perreerersertrtterrttt tht th rch en eee aa bad e r ; > rererrar Z : otha ’ Pa mal 4 = f ' o Ciro Perry ese tice rest ' fy T A ree eae r 3 LIBRARY | Michigan Stztc. _ University | PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. MAY BE RECALLED with earlier due date if requested. DATE DUE DATE DUE DATE DUE 6/01 c/CIRC/DateDue.p65-p. 15 Jaxrasston WORK IN HOMT FOONOWwICS IN FORMAT Seno oLS/ ~--6-68—t Tor the degree of pM, ww 8 om, 2 M@ois MAS T= R OF HOMT ECONOMIC S. RY Paulina FF. Ravene (/ ——-—6--@ -Q———. LGL3e. THESIS EXTENSION WORK IN HOME HCONOMICS IN NORMAL SCHOOLS. Home Economics: extension work in Normal Schools is in the formative stage... But few of the schoois have worked out a definite plan of opera— tion, although many of the schools are doing some work along this linee This work was first carried on by the Agricultural Colleges: in connection with Farmers! Institutes and has been a very helpful factor in the bettering of country life. Much is being done to improve the farm and the farmere Why not at least, give equal attention to the improvement of the home and the home—maker? Since the chief factors of any civil- ization are its homes and its primary schools and these are chiefly in the hands of women and are made vy them, no commwmity or state which wiil.ed- ucate its mothers need have any fear about future illiteracy. Extension work takes to the individual the knowiedge developed and gives it to her in such a manner that it becomes her own so that she is able to apply it in her profession. During the past ten LOV408) years much has been done in the way of extension work from our universities, colieges and normal schoolse By extension work the normal schools become a more vital and helpful factor to the teachers in the field. They are thus kept in close touch with the actual conditions of teach- ing; and their faculties get beyond the limits of the class rooOme Such contact tends to develop a community of interest. By extension work in Home Economics the school becomes more intimately associated with the home, there is a bond of sympathy between the two. The problems before us are to educate the home— makers of the present, — those who have not had the opportunity of taking a course in Home Economics because it was not a part of the school curriculum when they were in school; the need of it was not felt. But some one wili say that the women of to- day are good home-makers and housekeepers. It may be true, but do they view the home problems from the new standpoint? Are they still using nineteenth century methods for their housekeeping while other things are being done by the most approved twentieth century methods? This instruction can best be given to these home—-makers by extension work, and what class of schools is better prepared to give this work tran the normal schools where the instructors have the professional training to give the inform- ation in such a manner that it can be easily appiicable to the home. Among the general aims or principles which the extension worker in Home Economics: should impress upon the students are First; that home-— making is a profession and that the woman entering this profession should have as definite qualifica- tions to meet its demands as her husband has to meet the demands of the business worid.e. Second; She must have system in her worke. Third;. that her husband and other members of the family must be thoughtful and observe weli regulated cooperation. Under the head of system, she should have a place and a time for everything and every activity should be done in its time and place and every article kept in its place... She should have a daily as well. as a weekly schedules. She should plan ahead not only for the day and week, but also from one month to another and from one season to anothere. She should of course have meais at regular hours and have them attended promptlye The morning rising hour should be carefully observed and too much midnight oil should not be burnede System depends largely upon convenient equipment. This the home-maker on the farm is not so apt to possess. She is entitled to a well arranged house, with kitchen, dining-room, and pantry close together... If water caruiot be piped into the house, the well or cistern shouid certainly be near at hande The kitchen Should be furnished with a modern and commodious range, a kitchen cabinet, plenty of cooking uten- siis, an easy running washing machine; the house Should be furnace heated; ard if the milk is cared for, on the farn,. she should be provided with the conveniences. for doing so with the least possible trouole.e. In short, the house-wife should have about the house for her work, equipment and con-— veniences no-whit inferior to those her husband has, if he be a progressive farmer, about his barns, orcnards, fields, and stock-yards. She must be conscious of her rights and must tact- fully insist that they be recognized.. The ideal home—maker should possess sweet reasonableness and Cco:nnon sense, a8 Weil as some knowledge of books. She must be cool—headed and learn to leave unneces- sary things undone, she must also avoid Laying up work for the morrow, for neglect like procrastina-— tion is the thief of time. Therefore, she must learn to discriminate between the things of mich importance and those of little or no importance, between the things which must be cone at once and those which can waite. She should take some good papers for the farm and home, so as to keep in- formed on the latest inventions and most helpful methods. These are a few of the facts which the extension worker can put before her class in viewing home probiems from a new standpoint. Education and cooperation must be the watchwords; — cooperation wlocks the door to opportunity as well as happiness. If we are to bet- ter the conditions of the home, the home-maker must be informed along these lines.. There must be an intelligent understanding and a sympathetic help-— fulness, between both of the home—makers and the extension workere. The husband should be brought to realize the needs for such work if his home is to keep pace with his improved methods of farm ing; that it must be more humanly interesting and more richly enjoyable if it is to be a “model” home. In order to ascertain the extent of exten-— sion work in Home Economics from our Normal Schools; a questionnaire was sent to practically every normal school in the United States (one hundred fifty eight schools). Replies were received from one hiundred thirty six schools, or 85.5% of the schools returned the questionnaire answered... Regular courses of instruction in Home Economics are given in one hun-. dred and sewen of the schools from which replies were received... Seven normal schools intend putting the work in, this fali, and in six of the normal schoole it was taught for the first time last year. In most cases the schools have been too busy getting their courses organized on a firm basis, or funds have been too limited to do extension work. Nearly every normal school president was in favor of the work and saw great possibilities for it in the future. Different schools have taken up different lines of extension work, — meeting the most pressing need of the community and have developed ealong that line. The most potent manner in which the normal schools are to do extension work is through the rural sachools.. The Extension work as carried on in the normal schools in the various states. Alabama. Five normal schoois. Questionnaire re- turned from four schools. Home Economics course in the school at Troye Outlook good for extension work but none has been done. Arizonae Two normal schools. Questionnaire returned from booth schools. Home Hconomics course in school at Tempe’. No extension work has been done. Arkansase One normal school located at Conwayg has a course in Home Economics. No extension work has: been done, bvut the outlook is most promising. California. Seven normal schools. Questionnaire re— turned from all of the schools. Each school has a course in Home Economics and each school is doing extension work along different lines depending upon the needs of the locality. Chico Normal School giving instruction in sewing to the rural schools by means of their student teachers under normal Supervision; meeting with excellent success and the normal school is becoming the social center of the community or district. Fresno Normal School is giving instruction in Home Economics to some fifty teachers in the near—by townse The Los Angeles Normal students are doing their practice teaching in the settlement districts, thus meeting with coliege settlement work; this work is proving of mutual benefit to all concerned. There is also a demand from the outside for lectures and demonstra-— tions. The San Francisco Normal is doing settle- ment work and delivering lectures on Home Economics subjects to Women's Clubs. At San Jose Normal the department is: giving especial attention to the supervision of Home Economics work in the rural schools. The Santa Barbara Normal is giving exten-— sion work by the means of lectures in towns, demon- strations at the Women's Ciubs, Farmers' Institutes and the Civic Improvement Associations. Colorado. Two normal schools. Questionnaire re-— turned from both schools, both give a course in Home Economics.. The normal at Gunnison offers two non-resident courses in Home Economics, the outlook for extension work is very good. Connecticute Four normal schools. Questionnaire re- turaued fram all of the schools. In Connecticut the Home Economics work is given in the trade schools and not in the normal schools. District of Colwnbia. Two normal schoolse Questionnaire returned from both schools, both give a course in Home Econ-—- omics, from one of the schools they have established domestic science in the rural schools of the vicinity. Georgiase One normal schoole Questionnaire not returnede Idahoe. Two normal schools. Questionnaire re— turned from both schools, voth schools have a course in Home Economics.. At the Lewiston Normal extension work in Home Economics has been done in improving the conditions of the rural schools.. The outlook for extension work is very good and the people are demanding the worke Indianae One normal school. Questionnaire returned. A course in Home Economics is given, no extension work has been done and the outlook for extension work is not promising. Iowae One normal schoole Questionnaire returned. A course in Home Economics is givene No extension work from the Normal can be given, as all state schools: in Iowa are wider a central boarde The State College at Ames is doing very extensive extension work in Home Economics. Tilinoise Five normal schoolse. Questionnaire re- turned from all of the schools. A course in Home Economics is given in four of the schools... Very little extension work has been done from the normal schools, as the work is given from the State Univer- sity at Urbanae Very nearly the same conditions prevail here as in I Owae. KanSase One central normal school with two branch schoolse Questionnaire returned from all the schools, a course in Home Economics is given in every school. No extension work has been done from the normals. Extension work in Home Economics is carried on by the State University at Lawrence and the State Agricultural College at Manhattan, Kansas. Man-— hattan was one of the pioneers in extension work in Home Kconomics. Kentuckye | Three normal schoolse. Questionnaire re-— turned from ali. Courses in Home Economics are given in the normals at Richmond and at Bowling Greene Extension work by installing domestic science in rural schoois is given at Bowling Green. Outlook for extension work very good. Louisianae One normal school,.no report received from the school. Maine. Five normal schools. Questionnaire re- turned from all the schoolse A course in Home Economics is given in each school the course requires of ali students in the normals. Maine employs a state director of Home Economics who has her head quarters at one of the normal schools, Farmington. If a student desires to specialize in Home Economics she attends this normal school and takes another year's work, she is then permitted to teach in the high schools.. This state director has charge of all extension work in the state; lectures and demonstrations at women's clubs have been given. Massachusetts. Ten normal schoclse Questionnaire return— ed from each schoole. A course in Home Economics is given in two schools at Hyannis and Framingham No extension work has been givene Outlook doubt fule Massachusetts and Wisconsin follow the same general plan in regard to their normal schools. Bach normal school is made a specializing school for some particular subject. In Massachusetts the Framingham Normal is the special school for Home Ec onomics.. ~12- Michigan. Four normal schools. Questionnaire re- turned from three schools. A course in Home Econ- omics is given in three schools. No extension work has been donee The outlook for extension work is gsoode Minnesotae Five normal schools. Questionnaire re- turned from each school. No extension work has been donee Outlook for extension work faire. Mississippi. One normal school. A course in Home Economics is given. The Hattiesburg Normal has done extension work vy organizing tomato clubs and giving short courses in domestic science in the rural scnools. Missouri. Four normal schoois besides Warrensburg. Questionnaire returned from each schoole A Course in Home Economics given in each schoole The course has just been instituted at Kirksville where they have many calls for extension work and are doing considerable work in civic improvement and better ~i3- Sanitary conditions in the rural schoolse At Cape Gireudeau and Springfield no definite extension work has been done but the outlook is good. At Maryville an extension course is Home Econo:nics was given in one of the near by towns, lectures and demonstrations are given by the direct— or of the departmente Very good demand for the work. Warrensburg Normal School gave demonstra-— tion work in table setting and service,. food values, and selection and cookery of food at the Missouri State Fair at Sedalia. The work was done by a class of twelve students... It was most successful and will be repeated again this year. Plans are being form- ulated to organize extension classes in Home Econ-— omics in various towne of the district. We are as-— sisting the farm advisor in planning cooking and sewing courses for the Junior Clubs. Montanae. One normal schoole No work in Home Econ- omics is givene A course will be instituted this falls. Nevraskae Four normal schools. Questionnaire re— turned from alle Home Economics courses given in three of the schoolse Some extension work has been giver at Kearney with excellent success. The out-— Look for extension work very good. New Hampshire. Two normal schoolse Questionnaire return— ed from bothe A course in Home Economics is given in both of the schoolse In the normal at Keene some extension work vy installing courses in domes~ tic science in the rural schools was done. New Jerseye Two normal schoolse Questionnaire re-— turned from bothe A course in Home Economics is given in the Normal at Trenton, but no extension work has been done. New Mexicoe Three normal schoolse Questionnaire fe- turned from alle