•^ .*■'-■ /^ i^^ /f^^ 014 183 668 7 # Suggestions for Teaching HOMEMAKING IN THE Grades and High School Compiled by Helen C. Goodspeed Supervisor of Home Economics State Department of Public Instruction Issued by C. P. Gary State Superintendent Madison, Wisconsin 1920 N:;25 ^ — ■ o -1 to ^ O •3RARY OF CONGRtSS n X OUR AIMS IN THE TEACHING OF HOME- MAKING The chief aim in the teaching of Homemaking, as in all edu- cation, is training for active and worthy membership in the home and community. Subsidiary aims — 1. Training in power to see and solve problems arising in the home and community. 2. Training in appreciation of the various phases of Home- making and in development of judgment in regard to the rela- tive values involved. 3. Sufficient training in skills to develop thorough apprecia- tion and understanding to the end that these skills may be per- fected, when desired, in the home environment. THE DEPARTMENT OF HOMEMAKING (For requirements for special state aid, see page 8) The Teacher The success of the Homemaking department in any public school depends largely upon the training and practical home experience of the teacher. The minimum training recommended is four years beyond high school. An average of two years out of the four should be devoted to general education. The teacher of Homemaking should be well-equipped to teach elementary science and physiology, due to the fact that in the smaller high schools it is often necessary to require the Homemaking teacher to teach one or more academic subjects. Practical home experi- ence in managing a home, in daily food preparation, and in the processes involved in the mending and making of garments are of no less importance than the four years of study beyond high school. The successful teacher of Homemaking realizes that her success depends upon continued practice in the art of home- making under normal home conditions. Therefore it is recom- mended that the teacher of Homemaking live in a house or an apartment and keep house during this period of service in the schools. In What Years Shall Homemaking Sntjects he Offered? There is a tendency in some of the smaller high schools to extend the work in clothing into the lower grades Avithout in- creasing the teaching force. Every teacher of Homemaking needs at least one and preferably two vacant periods a day for the planning of the work for the following day and for the nec- essary marketing and accounts. If she remains during the noon hour to supervise the school lunch, a vacant period should be granted to offset this extra work. In those high schools in which only one teacher is hired, the best results will be obtained by limiting the work to the seventh. Q THE DEPAHTMEXT OF HOME'MAKING eighth, ninth, and tenth years. It is quite generally conceded that the work offered in the seventh and eighth grades is of the utmost importance. Girls at this period take a wholesome inter- est in every phase of homemaking. The motivation is provided with little or no effort on the part of the teacher. We should make the most of this readiness or ''mind set" on the part of the pupils. Then, too, many pupils leave school at the end of the seventh and eighth grades. To this group, whose school days are practically over, we owe the best we can offer in the way of training for homemaking. Therefore we recommend for these grades a minimwm of a double period of ninety minutes twice a week, or in junior high schools five sixty-minute periods per week. If the school provides an adequate number of trained Homemaking teachers, the work in Food or Clothing closely correlated with personal hygiene may well be started in the fifth year. Food or Clothing work or a semester of each may be suc- cessfully handled in the sixth grade. An application of child psychologj^ to this subject leads us to believe that Food work rather than Clothing work is adapted to the lower elementary grades. In younger children the coor- dination of the smaller muscles is incomplete. Hence it is be- lieved that close work of any kind and fine hand work produce undue nervous strain. The practical work involved in the study of Food calls into play the larger muscles, while the practical work involved in serving processes calls into play the use of the smaller muscles. Division of Time It is recommended that a complete course in Homemaking be given each year in the seventh and eighth grades, and that one entire semester be devoted to clothing and related subjects and one semester to food and rjelaled subjects. In this way a unit of Homemaking may be given in each year and even those pu- pils leaving at the close of the seventh year will have some vision of what Homemaking means. According to State Aid requirements for high schools a period of at least 70 minutes daily must be devoted to this work. Here it is possible to divide the work of the ninth and tenth years into two days per week of Food and related subjects, two days of Clothing and related subjects, and one day, which may be de- voted to the discussion of Household ^Management and Textile THE DEPARTMENT OF HOMEMAKING 7 and Clothing problems. This discussion day also gives an ex- cellent opportunity for a summary of the work accomplished during the week and further discussion of problems raised in the laboratory periods. This arrangement is particularly ad- visable for the tenth year class if a school lunch is served during the months of December, January, and February. If a school lunch is not served the work may be divided by semesters, — a semester of Food and related subjects, and a semester of Cloth- ing- and related subjects. In any case, both Food and Clothing and other fundamental Homemaking subjects should be in- cluded in the courses offered in the ninth and tenth years. Many high schools devote more than two years to work in Homemaking. When this is possible and practicable, subjects can be offered that form but a part of the work in a two-year course. For example, while the subjects of textiles, nutrition, household management, house decoration and furnishing, and baby care are touched on in the two-year course, not enough time can be given to them to give the pupils more than an intel- ligent interest in these subjects. In a three or four year course, projects involving more advanced work may be undertaken. Nu- trition and child care, the remodeling of clothing, the renovat- ing and refurnishing of rooms, and experience in a practice cot- tage present interesting subjects for upper grade projects. The courses offered in the high school must be fully and fairly equivalent in amount of work required and accomplished, to that done in other high school courses. This is necessary because the same amount of credit is offered for each course pursued in the high school. The following schedule suggests the minimum time allotment, which will give satisfactory results. H0MEMAKIN1G IN THE ELEMENTARY SCHOOL Subject School Year Time per Week Food work (preferred) or clothing prob- lems and hygiene 5th grade 2 periods of 45 min. Clothing or food 6th grade 2 periods of 45 min. Homemaking 7th grade 2 periods of 90 min. Homemaking 8th grade 2 periods of 90 min. THE DEPARTMEiNT OF HOME'MAKING HOMEMAKING IN THE HIGH SCHOOL Subject Homemaklngr. Homemaklnsr. Advanced dressmaking, home fur- nishing', nutrition and child care... . School Year 9th grade 10th grade . . . . nth and 12th g-rades Time per Week J 4 periods— 90 min. ( 1 period —45 min. J 4 periods— 90 min. j 1 period —45 min. J 4 periods— 90 min. I 1 period —45 min. Credit \ 1 STATE AID To secure state aid for work in Homemaking in the grades and high school, but few arbitrary requirements are made. 1. The course of study in the high school must be equivalent to the course of study prescribed for free high schools. 2. The special course must be approved by the state superin- tendent. 3. The special department must be a part of the public school system; that is, it must be under the direction of the board of education. 4. The teacher of any of these special subjects must have a license covering the special work. 5. The scope and character of the work must be such as to meet the approval of the state superintendent. 6. The work must be maintained for a period of not less than six months during the school year for w^hich aid is granted. 7. A report must be made by the clerk of each school board maintaining such department or departments to the state super- intendent in such form as may be required, on or before July first of each year, setting forth fact as stated in the law. 8. All teachers of such special subjects must receive a salary of at least $75 per month. Eeports received in the spring of 1920 indicate a typical salary of $1,250. This applies to grades as well as to high schools. 9. High school courses in manual arts and homemaking must provide for at least two years of work in each of these subjects, and daily programs must provide an amount of time equivalent to at least 70 minutes daily for two years for each class. 10. At least eighty minutes weekly must be given to the work THE DEPARTMENT OP HOMEIMAKING 9 in the seventh and eighth grades. Two eighty-minute periods are strongly recommended. 11. A fnll homemaking unit including cooking, sewing, and housekeeping should be offered in both the seventh and eighth grades. Size of Classes: Food preparation classes should not exceed twenty pupils and clothing classes should not exceed twenty-four pupils. Equipment: Location of rooms The locating of the ^omemaking department in the basement w^as in the beginning a makeshift, which later, developed into a habit. The present day tendency is "Out of the Basement." This department, the aims of which are to inculcate ideals in re- gard to sanitation and upkeep, home furnishing, and homemak- ing, should be located on one of the upper floors in the build- ing, — preferably the top floor, as the odors from cooking rise. It is desirable that the Homemaking department be so attrac- tively and conveniently located that it may become a social cen- ter for all school activities. A large, light, well-furnished sew- ing room may be readily converted into an attractive social room for community affairs as well as for school festivities. It may be used daily as a school dining room, during the months in which the "hot dish" is served. In order that the kitchen and sewing room may serve this so- cial purpose, it is advisable to provide connecting rooms. Number of Rooms: In small towns the department of Homemaking will be most satisfactory if both a kitchen and sewing room are provided with storage space for each room. In addition to this, a room is rec- ommended which the teacher of Homemaking may use in co- operation with the school nurse. In towns large enough to de- mand a special teacher or matron to take charge of the school lunch, a Cafeteria Kitchen and dining room are recommended, also a living room which may be used as a rest room or club room. Cities of this size should provide ample laboratory space, probably two sewing rooms and two kitchens with ade- quate storage space. A dining room accommodating a sufficient number of tables to give practice work in serving to a class of 20 THE DEPARTMENT OP HOMEMAKING twenty, should be provided. An office for the head of the de- partment is recommended. Size of Rooms: Minimum size of sewing room for twenty-four pupils— 22' x 34' — recommended 22' x 36^ Minimum size of kitchen for twenty pupils — 22' x 34' — rec- ommended 22' X 36'. The Dining Room The small dining room, commonly termed a ''model dining room," is becoming less and less popular because it contributes very little to our broader social plans for this department. It is inadequate for class work, in that only a small part of the class can serve a meal at any one time. It is of little value in serving the school lunch and by the same reasoning of no use for school festivities and community affairs. Therefore, it might be said that it is a poor investment, in that it is enjoyed by so few people and by them only occasionally. In schools provided with a small dining room the teacher should make a careful study of ways and means of calling this room into constant use. In lieu of the model dining room, in schools large enough to demand a third room, we recommend a good-sized dining room attractively furnished with tables to seat from forty to fifty people. These tables might be made by the manual training classes and painted in neutral tones according to the suggestions made by the art department or the House Furnishing class. The room where the pupils gather for their lunch at noon and for the refreshments accompanying school entertainments of various sorts should be above all things attractive and harmoni- ous. The morale of the noon hour and the atmosphere attend- ing the school festivities depend to a large degree on the envi- ronment provided. The Arrangement of Desks in the Kitchen The demand for home conditions and large quantity cooking has given rise to several practical suggestions for the arrange- ment of the school kitchen. In certain localities the unit kitchen plan has been installed. This consists of a group of small kitch- ens, each of which is completely equipped like a home kitchen. For a class of twenty, five kitchens would be required. These THE DEPARTMENT OF HOMEIMAKING 11 may be planned as separate rooms opening on a common corri- dor or one large room may be divided into five small unit kitch- ens by the proper grouping of equipment. This plan also re- quires a classroom for discussion, unless the sewing room may be used for that purpose. Based on this general idea is the ''group of four" plan. In this scheme the sinks are placed in the middle of the room two or four back to back. Then five tables accommodating four girls each are so placed as to make each table convenient to a sink. A range may be provided for each table and conveniently lo- cated against a side wall. According to this plan a variety of fuels may be installed. Several schools in this state provide three fuels, — coal or wood stove, oil, and electricity. Many schools provide gas and coal or wood. The addition of oil stoves would increase the educational value of this equipment. A scheme of rotation of the groups of four will give the pupils experience with the different kinds of fuels. This plan approxi- mates a home kitchen by providing each group of four girls with a working table, a convenient sink, and a stove. EQUIPMENT FOR KITCHEN ARRANGED ON GROUP OF FOUR PLAN. FOR TWENTY PUPILS. FOR KITCHEN AS A WHOLE 5 tables, each accommodating four ( 1 commercial pupils canning outfit -J 1 lard kettle 1 teacher's desk ( 1 boiler and rack 5 stoves — gas, coal, electricity or 2 ice cream freezers (2 qt.) oil — located near the tables 2 frying kettles (3 qt.) 2 or 4 sinks — 3 ft. long — 18 inches 2 large kettles (4 qt.) wide. 30" from bottom of sink 1 large double boiler (4 qt.) to floor 2 meat grinders 1 sink strainer for each sink 1 flour sifter 1 ice chest 1 bread box 20 chairs 1 waffle iron 1 wheeled cart (to be used as sup- 1 fireless cooker ply table) 1 clock 1 spring balance 1 fire blanket 1 garbage pail 1 bulletin board CLEANING EQUIPMENT 2 brooms 2 large wash boards 2 soft floor brushes 2 small wash boards 2 long-handled dust pans 1 scrubbing brush 1 mop 4 floor cloths 1 mop pail 1/2 doz. dusters 2 wash tubs — stationary tubs pre- 1 bolt linen toweling ferred 4 doz dish cloths 12 THE DEPARTMENT OF HOMEMAKING EQUIPMENT FOR EACH TABLE— ACCOMMODATING FOUR PUPILS 1 tea kettle 1 1 towel rack 1 2 pastry boards 1 2 magic covers 4 1 flour can 1 1 sugar can 1 1 salt jar 1 1 set spice jars 4 2 soap dishes 4 2 soap shakers 4 2 vegetable brushes 2 2 scrubbing brushes 4 2 salt shakers 4 2 pepper shakers 2 1 coffee pot (to serve four) 4 1 tea pot (to serve four) 2 1 2-qt. double boiler 2 2 frying pans — 9" 2 1 casserole 2 1-qt. double boilers 4 sauce pans — 1 qt. with covers 2 sauce pans — 2 qt. with covers 4 mixing bowls — 2 qt. 1 vegetable basket 1 colander 2 trays 1 grater 1 skimmer 1 toaster 1 cork screw 1 cake cooler 4 cake tins — 8" square 1 set layer cake tins 2 baking sheets baking dish — 1 qt. strainer can opener rolling pins lemon squeezer potato masher wooden spoon asbestos mats measuring cups tablespoons sets measuring spoons spatulas pie pans — 9%" deep pie plates bread tins 8" long biscuit cutters doughnut cutters muffin pans (6 each) 4 large plates 2 wire egg beaters 2 dover egg beaters 4 custard cups 1 bread knife 1 butcher knife 4 case knives 4 knives, nickel silver 4 forks, nickel silver 8 teaspoons, nickel silver 4 steel forks 4 paring knives 2 rinsing" pans 2 dish pans 1 dish rack 2 doz. dinner plates 2 doz. salad plates 2 doz. cups and saucers SERVING DISHES 2 doz. sherbet glasses 2 doz. water glasses 2 doz. bread and butter plates Conveniences which should not be overlooked SEWING ROOM 1. Storage closet 5. 2. Closet or case for hanging dresses on hangers 3. Electric iron and ironing board 4. Lockers for students' work Stationary wash bowl with bub- bler attachment 6. Blackboard 7. Bulletin board KITCHEN 1. Blackboard 2. Bulletin board 3. Bubbler attachment on sink 4. Pantry or storeroom with closed shelves 5. One oven for every four girls 8. Broom closet 6. Two laundry tubs — ^^space is econ- omized by using the "space- saver sink" which fits over en- the tub. 7. Refrigerator or window box THE DEjPARTMENT OF HOMEl]VfA.CKING 13 Socializing the work of this department Several influences have conspired to retard the development of a social consciousness in our departments of Homemaking. Some reasons for this are : the isolation created by locating many- departments in the basement, the implied separation of this de- partment from other departments in the high school by desig- nating the teacher a special teacher and the course a special course, and a general lack of understanding on the part of the faculty and public of the departments' aims and ideals. Some suggestions for socializing the department 1. Locate the department on one of the upper floors. Pro- vide large, light, attractive rooms, so located that they may be used together for social purposes. Encourage all school organi- zations, including the Parents' and Teachers' association, to use these rooms. If a living room is provided for this department, let it be a meeting place for school clubs and committees. In lieu of the bedroom which, according to the ' ' model apartment ' ' plan, used to be considered a necessary adjunct of this department, furnish a first aid room well equipped with a hospital bed, first aid cabinet, scales, and a desk for the school nurse. This room will serve as a good laboratory in which the Homemaking teacher may teach the care of the bedroom and with the aid of the school nurse give a short course in First Aid. 2. The Homemaking teacher needs to attend all faculty meet- ings and to work in close co-operation with the academic teach- ers on all matters that relate to school policies and administra- tion. This should make for better correlation of work. If the academic teachers are putting on demonstration lessons to illus- trate socialized work in the classroom, the Homemaking teacher should be expected to contribute to the series. No other sub- ject lends itself more readily to the influences of socialized meth- ods. 3. This department is well equipped to take charge of the general assembly hour at regular intervals throughout the year. The Homemaking classes have a fund of live material for dem- onstrations, four-minute talks, and dramatizations of subjects of interest to every boy and girl. 4. Good-sized bulletin boards provided for both the sewing room and kitchen will help to foster the bulletin board habit, and by so doing strengthen the correlation between this subject 14 THE DEPARTMEINT OF HOMBMAKING O o o o o o I 5 In f 5 o o o o o o ? t ■V ■<' ►i <^ (5; i^i o o . P o O O 10 9 O O « CD 02 /:>^eot^(/n^ THlE DEiPARTIMENT of HOMElMAKING 15 and other high school subjects. A definite allotment of space on the bulletin board in the main corridor gives this department a means of acquainting the rest of the school with the aims and ideals of the department, and a chance to influence the clothing and food habits of the entire school body. 5. It is recommended that frequent exhibits be given during the year. If the pupils know that garments are to be exhibited as soon as finished, the work in sewing will be more strongly motivated. This eliminates the difficulty experienced by teach- ers in collecting the garments for the annual exhibit. Frequent exhibits will bring the parents into the school more often. 6. This department has much to contribute to the meetings of the Parents and Teachers' Association and the Woman's Club. 7. Suggestions 1-6 for socializing the department will be of little or no value unless the teacher has a vision of the social relationships involved in the teaching of Homemaking. It is believed today that these relationships can be emphasized and utilized by reorganizing our formal outline of subject matter on the basis of projects. The project has been defined as a "whole- hearted purposeful act. ' ' The main reason for introducing the project idea into our educational scheme is that we may furnish purpose and motive for all kinds of education, and answer con- cretely the characteristic high school query ''What good is this going to do me?" The projects for each year of the w^ork must not only be carefully selected according to the needs and inter- ests of the pupils but so as to include in their scope the range of subject matter which is best adapted to a given group. Dur- ing the year 1919-1920, a Wisconsin teacher organized her Household Management work on the project basis. Two of the projects selected were ''To rearrange our kitchen in order to make it more comfortable and convenient and more like a home kitchen"; and "To convert our sewing room on demand into an attractive school dining room." This basis of organization is commonly referred to as the Problem-Project basis. Each project gives rise to many prob- lems. The project "How can we convert our sewing room on demand into an attractive school dining room" suggests the fol- lowing problems. These problems indicate a unit of work for a day or for several da.js according to the scope of the prob- lem. The fact that the walls in this particular sewing room 16 THE DEIPART-MBNT OiP HOMBMAKING needed to be redecorated, helped to emphasize the interior dec- oration phase of this project. Problem 1. Is there any relation between the right school at- mosphere during the noon hour and an attractive, comfortable school lunch room! Problem 2. The board of education has appropriated $100 for this purpose. What expenditures are absolutely necessary? A tentative budget was outlined. Problem 3. Is the wall treatment in this room harmonious? What treatment is desirable for serving the double purpose of sewing room and dining room? Color scheme and wall treatment decided upon. Problem 4. How shall we soften the lines of the windows and at the same time introduce a little life and color ? Cretonne se- lected and made into curtains for the windows. Problem 5. If the sewing tables are to be used as dining ta- bles, we shall need to make covers which will serve for protec- tion as well as furnish added attraction. Class made runners and oil cloth doilies. Problem 6. Our budget permits us to buy one good picture for this room. What kind of a picture is appropriate? Class studied pictures, selected, and bought one. SUGGESTED OUTLINE For Grades 5-10 The projects here outlined are merely suggestive and planned to show a gradual increase in difficulty from year to year. In many cases the teacher will be able to formulate projects that are better adapted to local situations. It may seem advisable under certain conditions to select the projects herein suggested for one year and give them in another year. FIFTH YEAR— CLOTHING (Recommended for both boys and girls) The problems and methods used in the beginning work in clothing should be selected with the greatest care. The way in which this work is handled has a marked influence on the pupils' attitude toward homemaking subjects. In this year a keen interest should be stimu- lated in clothing problems and sewing processes. Important points to consider in planning the work: 1. Each lesson should include a short discujssion with the pupils of their own clothing problems; care and repair; appropriate dress for different occasions; clothing in relation to health, and personal hygiene. i, *• 2. The selection of sewing problems should be such that the arti- cles will be useful, completed in comparatively short time, adapted THE DElPARTMEI^T OP HO:VIE)MAKING I7 to coarse materials, and coarse thread and needles, thus eliminating close, fine work of a tedious nature. A few simple stitches should be taught and frequently repeated in different problems. 3. The pupils should be encouraged to recognize their responsi- bilities as members of the community, and as members of families. PROJECT I. To make a school mending box. Boys and girls may plan and make a box which will serve the pur- pose of a mending box for the entire class. Equipping the box with the necessary articles required for simple mending processes will furnish interesting problems. The box will be a great convenience on mending days. Introduce mending days frequently. Teach the sewing on of buttons, hooks and eyes, and mending rips and tears on garments brought from home. Problems dealing with the daily care of clothing will arise. Teach the laundering of girls' hair ribbons and boys' neck ties; the use of the clothes brush; dress, skirt, and trouser hangers, and shoe trees. PROJECT II. To make holiday gifts. Permit a choice of problems: (a) Animals cut out of cloth, embroidered and stuffed. (b) Dressing wooden dolls made in the Manual Arts depart- ment (c) Runners or dresser scarfs using coarse hemstitching, cross- stitch, featherstitch, or patchwork Stencilled runners or curtains (d) Knife, fork or spoon cases made of outing flannel (e) Cotton string ties for boys PROJECT III. To plan a camping outfit for a boy or girl Scout. Choice of problems: (a) Planning and making a haversack (b) Planning and making a case for toilet articles (c) Bag for cooking utensils (d) Khaki bag which may be stuffed with small boughsi and used as a pillow (e) Marking dish cloths and wash cloths for identification (f) Hemming and marking unbleached buck and Turkish toweling SIXTH YEAR— CLOTHING PROJECT I. To make a cooking outfit which will be appropriate for the home kitchen as well as the school kitchen Problems : (a) Holder (b) Hand towel (c) Dutch cap (d) Coverall apron with pockets and belt Since these articles are essentially machine problems, machine stitching should be introduced at this time. PROJECT II. To make useful articles for the Associated Charities and the school nurse. Problems : (a) Pieced quilt for a child's bed (b) Sheets and pillow slips for a child's bed (c) Dressing dolls 18 THE DEPARTMENT OF HOMEfMAKING THE DEPARTMENT OF HOMEMAKING 19 SEVENTH YEAR— FOOD and related subjects The work given in the seventh and eighth grades should form a complete Homemaking unit. The subject matter presented and the practical work offered should be taught by means of solving real prob- lems which face the pupils as members of the home and community. The mending lessons might well be termed "mending days," Let it be known that on a certain day every three or four weeks the members of the class are invited to bring their mending. Have the class equip a goodsized school mending basket for general use. PROJECT I. A Saturday morning project. To find out the best and quickest ways of doing those things on Saturday morn- ing which are our share in the business of homemaking. Problems! , (a) What shall we have for breakfast on Saturday morning? (b) What is the relation between the health of the faniily and a sanitary sink, refrigerator, and garbage pail? What care shall we give these things on Saturday morning? (c) What baking can be done on Saturday morning which will make the meals easier to get during the week? (d) What special care shall we give the bedrooms when we change the beds on Saturday morning? (e) It pays to buy some foods in quantities. What marketing can be done on Saturday morning? (f) What desserts suitable for Sunday dinner can be made on Saturday morning? (g) How can I relieve mother in caring for the baby? SEVENTH GRADE— CLOTHING and related subjects The daily laboratory work should be supplemented by practical dis- cussions on personal hygiene, appropriate dress, the care and upkeep of clothing, the allowance, the identification of materials. PROJECT I. In the kimona, the Japanese have utilized very simple construction processes. What garments can we make that are based on the same principles of construction? PROJECT II, Father says I am old enough now to have an allowance for all small expenses for each month. How shall I plan my expenditures to get the greatest amount of satisfac- tion and yet have some left for savings? Problems : (a) Why should a girl or boy have an allowance? (b) How does father provide against careless spending in his business? (c) How necessary to good business and good government is the budget system? PROJECT III. How can I help to renovate and replenish my ward- robe for the winter so as to be the least financial burden to my parents? Problems: (a) What have I on hand that can be used, and what new gar- ments shall I need? (b) How can my last fall's coat be treated to improve its ap- pearance? My hat? My serge dress? 20 THE DEPARTMENT OiP HOMEIMAKING PROJECT IV. Helping the Associated Charities by making useful articles. Problems : (a) Why is it better to co-operate with the Associated Charities than to give promiscuously? (b) How can we finance the purchasing of niaterials? EIGHTH YEAR— FOOD and related subjects .The Food work given in this year should emphasize the preparation of simple and wholesome meals, teaching the preparation of the foods used daily in the community. The elements of nutrition involved in planning these meals, in selecting foods at a cafeteria, and in caring for an infant should be stressed. » PROJECT I, To ascertain whether or not the girls in this class are eating the right kind of food, and to plan and prepare wholesome meals for eighth grade girls. Problems: (a) Weighing and measuring the members of the class and starting a weight chart. (b) What shall we put into our lunch baskets? (c) What should we eat for breakfast, lunch, dinner? PROJECT II. To plan a food budget for a camping trip next summer for twelve girls. Problems: (a) What is the economic value of a budget? The social value? (b) Discuss the relation between high cost and high food value. (c) What foods shall we take on our trip and how are they pre- pared? PROJECT III. To raise the money to buy a life size doll and to make use of it in the lessons on infant care. Problems : (a) How much money shall we need and how shall we raise it? (b) Bathing the baby (c) Feeding the baby (d) Handling the baby. What is meant by over-stimulation? (e) Laundering the baby's clothing EIGHTH YEAR— CLOTHING and related subjects The work offered in this year should round out the work of the seventh year, dealing with the fundamental phases of every girl's cloth- ing problem. Those girls who leave school at the end of this year should have a grasp of the common sewing and mending processes and a wholesome point of view in regard to expenditure of time and money on clothing. PROJECT I. Making a set of underwear. Problems : (a) What has personal hygiene to do with success in school, business, and in social affairs? (b) What proportion of your wardrobe is cotton? Why? (c) What is the Consumer's League? How does it benefit you? How can you help the League? THE DEPARTMENT OP HOMEIMAKING 21 PROJECT II. To make a simple house or school dress. Problems : (a) What style is appropriate for me? (b) Can I sketch roughly a design that is suited to me? (c) How much will my clothing allowance permit me to spend on a dress? PROJECT III. To make a layette. Problems: (a) What is the minimum cost of a satisfactory layette? (b) Does it pay to put much handwork and embroidery on clothing for the infant? (c) For what garments must we use wool? Why? ■ (d) For what garments may we use inexpensive materials? NINTH YEAR— POOD and related subjects The work given in the ninth and tenth years should constitute a complete Homemaking unit. Specialization in any single phase of the work may come in the eleventh and twelfth years. Mending days should occur not less frequently than once a month. PROJECT I. To organize a system by which the members of the class may take charge of the marketing and account- ing for all class work. Problems: (a) What is the value of a budget to the housewife? (b) Shall we order our supplies over the telephone*^ (c) How shall we select vegetables, meat, fish, etc.? PROJECT II. To determine the minimum amount that is needed per day in this town to feed a family of four consisting of father, mother, a boy of 12, and a girl of 14 Problems: (a) Luncheon series fb) -Breakfast series (c) Dinner series PROJECT III. Fighting influenza with proper food and sanitation. Problems: (a) What simple rules of sanitation would you emphasize in fighting influenza? (b) How valuable is boiling water in fighting disease? fc) What is sterilization? Pasteurization? (d) How shall we feed the patient with a heavy cold? If fever develops? NINTH YEAR— CLOTHING and related subjects "The drafting in this course should not be given with an idea that each girl should make a perfect pattern but merely that she may gain a general understanding of pattern construction which will enable her to use patterns more intelligently, and increase her ability to judge good lines in commercial patterns. The lessons should be developed by the use of a dress form and not from a set of directions." Baldt. 22 THE DBPARTiMENT OE HOMEIMAKlNCi PROJECT I, To design and make an appropriate garment to wear under thin waists. Problems : (a) For what occasions are waists made of sheer material such as georgette and organdie appropriate? (b) What material will your clothing budget permit you to buy for this undergarment? PROJECT II. To make wash skirts that we would be proud to ex- hibit in a local store window. PROJECT III. To make a middy blouse or smock that will look well with our wash skirts. PROJECT IV. To make a layette given a minimum amount of money. NINTH YEAR— HOUSEHOLD MANAGEMENT This work should be closely correlated with the Food and Clothing courses. PROJECT I. To make our school kitchen as convenient as a well- arranged home kitchen. PROJECT II. To procure all the necessary conveniences for efficient laundry work. PROJECT III. To make provision for converting our sewing-room into an attractive school lunch room. TENTH YEAR— FOOD and related subjects There should be a marked differentiation between the projects selected for the ninth and tenth years. The tenth year pupils should be able to recognize at once the advanced nature and increased scope of the work. PROJECT I. To make jellies, pickles, and preserves for school and home use and to prepare for an exhibit. Problems: (a) What fruits and vegetables can we afford to can this year? (b) What fruits make the best jellies? Why? (c) What is the best way to make a jelly bag? (d) Let's plan an unusual exhibit that will interest both par- ents and students. PROJECT II. To make a two weeks' study of the best way to put on a successful school lunch in this school and to put our plans into practice during the months of December, January and February. Problems : (a) Why is there a nation-wide interest in the hot dish served at the school during the noon hour? (b) How may a hot dish served at noon by the Homemaking department help to fight malnutrition? THE DEPARTMENT OP HOMEMAKING 23 (c) What principles of elementary dietetics can we teach to all the pupils in the school by means of the hot lunch? NOTE: After two weeks of intensive study of the best way to serve a school lunch, including such topics as the preparation of food in large quantities, the estimating of costs, marketing and the psychology of getting and keeping trade, the teacher will take up the next project with the majority of the class The school lunch, then, is managed by committees consisting of from two to four girls from this class. Permit each committee to take charge of the lunch for one week excusing them from the regular class work. Permit them to handle the money, to plan, market, and to pre- pare and serve the lunch with as little supervision as possible. In this way each mem- ber of the class should get some practical experience in the various activities involved, PROJECT III. To organize a Catering Club, the aim of which will be to prepare refreshments for school social functions. Problems: (a) What refreshments are appropriate for school festivities? How are they prepared and served? (b) How shall we divide the class into groups, so that all the members of the class will have an opportunity to do some of this work? Note: Follow plan for school lunch project, using at least a week for an extensive study of how to cater for school functions. PROJECT IV. To make a study of child feeding, and to organize and teach nutrition classes in the lower grades by means of talks and demonstrations. Problems: (a) What can we teach the children in the grades in regard to good food habits? (b) Let's make our own charts and posters for illustrative pur- poses. PROJECT V. To organize and give a series of demonstrations on food preparation before the members of the class, the Par- ents and Teachers' association and Woman's club. Problems: (a) Some lessons in food preparation are excellently adapted for demonstration purposes. How can we divide the class so that everyone will belong to a "demonstration team?" (b) We may need to buy some up-to-date utensils for these ' demonstrations. How can we earn the necessary money? (c) In order t>iat we r'-ay be informed on the nutrition and food study involved in these demonstrations, we may need some new reference books. How are we going to get them? TENTH YEAR— CLOTHING and related subjects PROJECT I. To determine my share of the family clothing budget and to plan my wardrobe accordingly. Problems: (a) Let's make a typical list of the articles of clothing needed by a girl in the twelfth year of school. Then we may use this list to check up what clothing we have on hand and what must be purchased. (b) By drawing on the combined wardrobes of the class mem- bers, a complete and appropriate outfit for a twelfth year girl may be assembled. Let's assemble this outfit and have a style show during the clothing class period. 'ji THE DBPARTtMENT OiP HOMBMAKING PROJECT II. To make a dainty waist to wear with a suit. Problems : (a) What kind of waists are suitable for occasions when we do not wish to wear the strictly tailored blouse? Can we make some original designs? (b) How many blouses will my clothing budget allow? PROJECT III. To make a wool skirt for school wear, using old or new material. Problems: (a) Is it true that skirts and gowns which seem to be of the simplest designs often come from the best shops and cost the most money? Explain. What is good line? (b) What is the relation between good line and good material? How can we recognize good woolen materials? (c) An old suit or dress may be better material than we can afford to buy now. Why? PROJECT IV. To make a lingerie dress. Problems: (a) What considerations should guide us in selecting designs and materials for our summer dresses? (b) How are these materials manufactured? How can we recog- nize good quality? (c) What kind of undergarments are appropriate to be worn with these sheer dresses? Shoes? Hats? PROJECT V. To renovate last year's hat. Problems: (a) If we wish to practice good economy in hats, what shapes should we select? How can a good sailor be made to wear two or three seasons? PROJECT VI. To organize demonstrations on practical clothing prob- lems to be given before the members of the class, the parent-teachers' association, and the woman's club. Problems: (a) How to wash and tint a georgette or crepe de chine blouse. (b) How to clean and sponge a wool dress., (c) Smocking. (d) How to alter a waist pattern. TENTH YEAR— HOUSEHOLD MANAGEMENT PROJECT I. To redecorate the teachers' rest room or any other room in the building that needs it. PROJECT II To study labor-saving devices and to raise money to procure the one that is most needed in our department. PROJECT III. To study pictures and rehang, if necessary, the pictures in the assembly room and corridors of the building. PROJECT IV. To organize within the class a School Decorating Club, the aim of which will be to decorate for school festivi- ties. NOTE: Detailed outlines of work for all years except the seventh will be sent on request. The detailed outline for the seventh year is included in this bulletin. THE DEPARTMENT OF HOMEMAKIN G 25 26 THE DEPARTMENT OF HOMElMAKING OUTLINE FOR SEVENTH GRADE CLOTHING AND FOOD USING THE SUGGESTED PROJECTS This outline will serve as a guide to the teacher in planning her course on the Prohlem-Project basis. Success in Problem-Project teaching depends to a great extent on the development of initiative and self-confidence in the pupil. Encourage the students daily to take part freely in some discussion bearing on the problem at hand. Have informal demonstrations by the pupils; i. e. "Mary says she has done smocking at home. Mary, will you show the class your method of doing smocking?" After the method of fitting a garment has been demonstrated by the teacher, have the pupils fit one another. Interest the pupils in bringing cuts and clippings for the bulletin board, in reading newspapers and magazines, and in introducing topics for discussion which reach out into other fields, thus enlarging their view of the clothing problem. THE DEPARTMENT OF HOMEiMAKING *i< 7:3 o M bfl m o ft ft <1 CO a OI o cm 5 a o t: e schedule length of •tide by a O suggested apanese Ki the point and comfo o W) (D a s o first of J "rom ect, ^ CO a -O ^ >i M 0) fl *• CO ect ictu the istic -ft t^ "^^ ^ a .a s ^ ct3 o a^t 0) g ^ ^ bJ3 :3 as ft r; o ^ -n ^ ft?. 03 ^ ^ ^ -^ s cc '^ rt 02 C '=^ o ^ S* CO (D Oi oJ 03 <^ S !=! 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