JUN 3 1928-
L. I B R " '
i ).MI: Ec'oxoMirs CIUOCLAI: No. 0. October, 1020.
HOME ECONOMICS COURSES OF STUDY FOR JUNIOR
HIGH SCHOOLS.
INTRODUCTION.
Tt is the consensus of opinion that in the first four years of the
elementary school both boys and girls should be given progressive
instruction in industrial arts. This \vork should involve the ma-
nipulation of materials and processes in paper and cardboard, tex-
tiles, basketry, weaving, and drawing. There should be acquired
a control of the larger muscles and a familiarity with certain simple
common tools, but no project requiring close application or fine co-
ordination of muscles should be chosen.
Beginning with the fifth grade, the lines of work for boys and
girls should diverge. Simple food preparation and housewifery
should be the chief topics in the home-making classes for girls
throughout the fifth grade, and sewing and food preparation should
be given in the sixth grade with constant reviews of the housewifery
pi-act ices taught in the preceding grade.
The dominant thought of the fifth grade food work should be
" What foods are needed by fifth-grade children in order that they
may grow and be strong." The actual cookery should be of the
common and least expensive foods and by the simplest methods.
Breakfast cereals, rice, soft cooked eggs, (oast, plain custards, cocoa,
and similar preparations should be chosen as lesson subjects with
especial stress placed upon the care and use of milk, the value of
cereals and vegetables in the diet, and upon neat methods of work
and scrupulous cleanliness of person, utensils, and methods.
The sewing should consist of simple projects adapted to the inter-
e.-ts of the children at the period of their development. Work which
requires close application and line exact motions is physiologically
contra indicated.
2 HOME ECONOMICS COURSES OF STUDY.
Housewifery lessons should consist of teaching the care of a bed-
room, table setting, careful dusting, and dishwashing.
The spirit and motive of home economics teaching should differ in
these grades from those dominating the instruction given in the
junior high school.
It is concluded 'that a girl entering the seventh grade of school
should know how to follow a simple recipe accurately, how to measure
food materials correctly, and how to regulate temperatures for boil-
ing and baking. She should be able to assist dextrously in making a
bed, in caring for toilet articles, in setting a table, in dusting a room,
in washing dishes, and in putting away fresh and cooked foods. She
should be able to sew a straight seam on the sewing machine, cut by
a two-piece commercial pattern, baste seams, darn her stockings, sew
on buttons, and work buttonholes, and also be able to wash and iron
small light articles of cotton and linen.
She should understand the more elementary facts concerning the
right choice of foods, correct food habits, personal hygiene, and care-
ful use of foods, clothing, and household furnishings.
With this foundation she will be prepared to profit by the course
hereinafter recommended.
Special adjustment of home economics work should be made in
schools where home economics is not begun until the seventh grade.
A more elementary course should be planned for the seventh grade
with at least one extra double period scheduled weekly during this
year. Additional time should also be allotted to home economics in
the eighth and ninth grades.
Unfortunately, in certain school systems home economics is still
limited to the grades of the four-year high school. Where this
condition exists certain changes should be made. Home economics
should be a required course for all ninth-grade and tenth-grade
girls. From 8 to 10 periods per week should be assigned to this
subject, and the course herein planned should be modified to meet
this condition.
A. TIME ALLOTMENT.
The following time allotment should be made for home economics :
In school systems having the 6-3-3 plan, with home economics
taught in the fifth and sixth grades, at least this much time per
week should be required in the seventh and eighth grades: Two
double periods, equaling about 180 minutes; one single period, equal-
ing about 45 minutes for supervised study, recitation, etc.; study,
practice, and observation at home, 90 minutes.
In the ninth grade home economics should be required as follows:
Three double periods about 270 minutes; two single periods about
90 minutes ; home study, practice, and observation, 90 minutes.
HOME ECONOMICS COURSES OF STUDY. 3
If the usual period is of GO minutes' duration, then the following is
a possible though not a most desirable arrangement for the seventh
and eighth grades: One double period, 120 minutes; two single
periods, 60 minutes each, 120 minutes; home study, practice, etc., 90
minutes.
In schools having the 8-4 plan with no home economics, in the ele-
in the lower grades, the time should be as follows in the seventh,
eighth, and ninth grades : Three double periods per week, about 270
minutes : two single periods per week, about 90 minutes ; study, prac-
tice, and observation at home, 120 minutes.
In schools having the 8-4 plan with required home economics ; in
the grades six to eight at least one additional year; of home economics
should be required. This required home economics should be not
less than three double periods per week, 270 minutes ; two single pe-
riods, 90 minutes; home study, practice, and observation, 90 minutes.
In schools having the 8-4 plan with no home economics in the ele-
mentary grades, home economics should be required in the ninth
and tenth grades, and be as follows: Four double periods per week,
.'WO minutes; one single period per week, 45 minutes; study, practice,
and observation at home, 120 minutes.
B. ELECTIVE COURSES.
Elective courses in home economics should be offered in all senior
high schools. These courses should be full-credit courses and the
equivalent in time and value to other elective subjects. The rates
of practice to class time should vary with the subject. In small
high schools it is well to rotate the various elective courses in home
economics, since it is quite probable that the classes will be small.
The greatest difficulty in such a rotation is that of schedule making,
but it is a difficulty not impossible of satisfactory solution. Girls
over 14 years of age should be admitted to the junior high school
home-economics class, and where the number of retarded girls justi-
fies the formation of half-day classes these should be maintained.
C. OITUM: or < m K^KS KKQUIRED IN JUNIOR HIGH SCHOOL.
All of the following courses are intended to be suggestive. It is
anticipated that the intelligent teacher will modify, eliminate, or
substitute projects as the needs of her pupils justify changes. It is
not assumed that all of these projects could be covered during any
one course, and that not infrequently the project here selected for
one unit may be most suitable in some later unit. Time allowance,
seventh and eighth grades: Two double periods: 1 period of study,
recitation, or reports; '>() minutes, .study, practice, and observation
out of school.
HOME ECONOMICS COURSES OF STUDY.
MOTIVES.
Promote home helpfulness, form right health habits, awaken an
intcrot in the economics of clothing and food, and train in the
performance of certain household operations.
1 iK>T HALF TERM.
Topic : The care of clothing; thrift in selection and making. Cor-
iviait-d with geography, English, arithmetic, art, and general science.
Suggested school projects.
1.
-1.
1. Ca'o of ctatMng.
() Stocking darn-
ing.
(b) Patchirg, repair
of undergar-
ments.
(o) Laundering of 2.
undergarments.
(<1) Milking soiled 3.
clothes bag.
2. Selection and making.
(n) Kiniona night
dres*.
(b) Apron.
(c) Bloomers.
(d) Middy.
(e) Underskirt.
(f) One project re-
quiring cooper-
ation of sev-
eral pupils.
Home projects.
The family work bas-
ket.
(a) Family darning.
(b) P>utt >RS replaced.
(c) Buttonholes re-
paired.
Care of stockings, as
affecting wear.
Care of o\vn shoes.
Expense account of
necessary clothing of
child at tliis age.
Investigation reports and
recitations.
1. Cost of homemade vs.
reiidymade garments.
2. Samples of white cloth
with cost, fineness,
and weave.
Samples mounted and
named.
3. Samples printed cotton
cloth.
4. Samples gingham.
5. Experiments as to
shrinkage of cotton
cloth.
6. Tests of colors.
7. Cost of homemade
trimming.
SECOND AND THIRD QUARTERS.
Topic: Meal preparation and service. Correlated with English,
geography, arithmetic, hygiene, and general science.
Suggested school projects.
1. The cooking of food.
(<.') Combustion ex-
periments.
(6) Fuels.
(c) Types of stoves.
(d) Effect of heat on
different food-
stuffs.
(e) Types of uten-
Sils.
Home projects.
Investigation reports and
recitations.
1. Prepare at home each i.
article cooked at
school.
2. Help prepare Sunday
breakfast.
3. Help wash dishes
each day.
4. Keep table cutlery 9.
polished.
5. Set supper table
daily.
(o) Cost of different
fuels.
(b) Sources of dif-
ferent fuels.
(c) Cost of different
stoves.
Water.
(a) Uses of water in
the household.
HOME ECONOMICS COURSES OF STUDY.
.School working projects-
Continued.
2. Preparation of flic
family breakfast.
(<i) Fruits.
( li } Cereals.
(c) Hot breads,
(rf) Meat dishes.
(c) Fish dishes.
(/') Egg pro pa ra-
tion:'.
". Daily service of break-
fasts.
() Individual.
(&) Class groups.
(c) Teachers.
(d) <J nests.
4. Care of kitchen.
() Dish washing.
(b) ("are of stove.
(<;) Washing win-
dows.
((/) Care of floor.
H. Care of foods.
(a) Milk.
(6) Kaw food.
(c) Cooked foods.
6. On re of food contain-
ers.
f n ) Ice box.
(b) Window box
(c) Bread box.
((/) Flour cans.
7. Care of (lining room.
(n) Sweeping.
(It) Dusting.
(c) Airing.
(d) Table setting.
(c) Care of table
linen.
(f) Laundering table
linen.
Homo projects Continued.
0. Care for foods from
market.
7. Do marketing.
8. Prepare Sunday 'sup-
lie r.
!). Take care of. refrig-
erator.
10. Assume care of din-
ing room.
Investigation reports nnd
recitations Continued.
2. Water Continued.
( b ) Uses of water, in
the body.
(c) Local water sup-
ply.
3. An adequate diet f6r a
growing child. ,
'(a) Value of milk.
(b) Milk sanitation.
(c) Local milk sup-
ply.
(d) Visit creamery-
4. Value of cereals in the
diet.
( a ) Kinds of cereals.
(It) Visit mills.
(c) Visit bakery.
5. Value of green vege-
tables.
(a) Study vegeta-
bles.
6. Marketing.
() Visit markets
and stores.
(b) Study sanitation
of markets.
(c) Compare sanita-
tion of mar-
kets.
(<1) Compare prices
in " cash and
carry " stores
and in "charge
and delivery
stores. 1 '
8. The home luncheon or
supper.
( ) Cream soups.
(b) Scalloped vege-
tables.
(c) Cream vegeta-
bles.
((/) Kggs in lunch-
ton dishes.
(c) Simple deserts.
(H Salads.
(0) L'i:ht breads.
6
HOMK ECONOMICS COURSES OF STUDY.
SEVENTH CKADE: FOURTH QUARTKIJ.
Topic: Choice and making of simple clothing. Correlated with
arithmetic, bookkeeping, general science, art, and hygiene.
I'roject.
1. Seventh grade girl's
wardrobe: Wash
dress of simple do-
si fin
(a) Choice of mate-
rial as to color,
design and suit-
ability to wearer.
(b) Choice of trim-
ming as to de-
sign, suitability,
etc.
(c) Making dress
development o f
skill and stand-
ards of work-
manship.
(d) Care of sewing
machine.
(e) Washing colored
cotton materials
setting colors,
etc.
(f) Cost of dress
comparison o f
material, work-
in a n s h i p and
cost of ready-to-
wear , dress.
2. Children's garments:
Rompers and dress.
For child in family
or in charitable in-
stitution. (Sub-
divide subject as in
Project 1.
3. Cooperation project
for school activity or
benevolent purpose.
Homo projects.
1. Family mending bas- 1.
ket.
(a) Stocking darning.
(b) Buttons and
button holes.
2. Entire care of per-
sonal wardrobe.
3. Daily care of own bed- 2.
room.
4. Keeping account of 3.
laundry.
5. Making garments for
younger child. 4.
Investigation reports and
recitations.
Textiles.
(o) Visit textile
mill, or
(b) Study weaving.
(c) Test colors.
(d) Collect samples
of material.
Figure clothing budg-
ets.
Visit stores with
ready-to-wear g a r -
mentis.
4. Study making leather
and shoes.
5. Essentials of healthful
dressing.
HOME ECONOMICS COURSES OF STUDY.
EIGHTH GRADE.
Time allowance : Two double periods of 90 or 100 minutes; 1 single
period for study, recitation, or reports; home projects not less than
{JO minutes weekly.
Motives: Health, home helpfulness, thrift, efficiency in household
occupations, and an awakened social consciousness.
First quarter: Topics Food preservation, marketing, food study,
food accounts. Correlated with general science, geography, arith-
metic, and hygiene.
n.^ostrd school pro !(-.
Food preservation.
(a) Fruit cunning.
(1>) Vegetable fan-
ning.
(c) Jollies and jams.
(tf) Preserves and
pickles.
Fruit drying.
Storage of win-
ter vegetables.
Wholesome and eco-
nomical f a in i 1 y
foods.
(a) Cooking of dried
fruits
(b) Cooking of le-
gumes.
(c) Bread making.
(d) Meat cookery.
(c) Winter vegeta-
bles.
(/) Desserts.
Homo projects.
1. 'Home canning.
2. Home marketing.
o. Food accounts.
4. Bread baking.
r>. Preparation of break-
fast. '
0. W ashing supper
dishes.
7. Saturday k i t c h e n
cleaning.
8. Care of garbage and
garbage container.
9. Care of bath room.
10. Care of own room.
11. Care of dining room.
12. Assistance in family
laundry.
Investi.ii'iifion reports and
recitations.
1. Food preservation.
(a) Y'esist molds
a n d bacteria
in foods.
(I)) Food spoilage,
causes of.
(c) Destruction and
exclusion of
in i c ro organ-
isms : By heat
and sealing;
by drying; by
chemicals.
(<?) Choice of foods
for preserva-
tion.
2. Yeasts in bread mak-
ing.
3. M olds on household
clothing or linen.
4. Disposal of waste.
5. Prevention of insects.
G. Sanitation of bath-
room.
HOME ECONOMICS COURSES OF STUDY.
EIGHTH GRADE: SECOND QUARTER.
Time alknvanee and motives : The same as in first quarter.
Topics: Continuation of first quarter's work. Preparation of
food in family quantities. Keeping food accounts. Establishing
Labits of swiftness and good workmanship. Correlated as in first
quarter.
Suggested school projocts.
1. Choice and prepara-
tion of food.
() Soups.
(1) Moats.
(() Vegetables.
(d) Salads.
(e) Breads.
(f) Desserts.
(<7) Beverages.
2. Daily service of din-
ners at school.
All cooking in fam-
ily quantities either
sold in lunch room
or sold to teachers
or homes.
3. Sanitation of the home.
(a) Elimination of
insects a n d
other disease
carriers.
(b) Care of cellar or
basement.
(c) Sanitary care of
floors and floor
coverings.
(d) Sanitary plumb-
ing a n d its
care.
(c) Practice in care
of teachers'
rest rooms and
other rooms in
school.
Home projects.
Continuation of those 1st
quarter.
Increase time spent in
meal preparation at
home.
Investigation, reports, and
recitations.
1. Principles of selection
of diet,
(a) Constituent of
an adequate
diet.
(&) Diet in relation
to age.
(c) Economic con-
sideration.
(d) Labor considera-
tions in choice
of food.
(c) Suitable dinner
menus for spe-
cial conditions.
(/) One hundred cal-
orie portions
of cooked
foods.
(y) Nutritive ratio.
(70 Growths deter-
minants.
(f) Comparative
cost of fresh
and canned
milk, fruits,
vegetables, etc.
2. Study of plumbing con-
ditions in school and
home.
3. Visits to houses in
process of building.
4. Visits to garbage
dumps and sewage
disposal plants.
HOME ECONOMICS COURSES OF STUDY.
EIGHTH GRADE : THIRD QUARTER.
Topic : Economy in the use of clothing. Study of costs.
Aim : To establish habits of good workmanship, especially in the
use of sewing machine and commercial patterns. To relate the
study to the personal hygiene and work in color and design. Cor-
related with geography, general science, arithmetic, art, and hygiene.
School working projects.
1. Wool dress or middy
blouse and wool
skirt.
2. Use of old \voolen gar-
ment by remaking
for a child.
3. Care of clothing, clean-
ing and pressing ar-
ticles of wool, such
as mother's skirts, or
brother's suit.
4. Dyeing woolen arti-
cles.
5. Care and cleaning of
sewing machine.
Home projects.
1. Care of clothing.
() Home mending
of woolens.
( b ) II e m o v a I of
stains and
cleaning wool-
en garments.
(c) Help in family
laundry.
((?) Care of the ta-
ble linen.
2. Housekeeping.
(a) Help in making
bedding, etc.
(Z>) Cleaning home
s e w i n g ma-
chine.
(c 1 ) Care of personal
garments.
(d) Care of own
rooms.
(c) Care of bath
room.
Investigation reports and
reel tp (Jong.
1. Textiles and clothing.
(a) S a m pies and
prices of wool-
en goods.
(b) Household tests
for wool.
(c) Household tests
for linen.
(d) Cost of ready-to-
wear rs. home-
in a d e g a r -
nients.
(c) Quality of ma-
terial in ready-
to-wear gar-
ments.
(f) Points in the se-
lect i o n of
ready- to-wear
garments.
(<7) Extravagance of
extreme styles.
(It) Summer care of
winter gar-
ments.
(i) Personal and
family clothing
budget.
(j) Purchase and
care of acces-
sories, such as
gloves.
(/;) Clothing as re-
lated to health.
10
HOME ECONOMICS COURSES OF STUDY.
EIGHTH GRADE \ FOURTH QUARTER.
Topic: (1) Summer clothing its use and care. (2) Garments
for infants; home nursing and care of little children during summer.
Correlated as in previous quarter.
School working projects.
1. Summer dress.
2. Summer undergar-
ments.
3. Baby outfit.
Ilonle projects.
1. Milking dress for baby.
12. rare of baby.
o. Making summer dress
at home.
4. Preparing food for
<ick person,
"i. ('are of bedroom.
G. Any of previous home
projects.
Investigation ivports and
recitations.
3. Summer clothing.
(a) Discussion of
materials and
collection o f
samples.
(b) Collection of
trimming sam-
ples.
(c) Cost of garment
made.
(d) Cost of ready-
to - wear gar-
ment.
2. Care of children.
(o) Garments need-
ed by infant.
(b) Materials and
patterns suit-
able for infant.
(c) Bathing and care
of little chil-
dren.
(d) Foods for little
children.
3. First aid in emergen-
cies.
4. Food for the sick.
NINTH GRADE : SURVEY COURSE.
The following suggestions for a survey course are offered for the
ninth grade. The value of such a course would be
1. To give the girl a well-rounded conception of the many studies
contributing to worthy home membership.
2. To arouse interest leading to elective studies in the 10, 11, and
12 years of more detailed courses.
3. To help the girl who must leave school at the end of the ninth
grade to live her daily life more wisely and to find her place in the
working world.
HOME ECONOMICS COURSES OF STUDY.
11
First quarter: Topic Clothing studies in relation to healthful
and economic living.
Second quarter : Topic Food studies in relation to healthful and
economic living.
Third quarter: Topic The home and its care. Studies dealing
with making the living place a healthful, attractive home wherever
it may be.
Fourth quarter : Topic Family and personal finances. Wise and
thoughtful spending and saving.
NINTH YEAR : FIRST QUARTER.
Topic: Selection and care of clothing and its relation to healthful
and economic living. Correlated with art, general science, social
studies, and instruction in hygiene.
School working projects.
, Care of clothing,
(a) Make fall hat.
(&) Remodel a wool-
en garment.
(c) Make collars or
other forms of
neckwear.
(d) Freshen ribbons.
(c) Clean laces.
(f) Mend laces and
gloves.
(g) Remove spots
and stains
from actual
garments.
Home projects.
1. Care of own wardrobe.
2. Care of own bedroom.
3. Entire care of one
other room.
4. Assistance in house-
hold laundry.
5. Share in weekly mend-
ing.
C. Personal accounts for
clothing.
Study and report projects.
1. Study of textiles
adaptation to use.
2. Conservation a ri d
care.
3. Substitutes.
4. Selection of ready-to-
wear garments.
5. Hygiene of clothing.
6. Credit or cash buying.
7. Clothing expense ac-
count.
8. Visit clothing indus-
tries employing
women.
9. Choice of clothing by
employed women.
10. Prices and qualities
of various ready-to-
wear garments.
12
HOME ECONOMICS COURSES OF STUDY.
NINTH GRADE : SECOND QUARTER.
Topic: Selection of food and its relation to healthful and economic
living. Correlated with hygiene, social studies, and general science.
Working school projects.
1. Inexpensive meal prep-
aration.
(a) Luncheons.
(6) Soups.
(c) Made dishes,
(ri) Hot -breads.
(e) Salads.
(/) Simple desserts.
2. Study of purchased
cook foods as to
cost, flavor, a n d
components.
( o ) K s t i in a t e of
foods in 100
calorie p o r -
lions.
(I)) Restaurant foods
and cost and
approxi in a i: e
composition.
3. Preparing and packing
cold lunches.
4. The school lunch-room
lunch.
(a) Assistance in
preparation.
(b) Assistance i n
serving.
(c) Period of re-
sponsibility in
p r e p a r atiou
and service.
lloliii' projocls.
1. Prepare one meal 1.
daily.
2. Do the family market-
ing.
3. Keep family food ac-
counts:
4. Take care of refriger-
ators.
5. Care of left over foods.
6. Care of own room.
7. Put up cold lunches
daily.
o.
3.
Investigation reports and
recitations.
The adequate lunch-
eon.
() Choice of foods
i:i public eat-
ing places.
(b) Sanitation of
public eating
places.
(c) Conditions af-
fecting the cost
of cooked
foods.
Sanitation of markets.
Sanitation of public
wash rooms, etc.
Visits to food indus-
tries employing
women.
Personal hygiene for
employed girls.
HOME ECONOMICS COURSES OF STUDY.
13
NINTH GRADE: THIRD QUARTER.
Topic: The sanitary home, prevention of disease, first aid, and
care of the sick. Correlated with hygiene and general science.
School working projects.
1. Sanitary care of the 1.
house: 2.
() Care of sink. 3.
(b) Care of gar- 4.
bage and re-
fuse. 5.
(c) Care of bath-
room equip- c.
ment. 7,
(rf) Cleaning, dust-
ing, sunning,
and airing
rooms.
(c) Care of lighting
appliances.
(f) Renewal of wall
a n d w o o d -
work finishes.
2. Foods for the sick :
(0) Preparation and
choice under
special condi-
tions.
3. Care of sick room :
(a) Making bed for
patient.
(1) Bathing the
sick.
(c) Use of hot-water
bottles, etc.
(d) Taking tempera-
ture.
(c) Recording symp-
toms.
(f) Making band-
ages, etc.
(0) Disinfection and
sterilization of
sick-room arti-
cles.
Home projects.
Clean one room weekly.
Care of sick, etc.
Assist in care of child.
Renew kitchen floor
finish.
Refresh finish on bed-
room articles.
Make window curtains.
Make table linens.
Study and recitation
projects.
1. Sanitation of homes:
(a) Ventilation.
(b) Cleanliness.
(C) Heat.
(d) Light.
(c) Plumbing.
(/) Surroundings.
2. Sanitation of public
places :
() Street cars.
{1} Offices and
places.
(c) Of public amuse-
ment.
3. Preventloh of spread
of disease :
() Spread of colds
and other dis-
eases of respi-
ratory tract.
(b) Personal respon-
sibility for
health of oth-
ers.
(c) Unhygienic per-
sonal habits.
4. First aid in sickness :
(a) 1'' i rs t aid in
fainting, cuts,
bruises, frac-
tures, burns.
(1) First rare nt on-
set of sickness.
(c) Prevent ion o f
spread of sick-
ness.
(d) Public aids, such
n s hospitals,
public dispen-
saries, visiting
nurses, visiting
physicians, etc.
(e) IIe;ilih. accident,
and life insur-
ance.
14
HOME ECONOMICS COURSES OF STUDY.
XINTH GKADE: FOURTH QUARTER.
Topic: Family and personal finances. Correlated with bookkeep-
ing and social science courses.
School working projr. i>-.
1. Economics of clothing.
(a) Renovation of
spring cloth-
ing.
(?>) Making or re-
making spring
suit.
(c) Making summer
wash dress.
(d) Washing a n <1
cleaning deli-
cate fabrics.
(e) School problems
connected with
school activi-
ties.
Home ii-<ij;->-ts.
1. Keeping family ac-
counts.
2. Making garments for
younger children.
.3. Freshening ribbons,
Jaces, etc., for other
members of family.
4. Assisting in household
duties as suggested
in previous o u t -
lines.
Investigation reports cind
recitations.
Dividing the family
income.
Dividing the family
clothing budget.
Dividing the personal
clothing budget.
Dividing the wage-
earning woman's
income.
Relation of education
to income earning.
Laws as to working
conditions of wage-
earning women.
Occupational diseases
of women.
Recreational oppor-
tunities for women.
Savings accounts.
Investments.
9.
30.
UC SOUTHERN REGIONAL LIBRARY FACILITY
A 001 139358 4