Class JlXJJoS^ Book L O Qd — Gopight]\°_iJ^p24- COPYRIGHT DEPOSm VOCATIONAL HOME- MAKING EDUCATION ILLUSTRATIVE PROJECTS Published by JStucl^trB (Sdllrgp, (Enlnmbia llnivrraUg NEW YORK CITY 1921 VOCATIONAL HOME- MAKING EDUCATION ILLUSTRATIVE PROJECTS EDITED BY DAVID SNEDDEN PROFESSOR OF EDUCATION, TEACHERS COLLEGE COLUMBIA UNIVERSITY Published by QTrarl^rra (EaiW^t, Qlnlutnbia Intvpraitg NEW YORK CITY 1921 Copyright, 1921, by TEACHERS COLLEGE, COLUMBIA UNIVERSITY ^x^^^ 'CI,A611640 ftPR 14 1921 TABLE OF CONTENTS CHAPTER PAGE I. Introduction i II. Lists of Projects 18 III. Illustrative Projects in Foods 27 IV. Illustrative Projects in Clothing 61 V. Illustrative Projects in House Care yy VI. Illustrative Projects in Laundry 97 VII. Illustrative Projects in Child Care 118 VIII. Miscellaneous Illustrative Projects 138 VOCATIONAL HOME-MAKING EDUCATION INTRODUCTION 1. During the college year 1918-19 it seemed expedient to form a special group of those women in my course in vocational education (Ed. 295-6), who were especially interested in the administrative and pedagogical applications of the Smith-Hughes Act in its relation to home economics education. The results of the discussions of this groups were summarized in a pamphlet' which was made the subject of a discussion by the American Home Economics Association at its Blue Ridge, North Caro- lina, meeting in June, 1919. Following suggestions that there be formed for constructive work a group of women responsible for state supervision of, or the training of teachers for, " Smith-Hughes " home econom- ics work, invitations were sent out which resulted in the bringing together in the Summer Session of Columbia University for 1919 the following sixteen persons : Maude Gregory Adams, Josephine Arnquist, Jessie Boys, Mabel V. Campbell, Myrtle Viola Caudell, Bess Chappell, Genevieve Fisher, Frances M. Gregory, Cleorac C. Helbing, Adah Hess, Frances R. Kelley, Anna L. Leggett, Kate S. North, Mildred S. Sipp, Agnes Tilson, Fannie A. Twiss. The materials of this pamphlet are the outcome of their work. 2. The materials offered herein constitute in effect merely a report of progress. The entire subject of the " project method " 1 Composing this group were : Florence LaGanke, Ina Lindman, Jessie Long, Anna Nordell, Ethel Orr, Gertrude Paxton, Dorothy Pendleton, Hortense Quimby, Marie Saylis, Vesta Scoby, Ellen Steele, Martha West- fall, Edna Avery, Virginia Babb, Isabel Baldwin, Carrie Beers, Audenia Chapman, Frances Clark, Ellen Dabney, Bertha Davis, Grace Denny, Glenn Ayer, Winifred Hausam, Edith Hawley. '^Vocational Homemaking Education: Some Problems and Proposals, h\ David Snedden, published by Teachers College, Columbia University. 1 2 VOCATIONAL HOME-MAKING EDUCATION in homemaking education is still tentative and experimental. Neither the general nor the detailed findings here published are to be regarded as final or even as expressing in detail the judgments of all the members of the group preparing them. But in spite of the necessarily incomplete and provisional char- acter of the projects and other suggestions here oflfered, it seemed advisable to the group to authorize their publication, since current interest in the subject is widespread and acute, and it is desirable that as many workers as possible be enlisted cooperatively in constructive work. It is hoped that the sug- gestions here offered will be found helpful as to method as well as to aim, and that educators will use them with due regard to their experimental character. 3. The passage of the Smith-Hughes Act providing national aid for " home economics " education (besides industrial and agricultural vocational education) brought into acute relief a problem that had long been troubling educators and others inter- ested in the promotion of vocational education. Following the august example set when Eve was created at the eleventh hour, and as a result of the afterthought that it was not good for man to be alone, legislators and others have tardily followed the provision of new forms of education for boys and men by permitting the establishment of corresponding courses for girls. The agitation during ike last quarter of the nineteenth century for the establishment of manual training for boys was attended by efforts to provide cooking and sewing courses for girls. Many years after the inauguration of agricultural college courses, interest in the provision of similar opportunities for advanced work in home economics culminated, at least in a few states, in genuine college courses in this subject. When prolonged propaganda has led to the founding of special secondary schools of agriculture, it then occurs to someone that these schools should not overlook the girls, although farmers' daughters do not seem keenly interested in the courses offered " to prepare women to be farmers' wives." During forty years we have witnessed the evolution of the modern subject of study and practice called " home economics " from its beginnings in cooking and sewing. INTRODUCTION 3 domestic science and domestic arts, household arts, domestic economy, housewifery, and the like. In 1917, when the national legislation referred to above was enacted, all the progressive, larger high schools of the United States were offering home economics, while a large number of private and endowed agencies promoting the same subject were at the height of their activity. The fundamental problem referred to was this : Is home economics education or any well established variety of it, entitled to be called vocational education? Assuming that there already existed reasonably adequate definitions of what constitutes voca- tional education, it can readily be seen that this general problem involves several difficult special problems: What are the voca- tions of " homemaking " (or housewifery or housekeeping or home management, as some would have them called) ? By what agencies, means and methods has, for any given class, prepara- tion been heretofore given for these vocations ? Are these means diminishing in efficacy or are the demands for more competent homemaking increasing? Does vocational competency in home- making consist largely of those " habit " products of practical experience and repeated performance which we crudely desig- nate as manipulative and managerial skills, or does it involve chiefly those results of inquiry and study which we call technical knowledge? Should schools that confine their efforts mainly to imparting " technical knowledge," with little or no relation to " practical experience in productive work " properly be called vocational schools ? Is it wise to assume that the girls or women coming from, or going towards, any stated class of homes and homemaking responsibilities will obtain needed basic experience (including skills and other products of realistic work) in those homes, provided the home economic courses give technical knowledge ? 4. Fundamentally, these are all questions of educational aim. To the present, they have been answered, in any detail, as regards only very few forms of vocational education indeed. But the Smith-Hughes Act was clearly designed to aid vocational edu- cation, and vocational education only. Many educators and probably not a few practical men and women outside of education 4 VOCATIONAL HOME-MAKING EDUCATION were, however, convinced that the home economics commonly found in high and elementary schools actually functioned in definite powers of homemaking too seldom and too sparsely to be properly recognized as vocational education. Gradually it was being seen that in almost any field of vocational subject matter at least three distinctive objectives were possible, (a) The sub- ject-matter and practice — and this is just as true of printing, typewriting, seamanship, carpentry, and farming as it is true of homemaking — could be used as means of general or liberal edu- cation, that is, of giving experience, insight, tastes, and the like that would function in the non-vocational powers and apprecia- tions of life, (b) The technical knowledge and accessory skills involved in, or explaining, the vocation could be so organized as to be capable of treatment under academic school conditions — that is, chiefly with text-book readings, lectures, laboratory ex- perimentation and school shop exercise, but with only remote expectation of vocational functioning. Or, (c) the managerial and manipulative skills, the definitely related technical knowl- edge, and the related social, cultural and hygienic knowledge, could all be made the objectives of training and instruction designed to produce known types and degrees of vocational competency. Now the various forms of home economics instruction hereto- fore found in schools belong obviously under (6) above. They are designed to impart technical knowledge, the vocational func- tioning of which is mildly hoped for, but never guaranteed. Technical instruction as a means of increasing vocational com- petency has this illusory character — it actually succeeds in the few cases, on the one hand, of those learners who bring to it as apperceptive foundations a substantial amount of practical ex- perience and resultant interest; and, on the other, those gifted persons who possess exceptional powers of abstract thinking. To the few who have ten talents, technical instruction often adds thereunto ten other talents; but from those who possess but one talent (unfortunately the large majority), it would seem that it usually takes away even their one — at least it leaves them with false estimates of their own powers and dubious relations to the world of actual service. INTRODUCTION 5 Hence when local communities, learning of the possibilities of federal aid for their already expensive home economics instruc- tion, desired that their schools be brought under the provisions of that act, confusion arose. At first it was naively assumed that the existing courses would serve, provided more time and somewhat ampler equipment were provided. But the Federal Board for Vocational Education wanted something more than technical instruction, elaborated by a little school lunch room work. It wanted real practice of some kind. But practice of homemaking as means of training therein was still as remote from the thinking of home economics teachers as is practice of engineering still remote from the plans of most colleges of engineering. In fact, it is not yet easy to find educators who sincerely believe that going into the water is an essential means of acquiring competency in swimming. Water is cold and dis- agreeable stuff, while books on swimming can be read so com- fortably in warm dry rooms and arm and leg exercises be per- formed so attractively in well-lighted gymnasiums ! But the more progressive and practical home economics teach- ers realized that they had now a new problem to deal with. What is vocational homemaking education, what must be its specific objectives, and what its best methods? 5. For the present probably only one answer, and that a negative one, is clear. Technical instruction alone in home economics for persons of no considerable previous basic experi- ence probably does not function as vocational competency in sufficient cases or to a sufficient degree to justify any consid- erable expenditure of public funds on it to that end. With some modifications of historic methods, it can doubtless be made, especially in the cases of girls from 12 to 16, to function as liberal education sufficiently to justify at least as much outlay of funds as is devoted to instruction in mathematics or foreign language ; but that is the story of another kind of educational aim. But for vocational homemaking we require more practical objectives, and more practical methods. What shall they be? The objectives must first of all be derived from direct studies 6 VOCATIONAL HOME-MAKING EDUCATION of homemaking as now practiced among the more successful of the fifteen million homemakers, considered separately as pros- perous and poor, black and white, rural, suburban and urban, educated and uneducated, servant-assisted and unassisted, with normal number of children, and without. These objectives must be based upon careful consideration of the extent to which prac- tical training in the home itself — prior or subsequent to school- ing — can be depended upon to give basis for, or to supplement, school training. Finally, they must be based on more thorough- going study than has yet been given, first to the probable motive power for vocational education to be found in girls of fifteen or eighteen, or twenty-two or after marriage, in any given social group, and second to the keeping qualities of vocational training when placed in cold storage for five or seven wage-earning years. Some of these problems have been given provisional analysis in the pamphlet referred to in the footnote on page i. 6. Whatever character will eventually be developed for the specific objectives of vocational homemaking education, it is certain that questions of method will also be of the greatest importance. At present chief interest centers in the project method. In agricultural education of secondary grade the pro- ject method has been generally accepted as far superior, for the average student at least, to the more academic methods of text-book and laboratory on the one hand, or the more appren- ticeship-like methods of routine participation in productive work, attended by study of parallel technical subjects, on the other. Homemaking bears many points of resemblance to the farming vocations. It is essentially a composite vocation. Managerial powers are at least as necessary in it as manipulative. It easily breaks up into more or less discrete or separable jobs. Its related technical knowledge is to be found in at least a half score of sciences and arts, none of which can be studied in any complete- ness as independent subjects by the student of average ability or available time. Hence if the project method proves the best in agricultural education we have every reason for believing that it can be successfully applied in homemaking education. 7. But it would be easy to make rash assumptions and to INTRODUCTION 7 proceed too hurriedly in this matter. Already we find bulletins, state and federal, urging teachers to employ the project method, but giving them no hint of what it really is in detail. The present study represents the results of six weeks of work in trying to g^ve concrete expression to ideas of serviceable projects. Though this work has been done by some of the best qualified teachers and supervisors of home economics in the United States, it will be freely conceded by all of them that they have proceeded only a few steps into this unexplored continent of possibilities. It is not so difficult, of course, to analyze out a series of pos- sible jobs in homemaking and even to range these in orders of difficulty adapted to different girls, according to their ages and abilities. Neither is it difficult for inventive teachers, experi- enced in the practical aspects of homemaking, to dissect these jobs into suitable stages and thereby to isolate out for consid- eration the detailed procedures that should successively be studied and practiced by the learner. But it is difficult, and it becomes in reality almost one of the finest of pedagogical arts, to provide for a psychological linking up with the job, or any part of it, of the normal related technical, social, hygienic, and cultural knowledge, without which linking up the job is only a job (worth something for education in skill of course) and not at all an educational project in the true sense of the word. The following seem to be some of the principles of organiza- tion and procedure essential to successful project work in home- making. 8. Every project should have a certain magnitude based upon customary practice in the world of work. Where skills are obtained with some difficulty sufficient repetition to carry the learner to an early point of diminishing returns (to use the economist's phrase) should be required. Experience seems to suggest that no project should be so small or fragmentary as to require less than six or eight hours, with necessary repeti- tions, nor any so extensive as to necessitate more than sixty to eighty hours. (In agricultural education the magnitude of pro- jects must be much greater because of dependence on year round work ) . 8 VOCATIONAL HOME-MAKING EDUCATION 9. Each project should be very fully analyzed in a leaflet or booklet prepared for that case or type of learner to which a given individual most nearly approximates. The controUing purpose in the preparation of this printed analysis should be to make the student as completely independent of personal con- sultation with teacher or others as practicable. We aim to pro- duce a worker who can obtain new direction and knowledge readily from printed sources — one of the most important goals of all effective education. This booklet should give constant reference in page detail to books, bulletins, and articles that demonstrably constitute related knowledge — whether in the imme- diate field of needed technical knowledge clearly necessary to the performance and comprehension of the project itself — or in the more remote social hygienic and cultural fields given sig- nificance by the project. 10. In most cases in the pupil's guide to the project it seems best to make approaches by questions — first, questions directing attention to major stages of attack on problems, and then ques- tions enabling the student to resolve these into easy steps, capable of being worked out one by one. (This method of presentation was first used, to the writer's knowledge, by Rufus W. Stimson, of Massachusetts, in connection with agricultural school projects.) 11. In the actual working out of a project the learner should be required to plan much in advance, to think out details, and even to make notes or written descriptions of what she expects to do, whereon to obtain the teacher's prior approval. It must never be forgotten that a major factor in good homemaking is man- agement — of one's own time, resources and responsibilities, and not the services of others necessarily — and that the central essen- tials in good management are prevision, forethought, prearrange- ment, planning — as found in the competent housekeeper of whom we say that " her head runs ahead of her heels." 12. The best project work for educational purposes will usually be done in the environment most nearly normal for that kind of work and for the worker concerned. Hence projects carried out in a school laboratory, a school lunch room, or even INTRODUCTION 9 a practice house will often be found lacking in essential ele- ments of reality. The home of the girl or woman — her parents' home, of course, if she is unmarried — will usually furnish the most realistic conditions. Furthermore, the hours, seasons, and all other working conditions should as nearly approximate those of the world of work as can normally be arranged. 13. But of paramount importance is it that the project shall consist of productive work. Meals must be cooked to be eaten, beds made to be slept in, rooms cleaned to be lived in. babies cared for because the care is required, gardens improved because they need it. " Make-believe " w^ork, exercises, unessential per- formances should be sternly repressed, if not prohibited. Prob- ably in only a few cases — of which the minor division, Housing and Furnishing, ofifers the only instances now apparent — will it be necessary to go through the motions only of real work — -to " simulate " actual useful performance as we had to do in train- ing our men for war. 14. Hence the desirability of putting project work on a com- mercial basis wherever practicable. The useful product should bring to the worker a net return for her labor, due allowance being made to the person served for the risks and inconveniences of being served by a learner. The formidable obstacle, of course, to this pa3'ment for service is the fact that so often it will be done in homes where conditions do not normally permit the employment of paid service. Here, of course, the service must be given. But in the cases of project work done in homes where it can replace service that would otherwise be paid for, as well as in all cases where the product can be sold, a reasonable net return should come to the learner (no deduction, of course being made for school supervision or facilities provided as part of the educational process). 15. Each project must be made the vitalizing center for the study of that technical or interpretative knowledge which is ger- mane to it. Caution must be exercised in providing that such study of related technical knowledge shall be neither too cursory nor too thoroughgoing. Teachers interested only in immediate perform- lO VOCATIONAL HOME-MAKING EDUCATION ance will scamp on technical learning so that their pupils will be getting the benefits of what is in reality only apprenticeship learning — chiefly unrationalized practical skills. Other teachers — and under present traditions, probably the majority, at least in Foods, Laundry, and Accounting, — will tend to use the prac- tical work of the project only as a suggestion or starting point for endless and interminable excursions into the fascinating realms of technical knowledge. Flower in the crannied wall, I pluck you out of the crannies, I hold you here, root and all, in my hand. Little flower — but if I could understand What you are, root and all, and all in all I should know what God and man is. These teachers would build an entire system of bacteriology around a yeast cake and a system of chemistry about a baking powder biscuit. But, however attractive this process to the teacher enthusiast, it is usually death, if not to the interests of her learners, at least to their powers of normal and wholesome assimilation. Obviously much pedagogical research must be de- voted to this subject before we shall be able to proceed con- fidently. For the present, existing text-books and manuals should be used only for reference purposes, and sparingly and circum- spectly at that. 1 6. Similarly the fields of related social, hygienic and cul- tural knowledge normally to be entered under the stimulus of project study remain as yet almost wholly un worked. Almost every good homemaking project can be made a very real port of embarkation for the study of some social, health or cultural topics or problems genuinely related to it. Some of these easily suggest themselves ; others require the constructive aid of experts. 17. All of which suggests the very great desirability of pro- viding for each project not only a " pupil's guide," but a teach- er's guide as well. If federal or state or other central authori- ties would at an early date provide detailed suggestions for teachers in booklet form for such projects as bread making, breakfast getting, home accounting, family garment upkeep, after- INTRODUCTION II noon child care, and family laundry, they would be rendering an incalculable service. Here would be opportunity for coopera- tive effort in determining the kinds and degrees of technical knowledge that, for stated case groups, naturally relate to specified projects. Here could be given a wealth of suggestions for related readings, sub-projects, laboratory exercises and oral presenta- tions on the part of the teacher designed to enrich and round out the project so as to make it in maximum measure educative. 1 8. It should be apparent by this time that pupils' guides to any given project will require very different treatment accord- ing to the case group for which it is designed. In subsequent work on the topics considered in this book it is suggested that at the outset at least two and preferably four or five distinctive typical case groups be described in detail and be made the point of reference by number or other designation for all recommen- dations of courses or methods. Unless otherwise indicated the projects of this book are based upon the assumed powers and capacities of " Case B " girls — urban high school girls, 14-16 years of age, living at home, elect- ing voluntarily the homemaking two-year course described in Bulletin 28 of the Federal Board for Vocational Education.^ Case groups will obviously range in powers from retarded girls 14-16 years of age (quite incapable of doing regular high school work) to women of 22 who have spent six or seven years in wage-earning work, or college students of equal age, with seven years of liberal education beyond the elementary school, as well as splendid heredity and family culture behind them. Ultimately, we may expect to see six or seven types of booklet on any individual project adapted respectively to the differing needs and capacities of a half dozen widely variant groups. 19. It is probable that extreme flexibility in time and order of various projects offerings should be favored until we know definitely what are the various varieties of difficulty to be en- countered. Certainly there are no reasons known at present why food projects should either succeed or precede clothing ^ For discussion of " cases " see Vocational Homemaking Education: Some Problnus ai:d Proposals, pp. 13-20. 12 VOCATIONAL HOME-MAKING EDUCATION projects. Simple projects in accounting are just as feasible as projects in laundry and child care. In fact in any of the five major or five minor divisions into which homemaking projects are for convenience here grouped (foods, clothing, house care, laundry, child care ; and accounting, care of sick, housing and furnishing, adult sociability, and yard and garden care) it would be practicable to devise simple projects which could be taken at any early stage ; and it would be no less practicable in each to discover projects so complicated and exacting as to require much of maturity and experience. Within any division we may expect experience to show us cer- tain desirable sequences of projects, but for the present we should reserve final decisions even in these matters. The project method does ofifer opportunities, unequalled under any other method, of adapting work to the native powers and previous experience of the individual girl. Hence, out of a series of pro- jects we may find it expedient to allow a capable beginner with good home experience background to commence with a fairly complicated piece of work. Probably we shall tend to develop, in each division, several groups of projects, each group representing a different degree of manifest difficulty. A group suitable for beginners might be designated as the "a" group (ai, a2, a3, etc.), while a group presenting difficulties that could normally be met only by learners having experience equivalent to that required by the successful performance of an " a " group project would be called the " b " group (bi, b2, b3, etc.). 20. What will prove the best administrative organization of home project work in homemaking? Here much experimentation is necessary. Analogy with agricultural education suggests a few tentative conclusions. Much reliance cannot be placed on rigidly organized class work. Ideally, any given teacher should be pre- pared to direct home projects in any one of the ten divisions — • she should, in other words, be an all-round homemaker herself, equally competent in clothing, child care, furnishing or food projects. For full time work (eight hours daily) one teacher should INTRODUCTION I3 probably not have more than fifteen pupils if she is to preserve suitable contact with home projects. For half time work (four hours daily minimum) it is doubtful if one teacher should be responsible for more than twenty-five girls. Teachers will neces- sarily have to adjust themselves to flexible personal schedules in order to supervise such projects as breakfast getting, evening child care and the like. But, like many others of the workers of the world, such as nurses, street car drivers, waitresses and others, interested teachers will soon adjust themselves to irregular schedules, shifts, " divided turns," and other devices where de- partures from traditional schedules are necessary. For full time students probably not more than three hours daily (for five days in the week) should be claimed for class work and joint conference purposes. One of these hours should regularly be given, doubtless, to the " related social and cultural " readings and discussions which are provided to give vision and higher appreciations as to woman's work, the possibilities of the home, etc. For these purposes inspiring books are needed. Olive Schreiner's Wouian and Labor will be used by some to advantage. If we posessesd a twentieth century How Gertrude Teaches Her Children it would fill an acute need in homemaking literature. Perhaps the Woman's Home Companion and other similar journals will be found helpful by some teachers. For the rest, the teacher will reserve needed time for individual conferences, sometimes in the home, sometimes in the school, where pupils are doing their reading. It cannot too often be insisted that good vocational education is moving, steadily, to- wards the methods of " individual " instruction, and that pupils must increasingly be taught to rely upon themselves in reading and planning, provided specific guidance thereto is given in printed matter. 21. It has heretofore been assumed that the girl's "own home " will furnish the most accessible source of opportunities for " productive " projects. But it can be safely prophesied that many opportunities, and those the most excellent, will be found, once the crusts of tradition and artificial conventions are broken, in homes other than those of the girl's parents. Within easy 14 VOCATIONAL HOME-MAKING EDUCATION walking distance of any college and almost every boarding school to-day are located scores of homes in which help is urgently needed — help in caring for children, washing clothes, mending, preparing and serving meals, caring for adult sick, renovating garments, helping with " parties." Here are Hmitless opportun- ities for the most effective kind of educative participation, once home economics teachers (better call them homemaking teachers for the future) shake themselves into the conviction that it is necessary to enter the water if one would learn to swim, and cultivate dispositions and ability to propose and supervise " part- time " projects among their neighbors on the part of their pupils. In many cases it may be pedagogically very much better for the girl, especially if she be upward of i8 years of age, to work out projects in homes other than that in which she has lived. Furthermore, these projects in other homes offer many oppor- tunities for the partial " wage " compensation which is so desir- able. On the other hand, care must be taken not to have more than a small amount of work done under the conditions created by a very different financial standard of living than that which the girl herself can reasonably expect. A series of projects car- ried out in a home on a $5000 yearly budget might constitute poor, if not disastrous, preparation for homemaking in the case of a young woman whose prospective husband can hardly expect to earn more than $900-$i200 per year (1914 prices). 22. The application of the project method in rural schools will require some modifications of plans designed to meet con- ditions of urban population concentration. Short course boarding schools will in some cases be found the best solution. Intensive courses not exceeding three months in length seem to the writer to represent an optimum standard. In the case of girls living at home and coming from distant points to school, programs could and should be arranged where- under school attendance need not be made more than two or three times weekly — the remaining days being taken for project work at home, which the teacher could arrange to inspect. It must be remembered that, because of the practical experience already obtained by the majority of country girls, their project work will INTRODUCTION 1 5 take the direction of " advanced " or " extension " instruction and training. Of course, if the girl is dividing her time between liberal and vocational studies, the school attendance require- ments of the former will control. 23. Summer projects are strongly recommended now in some states. If properly supervised, these should prove very valu- able because of the opportunities they offer for concentrated experience. It is doubtful if " credit " should be given for such work unless it can be adequately directed and unless increments of skill and knowledge resulting from it can be definitely evalu- ated. Otherwise we should find it beset by petty deceptions while its educative character will often be dubious. But " summer projects " represent only a passing phase at best, just as does the " summer camp " work of engineering colleges. The true vocational school should know no seasons and no vaca- tions — which is not to say that individual teachers are to have no vacations. But the institutional work of the world — homes, hospi- tals, hotels, rail transportation, farming, factory work — goes on in all months. So must vocational school work. Where the student wishes to divide the working time of each day between liberal and vocational studies — the rather weak and inconclusive arrange- ment now favored by some educators who have little genuine interest in, and no adequate knowledge of, vocational education — it may prove desirable and necessary to reserve the summer months for whole-hearted participation in vocational projects. But under any full time vocational program the requirements of the summer months should certainly not differ from those of any other months. 24. The time is not yet ripe to assign definite " weightings " to the various divisions of homemaking education or to special subdivisions under each. Proposals for further study of this matter are suggested on pages 8 to 20, of the bulletin referred to above (p. i). Obviously these "weightings" will differ greatly among various case groups; and doubtless many varia- tions will be found desirable in individual cases owing to inter- ests, previous experience in home work or in wage earning employment, prospects, etc. l6 VOCATIOXAL HOME-MAKING EDUCATION 25. The vexed question of the relations of vocational education to general or liberal education will doubtless haunt educators for some years to come, largely because of the prepossessions of academic minds that at any and all ages non-vocational education is vastly more important than vocational. To the present writer it seems certain that we shall take our cues here eventually from practical life itself. In this practical life, where at all well organized and regu- lated, the earlier years, to the age of 14 for some of meager endowment or pinching circumstances, to 16, 18 or even 22 for the more gifted and especially for those of favoring environ- ment, are given, as respects " working " hours and seasons, to getting a general (or liberal) education. Then the individual " goes to work " which means that thereafter he gives the best of working energy, effort and time to his vocation, and his leisure or " off " hours, days and vacation seasons to recreation, further- ance of personal culture, and performance of non-vocational social activities. This is the normal routine in all civilized soci- eties, and, in the estimation of the writer, it should control wherever efficient vocational education is contemplated. The time given to vocational education should be regarded in exactly the same light and be governed by exactly the same conditions as apply in vocational practice. The requirements of general education as a major pursuit of working hours should have been, for the time at least, completed. The individual should be free to give the " heart " of his working day, week and year to the concentrated learning needed by his vocation — eight hours a day, six days in the week, forty-six weeks in the year, if necessary and if these are the usual allotments in vocational practice. Out- side of this he should keep alive and extend his cultural interests (aided thereto by evening school and other secondary educational means), take recreation and participate in manifold social activi- ties which may also be extended along educational lines. For the present the foregoing seems too radical a program for our educators; but it is submitted that the logic of events, as conditioned by requirements of social efficiency — cultural, physi- INTRODUCTION 1 7 cal and civic no less than vocational — tends steadily in the direc- tions indicated. 26. The propositions above submitted apply to basic vocational education — that which presupposes no prior learning, which there- fore builds from the bottom up. Extension vocational education builds on foundations of training and experience already laid. Is the project method the best for this extension education? Where the primary purpose of the extension teaching is to pro- duce more exact skills, or more effective managerial ability, the project method will probably be the best available. But where the primary aim is to interpret previously obtained experience, to reinforce skill of performance by technical knowledge, the method of technical instruction, using laboratory illustration rather than productive work, will in many cases prove most serviceable. D. S. II PROVISIONAL LISTS OF HOME PROJECTS I. FOOD PROJECTS A. Food Preservation Projects (for own family, for family of neighbor, or for pay). 1. Canning i doz. quarts peaches in glass, in season (3-4 hrs.). 2. Canning for family, i doz. quarts peaches, i doz. quarts plums, I doz. quarts tomatoes, i doz. quarts pears (15- 20 hrs.). 3. Canning of vegetables for family (15 hrs.). 4. Canning family supply of jams, conserves and marmalades (12 hrs.). 5. Canning family supply of jellies, fruit juices, etc. (10- 15 hrs.). 6. PickHng or brining family supply (10-15 hrs.). 7. Vegetable drying for family raising vegetables, corn, string beans, etc. (10-20 hrs.). 8. Fruit drying for family raising fruit. Apples, peaches, plums, cherries (10-15 hrs.). 9. Meat drying for certain regions. 10. Meat canning for certain regions. 11. Curing meats, by corning, salting, and other processes in suitable regions. 12. Storing family supply of eggs by water glass, Fleming or other methods. 13. Storing family supply of winter vegetables in suitable regions. B. Quantity Food Preparation. I. White yeast bread for family use in regions where buying is not customary; 3 days' supply in damp climates (6-8 18 LISTS OF HOME PROJECTS IQ hrs., part-time, 8-10 repetitions). Variations: rolls, etc., for one or two family meals. 2. Variant yeast breads, graham, oat meal, whole wheat, rice, potato, etc., for person experienced in white bread mak- ing (6-8 hrs., 8-10 repetitions). 3. Modifications of white yeast bread for person experi- enced in white bread making, raisin, rolls, nut, etc., one- third of the family supply for 3 days (6-8 hrs., part time). 4. Butter cakes, plain, week's family supply (3-5 hrs., 4-8 repetitions with reasonable variations). 5. Fancy cakes (6-8 hrs.). 6. Sponge cake. Week's supply with variations (2-3 hrs., 3-6 repetitions). 7. Pies. Family supply with reasonable variations (2-3 hrs., 4-8 repetitions). 8. Fancy pastr}^ desserts (6-8 hrs.). 9. Candies for special occasions (6-8 hrs., 2-4 repetitions). C. Meal Projects. It is assumed that in every case from five to thirty repetitions of the project (with minor variations) will be provided. 1. Breakfasts (a. heavy, b. medium, c. light) according to requirements of family (1-3 hrs., 20-36 repetitions with variations). 2. Daily carried lunch — workmen, school children, etc. (8-12 repetitions). 3. School provided lunch (time to be arranged according to needs; small rural school) (8-12 repetitions). 4. Teachers' lunch at school (1-2 girls; 10-15 repetitions). 5. Soups 6. Cocoa 7. Sandwiches 8. Main hot dish 9. Salads 10. Desserts 11. Home lunch for mother and mother's assistants. 12. Mid-day meal, dinner for children; man not present. :> separately, in school cafeteria 20 VOCATIONAL HOME-MAKING EDUCATION 13. Mid-day meal, farm and small town dinner. 14. Mid-day luncheon (home) or evening supper. 15. Mid-day dinner or evening supper (town or village). 16. Mid-day luncheon, light. 17. Mid-day luncheon, heavy. 18. Farm supper. 19. Sunday supper. 20. Artisan family, heavy supper. 21. Night workers' supper, served in the evening. 22. The farm dinner. 23. Village or small town mid-day heavy dinner. 24. City Sunday dinner. 25. Light evening dinner. 26. Formal dinner. II. CLOTHING PROJECTS A. Repair and Upkeep (or mending). 1. Upkeep of clothing — except darning — of family of adults and children. Hand processes (3-6 weeks). 2. Darning and stocking patching for family of adults and children (3-6 weeks). 3. Upkeep of clothing of family i month (maximum use of machines). (Should be preceded by some simple con- struction project, using machine.) 4. Upkeep of household linens, using supplies from 3 or more homes (15 hrs.). B. Renovating and Remaking Projects. 1. Renovating wardrobe for i or 2 children for autumn school-going (15 hrs.). 2. Renovating personal dress (woolen) (6-20 hrs.). 3. Cleaning and pressing man's suit (4 times). 4. Cleaning and pressing woman's suit (woolen) (4 times). 5. Remaking adult garment for child's use (6-20 hrs.). 6. Recovering of 3 to 6 comforters, joint project for 3 stu- dents (8-20 hrs.). 7. Renovating two summer hats (4-8 hrs.). LISTS OF HOME PROJECTS 21 8. Renovating two winter hats. 9. Relining coat or jacket (8-20 hrs.). C. Construction Projects (clothing). 1. Coverall aprons — 3 with variations — suitable for novice (15-22 yrs. old; 8-20 hrs.). 2. Nightgown with set-in sleeve (3 repetitions with varia- tions). 3. Petticoat with flounce (3 repetitions with variations). 4. Set of aprons for family. 5. Making muslin underwear for children. 6. Making muslin underwear for adults (simple outfit). 7. Suit of fancy underwear. 8. School dress of wool. 9. Party or graduation dress. 10. Work dress. 11. Baby layette, cooperative for high school girls or indi- vidual for adult extension student. 12. Outing costume. 13. Sport skirt. 14. Making shirt waist or blouse (3 repetitions with varia- tions). 15. Making child's play garments (3 repetitions). 16. Making girl's school dress. 17. Afternoon or street costume for girl or woman. 18. Women's head wear (hats) (3 repetitions). 19. Children's headwear (2 repetitions). 20. Trimming hats (3 repetitions). 21. Boys' shirts (4 repetitions). 22. Men's and boys' sleeping garments (3 repetitions). D. Construction of Textile Articles (other than clothing). 1. Set of slips for furniture. 2. Set of sheets and pillow cases. 3. Hemming set of table linen. III. HOUSE CARE PROJECTS A. Daily Routine Work, on project basis (5-20 repetitions, 10-20 hrs.). 22 VOCATIONAL HOME-MAKING EDUCATION 1. Care of girls' ])ed room, daily and weekly. 2. Care of bath room, daily and weekly. 3. Care of living room, daily and weekly. 4. Care of dining room, daily and weekly. 5. Care of adults' bed room, daily and weekly. 6. Care of second floor of detached house. 7. Weekly care of pantry and kitchen. 8. Yard and veranda care. 9. Care of furnace. 10. Care of heating stove. B. Recurrent Projects (1-5 repetitions, 5-20 hrs.). 1. Putting cellar or basement in order. 2. General cleaning of bed rooms. 3. General cleaning of living room. 4. General cleaning of dining room. 5. Cleaning and storing of winter garments, blankets, etc. 6. Removing of winter garments from storage. 7. Semi-annual replenishing of linens (house). C. Occasional Jobs as Projects (3-20 hrs.). 1. Setting window screens and taking down storm windows. 2. Taking down window screens and replacing storm win- dows. 3. Overhauling of window shades. 4. Putting up heating stove (cooperation of supervisor). 5. Taking down heating stove (cooperation of supervisor). 6. Overhauling of furnace. 7. Refinishing bed room. 8. Refinishing living room. 9. Refinishing porch furniture. 10. Refinishing floors. IV. LAUNDRY PROJECTS 1. Weekly laundering of girl's own clothes — a minor project, may precede project No. 3 (two weeks, 8-15 hrs.). 2. Weekly laundering of teacher's or other person's clothes. Sam.e suggestions and time as above. LISTS OF HOME PROJECTS 23 3. Laundering of all family's personal clothing except pol- ished collars and cuflfs and shirts with polished bosoms (8-12 hrs. per week for 4 weeks). 4. Laundering of household articles and necessary seasonal or occasional jobs; included under such of the follow- ing as are available (15-25 hrs.): a. Curtains. b. Portieres and hangings and pillow covers. c. Window shades. d. Bedding; spreads; blankets; quilts; comforters; pil- lows ; feather-beds ; mattress covers ; pads. e. Furniture covers. /. Rag rugs; strips of carpets. 5. Laundering of all family laundry except polished collars, etc. (10-14 hrs. per week depending upon family type, conditions, and arrangements; 3-5 weeks). 6. Laundering of fine fabrics and laces, delicate silks, and valuable old linen, including bleaching where necessary — advanced minor project (5-8 hrs., 3-5 weeks). 7. Laundering of woolen sweaters or knitted shawls, or woolen dresses, shirts, skirts and waists — advanced minor project (5-8 hrs. for 2-3 weeks). 8. Laundering of stiffly starched collars and cuflfs, shirts with bosoms — an advanced problem for very capable worker (2-3 hrs. per week for 2-3 weeks). 9. Management and supervision of hired laundress in own home under certain favorable circumstances — advanced project to be preceded by at least two laundry projects (6-8 hrs. per week). 10. A minor project might precede other laundry projects — preparation of laundry to be sent out of home, including marking, listing and removing stains, with care of returned laundry, including checking up (3 hrs., 2-3 weeks). 11. A darning and mending project might well be taken at this time. 12. Dry cleaning with pressing of clothing, draperies, furs, 24 VOCATIONAL HOME-MAKING EDUCATION leather goods, velvets, hats, satin footwear, etc. An advanced minor project (5-8 hrs., 2-4 weeks). V. CHILD CARE PROJECTS 1. Bathing and dressing of child, 2-4 years of age, at home or in day nursery (1-2 hrs. daily, 1-2 weeks). 2. Same for 1-2 years of age. 3. Same for 6 months to i year. 4. Same from birth to 6 months. 5. Preparation of food and feeding of a child from 2-4 years of age for one week in home or day nursery (one and one-half to two hrs. daily). 6. Same for child, 1-2 years of age. 7. Same for child, 6 months to i year. 8. Care of one child in walking stage including sleep and play at home. Afternoons for one week. 9. Same for child aged 6 months to 2 years. 10. Same for child under 6 months. 11. Preparation of food and feeding for one week of 3-4 children. 12. The entire care of same group, feeding, playing, etc., for one week. 13. Evening feeding and care of child 2-4 years, 5 p. :m. through evening. 14. Infant's laundry. VI. ACCOUNTING PROJECTS 1. Personal accounts for 3 months (with inventory). 2. Home accounts of girl's own home (3 months without budget estimate). Budget is approximate estimate of expense estimated in advance. 3. Household account, other family, without budget (1-3 months). 4. Home accounts of girl's own home with inventory of articles regularly consumed and budget estimate (3 months). 5. Similar project in other home. LISTS OF HOME PROJECTS 2$ VII. SICK NURSING PROJECTS 1. Helping mother and infant. 2. Entertaining sick person, especially with reading. 3. Care of child, confined by non-contagious sickness. 4. Helping housewife to care for contagious case. 5. Attendance on sick person, providing meals, cleaning, etc. 6. Care of child with measles or other contagious disease. 7. Preparation of invalid's diet. VIII. HOUSING AND FURNISHING PROJECTS ("Observation and report" projects) 1. Plan location of house on farm, with maps, etc., showing exposure, location of well, barn, etc. 2. Plan a house, urban, suburban or rural, costing $3,000, $4,000. 3. Plan details of kitchen, pantry and dining room in house of 7 rooms. 4. Detailed study of location of house in neighborhood. 5. Detailed study of arrangements in neighborhood. 6. Comparative study of lots on undeveloped land. 7. Comparative study of 4 houses as to optimum building materials. 8. Comparative study of 4 houses as to internal arrange- ments (in which the lighting is best, etc.). 9. Comparative study of 4 houses as to heating. 10. Comparative study of building and furniture. IX. YOUTH AND ADULT SOCIABILITY PROJECTS 1. Young person's party (games). 2. " " " (dancing). 3. " " " (picnic). 4. Parties with stunts as a centre. 5. Parties with music as centre. 6. Small dinner party. 7. Tea party. 8. Luncheon or supper. 9. Porch or veranda party. 26 VOCATIOXAL HOME- MAKING EDUCATION 10. Chafing dish party. 11. Assistant at mother's party. 12. Thimble party. 13. Shower parties. 14. Hostess to club meeting. 15. School party. 16. Valentine party. 17. Washington's Birthday party. 18. New Year's party. 19. Hallowe'en party. 20. Swimming parties. 21. Fishing parties. 22. Bacon bat. 23. Clam bake. 24. Excursion party. 25. Tennis party. 26. Corn roast. 27. Hiking party. 28. One-night camp. X. GARDEN AND YARD PROJECTS A. Useful garden. 1. Small mixed vegetable garden. 2. Potato garden. 3. Poultry yard. 4. Flowers for sale. 5. Cellar mushrooms. 6. Rabbit yard. B. Decorative yard and garden. 1. Embowered porch. 2. Window gardening (for apartments). 3. Small yard for flowers and shrubs. 4. Vines for porch and fences. Ill FOOD PROJECTS Food Project No. I. Family Breakfast — Medium or B Type SUGGESTIONS TO TEACHER (Assumed that A or heavy type is for manual, open-air work- ing men and C or Hght type for indoor worker with " light " breakfast habits.) 1. Assumed Case Basis: Girls aged 15, of suburban families, home standards $i50o-$20oo per year, electing vocational course in expectancy of being mothers' assistants or domestics. No pre- vious practical experience or technical education. 2. Assumed School and Home Conditions: One teacher to 15 girls, all phases of homemaking, small demonstration laboratory, abundant reading, 15 hours weekly for non-vocational subjects, 10 hours weekly for conference and related technical subjects, 16 hours weekly at home for project execution. Home coopera- tion assured, including use of normal kitchen equipment for middle class suburban home. 3. Aims of Project: a. Primary : To develop skills and experience in expeditious- ly and effectively prepared breakfasts of B type. b. Secondary : To develop technical knowledge of dietetic facts and ])rinciples, suggested by breakfasts and articles used therein. c. Incidental: To give appreciation of relations to health, financial circumstances, working abilities, " starting the day well," etc., of the first meal; to give appreciation of certain prob- lems of buying, storing and serving foods, keeping accounts, segregating budget, etc. 27 28 VOCATIONAL HOME-MAKING EDUCATION 4. Scope and Time of Project: Assume family of 2 adults, 2 children at day school, one child of three ( father an indoor work- er, getting heavy lunch in town). Milk supplied by wagon; cereals, eggs, etc., bought in small quantities twice or thrice weekly. Breakfasts to be prepared for thirty consecutive days. Work to include all necessary buying (proper accounting to be made of home stocks and use) ; preparing; serving; after-cleaning of dishes and utensils ; accounting for left-overs, etc. 5. Procedure Recommended to Pupil : Preparatory. Assemble data as to customary breakfasts of family, scope of desired or permitted changes, estimated outlay, available stocks for initiating work, etc. If girls are nervous as to execution of sub-project — cooking cereal, breaking eggs for frying, making coflfee — arrange for individual trial under teacher in school laboratory. Have girl prepare carefully written plan for first three days' work — time and objects of shopping, time of rising, steps in starting breakfasts, etc., to be approved by teacher. Some extra time recommended for unexpected needs. After first three days, pupil plans for changes in menu and other procedure, after conference with mother, plans to be ap- proved by teacher. Henceforth pupil will pursue related readings of references and prepare detailed reports on special phases. 6. Teacher's Procedure : After girl has selected project (teacher approving in light of known home conditions) and pre- pared plan, individual conference with girl on detailed plans desirable. If difficulties appear teacher should confer with mother. Teacher plans to visit home 10 minutes after start of project on second day. At end of 10 days teacher visits again to test speed and quality of project. 7. Related Technical and Social Studies : Booklet in hands of pupils contains references to readings by pages as to : a. Types of breakfasts: (a) customary or (&) desirable for open-air manual workers ; school children ; sedentary workers ; infants. FOOD PROJECTS 29 b. Balanced dietaries in general and for breakfasts in par- ticular. c. Breakfast beverages : wholesome water — ^purification, etc. ; milk — source, grades, conserving, values ; cofTee — kinds, sources, methods of preparation; cereals — kinds, preparation, food values; hot and cold breads ; eggs ; meats ; fish ; fruits, etc. Special read- ing ; English breakfast tea. d. Standards as to cost of breakfasts for various incomes, seasons, working conditions, related to general budget. e. Special topic: The fireless cooker and cereals. /. Special topic : Habits of anemic or ill-nourished children in relation to breakfasts. g. Special topic: Gas (or electric) cooking. h. Special topic: Bulk buying and storing cereals, dried fruits, coffee, eggs (appreciation study only of last at this stage). i. Special topic: Utensil and dish washing appliances and devices. j. Reading topic: Breakfasts for sick persons. k. Discussion topic: Badly adjusted breakfasts. /. Topic: School meals for children. m. Discussion topic: Breakfast time as a social rallying time; morning prayers ; rising bells ; the problem of the mother of small children needing help in dressing. n. Discussion topic : Meal habits as an index of refinement, ideals, and right living. 8. Derivative Studies, Readings, Reports : a. Hotel, boarding house, and camp breakfasts. b. Possible new staples, rice, dried fruits, dried milk. c. Self-service. d. Lunches for school children and workers prepared with breakfasts. Food Project No. II. Directions for Pupils I. Title and Description: This is known as Breakfast B. M. Home Project (B type of breakfast, for M case students). The student is expected, after suitable arrangements have been made 30 VOCATIONAL HOME-MAKING EDUCATION and approved by teacher, to undertake preparation of family breakfasts for one month. In connection therewith you will be expected : (a) to buy necessary food stuffs not already pur- chased by mother; (b) to weigh or measure foods already on hand from which you expect to use; (c) to keep proper records of foods bought, or used from those on hand, and of those turned back at close of project, together with statement of cost values ; (d) to keep utensils in good order during progress of experi- ment; (e) to wash and place away after breakfast or at other approved time all dishes and utensils used in connection with the project. 2. Suggestions to Pupils : This project has several purposes. From it, first, you are expected to become fairly competent in procuring, preparing, and serving the kinds of breakfasts desired by your family. In the second place, you are expected to learn a number of important facts and principles as to the food values and importance of cereals, eggs, breakfast meats and fish, break- fast beverages, good cooking, tidy service, etc. Again you will learn something of best methods of marketing, keeping household accounts, cleaning utensils, etc. Finally you may find your family willing, after you have demonstrated the value of certain improve- ments in its foods or breakfast habits, to make certain permanent changes. You are asked to keep always in mind the following suggestions : a. Even if you are receiving a small wage from your parents or from others for this work, never forget that they are render- ing a favor in permitting you to use their homes and equipment, as a place to learn homemaking. Usually the housewife (your mother or mistress) has final responsibility for running the house. Hence consult her freely about your general plans, and about all details later. Never forget that you must fit the hours and other necessities as well as conveniences of the family. In many families, for example, not all members breakfast at the same hour. You, as a project worker, must not object to this, but must adapt your plans to it. After some days you may desire to make certain variations in breakfasts ; but you are not justi- fied in doing this without the hearty approval of the housewife FOOD PROJECTS 3I and her expressed willingness to explain and approve the varia- tions to Other members of the family. b. In every way try to arrange that you make plans for each general and each specific stage of your project before you come to it, and that you discuss these with the teacher. Ordinarily these plans will be in writing, frequently in answer to questions found in this booklet. c. If you apprehend difficulty in preparing particular dishes, suggest to teacher desirability of trial exercise in school labora- tory. Or you might do a bit of preliminary experimental work in your own kitchen a day or two before undertaking first break- fast. But consult teacher first. d. Never forget that people working outside of home expect to take trains, or arrive at shop or office on time ; hence it is in- excusable not to have their breakfasts ready for them on the minute of the hour agreed upon. Seven-thirty is not seven- thirty-one. A breakfast five minutes late may spoil a business man's work or digestion for the day. 3. Advantages of Breakfast as a First " Meal " Project : The breakfast project is recommended as first " full meal " project because (a) breakfasts are usually less complicated than other meals; (b) there is expected less variety from day to day; (f ) the learner by rising early can obtain more uninterrupted time for first efiforts; (d) it leaves ample time for other studies; and (e) some preparation, including buying, can be done the previous day. GUIDING OUTLINE Guiding Questions and Suggestions in Planning This Project I. What kind of breakfasts i. Procure from housewife information as do your family expect ? to customary weekday breakfasts ; Sun- day breakfasts ; desires of family for uniform things — cereals, eggs, drinks, etc. ; desires for variety. Ref. (to be provided). 2. What are suitable cold season break- fasts for heavy outdoor workers in cities : farmers ; city clerks ; school chil- 32 VOCATIONAL HOME-MAKING EDUCATION dren, 6-12 ; school children, 12-18 ; school boys in athletics ; children, 2-6 ; house- wives? Ref. (N. B. You are not to criticise the customs of your family at this stage; later some suggestions may be made.) 3. What is normal breakfast hours of fam- ily — Monday-Friday; Saturday; Sunday. 4. What kind of service do the family customarily have? 2. What general plans will i. Do you expect to do any marketing on you make for the first the first morning before breakfast? breakfast? 2. Have plan showing articles of food : a. On hand, bought by housewife, e.g., cereals, eggs, syrup, coffee, etc. b. To be delivered, e.g., milk, bread. c. To be procured by you the day be- fore. 3. At what hour should you rise? 4. What should be extent of your toilet? 5. What will you wear? 6. Will you start portion of breakfast be- fore finishing dressing? Ref. 7. Do you expect to sit with family at breakfast? Ref. 8 to 20. (For later development.) 3. How will you prepare i. Report in advance usual cereals used, needed cereals? supplies on hand, usual cooking devices used, etc. 2. If cereal for first breakfast is wheatena : a. What quantity will be required (measured dry) ? b. What steps will you take in cook- ing? Ref. c. How serve? Ref. d. to /. FOOD PROJECTS 33 4. How will you prepare toast? 3. If cereal is oatmeal? General reference on Food Values of Cereals. I. Kinds of bread available for toasting? 5. How will you prepare coflfee ? 6-10. Cocoa, hot milk, tea, alternatives. II. How will you prepare eggs (if required) ? 12-15. Meats, fish, etc., if required. 16. What special arrange- ments must you make if you expect to sit with family at breakfast? 17. How will you proceed to " clean up " after first breakfast? 18. What changes and im- provements will you plan to make in second to fifth breakfasts? Ref. Ref. Ref. I. What devices can be used to keep (o) cereals, (b) coffee, and (c) eggs, etc., hot if they are not served as courses? Ref. 1. How put away for washing at once on emptying them, cereal pots, egg pans, etc.? 2. Best methods of removing breakfast dishes? Ref. 3. Best methods of proceeding to wash breakfast dishes. Ref. 4-10. 1. You are expected still to conform largely to family's preferences. 2. What is meant by " balanced rations," " balanced dietaries," " properly propor- tioned meals," etc. Ref. 3. Should a person's breakfast be adjusted with reference to expected character of other meals? Ref. 34 VOCATIONAL HOME-MAKING EDUCATION 4. What arc best times for buying various breakfast articles? Ref. 5. Is it well for (o) adults, (b) school children, or (c) children 2-5 to yield to indisposition to eat breakfast? 6. Is a breakfast consisting almost exclu- sively of a hot drink desirable? Dis- cuss in reference to (o) coffee, (b) tea, (c) cocoa, (rf) hot milk, (e) hot water. 7-20. 19. What changes and im- provements will you ex- pect to make in your sixth to fifteenth break- 1-30. fasts ? Food Project No. III. School Lunch Carried by Children SUGGESTIONS TO TEACHER 1. Assumed Case Basis under Case A: Girls aged 17 living in country on farms under somewhat pioneer conditions, electing vocational homemaking course in expectancy of being mother's assistant and marriage at 20, living on farm. Certain home ex- perience (indefinite) as mother's assistant, but no experience with lunch and no technical education. 2. Assumed School and Home Conditions : One teacher to 15 girls — all phases of homemaking — small demonstration labora- tory. Three month courses, 8 hours per day, 15 hours weekly for home projects, 15 hours weekly for non-vocational subjects; 10 hours weekly for conferences and acquiring related technical knowledge. Home cooperation assured, including use of home kitchen equipment. 3. Aims of Project: a. Primary : To develop skill in preparing lunch and packing box. b. Secondary : To develop technical knowledge of necessary food for children of different ages. FOOD PROJECTS 35 c. Incidental: To give appreciation of relation of right choice of food to health and working power of child; necessity for attractive lunch ; hygienic condition in packing and carrying lunch with minimum effort on part of child. 4. Scope and Time of Project: Assume children, ages 6-9-1 1-14 years, driving to school two miles ; extremely cold in winter season. Lunch to be prepared for two weeks, six different selections of luncheons. Work includes necessary buying and proper accounting, preparing, pack- ing, cleaning dishes and utensils used. (Meat need not be cooked to make sandwiches. Household supplies may be used.) 5. Procedure Recommended to Pupil: Preparatory — assemble data regarding the foods commonly used for school lunch ; common ways of packing and carrying suggested groups of foods for lunch. If necessary girl may practice preparing any one of the foods in the school laboratory. Have pupil prepare carefully written plan of first week's work, arrangement of supplies, time of preparation of different dishes, and buying. Before end of first week girl will submit plan of second week's work, containing improvements and short cuts in operations. Girl will do necessary reading of references and will prepare reports on special phases. 6. Teacher's Procedure : Discuss detailed plans with pupil. See mother for purpose of cooperation. Teacher visits pupil during operations on second day, and will visit at different stages during the two weeks, e. g., when pupil is making the cookies, custard, ginger bread and dried fruit for purpose of testing speed and quality of work. 7. Related Technical and Social Studies : Booklet in hands of pupil, contains references and readings by pages. a. Desirable lunches for school children containing something meaty, something fibery, something sweet and something savoury. b. Suitable lunch for child of 6-8 (absence of meat sandwich). c. Suitable lunch for children 9-12; children 14-15. 36 VOCATIONAL HOME-MAKING EDUCATION d. Special topic : Custard, scrambled eggs, egg sandwich. e. Special topic : Cooked fruit, fresh and dried. /. Reading topic : Use of raw fruit in the diet. g. Special topic: Bread suitable for sandwiches, sandwich filling, proper cutting of bread. h. Discussion topic : Pie for children's lunch. «. Reading topic: Use of milk in diet of children; carrying milk, care of containers. ;'. Discussion topic : The box or pail for packing lunch — wrap- ping of lunch, packing the lunch. k. Discussion topic : Proper eating or lunch ; food habits of children, school table or desks used as individual tables, paper table napkins. /. Discussion topic : The hot dish prepared at school. Pre- pared dish sent to school to be heated there. 8. Readings and Reports : Children of other lands ; food habits ; physique. References : 1. The Feeding of Young Children (Teachers College Bulletin, No. 3) 2. Food for School Boys and Girls (Teachers College Bulletin, No. 23). 3. Feeding the Family. Mary S. Rose. Chapter VIII. Food for Children, 5-7 yrs. " IX. Food for Children, 8-12 yrs. " X. Food for Adolescents and Youth. " I. The Significance of Food. " II. The Digestive Mechanism. 4. The Rural School Luncheon (Household Science Circular No. i. Dept. of Education, Saskatchewan, Canada). Food Project No. IV. Children's School Lunch DIRECTIONS FOR PUPILS I. Title and Description: This is known as School Lunch A. Home Project. The student is expected after suitable arrange- ments have been made and approved by the teacher to prepare the school lunch for two weeks. In connection therewith you will be expected to (a) buy the necessary foodstuffs not on hand; (b) make a list of the food (weight or measure) already on hand from which you will use; FOOD PROJECTS 37 (c) keep proper record of foods bought or used from those on hand and of those turned back at the close of the project, to- gether with statement of cost; (d) keep utensils in good order during progress of experiment; (e) wash and place away after using all dishes and utensils used in connection with project. 2. Suggestions to Pupils : This project has several purposes : a. You are expected to become competent in preparing school lunches for the children in the family and to pack the lunches in containers suitable for carrying a distance. b. You are expected to learn a number of facts and principles as to the food values to children of different ages, of milk, of bread and butter as sandwiches ; egg, meat, fruit, cheese as filling ; the value of fresh fruit, raw and cooked ; dried fruit ; raw and cooked vegetable soups ; simple cake and candy. c. You will, after selecting good combinations, ascertain how the children like it. You will endeavor to cultivate in them a taste for the most nourishing foods. You will keep in mind the following suggestions : (i) You will consult your mother, the housewife, about your arrangements and will plan your work so that your work will not interfere with the routine. For example, if you have to prepare foods during the day consult the housewife. Fit the hours of your work into the family program. (2) Plan your project ahead carefully as to time required for putting up lunch and time to make the various dishes — and discuss with the teacher. It is best to have these plans in writing. (3) If you are not sure about the preparation of any dish, e. g., cookies, gingerbread, arrange with teacher for a trial ex- periment in the school laboratory or try it at home and let teacher see the result. (4) Be prompt in preparation of lunch. Children have to leave early to drive the long distance and if the lunch is not ready on time it will cause nervousness and fear of being late. 3. Advantages of School Lunch as a First Food Project : The school lunch is recommended as a first food project to precede the " full meal " project because (a) it is not so complicated ; (&) there 38 VOCATIONAL HOME-MAKING EDUCATION is less cooking of food, and the processes used are easy to bring to a successful end. (c) It takes the place of a meal but is of so simple a character that the student with no previous experience will master it readily and gain confidence for the more difficult meal projects, {d) It leaves ample time for carrying on other lines of work, either projects or studies, (e) Necessary buying and preparation of certain foods are done the previous day. GUIDING OUTLINE Questions and Sugges- tions IN Planning Project I. What foods do your brothers and sisters take for lunch at noon? What value is the hot dish served at school to supplement the lunch brought from home? What general plan vv'ill you make for your first lunch ? Guiding Questions for Study Procure information as to customary lunch taken ; vk^hat foods children like and what they do not like. Hovvr the lunch is packed ; how milk is carried, how drinking water is carried. What are suitable lunches for children 6-8 (Feeding the Family, Rose, Chap. 8) ; 8-12 (Ibid., p. 152) ; 12-18 (Ibid., pp. 162-6.) Ref. Rose: Food for School Boys and Girls (Teachers College Bulletin, No. 24). Ref. Rose: Foor for School Boys and Girls. 1. Do you expect to do any marketing for this lunch? 2. Have plan (written) showing articles of food: (a) on hand bought by housewife or prepared by her, e. g., bread, meat (cooked), oranges, apples, simple cake; (b) to be prepared the day before, (c) What time during the day will you pre- pare it? 3. You do not wish to interfere with the family breakfast operations. When and where will you prepare the lunch? 4. At what time will vou rise? FOOD PROJECTS 39 4. How will you prepare sandwiches ? 5. How will you prepare the food carried in jelly glass? 6. How do you prepare the fibery part of a lunch? 7. How will you make muf- fins. 8. How will you make gin- ger bread? 9. How will you prepare oatmeal cookies? 10. How will you make pea- nut brittle ? 11. How will you make fudge? 12. How will you clear away utensils used when preparing lunch ? I. Kind of bread available, fresh bread cut- ting, spreading crusts. Ref. Boston Cook Book, p. 550, Rural School Luncheon, Cir. No. i. 1. Apple sauce, baked apple. Ref. The Rural School Luncheon, Cir. No. I. 2. Stewed prunes or the fruit (R. S. L. r). 3. Stewed tomatoes. 4. Custard. 5. Cornstarch pudding. 6. Lemon or rice pudding. I. How do you prepare apple, orange, etc., celery? Boston Cook Book, pp. 290, 590. General conference on food value of fruit and fibery vegetables. 1. What is relation of flour to liquid? 2. What is relation of baking powder to flour? Ref. Boston Cook Book, p. 72. Muffins n (half quantity). 1. What is relation of flour to liquid? 2. What is relation of flour to soda? 3. Why is so much soda used? Ref. Boston Cook Book, p. 482. Molasses gingerbread. Ref. Boston Cook Book, p. 487. Ref. Rural School Luncheon. Ref. Ibid. General conference on food value of sweets in the diet of children. Ref. Feeding the Family, p. 150. Write plan of second week giving menus for lunches. Methods of cleaning (R. S. L. No. I, Directions for Dishwashing). 40 VOCATIONAL HOME-MAKING EDUCATION 13. How will you keep the lunch container in good condition and ready for use? how pack the lunch ? 14. What will you use as container for carrying milk? for carrying drink- ing water? 15. How would you serve the luncheon? 16. Should children eat be- tween meals? 1. Should the container be of washable material, tin, basket? 2. Should it be well aired when not in use? Box luncheon (Cornell Leaflet). Use of waxed paper. (R. S. L. Cir. No. i). Ref. Farmers' Bull., M\lk, Its Use and Care. 1. What value is milk in diet of children? 2. How much should be taken each day ? 3. What is the value of water? 4. How much should be taken each day? Rose, Feeding the Family. 5. "The school lunch is a makeshift at best." Rose, Food for School Boys and Girls. Discuss the question on paper. 1. What advantage to the child is a hot dish served with the cold lunch? Ref. Feeding the Family, 2, 12. 2. What advantage to the child is lunch with the teacher and the other scholars at a spread table or at school desks with napkins spread ? Ref. Rural School Luncheon, 6, 33. Feeding the Family, 153- 1. Discuss the use of pie (with both upper and lower crust) as a part of school lunch. 2. Discuss use of rich cakes. Write three hundred words discussing this statement. 17. " The school lunch is a make shift at best." Rose. References : 1. Rose. Feeding the Family. 2. Farmer. Boston Cooking School Book. 3. Rural School Luncheon (Circular No. i, Dept. of Education, Sas- katchewan, Canada). 4. The Box Luncheon. (Food Series No. 9. Cornell Reading Course.) I-OOD PROJECTS 41 Food Project No. V. Workingman's Carried Lunch SUGGESTIONS TO TEACHERS 1. Assumed Case Basis: Class of 15 young women, 19-23 years of age, from homes where total income is $1800-2000. (Attending 3 months' full-time course.) Nationality: Amer- ican, Irish and Swedish. 2. School and Home Conditions : Education : left school at end of first year high school to become wage earners at Amer- ican Sales Book Co., Elmira Knitting Mills, Morrow Plant. Homes : small detached house on street of low economic stand- ard of Elmira, or larger house and more yard space just out- side of city limits. House well kept ; young woman attends evening classes at high school or at the Federation building and becomes interested in learning to be a worthy homemaker. 3. Expectation : To be married at age of 20-25 years, at age of 32 to have three children, and to live in home that is being paid for through the Building Loan Association. Man to be earning $1800 a year (1919 rates) ; employed at the Morrow plant. Wife devotes time exclusively to home. Possible Carried Lunch Projects 1. Carried lunch for working man (6 weeks). 2. Carried lunch for boy 16 yrs. old (school) (3 weeks). 3. Carried lunch for boy 12-14 yrs. old (school) (2 weeks). 4. Carried lunch for girl 15-17 yrs. old (school) (3 weeks). 5. Carried lunch for girl 12-14 yrs. old (school) (2 weeks). 4. Suggestions to Teacher : a. Project i : Carried lunch for working man (6 weeks) ; making sandwiches, wrapping and placing attractively in lunch box; add also pie, cheese and hot coflfee, if that has been usual lunch. b. Student not to depart from regular lunch ; prepare for first week, (a) Attention must be centered on having lunch box ready on time. (&) Lunch box must be well cleaned and aired before packing lunch, (c) Coflfee must have right amount of top milk and sugar in it. (d) Top of container must be fastened securely. 42 VOCATIONAL HOME-MAKING EDUCATION c. This project would require }i of an hour daily for execu- tion and one hour daily for conference and study during the week. It is recommended that along with this project the young woman work in the school cafeteria serving the hot dish at noon, reporting to teacher in writing her observation of selection of food and quantities desired by boys and girls. Outside reading also to be done on subject of food for growing boys and girls. Eight hours per day is to be given to vocational homemaking — four hours to execution and four hours to conference and study. 5. Aim of Project: a. To have young women acquire skill in selection of food suitable to carry in lunch box. b. To learn the amount of food, number of sandwiches, size of piece of pie or cake to be put in lunch box. c. To choose foods acceptable in right season of year. d. To appreciate the value of a well-selected, properly pre- pared lunch in aiding a man's working or earning capacity. e. To know the advantage of having something ready at the proper time, without interfering with other family arrangements. 6. General Plan of Work: a. Have young woman select this project as an introduction to meal projects if she is unfamiliar with the preparation of meals. b. Teacher must outline definitely the project to young woman, making certain of cooperation in the home. c. Pupil's leaflet can be given young woman who must report to teacher concerning arrangements made at home, and arrange for teacher visiting her while at work. Daily Outline ist day: Report must be made in writing concerning type of lunch box used. 2nd and 3rd days : Two hours of reading on lunch boxes, and methods of packing lunches, to be discussed in conference with teacher 3rd day. 4th day : Method of making and wrapping sandwiches demonstrated at school. FOOD PROJECTS 43 5th day : Reference reading on sandwiches. 6th day : Value of pie in dietary. 7th day : Conference with teacher. 8th day : Devoted to helping student as she may suggest. 9th day: Discussion of food values, loth day : Report of variation in lunch. nth to 15th day: Discussion of well-balanced meals as aids to earning capacity. After third week. Development of ease in preparing lunch on time and planning to have everything at hand when needed. References : Rose. Feeding the Family. Dept. of Agriculture Bulletin No. 712. The School Lunch. Cornell Bulletin, Food Series No. 9. The Box Lunch. Hill. Sandmiches, Salads and Chafing Dish Dainties. McCuUum. Nczver Knowledge of Nutrition. Stiles. Adequate Diet. Food Project No. VI. Workingman's Carried Lunch DIRECTIONS FOR PUPILS 1. Title and Description: You will be expected, after suitable arrangements have been made and approved by teacher, to undertake preparation of father's lunch for six weeks. You will be expected to : a. Plan with mother for usable bread, meat, butter, pie, cake, or fruit to be left from the daily supply for the lunch next day. b. Make purchase of paraffin paper for wrapping sandwiches, and any paper receptacles to be used as paper plates, cups. c. Estimate cost and approximate food value of each lunch. d. Keep a record of lunches most enjoyed; find out why. e. Care for lunch box when the evening meal is being cleared away ; open lunch box, remove all papers and unused food, wash out box, dry thoroughly and leave it to air so that it will be ready to use in the morning. 2, Suggestions to Pupil: This project has several purposes: a. From this project you are expected to become fairly com- petent in selecting proper combinations for lunch box as regards bulk and tastiness. You will be expected to make a well-packed 44 VOCATIONAL HOME-MAKING EDUCATION lunch that will satisfy the appetite of a working man; to learn to select suitable food that can be conveniently carried in lunch box. b. You are expected to learn a number of ways of preparing sandwiches, the food value of them, how to add the remainder of the lunch in such way as to complete the required amount of nourishment; to learn the value of hot beverage and attractive appearing lunch on digestion and happiness of man. At first it is better to put into lunch box just what your father has been accustomed to having, arranging it very neatly. Later you may be able to make variations, after making notes of special things or combinations enjoyed. Comparing cost of well-cooked home prepared lunch with cost of food in restaurant will help you to understand real worth of carrying one's lunch. c. Even if you are receiving a small wage from your parents or from others for this work, never forget that they are rendering you a favor in permitting you to use their home and equipment as a place to learn homemaking. Usually the housewife has final responsibility for running the home ; consult her freely about your general plans. d. In every way try to arrange that you make plans for each general and each specific stage of your project before you come to it, and that you discuss these with the teacher. Ordinarily these plans will be in writing, frequently in answer to questions found in this leaflet. e. li you have difficulty in making pie, or cake, or sandwiches that can be handled easily, suggest to teacher your desire of a trial exercise in school laboratory. If you prefer, you may ex- periment under your mother's direction in your own kitchen. /. Never forget that a man working in a shop or factory must arrive on time ; hence it is inexcusable not to have lunch box ready before it is time for him to start for work. If a man is docked for not arriving on time it ofttimes results in his being " laid off." 3. Advantages of " carried lunch " as among the projects sekcted as introductory ones. FOOD PROJECTS 45 a. The lunch can be put up while breakfast is being prepared. b. You prepare the food for one person only and receive criti- cism from one. c. There is not a variety. d. It provides for simple planning. e. Some preparation of pie, cake, etc. /. It gives practice in preparation of lunch that will be useful when going on a picnic with a group of boys and girls. GUIDING OUTLINE I. What kind of lunch does your father expect? 2. What are suitable cold season lunches for work- ing man? N. B. You are not to criticize your father's choice of lunch at this stage ; later some suggested change may be used. How will you prepare the box to have it absolutely clean and odorless? Will you cut the crusts ofif the bread? Will you add hot coflFee? How best lunch ? to pack the What kind of sandwiches are suitable for lunch box? Ref. Sandwiches, Sal- ads and Chafing Dish Dainties, pp. 119- 142. Have plan showing articles of food on hand. How can these be used most attractively in the lunch box? At what hour should you rise in the morning to prepare lunch? Will you put mustard or horseradish on meat in sandwiches? Ref. Feeding the Family, pp. 152, 153. Will you use white bread or graham bread for sandwiches? Ref. U. S. Farmers' Bulletin No. 712, pp. 3-6. How many ways can you prepare eggs for lunch box? Ref. Handbook of Food and Diet, Part II, pp. 55-67. What kinds of pie are suitable for lunch box? Ref. Text-book of Cooking, pp. 251-257. Which articles of food should go into lunch box first? Ref. U. S. Farmers' Bulletin No. 712, pp. 12, 13. References : Hill. Sandwiches, Salads and Chafing Dish Dainties. Rose. Feeding the Family. Farmers' Bulletin No. 712. Handbook of Food and Diet. Greer. Textbook of Cooking. 46 VOCATIONAL HOME-MAKING EDUCATION Food Project No. VII. Plain Cakes SUGGESTIONS TO TEACHERS It is assumed that each pupil will have in her hand a booklet giving in detail guidance for this project. 1. Assumed Case Basis: Girls 14-16 years. Family income $900-$2000. Little or no previous experience in making cake. 2. Assumed School and Home Conditions : School laboratory or kitchen equipment. Individual work at school and in the home. 3. Aims of Project: a. To develop skill in mixing and baking cakes, and in storage of cakes. b. To develop technical knowledge of kinds of cake, methods of making, temperatures for baking, textures, qualities of ma- terials used, utensils, kinds of ovens. c. To develop appreciation of food value, place in diet, cost, comparison of home and bakery cakes and other foods. 4. Scope and Time of Project : Two hours per day, three periods per week extending over one month. 5. Teacher's Procedure: After the project is chosen, an intro- ductory talk and discussion should be given showing how project is to be carried on, linking this with previous or parallel pro- jects. If possible, demonstrate necessary utensils and equipment and ways of mixing in general. If convenient, a cake should be made, as demonstrated by the teacher, by each member of the group or by the group as a whole, depending upon circumstances. The succeeding work should be assigned and future meetings or supervision decided upon. 6. Procedure Recommended to Pupil : List home utensils and equipment available for the project work. Note absolute and desirable additions. Plan for cooperation of mother or house- wife, as to use of home kitchen and equipment, material on hand or to be purchased, utiHzation or disposal of results. 7. Related Technical and Social Studies : Booklet for pupil FOOD PROJECTS 47 contains references for readings on following subjects: (a) Classification of cakes, (b) Methods of mixing, (c) Baking, temperatures, time for, etc. (d) Utensils and equipment, use and care of. (e) Materials used— fats, eggs, liquids, sweeten- ing materials, flours, baking powders, salt, flavorings. (/) Care of cake after baking and storage, (g) Serving cakes — how cut, how eat. (h) Place in diet and food value, (i) Bakers' cakes, compare with home baked, quality and cost. (;) Fancy cakes, French pastries, (k) History. (/) Score cards for judging cakes. References : Farmer. Boston Cooking School Cook Book. Hill. Practical Cooking and Serving. Allen. Table Service. Cornell Bulletin. Making Cake (Nos. I and II). Food Project No. VIII. Plain Cake Making DIRECTIONS FOR PUPILS 1. Title and Description: You are expected to spend two hours per day, three times a week for one month making plain cakes. After the initial lesson with your teacher you are expected to do the work at home consulting with and reporting to your teacher regarding your progress. In connection with this it will be necessary to obtain the co- operation of your mother or housekeeper regarding : a. Kitchen and equipment: use and time for using. If addi- tional utensils are needed they must be arranged for to the satisfaction of all concerned. Agreement as to condition in which kitchen, etc., is to be left. b. Materials : Those on hand or to be purchased. Keep record of amounts and their costs. c. Results : Utilization or disposal of. 2. Suggestions to Pupil: This project has several purposes. You are expected to become skillful in mixing and baking plain cakes of several kinds. In addition you will learn many impor- tant facts about the value of cakes — as to money and food, — 48 VOCATIONAL HOME-MAKING EDUCATION quality of the ingredients used and the results ; how to save time and money, yet obtain a good result. You will also learn many facts about different materials used in making cakes of various kinds, and how they are prepared for use. You should consult your teacher as to the conditions under which you are to work and submit to her a written plan of your home work. This plan should show: (a) Utensils to be used; (b) materials to be used; (c) equipment to be used; (d) order of work, step by step in detail. When the work of one lesson is completed it will help you on the next if you sit down and note where your actual work differed from your plan. Decide which is the better and modify your plan for the next time. Do this each time till your plan and actual work coincide and you get the best result for the least expenditure of time and energy. Study the first 13 questions before writing your plan. Then follow the working plan as given on page 52. You should com- plete the study of questions by the beginning of the fourth week. A written report of each lesson is required according to form on page 53 and such samples of product shown the teacher as may be agreed upon. GUIDING QUESTIONS For Planning the For Study and Practice of Project Project 1. What kind of cake are la. What are the distinctive types of cake? you going to make? Ref. b. What distinguishes the types? Ref. c. In what forms or shapes are cakes made? d. Are there any advantages in the dif- ferent forms or shapes? 2. What ingredients will 2a. How much of each ingredient does vou use? your recipe require? b. What is the proportion of fat to sugar and flour? liquid to flour? flavoring to flour? Compare with some other reci- pes? Ref. c. How much sugar compared with the fat? What kinds of sweetening can FOOD PROJECTS 49 be used in cake? Ref. How does coarse or fine sugar affect the result? d. What kinds of flour can be used? Ref. Are they equal in thickening power to wheat flour? Ref. e. What fats are generally used for short- ening? Are any others ever used? What is meant by "shortening"? Ref. Is it classed as a liquid or a solid? If an unsalted fat is used what must you do? Why? /. What is baking powder? Of what * composed? What is its office in the mixture? How does it accomplish this? Ref. What kinds of baking powder are there? What kinds are most desirable? What kinds are harmful? Ref. g. Why are eggs used in cakes? Can you make cake without eggs? Ref. If you use more eggs than the recipe calls for, what adjustments will be necessary? Ref. Are eggs ever obtained in more than one form? Ref. By whom used? Are storage eggs possible for cakes? Home stored, e. g., water glass? Ref. h. What liquids are possible to use in cake making? Advantages? Ref. i. Are flavorings necessary? In what forms are they obtainable? Is it always necessary to buy flavoring as such? Ref. 3. What is the method of 3a. Why treat the fat as directed? Ref. combining these ingredi- b. Why add sugar slowly? If it cannot ents? all be combined with fat, is there any advantage in combining a part of it thoroughly? Ref. c. Is there any reason for adding the egg at this time? Whole egg? Yolks? Is white alone ever added now? When is it added? Why? Ref. d. Why sift the flour before measuring? How much difference is there between sifted and unsifted flour when meas- ured? Measure, then sift and meas- 50 VOCATIOXAL HOME-MAKING EDUCATION 4. What ways of mixing will you use in combin- ing these ingredients? 5. In what kind of pan will vou bake this cake? 6. Should its capacity be equal to the amount of batter? Why? 7. In what way will you prepare the pan to re- ceive the batter for bak- ing? 8. How will you put the batter in the pan? 9. How will you leave the mixing bowl when you remove the batter? 10. What should be the temperature of the oven for baking this cake? ure again ? Answer. I-s there any other way of measuring the flour? Is it practical? If you use bread flour where pastry flour is called for, what must you do? Why? e. You have spent time and energy mix- ing the fat and sugar. If you add all the liquid to the mixture, what may hap- pen? How can you tell it happened? What is the term applied to the ap- pearance? What can you do to pre- vent this? Ref. /. How is the baking powder added to the mixture and why? Ref. 4. What way of mixing will you use for each ingredient? Why? Is any other way ever used? Where? Ref. 5. What kinds or shapes of baking tins are used for cakes such as loaf, layer, sheet, little or individual? 6. How full should the pans be filled? Why? Ref. 7(1. Are pans prepared differently for the different types of cakes? Ref. b. What are the ways? Why used? c. Have you heard of any other ways? Reason? 80. Will the batter spread itself so as to be perfectly level on top? before bak- ing? after baking? b. How can you help achieve this appear- ance? c. Why is a level cake desirable? 9. How much cake could be made from the batter sometimes left on the bowl? 100. How hot should the oven be for the the different types of cakes? Ref. b. How long are the different types of FOOD PROJECTS 51 Sheet? loaf? individual? the temperature? II. Will you watch the cake while it is baking? 12. How will you be able to tell when the baking is finished? 13. When the cake is re- moved from the oven, what will you do with it? 14. When will you serve the cake? 15. In what way will you cut the cake? 16. How will you serve the cake? cakes baked? Ref. c. How can you test Ref. d. Should the temperature be the same throughout baking? Ref. II a. If necessary to open the oven door while the cake is baking, how will you do it? b. How should the cake behave while baking? c. If it bakes too fast, what can you do? Ref. d. Is it desirable to turn the pan around after the cake has begun to bake? Ref. Why? 12. In what ways is cake tested so as to determine if it is done? Are these sanitary? Ref. 13a. How can the cake be removed from the oven easily? Ref. b. If it sticks to the pan, what may be the reason? How can you correct this? Ref. c. If cake is burned, what can be done? d. Is it well to place the hot cake on a cold fiat surface? What is the best thing to use? Ref. e. Should it be covered while cooling or stand where the wind blows over it? If not, how treat it? Ref. /. When should it be put away? Where? Ref. 14a. Are cakes served while hot? b. If necessary to serve hot cake, how may it be separated into serving pieces ? Ref. 15. In what way is it customary to cut cakes of different shapes? i6a. How are different kinds of cakes served? Ref. b. Under what circumstances is a cake cut and served at the table? Ref. 52 VOCATIONAL HOME-MAKING EDUCATION 17. How will you tell whether your cake is good? 18. How much will your cake cost? 19. Can you aflford to have cake often? 20. Compare the recipe for your cake with others calling for the same number of eggs? c. When is cake served from a plate on which are cut pieces or individual cakes ? d. When is a piece of or an individual cake served on individual plates? 170. What are the things which make a cake good? To taste? To look at? Ref. b. What is a score card? Ref. c. How does your cake measure up to this score card? Make out a score card. i8a. Is it necessary to use the most ex- pensive ingredients for cake? Ref. b. Are substitutes satisfactory? Ref. 19a. How does your cost compare with bakery cake of the same kind? b. Is cake a necessary food or is it a luxury? c. Is it wise to have luxuries often? d. Should cake be eaten as a lunch be- tween meals? 20a. Are there many differences? What are they? b. Notice if the proportion of liquids to flour are the same. If the same, how different are the two recipes? Working Outline 1st week: Plain cake, according to recipe, bake in same pan, same way each time. 2nd week : a. Plain cake batter baked as layers. b. Plain cake batter baked as little cakes. c. Plain cake batter baked as loaves. d. Nut cake — To plain cake batter add ^ cup nuts. Bake as at first. How are nuts prepared? Ref. What kinds can be used? 3rd week: a. Spice cake— To plain cake batter add Vz teaspoon cinnamon (ground), % teaspoon ground cloves, % teaspoon ground allspice. How should the spices be added? Ref. b. Marble cake— To Yz plain cake batter add ^ the measure of spices FOOD PROJECTS 53 as above. Put into pan by spoonful alternating the two batters to give effect of marble. c. Simple fruit cake — To plain cake batter add % cup citron and raisins. Bake as at first. How should raisins be prepared? Citron? Ref. 4th week: a. Chocolate cake — To plain cake batter add 2 squares of melted chocolate. Bake as whole cake, layer or small cakes. Note. Use 2 tablespoons less of flour here with the chocolate. Why? Ref. b. Chocolate marble cake. c. Quick date cake — Measure the ingredients for plain cake. Put into bowl with J/2 lb. prepared dates. Beat hard for 5 min., then put into pan and bake as usual. How should dates be prepared for cake? Ref. When a new ingredient is suggested find out all you can about it and record the information with that of the original ingredients. Do the various cakes require the same care in baking and in storing till used ? Compare the costs of these cakes. Home Project Report. Cake Making Name Date Time consumed Record description of result, any point which you want to dis- cuss with your teacher, and suggestions for work the next time. Food Project No. IX. White Yeast Bread SUGGESTIONS TO TEACHERS The student makes white yeast bread for her own family and later for outside orders. 1. Assumed Case Basis: High school girl of 15 or 16 years of age. 2. Assumed Home Conditions : The economic status of the family will have little to do with modifying this project. The home must have a stove in which bread can be baked, otherwise the project must be carried on in someone else's home or in the school kitchen. 54 VOCATIONAL HOME-MAKING EDUCATION 3. Aims of Project: a. Primary : To gain skill in bread baking. b. Secondary : (a) To develop a standard of good bread. (b) To find out, all things considered, whether it is worth while for her family to make its own bread, (c) To learn what place bread should have in the diet, (d) To get some understanding of the action of various plans ; of the conditions most favorable for yeast ; and how to prevent the growth of bacteria and molds which are liable to grow in bread. c. Incidental : (a) To get an appreciation of the importance of cleanliness in handling food materials, (b) To get an appre- ciation of the value of labor required for converting the raw materials into usable form, (c) To get an appreciation of the market standard of bread. 4. Scope and Time of Project: The project should include (a) the making of enough bread for the girl's own family for several days; (b) the making of bread for orders outside her own family. Eight to ten repetitions will probably be necessary. 5. Suggestions to Teachers : Supply student with copies of the bulletins used as references. These may be secured free of charge by writing to Bureau of Documents, Department of Agri- culture, Washington, D. C. This project can probably be carried out best on Saturdays, when the student is free and the regular family baking is usually done. Make sure that the student's plan shows that she has a definite notion of the amount she is to make, the kind of flour and yeast she has to use, and the general method of procedure. If possible, help student criticize and judge a loaf of her first bak- ing to determine what she must do differently the next time. When she has sufficient skill to be able to count on a fair standard of bread, have the girl solicit orders for a few bakings. References : Farmers Bulletin No. 389. Bread and Bread Making. Farmers Bulletin No. 807. Bread Making in the Home. FOOD PROJECTS 55 Food Project No. X. White Yeast Bread DIRECTIONS FOR PUPILS 1. Title and Description: This project will cover a period of 6-8 hours for high school girl of 15-16 yrs. of age. Eight to ten repetitions are advisable. The student is expected to make bread in sufficient quantity to supply the family for several days. Later, when skill is acquired, it is advisable for her to make some bread for sale. 2. Suggestions to Pupils : a. This project can be carried on very well Saturday mornings. Since it will not be necessary to spend all the time attending to the bread, another shorter project, such as the family mending or darning, can be worked on at the same time. b. When you have gained sufficient skill to be able to count on a good standard loaf of bread, try to find outside market for some of the loaves. Many families will welcome the oppor- tunity of buying good homemade bread, GUIDING OUTLINE What ingredients will you What kind of flour is best for breadmak- need for breadmaking? ing? Ref. 1:31-33; 2:5-6. What brands in your local grocery are of this kind. What kind of flour have you at home for breadmaking? Will the kind of flour you use make any difference in the choice of method? Ref. 2:7. What kinds of yeast are there? Ref. I : 18-20; 2:8. What kind does your mother use? If you wish to make bread in the quickest time, which kind would you use? If you wanted to keep a supply of yeast on hand, which kind would you buy? What amounts of ingredi- The recipe given in Ref. 2:15 makes four ents will you need for loaves of bread. Consult with your your family baking? mother as to the number of loaves needed by the family and then rewrite this recipe stating amounts you will use. 56 VOCATIONAL HOME-MAKING EDUCATION What utensils will you need? How are ingredients com- bined? 2:12-16. Which method of bread making will be best for you to begin with? How should the dough be cared for? How will the kneading be done? What utensils are absolutely necessary? Ref . 2 :9. What utensils might you use to make the process quicker and easier? Ref. 2:10-11. Why is the flour sifted? Why is the dry or compressed yeast put to soak in lukewarm water? Ref. 2:8. What would happen if boiling water were used? Ref. 2:8. If cold water were used? Ref. 2:8. What is meant by the sponge method quick process? Ref. 2:16. What is meant by the straight dough or short day process? Ref. 1:26; 2:16. Which kind of yeast will you have to use? Will this make any difference in your choice of processes? Ref. 1:23. What causes dough to rise? Ref. 1:18. What is the best temperature for rising when you use the night process? Ref. 1:26; 2:8. When you use the day process? Ref. 2:8. What will happen if the dough becomes chilled? If it is kept too warm? Ref. I -.22. What devices can you use for keeping the dough at the right temperature? Ref. 2:13. What causes souring of bread? Ref. 1 :22-23, 34-35; 2-1 1. What must you do to present it? 1:22-23; 1:35; 2:11. Why is kneading necessary? Ref. 2:12-13. Considering the process you are to use, how many times must the dough be kneaded? 2:12. What is the best motion for kneading? 2:13. (Have your mother or teacher show you.) How will you know when you have added enough flour? Ref. 2:12. How will you know when the dough has FOOD PROJECTS 57 How shall the loaves be "worked out"? What pans are best for bak- ing? How is the bread to be baked? How much time do you es- timate it will take to do the family baking your first trial? Bake family supply of bread. What success did vou have? risen enough and is ready for kneading? 2:13. Why must you not allow a crust to form on the dough? How can you prevent it? 2:13. What is best way of shaping it for the pan? 2:14. Are some materials better than others for bread pans? 2:11. Which is better, a single pan or one which holds several loaves? 2:11. How are you to know when the loaves are ready to bake? 2:13. What oven temperature is best at the be- ginning of the baking process? 2:14. Should this temperature be changed later? 1 :29-30; 2:14. If you haven't an oven thermometer, how can you approximate these temperatures? 2:14. About how long should you allow for the bakin£ 2:14. How will you know when the bread is done? 2:14. Keeping in mind the method you have de- cided upon, about how long will it take for the mixing? For the first rising? For the first kneading? How many times will you repeat the rising and kneading? How much time for molding the loaves? How much time for rising? How much time for the baking? H you want to finish the bread by noon, how will you plan your schedule of work? When you are sure that you have all the necessary ingredients and utensils to work with and know the process of com- bining and baking, proceed with your first baking. Are the loaves uniform in size and shape? Is the crust evenly browned? Is the loaf thoroughly baked? 58 VOCATIONAL HOME-MAKING EDUCATION How should bread be cared for after baking? What things will you do differently in the next baking? Repeat the baking three Is it cheaper to buy bread or to make it? Is the grain or texture uniform through- out. Does the bread have a good smell? What are the characteristics of a good loaf of bread? 2:23. How do you think your bread would score ? Using the score card in 2:24, ask your mother or teacher to help you score your best loaf. On what points does your loaf score low? Can you, by re-reading the reference, find out what to do next time to raise this score? Molds grow on bread which is not prop- erly cared for. What conditions are fa- vorable for the growth of molds? 1:34, 2 :i4. To prevent these conditions, in what kind of container should bread be kept? How should this container be cared for? i 134, 2:14. How will you improve your loaf? How will you save time? After the fourth baking, ask your mother or teacher to score your best loaf. Does it score higher? How much time did you spend in the last baking? Are you gaining in speed? What is the cost of the ingredients for one baking? (For equivalent measure of i lb. flour, see 2:3.) What was the cost of the fuel? Note: An approximate cost of running a gas or electric oven can be got from the companies furnishing these. The amount of kerosene or gasoline used can he eas- ily estimated by the student. When coal or wood is burned and the stove used for other cooking at the same time, only a part, perhaps half the amount, should be charged to bread baking. Should any other items be included in the cost? FOOD PROJECTS 59 When is it wise to make bread at home? Can you make a profit by selling homemade bread at baker's prices? Might bread making be a good way for you to earn money? How much nutritive value has bread? If you were as skillful as your mother, what do you think your time would be worth per hour? How many actual hours did you spend making bread? Al- lowing that your time is worth one-half that of your mother's, what did your bread cost per loaf? (Note: To calcu- late the number of pounds made, see 2 :3.) How does this compare with the cost of baker's bread? Do you think it might ever be advisable to buy baker's bread even if bread could be made more cheaply in the home? Do you think it might even be advisable to make bread at home when baker's bread can be bought more cheaply? After you have gained sufficient skill to be able to produce good uniform loaves of bread, solicit orders for one or more bakings. Calculate the cost of the ingredients, the fuel and your time at twenty cents per hour. When you have sold the bread, and paid your mother for the fuel and ingredients and yourself for the labor, what profit is left? Can you earn more by doing some other kind of work? Approximately how much fuel-giving food (starch, sugar and fat) is there in a pound of bread? 2:3. How much tissue-building food (protein) ? Of what value to the body is cellulose? 2:4. Of what value are the minerals? 2:4. Does bread ground from the whole wheat have more of some of these elements? 1:43- Of what special value is the bran? 2:25. 60 VOCATIONAL HOME-MAKING EDUCATION What place in the day's Since the largest part of bread is made of food should bread have? cereal, it is classed as a cereal food. How much may a man at moderate mus- cular work eat in one day? 2:24-5. How much does a typical family of 5 need in a day? 2:24-5. Is bread a complete food? Ref. i :45, 2:25. What should be served with it for older children and adults? 2:25. What should be served with it for young children? 2:25. How generally is bread What grains are used? used as the "staff of Is it always raised or leavened bread? life" for people of the Ref. 1:5. world? References : 1. Farmers Bulletin No. 389. Bread and Bread Making. 2. Farmers Bulletin No. 807. Bread and Bread Making in the Home. IV. CLOTHING PROJECTS Clothing Project No. I. Regular Upkeep DIRECTIONS for PUPILS 1. Title and Description: a. This project has several purposes. First, you are to acquire skills and appreciation in successfully and quickly doing the family mending and darning. In addition to this you are to learn the advantages and disadvantages of different qualities of material. You are also to acquire an appreciation of the relation of mended articles to comfort, appearance, and financial saving. b. You will be expected (a) to collect the materials needed for mending and garments; {h) to keep the sewing machine in good order; oiled and clean, drawers in order; (c) to close the machine and leave the floor clean after you have finished your problem. 2. Suggestions to Pupils : Remember that it will be neces- sary for you to ask your mother for a great deal of information with reference to pieces which are to be used for patches, how to thread the sewing machine and other problems. Try to do this asking when it will be the least annoyance to your mother. Keep in mind that it is a favor for us to be given this privilege of bringing our school work into the home and we do not wish to disturb the organization of the home work. This is school work and does not relieve you of home responsibilities which you may already have. You are given school time for this work. However, it will be a great advantage to you to get all of the experience which you can whether it comes during your stated hours or not. If your brother has torn his shirt or lost buttons, mend the rent or sew on the buttons. This will not only be experience in performing the act but will also test your speed. 61 62 VOCATIONAL HOME-MAKING EDUCATION If there is a game waiting you will get plenty of encouragement along the latter line. All criticisms of your work will be in the most friendly spirit and will be given in order that your next attempt may be better, quicker and more easily completed. We will divide our project into two parts: i. Mending and darning children's clothes. 2. Mending and darning the family's clothes. 3. Advantages of the Mending Project: a. Why have you selected the mending project? Name two main divisions of mending. What are the advantages of mended garments? Under what conditions would it be unwise to mend garments ? b. What are the advantages and disadvantages of mending garments before and after laundering them? c. What articles would you expect to find most frequently in your weekly mending basket? What kinds of repairing would this require ? Which of these can we most easily take up for our first problems. d. For the first problems of your project we shall take up the repairing and replacing fastenings — and the plain patch on children's clothing that has been laundered. GUIDING OUTLINE Guiding Questions for Guiding Questions for Studying and Planning this Project Understanding this Project first lesson What kinds of fastenings Buttons and buttonholes, hooks and eyes, are used on children's snappers, tape, clothes ? How should each be ad- Ref. Pictures and directions, justed? Patton : Home and School Sewing, p. 127. Turner: Sewing and Textiles, pp. 93-94. Woolman : Sewing Course, p. 71. Hapgood: School Needlework, pp. 61-62, Why should we use thim- To protect the middle finger on the right bles? Kind? hand. CLOTHING PROJECTS 63 How is thread numbered? What size needle should be used with each? Position of hands when sewing. Should we always use hand work for mending? Why? When should we use hand work for mending? What make of sewing ma- chine have you at home? Any kind except brass. Preferably closed end type. Ref. Blair Sewing Books, Book I. Description and illustration. Ref. Indus- trial Arts Sewing Books. No. It takes too much time for plain gar- ments. On fine outside garments when it is desir- able to make the stitches as inconspicu- ous as possible. Also in darning when the machine darner can not be used. If these are represented in the sewing room at school, I will teach you how to thread them before you leave to-day. If they are not represented here, ask your moth- ers to teach you how to thread them. Each girl is to learn to thread a machine and to follow a line with the needle — not threaded. Assignment for the second day. Sew on button and adjust the other fastenings which you will find in your home mend- ing baskets. After you have sewed on the buttons grade your work by the fol- lowing score card : Position of buttonhole and holes of the button 05 Size of thread used 10 Number of times thread is sewed through the eyes 20 Distance of button from cloth (thread shank) 10 Where and how thread is fastened.. 20 Smoothness of material under button 15 Thread cut 10 Length of ends of thread 10 100 Carefully look through the mending basket and fill in the following card : Kind of 64 VOCATIONAL HOME-MAKING EDUCATION What is a patch? Upon what does the size of the patch depend? How should the patch match the garment? If the garment has faded, how can the patch be bleached to match it? What is meant by warp and woof threads? What should be the position of the warp and woof threads of the patch and the garment? Why? How are you going to make a plain patch? How are you going to fas- ten the outside of the patch to the garment? What to be Suggested Approved Mending done SECOND LESSON A piece of cloth or other suitable material sewed or otherwise fixed on a garment to repair or strengthen it — especially on an old garment to cover a hole. The size of the hole and the condition of the material around it. If the latter shows signs of breaking it should be re- inforced by making the patch large enough to cover the weak place. Color, quality, and position of the warp and woof threads. Dampen the new material with water and expose it to the direct rays of the sun. Or boil it in a weak solution of chloride of lime. Rinse in clear water. See dictionary. The same direction. Size and quality of the warp and woof threads differ. Ref. Household Arts Bulletin, Framing- ham Normal School, Framingham, Mass., p. 46, 1-6. See Federal Vocational Bulletin, No. 23, p. 30, fig. 19, for illustration. Pin in place, then sew with sewing ma- chine. Stitch the widths of the narrow side of the presser foot from the raw edge of the patch. Begin about one inch from a corner of the patch. When you reach the corners leave the needle in the cloth, raise the presser foot, and continue sewing. Overlap the stitching one half to one inch to fasten the thread. CLOTHING PROJECTS 65 What is the next step? Turn to the right side. Trim out the most worn or frayed parts. Cut the corners as shown in Federal Vocational Bulletin, No. 23, p. 30, fig. 18. Baste this edge as shown in the above illustration. Place in the machine and stitch close to the edge. Fasten this thread just as you did on the other side. Remove the basting thread. Press the patch if it is on a con- spicuous part of the garment. How are you going to press Moisten a cloth and rub it over the patch the patch? and the wrinkled part of the garment. Press with an iron which will not scorch the cloth. After you have finished fill in the following score card : Proportion of patch to hole and worn place 20 Free from scorch 05 Matching warp and woof threads.. 05 Even machine stitching 10 Length of thread ends lO Removal of fastenings lO Neatly turned under edge 20 Fastening of thread 20 100 For next week's part of your project, you are to adjust the fastenings and do the plain patching, in addition take up a new problem. I am in my office from 8 until 9 every Wed. morning; do not hesitate to call me or come to me about your project. Clothing Project No. II. Regular Upkeep SUGGESTIONS TO TEACHERS I. Assumed Case Basis: This project designed for girls 14-16 yrs. Family budget usually equals $1200 to $1500. No previous homemaking or experience presupposed. Equipment including sewing machine furnished by mother. One teacher to 15 pupils. 66 VOCATIONAL HOME-MAKING EDUCATION 2. Scope and Character of the Project : The family to consist of 5 members — father, mother, 15-year-old daughter who is to carry out the project, boy 12 years, daughter 9 years. The girl will first do the mending and darning for all three children, then the mending and darning for the family. Time : 2 two hour periods each week for 4 weeks. 3. Aims of Project : a. Primary : To develop skills and appreciation in success- fully and quickly doing the family mending and darning. h. Secondary: (a) To develop a knowledge of the different qualities of materials, their advantages and disadvantages. (&) To give an appreciation of the relation of mended articles to comfort and appearance and financial saving. 4. Teacher's Procedure: You should visit the mothers of the girls and secure their full cooperation. Make clear to them that your visits are not to be social calls but business calls and that you do not want to interrupt their work. Upon first meeting the class, ask what articles the members would most frequently find in mother's mending basket. Make a list of these on the board as they are given. What kind of mending does each require? Make a list of darning, patching, etc., as they are named. Which one of these do you think most advisable for us to use for our beginning project? Probably all will be suggested. By discussing the stitches and skill necessary lead the pupils to see that it is better to begin with the fastening adjustment. Ask what kinds of fastenings are used on their own clothes and on the clothes of other members of the family. Make a list of these on the board. The following will probably be sug- gested: button and buttonhole, hooks and eyes, snappers, elastic bands and tape fastenings. Have ready a sample of each of these types and after dis- cussing briefly the number and length of thread, size of needle and place to wear thimble ask for volunteers to show the class how each fastening should be mended or adjusted. If the dem- CLOTH IMG PROJECTS 67 onstrations are not of the approved variety ask if other pupils have suggestions. If the right one is not suggested, then dem- onstrate for the class. Then ask how many think they can do this part of the mend- ing for mother. If any one is doubtful of her ability, give her individual attention until she gains confidence in herself. As sewing machine work is used so largely in connection with mend- ing and especially the mending of children's garments, you should give a brief lesson— including the threading and treading of the machine. Each girl should practice this until she can follow a line fairly well. The pupils should report to you the second day with a list of children's articles found in the mending basket at home. A card with the following information will probably be of assistance to both you and the pupil. Card Kind of mending What to be done Suggested Approved by teacher A patching problem is almost certain to appear in this list. Combine the hand and machine work learned in previous lesson on this new problem. With printed directions the pupils should be able to proceed without further assistance. As the pupil is able to take up new problems the directions should be given to her. After the first problem is learned, the second problem should then be taken up, etc., until all of the mending for the children is done. Then include the adult mending to make the problem of family size. You should visit the girl in her home while she is working on her project. If any part of the work is well done, do not fail to mention the fact. For the less satisfactory parts ask, " Do you think you could make this less clumsy ? with a shorter stitch, etc.?" Bring in your personal experience by such remarks as : "I have found it easier and quicker to sew if I hold my needle this way." The following list includes the types of work which every girl should be able to do : a. Darning stockings, knitted underwear, silk gloves, mittens, 68 VOCATIONAL HOME-MAKING EDUCATION sweaters, woolen cloth snags, scarfs, mufflers. Also the patching of stockings and knitted underwear. b. Mending rips in seams, hems, coat linings, and gloves. c. Remaking and adjusting of hose supporters. d. Use of mending tissue on woolen cloth. 5. Projects: a. Set-in patch — used for extra nice patching, especially for matching designs of silk dresses, etc. b. Gusset patch — mending butterfly sleeve or enlarging regu- lation armhole. c. Occasional larger repairs and minor remaking — letting down hems, new bands and cufifs. d. Relining of coats and jackets. e. Special mending on table linen, lace curtains. /. Mending laces, embroidery, fine dresses. g. Joining and darning by means of net background. /;. Binding, tieing and repairing of rugs. /. Cleaning, removing stains and pressing. References : Baldt. Clothing for Women. Woolman and McGowan. Textiles. Kinne and Cooley. Textiles and Clothing. Federal Vocational Education Bulletin. Clothing for the Family. Clothing Project No. III. Family Mending SUGGESTIONS TO TEACHERS 1. Assumed Case Basis: 15 young women, 18-23 years, have been wage earners since 14. Nationalities: Poles, Russians, Mexicans. Electing vocational homemaking course in expectancy of being homemakers. No previous practical experience or tech- nical education. Live in mining communities, houses detached, low home standards. The problem here is one of how to spend money to a better advantage. 2. Assumed School and Home Conditions : Moderate school, home and neighborhood facilities. One teacher to 15 girls, all phases of homemaking, small demonstration laboratory. Poorly CLOTHING PROJECTS 69 equipped homes, reading matter limited. Program of projects for 3 months' school, 75 days of 8 hours each. Home and neigh- borhood cooperation possible. 3. Scope and Time of Project : Assume a family of 2 adults, 2 boys in teens, 2 children at day school, i child of 3. Three hours per week for 4 weeks, first work brought from home, afterwards done in own home and neighbors' homes as well. 4. Aims of Project: a. Primary : To develop skill and experience in repairs and minor remodeling. h. Secondary : To develop technical knowledge as related to this work, to give an appreciation of neatness and working abili- ties, to give appreciation to certain economies in buying. 5. Teacher's Procedure : You will need to assume that these girls know little or nothing of mending. Because of this you will need to make a careful approach. This girl has brought her basket of mending from home. Go over this basket and choose the easiest work. The work will probably group itself as : button and buttonholes, seams and hems ripped, patches to be applied, etc. a. With the sewing on of buttons remember (a) the kinds of buttons and service to be rendered; (&) thread and needle necessary; (c) method of sewing buttons on. h. Look over buttonholes ; some need slight repairing, others more. Show how to fortify ones when pulled out of shape, finish by use of machine. Before leaving give pupil illustrated booklet showing how to sew on buttons and make buttonholes or repair them. Three hours time to be given to this work before next conference. In like manner continue the work. 6. Concrete Stages of This Project: a. Sewing on of buttons, going over buttonholes. h. Making of patches (set on) overalls, knit underwear, mus- lin garments. c. Patches on gingham dresses (to match plaids). d. Patching coat and trousers (mending tissue). 70 VOCATIONAL HOME-MAKING EDUCATION e. Darning hose or socks, sweaters, woolen garments. /. Adjusting hems to women's or children's dresses. g. Remodeling children's dresses or rompers from men's shirts. 7. Topics for Discussion : 0. Need of repairing of clothing. h. Condition of present markets for textiles. c. Standards to observe when buying ready-made clothing. d. Study of textiles, cotton, linen, wool, silk. e. Renovating of silk, wool. /. Adulterations of textiles, g. Test (home) for fibers. h. Household mending. References : Turner. Sewing and Textiles. Fuller. Constructive Sewing Book. Clothing Project No. IV. Family Mending DIRECTIONS FOR PUPILS 1. Title and Description: You are expected after suitable arrangements have been made and approved by teacher to do a part of the family mending, as outlined in this bulletin, for one month. In connection with this you will be expected (a) to do this work in a systematic way (some mending will need to be done before laundering and part afterwards) ; [b) to keep record of time needed to do mending each week and thus be able to estimate time necessary for average; (c) to keep mending basket and materials in orderly manner. 2. Suggestions to Pupils: In the first place this project has several purposes. You are expected to acquire skill and method in doing the family mending. In the second place you are ex- pected to learn a number of important facts — principles as to textiles, etc. a. Even if you are receiving a small wage from parent or neighbor for this work, never forget that she is rendering a favor in permitting you to use her home and equipment as CLOTHIXG PROJECTS 71 a place to learn homemaking. Consult freely with her about your general plans and about all details later. As Monday is wash day, pieces to be cared for before laundering must be looked after before the last minute. As a project worker you must not object to this, but must adapt your plans to it. At no time should any change in plans be made until after you have consulted and secured the hearty approval of the homemaker. h. In every way try to arrange to make plans for each general and each specific stage of your project before you come to it, and to discuss these with me. Often these plans will be in writing; again in answer to questions found in this booklet. c. Should you foresee difficulty, as in repairing a buttonhole or darning a snag in a coat, bring it to me and together we will work it out. d. Plan your work and work your plans. Never keep any one waiting. GUIDING OUTLINE Guiding Questions for Planning this Project 1. What garments are usu- ally found in the mend- ing basket? 2. Why should you mend garments ? 3. When shall you mend ? 4. What mending can j'ou begin with? Guiding Questions for Studying and Understanding this Project 1. Men's shirts, overalls, underwear, socks, woolen coats, trousers. 2. Women's underwear, dresses, hose. 1. What can you do to make garments look more attractive? 2. What reasons can you give for learning to mend ? Ref. Constructive Sewing, Bk. I, p. 75. I. Should garments be mended before or after laundering? Give reasons. Ref. Sewing and Textiles, p. 181. Constructive Sewing, Bk. I, p. 75. I. Sew on buttons, a. What kind of buttons are used for un- derwear, dresses? b. What kind of thread should you use? c. How should you sew on buttons with 2 holes? With 4 holes? Ref. Constructive Serving, p. 68. d. If cloth under buttons is pulled out, how should this be strengthened? Ref. Sew- 72 VOCATIOXAL HOME-MAKING EDUCATION S. What kinds of patches are there for working clothes ? 6. How is a hemmed patch made? 7. How is stitched patch made? 8. What patching can you do to outer garments? 9. What points must be considered when mending these garments ? tng and Textiles, p. 93-4, A Sewing Course, p. 71. 2. How do you make a buttonhole? Con- structive Sewing, Bk. I, p. 65-8. 3. Repair buttonholes. a. li stretched out of shape, how can these be repaired? b. If torn, how would you repair? c. When can one use sewing machine for such repairs? Use them on garments such as underwear, overalls, etc. 1. Kinds of patches (a) hemmed patch, (b) stitched patch. Ref. A Sewing Course, p. 91-93. Constructive Sewing, Bk. I, P- 75-7- 2. What garments would need hemmed patch? stitched patch? Ref. Construc- tive Sewing, p. y6. 1. How would you prepare the garment? Ref. Sezmng and Textiles, p. 52. 2. What should be considered when apply- ing the patch? (a) shape, (fc) size. 3. What side of garment is patch applied? 4. If goods have stripe or plaid what care should be employed? Why? 5. Why should it be carefully basted? 6. How should this patch be sewed on? 7. What care should be used in the corners? 8. If garment is faded what should be done to the patch? Ref. Sewing and Textiles, p. 52. Constructive Sezving, Bk. I, p. 75-6. 1. How do 3'ou prepare the garment? Ref. Sewing and Textiles. 2. How do you prepare the patch? 3. Why should this be carefully basted? 4. How is this patch then finished? 1. How should you patch a boy's trousers? 2. How can mending tissue be used? 3. When is it preferred to patching? I. Points to be remembered: (o) Strain upon it; {b) how protect; (c) best methods to use; (d) materials to use. CLOTHING PROJECTS 73 10. What steps should one take before beginning to darn? How would you darn a stocking ? 12. What are the character- istics of a good darn? 1. Why do we usually darn after launder- ing? 2. How would you prepare the hole? 3- What shaped hole is better to darn? Ref. A Sewing Course, p. s6. 4. What care should you take when choos- ing the needle and thread for darning project? 1. What threads are run in first. Ref. Con- structive Sewing, Bk. I, p. 80. 2. How far should you run back of hole and why? Constructive Sewing, Bk. I, p. 79-80. 3. What should be done to prevent a ridge around the hole? 4. When shall you begin to insert the filling thread? 5. What precautions must be taken when filling the hole? 6. Do you knot the thread? How fasten? Ref. Sewing and Textiles, pp. 49-51. Constructive Sewing, Bk. I, p. 78-80. 1. How does your darn compare with the models? 2. What would you do to improve next time? 13. What other garments can be so mended? M 1. How would you darn a boy's coat and trousers or snag in woolen dress? 2. Could this method be used in darning snags in sweaters? Ref. A Sezving Course, pp. 92, 97, 87. How would you rip the hem? How would you determine whether it was straight around the bottom? When would you face a skirt? hem it? How wide must either be? Which is advisable here? Ref. Serving and Textiles, p. 14. References for Further Reading: Gibbs. Household Textiles. Turner. Sewing and Textiles, pp. 27-48, 61-91, 115-126. Fuller. Constructive Sewing, Books i, 2, 3, 4. How would you length- en a dress? I. 2. 3. 4- 5- 74 VOCATIONAL HOME-MAKING EDUCATION Clothing Project No. V. Family Mending SUGGESTIONS TO TEACHERS 1. Assumed Case Basis: A group of 12 girls, 17-24 years, at- tending a five months' homemaking school continuously from Oct. I to March i. All have 8th grade education, some have attended high school. Homes : in rural districts either on farms or in or near very small towns 300-1200 in population. The family incomes are difficult to estimate, but estimated expenditures are $900 to $1200. All are engaged in farming, the mother and daughters working continually in the home and occasionally assisting with heavier work. Home training: the girls are all familiar with household routine and are capable of doing a great deal of work; their need is for better methods, skill in management and care for details. 2. Expectations: Married at 19-25 years; four children at 30-35 years. Home on a farm or in small community with farming in- terests adjacent. Estimate expenditures, $700-$iOOO per year. 3. Aims of Project : a. To develop skill and dispatch in the repair of clothing. b. To develop an economical and conservative attitude toward the clothing problem. 4. Scope of Project: a. Regular repair of family clothing, large bulk that of small children. b. Occasional larger repairs and minor remaking. c. Repair of special articles, table and ornamental linens, etc. d. Special job work on special garments, an elaborate dress or suit. e. Repair of miscellaneous household articles, rugs, curtains, etc. /. Stockings and gloves, darning and mending. (Any unit or group may be selected according to the desire and ability of the girl. An effort will be made to direct her toward the jjrojects most needed.) CLOTHING PROJECTS 75 5. Assumed Facilities for carrying out Project: Work will be done in homes of the college community adjacent, where a willing cooperation will be found. 6. Time Requirement for Projects (probably 2). a. Two hours, three times per week in home for 3 weeks. b. Two hours, two times per week at school for 3 weeks, the time at school to be spent in consultation and practice with teacher and class discussion of related technical work. 7. Procedure for carrying out Unit No. i. (At present there is no printed material available for use directly upon this subject, so that knowledge of it must be developed and given by teacher. However, a great deal of supplementary reading may be found for related technical work.) a. The first day teacher will meet students and explain repair projects and their importance. Each girl will be given some work to do in preparation toward going into homes and to test ability for various jobs. Assignments are made for reference readings. Projects in simple garment making have preceded the repair projects so that students are prepared for the mending of garments. b. Each girl will select her particular project and make plans for carrying it out. The various homes in which work may be done will have been previously secured by the teacher. The scope of the projects may be arranged to meet the supply, which will probably be ample. c. Girls go to respective homes and begin work. d. Teacher visits each girl in home once during the first week, to give any help that is needed and to look over work that is finished. The girls have the privilege of coming to the teacher for advice at any time. e. Class meets for conference and discussion and to report on readings (Monday of 2nd week). /. Proceed with work in homes. 76 VOCATIONAL HOME-MAKING EDUCATION g. Meeting for discussion and report of readings, more read- ings assigned (Thursday of 2nd week). h. Teacher visits each girl once during 2nd week. i. Third week will proceed as second. 8. Related Technical Knowledge. Readings to be assigned during progress : a. The economics of purchasing: quality vs. quantity. h. Homemade vs. ready made garments; advantages of each and wisdom of buying or making from standpoint of upkeep as well as time making. c. The Consumers' League, its standards and methods of operation. d. The manufacture of stockings' — reasons for longer wearing qualities — wastefulness of cheap stockings. e. Varieties and better qualities of different garment fasteners, hose supporters, etc. /. Mending tissue, its use and manufacture. g. Economy of mending, cost of repairs vs. cost of new gar- ments. V. HOUSE CARE PROJECTS House Care Project No. I. Care of Girl's Room SUGGESTIONS TO TEACHERS 1. Assumed Case Basis: Girls 14 years of age and over, of upper grammar grades. Average southern home in a town of less than 12,000, salary varying from $1,200-$ 1,800, girl occupies separate room. Parents live in detached house, not an apart- ment. No previous home experience or experience in out-of- home work. Probable age of marriage, 22-26. Prospective home standards, $900-$!, 200. These girls must be taught to dignify housework and labor as a part of white people's labor and not think in terms of colored labor entirely. 2. Assumed School Conditions : 2 hours each day for 2 weeks. Not more than 15 in class. 3. Aims of Project: a. Primary: To teach the girl skill in the proper upkeep of her room. b. Secondary: To give sufficient technical knowledge and cultural insights that the girl may more fully appre- ciate the real value of her room. 4. Scope and Character of Project: a. Care for the room involving: (a) Care of bed and making of bed. (b) Cleaning of room, (c) Ven- tilation of room, (d) Dusting of room, (e) Care, order and arrangement of closet and bureau drawers. b. Furnishings of room, involving careful investigation and thorough study as regards it: (a) Arrangement. (b) Essential articles, (c) Suitability of styles, (d) Appropriate decorative features, (e) Renovation of each. 77 7© VOCATIONAL IIOME-MAKIXG EDUCATION References : Red Cross Manual. Any of the books on the Care of the House. House Care Project No. II. Care of Girl's Room DIRECTIONS FOR PUPILS 1. Title and Description: This project takes up the care of your room at home. You will be expected, after desirable arrangements have been made and approved by me, to under- take the keeping of your bedroom. In connection therewith you will be expected to care for the room as regards (a) care and making of bed; (b) cleaning, (c) ventilation, (d) dusting, (e) care, order, and arrangement of closet and bureau drawers, and to make a careful investigation as well as to gain knowledge, through practical application of furnishings as regards (a) arrangements, (b) essential articles, (c) suitability of styles, (d) appropriate decorative features, and (e) renovation of each. 2, Suggestion to Student : This project on the care of the room has been selected as a very desirable one because every girl should know how to keep her room neat and attractive and restful with as little labor and in as short a period of time as possible. In addition to this practical work called for, you will want to do reading and extra work on the outside so as to gain insight into materials and furnishings, for example, (a) mat- tresses, (b) rugs, (c) furniture, (d) draperies, etc. Perhaps after you have kept your room nicely for two weeks some member of the family will let you take care of her room. Here, of course, you would have to remember that you are no longer in your own room and that keeping this room will be quite olifferent. You must keep in mind, also, that you can do this work only with your mother's consent. Therefore you must accommodate your plans to those of mother's and let her be your adviser. Keep in mind, also, that you must not antagonize the colored help. Rather, gradually become their teacher and help them to improve their ways. HOUSE CARE PROJECTS 79 In selecting this project you must not undertake at once to make radical changes in your room. You should plan to use what you have to the best advantage rather than to bring in the new. After all, the old things properly arranged and cared for are more effective and have more sentiment attached to them than the new. 3. Advantages of the bed as the first piece of work to begin on : a. Every girl has a bed in which to sleep and certainly she should learn as soon as possible how to care for it. b. The bed is made the same from day to day. c. No interruptions will be encountered while working upon or making the bed. d. The work can be done in a short time and someone else's time saved, which can be used for another purpose, perhaps to better advantage. e. There is much interesting and entertaining material at hand for reference reading. GUIDING OUTLINE Guiding Questions and Guiding Questions for Study in Suggestions in Plan- Making Bed NiNG Project 1. When will you make the I. Why should the mattresses be turned? bed? Ref. Ref. How? Ref. Should the girl un- dertake to turn it alone? Why not? Ref. What is the best kind of a mat- tress to use? Ref. (Each girl will have the opportunity to study the various kinds and the manufacture of mattresses in class and in shops.) 2. When will you ventilate 2. Why should the protector or pad be the room? Ref. Air the used on the bed? Ref. What are pro- bed? Air the bed-clothes tectors made from? Ref. Why should out of doors? Ref. they be made just the size of the mat- tress? Ref. What substitute can be used for the commercial protector? Ref. ^. How much time will you 3. How should the under sheet be placed? allow yourself for this Why have the wrong side toward the work each day? For mattress? Ref. The lengthwise fold reading? down the center of the bed. Ref. The 8o VOCATIONAL HOME-MAKING EDUCATION wide hem at the head of the bed. Ref. How shall the extra length of the sheet be disposed of? Ref. Why draw to free the sheet of wrinkles? Why tuck in under mattress at sides? Ref. What is meant by mitered corners? Ref. Why must sheet be turned in at head and foot. Ref. Additional reading: From what mate- rials are sheets made? Ref. How long is the under sheet usually? Ref. How wide? Ref. 4. How should the upper sheet be placed? Ref. Why have top of sheet even with head of mattress? Ref. Why have wide hem at top or head of bed? Why will right side be towards mattress? Ref. Where will the lengthwise fold come? Will extra length of this sheet be disposed of the same as the under sheet? Why? Ref. 5. How will the comforter or blanket be placed? Ref. Do you prefer a blanket quilt or comforter on your bed? Why? Ref. Extra reading : How are beds made? Where manufactured? From what materials, etc. Ref. Why have open end of blanket at head of bed? Ref. Why will you not bring blanket to the head of the mattress? Ref. Will you have equal length over- hanging both sides of bed? Why? Ref. How will the extra length be disposed with? Ref. Why is the top of sheet folded down over the end of the blan- kets? Will you want to do this? Ref. 6. How shall the spread be placed? Why will the spread be placed like the upper sheet? Ref. Is there any difference at all in placing? Ref. When will you allow the extra length to hang? To be tucked under? What are the advantages of each method? Disadvantages? Ref. HOUSE CARE PROJECTS bl Extra reading: What can be used in place of spread? Ref. What have our grandmothers used? Ref. Who made them ? Ref. 7. How will the pillow slip be put on? Ref. Why thoroughly open pillow slip? Why hold pillow under the chin or on knee instead of between teeth when put- ting on slip? Ref. Why fit seam to seam and corner to corner and shake down feathers well when placing on slip ? Extra reading: Of what are pillows made? Ref. How should pillows be placed on bed? Why have pillows stand evenly and smoothly against head of bed with the open ends of slips out? Ref. Do all people arrange them that way? Ref. What is often used in place of pillows during the day? Are they practical? Ref. 8. How do you prepare the bed for occu- pancy? Why do you remove the spread? How? Ref. How do you fold the cov- ers back when one person is to occupy the bed? Two? 9. How do you air the bed? Ref. Why do you air the bed? When? Give di- rections for doing this. Ref. In case of dampness outside how do you air the bed? Ref. 10. What is the bar? How should it be arranged? Is it better than screens? Give advantages and disadvantages of each? Ref. Why should they be washed frequently if used? Ref. From what materials are they made? What do they cost? Ref. Where did they originate? Ref. How do you mend a rent in the bar? What other material would you mend like it? Ref. 52 VOCATIONAL HOIME-MAKING EDUCATION House Care Project No. III. Daily and Weekly Care OF Bathroom SUGGESTIONS TO TEACHER 1. Assumed Case Basis: Girls aged 14-16, of suburban fami- lies, home standards $i,50o-$2,ooo per year, electing vocational course in expectancy of being house daughter, mother's assistant or domestic. No previous practical experience or technical education. 2. Assumed School and Home Conditions: One teacher to 15 girls, all phases of homemaking, small demonstration apartment, abundant reading, 15 hours weekly for non-vocational subjects, 10 hours weekly for conference and related technical subjects, 16 hours weekly at home for project execution. Home coopera- tion assured. Detached house and separate bathroom assured. 3. Aims of Project: a. Primary : To develop skill and experience in caring for bathrooms. b. Secondary : To develop technical knowledge of sanitary facts and principles. To develop sufficient knowledge of con- struction of plumbing fixtures to clean traps and repair leaky faucets. c. Incidental : To give appreciation of habits of neatness, of working abilities; to give appreciation of well ordered medicine cabinet and well furnished or equipped bathrooms; to give appreciation of city's sanitary code. 4. Scope and Time of Project: Assume family of 5, 2 adults and 3 children (girl in high school, 2 boys of 10 and 7 years). One bathroom in house used by entire family. Bathroom is to be cared for for a period of 18 days including 3 weekly cleanings. 5. Procedure Recommended to Pupil : Preparatory — Assemble data as to when bathroom is cleaned each day and when weekly cleaning is done, the cleansing agents and tools used. Prepare written plan for daily care of bathroom, for weekly care of bathroom. Both plans to be approved by teacher. Read the related readings of reference and submit weekly report, also detailed reports of any special happenings. HOUSE CARE PROJECTS 83 6. Teacher's Procedure: After girl has selected project (teacher approving in light of home conditions) and prepared plan, arrange with girl for individual conferences. Teacher should visit home 15 minutes after start of project on 3rd day and on first weekly cleaning day ; again about the 8th or loth day to test speed and skill of project and on third weekly clean- ing for same purpose. 7. Related Technical and Social Studies : Booklet in hands of pupils contains references to readings by pages as to: (a) Plumbing in relation to the home, (b) Disinfectants and fumi- gants. (c) Heating and lighting. (d) Water supply, (e) Sewerage. (/) Vermin, (g) Cleansing agents, (h) Bathroom floor and wall finishes, (i) Bathroom habits as an index of refinement, ideals and right living. (;') Appropriate fixtures, (k) Ventilation. (/) Efficient arrangement of furniture and fittings. 8. Derivative Studies, Readings, Reports: (a) Public bath- rooms, (b) Sanitary code of city, (c) Bathroom closets, stor- age, etc. (d) Bathroom furnishings, (e) Duties of city plumb- ing inspector. References : Talbot. House Sanitation. Broadhurst. Home and Community Hygiene. Balderston. Housewifery. Buchanan. Household Bacteriology. Richards. Cost of Cleaning. MacLeod. Handbook of Cleaning. Cosgrove. Principles and Practices of Plumbing. Winslow. Sewerage Disposal. Wood. Sanitation Practically Applied. Herring-Shaw. Domestic Sanitation and Plumbing. Harrington. Practical Hygiene. Lawler. Modern Plumbing, Steam and Hot Water Heating. Butler. Household Physics. Clark. The Care of the Home. Kinne and Cooley. Shelter and Clothing. Kinne and Cooley. The Home and the Family. Wadhams. Simple Directions for the Chambermaid. City Ordinances, By-Laws, and Regulations. 84 VOCATIONAL HOME-MAKING EDUCATION House Care Project No. IV. Care of Bathroom SUGGESTIONS TO TEACHERS 1. Assumed Conditions: Girl, age 14 years or more, first year high school, electing vocational course with expectation of being home assistant in own home or another's home. Slight previous experience because of lack of time with school duties rather than from any lack of desire or interest. Home standards, $i,200-$i,8oo per year in city environment with separate house, suburban section. Probable age of marriage 22-25 years. Pros- pective home standards, $i,ooo-$i,200. 2. Time : One-half hour each day for 2 weeks (average home practice). One-half hour each day for 2 weeks (related material and conference). One-half hour each day for 2 weeks (related material and conference). Note: This project may be carried with one other, such as bedmaking, care of house linens, care of child, etc. 3. Aims of Project: a. Primary: To develop skill and give experience in daily and semi-weekly care of bathroom. b. Secondary : To develop technical knowledge of materials, disinfectants and cleansing agents that may be employed to do this work most effectively. c. Incidental : Relation of this work in the home to larger problems of public health, sanitation, transmission of disease and precautions necessary where interests of large groups are at stake. 4. Scope and Character of Project: a. Care for the room involves : (i) Thorough washing of basin, toilet and bath. (2) Wiping of floor daily with damp cloth and semi- weekly scouring with soap and water. (3) Putting medicine closet in order. (4) Wiping of mirror, windows and window ledges. HOUSE CARE PROJECTS 85 (5) Weekly cleaning of radiator or register. (6) Replenishing of soap, towels and toilet paper. (7) Removal and proper disposal of soiled linen. (8) Special care of basin and toilet, with frequent use of disinfectants, during illness in the home. b. Furnishing of room involves examination of bathroom fur- nishing in girl's home and reference work by topics regarding: (i) Essential articles. (2) Materials used in manufacture (sanitation). (3) Heating, lighting, ventilation and type of plumbing used. (4) Contents of medicine cabinet. (5) Kinds of cleansers used for enamel, metals, wall sur- face, floor, etc. (6) Kinds of disinfectants, deodorants, fumigants, avail- able and relative cost and effectiveness of each. (7) Special study of soaps for bath, facial or scouring purposes. (8) Separate racks for towels, etc., of each member of family. c. Health and disease : (i) Relation of personal hygiene to public health. (2) Relation of contagion from colds and children's ail- ments to health of family group. (3) Special care of convalescent or chronic cases of com- municable diseases in cases where the sick person re- mains in the house. 5. Suggestions to Teacher: This project can and should be kept very simple for the be- ginner, but can be enlarged upon as time, opportunity and interest permit. Close cooperation with house conditions must be assured from the beginning — student should be encouraged to study home bath- room furnishings with a view to introducing such minor changes as her resourcefulness may suggest without great expenses, but she should be discouraged from expressing large criticisms with- out large experience to back her. Her critical attitude may force 86 VOCATIONAL HOME-MAKING EDUCATION family to try to change their habits and this will break the thread of interest and cooperation necessary. School lavatories or practice house bathroom may be used by teacher to demonstrate any point of the work necessary. Other equipment necessary might include various kinds of cleansing and disinfecting reagents for comparison in class work. Also cloths, brushes, mops, etc., useful in doing effective work. References : Balderston. Houscivifcry. Broadhurst. Home and CoiiniiiDiify Hygiene. House Care Project No. V. Care of Bathroom DIRECTIONS for PUPILS 1. Title and Description: This project is known as care of bathroom in a detached house having but one bathroom used by all members of the family. You will be expected, after suitable arrangements have been made and approved by the teacher, to undertake the daily and weekly care of the bathroom for eighteen days, including three weekly cleanings. In connection therewith you will be expected to (o) buy the necessary cleansing agents and supplies not already purchased by the housewife; (b) weigh or measure those on hand from which you expect to use ; (c) keep proper record of cleansing agents of supplies purchased or used from those on hand, and of those turned back at the close of the project, together with a statement of cost values; (d) keep tools and equipment in good order during the progress of the project. 2. Purpose of Project: You will be expected to (a) become fairly competent in care of bathroom; (b) learn a number of sanitary facts and principles; (c) learn enough about the con- struction of plumbing fixtures to clean traps and to repair leaky faucets; (d) learn something of keeping household accounts; (e) learn something of how your city protects the health of its citizens. 3. Even if you are receiving a small wage from your parents or others for this work, never forget that they are rendering a HOUSE CARE PROJECTS 87 fav(jr in permitting you to use their home and equipment as a place to learn homemaking. Usually the housewife (your mother or mistress) has final responsibility for running the house. There- fore consult her freely about your general plans and about all the details later. Never forget that you must fit the hours and other necessities as well as conveniences of the family. You may wish to rearrange or to change some of the bathroom furnish- ings, but you are not justified in doing this without the hearty consent of the housewife. 4. In every way try to arrange that you make plans for each general and for each specific stage of your project before you come to it, and that you discuss these with the teacher. Ordin- arily these plans should be in writing, frequently in answers to questions found in leaflet. If you anticipate difficulty in any particular activity, suggest to your teacher the desirability of trial experiment in the school apartment ; always consult your teacher first. GUIDING OUTLINE (jUiding Outline for Planning I. What care does the bath- room receive each dav? Guiding Outline for Study 1. Secure from housewife information as to customary week day care, Sunday care, and weekly cleaning. 2. \Vhat amount of time does housewife give daily to the bathroom? 3. How much time is set aside for its weekly cleaning? 2. What general plans will i. At what time of day will you care for \ou make for your first this room? day's care? 2. How will you dress for this work? a. Wli}' should you wear an apron and dust cap? 3. What tools will you need? a. What kinds of cleaning cloths are needed ? b. What should be used for dusting the floor? c. What are the advantages of specially prepared floor mops? 88 \OCATIUXAL HOME-MAKING EDUCATION d. What may be used in place of a mop? Ref. e. What cleansing agents will you need for cleaning tub and basin each day? Ref. 4. Write your plan for your daily care, telling just what you will do and what cleaners and tools you will use in clean- ing tub and basin. 3. What changes will you make in your second day's plan? 1. What can you do better the second day than you did the first? Ref. Note. — All through this project try to make each day's work better than the preceding ones and wherever you can do things in an easier but efficient way, do so. 2. How will you clean the basin? The tub? The toilet? Ref. 3. What can you use other than soap or water for cleaning the tub? Ref. 4. Why should we never use a gritty or scratchy cleaner? Ref. 5. How does the cleaning of the flush closet differ from the cleaning of the tub and the basin? Ref. 6. What is a disinfectant? Ref. 7. Why should we use disinfectants? Ref. 8. What will you do with soiled towels and wash cloths ? 9. How shall you leave the window of the bathroom when you are through? ID. Why is ventilation important? 4. What should you know about some of your tools and cleaners? 1. Study by observation, reading and in- quiry the varieties of brushes and brooms in general use for cleaning pur- poses, (a) Alake a list of them, (b) List the advantages and disadvantages of each. 2. What kind of a dust pan do you use? (0) What is the advantage of a narrow cover at the handle side of the dust pan? (b) What is the advantage of a long handle to your dust pan ? HOUSE CARE PROJECTS 89 5. What general plans will you make for your first weekly cleaning of the bath room? 3. What may be used as cleaning cloths? (a) Why should we avoid using linty cloths in cleaning, (b) Why should the cloths we use in cleaning the floor be heavier than those we use for cleaning the basin and the tub? (c) What are the advantages and disadvantages of us- ing a sponge? Ref. 4. What kinds of dusters are used? (a) Why should dust cloths be hemmed? (b) How large should dust cloths be made? (c) What are the advantages and disadvantages of " dustless " dust- ers? (d) What are the advantages and disadvantages of using dust cloths made of old cloth? Ref. 5. Visit the house furnishing departments of the large department stores to learn about labor saving devices that can be used in caring for bathrooms. 1. What articles will you dust and remove from the room? 2. What articles will be dusted after the room is swept and scrubbed? 6. What are the dangers of dust? 1. W'hy should we keep down dust? Ref. 2. What diseases are spread by dust? Ref. 3. Are there any preventive measures for lessening the dangers of dust? Ref. 7. How shall you clean the faucets and handles? 1. Of what are the faucets of the tub and basin made? Ref. 2. What can you use to clean and polish them? 3. Of what are the handles of the doors, flush closets and other articles in the bathroom made? 4. How will you clean them? Ref. 5. What sanitary reason is there for clean- ing the faucets and the handles? Ref. 8. How shall you clean the i. What materials are used in making cloth clothes hamper? hampers? Ref. 2. What shall you use to clean the hamper? 90 VOCATIONAL HO:\I F.-.M AKING EDUCATION 9. What shall you do to i. What is the floor covering of the bath- clean the floor? room you are caring for? 2. How will you clean it? 3. What other floor coverings do we find in bathrooms? (a) List the advantages and disadvantages of each. Ref. 10. How shall 3^ou clean the i. What is the wall covering of the bath- walls? room you are caring for? 2. Will you use a brush or a cloth to clean it? 3. Give reasons for your choice? 4. Could you use the vacuum cleanef ? (a) List the advantages of using a vacuum, (b) Are there any disadvantages? 5. Study by observation, reading and in- quiry the different materials used for wall coverings in bathrooms, (o) List the advantages and disadvantages of each. Ref. 11. How will you arrange i. How were they arranged when you took the bathroom furnish- charge of the room? ings? 2. Do you consider this a good arrange- ment? 3. Give reasons for your answer? 4. Study by observation, inquiry and read- ing different bathroom furnishing. 5. How will you arrange the medicine cabi- net? (a) Why is it essential that the articles in this closet be plainly and clearly labeled? 6. What should be the arrangement of the linen closet? (a) Why should ditiferent articles be placed in different piles? (b) Why should the high shelves be reserved for special articles or extras? (c) Why should fresh articles coming from the laundry be placed at the bottom of the pile? (d) H there is no linen closet in the bathroom, what may be used in its place? (e) What are the advantages and disadvantages of using drawers? 7. What provisions are made for keeping the towels, washcloths, and tooth brushes HOUSE CARE PROJECTS 91 of the diflferent members of the family separate? (o) Why is this necessary? Ref. 12. What ought you to know about plumbing fixtures ? 13. What would you do if you should discover household vermin in the bathroom ? 14. What should you know about your city's water supply? 1. What is a trap? Ref. 2. List the different kinds of traps with advantages and disadvantages of each. 3. If water does not flow freely from the tub or basin, what is the trouble? 4. How can this be remedied? Ref. (o) What is a plunger and how is it used? (b) What may we do instead of using a plunger? 5. Why is it wise to pour a disinfectant down the basin at least once a week? Ref. What disinfectants may we use? 6. \\'hat kind of faucets are there in the bathroom you are caring for? (a) What other kinds are there? (b) What are the advantages of each? 7. If a faucet drips, what is the trouble? 8. How can this be remedied? Ref. (o) Why should a supply of washers be on hand? 1. What household vermin may be found in bathrooms? Ref. 2. What will you do to exterminate them? Ref. 3. Why should they be destroyed? 4. Learn the habits of the cockroach, how it is disseminated and how it may be controlled. Ref. 5. Study the housefly and determine why it is so essential that we destroy it. Ref. 1. Where does the water come from that is used in your home? 2. Where does the city get this water? 3. Why do we pay for the use of this water? 4. W^hat does this water cost your family per month? 5. Do you see any need for repairing leaky faucets at once? Why? 92 VOCATIONAL HOME-MAKING EDUCATION 1$. What should you know about sewerage? i6. What does your city do to protect the health of her citizens? 6. What other ways are there for getting water? How can this water be used for bathroom purposes? Ref. 1. What becomes of the water that leaves the tub, basin and toilet? 2. Why is it necessary to keep all traps freely open? 3. What is sewer gas? What causes it? Ref. 4. How can it be remedied? 1. What are the duties of the city health officers? Ref. 2. What duties of the city plumbing in- spector are directly related to your home? 3. Of what benefit are public bathhouses? 4. How can you or members of your family help your city in caring for the health of her citizens? 17. How has this helped you? project I. In preparing for your final conference with your teacher on this project, make a list of the things you think you have gained from this project? Can you sug- gest any thing that will help other girls when they work with this project? House Care Project No. VI. Care of Bathroom DIRECTIONS for PUPILS I. Title and Description: This project — the care of the bathroom — is arranged for you SO that you may learn the very best w^ay of keeping your bath- room at home clean and attractive. You will be expected, after suitable arrangements have been made with your mother and teacher to assume full responsibility for the condition of your home bathroom for at least two weeks. In connection with this you will be expected to do the work each day in a systematic way, according to some such plan as follows : a. Wash basin, toilet, bath at least once a day. HOUSE CARE PROJECTS 93 b. Wipe floor daily with damp cloth or mop and scour semi- weekly with soap and water. c. Keep medicine closet in order. d. Wipe mirror, windows and window ledges. e. Clean radiator or register once a week. /. Replenish soap, towels and toilet paper as often as needed. g. Remove soiled linen and dry it thoroughly before putting with soiled laundry. h. If illness is in home use special care in cleaning basin and toilet with application of disinfectants. 2. Suggestions to Student : In caring for bathroom keep a record of your time each day and test yourself on speed as well as skill. In addition to this practice, you will find it helpful to do some reading and study at school to give you a better idea of the variety of bathroom (a) furnishings, (b) fixtures, (c) cleaning agents, (d) remedies for medicine closet, (e) disinfectants for sickness, etc. You will be expected to keep notes of the important facts learned through your readings and make a report of these in class discussions and at such a time as you complete the bathroom project. Keep in mind that you are doing this work at home with the consent of your mother and you should try to fit your plans to her convenience. Do not try to dictate to any member of the family regarding use of bath, or to suggest any radical changes in arrangements or furnishings of bathroom, but, rather, show that you can make the most of home conditions. Prove to family that you can keep the bathroom clean and orderly. Do not lose sight of the fact that you are contributing to the health of your family in so far as you do your work well. GUIDING OUTLINE Guiding Questions ani> Guiding Questions for Study of Project Suggestions in Plan- ning Your Project I. How often will you care i. What would be the best time to do the for the bathroom? cleaning? Will it need other care each day? Why? Ref. 94 VOCATIONAL HOME-MAKING EDUCATION 2. Which parts of the room will need daily attention? 1. Of what materials are the basin, toilet and bath constructed? Ref. 2. What are some of the cleansing agents used on those materials? Ref. 3. Why are some cleansers preferred to others ? 4. Name one good cleanser for (o) wood, (b) metal, (c) enamel, (d) glass, (e) rubber. 3. What special care must be given to basin and toilet during illness in the home ? 1. Why use something besides soap and water to cleanse during illness? 2. What would you recommend for use? 3. How would you prevent injury to self in such cleansing processes? 4. If bathroom has floor covering, when and how shall same be cleaned? How clean floor without covering? How often will you clean the floor? Why? Of what material can bathroom floors be constructed? Which is best? Why? Should bathroom floors be covered? Why? What may be used as a partial covering during bath hour? Is it sanitary? 5. What other parts of bathroom will need at- tention? How often? How care for same? 6. When and how often will you change the tow- els? 7. How will you dispose of damp, soiled towels? What toilet articles for daily use can be kept in medicine cabinet? Name some simple remedies that might be kept on an upper shelf? Why have these on hand? What precautions with children? Why and where would you list your remedies? Ref. Is medicine cabinet essential? What might be used in place of cabi- net? Any advantages or disadvantages? 1. What kinds of towels are used in a bathroom? Is there any difference in price, in durability, in use? 2. What dangers lurk in soiled towels? Should each member of family have separate towels and racks? Why? Ref. I. What stain is caused from prolonged dampness in cloth? How prevent? HOUSE CARE PROJECTS 95 8. How could j^ou dispose of any excess furniture in your bathroom? (Do not make disposal with- out consent of mother.) 9. When will you replen- ish soap and toilet paper? 10. How is your bathroom ventilated ? 11. Is your bathroom light and dry? 12. Is plumbing in good condition or can you detect leaks? If you can. what will you do about it? 13. What bathroom provi- sion will you make for arrival of a guest in house? 2. Should soiled household linens be kept separate from personal laundry? Why? What are some ways of storing soiled laundry effectively? Ref. 1. What bathroom furnishings are neces- sary besides metal fixtures, towels and bath rug? 2. If stool or chair is desired, what kind is the best? Ref 3. Should upholstered or padded furniture ever find a resting place in bathroom? Why? Ref. Is it a wise plan to keep supply of clean linen in a cabinet in bathroom? Why? 1. What kinds of soap are used for bath, face, scouring? Give merits of each. 2. Is it desirable that each member of family use separate soap? Why? 3. What is advantage of liquid soap? Dis- advantage ? 4. Is it necessary or considered in good taste to use perfumed soaps? 1. Why should bathrooms be well venti- lated? 2. What is the effect of air and sunlight? Ref. 3. Look up information on the heating system used in your bathroom? See Keene, Mechanics of the Household. I. What effect do dampness and darkness have upon bacterial growth? Do they promote health conditions? I. What may cause dampness in a bath- room? How remedy it? I. Is there any advantage in using "guest' towels ? When ? 96 VOCATIONAL HOME-MAKING EDUCATION 14. What special precau- tions (other than with basin and toilet) may be advisable or neces- sary in illness in home? 15. Does the care of your bathroom mean more to you at close of your project than it did at beginning ? 1. Make a list of disinfectants that would be economical and effective for bath- room use. 2. How use the above? 3. When use the above? Are any poison- ous? Ref. 4. What diseases are easily transferred through careless or unclean use of toilet, hand basin, towels? What precautions should you always take in public wash- rooms ? 1. How does care and cleanliness of your home bathroom link up with the big public problem? 2. Does it have any influence on " right living "? VI. LAUNDRY PROJECTS Laundry Project No. i. The Family Wash Including the Weekly Renovation of Personal and Household Articles suggestions to teachers 1. Assumed Case Basis: Girl aged 15, of small manufactur- ing city, home standards $i,500-$2,ooo per year, electing voca- tional course in expectancy of being mother's assistant or home assistant in another's home. No previous practical experience or technical education. 2. Assumed School and Home Conditions: One teacher to 15 girls, all phases of homemaking; school kitchen equipped with three stationary tubs, bench with two metal tubs, boards, racks, wringer; possibility of borrowing washing machines of different types from merchants for demonstrations; abundant reading; 15 hours per week for non-vocational subjects, 10 hours weekly for conference and related technical subjects, 16 hours weekly at home for project execution. Home cooperation assured, includ- ing use of usual laundry equipment for middle class city home in detached house with yard. 3. Aims of Project : a. Primary : To develop skill and give experience in the weekly renovation of the family's clothing and household textiles. b. Secondary: To develop a knowledge of textiles, the re- agents used in their weekly care, and also the use of laundry equipment, etc. c. Incidental : To give appreciation of the relation of this work to health, financial circumstances, home standards, personal ap- pearance, valuation by self and others, and appreciation of cer- tain problems of buying textiles and laundry materials, to the cost of cleanliness, value of labor expended at home, in another's home and in a commercial laundry. 97 98 VOCATIONAL HOME-MAKING EDUCATION 4. Scope and Time of Project : Teacher should ascertain by conference with girl the size of her family, the character and probable number of pieces of laundry, together with the home laundry conveniences and such other facts as will determine the successful accomplishment of the project within the time allotted to it. Assume family of 2 adults and 2 children, i girl aged 15 (who chooses this project, to be carried out in her own home and* who is in normal health and fond of physical exercise) and i boy aged 12 in grade school. The family wash is to be done for four consecutive weeks with one week of preliminary preparation, the work to include all necessary buying with account kept of laundry materials on hand at beginning and end of project and those bought; also account of work done and its value, taking into consideration the difference in appearance, wear and tear, etc., between the girl's product and that of outside laundries, in order to estimate the value of her time when expended in home laundry work. (The teacher should stand for family recognition of the value of the pupil's labor and payment for it where such labor would be paid for if not done by the pupil.) 5. Suggested Schedule — Time Expended on Project: First Week Last Four Weeks At school I hour for 5 days i hour for 5 days At home i hour for 5 days 21 hours for 4 days 6. Procedure Recommended to Teacher : a. You must know home conditions and have mother's coopera- tion. In conferences with pupil, discuss home conditions which will determine work plans, pupil listing those items about which she must confer with her mother or get for herself at home. Such points as these listed below will be needed : (i) What laundry supplies are on hand? (2) What equipment is available? (3) What sort of articles will make up the wash? (4) How much time does it take the girl's mother, or person who usually does it, each week? (5) How long may it take girl to do it? LAUNDRY PROJECTS 99 (6) How can she plan the time to suit her mother's con- venience or her school duties? (7) What family preferences must be taken into account in doing this work? (8) When must the work be done? b. As a result of these conferences teacher and pupil decide on scope of project and pupil is given the appropriate pupil's project booklet for study and guidance. (It is suggested that the scope of this project may be narrowed somewhat during the first week or two by sending out the flat work if the mother is willing or by doing the flat work on another day, the time of the project being extended, or by having it done in the usual way.) c. When the girl begins the study of her project booklet, she prepares written plans, including a day by day schedule for her first week's home work and submits these for conference and approval. d. li the girl or her mother lacks confidence in the former's ability to remove stains without damaging material, the girl may bring stained articles to school to work upon with teach- er's aid and other articles may be secured from friends, etc., for practice in removing stains, bluing, scorch, mildew, etc. e. Teacher should have conferences with pupil concerning such emergencies as, a rainy day, broken line, steam burn, lumpy starch, etc. /. Home work for first week may consist of assembHng materials, making inventory of them, making soap jelly, remov- ing stains, overhauling, cleaning and learning how to arrange and use laundry equipment — to illustrate, girl may need to clean irons, line, learn how to put on and oil wringer and operate washing machine, etc. g. Teacher may telephone the pupil on first wash day and visit home later to see first products of pupil's labor with a possible conference with the mother. A conference with the pupil at school may lead to a change of plans. The second week, the teacher should visit pupil on the day when washing is done. It may be found desirable for girl to bring some articles to school lOO VOCATIONAL HOME-MAKING EDUCATION to be washed or ironed under the teacher's direction or teacher may visit the girl on ironing day. h. The last two weeks, a second laundry project may be undertaken to show changes of method, as in the washing and drying of a woolen sweater. i. The girl should keep an accurate account of the work done and the time spent on various processes each week in order to test her gain in speed. y. Teacher should see girl's last work to see whether she needs to do similar projects and to test the success of her teaching. 7. Related Technical and Social Studies: Booklet in pupil's hands contains references to readings by pages as to : a. Laundry processes, such as sorting, removing stains, etc. b. Washing articles of different textiles. r. Washing laces and embroideries. d. Washing and drying knitted articles of silk and wool. e. Making soaps and detergents. /. Using hard waters, both temporary and permanent. g. Choice and cost of laundry reagents. h. Bulk and cooperative buying. i. Use and cost of various types of home laundry equipment. ;. Care of utensils and equipment. k. Economy of time, labor and laundry materials. /. Related chemistry and physics in connection with use and care of materials and equipment. m. Possible repair of equipment and homemade laundry devices. n. The arrangement of the home laundry, sanitary plumbing; a report study as girl must not seek to change her mother's home. 0. The sources of heat and the management of the laundry stove and water heating system. p. The effect of the season on the family wash. q. The best day for washing in the home. r. The care of freshly laundered articles, .y. Home adjustments necessary on wash day. LAUNDRY PROJECTS 1 01 t. Discussion topics : (i) The laundry as a factor (o) in the care of clothing, (&) in the buying of textiles, (c) in the construction of clothing. (2) Clean clothing, etc., and its relation to health. (3) Immaculate clothing for children versus proper free- dom, proper food, or the mother's companionship. (4) Soiled fancy clothes and bed room articles versus plainer clean articles. (5) Clothing habits as an index of refinement, ideals, self- appraisal. (6) Dignifying effect of work of social value when done well. (7) Municipal arrangements which help (or which could be made to help) to make the housewives' laundry problems easier. (8) The ability of the public to control practices in com- mercial laundry, such as putting heavy pins in fine materials, unsightly marks on handkerchiefs, etc. (9) Methods of disinfecting clothing and household articles. 8. Derivative Studies : a. The laundry's important place in the textile industry. h. Commercial laundry, its methods and equipment. c. The women workers in the commercial laundry — their hours, wages, working conditions, education and recreation. d. Fine laundry work as a source of income to the home assistant or homemaker. e. The cooperative laundry. /, The union and the commercial laundry worker. Laundry Project No. II. The Family Wash DIRECTIONS for PUPILS I. Title and Description: This project is the washing of your family's personal clothing and household articles and includes sorting, inspection for stains, removal of these if found, wash- I02 VOCATIONAL HOME-MAKING EDUCATION ing, boiling, rinsing, bluing, starching, hanging, folding, sprink- ling, ironing, airing, folding and final sorting of the clean articles. If the project seems too complex to undertake as a whole, you may divide it upon the advice of your mother and with the consent of your teacher into two parts, doing the personal cloth- ing of the family the first week and the household articles the second week or vice versa. The last two weeks, the complete project, as planned, may be undertaken. The i)roject does not include mending. Select a mending project to carry along with this one if it can be arranged for you to do so. In this project you are not expected to do any seasonal or occasional heavy laundry job. Do not try to launder delicate pieces or your father's stiff collars and cufifs. 2. Suggestions to Student : The problem of the family wash is an important one for the homemaker as well as a somewhat arduous one when she undertakes it as a beginner; but a home- maker can not claim mastery of her art until she knows how to keep the family linen clean and in good condition. The best way for you to learn how to do this is to do the work yourself without help until your products show your ability. Besides learning how to wash and iron well, the knowledge you will get will help you in buying materials and laundry sup- plies. It will help you to choose clothing and household linens and to care for these things properly. You will also be a better judge of good laundry work and know what it is worth. The project will help you to appreciate the work of others. At the end of five v/eeks, you will be glad you have taken this project although your first and perhaps second attempt may make you think otherwise. A great deal of satisfaction comes to the person who undertakes a real task and does it to "a. queen's taste." What is nicer than the sun shining on a big basket or rack full of white, fresh, clean, beautifully ironed clothes? What is better than to give the feeling of comfort and well-being to one's family as the homemaker can do by furnishing them with clean, well ironed clothes, nicely laundered table linen and sweet- smelling bed linen ? In carrying out this project, even if it is divided, it will be well LAUNDRY PROJECTS IO3 to spend some time each day both at home and at school for a week, getting your plans ready. You must talk with your mother about how long it usually takes to do your family's washing and what sort of articles you will have. Don't try at first to do any fine linens or costly or fancy articles of clothing. Be very sure that you know in what ways you could ruin the articles you are to wash, before you begin to work. Your mother has consented to turn over to your care the necessary room, equipment, and supplies and to give you the chance to learn a very valuable part of a homemaker's work. You must not abuse the privilege by carelessness or by thoughtless rushing ahead without such well- made plans as will enable you to do your work with credit to yourself and leave your mother's laundry in good condition. Besides learning what kind of articles you will wash the first week, it will be necessary to find out what things your mother has for you to use in doing the washing and ironing. Learn how to place and operate the wringer or washing machine if you have either one. Then you will need to make a list of the materials such as soap, borax, starch, bluing, etc., which you must have, and purchase those that are not at hand. As you are to keep a cost account of your work, make an inventory of the sup])lies you have at home and find out their cost besides making out a record of your expenses. It may be that members of your family have a preference in regard to the use of starch or bluing. Do not fail to regard these, for people can be made very unhappy and their work impaired or made more difficult for them if others disregard their likes and dislikes. The purpose of all your work is to learn how to take care of others, prepare them for their best work and keep them comfortable and happy. Homemakers, it may be said, oil the wheels of the world and keep them free from grit, the little unpleasant things, which check their speed. Consult your teacher about your plans, taking up with her such questions as: (i) When are you to do your work? (2) How long will it take you? (3) What part are you going to do first, if you do not try to do all the family wash? (4) What parts will you find hardest? (5) ^^'hal dangers of injury to 104 VOCATIONAL HOME-MAKING EDUCATION clothing and equipment must be avoided? and (6) What emer- gencies may arise, as a rainy day, too much bluing, lumpy starch, etc.? Before you do your first washing, present complete written plans for your teacher's approval. This does not mean that you are to know everything there is to know about doing the family wash. It means that you must have definite ideas about what you are going to do the first day. Do not forget to plan what you will wear. The homemaker must learn to choose her clothing to suit her day's work. She can be neat and presentable at all times. The question of one's appearance at home is important and it is not all a matter of dress. A girl's hair and general tidiness count too. Do not fail to remember, either, that your plans must not interfere with your mother's work nor inconvenience any mem- ber of your family. Even if you receive a small wage from your parents, do not overlook the fact that you are being given an opportunity which few girls have and therefore you must do all you can to show your appreciation. Keep a note book for information you may wish to use later on, such as recipes for detergents, stain removers, starch, etc., references to such books as you may have in your library, plans for work, sketches, magazine articles and pictures which have a bearing on your project. In reading on your subject, it is a good plan to list the words you look up in the dictionary, or jot down statements you do not understand as well as the doubts and difficulties which present themselves while you are at work. Such memoranda will help you when you have your talks with your teacher. After finishing your first wash write a report to hand in, telling what you accomplished, how long it took you to do the different parts of the work, what supplies you used and how you left your equipment. You need this information to plan for your other attacks on your project. The word " attacks " is a good one to use in this project for you must go to this work with the spirit of the good soldier who goes into battle with high courage and the determination LAUXDRV I'ROJECTS IO5 to " carry on " to successful accomplishment his piece of work. The housewife must fight many battles and this matter of the family wash is usually one of them until she learns how to do it. Learning how to do laundry work is the best way to learn how to direct others to do it. The fact that you can do the work you wish done and can show another if necessary, com- mands respect and secures cooperation. You can judge what a helper can do and what her work is worth if you have done what you are asking her to do. Now it must be understood that you are not to allow anyone to help you except under very unusual circumstances, for you are doing this work primarily to gain skill and skill only comes by doing work one's self. You will need, no doubt, to be shown how to do certain things by your teacher or by your mother if that arrangement is made with your teacher beforehand. If necessary, you may bring a piece of work to school where it can be done under direct supervision of your instructor. You will not feel satisfied and cannot have credit for work which is not from start to finish, your very own. The following questions are given you to help you make your plans and when you are started on the actual work of your project, to guide you in your reading and study for it. GUIDING OUTLINE Guiding Questions for Guiding Questions for Studying Your Planning Your Project Project 1. What clothes and house- i. What are the different types of articles hold articles will you find found in the family wash? 1:13.* in your wash? 2. How will you sort Uic-.e'^ 2a. Why cannot all articles be washed to- gether ? b. Is it necessary to keep the table linen, body linen and bed linen separate? 3. What kind of stains may 3a. What sorts of stains will be removed you find while sorting? by the regular washing processes? When are stams re- i : 13-14. moved? /'. Why must some stains be removed be- Is there danger that you fore washing? * Reference i, page 117. A complete list of references is not given. io6 VOCATIONAL HOME- MAKING EDUCATION may injure fabrics in removing stains? 4. In what order will you wash the different stsrts of articles? 5. Are you going to soak your clothes? When will you put them to soak? What tubs and other laundry equipment will you need? Is it important to have them in good condition? How will you arrange them? c. What stains cannot be removed after boiling? 1:25. d. What are the materials most used for removing stains? 1:18-25. e. How are rust, ink, fruit, coffee or tea, etc., blood, mildew, tar and wagon grease, paint and varnish removed? in separate 4a. Which must be washed waters? Why? 1:13. b. In what order will you wash those which can be done in the same water? 1:13. c. How many sets of clothes will you have? d. What are the four rules for washing flannels ? i -.42. e. When should they be done ? 1 142. /. What changes in method are made in washing and ironing silk articles ? i 149. 5fl. Is is necessary to soak clothes? b. What articles cannot be soaked? i :3i. c. Can all articles be soaked toegther? d. Will you use hot or cold water? e. Will you add any soap or other re- agent i 1:14. /. How long will you soak them? 6a. What laundry equipment have you at home? b. What will you look for in inspecting it? (Rust, grease, oil, dust, etc.) c. How will you clean the tubs, boiler, wringer, line, wash-board, washing-ma- chine, clothes pins, etc.? d. What kind of tubs have you? If they are unattached tubs, where will you place them on wash day? e. Do you know how to set up your wringer? What are the screws for? /. Do you know how to set up or attach, start and stop your washing machine? g. What must you take into account in arranging your equipment? (Light, LAUNDRY PROJECTS 107 7. What must you know of your water supply? nearness to water supply, drains, pro- tection from sun, etc.) /(. Do you know how to run your laundry stove? ;'. Will you need hot water? Where will it be heated? /. Can you put up your line? k. Why must you tie it securely? I. When will you put it up? »n. When will you clean it? n. When will you take it down? o. What will determine where you put it up? p. Must all lines be taken down? q. Are you sure you know where every piece of your equipment belongs when not in use? r. What special care must be given tubs, wringer, board, etc., in putting them away? 7a. What kind of water have you? b. Is it clear? c. How will you clear it if necessary? d. If hard, how will you soften it? 5:39-40. c. How much water (tubfuls) will you need? /. How many times will you have to change the water in your tubs?