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MICHIGAN STATE UNIVERSITY

I

EAST LANSING, MICHIGAN

ABSTRACT

///</HISTORY OF THE DEVELOPMENT OF THE HOME MANAGEMENT

IDEA AT MICHIGAN STATE UNIVERSITE///

by

Manette McKinney Smith

This study is an attempt to trace the deve10pment of the home
management idea at Michigan State University and to fit that develop-
ment into the context of the society in which it evolved.

The first Women's Course started in 1896 and included domestic
economy, which contained some management. By 1917 there was a
practice house for all home economics majors and along with that a
parallel course dealing with resources and techniques available
to the homemaker. It was not until 1935, with the division of the
Home Economics Division into four sections that the Department of
Home Management and Child Development came into being. Dr. Irma
H. Cross was made chairman, a position which she held until retire-
ment in 1957. It was the establishment of the doctoral program
in 1958, Dr. Gross's last major contribution to the development of
the department, which brought maturity in terms of graduate school

curriculum and staff.

(3?

565
TH;

The principal growth in home management took place from about
the time of Dr. Gross's appointment and follows roughly the Gross
and Crandall chronology; Stage I, the early dumping ground years;
Stage II, the resource-centered emphasis of the 19305; Stage III,
the human-centered period roughly of the 1940s; Stage IV, the process-
centered period of the 19503 and Stage V, the values and decision-making
emphasis of the 19603. Some parts of all of the other stages, except
the first, are still with us but certainly the major emphasis is on
decision making in the context of the family.

Three major sources of influence were found to have been the
trend shapers: Dr. Irma H. Gross; federal and state legislation as
it affected certification of home economics teachers and thereby
course content in home economics and home management; and such outside
events as World Wars I and II, the depression of the 19303, papulation
growth and movement within the United States and the galloping

technology which has been with us since the turn of the century.

A HISTORY OF THE DEVELOPMENT OF THE HOME MANAGEMENT

IDEA AT MICHIGAN STATE UNIVERSITY

by

Nanette McKinney Smith

A PROBLEM

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

Master of Arts

Department of Home Management and Child Development

1968

ACKNOWLEDGEMENTS

I want to thank Dr. Beatrice Paolucci, my academic adviser
and chairman of my committee, for her acceptance of and interest
in the idea of a history of the home management idea at Michigan
State University. Her own perceptions and enthusiasm have been a
needed spur.

I am indebted to Miss Esther Everett for her time and
patience in recreating life in the home management residence at
Michigan State University for me. She also turned over to me
house records and photographs, useful in a better understanding
of the changes which have taken place in home management residence
houses.

My thanks, too, to Dr. Arthur Vener, the other member of
the Guidance Committee, for assistance with this program.

Special thanks go to my husband and children for patience
and c00peration.

I should like to express thanks to all the faculty and staff
of Home Economics and The COOperative Extension Service who have
been most generous with their time and information in the comple-
tion of this problem. I am, of course, responsible for accuracy

of fact and validity of interpretation.

ii

TABLE OF CONTENTS

ACKNOWLEDGEMENTS

Chapter

I.
II.
III.
IV.
V.
VI.
VII.

II ‘ VIII.

IX.

INTRODUCTION
BEGINNINGS
1900-1920
1920-1930
1930-1940
1940-1950
1950-1960
1950-1963

CONCLUSIONS

LIST OF REFERENCES

APPENDIX

iii

CHAPTER I

INTRODUCTION

We live not in a settled and finished world, but in
one which is going on, and where our main task is
perspective and where retrospect...is of value in
the solidity, security and fertility it affords our
future (8).

The first of the white men to reach Michigan were the French-
men looking for a passage to China and the missionaries looking
for souls to save. In the course of time came floods of others
searching not only for China and for souls but also for the wealth
of the woods and of the land. They moved to Michigan from the
shorn forests and worn farms of New England and from the lands
of Europe in the same movement of men into new territories of
the west which has characterized the settlement of the American
continent. The new settlers brought with them the values of hard
work, piety, education and freedom with which they had grown.up
in their old homes. Michigan, a part of the 01d Northwest of
1778, became the State of Michigan in 1837. With statehood, the
first legislature set up the University of Michigan at Ann Arbor.
The University was to have a department of agriculture but this
never came to pass, mainly through lack of funds.

Over time, various farm groups came to resent the neglect

of the scientific and agricultural studies at the University of

Michigan and one of these, The Michigan Agricultural Society,
founded in 1849, started the long fight to get scientific train-
ing for the farmer. Michigan at this time had a University at
Ann Arbor and a Normal School at Ypsilanti.

In these lay a precedent for asking the legislature to
establish an agricultural college, not a trade school but a
liberal institution emphasizing agriculture, natural sciences,
mathematics and engineering. This was largely bypassed at the
universities and colleges established to train phiIOBOphers,
ministers, lawyers, doctors, teachers and gentlemen. The second
Michigan constitution of 1850 gave remaining salt spring lands,
from an earlier Federal grant, as a source of money for the
establishment of an agricultural school. This modest bequest
caused a delay in the Opening of the new school, for both the
University and the Normal School felt they were the place where
the new courses should be taught. The Agricultural Society fin-
ally concluded it would take a new institution to have the kind
of education they wanted for the farmer. To this end, John C.
Holmes, Detroit nurseryman, Agricultural Society founder and
secretary, went to Lansing in January, 1855 to lay before the
legislature petitions asking for the establishment of the agricul-
ture school as a separate institution.

As the bill was passed and signed into law a month later,
several aspects of the new institution were clear even before it

became a reality. "With-in ten miles of Lansing" was a result of

a struggle between several communities to become the home of

the new college. A price of fifteen dollars an acre for land

for the classrooms, dormatories and eXperimental farm was another
clear limitation. Land at that price would be largely uncleared.
From the very first, as a state institution, the new Agriculture

College1

has been subject to the understanding or lack of it
and to the generosity or lack of it of the state legislature.

The passage of the Morrill Act of 1862 (47), which provided
a grant of federal land to each state to endow at least one
college:

Where the leading object shall be, without excluding

other scientific and classical studies and including

military tactics, to teach such branches of learning

as are-related to agriculture and the mechanic arts....
and the decision of the legislature to accept the grant of land
in 1863 (34, p. 71), Michigan Agriculture College became not
only the first agriculture college in the nation but also one of
the first of the land-grant colleges, as they came to be known.
The fight over the land-grant slowed the needed expansion of the
Agriculture College. Friends of the University sought the money
to enlarge and enrich that institution, since they thought it to
be-the leading educational institution of the state and a more ap-
propriate place to be enriched by the grant. It was 1869, just a

year before the first women were admitted to the college that the

battle finally came to an end.

 

1 See Appendix for University names

CHAPTER II

THE BEGINNINGS

The admission of women to the college, in part, hinged on
a place for them to live, according to President T. C. Abbott's
Report (40, 1870, p. 2). Since there was no dormitory for them,
they would have to live with relatives or in some other suitable
dwelling. Gilchrist (15, p. 2) quotes from Abbott's diary of
March L4, 1870, "four ladies entered and came to college. . .
the next morning the four were at chapel accompanied by Mrs.
Abbott." Gilchrist says that the young women were enrolled and
"all rooming with the Steward's family on the first floor of
Williams Hall.” (15, p.2). There were no special courses offered
for the women so they took the same required course of study as
the men, if they hoped to graduate. This included algebra, book-
keeping, geology, geometry, history, surveying, trigonometry,
and three hours of field work each afternoon. The last was under
the horticulture department and consisted of any of the jobs
necessary for raising produce from cutting seed potatoes to pick-
ing potato bugs to gathering fruit (34, p. 123).

During these crowded years and while the idea of higher
education for women was beginning to grow, most of the female
students substituted languages or literature for the agriculture

courses which all of the male students took. The right of women

I‘

IN

to education was superseded by the right of men in 1872, for the
college was so pressed for space that sixteen of the twenty femi-
nine applicants for admission were turned down. According to
Kuhn (34, p. 123), most of the women students came from Faculty
Row - the President's house is one of only two houses of this
group - from Lansing on the trolley or from nearby farms. The
problem of housing women was a very real one in terms of the cul-
tural attitudes toward their physical protection.

It was largely in the land-grant colleges of the west and
in three new women's colleges in the east that the idea of equal
higher education for women took hold. Rudolph (44, p. 314-317)
feels that women had proved to be people in their own right.
They had worked equally hard with the men in the building of the
farms and in assuming responsibility for the education of the
children. In the west there was a system of public education
from the common school to the high school to the university.
"As the final rung of the ladder of state provided education, the
state universities of the West were neither in a position nor in
a mood to deny the fruits of higher education to its young
women.”

Dr. Snyder (40, 1886, p. 26), the president of the Agricultural
College, discussed the idea of a Women's Course, saying:

Science has its beneficient application at every

moment and in every situation of this human life.

If allowed, it will go into the bedroom, the dressing-
room, the nursery, the dining room, the kitchen

and there evolve a sweeter, saner mode of living,
simplify and systematize duties and labors that at
present hold our women folk in practical slavery,
bringing on premature exhaustion and old age and

take away from life all dignity and sweetness. It

is this emancipation from the tyranny of the kitchen
and the nursery that women most needs, and it is this
that applied science can give. Recognizing this duty
and mission the College has organized for the coming
year a women's course. . . . What science has done
for the workshop it can do for the household.

The American woman was so successful in meeting the problems

and responsibilities she had to face as the result of the Civil
War that it gave her courage to seek broader horizons of living
and quieted much of the criticism of her native ability and of

her fitness for life outside the home.

Woody (54, vol. 2, p. 57) puts well the forces which brought

about higher vocational training for women:

(1) Expansion of women's activities in an industrial
society now includes many things beyond the home,
leaving less opportunity for giving instruction to
the young. (2) The application of science to the
tasks of the household requires systematic instruc-
tion, which cannot be given at home because many
mothers are not trained for the purpose, even though
they are not employed outside the home in any occupa-
tion. (3) Its teaching constitutes a reform measure.
Healthy people are apt to be happy. Healthy, happy
peOple are valuable social assets. Scientifically
planned meals, child hygiene, harmonious decoration,
scientific regulation of ventilation, heating, and
plumbing systems, and skillful expenditure of family
funds, it is maintained, conduce to this end. (4)

If women are to enter occupations outside the home,
there must be preparation for them, and guidance in
making the choice.

During this period from 1855 when women were first admitted

to the University of Iowa and continuing on, in some measure, to

the present, two threads carried side by side in the theory of
what women's education should be: the standard male education of-
fered at vassar, Smith and Mount Holyoke to prove that women had
just as many, as good and the same kind of brains as men by giv-
ing them the same education men received, and; a course which
catered to "female needs”, needle work, cooking, the science of
the home, horticulture, interior decoration, home nursing, child
care, subjects which in the land-grant colleges and universities,
becane the Women's Program.

President Snyder (40, 1897, p. 27) wrote of the brand new
Women's Division:

The distinguishing feature of the course is the emphasis

it lays on homemaking....A course of lectures in Domes-

tic Science is given during the sophomore year....about

forty-five young women entered upon this course at the

beginning of the year.

Miss McDermott (40, 1897, p. 68-69), Head of Domestic Science,
wrote that year to Snyder on the status of the thirty-nine regular
and seven special students in her department saying, "Each student
is required to write full essays on the various kinds of food,
also to prepare twenty five and fifty cent dinners for a family
of six." The Catalogue (40, 1898, p. 22) description of the

course was clearer:

To give a good education in which the science and
art of homemaking shall be a prominant feature. We

 

2See Appendix for names and dates of office for Deans of Women
and Home Economics at Michigan State University.

endeavor to so train young women that they will be

able to apply science to the ordinary duties of the

home. At the same time we give them training in

music, art, modern languages, literature and such

other studies as will develOp them into broadminded,

cultured women.

Along with these requirements the women students took the same
chemistry and other courses as the men.

The course was instituted in 1896 with the women living and
having their special courses in Abbott Hall. These quarters were
soon outgrown and a fine new classroom and dormitory building of
red sandstone and brick, ”The Coop" to the undergraduate men, or

the Women's building to others and officially Morrill Hall, was

in operation by 1900 (34, p. 221).

This period of Michigan history, from the founding of the
State Agricultural College in 1855 to the turn of the century was
one of great change in the state as in the nation (3, pp. 378-394).
The Civil War had been temporarily disruptive but in the long run
had contributed to the economic growth and expansion of the state.
Factory instead of home produced goods were making constantly in-
creasing demands on Michigan mineral wealth, lumber production,
and farm output. Copper and iron from the mines of the Upper
Peninsula contributed to the manufacture of stoves, farm implements,
carriages, wagons, and railroad cars in the Lower Peninsula. The
forests of the whole northern part of the state built homes, barns
and factories, furnished ties for the outward reaching railroads

and lumber for the furniture makers of Grand Rapids. Increasing

technology, scientific farming ideas and their application and
the spreading railroads were turning Michigan agriculture from
production for home use to production for the market with diversi-
fied farming the rule except for a few areas such as the fruit
belt along Lake Michigan. It was through the agriculture societies
that the Agricultural College began to reach out to the state's
farmers and their wives in the winter Farmers' Institutes, fore-
runners of the Extension Service and Farmers Week on campus.
Industrial workers of the cities began to band together to
protest low wages, to seek safer working conditions and to shorten
the work day to ten hours a day. This, too, becomes part of the
Michigan pattern. Living, at least in the cities, was easier,
telephones and electricity were coming into use. The farmer was
turning to machinery to lighten his work load. Technology was
here but few were aware of the far reaching effects it would have

on the American family and on its way of life.

CHAPTER III

1900-1920

By the turn of the century there was a felt need for education
to improve the lot of the family and their way of living. Home-
making skills were being taught in some public schools, talked about
in lectures and serving as the subject of special books. The
Kitchen-Garden idea for teaching household skills to children; Mrs.
Ellen H. Richard's work of applying science to the household as
in her exhibit for the state of Massachusetts at the World's Fair;
the Rumford Kitchen; the organization of the National Household
Economics Association, a forerunner of the American Home Economics
Association and the types of classes being taught to young women
in the land-grant colleges and universities were all expressions
of that desire to improve home life (6).

With the opening of the new Women's Building in the fall of
1900, sixty-one young women were enrolled in the freshman class.
The following June, 1901, six women were graduated under the
Women's Division Course. The swing to higher education for women
was under way. By 1903, Dean.Maude Gilchrist (40, 1903, p. 37)
reported to the President that, "The housing of women has become a
rather serious question." Two years later she speaks of the ”well
equipped” building and goes on, "The value of practical training
is becoming more and more apparent and we look forward with hOpeful

anticipation to the establishment of courses in Home Economics in

10

11

all the higher institutions for women (40, 1905, 31-35)." This
is the first reference to "home economics" in the Michigan State
University Catalogges or the Annual Reports of the Secretary of
the State Board of Agriculture.

One of the texts used at about this time was Ellen H. Richards
Cost of Living. Management, from the course descriptions consisted
of money management and of learning to be a "good" housekeeper. By
1907-1908 the Women's Division course is listed as Home Economics
(41, 1907, p. 73). The course of study was relatively fixed but
the student had some electives during the junior and senior year.
Miss Gilchrist, the dean, taught ethics and history of education.

A partial list of offerings included music, woodworking, textiles,
sewing, cooking, physical culture, household economy and household
management. The last included in the description, ”personal ac-
counts, division of income, methods of systematizing housekeeping"
(41, 1907, pp. 78-82).

Money for the extension of the college program and for off
campus work was needed. "Bulletins and short courses - the Farm
Week and Women's Congress have failed to meet the need.” In her
last report to the President (40, 1913, pp. 78-82), Dean Gilchrist
summarizes her twelve years at Michigan Agricultural College. She
lists what she sees as the needs of the Division: a new residence
hall, a stenographer to work in the Dean's office, another instruc-
tor in Home Economics, higher salaries for the women teachers, since

their salaries are "far below average" and money to expand extension

12

work, short courses on campus and to write, publish and distribute
new bulletins.

The demand for teachers in the schools throughout the state
put pressure on the Division to produce graduates who could be certi-
fied,as were other subject-matter teachers, to teach Domestic Arts
and Domestic Science. Certification was by the State Board of Edu-
cation of young women who could "meet certain definite requirements
(40, 1906, p. 66). By 1916 there is another requirement to be met
for certification. Dean Georgia White (40, 1916, p. 147) wrote in
her Repgrt of a "Practice house” for students that they might learn
to apply "to the management of the home the knowledge and skill
which they had acquired in various courses in Domestic Science and
Domestic Art." These skills and knowledge were concerned with
management in the sense of accomplishing the tasks of the household
in an economical, and as then perceived, efficient manner, keeping
in mind the basic scientific base - such as nutrition or chemistry
which might be involved in a given task.

Another of the indications that the problem of the quality
of family life was of concern to many people were the Lake Placid
Conferences which were held from 1899 through 1908. The members of
the conference were concerned with the "important sociologic problem"
of "home science or household economics." (4, p. 11). The conferences
produced two kinds of results: (1) ideas as to what home economics
was, a philosophical basis for a discipline which, it was hoped,

would do for the home and household arts what scientific agriculture

13

was doing for farm and farming; (2) a concern with ways to take
the idea to the home with resulting interest in methods of teaching
the subject.

The Fourth Lake Placid Conference came up with a tentative
definition of Home Economics which is of interest today (4, p. 15).

(1) Home Economics in its most comprehensive sense is

the study of the laws, conditions, principles and ideals

which are concerned on the one hand with man's immediate

physical environment and on the other hand with his

nature as a social being, and in the study especially of

the relation between these two factors. (2) In a narrow

sense the term is given to the study of the emperical

sciences with special reference to the practical prob-

lems of housework, cooking, etc.

The participants in the conferences considered home economics
a philosophical study of "relation" of economics, sociology,
chemistry, hygiene to the individual and to family life. The
definition exemplifies the two levels in home economics philosophy
which still cause difficulty today: the physical act of doing
or performing and the intellectual act of management which in-
volves the process of decision making. There is a need to have
a certain level of skill in the performance of various household
tasks but that performance is not management. Since the manager
and the performer in the home situation is often the same the
separation of the two functions, which may be carried on simul-
taneously, is a difficult task for many people.

The Smith-Lever Act of 1914 (39, p. 56) was "to provide for

cooperative agricultural extension work between the agricultural

colleges in the several States receiving the benefits of an Act

14

of Congress approved July 2, 1862, and of acts supplementary
thereto, and the United States Department of Agriculture.”‘This
was the Act which established the Cooperative Extension Service
which, in Michigan took over the work which had been done through
the Farmers' Institutes and the Farmers' Cooperative Demonstration
Work (47, p. 7) and activities such as the bulletins which Dean
Maude Gilchrist spoke of (40, 1913, pp. 75-82). Congressman Lever
in speaking of the purposes of the bill said the agricultural
colleges were learning many things of use to farmers and that a
means of getting that information to the farmers had to be found.

The Smith-Hughes Act of 1917 provided matching state and
federal funds, for cooperating states, to be used in the training
of teachers of agriculture, trade, industrial subjects and home
economics and for the teaching of these subjects in the secondary
schools. This meant that the home economics division, if it met
certification requirements for Smith-Hughes teachers, would be
reimbursed for part of their training (39, pp, 68-71).

The land grant system and the colleges which constitute it,
as well as some of the technical institutions such as Massachusetts
Institute of Technology were an answer to the Jacksonian belief
that women, farmers and mechanics, while not gentlemen, were en-
titled to learning and to the kind of training that higher education
could achieve for the individual. But that education was to be
in the practical realm of home making (home economics), of farming
(agriculture), or of mechanics (engineering). It was not concerned

with the classical studies of Greek and Latin, of philosophy and

15

ethics, or of classical literature, law and the ministry, as were
such colleges as Harvard or Yale or the University of Michigan.
According to Rudolph (44, p. 258) the instrument of the change or
reform was the development of science. According to Ellen H.
Richards, home economics was the science of the home. The link
is made and with financing through the Merrill Act and the inclusion
of home economics in the state college system, training must be
practical and aimed at making better home makers of the farmer's
daughter so she will be a fit spouse to the farmer's son, while
both contribute to better, more scientific farming of the old
homestead. But the shift from the farm and to the city had al-
ready started (1880).

The farm boy went to college and was probably headed

for the city, for which the engineering course might

make sense, but certainly not the course in agriculture.

The threshold of opportunity in America had shifted

from the land to the factory; in combining the agri-

cultural with the mechanical, the land-grant colleges

were uniting the past and the future, two schemes of

life.

Michigan Extension of this period included home economics
but little in the area of management. Mrs. Mary Mayo could be
said to have been the first of the home agents, though such a
position did not actually come into being until 1914. At that
time, Miss Paulina Raven became the Home Demonstration Agent.

She gave lectures on the preparation of protein foods, home
decoration, textiles and kitchen equipment (40, 1915, p. 48).

There were two bulletins available to the homemaker before

1920: "Home Canning by the One Period Cold Pack Method" and

16

"Good Health" (47, p. 117).

It is clear that to this time the function of home management
is seen to be the acquisition of those skills which will enable
the homemaker to become an adept practitioner of all the tasks
which make up her job as a "doer" rather than a decider. There
is little evidence, in course descriptions, of intent to teach
theory beyond the point of budget making and methods of systematiz-
ing housekeeping. In the practice house there is emphasis on
just that - practice - in the performance of tasks. For the stu-
dent, it was a question of performing well enough to meet the
expectation and standards of the instructor in charge of the

residence.

The period from 1900 to 1920 saw great social, economic and
political changes in the state and nation. The largest historical
event was World War I, which brought with it population, indus-
trial and social changes. Carrie Nation and her like-minded
sisters induced the nation to accept prohibition. Marconi sent
the first wireless message across the sea. ‘The first subway in
the United States opened in New York and the first transcontinental
plane flight was made. The Ford Motor Company was organized and
the assembly line, mass production and five dollars a day minimum
wages became a part of our way of life. Michigan moved from an
extractive economy to a productive economy in the demand for goods
created by the war. Wayne County, on Woodward Avenue between Six

Mile and Seven Mile Roads, laid the first mile of concrete highway

17

in the world (3, p. 359). WWJ - The Detroit News began broad-
casting and thereby ushered in a new era of communication in
Michigan. Michigan's 1908 Constitution allowed home rule for
cities, the initiative and referendum became law, women taxpayers
were allowed to vote on bond issues and protection of women and
children became part of the labor law. Wilson died and the Re-
publicans won the national election with the cry, "Return to
Normalcy." Across the nation poverty began on the farms and money

became king in the minds of men (3, pp. 360-369).

CHAPTER IV

1920 to 1930

The next decade in home economics at Michigan Agricultural
College was largely of expansion and consolidation in the direc-
tions pointed out previously. Most of the changes to occur were
brought about by the pressures of expanding student population and
by professional certification requirements. Dean Dye (9, p. 4)
said that in 1900:

The course objectives do not differ greatly from those

of 1933. The Domestic Arts Department provides a prac-

tical course in those branches of honest (51a) economy

relating to healthful and appropriate wearing apparel

and to the decoration of the home...lt supplements the

education gained in other scholastic work by giving the

young woman the ability to create the necessary articles

of utility and beauty. The course in Domestic Science

is intended to make the students familiar with the best,

most economical methods of housekeeping.

None-the-less, there were some significant occurrences. It
is in the Michigan Agricultural College Catalogue: 1921-1922 that
the name Erma [sic] Hannah Gross first appears as an instructor
in Home Economics (41, 1921-1922, p. 9). It is this person, more
than any other, who was to have a profound influence on the develop-
ment of home management theory, not only at the College, but also,
in the course of time, nationally and internationally. Dr. Gross
was a product of the University of Chicago where she had studied
under the family economist, Hazel Kyrk. She came into the field

when the major concern was with skills and while home management

18

19

was the physical process of doing. When she retired as professor
and chairman of the Department of Home Management and Child Develop-
ment in 1957 and the field had moved to national recognition in

the area of home economics and from skills and performance to a
concern with the management process of using family resources to
obtain family goals.

From the time of the first introduction of the Practice house
(which is exactly what it was) there had been a course in house-
hold management which paralled the student's living in the residence.
The 1917-18 Catalogue (41, p. 121) described the residence course:
"Students must maintain a residence in the college practice house
for a definite period during which time they perform the duties
which are a part of the average home including keeping records of
all expenditures, and time budgets, securing practical experience
in marketing and preparation of family meals and the general duties
of the average home." The description of the parallel course read,
"a study of the efficient care and management of the house" from
the scientific, economic and practical standpoints (41, 1917-1918, p.
121; 9, p. 6). Apparently the object of the parallel course was
to teach the necessary techniques for performing efficiently in the
care and management of the house.

By 1920-21 there is a shift in the description of the parallel
course (41, p. 122):

Home Management, General Course...Study of the family
as a social unit. Scientific principles of business

20

management applied to the home, and the use of modern

business methods in family finance. Application of

principles will be made through laboratory assignments

in connection with the college practice house.

Dean Mary E. Edmonds in her Annual Report of 1920 (40, P. 74)
includes a description of the household management laboratory. It
was ”invaluable", having been stocked largely with manufacturer
donated equipment: washing machines, clothes dryers, irons and
ironing boards, vacuum cleaners and other cleaning devices, water
heaters, fireless cookers, oil stoves and cooking utensils of
various types, kitchen cabinets and work tables. Apparently, com-
parison and the efficient and proper use of equipment was manage-
ment.

In Michigan the Tufts Act was the enabling act for the Smith-
Hughes Act (39, p. 71) which regulated the vocational educational
training of teachers of home economics. This entailed the estab-
lishment of courses in textiles, household equipment and child
nutrition (19, P. 7; 41, 1919-20, p. 149). The Smith-Hughes Act
required for home economics teachers, "(1) technical training in
home economics and related subjects; (2) professional training in
the field of education; and, (3) vocational experiences in home-
making activities" (39, p. 261). This not only dictated course
work for home economics teachers but also dictated the use of the
practice house as a ”vocational experience in homemaking activity"
if the students were to meet certification requirements as Smith-

Hughes teachers and the college be reimbursed for their training

(39’ P0 276).

21

It should be obvious that there was no degree area in home
management at Michigan Agriculture College. Most of the material
which might be labeled home management was found in the courses
given parallel to residence in the practice house. In 1923 the
name was changed to Home Management Residence. The name change
might have occurred because the faculty hOped that a less skills,
standards and product orientation could be achieved.

In interviews with former students of home economics at the
college, there seemed to be a general consensus that the change
was slow in coming. A former student who lived in the home manage-
ment house in 1931 recalled rules of procedures and of standards.
She said, ”Dust over the doors and you were in trouble in more ways
than one!” (49). Another former student recalls that during the
time of her residence under Dr. Gross in 1935 there was emphasis
on group interaction rather than on things (14). Another former
student reporting on her experience in the residence in 1943 re-
membered that they "tried to work out group experiences and to use
management within the high or low budget limit...we discovered
the family needed to consider other things than money" (32).
Another recalled that the experience was largely "how to get a
room clean from scratch” (46). Another former student reported
that in 1953 it was ”a practical lab", that the "managerial ap-
proach was not always achieved” and that one was "always aware
of standards” (11). Time and again the interviewees volunteered

the judgment that the personality and the training of the instructor

22

in the home management house had a major influence on the instruc-
tor's approach to the management aspects of home management theory
as experienced by the students under her.

Kuhn (34, p. 293) spoke of the shift in emphasis in the "home
management practice house."

”Under the supervision of Miss Irma H. Gross, eight

girls at a time assumed full responsibility for the

meals, housekeeping, and morale of a functioning home.

Although these seniors were expected to possess and

demonstrate technical competence, particularly in

cooking and nutrition, Dr. Gross gradually shifted

the emphasis to the solution of family living problems."

The curriculum trend in the college was toward more technical
training and less liberal arts. President Kenyon Butterfield
(34, p. 295) deploringly spoke of this, saying we should not "be
ashamed of the fact we are training men and women for money earn-
ing occupations....1et us give students a large view of the place
of one's work..." (34, p. 295). The liberal elements in the
technical courses had gradually faded from the course requirements
as the purely technical demands of certification took up more of
the student's time. Kuhn (34, p. 295) points out that subjects
which had disappeared did not get returned to the curriculum but
further erosion was stopped and the "new curriculum developed
during his presidency, incorporated a substantial general educa-
tion.”

The home economics division (15, p. 57) "required of its

graduates in home economics, in addition to courses in foods,

clothing, applied arts, etc. some courses in other subjects music,

I1

23

science, modern language, physiology, psychology, philoSOphy and
ethics, art appreciation ...and also offered a wide range of
electives." One of the electives was Dr. Gross's course, European
Family Life (41, 1927). The group toured EurOpe studying the
history of the family as seen through the houses, palaces, galleries
and museums. They met with EurOpean women in their own homes and
communities. One of its purposes was to point out the variations
in standards of living. This course was the exception, most of
the courses were technical in nature.

During the decade of the 19203 there were four extension
home management specialists on the staff, not all at one time.
The women worked with the farm wives on work simplification as it
could be achieved through kitchen arrangement and the use of the
new equipment. The farther and farther extension of electricity
was beginning to change the life of the farmer and his wife. They
worked on conservation of resources in the furniture refinishing
projects, on the saving by phurning projects and on consumer pur-
chasing (49, p. 52).

The American Home Economics Association (4, p. 67) meetings
of these years provide information as to the main interests of

home economists. The sessions were concerned with legislation to

-protect women and children and with consumer protection. There

was much talk about the need for research in the area of home
economics. This was to be of concern to Dr. Gross all of her pro-

fessional life. She talked it, wrote about it and did it (17;

24

18; 19; 20; 53; 21; 25). By the mid 19203 little had been done.
Since many workers in the field were becoming aware of the need
there was a growing concern that so little had been done. There
was hope that the Purnell Act of 1925 would expand both the type
and amount of research. The Purnell Act provided funds through
the state experiment stations for research of an economic and
sociological nature which would aid in the develOpment and improve-
ment of rural living and rural homes. It was to be a source of
funds for Gross as well.

The first of the conferences to have anything to do with
home management was held at Columbia University in 1927. It was
on.work simplification but apparently the discussions covered time
and money management as well (23, p. 532). This conference
certainly would have been known to Dr. Gross if not attended by
her. With her inquiring mind and broad interests (52) it probably
was important because, not only was it the first of the conferences,
but it concerned areas which were to be of lasting interest and

concern to her.

During the decade of the 19203 many changes were taking place
in communications which would have far reaching effects on the
people of Michigan and the nation. The use of the telephone was
spreading from the cities to the rural areas. Radio was turning
from being a novelty into being an economic force. People with
local newspapers or none were finding it a source of news and in-

formation. WKAR.(49, pp. 70-71) on the Campus was first licensed

25

in 1922 and by 1927, in a license renewal application, could say
of itself that it was an important source of information to its
listeners, for the programing included faculty talks, marketing
and crop information, home demonstration programs, etc.

Roads were spreading into the country from the initial mile
of concrete on Woodward Avenue and making it easier for the peOple
of the state to visit one another and for the farmer to transport
his produce from farm to market without dependence on the railroad.
During the twenties, Michigan manufacturers were producing more
airplanes than they were ever to produce again. Airplanes were
used to transport adventurous citizens from Detroit to Grand Rapids,
Cleveland and other areas by the small commercial companies which
came into being at this time.

Farmers felt the pinch of low prices for their produce and
of high costs for the tractors and equipment needed to mechanize
the farms. Thirteen and a half per cent of the farms of the state
disappeared during the decade (3, p. 393).

Manufacturing prospered, led by the auto industry with the
black Model T Ford leading the rest. It was the decade of back
to normalcy, of the prosperous '203, of the jazz age and it ended
in the great crash of 1929. "During the decade of the 1920's
the economic wheel had made a complete revolution from depression

through prosperity to another depression (3, p. 402).

CHAPTER V

1930 to 1940

By 1934, Dr. Gross evidently felt the need for material which
could be used by the students in the home management residences
and in the home management course. She and Mary Lewis, also on
the Home Economics staff, prepared a "Manual for Home Management
Houses”, a typewritten manuscript found in the library. In defin-
ing home management, Gross and Lewis (27, p. 1-2) fall back on the
Kyrk and Reid approach "from the standpoint of decision-making in
relation to the economic problems of the household." Home manage-
ment is considered as one of two divisions of household production --
management opposed to performance. Management is seen as having
two phases: the technological phase, everything that is a means
to an end and not an end in itself; and the human value phase,
values with purpose in and of themselves. This has two meanings
for the student. The first is that of technique or "how-to."

The second is in the sense of means to ends; the means being time,
energy, materials (including money) and supervision of workers.
Gross and Lewis use Kyrk's list of human values: happiness, rest,
health, recreation and association of family and friends. They

add to the list: adjustment to own capabilities, to the family and

26

27

community; the relationship of family to community; recognition
and acceptance of human differences; free communication within
the family; adaptability. Consideration of standards is part of
plan making. Management is planning for (1) family goals, the

human value phase and (2) means to secure these ends, the techno-

logical values phase. What the authors see as the major problems
of home management is discussed in separate chapters. The problem
of fatigue in the performance of household tasks is approached

from the industrial standpoint using work curves, recovery rate,
etc., and, briefly, psychological factors of fatigue. Time manage-
ment is discussed in relations to standards with production held

to be secondary to family needs. "Time management in the house
implies articulate goals for the family in terms of the present and
the future" (27, p. 35). Time scheduling is seen as important

for accomplishment of necessary household tasks. Its wise use
"should secure some degree of balance in the day's activities” (27, p.
35). They point out that planning for leisure is as important

as planning for production. In the chapter on management of energy,
the authors discuss some of the difficulties of determining energy
used or conserved by given techniques of performing tasks. They
discuss values underlying energy conservation, habit patterns in
performance and performer satisfaction with a method or a tech-
nique. They end with a discussion of household standards and their
relation to management as discussed throughout the manual.

Gross and Reynolds in an article, "The Functions of the Home

28

Management House" (29), which is probably a statement of Dr. Gross'
thinking in this area, includes a discussion of the contribution
of the home management residence to the student. The authors list
four: technological, which is the application of skills and tech-
niques learned elsewhere, such as meal planning; economic, the
problem of scarcity or abundance of resources and their effect on
the resulting quality of living; social, the eXperience of group
living and planning of household activities and entertainment and
the all important evaluation and integration of the total experience.
There should be several results of the home management house ex-
perience: (1) There are differing points of view about household
activities which can be integrated into a more or less harmonious
whole in varying ways. (2) Homemaking is a worthy activity. (3)
Through varying income levels in the house the student comes to
realize the effect of income on the quality of the resulting life.
(4) There comes a recognition by the student that the family is
a social unit "that can be studied and perhaps molded" (29).

Dean Jeanette Lee, in recalling her year as instructor in
the home management house at the end of the thirties, assessed
the experience as oriented toward family economics in that finan-
cial management and costs consumed a large part of the student's
time, toward house care and toward time and energy management in
the performance of household tasks (35).

By 1938 the manual had become the text, Hgmg_§gggggmgg§ (28).

There were no major changes in content or view point between the

29

Manual and the text in organization but elaboration and expansion
of material. In the preface the authors state that it is neces-
sary for students to develop managerial ability and this ”necessi-
tated breaking away from the emphasis upon developing technical
skills in relation to the specific tasks of the household. While
it is undesirable to neglect them entirely, they are definitely
subordinated to the considerations of managerial ability” (28, p. v.).
They note as limitations of this teaching deviCe such things as
length of residence, artificiality of the situation, and the diffi-
culty of changing habits in so short a time. They point to a real
need for teaching management throughout the four years of college.
They continue, "Moreover, the development of concepts related to
human values proceeds at a slower rate than those related to
technological phases of management....the course must function in
accord with the philosophy of the home economics division and the
campus.” (28, p. viii). So if standards and subject matter are
the main emphasis they will be the learning experience. If human
values are the main emphasis then the student can learn these.

Historically, management has been an element of ”household
efficiency and household finance" and has included the ”extraneous
matters" of pest control, equipment, cleaning and polishing, etc.
(28, p. 1). Working from this to a definition of home management,
they used the definition arrived at during the 1935 Chicago Con-
ference:

The planning and the guiding or directing, of the
use of human and material resources for the optimal

30

development of the individual members of the family

within the home and in relation to other individuals

and groups....lt is essential, however, that the

goals related to human values be defined, and that

all planning and decision-making be in accord with

these defined goals (28, p. 2).

The rest of the chapter is on technological and human values,
largely as discussed in the "Manual." The rest of the book, with
the exception of the final chapter, has the same content and or-
ganization and chapter headings as the "Manual." In the summary
of the final chapter on human values, Gross and Lewis come to one
of the dominant problems of home management. ”The importance of
human values in group living must be fully recognized, but at the
same time it is unwise for them to crowd out the second major phase
of the course, that of technological values (28, p. 139)." It is

hard to teach management and much easier to teach skills.

The Gross and Lewis book in the eyes of the Journal of Home

Economics was "unique", "the first to appear which is devoted

entirely to the problem of developing managerial ability through
residence in the home management house, but also because it isolates
and defines the truly managerial aspects of the experience....
Throughout emphasis is given to management as a choice making pro-
cess, of the importance of increasing choice making experiences for
students (2).” This indicates that decision making is emerging

as a part of home management. Gross and Lewis had used it, to

some extent, in the Manual which they had prepared for their students
and which appeared to serve as a basis for the text.

In 1935 the Home Economics Division was divided into four

I"?

31

departments: Foods and Nutrition; Textiles, Clothing and Related
Arts; Institution Administration and Home Management and Child

Development. Dr. Gross3

became the first head of the Home Manage-
ment and Child Development Department, a position she held until
1958. Kuhn says that the division "was crowded with students. By
1940 it was second only to liberal arts among the college divisions
and second among the nation's home economics schools in number of
students. A larger home economics staff justified its separation
into four departments in 1935"(34, p. 371).

During the decade of the 19303 the college faced the problems
arising from the 1929 crash. By 1932, with the Legislature in
the bind of paying for state services on uncollected taxes, the
college found itself with fifteen per cent less in appropriations
than previously, necessitating Administrative Board action. The
Board decided to cut salaries seven per cent and department funds
twelve per cent (34, p. 336). Student fees were cut to ease his
and his family's economic burden but college enrollment dropped
to twenty-eight hundred in 1933 from thirty-three hundred in 1931.
In spite of this, Kuhn (34, pp. 351-356) says there were new ad-
ditions, new dormitories and new classroom buildings built on the
campus. One of the additions of this time was the wing on the
Home Economics Building. The college did not look as if it had

been through a severe depression and what was to be the beginning

 

3See Appendix for home management department heads and partial
listing of faculty members.

I 3

32

of World War II in Europe. At the end of the decade, Michigan

State College had reached an enrollment of 7,000 students, apparently
because both the students and their parents saw college education

as a sure way to better jobs and a higher standard of living than

the parents themselves were often able to attain.

During the early 19303, Extension home economics and home
management looked for ways to help the farm family face their
economic problems. A cooperative project was organized in 1933:
"Home management phases of this project included the stressing of
safety in the home and the use of homemade supplies for laundry
and cleaning purposes....A new theme entered the program, ”Legal
Phases of Home Management (19, pp. 53-54)." The home management
program reactivated two projects on home accounts and rural electri-
fication. They found a way to use the outlook information of the
agricultural economists for the benefit of farm families. In a
summary, one finds "Kitchen improvement, use of home accounts and
the planning of the homemaker's time and energy have formed a vital
part of the home management service's program for the 25 years
of its existence (47, pp. 53-54)."

Gross and Lewis and later, Gross and Crandall used the material
of the home management conferences in developing some of the ideas
set forth in the texts. It is impossible to determine whether they
were thinking along the lines of the concepts approach before the
conferences or not. Never-the-less, the 1930 series of conferences

p’

mark a change in emphasis in home management theory. Since Dr. Gross

33

was swinging the home management course at Michigan State College

in this direction there is a connection. The direction of that
connection is not known. The development may have been concurrent
with Gross becoming a leader nationally, as well as in home economics
at Michigan State College.

The most important was a series of conferences under the
sponsorship of the Home Economics Education Service of the United
States Office of Education, 1934, 1935 and 1937. The first two were
concerned with a definition of home management which the partici-
pants worked out. Dr. Gross was one of the participants. The last
conference was concerned with the problems of teaching management.

The 1934 New York conference was concerned with the concepts
underlying the field of home management. These were seen as human
values, goals, decision-making, and the related problems of managerial
ability and the subordination of economic aspects of home manage-
ment to the human values. The 1935 Chicago conference came up with
a definition of home management which is the one discussed in the
Gross and Lewis text: "The planning, and the guiding or directing,
of the use of human and material resources.... that goals related
to human values be defined and that all planning and decision-making
be in accordance with these defined goals (28, p. 2)." There is
a swing from resource-centered emphasis to human-centered emphasis
in the definition. It is here that the statement "planning 2£_decision-
making is the core of all purposeful management” occurs. The term

core is a presage process-centered emphasis. "Planning”, today,

34

is a part of the decision process and not an alternate statement

of it. It must be remembered that this confusion of terminology is
a result of new ideas and concepts about the management process and
about which little was known from basic research.

The 1937 Kansas City conference again worked with concepts and
terms but greater emphasis was on the teaching of home management.
The effects of these three conferences are apparent in the first
of the Gross and Crandall texts which was not to appear until a
decade later. Of this the authors say, "...Gross and Lewis, H222
Management (1938), Nickell and Dorsey, Management in Family Living
(1941), and Bonde, Managgment in DailygLiving (1944) - all leaned
heavily on the concepts of home management developed in the con-
ferences....They emphasized process and human centered goals"

(23, p. 24).

The 19303 represent the depression and the New Deal to most
Americans who lived through these years. In Europe, the depres-
sion which occurred there earlier than in the United States, was
one of the factors leading to the rise to power of such men as
Mussolini, Franco and Hitler, events not without effect on the
world. In Russia, Stalin posed problems little noticed by an
isolationist America concerned with internal problems of poverty
and economic upheaval. In Asia, the rise of the Japanese sun, the
take-over of Manchuria and invasion of China would culminate in
Pearl Harbor. The rising tide of invasions, riots, civil war and

death, through purges, of thousands of political dissenters caused

35

many pe0ple to despair of man and civilization.

Hoover was the hapless president at the time of the crash
and in the eyes of the uninformed seemed responsible for the havoc
it caused. In reality it was the outgrowth of stock market specu-
lation of the twenties and inequal and lopsided distribution of
the national income, aggravated by the Hawley-Smoot Tariff Act of
1930 which put the highest tariff in United States history on farm
and industrial goods.

Bald (3, p. 428) summarizes the 19303: "Begun in the depres-
sion and occupied during most of the years with experiments to
accomplish relief, recovery, and reform, it ended with returning

prosperity based on war in Europe and Asia."

CHAPTER VI

1940 to 1950

Home management moved into the 19403 as a firmly established
section of the Home Economics Division of Michigan State College.
There was a dynamic head in Dr. Cross. The curriculum included
family life, child development, nursery school education, family
health, family economics, household equipment, consumer buying,
standards of living, home management, home management house resi-
dence, an advanced course in the study of home management and
another in the history and development of home management (41,
1940-41). There were home management courses for the non-major
in the area of consumer buying, family relations and management
in the home. The courses of the department, in the required core
for all home economics majors, were two courses related to the
child, two on the social and economic problems of the family and
the practice in home management course which paralleled home
management residence (41, 1941-1942).

In 1944-1945 a new program was started at Michigan State
College which affected every division of the college, Basic Col-
lege. It ultimately became known as University College. 'It was

the required first two years for every student, regardless of

his major and was an effort to achieve general education for

36

37

all freshmen and 30phomores...and taught by a distinct faculty...
with a board of examiners to prepare comprehensive examinations
which would encourage integrated rather than disconnected learning
(34, p. 420). President John Hannah put the first concrete sug-
gestion for such a college before the faculty in March, 1944.
Eight faculty members from the entire academic staff were chosen
to build the new college, among them Dr. Gross. A revision of the
administrative structure of the college took place at the same
time and the Division of Home Economics, with the other Divisions,
became the School of Home Economics (41, 1944-1945).

In Home Economics and in the Department of Home Management
and Child Development there were some curriculum changes, none
basic. Of the Home Economics courses open to all students, three
courses were the responsibility of Home Management and Child De-
velopment: problems in home and family life including family finance;
home management which included a laboratory section for putting
techniques to work and a course in the development and maintenance
of good family relations (41, 1945-1948). Under Home Management
and Child Development were twenty-five courses including the three
above. The major emphasis was on child development. Four courses,
not including several in household equipment could be said to have
been home management. There were six courses offered for the
graduate student and a masters in child development. The master's
degree in home management started in 1932.

During this decade the first of the Gross and Crandall texts

I '0

38

appeared, Home Management in Theory_and Practice (1947).
Elizabeth Walbert Crandall had been a staff member at Michigan

State Home Management Department before her departure for Rhode

'Island State College. England (12) reviewing the book for the

Journal of Home Economics, called it a valuable source which
covered every phase of home management thoroughly. She noted it
was written around the three steps of the management process and
concluded by saying, ”The text should be in all college libraries.”
In the preface the authors summarize the Gross and Lewis
text, "Management was presented in relation to the major resources
of time, energy, money and materials with due regard to the values
or goals of the family (23, p.vii)." Gross and Crandall say of
the reorganization of the book, "While discussing these resources
and family goals, it goes further and shows them in the frame-
work of the process of management. The main divisions of the text
center around the three steps of the managerial process: 1) plan-
ning, 2) control of the execution of the plan, and 3) evaluation
of both planning and control (23, p. vii)." They define home
management as ”a process for the use of human and material resources
in the home - the planning, the control of the plan in action whether
carried out by self or others, and the evaluating of results
preparatory to future planning (23, p. 5-6).” Management is seen
as neutral, neither good nor bad. The process of management does
not change but can be the source of change. Decision making is

constant and ”an understanding of decision-making is essential

39

to understanding the managerial process (23, p. 10)." There is

no definition of decision making. There is a section, ”Experiences
in Decision-Making" where the elements of values, of the consequences
of decision-making, of practice in decision-making and of trans-
ference of learning from one managerial experience to another are
discussed (23, pp. 16-18).

Gross and Crandall summarize the chapter with a number of
revealing statements: (1) "Home management is essentially decision-
making, with a view to changing habits of procedure." (2) ”Specific
problems of management vary among different kinds of families and
in different circumstances but the steps in the process do not change."
(3) "Home management is a field of study based upon fundamental
philosophical concepts as well as upon relatively superficial rule-
of-thumb procedures. It has developed as part of the larger field
of home economics and to some extent has paralleled industrial
management." (4) "Research in the specific field is relatively
new (23, p. 26)." One can also add that knowledge in the field
is also based on farm management and that much, if not all, of the
home management research funds had come from the experiment sta-
tions through the Purnell act.

The rest of the discussion is of goals, the process of manage-
ment as applied to the home, i.e. planning, control of the execution
of the plan, control of resources, guidance of workers, then two
chapters on work simplification and the concluding chapter on

evaluation. There is a rating scale for home managers, a number

40

of inventory sheets and a work calendar. A preponderance of the
material deals with simplifying work procedures. At this time,
this was a subject of major emphasis in the field, partly because
this was of concern to the many women who needed to save time and
energy in order to work outside the home during World War 11.
Decision making is foreshadowed but there is a lack of basic in-
formation about the problem and its ramifications. There are three
listings in the text under decision making.

One of the reflectors of the progress of home management
theory has been what was emphasized in the residence experience
of the students. An interviewee who lived in the home management
house in 1931 recalled making various types of furniture polish
and then checking their effectiveness and cost against each other.
This procedure had overtones of home production but incorporated
other elements as well. According to another former student,
by 1943 the emphasis had shifted more to group interaction and to
the realization that all decision making did not have an economic
base but that individual and group values were the decisive factor.
This woman thought Dr. Gross saw the need to teach the intellectual
process of management before other teachers saw it. According to
all of the interviewees, where the emphasis was placed in teaching
home management in the house depended on the personality and
training of the instructor.

By the end of the 19403 the student population of Michigan

State College had jumped to 16,000. Many of these were veterans

41

back in school on the Servicemen's Readjustment Act (GI Bill)

and many of the students were married. Some of the students were
in home economics. Since home economics majors were required to
live in the home management house, this presented problems to the
student and to the school. One attempted solution was having
three husband-wife teams live in the house at a time. In ”Home
Management is a Family Affair"(26) the eXperiment is discussed.
Gross and Everett concluded the experience had: 1) increased the
partners' understanding of the management process, 2) deve10ped
greater understanding of the varying patterns of management, 3)
learned the importance of flexibility in management and, 4) come
to have a greater appreciation of the place of human values in
management. However, the experiment was not continued.

At the beginning of 1940 there was another article on the
home management house written by Gross and two graduate students
(30). They had sent a questionnaire to 83 home management houses on
questions of tenure and background of guidance personnel in the
houses. They concluded with a number of questions, among them
one as to the "future” of this method of teaching as a learning
experience.

The research of the 19403 was mainly in the area of the
economic practices of families such as the benchmark study of Gross
and Zwemer,"Management in Michigan Families”(31). The study dealt
with management practices of 382 families in the use of time, energy,

resources and planning to reach family goals. Gross says of the

«iv

42

project, ”The area was not even mapped out in a semi-official
manner until a decade ago in June, 1935 at the home management
conference in Chicago." (3l,p. 274-76). This is clear evidence
of a link between the conferences and Gross's work. ’

Further studies, records of which can be found in the Journal
of Home Economics, in Experiment Station Bulletins and in the
thesis records of the department, were in the area of management
practices, mainly economic, two in time and motion studies or
work simplification and a paper by Gross on ”Some Uses of the City
Worker's Family Budget" (19), which she considered a basic source
of research information useful also for teaching.

A number of conferences on or related to home management were
held during the 19403. Two are important especially in terms of
home management at Michigan State College. The related conference,
Purdue, 1943, led by Dr. Lillian Gilbreth, dealt with techniques
of time and motion study and their application to household tasks.
The second conference celebrating the fiftieth anniversary of Home
Economics at Michigan State College, 1946, was one week of con-
ference and two weeks of workshop in home management. ”Phases
covered were: history and development of home management; research
in the field; teaching of home management, especially in relation
to different groups of people and to the different managerial re-
sources; and the special problems of family finance and work simpli-
fication." (7).

During the 19403 a new president of the college took office.

43

John Hannah had served as the college secretary and was familiar
with the problems of college administration, legislative relations
and growth which would be part of the ongoing pattern of college
life. His energy and innovative abilities would be put to the
test in responding to the educational needs of youth of the state
and to the changing social patterns of life. One innovation.was
the Basic College, which became University College, another, the
accommodation in barracks of returning veterans, "who came at the
rate of fifty a day during fall term", 1945 and (34, p. 444) the
phenomenal growth in number of married students when the college
housed via barracks and trailers. With 16,000 students on campus
in 1949, Michigan State became ninth in number of full time stu-
dents enrolled. Classes started at seven in the morning and con-
tinued until ten at night and a half day on Saturday. Shaw Hall,
designed as a dormitory for a thousand men, opened to fifteen
hundred in 1949. Berkey with classrooms for thirty-two hundred
students came at about the same time (54, pp. 449-451). These were

only two of the buildings to burgeon at this time.

For the state and nation the early forties were taken up with
the problems of World War II and of fulfilling Franklin Roosevelt's
injunction to be a great arsenal of democracy. The end of the
forties with the problems of regearing the economy to peace (no
shooting, rather) and the returning veterans. Michigan poured

tremendous effort into war production and prospered. When the

shooting ended a new kind of living came into being - living with
the cold war. The tremendous inpouring of workers increased the
state population from 5,256,000 in 1940 to 6,372,000 in 1950.
Michigan's Negro population, most of it concentrated in the urban
complexes, went from 208,345 in 1940 to 442,296 in 1950 and to
717,581 in 1960. It was the beginning of what was to become one

of the major problems of post World War II: the problem of the inner
city and the plight of the Negro within it. Michigan ceased to

be rural about the turn of the century. In 1860, sixty-five per
cent of the people lived on farms and in villages, while in 1920
sixty-one per cent lived in towns and cities. By 1950, seventy-one
per cent of the population was urban. Of that listed as rural,
almost double the populati6n listed as farm was non-farm. During
the 19403 the explosion of the atomic bomb at Almagordo, New
Mexico; the Hiroshima atomic attack; the birth of the United Na-
tions, with the United States as a founder; the use of the Marshall
Plan as a weapon of the cold war against communism were all part

of the growing realization of Americans that they were irrevocably

part of one world.

CHAPTER VI

1950 to 1960

Home management reached the point of melding what Gross and
Crandall have called the resource-centered, the human-centered and
the process-centered stages of the discipline during the late
forties and early fifties. By the end of the fifties a whole new
era of concern had come to the fore, the concepts of the decision
process and all of its ramifications. Research moved from how to
better do a task ("Research in Work Simplification: Washing a Door;
preparing a Head of Lettuce, Cleaning Spinach”) to concern with
what peOple actually do ("A Study of Home Management in Two
Socio-Economic Classes" and "Managerial Practices in the Homes of
Married Students at Michigan State College") and headed in the
direction of the problems of decision making and values as they
would appear in the research material of the 19603.

In 1954, the second text of the Gross and Crandall collabora-
tion appeared, "Management for Modern Families." It is a consider-
ably expanded, more sophisticated work than the first text. Part
-one discusses what home management is, what goes into the process,
what resources are managed and some of the determinants of manage-

ment. Part two is concerned with the management of some of the

45

46

resources available to the family, notably money, material goods,
time, energy, and personal characteristics which can be resources.
Part three deals with management at varying times in the life
cycle of the family. This is a new approach. Part four discusses
the teaching of home management and concludes with a history of
home management.

"Management for Modern Families", first edition, was reviewed
by Florence McKinney (37). She makes two major statements about
the book. 1) She feels it is a well done and comprehensive treat-
ment of the management process. 2) It introduces and expands two
concepts which have received little attention in other management
texts, managerial problems at various times in the family life
cycle and the history which McKinney considers a fine contribu-
tion.

"Management is using what you have to get what you want"
is one of the first statements in the book. Elaborating, the au-
thors define home management as "a series of decisions making up
the process of using family resources to achieve family goals. The
process consists of three more or less consecutive steps: planning;
controlling the various elements of the plan while carrying it through,
whether it is executed by oneself or by others; and evaluating results
preparatory to future planning." (24, pp. 3-4). This is a new de-
finition, since it considers as basic to home management the idea
of continuous decision making. This element is lacking in the first

text definition, though it is evident the problem bothered the

47

authors for they included a small section on management as decision-
making (23, p. 9-11). In the 1954 text there is a chapter devoted
to the problems of decision making. The results of business
management research on decision making theory are used where ap-
plicable to home management. This is another reflection of the
importance of research in other areas of management to home manage-
ment.

It was during the decade of the 19503 that a program leading
to a Doctor of Philosophy in Home Management was set up with the
first degree granted in 1961. The Masters in home management had
been first granted in 1932. 1957 was the first year that an under-
graduate degree in household equipment home management was offered.
The student was required to take 92 credits in home economics and
related courses. In the area of home economics they included foods
and nutrition, clothing and related arts, family life and child
development, as well as the home management areas of consumer
economics, equipment, work simplification, management theory and
home management house residence. There are 66 credits of electives
left. The courses given by the various departments were not inte-
grated with each other. It was not liberal and the catalogue des-
cription for the major said it was "aimed at business positions in
the household equipment field." (41, 1957).

The granting of the doctoral degree could be considered a
maturing for the Department of Home Management. It necessitated

the hiring of a stronger doctoral level faculty and the deveIOpment

48

of more graduate level courses. In the 1958-1959 Catalogue (41)
there are five courses listed with graduate level numbers, not in-
cluding the research credit course. By 1962-1963 there were seven
courses not including the research credit course. "The emphasis
is upon the process of management and the problems of decision
making as they relate to the use by modern families of both human
and material resources." (41, 1962-1963).

During all of the years of home economics, leaders in the
field have made strong pleas for one thing or another - more
specialization or less specialization - more skills or less skills
emphasis. The above course was instituted in 1957. In 1951,

Dean Dye wrote a strong plea for a liberal arts background for all
home economists. She wanted the student to have a better under-
standing of the relationships between the home, the family, and
society. She sees this as a basis for "good professional train-
ing." (10). Dye points out the difficulties of trying to do this
in four years of college, especially as there is a tendency to try
to train the student for the whole job rather than for beginning

a professional job. Dye points to the requirements of professional
certification and concludes, ”If we believe that the core is made
up of education essential for all home economists, then only the
professional studies can be modified. If a woman is to remain

in the profession then additional study is to be eXpected." (10).
This antedates a major curriculum revision in the College of Home

Economics by a good ten years. The statement contradicts the

49

installation of the equipment and home management major.

In the area of home management conferences, two were held
during the 19503 which seem to have been especially productive.
They were the 1950 conference at the New York State College of
Home Economics, Cornell University and the 1955 conference at
Michigan State University. The first, "Implementing a Family-
Centered Philosophy of Management" was a departure in that it at-
tempted to view management from a human centered point of view
rather than as, largely, the use of resources in management. The
second conference, five years later, dealt with the problems of
values and decision making in home management. It was an attempt
to bridge the gap between the insights of the leaders in the field
and the less advanced members of the profession. The conference,
part of the centennial celebration of the University, was under
the direction of Dr. Gross and the staff of home management.
Resource persons included people from agricultural economics,
long a useful source of information, from family life, from
philosophy and from home economics. Dr. Gross saw the conference
as developmental in that the resource people presented ideas
which were then discussed by those attending the conference. Gross
and Crandall said, "Its purpose was to highlight the newer phases
of home management theory and to develop insights into their mean-
ing and importance." (24, p. 533).

There were two other conferences of the 19503. The Ohio State

University conference, 1952, sponsored by the Family Life - Home

50

Management division of the American Home Economics Association,
focused on research needs in home management, criteria for judging
research and techniques for doing it. This speaks of the un-
familiarity of many in the field with one of the basic tools for
finding out information and advancing knowledge. The fourth con-
ference was at Purdue in 1953 and concentrated on the teaching of
home management at various levels and to differing groups.

The 1950 conferences indicate a profound change taking place
in home management and the difficulty of some members of the pro-
fession.with understanding the new concepts. A look at the kinds
of research and at Journal of Home Econoglgg articles, and the
dates of each, as well as the Gross and Crandall texts indicates
that much of the change was originating at Michigan State Univer-
sity - probably in the thinking of Dr. Gross and her associates.

In the area of research, there were studies in fatigue among
home makers, in consumer buying and two major studies on the prob-
lems of management in the home. The first was a study, ”Managerial
Practices in the Homes of Married Students at Michigan State Col-
lege" (52) and the second, ”A Study of Home Management in Two
Soci-Economic Classes" (16). The first was a study of the same
managerial practices in young homogeneous families as had been
studied by Gross and Zwemer (31) and a comparison of the two groups
of findings. The second study dealt with the same type of prob-
lems but used the techniques of psychology in its sentence comple-

tion and projective stories to obtain information. This was a

51

pioneer in the interdisciplinary approach. Another pioneer study,
also using the resources of psychology, was the "Fatigue in House
Care" (20) study. Gross said sheiuhi"come to realize that energy
output from relatively few household tasks is great enough to cause
any high degree of fatigue and that there must be other explana-
tions of tiredness." 20. The research, as earlier, is concerned
with what people do but the methods of securing information have
moved from simple inquiry into the more sophisticated realm of

the double check as seen in the Greey and Gross study. It takes
this background before there can be much work in the area of de-
cision making, the intellectual process.

During the decade of the 19503 Extension Home Management began
an accelerated shift from how to do a task to the intellectual
process of home management. According to Ketchum this was diffi-
cult to do and at times met with opposition on the part of the
women throughout the state. She recalled that at one meeting con-
cerned with the problems of getting the idea of the management
process across, Dr. Gross said, "Ladies, the difficulty is -
management is from the neck upi" (33). It well expressed the problem
as the agents experienced it. During these years more emphasis,
was placed on trying to work with the whole family in making out
financial plans based on families' goals for the improvement of
family living.

An era of home management at Michigan State University came

to an end at this time with the retirement in 1956 of Dean Marie Dye

52

and of Dr. Irma Gross in 1958. The new Dean was Dr. Thelma Porter,
who had been on the staff of the Home Economics School and the new
department head was Dr. Alice Thorpe, staff member,student under
and collaborator with Dr. Gross.

There are a series of articles, Paolucci and O'Brien (43), which
started appearing in 1959, which typify the movement from process-
centered emphasis to values and decision-making emphasis in home
management. The articles took the basic concepts of home management
theory, and dealing with them one at a time, tried to explain them
to secondary school teachers of home economics. They were an effort
to catch them up to present day thinking in the field.

Michigan State University celebrated its first hundred years
in 1955. Special meetings such as the Home Management Conference were
held during the year. Festivities included displays and exhibits
such as the history of Michigan agriculture, a display of modern
agricultural equipment, etc. Michigan State University became a
university in name as well as in fact by act of the legislature.
Student enrollment went to 22,000 by the fall of 1960 and reached
41,000 in 1965. South campus gave up its barns and fields to the
beginnings of a new building boom of classrooms, dormitories and
research facilities. The farms and fields moved on south, many be-

yond Mount Hope Road.

"The Fabulous Fifties" was Bald's (3, p. 455) way of describ-

ing this decade of history in Michigan and in the United States.

53

We became a nation of more. More money, more cars, more tele-
vision, more leisure. The cold war and the Korean War posed great
problems for Americans. Both seemed to be communist inspired and
this led to the shameful witch hunting of Senator Joe McCarthy and
others. Good sense and truth became scarce. The Salk vaccine,

new drugs for mental illness and potent ‘antibiotics revolutionized
medicine. Transcontinental television became a reality with the
message of President Truman sent nation-wide at the time of the
Japanese peace treaty signing at San Francisco. If one believes
Marshall McLuhan that the medium is the message then television
promises to revolutionize the way men think. The Supreme Court
handed down the school desegregation decision. Civil rights be-
came a rallying point for Negroes of the north and the south. Jet
aircraft cut the flying time between U.S. cities in half. The
Soviet Union launched Sputnik I, an earth satellite, to the shocked
surprise of Americans who had thought they led the world in tech-
nology. The Mackinac Bridge formed a solid link between peninsulas
for the first time in history. Michigan population went from
6,372,000 in 1950 to 7,823,000 in 1960 with a surprising reversal
in population movement from the city to the country. It had been
the other way for decades. The suburb became a way of life for
increasing numbers of people. The institution of household help
had long since disappeared but new kinds of help were being brought
into the home. The freezer and the mix were revolutionizing cooking
and automation was a reality in many middle class homes via the

automatic washer and dryer, the electric fry pan and other equipment.

CHAPTER VII

1960 to 1963

Education as part of the American tradition was seen as
a means of achieving a better life for the child than the father
or his father knew it. As a part of the Jacksonian Democracy
with its belief in the dignity and worth of the individual the
land-grant college was an answer to a national need. This is
the context for the home economics idea as well, here at the
land-grant institution of Michigan State University. But times
were no longer the same as they had been in 1855 or 1900. With
the end of World War II and eSpecially as far as education was
concerned, with the orbiting of Sputnik I the whole pattern took
on other overtones. The United States no longer could think of
itself as living alone and independent of the rest of the world.
There came to be a realization on the part of some of the home
economics faculty, that men and women had to have a broader under-
tanding of their complex world than a narrow technical education
could provide. Part of the effort to achieve this broadening was
a radically different core curriculum introduced in the College
of Home Economics in 1962-1963. The core consisted of five courses
of which two were the responsibility of the Home Management and

Child Development Department (41).

54

55

The core courses were: Nutrition for Man; Design:Matrix
for Living; Human Development in the Family; Decision Making and
Senior Seminar. The courses in human deve10pment and decision
making were developed along guide lines established by the entire
faculty by the department. They were to be integrative and to
apply not just to the American family but to families around the
world.

The last of the Gross and Crandall texts, a revision of the
1954 book, appeared in 1963. Dr. Gross had been retired for five
years and Dr. Crandall was was professor of Home Management at The
University of Rhode Island. The emphasis of the book is on ”the
point of view that management is a mental activity highly signi-
ficant in determining the quality of life experienced by families.”
(38) The book uses the three step managerial process and decision
making theory as did the first edition. In the opinion of the
reviewer, Florence McKinney, Professor and Chairman, Department
of Family Economics and Management, University of Nebraska, the
book equalled the first in presentation and quality of material.
The authors (24, p. vi) say of their book:

This book is going to press when there is considerable

”ferment” in the field of home management theory. Its

clarification through discussion is a continuing need,

and the thinking of the authors has been stimulated by

the current examination of principles. However, their

fundamental approach as presented here has not changed

markedly.

During this time there appeared in the Journal of Home Economics

and other publications a number of articles on the focus of home

56

management, on concepts in home management and on the basic philo-
sophy of home economics. The conferences, attended and staffed

by Michigan State home management people, were doing the same thing
and were a part of the ongoing ferment of the 19503. The Iowa
State University conference, 1960, composed of home management
teachers and researchers, was an effort to sort out ideas and
competences in relation to home management and to the larger area
of home economics. Members of the home management section of the
French Lick conference of 1961 were again concerned with theory
development and with the problem of concept recognition in the field.
Two other conferences, the Michigan State conference, 1962, and

the Ohio State conference of 1963 were ongoing sessions of the
French Lick. Dr. Marjorie Knoll, Head, Department of Family
Economics - Home Management, Pennsylvania State University, had

two major points to make in her paper of 1964 reviewing the con-
ferences, all of which she attended. The first was the difficulty
of determining which concepts were basic to the field of home
management. The second was the unhappy recognition that members

of the committee did not view the basic concepts as being the same
to each of them.

The discussions are still going on in the literature and at
the conferences. Gross and Crandall said, ”It was evident that
there was great difficulty in formulating concepts and in agreeing
upon them. The progress report of the group and that of the "follow-

up" committee indicates a need for further review and clarification

57

of the basic concepts of home management." (24, p. 534)

The emphasis in the literature, in research reports and in
theses of the early 19603 shows a preponderance of the Michigan
State material to be in the area of values, goals and decision
theory, as of a main concern in the field of home management at
this time.

Just as there were reasons for the work simplification phase
and all of the other phases of emphasis in home management, there
were reasons for the movement into decision making theory in home
management. Hazel Kyrk gave three reasons for this:

"development of freedom of choice in the economic world,

deve10pment of the management function in business, with

its emphasis on decision-making, and the growth of know-

ledge such as that of nutrition, forcing decisions in

areas where tradition had formerly prevailed.“ (24, p. 528)

Its place in farm and business management indicated a parallel

development along this line in home management.

Michigan and the nation, in the years since the founding of
the Women's Division of the Michigan Agricultural College, have
changed in many important ways. We have better health. More edu-
cation is available to all of the people. Fewer farms and farmers
are producing more food and commodities for all the population,
which had increased from 2,420,000 in 1900 to 7,823,000 in 1960
in Michigan. Machinery replaced man power and draft animals on
the farm. Electricity as a source of power, automobiles and the
modern highways they run on, communication media such as radio and

television and the telephone have all contributed to making the

58

farmer and the city worker more closely resemble each other than

at any other time in American history. Industry and the farm

have moved from machinery to replace hand tools to automated
machinery to replace both men and simpler machines. The farm has
shifted from production for home use to production for the market,
and with the shift has itself become a business, sometimes a corpo-
ration, with large capital investment. It is the same shift seen
in industry from the small individually owned business to the
corporation with many owners.

In the field of welfare there is a shift from home care of
the aged and ill to external sources of help, many established by
law under the social security system. The same move took place
in the care of the fatherless and other needy. There has been a
whole change in attitude from the personal to the impersonal in
social outlook.

There is a move from exploitation and destruction of natural
resources to conservation and rehabilitation of them. The increas-
ing population pressure is emphasizing domestic and world problems
and bringing to consciousness the inescapable fact that problems

of one are the problems of us all.

CHAPTER VIII

CONCLUSIONS

This history has tried to trace the development of the home
management idea here at Michigan State University. It has seemed
best to do so in terms of the surrounding matrix of University
and nation but of necessity briefly.

There are several ideas which became apparent during the
course of the reading and interviews and in the writing of the
paper. I want to discuss them as a termination to the history, for
if history is not appraised or its implications noted then the know-
ing of it is useless.

Two factors made the research and writing of the paper easier.
The firstiactor is that each department of the College of Home
Economics has acted as an autonomous unit apparently with little
interaction between any of the departments. This has made the un-
ravelling of the home management thread relatively simple. The
second factor is similar to the first but deals with the department.
As the catalogue says, the department encompasses several subject
matter areas but the areas have been as autonomous as the depart-
ments of the college. There are indications of somewhat closer
linkages in the college and in the department since the late 19503.

One is the five course core curriculum. The evidences of lack of

59

60

interaction are shown in the histories and are striking.

It would have been a more complete history to have treated
the Department of Home Management and Child Development in terms
of the developmental history of similar departments at other col-
leges and universities.

Dr. Irma Gross appeared to be the dominant figure in the
development of both the home management department and the home
management idea at Michigan State University. More about her would
have been interesting and probably enlightening for the insights
which it would give of the progression, in her thinking, of home
management theory from the doing to the intellectual process.

One of the unanswered questions of the paper is why was the
1935 departmentalization handled as it was? Dr. Cross was a family
economist who studied under Hazel Kyrk, why not make it family
economics or equipment or general home economics, since it encom-
passed so many bits and pieces, or why not family development or
nursery school education? The home economics files did not have
the answer. According to Dr. Bernice Borgman (5) the structure
of the department was an historical accident. There had been no
justification for making more than one department of the two areas
because neither was large enough. She recalled that there was ex-
pectation of two departments in the future and then noted that the
trend had moved away from further divisions.

Dean Jeanette Lee (35), when asked what she saw as the pivotal

points in the development of home management at Michigan State

61

University said that she didn't feel it was a question of pivotal
points but of general growth in relation to technological changes
occurring in our society. As a young instructor, Dean Lee worked
for a year in one of the home management houses. She felt that
the work she did was highly controlled and directed by Dr. Gross,
who, of course, taught the classes in home management and the parallel
classes in household care. Some of the things they were concerned
with teaching to the student then, i.e. the cost of home-made versus
purchased furniture polish, are no longer relevant. Changes in
preparation of purchased foods have changed meal preparation as
well as the economics of food costs. This is evolution not pivot
points. Not only were these changes operating, but also there
were social value changes which affected what was relevant to
home management. Decision making is no longer based on tradition
and limited by scarcity.

Dr. Beatrice Paolucci (42), Dr. Francis Magrabi (36) and Dr.
Jean Schlater, who came into the department as staff about 1960
saw the department as humanistic in its approach to home management.
This approach is one of the reasons why as much of the material
coming from the staff members, during the late 19503 and early 1960
was concerned with values and their relation to the decisions which
the individual and the family make. Dr. Schlater saw this quality
as unique to the department as opposed to other home management
departments.

Kuhn (34, p. 293) had pointed to the humanist approach, ”Although

C“ I

N

62

these seniors were eXpected to possess and demonstrate technical
competence, particularly in cooking and nutrition, Dr. Gross gradu-
ally shifted the emphasis to the solution of family living problems."

There is a cultural lag in the movement - especially with
the undergraduate courses - from one type of need to an oncoming
one. This is characteristic of the university picture, not just
home management. Very often we know that which we do not use or
act upon. As a nation we were slow to recognize what the movement
from the farms to the cities meant in terms of social customs; we
were equally slow to recognize what the change from production for
home consumption meant in terms of the family and in terms of the
respective jobs of the husband and wife; we have also been slow to
recognize the movement to service employment rather than production
employment. It is only lately that the problem of leisure has
been recognized as that - a problem for many.

Adam's historically revealing article, "50 years of Home
Economics Research" (1) is a good summary of the deve10pment of
home economics and the home management idea. She points out that
it took events to bring about research in a given area: during
World War I emphasis was on preservation and storage of food for home
and overseas use, and on the quality (essential nutrients) of the
human diet; the depression moved research into the areas of time
and money management, housing and household equipment, buying and
rural organizations, almost all of this from the economic standpoint;

World War II aperred research in nutrition, in time and energy saving,

..-
I.
I‘ u-
I'

63

in the production, utility and distribution of the food supply;
by 1959 the emphasis moved to household economics, management,
equipment for the home, housing and rural life. She ends with a
plea to keep research in tune with the technological, social and
economic trends of life.

Home management not only has to know what the trends of the
times are but must also contend with the problem of what constitutes
a good education for citizenship and for living, for growth of wisdom.
This is the problem of all education, not only that of home economics

education and home management.

10.

ll.

12.

- 1'

LIST OF REFERENCES

Adams, Georgian. 50 years of home economics research. Jn.
Ho ECO a: 12.18. 19590

Amidon, Edna P. Review of Home Management by Irma H. Gross
and Mary Es LBWRSO Joure He EC. 22:587-880 1938.

Bald, F. Clever. Michigan in Four Centuries. Harper and
Brothers, New York. Rev. Ed. 1961.

Baldwin, Keturah E. The AHEA Saga. American Home Economics
Association, Washington, D.C. 1949.

Borgman, Dr. Bernice. Professor, Home Management and Child
Development. Michigan State University. Interview April
22, 1968.

Budwing, Flossie Carolyn. Origin and development of the home
economics idea. Unpublished doctoral dissertation,
George Peabody College. 1957.

Crandall, Elizabeth Walbert. Home Management meeting. Jn.
He ECO 223646-470 1947s

Dewey, John. Democracy in Education: an Introduction to the
Philosophy of Education. MacMillan, New York. 1916.

p0 1170

Dye, Marie. Home Economics at Michigan State College. Files
of the College of Home Economics, Michigan State Univer-
sity, East Lansing, Michigan. 1933.

Place of General Education. Jn. H. Ec, 42:251-53.

 

1951.

Dyer, Doris M. B.S., M.A., Michigan State University. Inter-
view January 15, 1968.

England, Curry N. Review of Home Management in Theory and
Practice by Irma H. Gross and Elizabeth Walbert Crandall.
Jn. He ECO £2;322‘ 1948

.3

13.

14.

15.

16.

17.
18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

65

Everett, Esther. Associate Professor, Home Management and
Child Development, Michigan State University. 1. November
10, 1967. January 10, 1968. January 31, 1968.

Ferrar, Barbara. Instructor, Home Management and Child Develop-
ment. Michigan State University. Interview January 24,
1968.

Gilchrist, Maude. First Three Decades of Home Economics at
Michigan State Collegg, 1896-1926. School of Home Economics,
Michigan State College, East Lansing, Michigan. 1947.

Greey, Dorothy and Gross, Irma H. Study of home management
in two soci-economic classes. Mich. Agr. Sta. Bull. 240,
1954.

Gross, Irma H. Family economics. Jn. H. Ec. 22;560.

Management in Michigan homes. Jn. H. Ec. 32374-76.

 

Some uses of the city worker's family budget.

 

Jn. He EC. £23582.

Fatigue in relation to house care. Jn. H. Ec.

 

Research in home management. Jn. H. Ec. 21:260-63.

 

Gross, Irma H. and Crandall, Elizabeth W. Home Management in
Theory and Practice. Appleton-Century-Crofts, Inc., New
York. 1947.

Manggement for Modern Families. Appleton-Century-
Crofts, Inc., New York. 1961.

Management for Modern Families. 2nd. Ed. Apple-
ton-Century-Crofts, Inc., New York. 1963.

Gross, Irma H. and Everett, Esther. Research in work simpli-
fication. Jn. H. Ec. 31:159-63.

Home Management is a Family Affair. Jn. H. Ec.
41:127029.

 

/

Gross, Irma H. and Lewis, Mary E. Manual for home management
houses. Unpubl. manual Home Economics Division, Michigan
State College. 1934.

..r.‘

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

66

Home Management. F. S. Crofts & Co., New
York. 1938.

 

Gross and Reynolds, Lucile W. The Functions of the home
management house. Jn. H. Ec. 33:19-24.

Gross, Irma H. and Sister Mary Laurita and Ewing, Helen H.
Home Management house problems. Jn. H. Ec. 333302-05.

Gross, Irma H. and Zwemer, Evelyn A. Management in Michigan
Homes. Mich. Agr. Exp. Sta. Bull. 196, June 1944.

Hansen, Thelma M. Instructor, Home Management and Child
Development. Michigan State University. Interview
January 31, 1968.

Ketchum, lucile. Associate Professor: Extension, Home
Management and Child Development. Michigan State Univer-
sity. Interview February 12, 1968.

Kuhn, Madison. Michigan State: The First Hundred Years -
1855-1955. Michigan State University Press, East Lans-
ing Michigan, 1955.

Lee, Jeanette A. Dean and Professor. College of Home
Economics, Michigan State University. Interview January
31, 1968.

Magrabi, Francis M. ‘Associate Professor, Home Management
and Child Development, Michigan State University.
Interview February 12, 1968.

McKinney, Florence. Review of Management for Modern Families.
Jn. He ECO' ig:6800

Review of Management for Modern Families, 2nd
Ede Jn. He ECO £34330

 

Mentzen,Rosalind. A history of the program of vocational
home economics in the secondary schools of Michigan:
1917-18 through 1952-54. Unpub. Ph. D. thesis, Dept. of
Secondary Education, Michigan State College, 1954.
pp. 56-71; 260-76.

Michigan State University. Annual Reports of the Secretary
of the State Board of Agriculture. Vols. 25 through 96,
1886-1956.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

67

Michigan State University. Catalogue. 1899 through 1964.

Paolucci, Beatrice. Professor and Acting Head, Home Management
and Child Development. Interview January 17, 1968.
January 31, 1968.

Paolucci, Beatrice and O'Brien, Carol. Ten part series de-
fining and outlining the concepts of home management.
Forecast for Home Economists, Oct.-June 1959-1960.

Rudolph, Frederick. The American College and UniversityggA
History. Vintage Books, New York 1965.

Schlater, Jean D. Associate Professor, Home Management and
Child Development. Michigan State University. Interview
February 16, 1968.

Shaffer, Carol. Assistant Professor, Home Management and
Child Development. Michigan State University. Inter-
view February 16, 1968.

Staff, Coop. Ext. Service. History of Cooperative Extension
Work in Michigan. Ext. Bull. 226, Michigan State College,
East Lansing, 1941.

Staff, Sch. Home. Ec. Fiftieth Anniversary, School of Home
Economics: 1896-1946. Michigan State College, n.d.

Thorpe, Dr. Alice C. Professor and Head Emeritus, Home
Management and Child Development. Michigan State Univer-
sity. Interview January 21, 1968.

Thorpe, Alice C. and Gross, Irma H. Managerial practices
in the homes of married students at Michigan State Col-
lege. Mich. Agr. Sta. Quarterly Bulletin. 33:288-306.

Thorpe, Alice C. How married students manage. Jn. of Mar-
riage and Family Living, Aug. 1951. p. 104ff.

Who's Who of American Women. Vol. I, 1958-1959.

 

Wiegand, Elizabeth and Gross, Irma H. Fatigue in home makers
with young Children. Mich. Agr. Exp. Sta. Bull. 265, 1958.

Woody, Thomas. A History of Women's Educgtion in the United
States. Vol. II, Science Press, New York 1929. .

APPENDIX

NAMES OF MICHIGAN STATE UNIVERSITY

State Agricultural College 1861

Michigan Agricultural College 1909 (Having been both Muchigan
State Agricultural College and State Agricultural Col-
lege of Michigan, called also M.A.C. until this time and
continuing until 1925.)

Michigan State College of Agriculture and Applied Science
1925

Michigan State University 1955

NAMES OF THE COLLEGE OF HOME ECONOMICS

The Women's Course 1898

Home Economics Division 1909
School of Home Economics 1944
College of Home Economics 1955

DEANS OF WOMEN AND OF HOME ECONOMICS

Maude Ryland Keller 1898-1901
Maude Gilchrist 1901-1913
Lilian L. Peppard (Acting) 1913-1914
Georgia L. White 1914-1918
Mhry E. Edmonds 1918-1920
May Person (Acting) Fall 1920
Mary E. Sweeny 1920-1922
Louise H. Campbell (Acting) 1922-1923
Jean Krueger 1923-1929

DEANS OF HOME ECONOMICS

Marie Dye 1929-1957
Thelma E. Porter 1957-1964
Jeanette A. Lee 1964-

68

69

DEPARTMENT HEADS, HOME MANAGEMENT AND CHILD DEVELOPMENT

Irma H. Gross 1935-1958
Alice C. Thorpe 1958-1966
Beatrice Paolucci (Acting) 1966-

First Practice House opened 1917

SELECTED LIST OF FACULTY AND HOME MANAGEMENT C(IJRSES
from

MICHIGAN STATE UNIVERSITY CATALOGUES

1895-1896

Women's Course (as proposed under Domestic Economy)

Faculty:
Professor Edith F. McDermott, Head
Courses:
1. The house
11. Foods

111. The preservation of health
IV. Clothing
V. Emergencies (first aid)

1900-1901

Faculty:

Professor Maude Keller, A.M., Dean
Instructor Belle C. Crows

Courses - which might have been home management:
‘2. Household economy
a. Emergencies
Sanitary science
b. Home nursing and household accounts
c. Interior decoration

1910-1911 (torn from volume)

70

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.
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71

1911-1912

Faculty:

Professor Agnes Hunt, B.S.
Instructor Grace E. Stevens, A.B.

Courses:
2b. Household management
7. Household problems and demonstrations

1920-1921
Faculty:
Professor Hilda B. Faust, B.A.
Assistant Professors 7 Hughes (listed in area, not on
faculty list)
Hay M. Person, A.B.
Louise 1. Clemens, B.S.
Instructor Avis L. Sprague

1930-1931 (not found)

1935-1936 Division of Home Economics, Department of Home manage-
ment and Child Development

Faculty:
Associate Professor Irma B. Cross, Ph. D.
Instructors » Mary E. Lewis, 11.3.

Catherine G. Miller, M.A.

Courses: onlz Home Management

331. Economic problems of the household (Gross)
336. Family Relations (Gross)

432a. Practice in home management )
432b. Household organization care and equipment)

Gross &
parallel E Lewis

Graduate Course:
505. Research in home management and economics of the household

H-~o-

 

1940-1941
Faculty:

Professor
Assistant Professors

Instructors

Graduate Assistants

72

Irma H. Gross,Ph. D., Chairman

Mary E. Lewis, M.S.

Catherine Co Miller, Ms A.

Evelyn L. Bergstrand,M.S.

Evelyn A. Zwemer, M.S.

Bertha V. Stockard, M.A.

Elizabeth Walbert, M.S.

Ruth B. Wagner, M.A. ? (not on faculty
list)

Helen L. Ewing, B.S.

Dorothy L. Hopson, B.S.

Courses: only Home Management
331. Economic problems of the household (Gross, Walbert)
336. Family Relations (Gross)

339. Consumer Buying

342a. Practice in home management (Gross, Zwemer, Stockard, Walbert)
438. Standards of living (Gross)

Graduate Course:

505. Research in home management and economics of the household
(Gross)

1949-1951

Faculty:

Professor Irma H. Gross, Ph. D., Chairman

Assistant Professors

Instructors

Research Assistants

Bernice D. Borgman, M.S.
Esther Everett, M.A.
Dorothy Greey, M.S.
Shirly Newsom, M.S.
Evelyn Zwemer, M.S.
Domthy Jo Ekem, Mos.
Ruth Highberger, M.S.
Marjorie M. Knoll, M.A.
Alice Co Thorpe, B.Ss
Ruth C. Whitehouse, M.S.

Courses: (only HOme Management)

HE 339a. Consumer buying

HE 342. Elementary nutrition and budgeting
23lb. Managerial practice and house care

73

336. Social and economic problems of the family

431a. Personal anfl family finance*

432a. Residence course in home management

432C. Advanced study of home management*

436a Guidance techniques in family and group living*

439a. Advanced consumer buying*

Graduate courses:

500a. Seminar in home management and economics of the family

513a. Special studies in home management and ezonomics of the
family

550. History and present status of educational and research

progress in home economics
*Approved for graduate credit

1960-1961

Faculty:

Associate Professors Alice C. Thorpe, Ph. D., Chairman

Bernice D. Borgman, Ph. D.

Beatrice Paolucci, Ed. D.
Assistant Professors Ben H. Ard, Jr., M.S.

Lennah K. Backus, M.A.

Esther Everett, M.A.

Grace T. Gerard, Ed. D.

Lucile Ketchum, M.S.

Eunice Pardee, M.A.

Evelyn A. Zwemer, M.S.
Instructors Vera Borosage, M.A.

Miriam Bushkoff, M.S.

Thelma Dunn, M.A.

Emily Sue Hobbs, M.S.

Charlotte Holm, M.A.

Judith Inkenberry, M.A.

Ruth Kettunen, M.A.

€81.01 O'Brien, Mos.

Josephine Oudyen, M.A.

Dorothy Russell, M. Ed.
Teachers, Spartan Nursery School Betty Jean Garlick, M.A.

Mariella Aikman, M.S.

Courses: only Home Management
215. Planning family finance

319. Elementary nutrition and budgeting for low income
families

332.

335.
435.
437.
439.

74

Theory and application of home management (residence pro-
vided)

Family finance

Standards of living and family finance

Management of work capacity in the home

Consumer economic problems

Graduate courses:

Teachers, Spartan Nursery School

Courses:

261.
331.

800A. Seminar in home management and economics of the family
813A. Seminar in home management and economics of the family
(Sp. prob.)
915. Research methods in home management, family economics and
family relations
932. History and philosophy of home management
933. Apprentice experience in home management residence
935. Analysis of family income
1963-1964
Faculty:
Professors Alice C. Thorpe, Ph. D., Chairman
Bernice D. Borgman, Ph. D.
Associate Professors Lennah Backus, MgA.
Lucile Ketchum,'M.S.
Francis K. Magrabi, Ph. D.
William R. Marshall, -Ed. D.
Beatrice Paolucci, Ed. D.
M. Jean Schlater, Ph. D.
Assistant Professors Martha Dale, Ph. D.
Esther Everett, M.S.
Eunice Pardee, M.A.
Peggy Shomaker, Ph. D.
Instructors Georgianne Baker, M38.

Vera Borosage, M.A.
Thelma D. Hanson, M.A.
Diane D. Hanson, M.A.
Josephine Ouaya, MaA.
Dorothy Russell, M. Ed.
Carol Shaffer, M.A.
Bettie Sue Terrey, MMA.

Marielle Aikman, M.S.
Betty Jean Garlick, M.A.

Human development in the family ) also serve the
Management and decision making in the family) Home Economics

Core

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75

335. Family finance

435. Standards of living and family finance

437. Management of work capacity in the home

439. Consumer economic problems

Graduate courses:

800A. Seminar in home management and economics of the family

813A. Special studies in home management and economics of the
family

819. Research methods

932. History and philosophy of home management

935. Analysis of family income

MICHIGAN STATE UNI‘I’ERSITY
COLLEGE OF HOME ECOI‘IOIIIICS
EAST LANSING, MICHIGAN

 

MICHIGAN STATE LIBRARI ISE

IIIIIIIIIIIIIIII

 

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