/^r 014 230 958 A TX 165 .114 Copy 1 Outline for the Teaching of HOME MAKING Prepared by THE MERRILL-PALMER SCHOOL DETROIT, MICHIGAN 1922 These outlines for a general course in Home Making were developed by the Merrill-Palmer School working in co-operation with other local educational agencies. The first work was done in the Continuation School where the course was presented as a regular part of the curriculum. Miss Nellie Clark, the prin- cipal, also Miss Jessie M. Cousins and Miss Edith Silk_, two of the teachers who presented the class work, by their cordial co- operation, suggestions and adaptations have rendered a definite service which we wish to acknowledge. The outlines have been further developed during this present year through the work done with several groups of girls at the Convent of the Good Shepherd, and also at St. Leo's High School where the course is required of all ninth grade girls. We wish to acknowledge our indebtedness to the teachers in these schools, both for the opportunities offered and the hearty support given. .-. • ©GI.A6fc34Bl Copyrighted, 1922, by Merrill-Palmer Motherhood and Home Training School SEP 3U '22 Plan for Teaching Home Making Course Since the "Commission on the Reorganization of Secondary Education in its report on Cardinal Principles of Secondary Education includes worthy home membership and vocation among the seven objectives of education essential in the educa- tion of every boy and girl,"* it becomes the responsibility of educators to see that such training is provided. The following outlines developed as an elementary home making course are based upon the idea expressed by the Commission and are in- tended to be suggestive of a type of work which may be offered to all girls, either as a basis for further and more intensive work, or where only a limited amount of training is possible, as for example in part time schools. The aim of all home making education is, or should be, first of all to establish standards of judgment and ideals of achieve- ment that will function, and enable the girl not only to lead a more effective life but to see herself as a member of a group with definite social and economic responsibilities. These stand- ards and ideals are first of all personal — that is, they are related to the individual, and should help her to make a wiser use of her time, strength and money. Such training should enable the girl to keep herself mentally, morally and physically in a state of health and attractive well-being. It should also help her to see her relationship to her job and to other indi- viduals. This involves a recognition of her social significance. Since her family and her home is the group with which she is now in most intimate contact, and since she may eventually be responsible for the establishment of a family of her own, she must be brought to an understanding of the importance of that group, and of her membership in it. She must recognize in the home a co-operative group organized and maintained for the protection and development of individuals, and an institution fundamental in the welfare of the race. Along with this responsibility should come also a recognition of responsibility as a member of the larger groups of the munici- pality, the state, and the nation. These are fundamental aims and in that sense are basic home economics. Further training may be more highly specialized and may concern itself with those things which we have been in the habit of considering elementary — that is, with the development of techniques which enable the girl to perform certain tasks commonly performed in the home. *Bu]. No. 35, 1918, U. S. Bu. of Ed. Quotation from Bui. No. 5, 1922, U. S. Bu. of Erl. "Re-organization of Home Economics in Secondary Scliools." Since the home does not adequately provide this trainings, it has become a recognized function of tlie school. Educa- tors have long realized the desirability of Home Economics for girls, and it has been quite generally provided for them. Un- fortunately those responsible for the curriculum have too often not had a realization of the breadth and significance of Home Economics and have in consequence limited the training to a few girls, and the type of training to the development of tech- niques. When technical training can be so used as to bring before the pupil some of the fundamental concepts of home economics already referred to, then it may be regarded as valuable elemen- tary training. If it does not do this it fails in one of its big- gest educational opportunities. It is not intended to imply that manual training in the household arts and sciences is not of educational value in itself. It may develop muscular con- trol, dignify labor, create an interest in household processes, and give definite training in the performance of these processes. However, technical courses in applied art and science which are of definite educational value in themselves are not generally available to these elementary groups. The tendency is, all too frequently, to emphasize technical instruction as an end in it- self and as the sum total of home economics education, with- out at the same time teaching the broader and more vital principles. With these ideas in mind an elementary course in home economics has been developed by the Merrill-Palmer School in co-operation with the Public Schools and certain Parochial Schools of this City, for use in any elementary or secondary school. It has been found advisable to develop the work in a series of unit lessons, because in some groups, for example con- tinuation school classes, there is irregularity of class person- nel. The unit class also seems desirable from the standpoint of interest. A number of these single units may be combined to form a short unit course. The elementary course is divided into four short courses which may be presented and selected as seems best. The four short unit courses are: 1 — The Home and Family; 2- — Clothing, selection, function, purchase and care; 3 — Food, its function, selection, preparation and service; -Health, physical, mental and ethical. A series of detailed outlines has been prepared to cover these courses. The outlines present subject matter, a list of sugges- tive questions and a list of illustrative material and references. No effort has been made to divide the subject matter into set lessons since it is undoubtedly much better that each teacher should be left free to select, arrange, and develop the work as she sees fit, and as best meets the needs of her class. The unit on the home and family is based on a study of the family income, its source, character and use. With this as a basis the organization and function of the family may be stud- ied, and the responsibilities and contributions of the various members of the family may be brought to the attention of the girl. Further discussion on the use of the family income brings to her attention the many demands on the family purse and helps to create in her a sense of responsibility for the use of money. In connection with this phase of the work, a bedroom and living room were fitted up by the pupils in the school building. Furniture new and second hand was purchased. Some of this the pupils painted, stained, waxed and re-uphol- stered. They made curtains and rugs and arranged the furni- ture in the rooms. These practice rooms then provided ma- terial for further work in the selection and arrangement of furniture, the care of the house, the function of the bed-room and the care of the bed-room and bed. The furniture that was purchased and refinished by the pupils could without doubt have been sold, as there were many requests concerning it. It is now being used to furnish other rooms in the Merrill-Palmer School building. Recognizing the modern tendency to buy clothing ready- made rather than to make it in the home, the clothing unit has been planned to develop judgment in their selection, purchase and care. The lessons have been made concrete and interesting by bringing in quantities of garments of various types and in varying quality to be used as illustrative material. Part of this material was purchased and retained as a permanent ex- hibit, to which other garments are added from time to time. The exhibits are so chosen that a wide range of cost, type, and degree of desirability is presented. The pupils are allowed to handle these garments and to make judgments for themselves. All sorts of related matters are brought up in the class discus- sion, such as the relation of clothing to health and to ethics. The aim of the unit in food has been to present the elements of human nutrition in such a way tliat the student may recognize the relation between food and liealth and be able to keep her body in good physical condition. In order to enlist the interest of the pupil the subject has been approached first from the standpoint of personal appearance. The points em- phasized have been the classification and selection of foods according to function, and the selection, preparation, service, and cost of meals for individuals and for the family. The work in preparation and service of food requires some laboratory equipment. The meal is used as the basis, so that all preparation is in family sized portions and all service is at a table in family style. This arrangement, wlien it is at all pos- sible, is much to be preferred to the routine and altogether artificial laboratory practice of individual portions cooked and eateu by the individual pupil. Preparation of food must be recognized as only one phase of the subject, and not the most essential one, since many people eat food who never prepare it. Where no laboratory facilities are possible the work in nutrition can and should be given to all pupils and not to a limited group. Home Projects may take the place of labora- tory work in any of these units, providing adequate super vision is possible. The fourth unit, "Health," may be presented through a con- sideration of personal appearance. The relation of diet to health may be first made clear in this connection. Personal cleanliness and its relation to appearance and to physical well being is easily understood by the pupil. A question much more difficult to ap]3roach is that of attitude and character. The effect of personality on personal appearance, and on one's popu- larity offers a means of discussing this matter without undue or undesirable emphasis. Special care of the body, such as care of hands, nails, hair and teeth ; the use of deodorants ; the effect of health on the color and character of hair and skin ; as well as the habits, which will be effective in maintaining a state of health are all subjects for discussion and demonstra- tion in this connection. A permanent exhibit of materials used as deodorants, including the simple household mixture of cornstarch and soda, as well as a wide variety of commercial preparations, was purchased for class demonstration. A sim- ple manicure outfit is also a part of the material purchased for this course. In all the work as much concrete material as possible has been used for illustration. The lessons have been informal and free discussion has been encouraged to its fullest extent, since it is rather through an interchange of ideas than through any didactic decision of the teacher that standards and ideals may best be developed. The function of the teacher is to direct the thought through suggestive questions and thus aid in prevent- ing formation of wrong standards. I. Unit Course — Clothing. General Aim : To develop standards and judgment in the selection, purchase, care and use of clothing. 1. Importance of Clothing— Outlines No. 8, 9, 10, 11, 12, 13. 2. Selection of hose — Outline No. 8. 3. 4. Selection of underwear — Outline No. 9. 5. Selection and use of corsets — Outline No. 10. 6. Selection of shoes and hygiene of feet — Outline No. 11. 7. Selection of outergarments — Outline No. 12. 8. Color and line in dress — Outline No. 13. 9. Care and cleaning of clothing — Outline No. 12. 10. Accessories of dress — Outline No. 12. 11. The family clothing problems — Outlines No. ], 8, 9, 10, 11, 12. 12. Planning the wardrobe — Outline No. 12. II. Unit Course — Health. General Aim : To create a personal ideal that will lead to the development of health habits, mental, moral and physical. 1. Personal appearance — controlling factors — Outline No. 6. 2. Cleanliness — physical — use of cosmetics and deodorants —Outline No. 6. 3. Care of hands and nails — Outline No. 6. 4. Care of hair — Outline No. 6. 5. Diet and health — Importance of Diet — Outlines No. 6, 7. 6. Choice of foods — Outline No. 7. 7. Elimination of Waste — Outline No. 7, water, food, exercise. 8. Care of teeth — Outline No. 6. 9. Posture — relaxation — Outline No. 6. 10. Attitude — mental and moral — Outline No. 6. 11. Recreation and development — physical and mental — Outline No. 6. 12. Air and sunlight — Outlines No. 5 and 6. III. Unit Course — The Home and Family. General Aim: — To develop the girl's interest in her home, its function and organization and to give her ideas and ideals as a basis for home membership and the possible foundation of a home of her own. 1. The family income — its source and character — Outline No. 1. 2. The family — its importance, function and basis of or- ganization — Outline No. 1. 3. Contributions and responsibilities of members of family —Outline No. 1. 4. Use of the family income — budget — Outline No. 1. 5. Selection of a house — Outline No. 2. 6. The Kitchen— Outline No. 4. 7. The Bed-room — Outline No. 5. 8. Selection of furniture — Outline No. 3. 9. Arrangement of furnishings — Outline No. 3. 10. The use of Decorative objects — Outline No. 3. 11. Other items of the budget — Outlines No. 1, 2, 3. 12. Use of time and strength — Outline No. 4. IV. Unit Courses — Food. General Aim : — To give the girl sufficient elementary infor- mation about food and nutrition so that she may choose intel- ligently and economically and develop good health habits. 1. The function of food in the body— Outline No. 7. 2. Classes of food according to function — Outline No. 7. 3. Food games to learn classification — Outline No. 7. 4. Food and health — anaemia, constipation, decayed teeth, over and under-weight, malformation, rickets. 5. Combinations of food in meals — Outline No. 7. 6. Analysis of own food habits — daily charts — Outline No. 7. 7. Food for children — Outline No. 7. 8. Cost of food — Family or individual — Outline No. 7. 9. Low cost food — Outline No. 7. 10. Selection of meals in public eating places — Outline No. 7. 11. 12. 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