II I I IIIIIIII III III iI I. 110 402 DETERMINING THE. ACTIVITIES FOR WHICH HOME ECONOMICS TEACHERS CARRY OR SHARE RESPONSIBILITY IN THE HIGH SCHOOLS Thai: for the Degree of M. A. MICHIGAN STATE COLLEGE Georgia Halstead I 945 #f --. _.»- “23.3.5 This is to certify that the thesis entitled Determining the Activities for which Home Fconomics teachers Carny or ohere ReSponsibility in the High schools presented by Georgia Halstead I. has been accepted towards fulfihnent of the requirements for M. A. degree in (A n '0 fl. ff ’1 . " ;$7L1AL/{;r§fl/{iLAififx ’ . 7 Manor/professor Date;:eptember l, 1345 a»: » S; , . ‘ — \. 5’ U 1 ~ .. 1 V 1'0 .7 _. .xl .‘_v . I .‘ . - 1. 1,.” I . __ 5 . — _ I ‘h‘ -. .2‘ 3 7* ~ ‘ , “ ‘Y* V ,1" - 1.: '21 ,I, w r it" *‘ ‘ ’ s:- ~ ' ' 499*,- ~<5 - ‘3 zflrv ‘ r . gen" 5 ~ I - y ' _ v " A.” ”l A ' - A ‘7 “3'2?- , ’2‘ q "' \ ~—. ta! ‘0' («I I «(r ‘ - $5 e... if; . '_~ ‘: ' A :4- . . I ". ' V _ A n V «LC VA. 4 :7 v I e u... - 7 v’k’.‘ "r E 3“ 3,}: E s) "m ' . "‘ I ”I" 4“ ' V hi ' » $‘ ‘Vggfi Y n . fmi' .3 < ,1, . i; ‘ ‘1 t fig, ‘1: . . I}Illli|l" I .11". y l\¢l. I DETERMINING THE ACTIVITIES FOR WHICH HOME ECONOMICS TEACHERS CARRY OR SHARE RESPONSIBILITY IN THE HIGH SCHOOLS by Georgia Enletead A.THESIS Suhmitted to the Graduate School of Michigan Stete College of Agriculture and Applied Science in partial fulfilment of the. requirements for the degree of MASTER OF ARTS IN EDUCATION Division of Educeticn 1945 THESIS ACKNOWLEDGMENTS The writer wishes to express her deepest appreciation and gratitude to Professor Hazel Hatcher for her continued encouragement, patience, and guidance throughout this study. To Professors L. J. Luker and Guy Hill, the writer wishes to express sincere thanks for their valuable sug- gestions. Special thanks are due also to the graduate classes in Home Economics Education during the year 1944-1945, and especially to Miss Katherine Heiserman, a graduate student at Michigan State College, who collaborated in setting up the questionnaire. Grateful acknowledgments are made to Professor Clara )1. Brown and graduate students of the University of Minnesota for their suggestions on the questionnaire and to the Vocational Homemaking Teachers of the State of Michigan, without whose cooperat ion this study would have been impossible. ii , W": 4’ ' (J; .J ‘1; L71 TABLE OF CONTENTS LIST OF TABLES . . . . . . . . . . . . . . . . . . . INVESTIGATION AND A.SUMMARY OF THE FINDINGS . . . . Summary of the Procedure . . . . . . . . . . . . Summary of the Findings . . . . . . . . . . . . BACKGROUND FOR.THE PROBLEM . . . . . . . . . . . . . Early History of Home Economics . . . . . . . . Recent Developments . . . . . . . . . . . . . . CONSTRUCTION OF QUESTIONNAIRE AND COLLECTION OF DATA Collection of Data . . . . . . . . . . . . . . . TREATMENT OF THE DATA.AND FINDINGS . . . . . . . . . Analysis of the Questionnaire . . . . . . . . . Classroom.Responsibilities of Home Economics Teachers 0 Understanding and Counseling Students . . . . . . Setting Up Goals, Choosing Experiences, and Evalu- ating Achievement . . . . . . . . . . . . . . . . Selecting and Caring For Teaching Aids . . . Creating A.Homelike Atmosphere . . . . . . . Managing Department Finances . . . . . . . . School Responsibilities of Home Economics Teachers Cooperating With the Administration . . . . Participating in Experiences Which Cut Across De- pamntneeeeeeeeeeeeeeeeeee SOhOOILunOhProgrameeeeeeeeeeee $011001 Health Program e e e e e e e e e e e Guiding and Helping Students Outside of Home Economic,eeeeeeeeeeeeeeeee Social and Civic Activities . . . . . . . . iii Page GGNNH 14 17 23 23 23 24 26 26 27 28 29 29 32 32 33 Participating in Inter-departmental Ebcperiences . ElementaryGrades.............. secondarySOhOOIeeeeeeeeeeeeee Community Responsibilities of Home Economics Teachers Participating in Adult Education Programs . . . . Cooperating With Business and Industry Cooperating With Other Community Groups RECOMMENDATIONS................ Suggestions for Using the Findings . . . . Suggestions for Further Studies . . . . . . REFERENCESCITED ............... APPENDIX 0 O O I O O O O O O O O O O O O O I O O O O O O O 0 Exhibit A, Total Date of School-Community Responsibilities of the Home Economics Teacher . . . . . . . . . . . . . . Exhibit B, Total Data of Degree of Participation of Home Economics Teachers With School-Community Groups . . . . . iv 36 38 38 38 4O 42 42 43 45 46 47 53 TABLE 10 11 12 13 LIST OF TABLES Location of the Teachers According to Size of 8011001 0 C O O O O O O O O O O O O O O O O O O O O O 0 Amount of Teaching Experience of Teachers . . . . . . varying Reactions in Percentages of Home Economics Teachers Toward Their Responsibilities in.the Class- room.....o................... varying Reactions in.Percentages of Home Economics Teachers Toward Responsibilities With the Adminis- trltion0fth080h001 eeeeeeeeeeeeeeee ‘Varying Reactions in Percentages of Home Economics Teachers Toward Experiences Which Cut Across Depart- ment. 0 O O O O O O O O O O O O O O O O O O O O O C 0 Rank Order of Teaching Responsibilities Home Economics Assume Outside of the Home Economics Department . . . Rank Order of Social and Civic Groups in the School With‘Which.Home Economics Teachers Cooperate . . . . . varying Reactions in Percentages of Home Economics Teachers Toward Inter-departmental Experiences of the 8611001 0 O O O O O O O O O O O O O O O O O O O O O O 0 Rank Order of Other Departments in the School With ‘Which Home Economics Teachers Cooperate . . . . . . . varying Reactions in Percentages of Home Economics Teachers Toward Responsibilities in.the Community . . Rank Order of Community Groups With Which Home Ecc- M108 Teacher. Cooperatc e e e e e e e e e e e e e e School-Community Responsibilities of the Home Eco- nomics Teacher . . . . . . . . . . . . . . . . . . . . Degree of Participation of Home Economics Teachers With SOhOOI-comnity Group. e e e e e e e e e e e e e Page 22 22 25 3O 31 33 35 37 39 47 53 1. IMSTIGATIOH AND A SUMMARY OF THE FINDINGS This study deals primarily with determining the activities for which the home economics teacher carries or shares responsibility in the high schools of Michigan. Some attention is given also to the competency and satisfaction of teachers in their various responsibilities. It is believed that the study may provide certain criteria for evaluating the adequacy of the course requirements and experiences included in the teacher preparation program. This study grew out of discussion in a graduate class in home econ- omics education at Michigan State College in which the members were concerned about the attitude which appears to be developing at the present time among many high school teachers of homemaking. The feeling seems to exist that teachers in this field must carry more responsi- bilities than teachers in other fields. leaders in both the pro-service and in-servioe preparation of homemaking teachers generally agree that home economics teachers tend to carry a heavy load but do not agree re- garding what the solution should be. One group believes that we should redefine the responsibilities of home economics teachers and make it clear that they should be expected to focus their attention on a limited number of activities and to refuse to assume responsibility for Jobs that others may do. The other group believes that we should help prospective teachers and those already in the field to see the total program of edu- cation and the. contributions which home economics teachers can make to this program in and out of the classroom. Those who held this latter concept believethat all desirable activities being carried on in the schools today should be continued or in some cases increased 3 that this should be done by the wise use of cooperative effort and by incorporation of many of the so-callcd "extras“ into the regular classroom work. It 2. is generally agreed that parents, pupils, and teachers working together would lend unity to the homemaking program, thus lessening the burden of extra responsibilities which every functioning program has if it really expands enough to serve the community. Summary of the Procedure After the general goal for the study had been agreed upon, the author collaborated with a group of graduate students who assembled the first master list of activities in which the homemaking teachers par- ticipate. Out of this grow a questionnaire for which the author and another graduate student assumed major responsibility. Special care was taken that every item was well arranged and stated in logical sequence; particular attention was paid to headings, groupings, classifications, and spacings. Particqu emphasis was placed also on collecting data con- cerning teacher-pupil cooperation for it was believed that this infor- mation would show whether or not teachers were planning cooperatively with their students or assuming the total load of extra responsibilities. The front cover was designed especially to arouse interest and enthusi- asm for this study among the teachers asked to answer the questionnaire. The questionnaire was sent to all the 280 Vocational Home Economics teachers in the state of Hichigan‘ and over 65 percent were returned. Of these 65 percent were analysed. Smary of the Findings As a whole teachers carry more classroom responsibilities than either school or community responsibilities. This is to be expected since teaching heretofore, has been thought of as an activity only for the classroom. It is interesting to note that teachers tend to enjoy classroom activities except for a few routine ones discussed in more 3. detail in the following paragraphs. Even in the case of these, the highest percentage of teachers who expressed dislike was less than one out of five. With reference to the school, teachers as a whole assume the responsibilities less frequently than in the classroom, but of those who sceperate on the whole school program, a greater percentage seem to feel they do it well. In the community home economics teachers assume still fewer responsibilities, but of those teachers who work in this area an even greater percentage experience a feeling of accomplishment than is true in either of the other two areas, the school or the classroom. (Pages 23-41) In the classroom homemaking teachers seem to enjoy most the responsi- bilities of creating a homclike atmosphere. However, even in this area approximately one out of ten teachers do not enjoy the activity of se- curing cooperation of groups using the department. The majority of teachers enjoy their responsibilities connected with understanding and counseling students and in working with them in planning and carrying out activities of the classroom. In this area teachers seem to be more capa- ble of securing student ooOperation than of securing the cOOperation of other persons who might contribute to the program such as parents and other faculty members. Approximately one out of four teachers feel dis- satisfied with their ability to choose, develop, or use evaluation devices and with their ability to evaluate teaching aids before and after use. The activities enjoyed the least are those that are more or loss mechani— cal in nature such as filing and storing teaching aids, planning a budget, and making inventories. While many teachers recognize the need for this information they dislike the monotony of these routine activities. (Pages 23-28) . 4. In the school as a whole homemaking teachers vary a great deal in the kind of activities they assume as well as in their ability to per- form these various responsibilities. Approximately three-fourths of the teachers seem to enjoy attending faculty meetings and carrying out special requests of the administration, giving impromptu help with students outside of the homemaking department,and supervising special banquets and parties in connection with other departments of the school. These findings are particularly noteworthy in view of the fact that leaders in teacher education report the dissatisfaction of classroom teachers in these same activities. (Pages 29-37) About half of the teachers do not assume any responsibility with reference to the school lunch. A similar picture exists of the school health program with the exception of selecting, caring for, and using first-aid materials. About three out of four teachers do not assume the following responsibilities: advertising and selling the school lunch program; managing the school health program; helping underprivileged groups in the elementary grades; supervising pupil teaching in these same grades 3 and teaching an exchange unit in connection with other de- partments. I With reference to student cooperation, teachers secure less cooper- ation in carrying out the school lunch and health program and assisting with the elementary grades, than they do in carrying out social and civic activities, cooperative projects with other departments in the school, and guidance responsibilities with students outside of the homemaking de- partment. It would seem that classroom teachers probably need help with techniques for working cooperatively in the school lunch and health program; such activities should provide valuable learning experiences for teachers. (Pages 30-34) Teachers as a whole assume a lower percentage of reaponsibilities in the community than in the school or in the classroom. Since teachers in general seemingly do not cooperate with community groups to the full- est extent, they may be overlooking valuable opportunities (1) for tying in related community experiences with the homemaking program, and (2) for establishing better parent c00peration through community projects. Of all the responsibilities that teachers assume perhaps the community activities are among the most worthwhile. It is noteworthy that those teachers working with community groups sesm.to enjoy cooperating on projects and helping with food service; one-half to three-fourths of such teachers are able to secure student cooperation in carrying out these activities. It may be that the pre- service or inpservice educational teachers should be more concerned than at present with helping teachers visualize how to participate successfully in other community activities such as serving on a community planning council. (Pages 38-41) BAC ICE DUI-TD F 01’. T HE PR OBLBII In order to understand the situation out of which the present problem arose it is necessary to review the literature to find out how home economics developed. The first part deals with the early history of home economics while the latter part treats the more recent develop- Hunt‘s Early History of Home Economics Home Economics was introduced into the schools in an endeavor to better fit the young girl for motherhood and to equip her socially to become a better wife. The purpose became that of developing the indi- vidual so that she might give better service to the nation. With each decade the program has undergone new phases as important trends have come and gone, each leaving its mark until the once limited scope has changed into the broad program which we have today. In the beginning home economics as we know it had no well defined name nor was it taught universally with definitely well defined sins, for it was an infant which had grown up among many new and rapidly changing conditions. As women progressed through private schools, finish- ing schools, and academics, in the eastern part of the United States, a real advance in opportunities for girls began. In 1835 the first stages became visible. The records show that sewing was the form in which household art was first introduced into the public schools 3 Boston was perhaps the first to lead the way in this matter about 1840 (12:9). By 1872 (2:141) laesachusetts was claiming leadership in household arts in the schools of the United States on the basis of the fact that sewing and other industrial education had become legalized. Needle work was a relic of the teaching of the dams school, and cooking school classes for adult women exercised great influence not only in awakening interest in the subject, but also in demonstrating that such work could be fitted into the public school program (2:141). In any event, as Cora ll. Winchell said, “Home Economics was introduced into the public schools at a time when emphasis upon manual training was strong. Its first purpose was the teaching of cooking and sewing which meant that at- tention was almost wholly centered upon skills." (16:3). Thus a start had been made and the program continued to grow; however, it was not until the influx of the woman suffrage movement that the weak beginnings really got an impetus for rapid growth and advancement. As the turn of the nineteenth century began, homemaking became a permanent part of many a school, curriculum and coeducation was a much discussed subject. The integration of women's education had gradually been brought about, but the differentiation of women's education was yet to be accomplished (2:103). As Dr. Elmer E. Brown, former U. 8. Com- missioner of Education, said, ”the solution is only partial and unsatis- factory. Some practical scheme of preparation for mother-work will, we cannot doubt, be devised in the course of time. There will be, some day, an education for homemaking, and for woman's leading part in the finer forms of social intercourse, which will do on the higher acadaic plane what was done in a more petty way, generations ago, in popular finishing schools for girls. But this, too, is only a part. There is to be, further, a serious preparation for women's part in the economic, the in- dustrial, and even the political world." (2:103). While schools of art and design, industrial classes, cooking and sewing followed in rapid succession in the East, the West was intro- ducing departments of domestic economy into the agricultural colleges. Thus while many agencies have contributed to the development of home economics, no agency has been more effective than the land grant colleges of the west. 8. The changes in industrial and social life of the nineteenth century had greatly enlarged the sphere of women's activities and responsibilities. Many questions arose regarding their education and as a result of these demands came the opening of the departments of household science in the land grant colleges (2:119). As these colleges were among the first to recognise the need of a scientific basis for education in the home, (2:131) they have been most insistent that this standard should be main- tained (2:132). Agriculture and home economics have much in common in their development (2:132), and have steadily made perceptible progress toward better educational standards (3:42). Both have dealt at first hand with the primary necessities of human beings (3:42). The old idea that anybody can cook has well nigh disappeared, and with it has gone the idea that the activities of the home are fully represented by the making of hot biscuits (3:42). The spirit which animated the founding of land grant colleges had for its objective the development of the indi- vidual so that he might give better service to the nation (3:42). ”In the eighties, when homemaking became a permanent part of many a school curriculum, American life was more rural and more simple in its demands than at the present time. Few books in home economics were avail- able, a fact which justified to some extent the conventional method of teaching based on memorisation and imitation (8:10). In many cases home- making teachers taught other subjects thus carrying over into the field of homemaking the mechanical patterns used in those other courses (8:10). As yet leaders were groping and it was not until the Lake Placid Confer- enoe (1899-1908), that emphasis was put on the educational phase of the problem through the far-reaching efforts of such pioneers as Ellen H. Richards, Sarah Louise Arnold, Abby L. Marlatt, Flora Rose, Elisabeth Sprague, and Isabel Bevier. From the very first, committees were com- missioned to find ways to develop the subject matter that would find 9. favor with public school boards and makers of college curricula (2:161). Cooking and sewing, or foods and clothing were the foundation stones laid for the building program. Sewing found most favor with public school officials because of the ease and convenience in installing. Cooking on the other hand required a kitchen, plumbing, space, and money but its results were more satisfying to many so both grew in favor. As the Lake Placid Conference progressed different phases were emphasised at each annual meeting: its keynote was 'effioiency through health' (2:161). For the first time home economics was definitely de- fined and accepted as such, for it had grown up. The Lake Placid Confer- ence had done a great work, not only as a clearing house for the exchange of ideas and fonnulation of new plans for students, teachers, homemakers, and other individuals interested in the betterment of life, but also as a means of diffusing information about home economics and interpreting the term to the general public (2:154). The American Home Economics Association was organised at the last Lake Placid Conference and pledged its efforts to: (2:169) “the better- ment of life in the home, the institutional household, and the commmity.” In the Syllabus of Home Economics published by the American Home Eco- nomics Association in 1913, "Home Economics was defined as a distinctive subject of instruction, the study of the economy, sanitary, and aesthetic aspect of food, clothing, and shelter as connected with their selection, preparation, and use by the family in the home or by other groups of people (2:167).' . Recent Developments Thus we have seen, that in the early stages of home economics the scientific phase was the first to be developed, due to the universal interest in food and nutrition. It was evident then, that courses in 10. applied science and art must take their place in the home economics curriculum and that a knowledge of the classics was no longer the measur- ing unit for educational standards (3:13). Gradually the public realised that Home Economics meant not only selection and preparation of food, but also the improvement of the home (2:169). One finds catch phrases such as: ”Family Budgets,“ “Efficiency,“ and "Standard Diets” brought before the public eye through nation wide publicity. In 1913 further emphasis upon home and family life was given by the government in its formation of the Children's Bureau (2:170). In rapid succession the Federal Bureau of Education published a series of bulletins entitled Education for the Home (2:170), and progress was made in develop- ing home economics in connection with other fields, such as foods in re- lation tc‘health. The latter resulted in the training of school lunch- room managers, and was the beginning of the rapidly growing school lunch- rocsa program of today (2:171). In 1914 the Smith lever Act was passed and provided for cooperative Agricultural Extension work for those not attending agricultural colleges (2:172). Thus home economics appeared for the first time in the official records of the federal government, extending still further opportunities to women. By 1916, home economics was fairly well settled in the curricula of many types of schools, and there was reason to believe, that it had al- ready shown its influence in such courses as sociology, economics, chemistry, and biology (2:174). The steadily enlarging field received a greater boost with the passage of the Smith Hughes Act in 1917. The latter promoted vocational education, advocated project methods and unit courses, and above all, assisted students in finding their proper vo- cations (2:177). It also provided for the training of teachers in these 11. added subjects, thus providing a stepping stone toward a broad helpful educational program. The period of and immediately after World War I undoubtedly contrib- uted its share in bringing about the necessary reconstruction of the whole home economics program. This reconstruction was unavoidable in order to embrace the ever increasing demands of the public. It was be- lieved necessary to prepare youth for worthy home memhership, and to develop certain attitudes toward a great variety of immediate and future home problems. With the influx of modern inventions, American life gradually became more urban, thus changing the standards of living. The ultimate result, however, did not eliminate the numerous tasks carried on in the home, but merely changed them in character. Patterns of family life had assumed a new scope: its emphasis on personal relationships imposed new demands upon the homemaker which continued to make the business of homemaking a full time job (8:11). And this played an important part in shaping the home economics curriculum along with comwlsory attendance laws which created larger homemaking classes. "As scientific knowledge bearing on family living has accumulated and as social conditions have focused at- tention on the family, the need for education in this area has become more apparent not only to home economists but to all educators" (133450). During the past two decades all education has become more and more directed toward the solution of problems within the life experience of ' the child. The focus of attention of educators has been transferred from, subject matter as such to the inclusive developnent necessary for meeting and dealing with immediate life situations (133452). An important outcome of this approach to curriculum building has been a more general acceptance of responsibility for educating boys and girls for effective participation in family living (13.453). . In keeping with the changing philosophy of education with its empha- sis on improvement of living through meeting the immediate needs of the 12. learner, home economics since 1934 has been moving in the direction of: "(1) centering class experiences around actual personal, home, and com— munity problems of pupils; (2) giving pupils maximum.responsibilities for planning and carrying forward class projects; (3) building more definitely on previous learning in school, home, and community, (4) ob- taining the cooperation of parents in giving pupils opportunities for -managerial experiences in their homes under the guidance of the teacher; (5) working with teachers of other subjects to effect desirable corre- lation; and (6) developing pupil partnership in evaluating progress toward goals they have selected together” (133453). Other noteworthy trends since 1934 include: "(1) increase in the number of schools providing experiences with young children as a means of teaching child care and guidance..... such as nursery schools, play schools, and kindergartens ; (2) emphasis on developing consumer judgment through.mere attention to relative values before making decisions about the use of’meney..... and through directed buying experiences; (3) more conscious planning for growth in understanding of self and others as a means to greater enjoyment of living and working with family members and friends; and (4) more awareness on the part of teachers that home economics has a vital contribution to make in the general education of all boys and girls" (133453). In keeping with the changing philosophy and newer trends, “the present concept of home economics in the junior-senior high school in- volves various aspects of the subject-problems of food and clothing selection as well as preparation; home activities in.which the girl is interested or should become interested; aspects of child development in which the girl can participate at this age; problems of the girl's share in the income, in terms of the family needs; recreational phases of life in the home; activities concerned with the furnishing and care of the home; and the problems of living in the family" (15:4). In this 13. latter concept it can be seen that home economics has grown and expanded its scope until it would be almost impossible, today, to formulate a definition acceptable to all. For as Cora M. Winchell says, (15:3) “Home Economics is 3.21212; not a subject, for it involves not only teaching of the activities essential to the home, but also a body of content which enriches the activities and which emphasizes homemaking rather than housekeeping." Thus the rapidly changing scope of the program with its many aspects of human relations and even of vocational guidance and adult education may be the chief reason why homemaking teachers of today, either those in vocational or nonpvocational teaching, are concerned over the numerous activities with which they find themselves confronted. It is not surprising that this situation should exist in view of the changes from the teaching of skill centered activities to activities centered around the home and the primary needs of human beings. Therefore, it is all the more desirable that a study be undertaken at this particular time to clarify the responsibilities that homemaking teachers carry or share in the high school. It is believed that the evidence gathered will be significant and will throw light on the sug- gestions put forth.by the two groups of home economists who are inter- ested in alleviating the present situation. If the leaders who believe we should redefine the responsibilities of home economics teachers, and those who believe we should help teachers in the field to see the total program and the contributions which they can.make in and out of the classroom, oculd come to a common.agreement, it is assumed that therein might lie a possible solution, thus eliminating complaints and dissatis- factions of homemaking teachers. 14. CONSTRUCTION OF QUESTIONNAIRE AND COLLECTION OF DATA It was believed that a check list form might be set up which would enable teachers to make an accurate record of the responsibilities they carry and their competency and satisfaction in doing the different tasks. The experience gained by the teacher in evaluating herself, and in being able to see an overall picture of her responsibilities in her own home- making situation should compensate for the amount of time she would spend in cooperating on such a study. In addition a simple well organised check list seemed the most suitable method for collecting data from the standpoint of ease of response; this factor was important in order to secure a high percentage of returns. Such a check list could not be de- veloped with the limited experience of one individual but should incorpo- rate the experience of a number of persons working in the field of home economics education. As a first step in developing the check list, a class of graduate students representing seven states compiled a list of over one hundred and twenty five activities in which they themselves had participated as homemaking teachers in their respective localities. Then approximately ten leaders in the field of home economics education from the University of Minnesota, Purdue University, University of Nebraska, and from Michigan State College were consulted for additional suggestions. After considerable discussion and evaluation of the suggestions made by the various leaders, every member of the group agreed that only three of the suggestions seemed to contribute to the list of activities. The graduate class by unanimous action reached the conclusion that their list of ac- tivities with the additional suggestions seemed to cover the field of homemaking and would give a clear picture of the responsibilities that home economics teachers carry or share in the high schools. This group then arranged and compiled the final list from which the questionnaire 15. was to be developed. At this point the author and another graduate student in home economics education assumed major responsibility for the questionnaire. After a detailed study of the list of activities, these two persons discovered that it was very cumbersome and contained far too many items to give the clear overall picture of the responsibili- ties needed for this investigation. The next step then, was to develop a plan of organisation which would eliminate repetition and generalisation in statements thus making the questionnaire reasonable in length yet giving a complete picture of the participation of the teacher in a functioning homemaking program. Various plans were tried out and submitted to the graduate class for their evaluation. Every member finally agreed upon the plan that the activities should be classified under three major groups: the classroom, the school, and the ccmunity. Then began the actual compiling of the questionnaire from the original list of activities. is work progressed it was discovered that the use of subheadings would shorten the question- naire still more. The classroom activities were divided into those dealing with understanding and counseling students; setting up goals, choosing experiences, and evaluating achievement; selecting and caring for teaching aids; creating a homelike atmosphere; and managing department finances. The activities in the school as a whole were divided into ad- ministrative experiences, experiences which cut across departments, and inter-departmental experiences with subheadings under each. For the community the activities were organised around those dealing with co- operation with business and industry, and with other community groups such as Red Cross. Extra space was provided for the teacher to list any extra activities in connection with a specific classification which might have been overlooked in formulating the questionnaire. When the question- naire was completed it consisted of a total of 89 activities. 16. Provision was made for the teacher to check her degree of partici- pation in and her enjoyment with reference to each responsibility. The directions were clearly and simply stated in order to facilitate check- ing on the part of the high school teacher and also to simplify tabu- lating and interpreting replies. The author spent considerable time designing the front page since it was the feeling that if the problem could be presented to the teacher in such a way that she could see at a glance the value of the study she would be interested enough to want to fill out the questionnaire. Three statements were formulated to present the value that the teacher might gain from the study. These statements indicated (1) that she might use this overall picture of her responsibilities for immediate self-evalu- ation, (2) that results would enable her to find out how her responsi- bilities compared in number, in enjoyment, and in difficulty with those of other teachers, and (3) that the results might suggest ways for in- creasing her enjoyment and minimising her difficulties in carrying out the responsibilities of the job. After the front cover was designed, it was decided that these statements were self—explanatory and would take the place of the usual introductory letter. When the questionnaire was nearing the final stage a few trial copies-were drafted and submitted to all graduate students in home economics education at the University of Minnesota and Michigan State College for their suggestions. The questionnaire was revised in the light of the foregoing suggestions and submitted to the graduate class at Michigan State College for discussion and final evaluation. The group unanimously approved the several minor changes and the final edition was prepared. After the questionnaire was well under way it was discovered that the Home Economics Education Research Section of the American Vocational Association was interested in this same problem as part of a national 17. research project and that a number of other states had already indicated their interest in working on the problem. Since the questionnaire was already being developed for'Michigan, and there was some demand for its use by other states, it was produced in a form.which would be satis— factory for wide distribution and made available to those from other states who wished to use it. (See pages 18-21) Collection of Data Since the study had its beginning in a graduate class in education at Michigan State College and those people interested were either resi- dents cf or working in the state of Michigan, it was decided to conduct the study in this state. It was believed that the responses given by the vocational homemaking teachers of Michigan would give an all over picture of the various activities assumed by teachers in this field. Therefore the sending of the questionnaire was limited to that group alone, ex- cluding those teachers in the Vocational School for the Blind and Deaf or short courses and those who worked only in the capacity of a super- visor in the teacher training centers. The latter would not have been representative of a normal teaching situation. The final list comprised 280 teachers. The usual introductory letter was onitted.because the front cover was believed to be self-explanatory. It was anticipated that the idea on the cover‘would suffice, and would stimulate enough interest on the part of the teacher to facilitate a high percentage of return. A self-addressed stamped envelope was enclosed with each questionnaire, and after a span of two weeks a follow up card was sent to all teachers who, up to that time, had failed to reply. The total number of question- naires received was 183 or approximately 66 percent but the last one percent arrived too late to analyse with the others. However, upon ' 18s SCHOOL-COMMUNIIY RESPONSIBILITIES OF HOME ECONOMICS TEACHERS NAME ADDRESS DATE SCHOOL CLASSIFICATION TITLE OR POSITION YEARS TEACHING EXPERIENCE t W s; .__ — ==EEE§T VOL. II VOL. I. Are you interested in seeing an over-all picture of the responsid bilities you carry as a home eco- nomics teacher? WOuld you like to know how your responsibilities compare in number, in enjoyment, and in difficulty with those of other home economics teachers? WOuld you like suggestions for increasing your enjoyment and min- imizing your difficulties in carry- - JJJJ ing the responsibilities of the job? I 'We shall appreciate your cooperation in filling out the questionnaire on the following pages and returning it in the envelope enclosed for your convenience. When the investigation is completed the results of the study will be made available to you if you wish to have them, 19. QUESTIONNAIRE DIRECTIONS: Below are listed activities in which the home economics teacher fre- quently participates. Check (X) in the appropriate column to the left to indicate 193p participation in the activities during the calender year. Note that the term "student cooperation" refers to the extent to which the teacher works cooperatively with students in carrying out activities listed. The blank space at the right is for writing in any activities not listed. DO I T D‘O I'T DO I T - BUT DO BUT 0° WELL A OTHER _ NOT FEEL A CTIVITIES 33: I? IIANElLDO E§§°Y ACTIVITIES OF HOME ECONOMICS TEACHERS pART,?$PATE3 PART g, ;N THE CLASSROOM UNDERSTANDING and COUNSELING STUDENTS I l. Conferring with students ’ ‘ . 2. Conferring with school personnel j. Conferring with parents I h. Using cumulative records I SETTING UP GOALS, CHOOSING-EXPERIENCES, and EVALUATING ACHIEVEMENT 5. Preliminary planning 6. Choosing goals 7. Planning and carrying out activities 8. Choosing, developing, and using evaluation devices 9. Conferring with administration 10. Conferring with other teachers ll. Securing parent cooperation l2. Securing student cooperation SELECTING and CARING-FOR TEACHING AIDS' 15. Collecting a wide variety 1h. Filing and storage lfi. Using teaching aids 16. Evaluating before and after use l7. Securing student cooperation CREATING A HOMELIKE ATMOSPHERE 18. Keeping department clean 419. Arranging supplies and materials conveniently 20. Having department attractive and homelike ‘21. Securing student cooperation 22. Securing cooperation of administration 23. Securing COOperation of the janitor ‘2L. Securing cooperation of groups using department MANAGING DEPARTMENT FINANCES 25. Conferring with administration 26. Planning a budget 2]. Handling money ! 28. Keeping records of expenditures 29. Making inventories 50. Earning money for special projects 51. Securing student cooperation 20. DO NOT IT Do I BUT D NOT E JOY I 4204 Do IT BUT DO NOT FEEL THAT I DO IT WELL DO IT wELL AND ENJOY IT ACTIVITIES OF HOME ECONOMICS TEACHERS O ACTI PARTI T V C H I I IN ER TIE PAT S E D PART II, IN THE SCHOOL AS A.WHDLE COOPERATING WITH THE ADIINISTRATION 52. Attending faculty meetings 55. Carrying out special requests of admdnistration 1511. Working with national, state, and local committees 455. Attending group conferences and institutes 56. writing for publications 5]. Participating in studies or research PARTICIPATING IN EXPERIENCES WHICH CUT ACROSS DEPARTMENTS School Lunch Proggam 58. Planning and buying 59. Supervising food preparation and service ho. Keeping records kl. Advertising and selling A2. Selecting and supervising employees A5. Securing student cooperation School Health Program hh.’Assisting school nurse hi. Selecting, caring for, using first-aid materials h6. Managing of school health program A]. Securing student cooperation Guiding 9g; Helping Students Outside 9: Heme Economics (Encircle the groups cooperated with and continue to check) Girls counseling Class advising Study halls Classroom teaching Hemeroom 48. Giving impromptu help with problems E9. fielding conferences with students 50. Conferring with parents 51. Conferring with specialists 52. Keeping or contributing to records 55. Securing student cooperation Social and Civic Activities All school Faculty groups Dramatics Hi-Tri Athletics Class groups Music ‘ Hi-Y P. T. A. Student council H. Ec. Club Other 59. Sponsoring an organization 4 55. Acting as group adviser 56. Participating as a member 5]. Cooperating in special activities 58. Securing student cooperation PARTICIPATING IN INTER-DEPAREMENTAL EXPERIENCES Elementary Grades ‘ 59. Supplying reference materials and equipment 60. Aiding departmental improvements 61. Helping underprivileged groups 62. Helping with special programs 65. Supervising pupil teaching 21. DO NOT I T Do IT BUT DO NOT EN— JOY IT DO IT BUT DO NOT FEEL THAT I 00 IT WELL Do IT WELL AND ENJOY IT ACTIVITIES OF HOME ECONOMICS TEACHERS Secondagy School (Encircle the groups cooperated with and continue to check) 6h. 65. 66. 67. 68. 69. 19. 71. Art Social Science Agriculture English Physical Science Commerce Language Biological Science ShOp Mathematics Physical Education Other Teaching an exchange unit Working on a cooperative project Supervising special banquets and parties Supervising special skits, plays, programs Giving demonstrations, talks Leaning or locating supplies and equipment Supervising repair and maintenance Securing student COOperation PART III. IN THE COMMUNITY PARTICIPATING IN ADULT EDUCATION PROGRAM 72. 75- 7h. IZ- Z6. Doing informal teaching and counseling Teaching organized classes Giving demonstrations, exhibits, talks, panels Aiding program committees Securing student cooperation COOPERATING WITH BUSINESS and INDUSTRY 77v 78. TQ- 80. 81. Providing part-time or emergency workers Helping with nursery schools Participating in salvage campaigns Helping with consumer-education centers Securing student cooperation COOPERATING-WITH OTHER COMMUNITY GROUPS ' (Encircle the groups cooperated with and continue to check) 82. 85. 8h. 85. 86. 81. 89. Scout trOOps Child care centers Women's groups Girl reserves Social centers Men's groups h-H Clubs Red Cross Religious groups Acting as leader Serving on committees Acting as counselor Cooperating on projects Helping with food service Giving demonstrations, talks, and serving on panels Serving as a member of community planning council Securing student cooperation I 22. inspection, it was discovered that these did not seem to change the picture as presented. Furthermore, since the total returns were over 50 percent, the author feels cenfident that the data received represent a true picture of the responsibilities carried by homemaking teachers in the State of Michigan. It should perhaps be noted also that only one question- naire was discarded because it was poorly filled out. The sampling of the 182 teachers who participated in this study is discussed from.oeveral angles in the material which follows. The teachers taught in high schools ranging in size from less than 75 students to over 800 students. The distribution.is shown in table 1. Table 1. Location of the Teachers According to Size of School Size of NUmber the School of Teachers 800 or more . . . . . 5 325 to 799 . . . . . 37 125 to 324 . . . . . 84 75 to 124 O O O O O 46 74 or less . . . . . 4 The amount of teaching experience varied from.one to twentybeight years. Table 2 shows the amount of experience of the teachers who participated in this study. It is noted that slightly more than half of the teachers have had three years or less teaching experience. Table 2. Amount of Teaching Experience of Teachers Experience Number in. Years of Teachers 0 O O O O O O O 40 2 to 5 e e s e e e 55 4 to 8 O O O O I O 39 9 to 15 . . . . . . 26 0701‘ 16 I O O O O O 13 23. TREATMENT OF THE DATA AND FINDINGS As has been pointed out previously a questionnaire was developed and sent to teachers to discover the extent to which they participate in and enjoy their various responsibilities. The procedure for ana- lysing the questionnaire is discussed in the following pages as well as the analysis itself which consists of the activities teachers partici- pate in which carrying out their responsibilities in the classroom, in the school, and in the community. Analysis of the Questionnaire Preliminary analysis of the returned questionnaires was made by tabulating the results on a large chart which was set up as a duplicate of the original questionnaire. The percentage of teachers participating in each activity was calculated, thus showing the exact degree of partici- pation of the teachers in the various activities. The total number of teachers responding on each item.varied somewhat because of the failure of some teachers to check all items; therefore a more minute calculation was required in order to show a true picture. The variation of the total responses on any one item was not more than ten. The questionnaire was arranged into master tables in which all data were presented. From these master tables, smaller tables were organised to facilitate analysis and presentation of the findings. Classroom Responsibilities of Home Economics Teachers In presenting the analysis of the responsibilities of home economics teachers, the author retained the same outline as was used in the original questionnaire. This outline seemed to present a clear organization of the classroom responsibilities of home economics teachers. These responsi- bilities are classified under five headings namely; (1) understanding and counseling students, (2) setting up goals, choosing experiences, and 24. evaluating achievement, (3) selecting and caring for teaching aids, (4) creating a homelike atmosphere, and (5) managing department finances. In interpreting the findings the author has attempted to select and discuss only the outstanding points as shown in the various tables. Other results of the analysis can be observed by reference to these same tables. Understandigg and Counseling Students It is interesting to note in table 3 that conferring with students is a major activity of all teachers and one which they universally enjoy. In view of this information it is difficult to account for the fact that teachers so frequently complain of the amount of time spent with students. Another matter worthy of note is that teachers confer with parents to a lesser degree than they do with students and school personnel. Is it that parents have nothing to offer to the homemaking department or is it that teachers neglect to make use of a very desirable situation? Since 16 percent of the teachers do not confer with parents and since 28 percent are dissatisfied with their contacts with parents, it is evident that valuable experiences are being overlooked. Adult contacts might be one channel through which teachers could seek cooperation in their classroom responsibilities. It should be noted also that one reason why teachers may not desire to cooperate with parents is that they may feel incapable of handling such situations. As for cumulative records the picture is quite different; many teachers seemingly do not enjoy this activity. In fact, table 3 shows that nearly half of the teachers feel insecure in using records. It is probable that teachers may have received inadequate training in the use of cumulative records or they may not have time to do a satisfactory piece of work, thus losing enthusiasm and feeling incompetent with refer- ence to this activity. 25. Table 3. Varying Reactions in Percentages of Heme Economics Teachers Toward Their Responsibilities in the Classroom Do it Do if Do Do it but do well not but do not feel and do not one that I do enjoy Activities Participated In it joy it it well it Percent ‘Percent’ Percent’ ’Percefit UNDERSTANDING and COUNSELING STUDENTS Conferring with students . . . . . 0.0 0 0 30.7 69.4 Conferring with school personnel . 3.5 4 6 19.5 72.4 Conferring‘W1th parents e e e e e e 16e1 4 0 28.1 51.7 Using cumulative records . . . . . 28.0 6.3 44.6 21.1 SETTING UP GOALS, CHOOSING EXPERIENCES, and EVALUATING ACHIEVEMENT - Preliminary Planning . . . . . . . 0.0 2.3 30.9 66.9 Choosing $0318 e e e e e e e e e e 0.0 Is? 32.0 66.3 Planning and carry out activities . 0.0 1.2 22.1 76.7 Choosing, developing, and using evaluation dBVicea e e e e e e e e 3e4 6e6 66e9 24e1 Conferring with administration . . 7.3 3.9 25.8 62.9 Conferring with other teachers . . 9.6 1.7 23.2 65.5 Securing parent cooperation . . . . 22.7 5.1 35.8 36.4 Securing student seeperation . . . 0.6 0.0 19.8 79.6 SELECTING and CARING FOR TEACHING AIDS Collecting a wide variety . . . . . 3.4 2.3 37.5 56.8 Filing and Storag. e e e e e e e e lel 10.8 40e3 47.7 Uaing tOEChing aid, e e e e e e e e 0.0 1e? 50e0 48e3 Evaluating before and after use . . 9.4 5.0 59.4 26.1 Securing student cooperation . . . 6.3 2.8 38.6 52.2 CREATING A HOMELIKE ATMOSPHERE Keeping department clean . . . . . 0.5 6.0 20.9 72.5 Arranging supplies and materials conveniently e e e e e e e e e e e 1e1 2.8 24s? 71e3 Having department attractive and hamelik. e e e e e e e e e e e e e 2oz OeO 22a? 7501 Securing student cooperation. . . . 2.8 1.1 21.0 75.1 Securing cooperation of administration.e e e e e e e e e e 4e5 2.3 18e6 74.6 Securing cooperation of the janitor 1.7 3.4 13.0 82.0 Securing cooperation of groups “Bing departmfint e e e e e e e e e 5e6 11.2 34e6 48e6 MANAGING DEPARTMENT FINANCES Conferring with administration . . 9.8 18.4 66.7 Planning a DUdget e e e e e e e e e 11.2 36.0 41.0 Ehndlingimonfly e e e e e e e e e e 16e1 21e8 56.9 Keeping records of expenditures . . 8.2 30.4 51.9 ”Akin; Inventories. e e e e e e e e 6e? 18e9 56.1 Earning.money for special projects. 40.4 17.4 39.9 Securing student cooperation . . . 18.1 24.3 55.9 26. Setting §p_Goalg, Choosipgpggperiences, and Evaluating Achievement The outstanding difficulties of teachers in setting up goals, choosing experiences, and evaluating achievement seem.to be particuliarly those related to evaluation and to securing parent cosperation. In evalu- ation teachers in general are able to choose goals, do preliminary planning, and plan and carry out activities with students much better than to choose, develop, and use evaluation devices. It may be noted in table 3 that about three-fourths of the teachers choose, develop, and use evaluation devices but are not satisfied with the results; approximately one-fourth enjoy this activity. The majority of the teachers reporting a feeling of inadequacy are beginners with but one to three years experience. It is apparent that most teachers recognize a need for better evaluation and are seeking techniques for carrying out this activity. Teacher education centers thus have a challenge to offer the kind of help in the field of evaluation that will stimulate even further the interest of teachers. As was mentioned on page 24 a number of teachers feel inadequate with reference to securing parent cooperation. Apparently teachers as a whole find it difficult also to work with parents in choosing goals, and in planning and carrying out classroom.activities. As democratic pro- cedures are increasing in the classroom, teachers constantly will need to explore new'fields and discover new ways to establish rapport with parents if they are to contribute to student learning. Selectipg and Caripg For Teaching Aids The data in this area seem.to repeat the fact already mentioned that teachers are having difficulty with evaluation, this time in conjunction with teaching aids. Since evaluation with its present stress is compara- tively new to many teachers, it is not at all surprising to find that about 60 percent (see table 3) feel incompetent in evaluating teaching aids. ‘With increased interest in evaluation, noted by the enrollment in such 27. courses particularly in summer sessions, it is hoped that many difficulties under which teachers now labor may be eliminated in the near future. It should also be noted that 40 percent of the teachers do not secure student cooperation with reference to the evaluation of teaching aids. Perhaps if teachers themselves understood better how to evaluate such teaching materi— als it would be easier to use student cooperation to its fullest extent. As teachers and pupils work cooperatively it is conceivable that some of the problems confronting teachers in their evaluation of teaching aids may be eliminated. Creating a Homelike Atmosphere Creating a hanelike atmosphere is an activity enjoyed by over three- fourths of the homemaking teachers. As indicated in table 3, this activi- ty is enjoyed more than any other single activity in connection with the classroom. However the teachers seem to have difficulty in securing co- speration of the groups using the department. This is unfortunate in view of the fact that homemaking departments are being encouraged to serve the commity. How can the department extend its services to the school and to the community if there is lack of cosperation? Are there any techniques teachers can use to help solve this problem? Teachers may find it helpful to encourage the selection of committees, one for the school and another for the comunity, whose responsibility it is to re- ceive all requests and refuse or grant permission for the use of the department according to policies approved by the administration. Such committees should relieve the teacher of many added responsibilities and at the same time furnish valuable social experiences to students and to other persons interested in the department. ’ 28. Hanging _Dgpartnnent Finances It is encouraging to note that only a relatively small percent of teachers fail to keep financial records for the administration of the department (see table 5). In view of the fact that many teachers find this a time consuming responsibility and since students need to have first hand experiences in money management, teachers should utilize the opportunity to its fullest extent. There seems to be a difference of opinion among leaders in homemaking as to whether it is desirable to earn money outside of the homemaking de- partment. One group believes that the school board should furnish the money thus establishing good financial habits with respect to the homemaking department. The other group believes that earning some money for special projects is a valuable learning experience thus giving students an oppor- tunity to earn money for class gifts to the homemaking department. Students will take more pride in establishing a homelike atmosphere if they take part in such activities. In table 3 the data seem to bear out the two opinions with reference to earning money for special projects. The teachers are divided in their responses for this activity since 40 percent of them do not do it while about the same number do it with complete satisfaction. 29. School Responsibilities of Home Economics Teachers The responsibilities that home economics teachers carry or share in the school are divided into three groups. The first group deals with the activities of teachers closely related to the administration. The second group consists of experiences which cut across departments, such as the school lunch program, school health program, guiding and helping students outside of home economics, and social and civic activities of the school. The third group consists of inter-departmental experiences which represent elementary grades and the various departments in the secondary school. Cooperating With the Administration One of the outstanding facts as shown in table 4 is that one-fifth of the teachers do not enjoy faculty meetings. Some questions might be raised such as the following: Do teachers who do not enjoy faculty meetings feel this time is wasted? Why do they dislike such meetings? Are adminis- trators missing a valuable opportunity to offer teachers guidance on some of the problems they face on the job? Another related fact is that a little over ten percent of the teachers do not enjoy group conferences and institutes. Again the question.might be raised: Are supervisors and those engaged in teacher education at- tempting to improve this situation? Are they trying to make meetings interesting and worthwhile so that teachers will gain added enthusiasm for their jobs and have a desire to attempt to solve the problems facing them with renewed energy? One teacher made a special comment, "we do not have faculty meetings because the faculty objects." Why should such a statement be made if there is cooperation between the administration and teachers?. Table 4. varying Reactions in Percentages of Home Economics Teachers 30. Toward Responsibilities'With the Administration of the School Do it Tait Do Do it but do well not but do not feel and do not en- that I do enjoy Activities Participated In it joy it it well it _Percent Percent"_Percent ’IPercent COOPERATING WITH THE ADMINISTRATION Attending faculty meetings . . . . . 2.2 20.6 2.8 74.4 Carrying out special requests of ‘dflliniStration e e e e e e e e e e lel 2e? 11e5 84e6 working with national, state, and local omttooa e e e e e e e e e 38.8 6.7 25e8 28.5 Attending group conferences and matitUto. e e e e e e e e e e e e 5.0 11.2 19.5 64.2 Writing for FUblioation. e e e e e e 48e9 6e1 17.2 27e8 Participating in studies or research 57.3 6.2 16.3 20.2 The data in table 4 also indicate that only about one-fourth of the teachers write articles; work on national, state, or local committees; or carry on research studies and enjoy it. Since about half of the teachers indicate they do not participate in this activity, the question.might be raised: Are administrators and supervisors guiding learning experiences of teachers into new channels? Are they encouraging teachings to express their needs and desires by writing for local or state publications? Participating in_Experiences Which Cut Across Qgpartments The participation of home economics teachers in various experiences which cut across departments is discussed in the following paragraphs. School Lunch Program: The picture of the responsibilities that teachers assume in connection with the school lunch program is rather significant as shown by table 5. In all cases over half of the teachers do not need to assume these responsibilities. Of those teachers who do, it is important to note that over two-thirds enjoy planning and buying, supervising food preparation and service, keeping records, and securing student cooperation. The two things that they enjoyvthe least are 31. Table 5. Varying Reactions in Percentages of Home Economics Teachers Toward Experiences‘Which Cut Across Departments Do"it"""lkrfifir Do Do it but do well not but do not feel and ‘ do not one that I do enjoy Activities Participated In it joy it it well it Percent Percent Percent Percent PARTICIPATING IN EXPERIENCES WHICH CUT ACROSS DEPARTMENTS School Lunch Pro rwm Planning uy e e e e e e e e “e3 3e4 5e? 36.5 Supervising food preparation and service . . . . . . . . . . . . . . 53.9 2.2 5.6 38.2 Keeping records . . . . . . . . . . 54.5 5.6 5.1 34.8 Advertising and selling . . . . . . 72.2 3.4 8.0 16.5 Selecting and supervising ‘mploy... e e e e e e e e e e e e 61.7 4e6 5e1 28.6 Securing student sceperation . . . . 49.7 0.0 11.3 39.0 School Health Program Assisting school nurse . . . . . . . 65.7 1.7 10.1 22.4 Selecting, caring for, using first Rid material. e e e e e e e e e e e 38e8 2.3 24.2 34.8 Managing of school health program. . 84.7 1.2 9.0 5.1 Securing student cooperation . . . . 59.5 1.7 16.9 21.8 Guid and Helping Students Outside o ome E33nom cs -_Giving impromptu helpgwith problems 4.7 1.7 14.5 79.1 Holding conferences wdth.students . 12.4 2.3 30.5 54.8 Conferring With parent‘s e e e e e e 39.8 2.2 27.0 30.9 Conferring‘with specialists . . . . 61.0 0.6 20.9 17.4 Keeping or contributing to records . 35.0 6.7 26.7 31.7 Securing student cooperation.. . . . 19.2 1.7 28.2 50.8 Social and Civic Activities ponsoring an organization . . . . . 33.0 0.6 23.9 42.6 Acting as group advisor . . . . . . 25.8 0.6 23.6 50.6 Participating as a member . . . . . 23.0 4.0 15.8 57.1 Cooperating in special activities . 9.0 2.2 16.9 71.9 Securing student cooperation . . . . 10.2 2.3 21.5 66.1 32. advertising and selling, and selecting and supervising employees. It can be readily seen that teachers who cooperate with or direct the school lunch program are using student cooperation and it is anticipated that they are utilizing these related activities to broaden students experiences in homemaking. More teachers need to explore their school lunch program to discover new ways to serve students for the good of the community. School Health Program: The responsibilities that teachers assume with reference to the school health program seem to vary. However, about two-thirds of the teachers (see table 5) are not asked to assume responsi- bilities in managing the health program or in assisting the school nurse. It would seem that teachers are overlooking an Opportunity to correlate their homemaking program with the health program. Of those teachers who do work with the health program, less than half seemingly secure student cooperation. This further substantiates the fact that teachers in general need to cooperate more fully with the health program thus availing them- selves of an opportunity to serve the community. Of those teachers who .wcrk with the health program, the responsibility they most frequently assume is selecting, caring for, and using first-aid materials. Only about half of the teachers feel that they do this activity well. One reason why they may feel incapable might be, as one teacher comented, "I have had no training in this field." In general teachers can more fully utilize their responsibilities of assisting the school nurse and selecting, caring for, and using first-aid materials for related ex- periences in home nursing and child development classes. Guiding and Helping Students Outside of Home Economics: The re- sponsibilities that teachers enjoy most in guiding and helping students outside of home economics are holding student conferences and giving impromptu help with student problems. Although teachers seem to vary in 33. their ability to carry out these activities, about half of them secure student cooperation which.may lend to their apparent enjoyment in as- suming these activities. In contrast to the above activities, two- thirds of the teachers do not confer with specialists in reference to guiding and helping students and over one-third do not consult parents or keep or contribute to records. As only 17 percent enjoy conferring with parents, this further substantiates the findings already mentioned with reference to the classroom.responsibilities which indicated that teachers are weak in securing parent cooperation. Table 6. Rank Order of Teaching Responsibilities Home Economics Teachers.Assume Outside of the Home Economics Department Activities ‘ Rank Order Class Advising . . Classroom Teaching Girls Counseling . Study H311. e e e Hmroom e e e e e e e e ee e e e e e e e e ee e e e ee e e e ee “PUMP In guiding and helping students outside of home economics teachers are called upon.to help with class advising, classroom teaching, girls counseling, study halls and homeroom. Table 6 shows the relative frequency that teachers participate in these activities. Social and Civic Activities: About three-fourths of the teachers cooperate in special activities of the school as is shown in table 5. These special activities (see table 7) are sponsoring class groups and home economics clubs or cooperating with all school activities and athletic or dramatic departments. Over two-thirds of the teachers participate as a member in social and civic activities of the school such as, faculty groups, P.T.A., or student council. Over two-thirds 34. of the teachers also secure student cooperation. The probable reason teachers are able to secure cooperation in connection with social and civic responsibilities is due to the nature of the activity. Teachers have more opportunity to meet students at social gatherings, organi- sation.meetings and at other school functions on an informal basis. This then.might be one of the approaches teachers should use for securing student cooperation in connvection with other responsibilities. Table 7. Rank Order of Social and Civic Groups in the School With Which Home Economics Teachers Cooperate Social and Civic Activities Rank Order Faculty Groups . . . Class Groups . . . Home Economics Club All SOhOO]. e e e e e P. T. A. O O O 0 0 Athletics . . . Drwmatics . . . Student Council Music . . . . . Hi-Y . . . . . Hommo: (IIDPUNH I O O O O O O O O O O O O O 0 O O O O O O O O O O O O O O O Hua Participating in_1nter-departmental Experiences The responsibilities that home economics teachers assume in the elementary grades and in connection with the various departments of the secondary school are discussed in the following paragraphs. Elementany Grades: About half of the teachers do not assume any responsibilities with reference to the elementary grades, and over 80 percent do not use this activity for student experiences (see table 8). In such activities as helping underprivileged groups, directing and observing children at work or play, and giving demonstrations or talks were correlated with such subjects as health, foods, or physical growth; 35. Table 8. Vhrying Reactions in Percentages of Home Economics Teachers Toward Inter-departmental Experiences of the School Do ‘it Do it Do Do it but do well not but do not feel and do not one that I do enjoy ‘Activities Participated In it joy it it well it _Percent Percent Percent Percent PARTICIPATING IN INTER-DEPARTMENTAL EXPERIENCES Elementary Grades -_Supp1ying reference material and equipment e e e e e e e e e e e 46e9 1e]. 11e7 4002 Aiding departmental improvements. 53.4 1.1 17.4 28.0 Helping underprivileged groups. . 70.6 0.6 13.3 15.6 Helping with special programs . . 52.0 2.2 15.1 30.7 Supervising pupil teaching . . . 80.5 0.0 6.7 12.9 Secondagy School -—T%aching an exchange unit.. . . . 74.0 0.6 3.3 22.1 ‘lorking on a cooperative project. 60.7 1.2 8.7 29.5 Supervising special banquets and partial e e e e e e e e e e e c 18.6 1e? 6e? 74.0 Supervising special skits, plays, Program. 0 e e e e e e e e e e e 5307 4.0 9.0 3303 Giving demonstrations, talks . . 55.9 5.1 16.9 22.0 Leaning or locating supplies and .qUipnent e e e e e e e e e e e 14c? 5.2 13e5 66.1 Supervising repair and maintenance . . . . . . . . . . 32.8 2.9 16.1 48.3 Securing student coOperation . . 21.1 0.0 17.1 61.7 36. teachers might discover many desirable experiences for related projects. The activities previously mentioned seemingly have been overlooked since teachers most often supply reference materials and equipment, and help with departmental improvement and special programs. Those teachers who assume responsibilities in the elementary'grades apparently enjoy it and it would seem.that more teachers should utilize the elementary grades for cooperatively planned student projects. Secondary School: One-half to three-fourths of the teachers are called upon to supervise special banquets and parties, loan and locate supplies and equipment, and supervise repair and maintance in connection with the various departments in the secondary school as shown in table 8. Teachers seem.to secure student cooperation with these activities and cooperate with the agricultural department, shop, biological science, and physical education departments more than others as is shown in table 9. However it may be pointed out that there are many other activi- ties that possibily might be even.more desirable for related experiences, such as working on an exchange unit with biological science or shop de- partments, working on a cooperative project with the agricultural de- partment, or utilising students in cooperation with the English or commerce departments for demonstrations, talks, skits, or plays. If teachers and pupils worked together in planning the previously mentioned activities, students might gain.many valuable experiences and at the same time the load of extra responsibilities that teachers assume as a whole would tend to be reduced. Table 9. Rank Order of Other Departments in the School With Which Heme Economics Teachers Cooperate Departments Rank Order Agricultur. e e e e Shop seeseee Biological Science Physical Education. English . . . . . . O O O O O O O O O O 0 O O O O O O O O O O O O O 0 Art 0 O O O O O 0 Physical Science Commerce . . . . Social Science . Language . . . . mathematics . . . HOCDQK'IO) 0190le l—‘H 38. Community Responsibilities of Home Economics Teachers The responsibilities that teachers carry or share in the comunity were analyzed and are presented in the same manner as those of the classroom and the school as a whole. The extent to which teachers as- sume these responsibilities in the conmunity is discussed in the follow- ing paragraphs which deal with adult education, business and industry, and other community groups. Participating in Adult Education Programs Of these teachers who assume responsibilities with reference to the adult education program, over half seem to enjoy working with adults as shown in table 10. However it is particularly significant that about two-thirds of the teachers do not assume any responsibilities in this activity. One reason why the majority of teachers fail to cooperate with the adult program may be that teachers themselves refuse to accept this obligation or it may be that the community does not desire their cosperation. In general, parents and other adults are becoming increasingly conscious of opportunities that adult education has to offer. Teachers should seek ways therefore, of securing parent cooperation through adult education programs. If teachers utilise parents and other adults to the fullest extent in carrying out various responsibilities in the school and in the connnunity, teachers may be able to share their responsibilities with others who are just as capable. Cooperating Kit}: Business and Industry The picture of responsibilities that teachers assume with reference to business and industry is very similar to that of adult education (see table 10). The only activity that teachers seemed to cooPerate with to any degree is, salvage campaigns; nearly half of the teachers as- sumed this responsibility. It is very probable that the present emphasis 39. Table 10. varying Reactions in Percentages of Home Economics Teachers Toward Responsibilities in the Community Tb it Do TE Do Do it but do well not but do not feel and do not en- that I do enjoy Activities Participated In it joy it it well it__ “Percent ’Percent ‘Percent ’Percefit PARTICIPATING IN ADULT EDUCATION PROGRAM Doing informal teaching and counseling e e e e e e e e e e s 63.5 7e9 27e5 Teaching organized classes . . . 77.7 3.9 17.9 Giving demonstrations, exhibits, talks, panels . . . . . . . . . 69.3 9.6 17.9 .Aiding program.committees . . . . 60.7 12.4 24.7 Securing student cooperation . . 64.6 8.6 26.3 COOPERATING WITH BUSINESS and INDUSTRY Providing part-time or emergency workers 0 e e e e e e e e e e e 75e6 1e1 18s? Helping with nursery schools . . 92.3 2.8 5.0 Participating in salvage empaig. O O O O O O O O O O O 49.4 12.4 3605 Helping with consumer-education 0.11er e e e e e e e e e e e e 91.6 2.2 sec Securing student cooperation . . 63.8 11.5 24.1 COOPERATING WITH OTHER COMMUNITY GROUPS ‘0th as leader 0 O O O O O O O 67.9 0.0 9.2 2401 Serving on committees . . . . . . 47.7 1.7 11.9 38.6 Acting as counselor . . . . . . . 67.6 1.2 10.4 20.8 Cooperating on projects . . . . . 33.0 2.8 13.1 51.2 Helping with food service . . . . 40.2 0.7 6.9 52.3 Giving demonstrations, talks, and BOrVing on panfll. e e e e e e e 70e8 1.8 11.2 16e9 Serving as a member of community planning council . . . . . . . . 88.3 2.3 3.9 8.6 Securing student sceperation . . 48.0 0.0 12.4 39.5 40. of aiding the war effort caused this responsibility to be more prominent than the others. It is rather significant also that only five percent of the teachers cooperate with.nursery schools and with consumer-education centers. Do these organizations have anything to offer the homemaking programi Should teachers cooperate with business and industry so that students may have work experiences under the cooperative direction of employers and teachers? Are teachers overlooking related experiences which nursery schools and consumer-education centers offer? Cooperating With Other Community Groups In general, less than half of the teachers cooperate with other com. munity groups as is shown in table 10. Of those teachers who assume these responsibilities, it may be noted that over half of them.enjoy it and feel they do it well. Teachers also seem.to secure student cooperation as they work with the following groups in.the community: Red Cross, ‘Women's Groups, Religious Groups, Scouts or 4-H Clubs. As is shown in table 11, the groups previously mentioned are the ones with which teachers Table 11. Rank Order of Community Groups With'Which Home Economics Teachers Cooperate Community Groups Rank Order Red Cross . . . . women's Groups . Religious Groups Scouts e e e e e 4'3 CIUb. e e e Social Centers Men's Groups... Girl Reserves . QQQP UPCJINH 41. most frequently cooperate in assuming community reaponsibilities. As 'was pointed out in connection with business and industry and the adult education program, teachers need to cooperate more fully with other community groups thus creating a greater opportunity for teachers, pupils, and parents or other adults to work cooperatively on the variety of related experiences provided in the community. 42. RECOMMENDATIONS The recommendations include the following: (1) various ways in which the findings of this study may be useful and (2) suggestions which may be of value to persons or groups desiring to repeat the same study or to plan related ones. Suggestions for Using the Findings It would seem that the picture as drawn in this study has many impli- cations for both the pre-service and the in-service program. Ways in which the findings are utilised by various groups or individuals will vary, of course, depending upon the needs of that particular group or person. The study should serve as a valuable aid in the pro-service education of teachers by establishing a clear picture of the various responsibilities that home economics teachers assume in carrying out a functioning homemaking program. Such a picture should furnish a basis for establishing more valid goals for teacher education than would otherwise be possible. The question- naire itself might be used by both teachers of college classes and students in planning coOperatively the goals for various phases of the total pre- service program. With reference to Michigan, the findings indicate certain areas in which vocational homemaking teachers are relatively ineffective, thus furnishing some basis for re—evaluation of the teacher education program. On the other hand, the many strengths of classroom teachers should offer much encouragement to those engaged in the pro-service program. The study should be equally valuable to administrators and home ec- onomics teachers already in the field. In addition to giving an overall picture of the responsibilities carried by home economics teachers, the questionnaire is a tool by which teachers can compare the number, enjoyment, and difficulty of their responsibilities with the number, enjoyment, and 43. difficulty of the responsibilities of other teachers. Through this same instrument administrators and homemaking teachers can evaluate their own situation in terms of the total picture of responsibilities that teachers assume in the state of Michigan. It is probable also that administrators and teachers may obtain suggestions for increasing the enjoyment or mini- mising some of the difficulties encountered in assuming the responsibilities connected with the homemaking program. Suggestions for Further Studies In view of the fact that very few suggestions for additional responsi- bilities were added by teachers who replied to the questionnaire, it would seem that the present study was successful in establishing a clear picture of the responsibilities that teachers carry or share in the vocational homemaking departments of Michigan. In the opinion of the author, the questionnaire proved to be outstanding enough to be of use in a national study (see page 16) because it incorporated the ideas of many leaders in the field all of whom were interested in a common problem. Such a study is most valuable when it is initiated by a group and remains under the constant guidance of that group as each step of the project is developed. Since the data have been analyzed from one angle only, further analy- sis might prove to be revealing and stimulating. It would be interesting to find out how the responsibilities carried or share by begixming home- making teachers compare with the responsibilities assumed by more experi- enced teachers. The picture would be even more complete if a comparison could be made of the responsibilities of teachers working in small towns with teachers working in cities. The author believes that further related studies might prove to be very worthwhile and might contribute to better understanding of the re- sponsibilities of teachers. The responsibilities that home economics teachers carry or share in other states as compared to Michigan would give an even more comprehensive picture than was true in this study. Another desirable study might be the comparison of responsibilities of vocational and non-vocational teachers in one or in several states. And still further, a comparison might be made of the reactions of homemaking teachers with those of superintendents, supervisors, and principals with reference to how many outside activities they do cooperatively, how well they do them, and how much enjoyment seems to accrue. 1. 2. 4. 5. 6. 10. 11. 12. 15. 14. 15. 45. REFERENCES C ITED Bane, Lita. "Whither Bound.u Journal of Home Economics, 36:1-4 (January 1944) Bevier, Isabel. Home Economics in Education. The J. B. Lippincott Co., New York. (19287 Bevier, Isabel, and Usher, Susannah. The Home Economics Movement. Part I. Whitcomb and Barrows, Boston. (1912) Brown, Clara M. Evaluation and Investigation in Home Economics. F. S. Crofts and Co., New York. (1941) Craig, Hazel T.‘ "History of Home Economics." Practical Home Eco- nomics, 245-246, 269-270, 272, 275 (J9n6‘1944); 279-281, 298, 305 (July-August 1944); 325-327, 570, 372, 376 (September 1944) Dodge, Bernice. "Vocational Guidance Project." Journal of Home Economics, 26: 87-88 (February 1944) Hadley, Laura B. "Teaching Our Elders." Journal of Home Economics , 5:57 (May 1945) Hatcher, Hazel M. and Andrews, Mildred E. The Teaching of Homemakgg. Houghton Mifflin Co., Chicago. (1945) Jensen, H. “Here's What I Hope My Children Will Learn." Progressive Education, 20:26? (October 1943) Pattison, Mattie. "Teacher Pu i1 Plann ." Journal of Home Eco- nomics, 35: 144-148 March 1943 Payson, Verna M. and Hadley, Alice H. Adult Education in Homemakgg. The Century Co., New York (1929) Ravenhill, Miss. Special Report on Educational Subjects. Part 1, The Teaching of Domestic Science in the United States of Amerioafwymn and Sons, LimitesTFenor Laney—E. c'"""""., Endon. Vol. 15 (1905) Symposium. “Home Economics Education in the United States Since 1934." Journal of Home Economics, 31: 447-466 (September 1939) Symposium. "What Education for Home Economists?” Journal of Home Economics, 47: 201-209 (March 1944) Winchell, Cora Marguerite. Home Economics for Public School Administrators. Bureau of Publications atTSachers College, Columbia University, New York City. (1931) APPEND IX 46. WHIIIH .I...HIQH1H|'IIII. I _ 47,7. _ M1 med m.mm mm m.wm mm m.m m m.m HH . . . . eonpmsmmooo teacups meassuom .NH omH H.0m a: :.mm Noe o.m m :.m an . . .66: hosts 6:6 choose mqapeeamsm .mH mNH m.w: mm 0.0m mm ~.H m 0.0 o . . . . . . . . .meam mnanusmpooqamp .mH mad N.~: em m.om he m.oa an H.H m . . . . . . . . . someone one sunfish .za mNH m.mm 00H m.~ om m.m : :.m m . . . . . assess» sea: 6 wnnsomenoo .mH H . mans oszoema Mon examso see annaomqmm a Cu... m.m\. 3H w.m.n mm 0.0 0 m6 H _ . . . . nodnmnomooo among.“ mafiaooom .mH man :.mn :m, m.mm mm H.m m ~.mm o: . . . . .aonssasoooo sesame masseusm .HH Nae m.mm man m.mm H: ~.H m m.m NH . . . museums» sense nuns mantssmeoo .on man m.mo NHH m.mm m: m.m a m.~ ma _ . . . scapsspmosases new: mamasonnoo .m mad H.:m m: m.mw mHH m.m on :.m m . . . . . . . . .moonsme nonpmsamso meant owe .mnumoaoboo .mofimooao .w man ~.m~ mmn H.Hm mm m.H m 0.0 o w mmapasssos ego sameness was meanness .a mNH m.mm wee o.mm am ~.H n 0.0 o H . . . . . . . . . . . mason mnemooeo .m mad m.mm ~HH m.om an m.m : 0.0 o . . . . . . . . mnaqqeea assnnefiassm .m azmmmemHmoq oznaapnssm ens .mm mmHmmmMm azamoom( .mqqoo ms_¢zHaamm man a.am an m.:: ma m.w Ha o.wm a: . . . . . . menooms measenssso mans: . nae ~.Hm om H.wm m 0.: N H.mH mm . . . . . . mpqsnea none mnnsnmuaoo . sad :.m~ mma m.ma : m.: w m.m m . . Hosgomsmm Hoonom eons memesQHQOO .m mad :.mm mma ~.om :m 0.0 o 0.0 o . . . . . . mesoespm news muestooaoo .H mmmmmbam oqummzooo ens cszzsammmemp noomom Mme 2H .H amen .02 WW .02 E .02 W .02 Low .02 maneeommmn so amuse Ham: on as so leonns on as nH sensaHoHpsam mmapnsnpoa mhmflodmfi find HHmk H umfiv no“ 06 00¢ 09 noose: on on Home no: as use no on Henomu use on on mmmodme monozoom Ham Ema ho mmHBHRHmHmzommfim weHzanolnoomom JNH manta fl snag 48. ~HH m.mm mm m.:m H ~.H m H.wH mm . . . . . nOHHsasaoou squeeze quaeomm .Hn wHH m.mm Ha .HH H m.m :.o: ma . . pom-one HsHoomu not amass mansmm .om omH H.mm HOH ”.mH m m.wH m H.m m . . . . . . . . . . moHsopssan msHama .mm HmH m.Hm :m :.om m :.m HH m.m mH .. . . mohssHessmwo to meuoooa maHmsom .wm mHH m.mm NOH m.Hm m H.m HH H.mH Hm . . . . . . . . . . . . House quHHssm .Hm wHH o.H: ma o.mn em m.HH Hm m.HH om . . . . . . . . . . senses 6 qunseHm .mm HHH ~.wm mHH :.mH mm m.m m m.m NH _. . . . qussssuHsHase HHHB maHstscaoo .mm m moszHH amenamsmmn oszasz mNH m.w: Hm m.:n mm m.HH om m.m OH _. . . . . . . . . . . . . Hemspamaee _ monn madam mo mogonomooo mnHHooom . m wHH o.mw mMH o.MH mm m.m m H.H m m. .aoeHasfi we» to goHpssoaooo esHtsoom .mm Ch m.m~ N H m.w.n nm .N .: mtg w mnogoppmfiflsvo mo .moHpmmomooo mannoom .mm HmH H. H mnH o.Hm mm H.H m w.m m . . . . . qupanomooo success msHssomm .Hm HwH H.m~ mnH H.mm H: 0.0 o m.m : . . . . . . . . . . . . . . oHHHseon Uflm obdvodhpvm vfloEpthom mundwbmm eON wNH meHN NNH NeJN J: mom m HeH N e e e e e e e e e e e e hflpflmfido>fi00 mHoHHoums Home 33936 monnmE .ma mmH m.m~ mmH m.om mm o.o HH m.o H . . . . . . . gamHo pesepsemme muHmooM .mH @2854. Hon Hmom a. $530 e02 e02 I‘M e02 R e02” w eoz oeHesomwmu 5H 6 o HHsu 5H 66 HH \Hmwmo 5H as aH HmpsmHOHsssm mmeHsHpos assesses see HHou H pens son as son on tosses »H on H664 son as esp pH on Hausa pap SH on mange moflnozoofi 840m Mums ho mMHBHHHmHmzomam Mauvéa..~oo..goomom 62880 .NH edema 49. HHH o.mm mm m.HH om 0.0 o ~.m: mm . . . soHpssmmooo 5:66:55 msHssusm .m: mHH m.wm Om H.m m m.. w ~.Hm MOH mesaOHass mnHmHsnmmsm one manomHmm .m: mHH m.mH mm o.w H z. m m.m~ HmH . . . . . . msHHHom Has maHmenm>e4 .H: meH w.:m mm H.m m m.m 0H m. m am . . . . . . . . . . mesooon meammom .o: MNH Newm mm mom OH NeN 2 memm mm s s e s e e e e e e e e e 00fi>h0m one oOHponemonm doom onmflbnomsm .mn mHH m.mm Hm H .m 0H :.m m m.:m mm . . . . . . . . msHaso ens oeaneHm .mm emsMoam momma Hoomom mummnamH666 H6H6666 6H 66H6666mooo .Hm HHH H.Hm HmH w.mH mm 0.: H H.mm H: . . . . . . 666666 6 66 66H666H6H666m .mm 66H 6.0m Hm m.mm n: 6.0 H m.mm H . . . . . . . 666H566 66666 66 66H66< .mm mHH .m: mH o.mm m: m.o H o.mm. w . . . . . 66H666H66666 66 manmmmomm .um 66H6H>H666_6H>Ho 666 H6H66m HHH 6.0m om m.mm om H.H m m.mH n . . . . 66H66666666 6666666 66H6666m .mm omH H.Hm Hm H.mm 6m H.6 NH 0.6m m . 6666666 66 66H666H66666 66 66H666H .mm mHH .HH on m.o~ m 6.0 H o.H6 moH . . . . . 666HH6H6666 66H: 66H6666660 .Hm wHH .om mm o.Hm m m.m 6 m.mn HH . . . . . . . 6666666 66H: 66H6666660 .om HHH m.Mm Hm m.om m- m.m m 6.6H mm . . 66666666 66H» 66666666666 66H6H6m_.m: mHH H. H 6MH m.HH LN H.H H.H w . 666Hposm 66H: 6H66 66666666H 66H6H6 .6: modaonoo W. meow mm. 63668 6666663 3 mm a wHH m.Hm mm m.mH on H.H m m.mm 66H . . . . 66H6666mooo 6666656 66H6666m .HH HHH H.m m o.m 6H m.H m H.Hw omH . . 6666666 66H666 H66666 to 66H6666n .6: mHH 6.6m mm 6.66 n: m.m : 6.6m mm . . . . . . . . . . . .6H6H66666 6H6 any: maHmHH .Hom manoo .mmwpooaom .m: wHH 3.66 o: H.0H 6H H.H m H.66 HHH . . . . . . . .66666 H66666 66H66H666 .uu g 66H66m H8666 .oz $1.02 M .02 R152 W .02 . mmm6666666 6H 1H6666 HH6: 6H 66 6H H6666 6H 66 6H 66666H6H666m 66H6H>H666 9380.3» .23 .32- H #65 no: ow, poo on 666666 HH on H666 666 66 666 6H on H6663 666 6H on gmoflma mozuozoom minnow mmm .mo 93 BHAHmHmZOmmmm MBHH§.m..NOOIAoom(w.dmanou oNHdeda I S b 4 1 e e a e a f ' t v 1 H v e e. e r I Y 1 e a D s B e o v v r 1 r v s V K I o 0 ; 1 .7 a a V P Q . n V e. v. p I A A 1 4 ‘ Q I f I . wl \ o I v O 4 e O I I r . 1 4 r r V v s Q a Q o e a s s v v e a e e 0 e u > v e ‘ I I Q ' 51. mHH H.Hm 66H H.HH on 0.0 o H.H6 Hm . . . . 66H66666666 6666666 66H66m66 .HH HHH n.66 :6 H.6H 66 6.6 m 6.6m Hm . 66666666H6a 666 6H6666 66H6HW66666 .OH 6HH H.66 HHH m.mH :6 H.m 6H H.HH 66 . . . . . . . . . . . . . 66666H666 use moHHmmom wnwpmooH no moHnsoH .mm mHH 0.66 mm m.mH on H.m m m.mm mm . . . . .6HH66 .666H6666666666 6mH>M6 .66 HHH m.mm mm o.m 6H 6.: H H.nm mm . . . . . . . . . . . . . . 666666m6 .mhwam .mpwxm HoHoemm mmeproomm .Hm HHH 6.6H HnH H.m oH H.H m 6.6H mm . . ... . . . . . . . . . . 66H6666 dam masseuse HeHooem mnHmfibuomom .mm MHH 6.66 Hm H.6 mH 6.H 6 H.66 moH . . 6666666 6>H66666666 6 66 6666666 .66 06H H.66 o: m.m 6 6.0 H 6.HH :mH . . . . . . 6H66 66666666 66 66H6666a . Hoonom twnooom mHH m.6H m6 H.6 6H 0.6 o m.ow :H . . . . .66H66666 HH666166H6H>66666 .mm mHH H.on mm H.mH H6 6.6 a 0.6m mm . . . . 66666666 H6H6666 ana 66H6H6m .6 06H m.mH m6 m.MH :6 6.0 H 6.0H H6H . . . 666666 6666HH>H6666666.66H6H66 .Hm mHH 0.66 Om H.HH Hm H.H 6 ..mm mm . . 66666666666H H66666666666 66H6H< .06 0%.” Neg N NeHH HN HeH N am: :w e e e e e e e e e e e e e epflOEnMHdem one mHoHpopse monomommu mmfihammnm .mm madame HMdprosmflm mmonH-mm ammnmmH666 6663066» one Hack H wean poo ow pom on 666666 6H 69 H666 666 66 use 6H on H6666 Hep 6H 66 mum04Ma monozoom mzom Hma.mo mmHaHHHmHmmommmm wBHZDfixoounoomomo.pnoo .NH manna ea. I.EI'I": . .24 . ., “outlie’e. .I .- Q HHH .m.mw. 0H 6.6H 66 0.0 0 6.6: m6 .. . . . . 66H66666666 6666666166666666 .mw mHH 0.6 6H m.n m m.6 6 n.06 HmHm. . . . . . . . . . H666666 666666H6 M th65EEco mo M69865 6 mo mmwbaom .wm mHH H.0H m6 6.HH 06 6.H m 6.0H 06H”. . . . . . . . . . 6H6666 66 6666666 0:6 .mxaep .mmoHpohpmmoeoo mmefiu .Hw HHH n.6m Hm 6.0 6H H.0 H 6.0m 0H . . . . . . 6666666 6666 66H: 66H6H6m .06 0HH 6.Hm Hm H.HH m6 6.6 m 0.m Hm . . . . . . . 66666666 66 66666666660 .mw nHH 6.06 mm w.0H 6H 6.H 6 6.6H HHHM. . . . . . . . . 66H666666 66 666666 .mm mHH 0.6m 60 6.HH H6 H.H n H.H: :6 _.,. . . . . . . 66666H6666 66 6666666 . w mHH H.66 66 6.0 0H 0.0 0 6.H0 6HH . . . . . . . . . . . 66666H 66 666666 .66 660060 666606600 66660 meHe 02H66666000 HH H.mm 6: m.HH 06 6.0 H 6.m0 HHH . . . . . 66666666666 6666666 66666666 .Hm NH O. m NeN A.” HeH N WeHm fimH e e e o e e o e e e s e e e e whmvgmo moHpooooo Hmsomaoo 56H: mnwmamm .ow wHH 0.0m m0 6.6H 66 H.H m w.06 mm . 666666666 666>H66 6H 666666H6H666 m .0H HmH 0.m m 6.6 m 0.0 0 6.60 HmH . . . . . 6H66666 6666666 66H: 6666H6m .mH WNH NOWH mm fleH m Ms: W mom MM e e e e o e s o e e e e e e e wFQUHoHCB homomnoeo no 686676669 mnwoweohm JkN HmambnzH 666 mmmsznm 66H6066666660mw mHH n.66 06 0.6 mH 6.0 H 0.60 HHH . . . . . 66666666666 6666666 66666666 .mH mHH H.66 6m w.6H 66 6.6 6 H.0m 60H . . . . . . 66666H6666 6666666 666666 .mH mHH m.HH 6 6.0 HH :.m 0 m.mm 66H . . . . . . . . . . . . 6H6666 .66H66 .mpprnHo .mnofipshpmnoeoo mmH>Hc . H mHH m.HH 6m m.n H H.0 H H.HH mMH . . . . . . 66666H6 666666666 66H6666a . H MNH meNN m: meN SH HeH N Memw MHH e e e e e e e e e e e e e e e e e mgfi IHonnooo 066 mnHSoeop Huanomnfi mswon .NH > -0066 moHaqopnm 6H066.2H 06H666H066666 weszazoo m 6H .HHH 6666 .62 W .62 M .62 m .666 166 .66 .66H6666666 6H 66666 HH6s 66 66 6H 66666 6H 66 6H 66666H666666 666666H666 oneness» one ado: H omnv pom 00 non 09 666666 6H 69 H666 666 66 use «H on H6H69 Hep 6H 6n _NMMQ