help to the home economics teachers and superintendents of Georgia.
PAUL W. CHAPMAN, State Director of Vocational Education. Athens, Georgia, January 1, 1927. Reprint, January, 1930.

THE HOME ECONOM1CS COURSE
Introduction. This Home Economics Syllabus is designed for use in the high schools of the State with the hope that it will prove helpful to every home economics teacher using it as a guide in setting up more definite objectives and presenting more valuable problems. It is highly desirable that students of home economics in every high school of the State should receive approximately the same amount of training if uniform college entrance credit is expectrd for time devoted to the subject.
Fundamental Needs. Fundamental needs in the promotion of home economics education are that the scope and content of our home economics courses be broad enough to include training in the fundamental activities and responsibilities in homemaking as applied to high school girls' needs and interests, that the goals of attainment be clearly outlined so as to articulate fully with other parts of the school program, and that the selection of subject matter and methods of presentation be in accordance with the best accepted standards of educational advancement.
The rightful place of home economics in the educational world has suffered long because of the meagerness in content, the narrow interpretatiol~, as just cooking and sewing, and this too often of the fancy variety, insufficient equipment, poorly placed rooms, inadequately prepared teachers and lack of close tie-up with the girl's life and activities.
'With these needs in mind an effort has been made to formulate a fairly comprehensive but not exhaustive course of study in outline form. Noone course can fit the needs of every group, therefore each teacher is expected to make such adjustments of subject matter as, are necessary to meet the nc.-ds of the pupils in her particular community, considering local conditions, the demandl> for the course, the time allotment, the available equipment, and other facilities.
Need for all Girls. Since statistics show that eight out of every ten women eventually undertake the fundamental and complex occupation of homemaking, that ninety per cent of these do their own work and that every gill lives in some kind of a home and should take part to a greai er or less degr1oe in the activities of the home, thinking people in the educational world are sreing the importance of including some homemaking training as a part of every girl's education. Such courses are not only valuable from the point of general education but also enable the girl to live we]] in her home and community as a better citizen, to appreciate the finer things of life in a better way and to gain a sane appreciation of homemaking, thinking of it as a p:-ocession worthy of the best training.

6

Home Economics in GeOl'gia High Schools

Specific Aims.
1 To stimulate an interest in homemaking.
2 To develop an appreciation of home life in the mind of the high school gIrl by training her for helpful and worthy home membership.
:~. To give information on which to base correct standards for: (a) healthful living; (b) wise spending; (c) wise use of leisure, strength and money; (d) social service to home, community and state:
~. '10 acquire some skill in the actual planning for and performing of many of the household tasks which will be of value to her in her present and future home.
5. To form habits of accuracy, neatness, order, thrift, cleanliness and speed as related to herself and her home.
Scope of Home Economics.' Homemaking is a composite occupation requiring vanous forms of abilities and specific activities, and of related knowledge. Briefly stated, the subject of home economics includes a study of foods in relation to health, their composition, selection, cost, care and preparation; the planning and serving of meals and their dietetic value or use in the body; a study of clothing, the selection and purchase of ready to wear, the designing and construction of articles for the home, selection of suitable becoming garments, care, repair and laundering; a study of the home, its selection, purchase, building, furnishing, care and management; the care of children in the home physical, mental and social; the health of the family; the relationships of home and community.
PI10gram for Vocational High Schools. The outline submitted below hai-i been plann~d with the idea of a two year program of work in high school offered preferably in the eighth and ninth grades, the second year program to be based upon the first year program and neither to be complete without the other. It is advisable where many pupils elect only the first year that a more general survey course be planned.
These classes should meet daily, as other high school subjects, the mm imum of 90 minutes being required for all laboratory courses. vVhen laboratory is not pertinent to a lesson, the time should be filled with supervised study, home project or practice work or recitations. A related science shall parallel each class in home economics. When only five forty-five minute periods daily are offered in science two additional forty-five minute periods per '\veek must be given in home economics in order to satisfy the federal requirements of 150 minutes daily to home economics or home economics and related science or art.
Program for General High School. A modified course in homemaking may be given for longer or shorter periods of time. In such schools the teacher will h!ve to select the most important problems in view of the needs of the pupils in her classes. Whether the girl goes to college, marries or

Home Economics in Geol'gia High Schools

7

enter" business should be the determining factors in the type of course III home economics she elects in high school.

Subject Sequence. A suggested sequence of subjects and number of lessons for a two year program is given but is not arbitrary. The plan of presenting sllbject matter is left larg'ely to the judgment of the teacher according to her knowledge of the situation. Some teachers prefer alternating the subjects by units, others prefer the problem basis of instruction and still others the treating of each subject intensively.

SUGGESTED TWO YEAR PROGRAM (180 LESSONS)

Time AllotmentIJaboratory lessons Recitations

90 lninutes 45 minutes

First Year
1. F,Jementary Clothing Problems 2. Elementary Food Problems and Housekeeping 3. Health of the Family and Home Nursing

80 lessons 50 lessons 50 lessons

Second Year
1. Clothmg Problems-Design, T'extiles, Budgeting, etc. 2. Meal Planning-Dietetics 3. Child Care and Development-F'amily and Community
Relationship 4. Home Planning and Management

50 lessons 70 lessons
20 lessons -40 lessons

HOW TO PLAN COURSES OF STUDY ON THE BASIS OF SUGGESTED ATTAINMENTS
Value of a Survey. The suggested attainments, as outlined for the high school girl in the field of home economics, are rather inclusive, but as previously -stated, it is left largely to the discretion of the teacher in the light of the needs of her special group, as to just how much is to be included in her program.
The more or less logical order in which the information is arranged is for convenience in organization and not a sugge-stion as to the order of presentation. Good pedagogy emphasizes the psychological approach to the high school girl's interest through her activities, experiences and responsibilities of the present and the immediate future. This means the teacher must know her girls:
(1) What are they doing in and out of school. (2) From what type of homes they come and the kind of communities
in which they live. (3) 'What share of the home responsibilities they assume and others
they ought to assume. (4) 'What things they can do weU at home and their previous training
at school. (5) What home activities in which aU will more or less engage after
leaving school, regardless of other occupations.

8

Home Economics in Ueorgia High Schools

(6) How long the majority of the girls will stay in school and what they will do after they leave school, and so forth.
The interested teacher will find many ways of securing the desired informaticH, as visiting the homes, attending church and social gatherings, holding group conferences, individual conversations, conferences with welfare workers and teachers through use of questionnaires and so forth. When a teacher makes such a survey she immediately realizes that no course written can fit the needs, interests! and experiences of her group. She also realizes that the indi~iduals within her group must have special considerations. It becomes her responsibility to make the many adaptations to the ages, groups, individuals. and so forth. Every functioning course of study must be always m proce"s of revision, living as the pupils live, growing as the pupils grow.
Problems to be Solveld. Mental and physical activity of the pupil is more important than teacher activity. Such activity can best be obtained by creatmg in the child's mind a feeling of need of the solution of a problem, the problem is best stated in the form of a question. The nature of child life is to ask questions and this is an evidence of the way he or she thinks and gets experience.
The problem selected to be solved may include several phases of home economics in 'which case it is not necessary to teach separately each division of the course. For example, choose the care problem: "How clan I help to keep my family well?" and group around this many contributing problems as "What must I know about foods in relation to health?" "What must I . know about clothing in relation to health?" "What must I know about sanitatioll in relation to health ?", and so forth. H is often possible to tie up the problem with other subjects in the curriculum.
Every lesson should have one or more problems to be solved and when possible devices for taking care of both physical and mental activities. Select the problems in terms of pupil's interest and as nearly as possible under normal conditions in school or at home, but always direct the solution along higher levels of the teacher's thinking, that is, with leading on qualities, in order of learning difficulties, and in proper sequence or orderly thinking.
The Use of the Outline in Problem Solving. Having decided on the type of pr:'blem which can be easily selected from the "Subject Matter Outline" from "Abilities" and from "Activities" develop your lesson plan as follows: What the pupil Ought to know ("Subject Matter Outline"); What the pupil oughL to be able to do ("Abilities"); "'.hat appreciations the pupil ought to gain ("Appreciations"); What habits or attitudes the pupil ought to form (" Attitudes"); What type of activities will be the best guide in the solution-laboratory exercise, home project, home practice, observation, reference, class discussion, group project, and so forth (,'Activities").

Home Economics in Georgia High Schools

9

When such a plan of orderly thinking is followed the wide-awake teacher should never be without worthwhile material for teaching homemaking.
Type Problems. A few type problems gleaned from the outline: How can we help ourselves grow? How can we learn to plan meals? How can we help to make home a happier place? What kind of a home shall we build? How can I plan m~ clothes to keep within my share of the family income? What are my relationships to my home and my community? How can I schedule my daily tasks so as to do my work and have some leisure? How can T learn to dress suitably, comfortably, and attractively? What health habib should I observe as an example to the younger members of my family? How can I plan and serve the meals in my home since some of the members do light and others heavy work? How. can I re-arrange my room in order to m~.ke it more attractive? How should an income of $150.00 per month be budgeted for a family of five? How can I care for my clothing so that it will last longer?

UNITS OF CREDIT
One to three units in Home Economics may be offered for college entrance. Time required for one unit: Voca.tional requmement: A double period daily throughout the school year of nine months.
General requirement: A minimum of 360 minutes a week throughout the year.
Home projects may count one-fifth of the requirement in either program if they are personally supervised by the teacher.
For description of Vocational courses see Home Economics Education, Bulletin 28, Federal Board for Vocational Education, Washington, D. C., and Georgia State Plan for Vocational Home Economics.
For description of, general courses, see Bulletin No.5, N. E. A. Commission, Reorganization of Home Economics in Secondary Schools, Superintendent of Documents, Washington, D. C. Price 10 cents.

10

Horne Economics in Georgia High Schoo~s

SUGGESTED ATTAINMENTS IN A COURSE IN HOME MANAGEMENT

SUBJECT MATTER OUTLINE

ABILITIES

1. Management1. Budgeting:
a. Income1. Food 2. Shelter 4. Operating expenses 3. Clothing 5. Higher life 6. Savings
b. Time schedules 1. Uses 2. Kinds: daily weekly seasonally
2. Labor saving devices
3. Systematic planning

'fo make budget for self and family on basis of income.
To keep personal budget. To spend less than she earns or has
given to her. To keep record of expenditures.
To plan schedules of tasks for self and family.
To use labor saving devices III the home.
To work by a schedule.

4. Business practices:
a. Checks b. Receipts c. Leases d. Taxes e. Insurance f. Real estate g. Building and Loan Associa-
tions h. Investments
5. Food: a. Planning, selection and prepation b. Evaluation of time, cost, and labor involved
c. Food value as to cost and family needs.
6. Shelter
a. Value of renting vs. owning home
b. House vs. home c. Care of
a. Furnishing b. Linens c. Equipments, etc.

To apportion wisely the amount of money available for food.
To buy food needed for family considering time, money, and labor involved.
To select best value for money expended.
(See Home Planning.)
To care for a home.

Home Management

11

ApPRECIATIONS AND ATTITUDES
The aid of a budget to a home as a sailing chart.
Fair division of income to each member and for each item of budget.
Importance of keeping accounts.
Value of systematic work.
Value of budgeting one's time for rest and playas well as work.

ACTIVITIES
Select family with average income for that town or locality and work out a budget.
List ways a high school girl can earn money.
Budget any allowance she may have. Start a savings account. Collect and examine methods of
keeping accounts. Schedule her time at present for
study, music, recreation, home work, rest, etc. Make time schedules for meal preparation and other tasks. Tryout schedule.
Secure illustrative material of labor saving devices-study and criticize

Talk by banker on business prac tices, use of bank, advantages of saving accounts. Practice using check and bank books.

Importance of judging quantity, quality and cost of food in reference to food vlllue.

Plan time and labor saving meals as 30 minutes dinners.

Standing in a community when one owns a home.
Atmosphere of home. Home, its relationships and responsibilities for each member.
Pleasures to be gained by assuming some responsibility for care.

Plan inexpensive nutritious meals at 25 to 50 cents per day.
Investigate cost of upkeep, insurance and value of investment in houses.
Store blankets, draperies, rugs not used during summer months.
Refinish some piece of furniture in home.

12

Home Economics in Georgia High Schools

SUB,JECT MATTER OUTLINE
d. Types of materials and metals in household utensils and equipment-their cleaning and care: L Enamel ware 2. Porcelain 3. Aluminum 4. Earthenware 5. Iron 6. Silver 7. Tin

ABILITIES
To easily and efficiently care for the utensils and equipment in the home, such as sinks, silverware, glassware, cooking utensils, etc., to do daily and weekly cleaning.

e. Best cleaning agents and their use in the home.

f. Sanitation: L House pests, prevention and extermination: a. Bed bugs b. Roaches c. Mice d. Ants 2. Ventilation 3. Grounds
g. Domestic service

To use best methods of getting rid of household pests as flies, mosquitoes and ants.
To properly ventilate home. To care for home grounds.

7. Clothing: a. Needs of each member of family' b. Wise spending of high school girl's allotment c. Care of garments year round
8. Cultural needs: a. Religion b. Philanthropy c. Music and art d. Books, magazines e. Education f. Recreation, travel

To work out own share of expenditure for clothing.
To work out budget for wise expenditure of allowance.
To care for own clothes by cleaning, pressing, airing, etc.
To contribute time, labor and money for religious and community activities.
To help the less fortunate and aged. To save money for books, travel,
education and music.

Home Management

13

ApPRECIATIONS AND ATTITUDES
Effect on well being of family of clean attractive surroundings.

ACTIVITIES
Care for own room every day and do some other house cleaning.

Advantage and disadvantages of different cleansers.
Importance of use of preventive measures in household sanitation.
Extermination of pests and use of safe disinfectants.
Social point of view in regard to domestic servants.

Practice in using different kinds of cleansers. Time and labor saving, least injurious, and best value.
I~ist daily, weekly, seasonal tasks a high school girl ought to do at home. Take each room at home and clean in proper way for a week, walls, floors, furniture, beds, draperies.

An appropriately dressed person does not mean always expensively dressed.
Thrift in dress for self and family.
Value of keeping her clothes in good condition always.
I
V ~lue of personal and social satisfactions of life as contrasted with material necessities.
Money and time spent for education, travel, books and so forth well spent.

Plan economical wardrobe for self based on clothing on hand.
Use as basis for school exhibit.
Study care of each type of garment, and practice same.
Talks by interested welfare workers, representatives of insurance and investment companies.

14

Home Economics in Georgia High Schools

SUGGESTED ATTAINMENTS IN A COURSE IN HOME PLANNING AND FURNISHINGS

SUBJECT MATTER OU'fLINE

ABILITIES

1. Ideals in home building. a. Responsibiliities of home-makers. b. Responsibilities of members of family.

To be a worthy member of one's own family.
(See Home Relationships.)

II. 'I'he evolution of the modern home from primitive conditions to the present under varying circumstances. Woman's place in the history of home building: a. Division of labor b. Training of children, etc.

(See Ohild care and Development.)

III. Advantages of owning one's home: a. Pride of ownership. b. Keeps home in repair-improvements made, surroundings beautified. c. Gives higher social status to family.
IV. Types of modern houses suitable for homes: a. Colonial (Dutch, Southern, etc.) b. English c. Bungalows, etc.

To share in the care and upkeep of own home. To respect property of others.
(See Home Management.)
To identify the common types of American homes especially in own locality.

V. Consideration in selecting site for modern home: a. Location and site1. Nearness to business, church and school. 2. Surroundingsa. Drainage b. Exposure c. Neighborhood d. Social requirements as to income and privacy. e. Availability to public utilities. b. Objectionable atmosphere.

To select suitable types of houses for definite sites and locations.

Home Planning and Furnishing

15

ApPRECIATIONS AND ATTITUDES
Value of home as an institution for character building.
Impol'tance of home building as a profession.

ACTIVITIES
To intelligently read house plans.
Discuss the relationship of members of the family to each other.

Vvell being of every member of the family conditioned by the factors of home environment.
Value of owning own home. Value of thrift. Importance of a satisfying home,
useful, substantial and beautiful.

Decide on girls' part for cooperation, helpfulness, etc.
Plan for a definite share. Collect pictures and articles repre-
senting life and work of women. Discuss status of women in the fam-
ily. Study ideals for a homemaker.
List the advantages and disadvantages of home ownership.
Visit sections where homes are owned and where rented and compare.

An attractive home is an economic necessity as the spiri:t of man craves an environment that will refresh and recreate his soul.
Effect of environment on family life, advantages to be gained by living in a desirable neighborhood.
Importance of attractive surroundings in creating peaceful and restful atmosphere.
Relationship between environment and income.

Collect illustrations of good architecture of modern American homes.
Select a home site and appropriate house for the location on the basis of a given income.
List factors wihch will affect the location of a home for own family and those that will affect the dwelling itself. Give reasons for opinions.

16

Home Economics in Georgia High Schools

HUBJECT MATTER OUTLINE
VI. General consideration of house plan: a. Building materials .' 1. Physical properties as perishable and imperishable. 2. Aesthetic: Texture and color. 3. Architectural. a. Style b. Suitability as to neighborhood. c. Cost.
b. Division of space, number of rooms, size, etc. 1. Working unit. 2. Recreation unit. 3. Rest unit.
c;Heating: 1. Kinds. 2. PlacingTypes of fuel and cost.
d. Lighting: 1. Daylight Type and size of WIndows. 2. Artificial.
e. Plumbing: 1. Placement 2. Designs 3. Finishes
f. Exteriors: 1. Roofs 2. Doors 3. Windows 4. Chimneys
g. Built-In Conveniences:
h. Floors and floor coverings: 1. Finishes and materials for floors. 2. Floor coverings: mattings, lineoleum, carpets, and rugs.

ABILITIES
To plan house for a definite site considering the needs of the specific group and at a reasonable cost.
To recognize the fitness of houses to materials and the materials that combine well.
To plan a house to scale as to general arrangement.
'fo recognize the advantages of different types of heating as fireplaces, stoves, furnaces, hot water and steam.
To suggest economical placement of plumbing equipment in house plans.
To recognize harmonious styles of exteriors for house.
To locate placing of built-in furniture to good advantage.
To clean varnished, painted or waxed floors and remove stains from floors.
To recognize good designs and qualities in floor coverings.

IIome Planning and F1lrnishing

17

ApPRECIATIONS AND ATTITUDES

ACTIVITIES

Importance of consideration of needs of individuals in planning and arrangement of home.

Visit new homes being built. Find cost of building materials III
locality.

Importance of building for permanency through wise selection of materials.

Discuss desirable features in homes and building lots visited.

House satisfactory only as it meets the practical and aesthetic needs of its inmates.

Study effects produced by different types of windows, roofs, chimneys, etc.

Importance of knowledge of comparative cost and convenience of different fuels. "Show me a man's fireplace and I will show you the man."
Importance to health of proper placement and care of plumbing.

Draw a house plan to fit the needs of one's own family or .an imaginary family.
Place furniture and equipment in kitchen on plan.
I,ocate the best place for installation of heating, lighting and plumbing fixtures with reference to convenience, comfort and ease of repair.
Open and clean trap to school sink.

Value of built-in furniture as compared to portable furniture.

Collect illustrations of built-in conveniences. Choose the most desirable ones.
Select covering for floor and colot: for woodwork.
Collect samples and illustrations of floor coverings from reliable stores.

18

Home Economics in Georgia High Schools

SUBJECT MATTER OUTLINE
1. WaUs and ceilings: 1. Types of materials. 2. Finishes. 3. Color-relation to light, type of room, size of room, etc.
j. Hangings: a. Purpose. b. Materials. 1. Suitability. 2. Durability. 3. Design. 4. Color as adapted to different rooms. c. Methods of curtaining. d. Other furnishings.
k. Pictures and bric-a-brac: a. Selection. b. Arrangement. c. Use. d. Emphasis.
VII. Consideration-Qf-roomsof house: a. Purpose. b. Exposure. c. Furnishing for beauty, comfort and convenience.
VIII. A. Brief study of the history of furniture.
B. Modern furniture: a. Suitability. b. Durability. c. Design. d. Combinations as to color and style. e. Cost-Points to rememin buying.
C. Good arrangement of furniture.

ABILITIES
T'o select wall coverings for different rooms of different sizes and shapes and in different locations.
To make a home more attractive, comfortable and convenient by using to better advantage furniture and furnishings.
To select appropriate draperies and hang correctly.
To select pictures wisely and hang attraCtively.
To correctly use bric-a-brac.
To select color scheme, furniture and furnishings for any room of the house.
To arrange placement of furnitnre.
To recognize good construction in furniture.
To clean, paint, varnish or enamel furniture and refinish old furniture.
To plan the furniture for a home considering needs from standpoint of cost, durability, use and beauty.
To arrange furniture according to use, balance, etc.

IX. Beautification of home grounds: a. Suggestions for planting. b.Things to avoid. c. Types of plants: 1. Wind breaks. 2. Screens. 3. Vines. 4. Flowers. 5. Seasonal. 6. Grass.

To plan for and select flowers and shrubbery for house and yard.
To plant and care for some flowers at home.

Home Planning and Furnishing

19

ApPRECIATIONS AND ATTITUDES
Effects produced by wall coverings: Cheerful, gloomy, confused, restful.

ACTIVITIES

Make a study of wall finishes; wood-

work, lighting, fixtures, plumbing,

and hardware.

..,

Realization that windows are eyes to the house from the outside and pictures to be framed inside and demand intelligent treatment.
Value of knowledge of color harmony. Simplicity an evidence of good taste.
Dislike for loud designs, showy effects and intense colors.
Effect on one's general well-being of having surroundings in home comfortable, cheerful, and beautiful.
Orderliness-neatness. Importance of good materials in
home furnishing. Feeling of rest and repose in a room
where furniture and furnishings are well arranged.
Value of trees and plantings as a proper setting for the home.

Make a study of furnishings through illustrations and visits to homes and stores. Give reasons for choice. Select and hang curtains in room.
Hang pictures. at home and school correctly and where possible discard useless bric-a-brac. Compile a book showing pictures of furniture, rugs, draperies, wall coverings, pictures, etc., for different rooms of a definite type of house.
Plan improvements in present home for a stated sum of money as $50 or $100.
l\fake improvements in own room at small cost by stenciling, upholstering and repainting.
Hav:e local dealers talk on furnish~ ings and demonstrate same.
Make a collection of cuts of furniture of good line and design for the various rooms of the home. (Tracings are valuable.)
Make some simple home furnishings as scarfs, sofa pillows, rugs, draperies, etc.
Apply art principles to furniture arrangement.
Develop a score card for a successfully planned and furnished home.
Draw' plans for arrangement of shrubbery, vines, trees, and flowers in relation to own home.
Participate in improving and beautifying school grounds.

20

Home Economies in Georgia High Schools

SUGGESTED ATTAINMENTS IN A OOURSE IN HOME AND ,OOMMUNITY RELATIONSHIPS

SUBJECT MATTER OUTLINE

ABILITIES

I. Function of home:. a. Provision of food, clothing, shelter. b. Care in illness. c. Education. d. For young, a place for establishment of social, religious and economic ideals. Place for solution of life's problems. For old a haven of rest.
II. Responsibility -of each-individual for making the family aco-operative group. a. Socially. b. Financially.

To recognize the rights and comforts of others.
To use her school training toward making a more satisfying home.
Cooperate with other members of the family in the work of the home.
To share in responsibilities of home and at times offer to assume full responsibility of care of the home.
To plan amusements for the home.

III. Standards of living III relation to home life.
IV. Elements that contribute to hap,piness of home: a. Health. b. Love. c. Sympathy. d. Order. e. Budgeting. f. Child training. g. Hospitality. h. Unselfishness. i. Religious training. j. Frankness. k. Wise use of leisure.
V. Responsibility of family to school, church and community. a. Support of laws of health protection, civic betterment. b. Aid to agencies for promotin~ our community welfare. c. Participation in social, school, and religious activities of community.
VI. Moral and social standards: a. Relations to girls. b. Relations to boys. c. Wise choice of friends and companions.

To help in maintenance of high standards of living.
To have the right viewpoint toward social position of family.
To live and work harmoniously in the family group so as to grow socially, intellectually and spiritually.
To properly use leisure time.
To render service to less fortunate in community.
To take part in entertaining one's family and friends without undue expenditure of time, labor, or money.
To take part in worthwhile activities in community.
To live up to the code of morals set for a gentle woman.
To be at ease in social gatherings. To be a lady in all social and per-
sonal relationships.

11orne and Community Relationships

21

ApPRECIATIONS ANDATTT'l'UDES
Necessity for training in home-makmg.
Difference between a house and a home.
Appreciation of home as such.

ACnVI'l'IES
Find out meaning of "family." List ways in which a girl can,
through cooperation be a worthy member of her home. Put suggestions into practice.

Ability of individuals to live together is the greatest single asset in successful life.
Importance of interesting other members of family in cooperating and sharing responsibilities.
Value of mother's and" father's efforts and service in dollars and cents.
Girls' and boys' financial worth to the family.
Appreciation of the changes in standards of living as seen in Ameri can homes.
Meaning of hospitality. Social customs in celebration of occasions as birthdays, anniversaries, holidays, as contributing factors in making happy homes.
Basis for successful life, through attitude of helpfulness and thoughtfulness to other members of group.

Have each girl estimate what is her fair share of home responsibilities and compare amount of work done with estimate.
Have pupils list ways in which they may meet home responsibilities through conduct, work, cooperation, respect, etc.
Divide the tasks of household among members so all will have a share and time for leisure.
Score card for judging home.
Plan surprise parties for members of family.
Plan and help prepare special occasions with family.
Assist in parties for mother, sister. Make place cards for luncheons, etc.

Value of services of community to the family.
Contribution a family may make to community.
Responsibility of girl to social activities in home and community, as music, reading, picnics, parties, etc.
Responsibility of girls m money spending by boys.
Responsibility of girl for being a lady in all her social and personal contacts.

Plan social activities for young people of community.
Take part in community fairs, pageants, better homes demonstrations and other celebrations in community.
Give party for lower grades not taking home economics and introduce them to the department. . _ - - - -----~
Study the characteristics of people worthy of choosing as friends.
List points in good behavior.

22

Home Economics in Georgia High Schools

,sUBJECT MATTER OUTLINE
VII. Character building: 1. Appreciation of truth. 2. Self reliance. 3. Unselfishness. 4. Emotional control. 5. Religious education. 6. Ethics of good manners. 7. Honesty.

ABILITIES
To uphold high standards of conduct while taking part in home and community activities.

Home and Commnuity Relationships

23

ApPRECIATIONS AND ATTITUDES
The value of religious and moral training in the home.
Tolerance. Patience, fair play, etc. Loyalty. Modesty. Good conduct.

ACTIVITIES
Practice attributes of well bred persons through school and home activities.

24

Home Economics in Georgia High Schools

SUGGESTED ATTAINMENTS IN A TWO YEAR COURSE OF HOME ECONOMICS WORK IN FOODS
ABILITIES

1. Sanitary considerations: a. Personal cleanliness1. Hands. 2. Hair. 3. Dress. b. Surroundings: 1. Laboratories. 2. Home kitchens and dining rooms. 3. Markets and stores.
II. Arrangement of laboratory and home kitchen furniture, utensils and supplies for time, labor and step saving. Safe storage for utensils and supplies.

To practice personal cleanliness in handling and preparing foods.
To recognize clean and sanitary laboratories, home kitchens, markets and public eating places.
To arrange laboratory and home kitchen to best advantage.
To properly care for and store tools and equipment.
To care for, use and operate types of Sltoves to community common in country.

III. Principles underlying preservation of foods (simple methods) : a. Causes of spoilage: Mold. Bacteria. Yeast. b. General methods of food preservation: (1) Canning. (2) Preserving by sugar concentration. (3) salting and pickling. (4) Drying and smoking. (5) Cold storage. (6) Fruit juices. c. Canning equipment. d. Processes involved III food preservation.
IV. Principles of selection and preparation of food materials for cookery. Example: dried fruits, vegetables, fish, game, poultry, etc.
V. Principles of cookery as applied to all food stuffs and their combination - for example: eggs, milk, starch, cheese, etc.

To prepare food for future use by: a. Canning. b. Preserving and jelly making. c. Salting and pickling. d. Drying. e. Egg preservation, etc.
To store all fruits and vegetable.; from immediate spoilage.
To recognize difference .in cold pack and intermittent methods and when to use each.
To pack a standard product. - - To select proper utensils, to measure
accurately. To use good technique in prepara-
tion of foods. To systematize her work.
To prepare all types of food according to scientific principles: Example: 1. Cookery of proteins without toughening. 2. Thorough cooking of carbohydrates. 3. Conservation of minerals 'md vitamines.

Foods

25

ApPRECIATIONS AND ATTITUDES
Neatness, cleanliness. Sanitary conditions where food is
produced, stored or distributed.
Orderliness. Value of arrangements for time, la-
bor and energy saving as giving joy in work.
Value of food preservation Ill: 1. Saving food. 2. Varying diet. 3. Reducing expense. 4. Facilitating distribution. 5. Quality.
Economy in conserving foods and their by-products.
Necessity for care of perishable food stuffs as milk, vegetables, fruits, etc.
Importance of turning plentiful supply of fruit, and so forth, into attractive food supply for out of season.
Value of planning one's work systematically and working intelligently. Order, system.
Relation between correct food preparation and health.
Scientific attitude of mind in reference to food preparation.

ACTIVITIES
Demonstrate personal cleanliness in laboratory.
Select appropriate attire for kitchen duties and assume given responsibility for strict enforcement.
Care of dish cloths, towels, desks, drain boards.
Dish washing rules. Clean walls, woodwork, desks, and
cabinet spaces. Arrange laboratory to best advan-
tage for time and energy saving. Arrange and store supplies and sta-
ple groceries under proper conditions. Care for supplies at home.
Experiments showing effects of temperature, light, moisture, as related to organisms and food spoilage.
Test fruits for pectin.
Practice caring for, through temporary storage, all kinds of food in the home as1. Pasteurization of milk. 2. Refrigeration. 3. Cold storage, etc.
Preserve food at home and school by as many methods as time permits.
Visit commercial canneries and observe sanitary conditions, preservatives, etc.
I~ist breakfast dishes most often used in the home.
Prepare, and .serve simple single breakfast dishes as fruits, cereals, toast, egg~, quick doughs and batters, beverages. Practice at home.
Prepare and serve simple, attractive, wholesome, inexpensive breakfasts at school.
Use simple table service. Prepare simple home breakfasts or
have a share in it.

26

Home Economics in Georgia High Schools

SUBJECT MATTER OUTLINE

ABILITIES

~-----,------:-----:------=----------;-----;---:-;----;;-~-------;-----.--_ - -

General basic recipes and propor-

4. Action of fat in combination

tions and their possible varia-

with other foods as:

tions, for example-white sauces,

a. Deep fat frying.

doughs, batters, etc.

b. Emulsifying, etc.

Scientific principles as applied. to

To vary simple recipes and to ef-

leavening agents, frozen mix-

ficiently use cook books.

tures and air incorporations.

To prepare f 00 d s appetizingly

Labor, time and step saving op-

through efficient manipulation,

erations as applied to food prep-

proper seasoning and attractive

aration.

servmg. To improve equipment and use of

common labor saving devices as

fireless cooker, etc.

-------------------------- ._-------

VI. Fundamentals of meal planning in relation to: a. Health. b. Expenditure of time, energy and material. c. Satisfying combinations: texture, color and flavor. d. Well balanced.

With a knowledge of (1) individual needs of herself and family; (2) family food resources: to plan, select, buy, prepare and ,serve simple, wholesome, attractive meals.
To make wise food combinations.

VII. Nutritive value of food in relation to body needs: sources, uses, amounts, for different individuals.

To make proper food stubstitutions as to texture, food value, color and flavor.

__ - - - - - - - - - - - - - - - - - - - - - - - - - - - _ . . _ -

VIII. Intelligent selection and buying of foods in reference to: a. Suitable quantities. b. Reliable brands. c. Foods in season. d. Cuts of meats. e. Home vs. commercial breads. f. Perishable and non-perishable foods. g. Food value vs. cost. h. Needs vs. wants. i. Preferences of family.

To recognize quality as compared with fair cost.
To select cheap, wholesome foods with high food value.
To exercise thrift in the use of food. To get largest returns for money
spent for food.

Foods

27

ApPRECIATIONS AND ATTITUDES
Independence of worker who has knowledge of underlying principles and other variations.
Value of good technique in handling tools and materials to secure good products.

ACTIVITIES
Practical application of principles of cookery: 1. Beverages. 2. Eggs, milk and cheese. 3. Vegetables. 4. Batters and doughs. 5. One dish meals. 6. Left-overs. 7. Sandwiches. 8. Lunches. 9. Soups. 10. Salads. 11. Meat and meat substitutes. 12. Deep fat frying. 13. Bread making. 14. Invalid and children's meals. 15. Des8erts. a. Cookies. b. Cakes and pastry, candie.,.

Value of wholesome, well prepared, well balanced meals for every individual.
Aesthetic value of attractive preparation and service of food.

Plan and prepare meals considering energy requirements, protein requirements, vitamin requirement, etc., for body needs.
Help with planning and serving meals at home.
Planning and serving luncheons in groups.

"Responsibility of physical and spiritual welfare largely in the hands of the lme ,whoi provides three meals a day."

Have girls weigh and measure themselves, compare height and weight charts.
Keep food record for week and make corrections.

Value of labor expended in preparation of ready to serve wholesome food.

List rules for marketing, by weight or bulk, cash or charge.
Make a study of cost as to food value, cost as to demand and supply, foods in season, common adulterations, reliable brands. budgeting, accounts, etc.

28

Horne Econornicsin Georgia High Schools

SUBJE'CT MATTER OUTLINE
IX. How to calculate caloric value of foods for individuals in relation to: 'a. Vari,ous activities and occupations. b. Age. c. Conditions of health.

ABILITIES
To plan and regulate an adequate diet for varying body needs, for adults and children by use of cal- . oric measure.

~--~-~-------------

X. Processes; of digestion of food and its uses in the body. Effects of methods of preparation and cookery on digestibility of foods.

To combine and prepare foods for attractiveness, palatability and ease of digestion.

XI. Relative digestibility of foods, and the relation they bear to digestive disturbances and chronic conditions as over and underweight, constipation, acidity, etc.

To select foods which are easily digested.

XII. Cause of malnutrition: a. Physical defects. b.Lack of home control. c. Improper food or improper amounts. d. Over fatigue. e. Ijack of fresh air, exercise. sleep, lack of resistance to disease.
XIII. Meal service: a. Selection of silver, linen, and china. b. Table laying. c. Important points III serving. d. Garnishing. e. Decorations. f. Good table manners.

To assist in correcting, by propel' feeding? eases of malnutrition.
-i., -
To make and follow a working schedule for meal preparation and service.
To plan, prepare and serve simple well balanced meals with the minimum expenditure of time, energr and materials.

Foods

29

ApPRECIATIONS AND ATTITUDES
Satisfaction of knowing how to plan adequate meals for differentindividuals under varying conditions.

ACTIVITIES
Plan and prepare adequate meals at stated cost: 1. For normal families. 2. For case families.
Plan and prepare dietaries for different individuals under varying conditions: a. Normal. b. Laxative foods. c. Anemia. d. Over weight. e. Under weight. f. Acidity. g. Growth promoting. h. Tuberculosis.

Importance of cultivating proper food habits.
Value of cheerfulness.

Make charts showing processes of digestion.
Formulate plans for practice of sensible and regular food habits.

The need of a knowledge of food values and applications of principles of cookery of foods to digestibility.

Effect of malnutrition on proper functioning of the body, mentally and physically.

Through observation, illustrations, and so forth, study symptoms or malnutritron, as paleness, circles under eyes, mouth breathers, flabby muscles, round shoulders, protruding abdomen, etc. Where possible ascertain causes. Make case studies.

-------------------------~~-

Value of attractive table service III making home a happier place.
Pleasures and responsibilities of extending hospitality.
Pleasures of the table.

Plan 2, 3 or 4 course meals and schedules.
Collect illustrative material on table decorations for different occasions.

30

Home Economics in Georgia High Schools

SUBJECT MATTER OUTLINE
XVI. Oonsiderations in preparing and packing food for lunches for different persons. Wise food selection at public eating places. Special occasions, customs, usages, foods, decorations, etc. a. Thanksgiving. b. Christmas. c. Birthdays. d. Hallowe'en. e. Valentine. f. Ohildren's parties. g. Adult's parties. h. Teas, picnics, etc.
XV. Foods for sick-factors to be considered. (Precautions for sake of well). a. Food for aged. b. Food for persons with lowered vitality.

ABILITIES
To choose a well balanced meal in public eating places at a moderate cost.
To balance other meals of day in reference to school lunch.
To prepare and pack foods especially s'chool lunches.
To have a shore in food preparation for various occasions.

Foods

31

ApPRECIATIONS AND ATTITUDES
Need of knowledge in selecting a good lunch at school or at any public eating place.
Value of cooperation. Pleasure to inmates of home in spe-
cial preparation for occasion by appropriate foods, decorations, etc. Significance of the many special holidays-why and how they came to be.

ACTIVITIES
Prepare hot dishes for school. Select containers and pack lunches
for boy and girl at school, or man or woman who works. Study type menu cards in class. Make lists of meals for amount of money to be spent. Compare with those prepared at home. Tea party for mothers. Prepare luncheons and party refreshments. Prepare food for picnics, camp cookery, and other special occasions.

Importance of proper food in cases of disease.
Need of easily digested food for aged.
Importance of knowing ways of stimulating appetite of the sick.
Importance of the knowledge of proper foods and their preparation for infants and young children.

Plan, prepare and serve attractive meals for the sick: a. Liquid diet. b. Soft diet. c. Convalescent diet.
Plan and prepare meals for children and old people in home or neighborhood, who need special diets.

22

Home Economics in Georgia High Schools

SUGGESTED ATTAINMENTS IN A COURSE IN FAMILY HEALTH

SUBJECT MATTER OUTLINE
I.Positiv.e p.ealth. Economic asset of good health. Ways in which home and community aid in preventing disease. a. Location and construction of home for: V en tilation. Plenty of sunshine. Safe water supply. Proper lighting. Screening. Drainage. Restful environment. b. Enforcement of laws for sanitary foods, markets, city clinics, parks, etc. c. Avoiding overcrowding.

ABILITIES
To o'bserve the laws of health. To cooperate in making her home
sanitary, comfortable and livable.
To cooperwte in making the community a safe place in which to live.

d. Personal health. Practice laws of health listed under personal hygiene.

To practice personal health habits.

II. Proper protection against preventable diseases.
Reduction of dangers of occupational diseases.

To guard against dangers to health in certain occupations in community.

III. Contagious diseases: a. Bacterial. Source. 2. Modes of transfer: a. Air.

To use precautions to prevent taking communicable diseases.
To gain immunity from certain di,, eases by observance of health rules.

fi'arnily Health

33

ApPRECIATIONS AND A'l"l'I'l'UDES
Effect of health on mental attitude of family and on general atmosphere of home.
Value of healthful living of family.

ACTIVITIES
Have physical examination to insure normal health: height, weight, posture, hearing, skin, eyes. etc.

Realization of factors which affect; health.
Asset of health to home and community.
Responsibility of molding public opinion in interest of health of home and community.
Avoidance of crowds during epidemics.
Thoughtfulness in preventing spread of disease in family.
Laws of life and health and their sacredness.
Value of Child Labor Laws.
- - - - ------- ------
Germs as a cause of disease often our deadliest enemies because unseen.
Value of use of serums and vaccines as health protectors.
Importance of building up immunity to disease through strong physical resistance.

Health programs in school.

Clean up campaigns.

List home, school and community

provisions for health.

Check up on heating and lighting

facilities by good standards.

Visit local board of health and find

out things being done for health

protection of community.

Visit dairies, markets, water supply,

etc., and observe sanitary condi-

tions.

\Vork out plan for self: sleep, rest,

recreation and exereise, personal

eare, eating, etc.

Endeavor to live by plan and intol'-

est others in doing it.

Stress health education through pu-

pils making posters, keeping

health records and charts, through

games, pageants, etc.

----
Show slides and pictures of bac-

teria and disease germs from vari-

IOUS sourees.

Discuss ways in which pathogenic

germs are transmitted.

Stress modes of transmission-cite

concrete examples.

List diseases from whi~h immnnitY

can be acquired and methods.

Talks by doctors, nurses, dentists,

health officers and welfare work-

ers in interest of health and wavs

of maintaining.



34

Home Economics in Georgia High Schools

SUBJECT MATTER OUTLINE
b. Water. c. Food. d. Oarriers. e. Respiratory tract. f. Skin. 3. Channels of infection. 4. Types of transfer: a. Direct. b. Indirect. c. Carriers. 5. Prevention: a. Defenses of body. b. Immunity. 6. Control. b. Study of common diseases. 1. Modes of transfer-prevention. Symptoms.

ABILITIES
To recognize habits that tend to spread diseases.
To practice health habits in guarding against communicable diseases.
To recognize and treat symptoms of the most common contagious diseases.
To realize the importance of c>alling the doctor early.

Family Health

35

ApPRECIATIONS AND ATTITUDES
Value of knowing ways of controlling environment for health sake.

ACTIVITIES

Danger of possible complications from simple communicable diseases.

Make definite study of common diseases in community. List causes, symptoms, treatment, etc.

3

Home Economics in Georgia High Schools

SUGGESTED ATTAINMENTS IN A COURSE IN PERSONAL HYGIENE

SUBJECT MATTER OUTLINE
1. Care of person: 1. Skin. 2. Hair. 3. Nails. 4. Eyes. 5. Ears. 6. Nose. 7. Throat. 8. Mouth. 9. Teeth.
10. :B'eet. Prevention of body odors.

ABILITIES
To maintain personal cleanliness. To properly care for the body; to
paint her cheeks from within rather than from without; to know best body cleansers.

II. Relation of clothing to health: a. Protection. b. Evaporation. c. Conservation of body heat. d. Harmful effects of tight clothing. e. Suitable hygienic clothing for girls.

To dress correctly in regard to protection, freedom from binding the body.
To dress hygienically.

III. Relation of food to health. a. Food requirements of the body. b. Nutritive value. c. Milk drinking; learning new combinations of foods. d. Food habits conducive to maintenance of health of body.
IV. Importance of proper digestioi1 and elimination of body wastes.

To eat regularly, slowly, and WIsely.
To overcome food prejudices. To practice preventive rather than
curative measures by establishing correct food habits.
To make provision for proper elimination.

V. Exercise, sleep, rest and recreation in relation to health.

To make her clothing, food, rest and recreation contribute in maximum measure to her well being.

VI. Fatigue and posture III relation to health.

To maintain such posture as will be conducive to the best functioning of the body.

VII. Importance of fresh aIr, sunshine and water.

To sleep in well ventilated room and to use proper clothes and covering.

Personal Hygiene

37

ApPRECIATIONS AND ATTITUDES
Importance of personal cleanliness, and wholesome living as safe cosmetics.
Importance of health as a factor in making one look and be her best.
Effect of neglect of personal appearance on mental health and effect of neglect of hygienic living on physical health.

ACTIVITIES
Practice cleanliness by frequent bathings and personal care of hair, nails, etc.
Demonstration by specialist if possible in care of skin, nails, etc.

Value of frequent change of cloth-
ing. Importance of clothing in the main-
tenance of health.

List and discuss points in healthful dress for high school girl.
Practice in selection of hygienic shoes, clothes, etc.

---------------------_.-----

Realization of the fact that it does make a difference what and how one eats if she wishes to be well and happy.
Realization that correct habits result in health and efficiency.
Value of happiness and freedom from worry on health.

Plan proper menus for healthful
school lunches. Develop habits of proper food selec-
tion from knowledge of body needs and food content.

Importance of caring for digestive tract as one would a delicate piece of machinery.

Make a chart of the processes of digestion.

,Importance of 'fresh air, sunshine and daily, systematic exercise and recreation in relation to health.

Have members of class teach rules of health to younger children.
Outline a plan lof the best way to live in order to keep well.

-:;::;---;---~----:;_;;_-___,____:__;_-_;_c_:_---___,=___::------,______::__::_-----
Value of self control in relation to Develop a score card of daily health

eating, work and play.

habits considering posture, sleep,

Importance of maintaining high

hair, hands, nails, teeth, bathing,

standard of physical fitness.

food, exercise, recreation and so

forth and check own habits by it.

38

Home Economics in Georgia High Schools

SUGGESTED ATTAINMENTS IN A COURSE IN HOME NURSING

SUBJECT MATTER OUTLINE
T. Patients which demand home nurses vs. occasions when they demand trained nurses.
II. The sick room: Requirements as to location, furnishing, heat, light, ventilation, freedom from noise, etc.

ABILITIES
To do her share in the home in helping to relieve members of family in sickness and emergencies.
To properly clean, vel)tilate and otherwise care for a sick room.

III. Requirements for home nurse as to: a. Knowledge1. Following doctor's directions. 2. Pulse. 3. Temperature. 4. Respiration. b. Personal appearance: 1. Well groomed. 2. Hygienically dressed. c. Protection of her own health. d. Disposition in sick room.
IV. General symptoms: a. Restlessness. b. Quietness. c. Sleeplessness. d. Headache. e. Fever. f. Loss of appetite. g. Eruptions. h. Irregular and unnatural bowel movements. 1. Conditions affecting varIations in symptoms.
V. Common ailments as: a. Fatigue. b. Headache. c. Insomnia. d. Nausea. e. Constipation. f. Colds. g. Indigestion. h. Colic. i. Diarrhoea. j. Toothache. k. Earache. 1. Styes. m. Skin eruptions. n. Hiccoughs. o. Sore throat. p. Fainting.

To follow explicitly the doctor's directions.
To take temperature, pulse and respiration.
To disinfect and otherwise care for hands, articles, and utensils used in sick room, especially during contagious illnesses.
To keep records and charts.
To detect common symptoms of illness.
To observe intelligently changes III patient's condition.
To collect and care for specimens.
To follow schedule promptly. To apply simple remedies for com-
mon ailments.

Home Nursing

39

ApPRECIATIONS AND ATTITUDES
Home standards vs. hospital standrards, since 90 per cent of nursing is done at home.
Importance of having burroundings III sick room, cheerful, comfort~.hle, clean and quiet.
Value of flowers for the sick.
Jmportance of knowing how to efficiently care for the sick ill the home.
Value of neatness of appearnlli.:'~. Importance of observing changes III
patient's condition.

ACTIVITIES
List reasons why every girl should know something about home nursing.
Prepare a suitable room for a sick person.
Score by comparing with hospital room.
Make sick room chart.
Demonstrate proper clothing for a home nurse.
List rules to observe in behavior in sick room. Practice same and check as to degree of efficiency.

Necessity for observing symptoms. Value of preventive treatment. Value of prompt carrying out of
schedules.

Practice in observing symptoms in common ailments, as colds, fever, sore throat, etc.

Value of immediate attention to

slight indispositions which may be

signals for severe illness.

.

Demonstrate method of treatment of common ailments as: 1. Headache. 2. Nausea. 3. Constipat~on. 4. Fainting.

40

Home Economics in Georgia High Schools

SUBJECT MATTER OUTLINE
VI. Care of patient: 1. Daily care of patienta. Changing gown and sheets. b. Toilet - care of hair, teeth, etc. c. Preparation of meals. d. Preparation for night1. Bathing. 2. Care of bed. 3. AIC'ohol rub. e. Baths, purposes and kinds. f. Ways of making patient comfortable. 1. Rubbing. 2. Use of pillows. 3. Turning and lifting patient. 4. Arranging patient in bed or chair. 5. Prevention of slipping in bed. 6. Prevention and care of bed sores. 7. Attention to regular schedule.
VII. Methods of home treatment: a. Giving of Medicines1. Methods. 2. Precautions. 3. Care of medicines. 4. Danger in use of patent medicines. b. Applications1. Poultices. 2. Plasters. 3. Hot water bag. 4. Ice bag. 5. Ice cap. 6. Electric pads. c. Enemas. d. Inhalations.
VIII. Management of household during illness: a. Patient - avoidance of noises, whispering, too much visiting, overtiring of patient.
b. Fumigation and disinfection of sick room.

ABILITIES
To make bed for a patient.
To care for hair, teeth, etc., for patient.
To arrange an attractive tray. To give a bath, change linen and
otherwise make patient comfortable.
To give sponge bath. To improve comforts for patients,
as back rests, cradles, pillows, bed pans, etc. To handle patient without undUl~ strain to self or patient.
To measure medicines accurately. To give all ordinary medicines with
least discomfort to patient.
To prepare simple poultices, plaster'S and stupes.
To prepare hot water bottles and ice caps.
To prepare and give enemas. To conduct one's self properly when
visiting a patient.
To give daily care to sick room. To USe simple fumigants and disin-
fectlmts.

Home Nursing

41

ApPRECIATIONS AND ATTITUDES
Importance of gaining confidence of patient in your ability.
Importance of skill in doing things for patient's comfort.
Value of thoughfulness in attention to details as adding to the patient',s comfort.
Importance of simple contrivances for relieving discomfort of patient,

ACTIVITIES
Demonstrate and practice bed making and care.
Demonstrate use of paper bags, napkins, towels, sputum cups, etc.
Demonstrate personal care of patient and ways of making comfortable.
Demonstrate use of beds; bed blocks; bed clothing; bedside talble; pads (different kinds) ; use of chair as back rest, splints, adhesive, etc.
List (1) common cause of bed sores; (2) preventive measures; (3) demonstrate the use of simple appliances used as preventive measures.

Value of precautions in handlin~ medicines and reading labels, di rections, etc.
F'allacy of many patent medicine
claims. Importance of knowing how to use
simple treatments for comfort of patient.

Show samples of common drugs and medicines and methods of giving medicines.
Demonstrate use of thermometers, poultices, ice caps. compresses, stupes, gauze, bed pans, eye cup, measuring glass, medicine dropper, ice bag, hot water bottle, medicine cupboard and contents, and trays for sick.

Each member's share in lightening the burden of sickness in the home.
Realization of how ill health affect., the mind.
Importance of sanitary conditions in a sick room.

List the things a high school girl can do to add cheer and comfort to the sick, as reading, bringing flowers, relieving nurse, preparing dainties, etc.
Demonstrate methods of preparing room, equipment and furniture for fumigation and disinfection.
Collect illustrative material showing use of antiseptics, disinfectants, etc.

42

Home Economics in Georgia High Schools

SUBJECT MATTER OUTLINE

ABILITIES

--------------------~------,-----::---=-=---- - - -

IX. The relation of diet to simpl~

To pl~n dietaries f'Or sick,-liquid"

disease.

soft, convalescent.

X. Feeding the sick: a. Kinds of diet1. Liquid. 2. Convalescent. 3. Soft. 4. Full. b. Preparation of food. c. Amount. d. Temperature. e. Cleanliness. f. Attractiveness. 1. Linen. 2. Dishes. 3. Flowers. g. Regularity of meals. h. Punctuality of serving.

To plan, prepare and serve food attractively for the sick.
To feed patient in bed. To care for food, dishes, etc., after
serving sick in communicable diseases and non-communicable diseases.

XI. ConvalescenceFirmness in carrying out schedule. Care in feeding.
Diversions, entertainment, fOOd, etc.

To tactfully and patiently assist in caring for the convalescent in the home.

XII. Emergencies anti accidents: a. Nose bleed. b. Shock. c. Foreign bodies in eye, ear, nose and throat. d. Convulsions. e. Hemorrhages. f. Wounds or bruises. g. Sprains. h. Burns. 1. Drowning. J. Dislocation. k. Insect and snake bites.
XIII. Simple illnesses of children: Children's illnesses usually simple if prompty treated. .

To give first aid treatment in common accidents, in case of burns, nose bleed, fractures, poisoning, fainting, cinders in eye, etc.
To make simple bandages and heIr with first aid at school.
To aid in care of children in home: a. Eating habits. b. Care of simple accidents. c. Observation of slight illness.

Home Nursing

43

ApPRECIATIONS AND ATTITUDES
Importance of observing disorders in reference to diet for sick.

ACTIVITIES
Preparation of type dishes for sick, beverages, fruit, eggs, meats, vegetables, desserts, etc.

Importance of proper care in selection, preparation and service of food for the sick.
Need for knowledge of ways of stimulating the appetite of the sick through psychological appeal and individual ta'ste.

Demonstrate arrangement of tray for sick. Serve to near by sick in community.
Special diets for certain diseases in homes of girls.

Importance of realization that physical and mental unrest is a frequent result of illness.
Convalescence may be a trying period for patient and nurse.

Study the special problems of convalescence and how to make the period less taxing.

Importance of knowing how to intelligently give aid in emergeu.:ie,; and accidents until the do,~tor or help comes.
Danger of simple ailment,s and accidents unnoticed resulting seriously.
Importance of training for motherhood, as infant mortality is largf>ly due to ignorance.

Make list of necessary articles for first aid cabinet for camp, school, and home.
Demonstration of treatment in imaginary cases of fainting, drowning, sunstroke, broken limbs.
Demonstrate ways of moving persons with sprains, fractures and SJ forth so as to cause least discomfort.
Demonstrate making of bandages for eye, fingers, hand, head, foot. knees, etc., als,o t'ourniquets and compresses.
Collect information as to how to amuse, handle, give medicine and otherwise care for sick child.
Help care for sick child at home or elsewhere.

Home Economics in Georgia High Schools

SUGGESTED ATTAINMENTS IN A COURSE IN CHILD CARE AND DEVELOPMENT

SUBJECT MATTER OUTI;INE

ABILITIES

I. Essentials of properly caring for infants and young children: a. Bathing. b. Clothing. c. Feeding. d. Sleeping. e. Handling. f. Fresh air and sunshine. g. Exercise and play.

To bathe, dress and feed a child in own home.
To select clothing for infants and small children.

II. Normal physical and motor de velopment or the child.

To direct play of younger brother (II' sister for a while each day.

III. Principles of child trainingA. Physical: 1. Good habit formation. a. Eating. b. Sleeping. c. Elimination. B. Mental and moral: 1. Obedience. 2. Self control. 3. Cooperation. 4. Good behavior. 5. Truthfulness. 6. Reverence.

To assist in the formation of good health, moral and mental habits of young children in the home.
To take part in entertaining and otherwise caring for the child or children in the home.
To participate in story hours for young children.

IV. Work of organizations toward improving conditions of infant and child life.

------ ----

V. Toys and games: 1. Value in developing child. 2. Standards for judging.

To select toys suitable for a young child.

Child Care

45

ApPRECIATIONS AND ATTITUDES
Importance of properly selecting, preparing and caring for food and clothing of infants and young children.
Value of proper bathing, fresh air and sunshine in reference to health of child.

ACTIVITIES
Oare for children of mothers attending meetings as P.-T. A., etc.
Preparation of food for children of different ages.
Plan daily schedules for feeding infants and children.
Observe handling, bathing, feeding baby by mother or nurse.
Select and make suitable garment" for infants and young children.

Value or play and recreation. Value of heredity, environment and
training as factors in the life of the individual.

Plan games for motor development of children 1-3 years old.

Avoidance of nagging, teasing and disappointing children.
Essential health habits that children should acquire early.
Value of example of right conduct of older children.
Honesty with children. Faithfulness to promise, fair deal-
ings, kindness, truthfulness, etc. Value of early development of Spe-
cific habits of truthfulness, orderliness, courtesy, industry, and contentment.

Oonduct recreation periods for children of lower grades.
Give party for young brothers ana sisters or other groups.
Plan a schedule of activities thl3 young child at different ages can do for self and for others.
To formulate good rules in character building to use in caring for young children.

Importance of knowledge of proper care and training of young childrenas assets to community.

Observe care of children in nurseries and orphanages.
Find out what is being done in state and city for child welfare.

Value of toys and games in physical, mental, moral and social development of child.

Select books, games, and toys suitable for young children in home or neighborhood for developing control 'of senses and imagination.

46

Home Economics in Georgia High Schools

SUGGESTED ATTAINMENTS IN A TWO YEAR COURSE IN CLOTHING

SUBJECT MATTER OUTLINE

ABILITIES

I. Technical knowledge of use and care of tools used III clothing work.

To use and care for tools needed for clothing work.
To use and regulate sewing machines.

II. Patterns: a. Types. b. Use and selection. c. Alteration. d. Drafting.
III. Fundamental processes III gar ment making. a. Hand and machine sewing: 1. Stitches. 2. Seams. 3. Fastenings. 4. Finishes, etc. 5. Plackets. 6. Hems. b. Selection and purchase of materials and clothing: 1. Appropriateness to occa sion. 2. Appropriateness to wearer. 3. Appropriateness to sea son. 4. Appropriateness to socia position. 5. Appropriateness to finan cial status.
IV. Service of material: a. Durability. b. Comfort. c. Hygiene.
V. Knitted garments.

To take measurements; to follow directions to select, alter and use commercial patterns intelligently.
To draft simple patterns when needed.
---~
To compute amounts of materials for garments.
To cut and make simple garments for self, members of family, and children.
To make decorative finishes and fastenings for garments.
To use simple sewing processes.
To select style, materials and trimming for underwear.
To select suitable materials and garments for high school girl for al: occasions.
To choose style of pattern suitable for material for occasion and wearer.
To select comfortable, desirable material for different garments.

VI. Bargains, fads, etc.

VII. Care and upkeep of own cloth. ing. a. Repair. b. Storage.

To intelligently care for own clothing and accessories.
To darn, patch and repair torn and worn garments.
To store clothes properly.

Clothing

47

ApPRECIATIONS AND ATTITUDES
Importance of care of machine and all the tools.
Value of intelligent use of machine and attachments III conserving time and energy.
Value or patterns in saving time, materials and effort.

ACTIVITIES
Use and care of machine and attachments at school and home.
List advantages and disadvantages of drafted and commercial patterns.

Importance of knowing when tous~ hand and when machine sewing.
Value of short cuts in sewing. Value of appropriate design to oc-
casion, to material and to income
Importance of appropriate dress, physically, mentally and as a financial asset.
Value of applying thrift to selection and care of garments.
Extravagance of fads and extreme styles as compared with conservative styles.
Realization of when a bargain is a bargain.
Value of intelligent care, repair and storage for clothing and so forth in lengthening u~efulness.

Visit stores, see ready-made garment finishes, fastenings, etc. Report finding to class.
Select processes to be used in different garments to be made.
Make at home or at school simple aprons; undergarments; cotton, silk, and woolen dresses for schooi, street and sport wear; household furnishings, children's clothes; protectors for garments, gifts, and dress accessories.
Make simple hats to match when time permits.
Comparison of advantages and disadvantages of ready-made, made at home, and made to order garments.
Decide on garments to be made at home.
Select from magazines samples of styles and materials for different people, and certain occasions. Give reason for selections.
Invoice wardrobe: Garments to be used again; Garments to be replaced; Garments to be repaired;
Work out plan for systematically caring for clothing, such as airing, repairing, cleaning, storing, etc.

48

Home Economics in Georgia High Schools

SUBJECT MATTER OUTLINE
VIII. Budgeting for wardrobe.

ABILITIES
To make clothing budget for self and family.

IX Art in dress. a. Good design. b. Becomingness. c. Silhouette. d. Line. e. Harmony of color. f.Color effects. g. Fabric in relation to design. h. Texture.
X. Sensible standards of dress for high school girl. 1. Headdress. 2. Jewelry. 3. Costume. 4. Cosmetics. 5. Shoes. 6. Accessories.

XI. Textiles: 1. History. 2. Production. 3. Manufacture. a. Spinning. b. Weaving. c. Dyeing. d. Finishing. 4. Textile fibers. 5. Characteristics. 6. Adulterations. 7. Simple tests for shrinkage.

fading,

XII. Fabrics: (a) Uses; (b) Weaves; (c) Cost; (d) Standard of excellence of staple materials as serge, gingham, satin, etc.; (e) K nit ted wear - standarti brands; (f) Laundering different textile fibers; (g) Setting colors; (h) Dyeing.

To apply art principles to selection of clothing and accessories, as to design, material, color-for self and others.
To select becoming styles for different occasions and for different individuals.
To design children's clothes.
To use simple head dress. To use good taste in purchase and
wearing of jewelry, fads, etc. To economize on cosmetics as a use-
less expense for high school girl. To make simple accessories. To select good looking, hygienic and
appropriate shoes, stockings, hats, and accessories for self. To keep shoes, stockings and all accessories in good condition. To use technical terms, commonly used in manufacturing processes. To recognize staple fibers.
To detect 'adulteration by simple methods.
To recognize good quality of common fabrics by feel and eye.
To recognize best brands for unde"t'wear, etc.
To recognize average price, width, and use of commonly used textile fabrics.
To set colors. To renovate velvet, laces, etc. To launder or assist in laundering
clothing for self and family. To rem~ove stains.

Olothing

49

ApPRECIATIONS AND ATTITUDES
Value of making and using a clothing budget.
Importance of knowledge of design in relation to individual use and prevailing style.
Meaning of being well dressed on street, in school, in business.

ACTIVITIES
Plan high school girl's wardrobe on basis of outlay of total budget for her own clothes.
Study styles worn by different types of people. Give reason for or against their selections.
Set up score card for judging technique, line and so forth, of garments made.

Necessity for developing a sane
standard of dress. Effect of false standards of dress on
personality. "Youth a time to express personal-
ity through clothes." Effect of rapid changes in fashion
to manufacturers.

List suitable combinations for high school girl for different occasions as to sport, school, party, etc.
Buy and make simple accessories a" handkerchief, collars and cuffs.
Stage fashion shows of appropriate and inappropriate dress.
Use score cards as a check on standards in class.

Importance of a knowledge of characteristics of textile fibers.
Need of knowledge of laws governing working conditions of mill workers.
Getting value for money spent. Importance of knowing meaning of
"standard make." Importance of intelligent choice of
fabrics in reference to age, figure, occasion for which needed, cost, ease of decoration, combination with other textiles. Importance of hygienic clothing.

Visit to textile mills to observe processes.
Making simple tests for shrinking, fading, and adulterations
Obtain laws governing working conditions of mill workers in Georgia. See how they are obeyed or evaded in your community.
Identification of common textile rnaterials considering w e a v e , width, price, design, finish, etc.
Test for identification of cotton, wool, linen, and silk.
Freshen last year's clothing by use of efficient cleansing agents.
Removal of several kinds of stains from different fabrics.
Set different colors before 1aundel'ing.
Dry clean silk or woolen garments.

50

Home Economics in Oeorgia High Schools

WAYS OF MEASURING ATTAINMENTS
Self Criticism of Ins~uction. One of the most valuable ways of measurin~ instruction is by intelligent application of self criticism. Below are offered a few suggestions as guides in testing the efficiency of ins: ruction:
(1) Have I been keen to adapt the subject matter to the needs of pupil,; of different ages, conditions, etc.?
(2) Have I been ever alert to the interests expressed by the pupils and observant of conditions thait may develop projects of greatest interest and value Y
(3) Have I considered the pupil first and the subject matter second? (4) Are my pupils doing in a better way the things they would be doing
aniy way? (5) Have I endeavored in every lesson to furnish devices to take care
of the physical and mental ~ctivities of my pupils? (6) Do I use abundant illustrative material as a means of simplifying
and making clear my instructions? (7) Have I constantly endeavored to direct their thinking by using and
developing their initiative, by allowing them to weigh values, exercise judgement, make choices? (io<) Are they developing good taste, good judgment and sane appreciation of values? (9) Have I suggested plans of applying their class room instruction to their daily living? (10) Have I had as much in my plan to develop character as to encourage mastery of facts and processes? (11) Am I teaching by the latest and best methods or by those discardet~ by skilled and forward looking teachers? (12) Am I keeping up with new literature and have J library facilities for myself and pupils?
Testing by Examination. Tests of one kind or another are necessary as a basis (1) of promotion or for recommendation; (2) as a means of discovering weakness and abilities; (3) as a means of the teacher checkirg her own efficiency; and (4) as a means of motivating the pupil's work for a day of reckoning, it acts as an incentive to review land reorganize the
rnatenal studied.
Educators are agreeing that the less subjective, that is the less the personal eiements enters and the more nearly the pupil can judge his own pro gress, the more satisfactory the test. The essay type of examination has s_ much of the personal element in it that it is advisable wherever possible to leam to use the informal tests, the objective tests and mealsurements and
score cards for judging attainments.
Tests and Measurements. Several types of informal scales and tests for home economics teaching are now available and others are being formula:ted and tned out:
"Measuring of Certain Elements in Hand Sewing" ($1.00); Bureau of Publication, Teachers College, New York.

Home Economics in Georgia High Schools

51

"Analytic Sewing Scale," (25c); Bureau of Publications, Teachers College, New York.
"Home Economics Information Tests for Girls Completing the 8th Grad~," (30c set) ; Bureau of Publication, Teachers College, New York.
"'rests in Health and Knowledge," (3 sets); Bureau of Publication, rl'each~rs College, New York.
"Button Hole Chart," (17c); State Normal School, Emporia, Kansas. "Home Economics in American Schools.''' by Trilling and Others; University of Chicago Book Store. "Tests for Measuring Comprehension of Patterns and their Working;" Unive!"sity of Chicago Book Store. "Information Tests on Foods," (lac); Public School Publishing Co., Bloomington, Ill. "Ring-Clark Food Test;" World Book Co., Yonkers on Hudson, N. Y ($1 00 for 25 copies).
Home Projects and Home Practice. The home, if used in connection with
homemaking teaching, is a most valuable aid for checking, supplementing and
emphasizing class room instruction. It also furnishes a background for class
activities, and a place for expression of ideals and exercise of responsibili-
ties, 'l'he two best avenues of approach are: (1) Through home practice
work, the doing at home the things the girl has done at school in order to
gain skill in doing; (2) Through home project work which provides for the
purpc,;;ing, planning and carrying out a piece of home work in the real situa-
tion. eIther as a part of her course or as extra curricula. This type of work
includes in addition to doing and thinking an emotional appreciation. Every
teacher of Home Economics should be able to successfully direct home project
work and to make intelligent use of home practice work.

BRIEF BIBLIOGRAPHY OF TEXTS FOR HOME ECONOMWS EDUCATION IN SE~CONDARY SCHOOLS
Home Management
Abel-Successful Family Life on a Moderate Income; Lippincott, $2.00. Balderston-Housewifery; Lippincott, $2.50. Frederick-New Housekeeping; Doubleday, $1.37. Taber-vVardall-Economics of the Family; vVhitcomb-Barrow, $1.40.
Home Planning and Furnishing
Goldstein-Art in Everyday Life; Macmillan, $3.00. Calkins-Course in Home Planning and Furnishing; Scott Foresman, 60c. Daniels-Furnishing a Modest House; Atkinson-Mentzer (N. Y.), $1.00. JakwRy-Interior Decoration; Macmillan, $1.80. Rolfe-Interior Decoration for the Small House; Macmillan, $1.75. Matthews-The House and Its Care; Little, Brown & Co., $1.10.
Health and Home Nursing
Aiken-Practical Home Nursing; Saunders, $1.50. Blount-Health; Public and Personal; Allyn-Bacon, $1.50. Broadhurst-How We Resist Disease; Lippincott, $2.50.

52

Home Economics in Georgia High Schools

Broadhur'!t-Home and Community Hygiene; Lippincott, $1.50. Fisher-Fiske-How to Live; Funk & Wagnalls, $1.50. Ijippett-Personal Hygiene and Home Nursing; World Book Co., $1.28. Winslow-Healthful Living, Book II.; Macmillan Co., $1.12. Dakil1-Simplified Nursing in the Home; Lippincott Co., $3.00.
Science
Hunter & Whitman-Civic Science in the Home and Community; American Book Co.
Pieper-Every Day Problems in Science-Scott Foresman Co. Trafton-Science in Home and Community-Macmillan Co.
Child Care and Deve'lopment
Havihmd-Character Training for Childhood; Small, $2.00. Holt-Care and Feeding of Children (revised); Appleton, $1.25. Hunt-What Shall we Read to our Children?; Houghton, $1.00. Lucas-The Run-About Child; Macmilllan.
Foods and Nutrition
Allen-Table Service; Little, Brown Co., $1.75. Conn-Bacteria-Yeast-Mold; Ginn & Co. Greer-School and Home Cooking; Allyn & Bacon, $1.50. Rose-Feeding the Family (revised); Macmillan, $2.40. PowI'll-Successful Canning and Preserving; Lippincott, $1.40. Wellman-Food Planning and Preparation; Lippincott, $1.40. Willard & Gillett-Dietetics for High School; Macmillan, $1.40. Baile?-Food: Preparation and Serving; Webb Publishing Co.
Clothing and Textiles
Baldt-Clothing for Women (Revised); Ijippincott Co., $2.00. Butterick-Principles of Clothing Selection; Macmillan, $1.25. Cook-Essentials of Sewing; Manual Arts Press. Denl'.y-Fabrics and How to Know Them; Lippincott Co., $1.50. McGowan-Waite-Textiles and Clothing; Macmillan, $1.32. Woolman-Clothing: Choice and Care; I--lippincott Co., $2.00.
Miscellaneous Texts and Magazines
Babitt-'rhe Curriculum; Houghton, $1.50. Cooley & Others-Teaching Home Economics-Macmillan, $1.80. Gulick-Efficient Life; Doubleday, $1.00. Good"lell-Education of Women ; Macmillan, $2.60. Hanna-Home Economics in Secondary Schools-Whitcomb-Barrows, $2.50. Patterson-Preparation of New Type of Examination; 'World Book Co. Ruch-Improvement of Written Examination; Scott Foresman Co. Spencer-The Family and Its Members; Ijippincott Co., $2.00. Starrl'tt-The Charm of a Well Mannered Home; Lippincott Co., $1.50. Starrett-The Charm of Fine Manners; Lippincott Co., $1.00. Stevens-Questioning as a Measure of Efficiency; Teachers College, $1.00. Tarbell-Business of Being a Woman; Macmillan Co., $1.50. Maga7.ine-,Journal of Home Economics; American Home Economics Associ-
atIon, Baltimore, Md. Year, $2.50.

Home Economics in Georgia High Schools

53

Magalline-American Food Journal; Patterson Publishing Co., Chicago, Il1. ($1.00 per year).
Magazine-Teachers College Record; Bureau of Publications, Teachers Col(f'ge, New York. ($2.50).
Bull<>tin-Home Project: Its uses in Home Economics Teaching (No. 71);
Federal Board for Vocational Education, Washington, D. C.
The following series of bulletins are in process of revision and may be
secur<'ld later free of charge from Miss Epsie Campbell, State Supervisor of
Home Economics, State College of Agriculture, Athens, Ga.:
"Home Projects and Home Practice."
"Part 'rime and Evening Classes."
"State Plan for Vocational Home Economics." "Suggested Helps for Teachers" (ref,~rence and illustrative material equil
ment, etc.)
SOURCES OF BULLETIN MATERIAL
Write for List of Publications of the following organizations:
United States Department of Agriculture, Bureau of Home Economics, Washington, D. C.
Federal Board for Vocational Education, 200 New Jersey Avenue, N. W .. Washington, D. C.
Department of Interior, Bureau of Education, Washington, D. C. Department of Treasury, Washington, D. C. U. S. Department of Labor, Children's Bureau, Washington, D. C. U. S. Department of Public Health, Washington, D. C. Georg-ia State College of Agriculture, Athens, Georgia. Kansas State College of Agriculture, Manhattan, Kansas. Iowa State College of Agriculture, Ames, Iowa. Georgi<a State College for Women, Milledgeville, Ga. University of Nebraska, Lincoln, Nebvaska. University of Utah, Logan, Utah. College of Industrial Arts, Denton, Texas. Purdue University, LaFayette, Indiana. ChilO. Study Association of America, New York City. National Child Welfare Associa:tion, New York City. Child Health Organization, New York City. American Child Hygiene Association, New York City. Metropolitan Life Insurance Co., New York City. State Health Board of Georgia, Atlanta, Georgia. State Health Board of North Carolina, Raleigh, North Carolina. State Health Board of Texas, Austin, Texas. State Health Board of Massachusetts. Bureau of Publications, Teachers College, New York City. National Dairy Council, Chicago, Illinois. Colorado Agricultural College, Fort Collins, Colorado. Cornell University, Ithaca, New York. University of Minnesota, St. Paul, Minnesota. Ohio State University, Columbus, Ohio. ~tate College of Agriculture, Madison, Wisconsin. State College of Agriculture, Albuquerque, New Mexico. University of Illinois, Urbana, Illinois. Michigar. Agricultural College, East Ilansing, Michigan.

54

Home Economics in Georgia High Schools

Stat~ Board of Vocatonal Education, Indianapolis, Indiana. State Board for Vocational Education, Lisbon, North Dakota. State Board for Vocational Education, Oklahoma City, Oklahoma. StaV'l Board for Vocational Education, Springfield, Illinois. Georgia Library Commission (for books loaned), State Capitol, Atlanta,
Georgia. Information, samples and illustrative material from manufacturing firmd
advertising in magazines on roods, house furnishings and accessories,
rlothing and textile materials.