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 Report of 
 
 MRS. HOODLESS . . 
 
 On Domestic. Science 
 
T 
 
rr\ 
 
 REPORT 
 
 OF 
 
 Mrs. Hood less 
 
 ON 
 
 Domestic Science 
 
 Including a recent visit to the Schools of 
 Philadelphia and Washington. 
 
 TORONTO : 
 WAIIWIOK BliO'S & RlfTTER, PHINTHRS, &i., &t., ti« anh 70 FRONT STREET WEST. 
 
 1899. 
 
f 
 
REPORT OF MRS. HOODLESS 
 
 ON 
 
 DOMESTIC SCIENCE 
 
 Including: a recent visit to the Schools of Philadelphia and Washing^ton. 
 
 There is no branch of edncational development receiving greater attention in the 
 schools of Great Britain, Germany, Belgium, Sweden and the United States, than that of 
 manual training, and no feature of manual training is receiving so much attention as that 
 of domestic science. It has become a recognized fact that the principles of education 
 must be applied to the management of the home and of children. The introduction of this 
 practical subject has proved of value not only to the nation at large, through a develop- 
 ment of a higher ideal of home life ; but by enabling head and hand to work together, it 
 has been accepted as a powerful factor in mental development. 
 
 A few extracts from reports recently published may help to convince the sceptical 
 that these conclusions have not been arrived at without careful investigation and experi- 
 ment. 
 
 The Royal Commission of England on Elementary Education in its report for 1887 
 laid down the principle " that the true object of education is to give such instruction to the 
 scholars as will best fit them to fulfil the ordinary duties of the life to which they are most 
 likely to be called." This led to much discussion, and as it was generally conceded that the 
 duty most likely to devolve upon the great majority of girls attending the schools would be 
 in some form of domestic life, it was decided to introduce domestic science into the regular 
 elementary and secondary school courses. The popularity of the subjrct may be shown by 
 the following statistics : " During the first year in which the Education Department 
 included it in the code the number of girls who received instruction qualifying for the 
 Government grant (4 shillings per pupil) was 7,597 from 457 schools. In 1896, 134,930 
 girls received the requisite instruction in 2,729 schools. This enormous increase in the 
 work was watched with much interest by the Education Department. Her Majesty's 
 Inspectors were requested to specially note and report to the Department upon the pro- 
 gress of the subject. The report was as follows : " The cookery classes are doing good 
 work. The experiment is remarkably successful ; the girls keenly enjoy their lessons ; 
 they are taught to be cleanly, careful and economical, and such teaching is likely to be of 
 permanent value." 
 
 This was very encouraging in the face of the difficulty in securing competent teachers 
 for which no special training had been provided. This difficulty, however, has been 
 removed, as there are now several training schools for teachers in England, and a high 
 standard of efficiency is required. 
 
 The latest report, 1898, of the Royal Commission on practical and manual instruction 
 in Primary Schools, appointed by the National Board of Education in Ireland, contains 
 much valuable information. The Oommission consisted of fourteen educational authori- 
 ties. 
 
 Ninety-three meetings were held, the evidence taken of 186 persons who were con- 
 sidered qualified to give information, and 119 schools were visited where manual and prac- 
 tical training was actually given. These investigations included visits to Belgium, Ger- 
 many, France, Sweden and the United States. 
 
 f 
 
An extract from the report in reference to the teaching of Domeatic Science in Ger- 
 many will Hhow the value placed upon the Hubject in that country. " Cookery and 
 Domestic Economy : — This subject has of late been coming very much to the front in 
 connection with primary education. Facilities are now provided for it in moat if not all 
 towns, and it is beiof; introduced as an obli^'atory subject in several important centres such 
 as Oologne and Strasburg. Needlework: — This subject is taught almost universally in 
 Ourmany and Switzerland. The hours of instruction are from two to five in the week." 
 
 The report from Belgium says : "There is no phase of popular education in Belgium 
 more remarkable or more interesting than the development of instruction in household 
 duties for girls." 
 
 In Bumming up, the Commissioners, among many others, make the following recom- 
 mendations : 
 
 " We are of opinion that the general principles and methods of the system known by 
 the name of Kindergarten .... should be extended, as far as possible, to all 
 schools attended by infant children." 
 
 " We think that Kindergarten methods and principles should be continued in 
 Classes [,, II. and III. of ordinary schools, in the form of paper folding, card board 
 work, wire work, bricklaying, clay modelling, and such like manual exercises." 
 
 Domestic Science. — "The evidence ve have bad in reference to cookery shows the 
 attractiveness of the subject to the pupils, and its usefulness in securing greater 
 regularity of attendance, and in encouraging the pupils to stay on longer at school We 
 are of opinion that this useful subject should be encouraged in the schools. We consider 
 that the teaching of this subject should be continuous, not in the sense that it should be 
 taught every day, but that it should bo taught in one or more classes each week 
 throughout the school year, .... that it must be made to aid the general 
 course of education." 
 
 Sewing. — " We are satisfied that three hours a week is quite sufficient for instruc 
 tion in sewing. The proposed introduction of other subjects of practical instruction is 
 an additional reason why less time than at present should be devoted to needlework. 
 There is great danger of needlework becoming mechanical. To guard against this danger 
 special attention should be paid to the educational side of the subject ; the work should 
 be varied, and where possible, frequent demonstrations on the blackboard should be given," 
 
 The progress made, together with the apparent educational value placed upon these 
 practical subjects in other countries has led to a consideration of their introduction into 
 the public schools of Ontario. 
 
 It is generally conceded, after years of experience, without which an educational 
 system cannot be perfected, that a strictly mental or theoretical training has not produced 
 satisfactory results. 
 
 That the brain must be the directing power is, of course, acknowledged ; but mental 
 power without the ability to execute, without the co operation of eye and hand, is not 
 the kind of education which will " fit scholars for the ordinary duties of life." The 
 more advanced theories in regard to education involve the training of the senses as 
 agents of the mind in acquiring a true knowledge of things. 
 
 Familiarity with things can never be given by a study of words alone. The percep- 
 tive faculty must be trained. The fact must never be overlooked that the value of these 
 subjects is based upon their aid to mental development. They must not occupy an 
 isolated position in the school curriculum, but must justify their existence as living 
 exponents of abstract principles to the general cause of education. For this reason it has 
 been earnestly recommended, by leaders in the movement, that teachers employed for these 
 subjects should have a general knowledge of the regular school work. The most success- 
 ful teachers have been those who, in addition to the regular normal course prescribed for 
 public school teachern, have taken a course in a technical school. 
 
 In order to .'itudy the actual work and methods practised in some of the educa- 
 tional centres of the United States, where conditions and general edacation are more in 
 
 i 
 I 
 
I 
 
 I 
 
 I 
 
 line with those of Ontario, visits have been made to sohools in New \ ork, Boston, and 
 quite recently to Washington and Philadelphia. Each state and city has its own plan 
 of work, although a marked similarity is apparent. Much depends upon the energy 
 and ability of the Huperintendent. In Waahington a complete system of manual training 
 has been established with most gratifying results. It has been introduced on a strictly 
 educational basis and occupies the same position as theother obligatory subjects. The course 
 for girls is practically the same as that given on a preceding page, which was recommended 
 by the Royal Commission as suitable for Standards I., II. and III., including the Kin- 
 dergarten. Each class room contains a large collection of seeds, minerals, fossils, etc. 
 Special attention is given to clay modelling, and drawing, which is almost entirely free- 
 hand. In the more advanced grades this training is turned to account in drafting and 
 designing garments. The senior grades are allowed one and a half hours a week in 
 the drafting, cutting, fitting and making of these garments, for which special rooms are 
 provided in diflerent sections of the city, One hour a week is given to plain sewing 
 all through the primary grades. In the more advanced grades the pupils are allowed to 
 bring the material for simple garments from home. The method of instruction in this 
 subject leaves no doubt as to the connection between designing and drafting with mathe- 
 matical precision and drawing. It provides excellent practical training in these two sub- 
 jects besides developing the artistic and creative faculty. During the sewing course fre- 
 quent talks are given by the teacher on the manufacture of the various articles in use, such 
 as needles, scissors, thread, cotton, wool, silk, etc. Samples of the raw material and in the 
 various processes of manufacture are provided for each school. In this way the pupils are 
 given a knowledge of good and bad material. The lessons are intensely interesting and 
 make a pleasant change from book work. This variety of occupation has resulted in 
 better order in the schools, more regular attendance, increased interest and prolonged 
 attendance at school. The older girls are anxious to reach the cutting and fitting room, 
 and the domestic science classes. (See Philadelphia report.) Fifteen regular teachers of 
 sewing are employed in the Washington schools, each having charge of a district and devo- 
 ting one hour a week to the primary clasHes, and one and a half hours to those of the 
 senior grade. The domestic science department is in charge of twelve regular instructors. 
 
 The necessary expenses for material, etc., are paid from the regular school appro- 
 priation for industrial instruction. 
 
 The sewing course in the PhiUdelphia schools is very similar to that followed in 
 Washington, with the exception that drafting and cutting on paper patterns is carried 
 through the whole course, which begins «7ith the third school year, and all the work is 
 done in the regular class-room . There are forty-one instructors of sewing in the Phila- 
 delphia schools under the charge of a supervisor. The teachers use the blackboard rery 
 freely, and through questions and answers enable the pupil to understand the underlying 
 principles of all needlework. In many echools the boys take sewing and are among the 
 brightest pupils. Six conts per annum is allowed for each child engaged in sewing. 
 
 Domestic Science. — Domestic Science forms part of the general education for girls 
 in nearly all the leading cities and towns in the United States, as in Europe. It has 
 gone beyond the experimental stage, and is being rapidly introduced into the high 
 schools and colleges. While the subject is frequently considered in connection with the 
 primary schools, under the bead of cookery it must not be inferred that cooking in the 
 sense of pleasing the palate, and the ability to prepare new and elaborate dishes, is the 
 ultimate object of Eucb teaching. On the contrary, it is based upon scientific, hygienic 
 and health principles. 
 
 Economy, cleanliness, method, promptneas and development of executive ability are 
 the primary objects. With the co-ordination of other subjects it brings mental applica- 
 tion to the daily duties which must result in producing a higher type of home life and 
 physical perfection. 
 
 There is no greater factor in promoting the welfare of a nation than its home lifet 
 therefore it is worthy of notice that in no department of education has greater progress 
 been made during the last ten years than in that of domestic science, which teaches the 
 true principles of household management as related to health and income, 
 
The following extract from the report of the Superintendent of Schoola in Philadel- 
 phia may give an idea of its growth in that City : " The teaching of cooking in the 
 public schools . . . began experimentally in 1887." The experiment was watched 
 carefully by all interested, and by the close of the term in June, 1888, the Board of 
 Public Education became satisfied not only of the value of the instruction, but also of the 
 practicability of making it a branch of the curriculum of the schools. 
 
 The Board therefore assumed the responsibility of the instruction in the girls' High 
 Schools, and elected a permanent teacher. In 1889, owing to the increased number of 
 pupils attending the school, it was found necessary to furnish another kitchen and a 
 second teacher was employed. 
 
 The result of the instruction in the girls' High School was so satisfactory that in 1888 
 a school kitchen was opened experimentally for girls of the higher grades of the public 
 schools. This also proved successful and in the Autumn of 1889 the first permanent 
 cooking centre for grammar schools (occupying the same place as the senior grades of 
 public schools in Ontario) was established ... In 1891 a second school kitchen was 
 opened, and at present writing, 1897, there are eight cooking centres under the control 
 of the Board of Education. " The pupils are taken from classes of the sixth school year. 
 The time required for the course of lessons averages two and a half hours per week 
 from October to June. The system gives each teacher of cooking ten classes a week, and 
 one school kitchen can accommodate 250 pupils." 
 
 " The eight schools accommodate 2,000 pupils, and as there are over 4,000 sixth-year 
 pupils in the grammar grades it is seen that it cannot be made compulsory (as in Wash- 
 ington) until facilities are largely increased." 
 
 " The interest manifested by the girls and parents, and by the large number of 
 progressive teachers, shows how highly the instruction has been appreciated. It is 
 expected that before long, additional school kitchens will be furnished in convenient 
 localities, and accommodation provided for all grammar school pupils of the proper age." 
 It is worthy of note that in every case where domestic science was introduced first into 
 High Schools, it was afterwards found advisable to provide the primary trainins; in the 
 Public Elementary Schools. Consequently in planning a system for the schools of Ontario 
 it will be well to remember this fact, and benefit by the experience of others, 
 
 In summing up the general evidence given in connection with these investigations, and 
 which has been the result of actual experience, the following may be accepted as the 
 benefit to be derived from the introduction of these practical subjects into the public 
 school curriculum : 
 
 1. It tends to inspire respect for skilled labor, and domestic duties. 
 
 2. It develops self-respect and self-reliance, especially in pupils who dislike books, 
 
 3. It develops general intelligence and increases interest in school work. 
 
 4. It cultivates habits of neatness, attention, accuracy and industry. 
 
 6. It improves the health and strengthens the will power. 
 
 As the chief objections to the introduction of these subjects into the Public School 
 System of Ontario are — Ist, overcrowded curriculum ; 2nd, expense , it may be well to 
 submit evidence concerning such important points. N. B. Powell, Superintendent of the 
 Washington Schools says, in reference to the effect of such instruction upon the other 
 studies : — "I feel very sure that the unbiassed testimony of all connected with the public 
 schools of Washington is that our academic work has been substantially and perceptibly 
 improved and made more agreeable to the pupils by virtue of the co-related manual of 
 exercises. The result has been health-giving and has changed the attitude of children's 
 minds toward the subject of education." 
 
 Instead of these subjects overcrowding the curriculum, they are made to serve as 
 new methods for conveying knowledge, as already stated, by co-relating the subjects taught 
 in the schools. It has not been found necessary in a single instance to reduce the number 
 of subjects. In many cases through the interest awakened in these classes, dull pupils 
 have made marked progress in thpir other pobopl wprk. 
 
Dr. MaoAUster, for many years aaperint«ndent of aohools in Philadelphia, now Preai- 
 dent of Drexel Institute, 8ay<i: — *'The thing which must be kept constantly in mind is 
 that the new studies are not simply annexed to the existing carrioulam, but are to be 
 worked into it as an integral part of the general edncation given in the schools." There- 
 fore, it must be remembered that the introdaotion of sach practical subjects as cooking 
 and sewing should not be considered as an additional mental tax, but rather as mentu 
 recreation while developing other faculties. 
 
 EXPENBR. 
 
 An exaggerated idea is usually entertained concerning the expense of such instruction. 
 There are two points of view from which it is well to consider this question. Ist. The 
 relative value of these subjects as they aflfect tne general principles of education ; 2nd. 
 The economic value of such instruction. The returns have been so sure and satisfactory 
 in every case where such training has been provided, that the matter of expense has become 
 of minor importance. No objections have been raised by ratepayers after a fair trial of 
 the system. As domestic science has been successfully introduced into the public schools 
 of Halifax and Montreal, a fair estimate of the expense may be taken from reports received 
 from these two cities. The cost of furnishing a class room varies from $200 to $300. 
 Teachers' salaries vary from $500 to $600 per annum ; $100 a year is allowed for materials 
 and $100 for extras, such as fuel, etc. The pupils are taught the care of utensils, therefore 
 very little annual outlay is necessary for replenishing the class-room. Each school kitchen 
 accommodates from 200 to 250 pupils, taken from the senior grades. The most satisfactory 
 age for such instruction is from 12 to 15 years. The pupils from the various schools 
 attend these classes one-half day or 2| hours each week. The system ado[)ted in Halifax 
 and Montreal is practically the same as that of Washington, Boston, Philadelphia, and 
 other eities throughout the United States. 
 
 From this general summary of the practice and principles of teaching domestic 
 science, the possibility of incorporating such instruction with the regular school work will 
 be clearly seen. 
 
 There is no part of a girl's education which is so likely to produce a permanent effect 
 or to exercise a better influence than an intelligent study of domestic science, which gives 
 a practicp.l knowledge of the essential principles underlying true home making. 
 
 ADELAIDE HOODLESS. 
 
 Hamilton, March 10th, 1899.