TEXAS HIGH SCHOOLS TX HOME ECONOMICS ANNIE WEBB BLANTON Superintendent of Public Instruction AGNES ELLEN HARRIS LILLIAN PEEK Directors of Home Economics Education m4W % J BULLETIN 114 APRIL 12, 1920 THE DEPARTMENT OF EDUCATION STATE OF TEXAS U ^.ograpk Class _LA_1___ Book TEXAS HIGH SCHOOLS HOME ECONOMICS ANNIE WEBB BLANTON Superintendent of Public Instruction AGNES ELLEN HARRIS LILLIAN PEEK Directors of Home Economics Education BULLETIN 114 APRIL 12, 1920 THE DEPARTMENT OF EDUCATION STATE OF TEXAS A449-420-3M \ STATE HOME ECONOMICS COMMITTEE. Agnes Ellen Harris and Lillian Peek, Directors, Vocational Home Economics Education, State Department of Education. Mart E. Gearing, Director of Home Economics, University of Texas. Bess Heflin, Director of Vocational Economics, University of Texas. Margaret Gleason, Director of Home Economics, College of Industrial Arts. Lena Bumpas, Director of Vocational Home Economics, College of Industrial Arts. Laura Xeale, Director of Home Economics Extension Work, Agricultural and Mechanical College. Emma E. Pirie, Supervisor Home Economics. San Antonio Schools. Mable McBain, Supervisor Home Economics, Houston Public Schools. MAY 2 2 1936 DIVISION OF tiOUUrcicNTS FOREWORD According to the records in the State Department of Education, ^April, 1920, home economics is included in the curriculum of 201 classified and 23 unclassified high schools. There are at least 302 classi- fied high schools in the State in which home economics is not included in the curriculum. Besides the work in the high schools, home eco- nomics is taught in a number of the elementary schools. Three hundred and one teachers of home economics are on record in the State Depart- ment of Education, but there is every indication that this is not more than half the number of teachers employed in some kind of home economics work in the Texas schools. AFFILIATION. In June, 1919, 117 classified high schools had received affliation in home economics as follows : DOMESTIC AET Credit No. Schools i 59 1 38 n.. 1 2 3 DOMESTIC SCIENCE Credit No. Schools * 50 1 56 2 2 TOTAL AFFILIATION" Credit No. Schools 4 19 1 43 U 18 2 33 n i 3 1 4 2 There is a notable effort on the part of superintendents, principals and teachers to increase the number of units of affiliation in home economics courses and to maintain a high standard of work in those courses for which affiliation is now granted. Eighty-three of the sc 1 ' ,ols now holding home economics affiliation are applying for increased affiliation and thirty high schools are apply- ing for affiliation for the first time, making a total of 113 high schools applying for home economics affiliation in 1919-1920. A large proportion of the home economics teachers have had either three or four years' training in home economics of college grade, and there is an increased effort on the part of superintendents and principals to employ only well-trained teachers. It is urged that in all schools offering as much as two units of affiliated home economics work it will be demanded of the teacher that she have at least two years of home economics training of college grade, and in all those schools offering four units of affiliated home economics that the teacher have at least four years' training in home economics of college grade. It is urged that all home economics teachers who have had their training some years ago attend summer and winter schools in order to sret in touch with the modern trend of — 4— thought in home economics work, and it is also urged that all those teachers who began work with less than the four full years of college training will continue with summer and winter courses until they com- plete a four-year course, or the equivalent thereof. STATE HOME ECONOMICS AND SYLLABUS COMMITTEE. A State Home Economics Committee was appointed by State Super- intendent Annie Webb Blanton to act with the two State directors of home economics in formulating plans and policies for the home eco- nomics work in the public schools of Texas, and to compile a syllabus containing courses of study in Home Economics, Home Nursing, Biology, and Pure and Applied Design. The members of this com- mittee are as follows: Mary E. Gearing and Bess Heflin, University of Texas. Margaret G-leason and Lena Bumpas, College of Industrial Arts. Laura Neale, Agricultural and Mechanical College. Mabel McBain, Supervisor, Home Economics, Houston Public Schools. Emma E. Pirie, Supervisor, Home Economics, San Antonio Schools. Agnes Ellen Harris and Lillian Peek, Directors, Vocational Home Economics, State Department of Education. COURSES IN HOME ECONOMICS. The State Home Economics Committee selected the following courses which could be offered for affiliation in the non-vocational high schools and used in the schools offering vocational home making: I. Domestic Art — Two units available. Domestic Art I £ unit. Domestic Art II. — (Domestic Art I prerequisite) . . . . -| unit. Domestic Art III. — Optional 1 unit. (1) Design (Costume and House Furnishing) \ unit. (2) Advanced Sewing and Millinery \ unit. (D. A. I and II prerequisite.) (3) Advanced Sewing and Millinery \ unit. (D. A. I and II prerequisite.) II. Design — One-half unit. Note: This is not Costume Design and House Furnishing, but a course in Pure Design which, it is suggested, should be a prerequisite for Design under Domestic Art. III. III. Domestic Science — Two units available. Domestic Science I — (Food Study and Cookery)... \ unit. Domestic Science II — (Food Study and Cookery)...^ unit. (D. S. I prerequisite.) Domestic Science III — Optional 1 unit. (1) Advanced Cookery, including Elementary Dietetics i unit. (D. S. I and II prerequisite.) (2) Lunchroom Work 1 unit. (D. S. I and II prerequisite.) (3) Household Science \ unit. (4) Household Physics -J unit. (5) The Home and Its Management \ unit. IV. Home Nursing — One-half unit available. Note: At the request of the State Home Economics Commit- tee in November, 1919, the State Affiliation Com- mittee granted one-half unit in Science for a course in Hygiene and Home Nursing, which may include Physiology. In the vocational schools Domestic Art I, II, III (2) and III (3), Domestic Science I, II, and III (1), are considered home economics courses and all other courses with the exception of Domestic Science III (2), listed above, as related work. Note: No high school will be affiliated for more than two units in Domestic Science and two units in Domestic Art. SYLLABUS SUB-COMMITTEES. The State Home Economics Committee selected the following sub- committees to organize the courses of study to be included in the syllabus : Foods and Cookery. Mary E. Gearing, University of Texas, Chairman. Elisabeth Lacey, University of Texas. Mabel McBain, Supervisor of Home Economics, Houston. Clothing. Margaret Gleason, College of Industrial Arts, Chairman. Maud Underwood, College of Industrial Arts. Lillian Peek, State Department of Education. Otelia Kelley, High School, San Antonio. Design. Virginia Alexander, College of Industrial Arts, Chairman. Marjorie Logan, University of Texas. Mrs. Fannie Volck, High School, Houston. Biology (Applied). Willie Birge, College of Industrial Arts, Chairman. Margaret Hessler, University of Texas. Mattie Beth Morgan, College of Industrial Arts. Physiology. Dr. Carl Hartman, University of Texas. — 6— Home Nursing. Mrs. Ethel Parsons, State Board of Health, Chairman. Charlotte Stoddard, High School, San Antonio. The Home and Its Management. Jet Winters, University of Texas, Chairman. Equipment Bulletin. Lena Bumpas, College of Industrial Arts. Bess Heflin, University of Texas. Through the cordial cooperation of the presidents of the University of Texas and the College of Industrial Arts, a meeting of the sub- committee with the State committee was held at the State Teachers' Association in November, 1919. At this meeting each sub-committee presented a tentative outline of the course of study for which it was responsible. These courses were all considered, suggestions made and the plans approved. When each course was completed, the committee submitted its course to the State Director of Home Economics, who, in turn, submitted the course to experienced teachers. Suggestions and criticisms made by the teachers were submitted to the chairman of the sub-committee on that course. Many of these suggestions are incor- porated in the courses included in this syllabus. When the course was finally completed, it was submitted to the State Home Economics Committee, which approved all courses published. In formulating this syllabus many suggestions were obtained by examining all available syllabuses from other States. The Nebraska sylla- bus, issued in 1919. was closely studied, and the form and much of the content adapted. Miss Elisabeth Lacej r , formerly a member of the Nebraska Syllabus Committee, has been most generous in her time and suggestions, and has given invaluable assistance in planning this syllabus. Agnes Ellen Harris, Director Vocational Home Economics. INTRODUCTION In 1914 the Texas Home Economics Association, under the leader- ship of Miss Mary E. Gearing, published a "Syllabus of Domestic Economy for Elementary and Secondary Schools in Texas." This syllabus was reprinted in 1916. With the advice of members of the 1914 syllabus committee, plans for this syllabus were made, and it is expected that this is to be used in place of the 1914 syllabus. PUKPOSE OF SYLLABUS. This syllabus is written to be used as a basis for affiliation by the High School Division of the State Department of Education, and as a guide to be followed by the teachers of vocational home economics. All courses of study now in use in the various schools of the State have been considered by the committee compiling these courses, and it is believed that the home economics teachers can adapt the courses in this syllabus to the needs of their classes without making material changes. If any teacher believes she can plan a course for her class better adapted to her locality and needs, which she would prefer using, she may, at the beginning of the year, submit her course to the Chief Supervisor of the High School Division and if her course is satisfactory, it will be approved and may be used in classes for which affiliation has been ob- tained or is requested. Unless such a course is submitted and approved, it is expected that the courses in this syllabus will be used in all classes in home economics for which affiliation has been received or is being applied for, and in all vocational home economics classes. USE OE SYLLABUS. It is not expected that any outline offered, or text book suggested, shall be closely followed by teacher or students. The home economics teacher should consider national, state and local conditions, and should carefully study the environment of the individual students in her class before determining the details and order of pre- sentation of her work. The courses in this syllabus are sufficiently flexible to enable the majority of teachers to use them as a guide. Laboratory practice in foods and clothing courses, and references are all given as suggestions. The list of references is not complete in all courses.^ It is urged that the teacher familiarize herself with all required reference books in the courses she is offering and use all material available to make the courses offered both full and interesting. The references are indicated by numbers. In referring to reference books, the number preceding the name of the book will be used. A reference library is considered an essential part of the home economics equipment. A list of books to be used for reference is given preceding each course in the syllabus. Those books which have the asterisks before them will be required for all affiliated and vocational courses. A part of these books are to be used by the teacher, but it is expected that students will be required to use reference books and make reports on assigned subjects. DICTATION. Because of the lack of suitable texts and reference books on home economics subjects in the past, teachers have become accustomed to dictating notes and recipes to students. In observing the work in the schools of Texas, the waste of class time given to dictating to students is the outstanding weakness. With the use of a text book in each course, printed recipes in the foods classes, and reference books for each course of study presented, it is expected that the dictation of notes in class to high school students will be practically eliminated. NOTE BOOKS. 1. In Foods Classes. The note book should be used to keep in permanent form any written reports prepared by the students, to have the subject of each lesson with references used, and to keep any recipes in foods not found in the text book or for which there are no printed copies. 2. In Clothing Classes. To keep in permanent form any illustrative materials collected, any written reports, and any sketches used for the construction work of the sewing problems, summaries of lessons, including points brought out by discussion, mounted samples of materials and even small specimens of machine and hand sewing to represent new processes learned just preceding application. TEXT BOOKS. For each course in home economics the students should use a text book. Excellent texts are now available and any one of the texts in the list preceding the course of study may be used as a basis for refer- ence and study in that course. It has been suggested that it is not necessary for every student to use the same kind of text book. The student might be allowed to choose any one of two or three texts. AFFILIATION". In all home economics courses for which domestic art or domestic science credit is requested or granted, five 90-minute periods per week throughout the years is the amount of time required for one unit of affiliation. In the majority of schools, one-half unit in clothing and one-half unit in foods will be given each of the first and second years. It is not necessary to give all the lessons in a course consecutively; for example, in Design, the work frequently needs to be given just pre- ceding the making of a problem. A half unit's affiliation will be given —9— for ninety 90-minute periods of work, but the order of presentation is left to the teacher to determine. Biology and home nursing are on the same basis as other sciences in the curriculum and may be given in three 90-minute periods of lab- oratory work and two 45-minute discussion periods per week. ORDER OP WORK. No definite requirement is made as to whether the courses should be given by week, semesters, or years. It seems preferable to present the foods and clothing work by alternate weeks or semesters rather than alternate years. It seems best to so relate the applied art with the work in clothing that the art work may be given in alternate or con- secutive days throughout the course. The related work should be so thoroughly associated with the technical and theoretical courses that there is no distinct separation in the student's mind. For purposes of affiliation, however, the teacher must have a very definite idea of the time devoted to each subject. The State Department of Education has issued a separate bulletin on home economics equipment. VOCATIONAL HOME ECONOMICS. In all schools which receive Federal and State aid, the students in the class, or classes, subsidized must all take two units of home eco- nomics and related work annually. Home project work will be re- quired in each course. The vocational course is as follows : Foods (including home project work) -| unit. Clothing (including home project work) ^ unit. Related work 1 unit. Non- vocational work 2 units. TEXTILES AND CLOTHING. Clothing I, II, III, IV, Four One-Half Units. The aim of this course is to develop an appreciation of the artistic, hygienic and economic aspects of textiles, clothing and housefurnish- ings, and to encourage the pupils to look out and beyond their own immediate desires for a wardrobe to their larger place in society as the consumers or investors of the family incomes. Home economics teachers can do no greater service to the State of Texas than to establish right standards in every day affairs of life. Better taste in the choice of clothing and textiles is encouraged and it is recommended that each problem be made a real problem considered in its use environment rather than as a detached unit, then sewing will become a means to an end and not the end itself. The method adopted in this course is the teaching of the principles of sewing and garment construction, emphasizing wise selection rather than giving special directions for certain projects. The work of each —10— term censtitutes a single short unit and the course is so arranged that definite problems are presented. These problems, with alternatives in some instances, are selected to provide work which increases gradually in complexity and difficulty, and each term's work prepares the pupil for the advanced problems of the next term. The main portion of the work is clothing from the standpoint of selection and construction and involves the actual handling of the various textile fabrics. Cotton and wool problems are required, and it is de- sirable to include linen and silk problems whenever possible. A small amount of work in millinery has been introduced as a possibility, be- cause there seemed to be a definite demand for it, and a small amount of work in housefurnishings has been provided for the same reason and as an alternative.* The work is based on a half year of hand sewing given in the sixth or seventh grade, and where this work has not been given, handwork must be introduced systematically throughout Clothing I. Handwork must not predominate, however, as the first half unit's credit in clothing is based largely upon machine work. The sewing of long seams by hand should not be encouraged. The following suggestions are made regarding problems and the order in which they may be presented to secure a logical sequence of the principles involved : Clothing I — Ninety 90-minute Lessons. 1. Personal accounts of expenditures for clothing as basis for further work in planning wardrobe in Clothing II, to be continued throughout the course. 2. Underslip or combination — emphasizing simplicity in design. Ap- propriate decorative stitches. 3. Bloomers, child's rompers, child's combination suit, or pajamas. 4. Repair problem (darning and patching). 5. Simple house or school dress (cotton material). 6. Practical examination. Note. — This may be a machine problem such as cooking apron for use in the laboratory, or a night gown, or an en- velope chemise. Purpose to develop independence of thought and action. Clothing II — Ninety 90-minute Lessons. 1. Personal accounts continued. 2. Draft of shirtwaist pattern. Modeling bungalow apron, or kimono, or outing flannel night gown with set-in sleeves from drafted pattern. 3. Renovating and remodeling. Wool problem — skirt or dress. 4. Middy blouse or man's shirt. *Note. — Alternatives are not intended to be equivalents but rather to offer a wider range of work to meet the different conditions. One teacher may offer special work in millinery and another, special work in housefurnishings. —11— 5. White cotton skirt used to supplement wool problem when time permits (to complete middy suit). 6. Gingham or linen type of dress (when time permits). 7. Clothing budget. Clothing III — Ninety 90-minute Lessons. 1. Wool dress or plaited skirt of wool material. 2. Silk problem, or children's garments (may be a renovation problem). 3. (a) Millinery — principles involved in construction, making of hats, with special emphasis on principles of selection, and may include the making of a velvet bag, or tarn o'shanter from used materials, or (b) Housefurnishings — application of art principles to definite problems of house furnishing. Consideration of selection of furnishing from the standpoint of economy of time and effort, as well as money. Note. — For detailed outline of Housefurnishings, see course in The Home and Its Management. Note. — If Clothing IV is not offered, a combination of the problems in Clothing III and IV may be made. Clothing IV — Ninety 90-minute Lessons. 1. Children's clothes, including study of suitable underwear. Boy's wash suit or girl's dress and bloomers to match. Layette for infant to be planned and made, possibly as a class problem. 2. Silk problem whenever possible. 3. Graduation dress or summer dress of voile or organdy. 4. Millinery — spring or winter hats according to season, or silk problem as — petticoat, shirtwaist, skirt. The following principles are to be incorporated in working out above problems : A. Knowledge of equipment and its use. 1. Sewing machine. a. Construction and care. b. Eepair and regulation. B. Purpose of Clothing. 1. Protection. a. Under and outer garments. 2. Hygiene of: a. Amount of clothing worn. b. Effect of pressure on health as corsets, shoes, etc. c. Loosely and closely woven fabrics. d. N"on-porous. C. Selection of Design. 1. Purpose of article. 2. Artistic effect of entire combination including shoes, hats, etc. a. Good lines. -12- b. Good color combinations. c. Good light and dark relationship. d. Good texture. 3. Time in making. 4. Cost of material. 5. Decoration. a. Comparative value of hand-made versus machine-made garment. b. Quality of trimming. ( 1 ) Genuineness. (2) Simple design. c. Good design in lace and embroideries. d. Suited to kind of article made. 6. Inappropriateness of color on undergarments. D. Selection of material. 1. Consideration of: a. Purpose, cost, durability. b. Width, amount, shrinkage. c. Color — tests. d. Design, weave, texture. 2. Kinds — Textile study. a. Cotton, flax, wool, silk. (1) Structure, composition, manufacture. (2) Effect of heat, moisture, acids, light. (3) Suitability to garments — buyers' knowledge. E. Principles of construction. 1. Pattern knowledge. a. Drafting — straight line system for appreciation of how patterns are made. b. Use of commercial patterns — alterations and adaptations. . 2. Placing pattern and cutting. a. Economy. b. Matching pattern. c. Up and down of weave or design. d. Arrangement of pattern with weave. 3. Making. a. Kinds of stitches and uses. b. Kinds of seams and uses. c. Kinds of finishes and uses. d. Characteristics of good workmanship in making of ar- ticles, (1) Accuracy. (2) Skill, technique. (3) Feeling for appropriateness in use of right seam, hem, decoration, bands, bindings, facings, etc. 4. Fitting. a. How garment should fit. b. How to make corrections when needed. —13— F. Care of clothing and its repair. 1. New clothing. a. Consumer's League. b. Sunning, airing or laundering as it conies from shop. c. Attention to findings. 2. Clothing being worn. a. Airing, folding, hanging. b. Brushing, pressing. c. Mending, patching, darning. 3. Seasonal care. a. How to put away summer clothing for winter. b. How to put away winter clothing for summer. 4. Laundering. a. Setting of colors. b. Shrinkage. c. Effect of sunlight. d. Effect of soap and water. 5. Accessories. a. Shoes. b. Hose. c. Eibbons, ties, gloves, hats, bags, pins, etc. G-. Costume design. 1. Purpose of clothing. 2. Development of costume. 3. Basic principles, color, line, form, texture, etc. 4. Application of principles to individual type. 5. Types of costume (house, school, street, business, afternoon, evening). H. Study of clothing budgets. —14— TEXTILES AND CLOTHING BIBLIOGRAPHY Title Author *1. Clothing for Women *2. Dressmaking 3. American Dressmaking *4. Shelter and Clothing 5. Dressmaker 6a. Sewing Course - •• *6b. Clothing: Its Choice, Care and Cost ••■ *7. Clothing for the Family *8. Textiles Baldt Fales Coates Kinne and Cooley Woolman .. Woolman . *9. Household Textiles.. 10. Story of Textiles *11. Study of Fabrics 12. Textiles and Clothing. McGowan and Waite Gibbs Walton.. Turner ... Watson. 13. Textiles. 14. Textiles.. *15. Textiles.. 16. Silk 17a. Principles of Design 17b. Color in Everyday Life *18. Costume Design and Home Plan- ning. *19. Principles of Correct Dress 20. Use of the Plant in Decorative Design *21a. Woman as Decoration *21b. The Art and Ethics of Dress. 22. Textiles and Costume Design *23. Costume Design 24a. Appropriate Clothes for the High School Girl 24b. Girls' Clothing Contest 25. Syllabus on Design 26. Interior Decoration 27a. Home Furnishing 27b. Household Budget Clubs 28a. Household Accounts 28b. Financial Record 29. Manual of Home Making. 30a. Home Management *31a. New Housekeeping 32a. Science of Home Making..., *32b. Business of the Household. 33a. Wage-Earner's Budgets *33b. Personal Account Book *34. Laundering . *35. Housewifery 36. Millinery (In preparation). 37. Cost of Living 38. Thrift in the Household *39 Selection and Care of Clothing. F. B. 1089 40. Personal Hygiene Lippincott Scribner Pictorial Review Macmillan Butterick Pub. Co Fernald Nystrom Dooley Woolman and McGowan Corticelli Silk Co Batchelder Weinberg Izor Winterburn . Lawrence and Sheldon. Burbank Farnesworth... Elsworth Traphagen Alexander., Peek Alexander. Rolfe Hunter Phillips Publisher Date Price 1918 1917 Lippincott Fed. Bd. for Voc.Ed Macmillan Whitcomb and Barrows Lawrence Appleton American School of H. E Appleton D. C. Heath Macmillan . Macmillan Moffat, Yard & Co Atkinson, Mentzor & Co Harper Bros Sheaffer Hershey Van Renssalaer, Rose and Canon Kittredge Frederick Pirie Taber More Y. W. C. A Scott, Foresman Dodd, Meade & Co Paul Elder Paul Elder John Wiley & Sons. C. I. A State Dept. of Ed... C. I. A Macmillan Lane Teachers' College, New York Macmillan University of Texas Balderston.. Balderston.. Tobey Richards.... Baldt. Pyle... 1914 1907 1920 1918 1920 1913 1912 1918 1906 1918 1912 1913 Macmillan Century Doubleday, Page. Scott-Foresman. . . , Lippincott Henry Holt & Co, Pub. Dept., 600 Lex- ington Ave., N.Y. Balderston (1224 Cherry St.,Phila.) Lippincott Lippincott John Wiley & Sons.. J. H. Puelicher, Milwaukee U. S. Dept. of Agri. W. B. Saunders 1918 1916 1914 1912 1917 1915 1917 1918 1920 1919 1920 1917 1913 1917 1920 1918 1913 1918 1918 1914 1919 1919 1920 1917 —15— 2 O 3 z £ a S a i o " 4> o rt >> o « M o X) a J Study of sewing machine with practice in cleaning, oiling, adjusting, and using simple attachments first on paper and then scraps of cloth before applying to garments. Purchasing individual equipment, arrange- ment ahd labeling of lockers. Organization of notebooks. co oa Km o oj *J CJ d 3 h, o o « o u §■8 «1? l-H M co d d cj °X1 0.3 OCX! ft M o| [3 T3 ffij3 a d co "co ** : d B oog *-, ft °3 cp -a "3 . XI" CO © 3 O OX) *«J "S3 s§ &a ^3 si s2 <" S ft Q-d d CO d o 'm 10 3 o 10 5 en CO CO u u CO co o x7 3 C/3 Brief history of Home Economics (by teacher). Analysis of home activities (to be drawn from pupils). Place of Textiles and Clothing in a Home Economics course. Aims. Tools for attaining above including equip- ment, books, records, observation of good and bad taste in practices. Brief history of dress (given by teacher with possible assignments for reports). Purposes of dress. Knowledge of equipment: 1. Sewing machine. (a) Use. (b) Construction. (c) Care. Family expenditures. Amount spent for clothing. Amount spent by pupils. Systems for keeping accounts throughout course. Chapters assigned for outside reading and study. _g 3 o d CO I* d o o d o '■£ u 3 T3 O . ■s » a b HH 3 O W Personal expense accounts. 1-2 Lessons —16— 4)^3 fi *2J •2 ^ » >, Eft" ' 0.2 g 3a§ CO o « WT" 1 g.SxJofio B — '55 eg to m t* ■2 ™ O <--0"0 O '»Hu«:tftfQ Q . <0 to g V m •c « u B 3 S to O wiS ° 'flU « 3 CC 3 U T3 •Jo to Ot . B fig a> o s jt-._ a) £'55 to ■Ss to 3 .* (5 3a o S 00 U.2 g o-S!"^ 5 o S-gStoM. t* o ■— o 5 »* , coft of a AA ' > Sol °5 W p3 , T3 sy DO 3g§ ° ZA m O o o+j >- " £ ra d a, „i o*a fi JStog o ^■3».aA.spa>;» , go..*' u V CJ « « -O "o T3 c o *5"° o O 00 V .as «.s :§§SJ"£g-isg g C3 .E 3 HO V — b a f> to « a 5 ca O Ur O.X3 • — c c o a cs 3 s'j; Hflt|«> j a. J3 a O B V w ■^ 3 o eo'C W -H 2 B o m u B «^ Sail to «T3 3 ^ o B e b2>, E *>:2 lis •b^5 g a BC QJ 3 -*- 1 M i«2 —17— •- © g tn O a) I 1 i o ■ g S 3 * H » O .£ o o a M O a M o ,q a Adapting pattern to needs. Altering, buying material. Calculating and measuring amount. Width in relation to pattern and methods of making. Shrinkage and setting of color where necessary. Construction: Cutting, basting, fitting, seams. Fell purpose, band at waist, gathers, darts, plaits, plain and bound button- holes. Buttons. Hooks and eyes or buttons at knee. Kinds of repair employed: 1. Darning hose, (holes and runs). 2. Patching: Hemmed patch on underwear, etc. "a l"l a a s^ O 4) P > S* 3 JS 2 ,$» Ph_3 Designs of different gar- ments from magazines, stores, or borrowed from some home. Bound buttonholes, bands and placket finishes. (1) (2) (4) (3) (14) Specimens of different types of mending. (4) (6) (12) (29) e o '5 m 3 o to s to 3 a y o t. ♦J a s s '3 3 W Patterns: Kinds. 1. Plaited at waist. 2. Gathered at waist. 3. Darts at waist. 4. Circular. Shopping. 1. Kinds of materials suitable. 2. Selection. (a) Width. (b) Shrinkage. (c) Color. (d) Durability. 3. Comparison of wool and cotton for purpose. Ready to wear versus made bloomers. 1. Cost. 2. Purpose. 3. Durability. Reasons for care and repair. 1. Economy. a. Garment lasts longer. b. New appearance preserved. c. Cost of clothing lowered. 2. Artistic necessity. a. Findings. b. Rips. c. Tears. When to repair. 1. Consideration of location and nature of damages as to: a. Strain upon it. b. How prominent. c. Best methods of repairing. d. Materials to use. a 3 O a "a 2 Bloomers or child's rompers or child's combi- nation. 15-20 Lessons Repair problems: Darn- ing and patching. 3-5 Lessons —18— ••5 ° Z c ° 9 Z « 2 — O -S J Z 13 B eg Cd S B > K 5 o-j £"3 /? ■6 ,2 o « ^■- , r« u « £ £~ o inal idea sible for altering free han S u (. —J *"**"* c e w 1?* .Sots « n .2 e . CUD I art - C 2^ u buO ■5 G.gUU.gi;;>!/2-~ M g 2i?r-."cNje^-NC0 J-- HQcvO 1/3 C/2C/5 -O OB m C S3 s@ a £ .2 ■2 bo- 3 o.£ a Ow s°g "mi; ~ "Jn •* ™ S W T3 rt oc£ - c a -5 -SP ,U • .««■ £-£q5P«E'S Sri .S Egg 'J3j-J S-S -sv3 <■> e o s *|22 o a? 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Setting color. Construction: Placing of pattern on material to best advantage. Cutting, basting, fitting. (Students fitting each other.) Making: Kind of seams, value of each. Finishing: Collars, cuffs, etc. Methods — values of each. ^-~.io o •<* m © -h Ready made garments from stores. Commercial patterns, plackets, cuffs, etc., in paper and cloth. (4) (7) (8) (9) (15) (33) (37) Economics of remodeling: 1. Out of style garments. 2. Partly worn. 3. Discarding. Care and repair of clothing: 1. Daily care. 2. Seasonal care. Design: 1. For made over garments. a. Good line. b. Color combination. c. Possible arrangements. Textiles: Tests for strength and durability of worn materials. Dry cleaning: Trimmings. How to 1. Renovate. 2. Freshen. 3. Make out of left overs or cast offs. Relation of pattern to: Style. Design. Appearance of wearer. Occasion. Shopping: 1. Ethics of shopping. 2. Selection of material. 3. Knowledge of textiles. Review of general fibers. Study of cotton. Fastness of color. 4. Value. Price, width, durability. Pure textile laws. 1. Imitation finished cotton for linen. 2. Mixtures. Renovation: Remodeling silk or wool dress by combi- nation with new material, etc. Making child's garment from worn garment of adults. Combining best parts of worn garments into wear- able ones, etc. 15-20 Lessons Middy blouse, or man's shirt. 15-20 Lessons -22— "3 o ^ >> .a '% M to -- cd 2 a , a, o CD DC a «j -a E- co CD p o o a u & o eg %4 5 3" P O XI _43 "ft X DC p 3 o Calais a | CO u o •a 1 . o X CD to — i c p 5S B C-" a J rttth.. o« BPob cci- .5 c CD P p DC-- .P ft.. 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o 3 Cfl Design: Simplicity, comfort, laundering qualities, durability, becomingness, originality. Patterns: Adaptations and alterations. Selection and buying materials: Color combinations, fastness of colors, durability, cost. Possible decorations: Applied designs, combination of mate- rials, combination of colors. Consideration of children's undergarments from hygienic, economic and artistic stand- points. Accessories in harmony with dress empha- sizing the artistic, hygienic and economic aspects. Points on purchasing accessories. Economics of remodeling: Design. (a) Suitability of hats to person. 1. Types of faces. 2. Coloring, features, etc. (b) Suitability of hat or bag to occasion. (c) Suitability of hat to costume. Textiles: (a) Quality of material for problem. (b) Judgment of values of commercial product. 0) fl 3 O fl Children's clothes, or smock, or Russian blouse. 20-25 Lessons Accessories: Shoes, Hose, Gloves, Hats, Collars and Cuffs, Bags, Pins, etc. Millinery: 1 - • A ' 20-25 Lessons Hat or tam o'shanter, or bag of velvet, or House Furnishings. See outline on the House and Its Manage- ment. Also House Planning and Furhishing. Note: If it seems best the time may be divided between these two subjects. -24— S £ Km J, B *j.fl & i *| |1 S'a'ca - C re" <- fc "" » ■5-9 6* iS H 2 « = "a- 2 £.«£ a I b §>« S - " * «v a> ..5 5 ~_. co D . re *j co ^ t»c ooSfc^s-aCUCd ScQ^Ci, 5- : tuo'3 Is| Slil i a -2 « k * w § 2 ^eis^^^^-o « ^ « ft. oj.S ►< re u T3 ° 3 - O ^ > — " o ™ 2 B £ >-. 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M J S a *! o 5 g o 3 § g^ § ; g 25 g o ft -| „, ° 2 wQ5 S^ h ° a » n +3^.9-5 U »«"n fcS'S £ o o ©■- n^-oiS E o*-d<; oba o.s.- a ax> >ca o « .9 ■ op 13 g .SP,o ujfl COt*- _iVlM 0°° '5 £ .S-Q £2 CO— 1 a ^ '3-a to n. CO W g plTJ • .9S_g-S«o ♦j o «,£ a 5 -a « > u o ■+J CB h o ,£) CB hJ Directions about laboratory dress, etc. Measurements. Measure out 100 calorie portions of different classes of food. Discuss carefully but briefly the values of each class of food at the same time. Plan light, moderate and heavy breakfasts for different seasons of the year and for limited and moderate incomes. (This may be used as a class rather than an individual exercise.) s O d CO (3) Chap. 1. (5) Chaps. 1-11. (33) (10) Part II, Chaps. 1 and 11. (12) Chap. 1. (13) Chap. 1. (17) Division 1. (10) Chap. XXI. (13) Chaps. 1, 12. (14) Farmers' Bulletin No. 808. What the Body Needs. Iowa State College Home Economics Bulletin 1. Planning and Serving Meals, Ames, Iowa. (8) P. 593. (16) Chap. VI. (17) Chaps. 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X. (8) P. 377. (17) Division 4. (26) Chap. VIII. (20) Farmers' Bulletins, No. 487, Cheese and Its Economical Uses in the Diet; No. 850, How to Make Cottage Cheese on the Farm; No. 960, Neuf- chatel and Cream Cheese. (2) Chap. XI. (4) Chaps. XLI, XLII. (5) Chap. XIV. (12) Chap. VII. (6) Pp. 80-83. (8) Chap- XIV. Farmers' Bulletin No. 85, Fish as a Food. 0) O 3 3. Cheese. a. Kinds. b. Production. c. Composition and food value. d. Place in diet. e. Cookery. (1) Effect of heat. (2) Use in cookery. 4. Fish. a. Kinds. b. Production. c. Composition and food value. d. Place in the diet. e. Buying. f. Cookery. g. Fish sauces. >b> - u a o a W O OJ cj Oj- S? ~ !> a o p-o pC*^ _ CO CO _, O CJ to a) H — a 2 "novo ft o q,*><~ c -) cj cj 2 » •3 » 80 Wg is 2>3>s t ? «.tJaJ5.g (l jB ■Bl^^Sj^o J4 cog tlcCn «"C «j oj ba- ft^* ft ft ft ft ftoo ca . co cO ca cc co oo xi c-s_a.fi .a js . 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'^es rtja OT) eo t/D ao^t/ift, 4> >, c4co WUw « 4> .2 .*.* ■r onC3 * . -64 — o 4> P lA Si a IX O u z "< 75 Q O O fa JH « < H 25 M w 4> 2 - s .u ■>-> 03 *_> 5 2 « S S2 o en 0) "o '33 0J « O >- S "3 ■t; b 'So E « s 03 J5 ^ in p m o.S UP2 c o 41 §"3) a " P ►" g-og R O 73 1^ co p 4> n CBT3 5 c oi a '" 4) 3 o . a ..§ S .8 E -S.S *2 a a 3 o-S^°S)2 £ c a oo|£p|1 3 3 o ®~ 4> o o 25 4) U^ O oM> !- OBX cc a) a) ckli: Cur Gre Veg 3 4> 3 O Oh C/3 3C/3C/3 O °-g§ ,fi •ca •Am ■ CO oc- "> « ,n co£ti- - 03 . 55 -2 -w . XIV. . V. 66-168, n CIV ."gZK O.D.<-i 2 P. O-ro . , 03 03™ X O m .p.p p, « j3 ,a- o.a v UUO-J U UEffl-JP p « ° £r,~..^f> 2^2 « "3 5 J3 O ^ G-SSS- Hfeffi a> !§ & oi p, h "m 00 *o a> 3 OD m 00 JJ Ou- 03 « ° S> 11 E -9 o p ° « »i S 4> ?? ■OJ3 T3 2"P • S,wi £ a P «o Ofl ° b u __ CB-B 4> C« 00 kling. Preservatives. a. Vinegar. (1) Kinds. b. Salt. c. Spices. Methods of picklinj Food used. a. Vegetables. b. Cuts of meat. w iu JS p S"» . . « ^m «"3 -22 still l8S«i£SS ■Si .^g^s.^s 2 E l b E " 2 sb-s 2-sw^^ffi u *s° £ E b a» . . . • oi o P.P"3 W.Q UT) 5 c • -^ • T5&H 2 c a) oi B . . c • - • £- «« °i-i IN ^^ co Tf'iri W b 6 , a) 41 h P. -o O o •« ai 00 o ta es o &-. p « p ■ E.2 3 u 2 EU s o U 3 > CA w fc d -65— FOODS AND ELEMENTARY DIETETICS Foods III, One-half Unit. (80-90 Lessons.) Prerequisite: One Unit Elementary Foods and Cookery. Reference List for Foods and Elementary Dietetics: Title Author Catering for Special Occasions. Nutritional Physiology Practical Dietetics Home Dietetics Care and Feeding of Children . Chemistry of Food and Nutri- tion The Business of the Household Food Charts Farmer, F. M . . . . Stiles, Percy Pattee, AlidaF.. Holt, L. Emmett. Sherman, H. C. . Taber, C. W.... Blood, Alice F. . Rose. Publisher Little, Brown & Co., Boston, Mass W. B. Saunders Co., Philadelphia, Pa.. . . A. F. Pattee, Mt. Vernon, N. Y American Red Cross, Washington, D. C. . D. Appleton & Co., New York Date Macmillan, N. Y J. B. Lippincott Co. . . Whitcomb & Barrow?;, Boston Macmillan, N. Y 1916 1910 1912 1918 1918 1914 1913 Cost 1 50 1 50 75 2 00 2 00 Textbook recommended for Dietetics — "Feeding the Family," by M. S. Rose. For references see Elementary Food Outline also. —66— »2«tto >' £ c k m . cj-o a) h o .25 o-9 £ K = > -J* ■cos 2 X X X X Xd xn 2 gj o o c „ a ct! 2 '5 >- 2 x Be -■si .- ^ dj CO £**:: ma vo > >'>■> o a; o tu to 3 t. M.Q cj*0 ffl -I< X C~ c 2 > v a) u _o m 3 PCB — 1 >a o °5" >HCM fe . < S OJ2 B o fcj 93 X) is ■' .•a o «' Ctj . C KT3„ gS tic .« N C W Srt-2 ° 9- « — JO U'S « S e.o oi3Dr,es' v _o b g .2* a cfl «-. a: en-- k o m C u C o >* g oi- o<- a C w : f ?E " gSSSg « § S^-S-S'S g g 5 ^«3 > i3 u o £ o ; QQ u ?"? —67— ■ £ * >> • * ta.gsS'O.2 o >-.2"3 > a? *•* n "<-_§•_ « o 2 t? O C > 5 S°>s-5 ° 2 » -t<_-ri M cu-ft-ft X) si^d "So S .g .2 oo c > 00 CO ■3 b a J3 . H* oj.2 fc > O d "S u GO oo . E OJ ■J! 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DftOfi e"3 o o °u « >> O jJM m oc o go a S.Eo "g 1 ! p 2 a-- M 1 > >> S ° °> fl O -- P P 60^ 0J,fl OJ * "'3 S °-*- w> c "Sj 41 *»*>£ 2P P 60 3»5i500fle .3*i 2E «"»» 2 CO ° £■« ■O u p og« .So 3 12 ° O S°.° u ^Q CO * fl ° o 5 J 8.0 s£ *c£ «"o co euia- 2 « v R w p E<~'£ S- CJ O ° 41-5, rt £-Sp-*plp & 'E-a 2 o o.t! 2 ^ a STo b 5 oJ: 2 i> 2 E E-j « g S ^ -. ^ - O 0) * CD fi t-» 4) ".3 co i>^: o ■^ "1 •^ u gh CN _o"a; H 60 in m E — p CO lO S°3 .05 . 3^g o. . o. E-o u. oqU --- o co e£) ^^^ rs « e s. .2p 60 cu « S co « o "o'S O 4> £ m E ^ 2 ES ^■"3 • °2 p 5j2 ^ ol PC- £2 p E E a ■2 gt»«S"«JiS-S •c^o o uSia gSo« ts u ai a P m o — 69— _c ga u on" 3 ■O O co U a " s h u co — "a! o *o 6 2 « o -O 09 M* 1 m B n" » 2 E a CS . s a 00 co ■ogg el's u J o co o cup, •M-U oj 3 s .a go." •d.g -, ^ OJ ooiii ago 03 « U P» o CO a "T 00 1-1 © ■* CO cc a Oh & **-< "O to o a E Ofi co co c u -a ** .'■5 co w 0) -Q oj in 4> w>2 g O O m 2 . 2 *• aa . H « 00 00 « § 03 0J T3 0J _. *£ 2 a ;g ca co d'Jlls oj a) 53 oj « co^j t,3S o) o « £ co C/3 "3 aija o 0J ej-Q o "O oj a Q OS d a a ■ *s • ,-s 3 2 - 0) tn o -> S a ca o 8s c u S '3 o« 3 — *w ciri OSo-* C,m 3 ESS 4) I CO W o 3 . CO •a c -2 2 c a 3 c « 00.3 3 to 5 to oxi m> ?? mc. ) Planning of food. ) Packing of picnic baskets. ) Outdoor cooking. ) Building fires. ) Devices for supporting kettles, etc. Stones, grid- dles, tripod, iron rod sup- ported in some way. 00 00 3 $3 '3 S Qccasions. or reception. ) Character of oc ) Invitation to a O c a ) Service. ) Duties of hoste ) Planning of re: ) Serving of refre «i2 &o ° ° of 2 wig co o o CO^iM W^msc O .i-i CI CO ^ lT3 xir^ 3h A o C3 «o |2 Oh o -70— O 10 *c2 a B rt I — * > : S3 . . 3 ctua ffl M I «3 > ft i 3 £ D. ' o a = <| at Sc -y. u«; a x,.~ a si fc- CO C 4-» .«tz o o c m 2 J3 .8-5 - rt .2 d-a u.\n B c«^3 . g 0)^ 00 m m a) ra to ■— _b . ^Ub O EG B >>""' K* &d b -r^"z: to—" ■ a . >«-°^aa g> | « ■5°o Cn a m m — - o 1 - o in U oj >-.-i- BOO ^> B B> -J O M mS3 « 4>r3 ft£ -5 a C£ s^ O o m Cil- SS 2° 2 2- § — '5> >fofafa'5 , *"'cy3C/3fa " b 2 ec q -r. S^2.2dj3X5 Z o^ o 3 BJ2 O O fa fa Co o B&< a S "S a S"° SO* 1 " CfflB C t-.3 B*; "VS 2 £• * jd«° 2fa o a> BO qj DO W a "5 oo K 2 y — ■~ CO „„© DO T) .SJr- eo 60 *T a _, *> n calculati n plannin ing to weig ich calcula f amounts from percc "23 ° a 4) CO o a 4) CO .2.3 S ,»j O O CO W 4> 2 2 a =>1 .,_; .H> . . w O.O.O. eo co co X!X5X3 uou ^^^^ eCCDO-.CN d-S-SG .s" i <-• o o <— *> "« fcH . « S »;? and asse val aily ion. 2 "olJ^+Jco J2 ** 3 O-O P. eo a"-x! Ma • ►*8o«"g8S T3TJ O^ C £ O CO .. oil-- C" O O O °<~.S a*! a a S a o o •"■- « S o o o alue of f finition e of fuel el value st in rel el neces . Relati . Relati . Relati b»»303 COX) O .IQDfcUfr, 4) a i-J ti cc ■*" m" MH d T3 O o o 09 3 COO > « Z. a 4) C 3 CO fcn 4> u« en c 1.S »J 4) SI °a 15 ° 4)+J eg -■a CO « -ass cox? *> a C cs u - cox: 00 "2x5 CO 4) 5 *■ CO CO E"S s Plan and serve meals containing very small amounts of calcium and discuss methods of introducing calcium. Serve same meal with more calcium. Plan and serve meals to illustrate little phosphorus and the addition of phosphorus. X . > do, a x:x:x: CO COO (46) Chap. III. (49) Chaps. IX, X, XI, XII. (52) D. Other food value than fuel: 1. Building and regulating substances. a. Protein. (1) Kinds. (a) Complete. (b) Incomplete. Desirability of serving foods con- taining incomplete proteins with milk. (2) Important protein foods. (3) Necessary amount in the diet. b. Mineral substances. (1) Calcium. (a) Importance. (b) Foods containing appreciable amounts. (2) Iron. (a) Importance. (b) Foods containing appreciable amounts. (3) Phosphours. (a) Importance. (b) Foods containing appreciable amounts. 4) _3 > TJ . b ,- a 0*.2 . o Q C -72— 4) u Cj U & a u o Si J Plan and serve a day's meals illustrating wrong choice of food, from standpoint of vitamine content. Change meals to illustrate good choice of food. I'se these meals for a review of protein, mineral, and vitamine content in the food. 'S'S S-o - ■ 03 4) 00 u QO O 3 •w m ■89 38 a c So .9 « , 3 ^ 4) ens fl°« « 003 a" c c «•; 4) 4) O C • 4) PC o a . - UCmi-s (13) Chaps. Ill, IV. (50) Chap. XVII. (51) Cornell Reading Course, Thrift Series, Lessons No. 128 and No. 127. 4) 4) 1q 3 C/2 c. Vitamines. (1) Importance in relation to mal-nutrition. (2) Kinds. (a) Fat soluble A. (b) Water soluble B. (c) Water soluble C. (3) Sources of vitamines in food. (a) Fat soluble A. (b) Water soluble B. (c) Water soluble C. (4) Discussion of fruit, vegetables, and milk in the diet. E. Diets for adults of limited means. 1. Refer to income division with special reference to amount necessary for food. 2. May make survey of average income received by one class, as sales- girls, street car conductors, etc., and decide on general division of income amount to be spent for food per week and per day. 3. Discuss classes of food to be included in a minimum diet and least ex- pensive foods in each class. 0) g 3 o c '3 s i X a 3 C3 T3 4> «s "— ° a J2-"- « s g W 3. —73— a vjs O ft esS °J3 v S ra S'.SQ'S'g m cS « CO ^> £*» o« g.S a-aSSuaaCiipa 5^-5 es ° si ^^gesO.S-S oo oj ■£— — ^ es ODcS § rod tow a, t-i Stir? ""'ei h aba-o^^s^?. d° g «£>- « «S'a; O g 4) fl) cS ^ d ^i to . o co,d i o rt,Q ^3,J fl) S'7 ■g es d SI'S .c o _ 0BO 2'fl)*" £»„ <"2d d a) 3 H'B a 5 es O o o "« ■a u A).S a» S '»* i .. O 4). hi © ' o c es , cs cs a > %« Eoa T'S &-"° -I'd 13es« •2 a es O a; •o§>> o d 2 w d * "383 to .2^ d es 'E "o ° to K&Bg (U m O ft ft «-> -«*H |4 cs 3 J3 es > Ug . ^3U B .» .0 1-1 fl) fa . fe.2c ''do •"j _, fl)*J 12 -^ 00 a Odd esw." ^ A y A O es .3> .£ CO ffi uVj ^ QW 'O'S O O 'S&'Q adds ) a) a) S .Ses-3 fa3„ JgS"S a sec ^«i ti -74— ■*«■ *a-j i o o 2 ° S 5-. « £—_ E ^ 8 a l § o 8 * , .2-S.2.2-S*!=o cc 9* rt cfl 3 a c e"aa o-~ «.s i - a C£ D£ cc >. f I- >■" ass Qh 03hSmG ittttt c/: o o o c -5 E ^s-S : u o o oar I'l 6 « o o "~ « y c3 °° ° . - bu 5-2-B ■^•3 D57^ C" re rt ° Jil ^ > >"S m ° fl.fl.Bv- « E 5 «!S 05 g eote 03 o oCL « 2 a> -^ r- .^ ^ > v a'o —•75— O ^> a o J, ^g^oo^w a is ° «» ca-j.g c -= c "e o £3 £H m &(* O ^3*0 B .£ £ S '-5 * ^ >- > ■g 0.5 o o« ."-0*> I* ft 3 "33 O . « | «o£ t»o g-o « e .9 c»2 °>-o a; N a- 13 ^ eu t> «M g.SP 3 » EK-S-awS 3 q.Sja'g c O >> .a s — 76— BIOLOGY One Unit. (170-180 Lessons.) (Thirty to Thirty-six Weeks.) This outline is offered as a suggestive guide for the teachers of Biology' in the schools of Texas. There are many imperfections, but it is with the hope that it may be of some constructive use that it is offered. In many instances more material is presented than is needed for the. development of the theme. This is done so that the teacher may select those problems best suited to her environment. Where possible, the teacher should correlate the problems of Biology with related problems in Home Economics. Many useful and in- structive home projects can be carried out in this way that would other- wise have to be omitted for lack of time. Great care should be exercised in seeing that the students record in their note books the exact results and observations that they ob- tained. Too much emphasis can not be put on the importance of field trips in the teaching of biology. The student should realize that biology deals with living organisms and that a knowledge of man's relation to them and to his fellow man involves some of the most vital problems of biology. Some of the references are rather advanced and are primarily in- tended for the teacher that she may have a broad conception of the subject as a whole. All bulletins should be ordered several months before they are needed as there are frequent delays in their transmission. Throughout the course (1) refers to Hunter's Civic Biology and (2) to Hunter's Laboratory Problems in Civic Biology. All other refer- ences to books are made by using the number preceding the name of the book. -77- BIOLOGY REFERENCES Title Author Publisher Date Cost American Book Co American Book Co. . 1914 $ 1 25 2. Laboratory Problems in Civic Biology 3. Practical Botany Hunter Andrews 4. *Practical Botany Bergen and Caldwell Broadhurst Conn 5. Home and Community Hygiene Lippincott 1919 2 00 6. *Bacteria, Yeasts and Molds . . Ginn & Co 7. *Principles of Economic Zoology 8. Problems in Botany W. B. Saunders Ginn & Co 1917 2 00 Eikenberry 1915 1915 1 40 40 12. *Elementary Biology 13. *General Bacteriology Jordan O'Kane W. B. Saunders 1916 1912 1912 1912 1912 3 50 2 00 75 15. *Manual of Experimental American Book Co. . . . Doubleday, Page Reed 3 00 17. *Co!or Key to North American Birds 2 50 18. *Trees of Texas Lewis Rosenau University of Texas 19. Preventive Medicine and 1917 7 50 20. *Injurious Insects and Useful 21. Healthful Living 22. Animals, Their Relation to Man 23. Food Products Macmillan Co Ginn & Co Macmillan Co Ward, N. Y 1919 1912 1914 2 00 Wood and Dearborn 60 2 00 24. Encyclopedia Foods and Ward 25. Bacteriology and Mycology Tanner American Book Co. . . . 1913 1 20 28. The International Harvester 29. Biology Ganon" Holt 1917 1 80 30. The Living Plant —78— BIOLOGY. Week I. 1. Why study Biology? (1) Chap. 1. 2. The environment of plants and animals. (1) Chap. 2. 3. Laboratory — General laboratory directions. Home Problem — The environment of some plant, or of some animal. Bring to class a written statement of the observa- tions on this problem. 4. Discussion of problems assigned in previous lessons. 5. Field trip to determine the environment of plants and animals. References: (12) Chap. 6, p. 11 (3), (27). Week II. 1. The function and composition of living things. (1) Chap. 4. 2. The function and composition of living things. (1) Chap. 4. 3. Laboratory — The cell: The unit of plant and animal structure. Use charts, and microscopic studies of types of cells. (Note. — Inner skin of the onion for plant cells, cells from the inner epithelium of the cheek, unicellular algae, protozoans, etc.) 4. Written review of the work up to date. 5. Field trip. Seed dispersal. (2) Problem 24. Week III. 1. Discussion of field trip on seed dispersal. (3) (4). 2. Weeds, their economic importance. (4) (28). 3. Laboratory — Study of organic foods. Tests for protein, carbohy- drates, and fats. Microscopic examination of starch grains. (2) Problems 26-30. 4. Plant growth and nutrition. (1) 58-66. 5. Study of a bean seed; of a grain of corn. Suggested Home Problem : Collect and mount the most im- portant of the weed pests of your vicinity. References: (3) (4). Weed Charts of the International Har- vester Co. Farmers' Bui., TJ. S. Department of Agriculture 86, by Chester, "Thirty Poisonous Weeds of the United States/' and No. 17, "Two Hundred Weeds, and How to Know Them." Week IV. 1. Complete discussion on causes of growth. (1) Chap. 5. Demonstration of oxidation, etc. 2 and 4. Recitation on the Organs of Nutrition in Plants. (1) Chap. 6. 3 and 5. Laboratory periods. Experiments on the Germination of Seeds, and the requirements for seed germination. (1) Rag-doll test. (2) Test for carbon. — 79— (3) Test for carbon dioxide. (4) Test for oxygen. (5) To demonstrate the oxidation of food by germinating seedlings. (6) To determine the function of the cotyledons. (7) Enzyme action on starch. In the mouth; in plants. (8) To demonstrate the disappearance of starch from the cotyledons. (9) To demonstrate that seeds exert force in absorbing moisture. References: (2) Pp. 61-71. (5) U. S. Bui. on Rag-doll Tests. Week V. 1 and 2. To be used in discussion and in setting up of the following exercises and demonstrations: (1) To determine the influence of gravity on the direction of root growth. (2) To determine the influence of moisture on the direction of root growth. (3) To determine the influence of light on the direction of root growth. (4) To discover how fluids travel through roots and stems. (5) To measure the rapidity of growth in a root. (6) Demonstration of osmosis. (7) What kinds of soils hold water best. 3. Laboratory. — Recording of results of the above demonstrations and experiments; microscopic examination of root hairs. References: (15) Pp. 85-108. (2) Pp. 72-81. 4. Written review. 5. Laboratory. — Work of the leaf: (1) To demonstrate that plants give off water. (2) Study of the reaction of leaves to light. (3) To demonstrate that starch is present in green leaves that have been in the light. (4) To demonstrate that carbon dioxide is necessary for photo- synthesis. (5) To demonstrate that oxygen is a by-product of photosyn- thesis. References: (2) Pp. 84-90. (5) Pp. 151-168. Week VI. 1 and 2. Plant Growth. (1), Chap. 7. (Stress photosynthesis.) (12), Chap. 17. 3. Laboratory. — Develop discussion and record results of last experi- ments. 4. Study of transportation and assimilation of food. (1), Chap. 8. m Laboratory. — To demonstrate the presence of stomata: study of lenticels. (Chinaberry furnishes excellent material for lenticel study, apple, etc.) 1 References: (15) P. 163. (4). —80- Week VII. L. Discussion and demonstration of the gross structure of the stem of monocotyledons and dicotyledons. I. Set up the following experiments : (1) To demonstrate the upward path of liquids in stems. (2) A comparative study of potato stems grown in the light and in the dark. (3) To find out through what part of a woody stem food passes down. (2) Problems 84 and 78. Home work problem: Uses of Stems. (2) Problem 81. 3. Laboratory. — Microscopic study of the stem of a monocotyl, of a herbaceous dicotyl, of a woody dicotyl. . i. Influence of the environment on the distribution of trees; the for- est areas of the United States. References : U. S. Bui. on Forest Reservation. Bray, Vegetation of Texas; Lewis, Trees of Texas. 5. Laboratory. — Field trip. To study the trees of the region and how to recognize them by their bark, stem, and method of branch- ing. Assign a map of the forest distribution of Texas with notes on the rainfall, temperature, and winds of each region. Week VIII. 1. The economic value of trees. (1) Chap. 9. (Report on forest areas of Texas.) Outline of lesson discussion : Uses of forests : Timber, relation to rainfall, watersheds and floods; prevention of erosion; wind-breaks; bird and other wild animal reserva- tions. 2. Forest study continued. Enemies : Fire, insects, parasitic plants, grazing of domestic animals, man (improper logging and clearing). Forest protection. 3. Study of cuts of wood. (2) Problem 80. Discuss veneering of wood. \ If possible, visit a good furniture store and study the different*; woods used in furniture manufacture. / Reference: Hough's Sections of Wood. I 4. (1) Chap. 10. Garden Vegetables and Field Crops. Corn, wher, . oats, rice, other grains, sugar cane, sugar beets. ' 5. Home project: Make a list of field products of your community; of orcharc ( products, of garden products. Suggested Saturday excursion: Visit a cotton gin and a cotto* 3 oil mill. Visit a cotton field. —81- Week IX. I The economic importance of green plants, Cotton. Outline of lesson discussion on cotton: (1) Brief history of the plant. (2) The plant and its environmental requirements. (3) Methods of cultivation and of seed selection. (4) Uses: as fiber, food oils, etc. (5) Enemies: cotton boll worm, boll weevil, pink boll worm. (6) Birds, their relation to cotton farming. Bring your charts showing the advance of the boll weevil in the South up to date. During the next three months have the students make a notebook of all newspaper and magazine clippings of insect enemies of field products. Classify these. (7) Give the location and the products of the cotton spindle mills in Texas. (Consult your local dry goods mer- chant.) References : Birds of the Southeastern United States in relation to agriculture. Farmers Bui. 755, U. S. Dept. of Agri. Cotton boll worm. Farmers Bui. 872 also 890, U. S. Dept. of Agri. The Pink boll worm, U. S. Dept. of Agri., Bureau of Entomology. 3. Study of the geographical distribution and of the environment of the following: Tea, coffee, cocoa (chocolate), chincona (qui- nine), vanilla, rubber, cork, hemp, etc. See encyclopedia, bulletins, etc. 3. Oral and written review. 4. Presentation by the teacher of a brief outline of the characteristics of the four great groups of plants and of the position of fungi in these groups. 5. Laboratory. — Set up experiments demonstrating the growth of molds on bread, potatoes, fruit, preserves, etc. What is the re- lation of molds to light, temperature, and moisture? Home project : Collect and list materials on which molds are found at home, at the grocery and other food stores. Week X. 1. Molds. (1) Pp. 130-135. Structure. Distribution. Reproduction. References: (6) Dust Gardens, Bui. of the Univ. of Cornell. 2. Yeasts. (6) Pp. 135-139. History of yeast. Uses of yeasts. Uses of wild yeasts, etc. Factors influencing the development of the yeast plant. 3. Laboratory. Microscopic study of molds. Mucor or bread mold. Examination of other molds brought in by the students. Discuss spore dispersal. How may molds best be controlled? —82— 4. Lecture on the life history, the economic importance, and the methods of control (fungicides, crop rotation, etc.), of smuts, rusts, and mildews, etc. See bulletin references. 5. Laboratory. — Yeasts. (1); (2) Problem 90. (2) Conditions effecting growth; moisture, temperature, food, etc. (3) Microscopic study of yeasts; dry, and growing. Week XL 1. General discussion of Bacteria. (1) Pp. 139-144. Compare bacteria with yeast and molds. %. Effect of physical agents on growth of bacteria: Light. Temperature. Moisture. Concentration of media (conserves, keeping jellies, etc.). Effect of chemical agents: Food. Oxygen. Antiseptics and disinfectants. 3. To determine the distribution of bacteria in the air : Expose plates of sterile agar for seven minutes in the following places : Laboratory, home, grocery store, crowded places, out of doors, before sweeping, during sweeping, after sweeping with a damp broom or oil mop. If possible, demonstrate the sani- tary value of a vacuum cleaner. Discuss and demonstrate methods of sterilization. (1) Dry heat. (2) Moist heat. (a) Arnold sterilizer. (b) Pressure canner, if available. 4. Discuss more in detail the subject of antiseptics and disinfectants. Farmers Bulletin 926, IT. S. Dept. of Agri. Pour plates for demonstrating the effect of temperature. 5. Examine bacteria from hay infusion and decaying beans. Stain with Gentian Violet. Stain and examine bacteria from the teeth. Pour plates to show that many bacteria are found on common objects. Week XII. 1. Life of Louis Pasteur and his influence upon the science of Bacteriology. Z. General discussion of fermentation with special consideration of acetic, lactic acid, and alcoholic fermentations and their economic importance. »i —83— 3. Laboratory experiments : To determine the most effective disinfectants. (2) Problem 107. Use one drop of hay infusion for inoculation. Einse non-sterile Petri dishes with the same disinfectants. Add sterile agar, incubate and examine later. Examine plates previously poured. Discuss results, make practical applica- tions, and record in note books. 4. Care of Milk. Production of clean, wholesome milk, butter, and cheese pro- ducts. Milk contamination and milk faults. Milk carried diseases and their significance. 5. Laboratory — the care of milk. (2) Problems 103, 104, 105, 106. Expose plates 7 minutes in dairy barn while milking during feeding, and while milking before feeding. Demonstrate that ordinary methods of dishwashing do not destroy all bacteria: Experiments on the care of milk utensils. Week XIII. 1. Study of water and sewage organisms. (1) Water; its source, contamination, and purification. (2) Sewage and its disposal. (3) General discussion of water-carried diseases. 2. Soil bacteria. Eelation of bacteria to plants, humus formation, nitrogen fixation, etc. 3. Laboratory. — Observe and record results and make practical ap- plication of the problems set up last laboratory period. 4 and 5. Poods. The relation of micro-organisms to food and drink preservation. Discussion : (1) Cold storage. (2) Drying and evaporation. (3) Canning and preserving. (4) Salting. (5) Smoking. (6) Spicing. (7) Antiseptics and chemical preservatives; their uses and abuse. (8) Pasteurization. Home project: preservation of eggs; canning, correlate with cooking problems. (9) Discussion of food poisoning. (1) Chap. 11. Week XIV. 1. Brief historical review of the relation of micro-organisms to dis- ease, and of communicable diseases of man and animal. Discuss the work of Koch. Review the work of Pasteur. 2. Factors predisposing to disease and discussion of natural and ac- quired immunity. 3. Discussion of typhoid fever. Diphtheria. —84— 4 and 5. Tuberculosis and other diseases caused by bacteria. Typhoid Fever, Public Health Bulletin No. 69. Tuberculosis, Public Health Bulletin No. 36. Trachoma, Public Health Bulletin, Supplement No. 8. Week XVI. 1. Pteridophytes, Fern and fern allies. 2. Comparison of Pteridophytes of present and past ages. Coal formation. (4) Pp. 295-298. 3. Laboratory study of Marchantia and of a typical moss. 4. Relation of Pteridophytes to Spermatophytes. , 5. Laboratory study of a fern. Examination of specimens of fern allies. Week XVII. This week may be used by the teacher for more work on bacteria or for a general review. Week XVIII. Examinations. During examination week prepare infusions of grasses and weeds to be used next term in the study of Protozoa. Prepare at in- tervals of every two daj's. BIOLOGY OUTLINE FOR THE SECOND SEMESTER. Week I. 1. The relationship of plants and animals. (1) Chap. 12. 2. Single celled organisms. (13). 3. Laboratory. — The relation of plants and animals. Carbon cycle, etc. (2) Problems 108-111. 4. Review of the problems of Chapters 12 and 13 of (2). 5. Laboratory. — Study of the ameba; notes on other protozoans. (Note the very large spiral bacteria of the hay infusion.) References: (12), (9), (29). Week II. 1. Discussion of the division of labor. (1) Pp. 177-182. Review of the first of (1) Chap. 13. Use modeling clay for models of cleavage. 2. Sponges and coelenterates. Assign papers and map outlines on Sponge Culture; Coral Reefs, etc. Discuss the influence of the environment upon the growth habits and distribution of these animals. References: (7), (9). 3. Laboratory. — Protozoa continued. Paramecium, euglena, volvox, and other colonial protozoa. (Scum from water standing in feed lots usually contains excellent unicellular organisms.) —85— 4. Eeport on papers. General discussion of Worms. 5. Laboratory. — Study of hydra. : examination of preserved and museum specimens of porifera, corals, and jellyfish. Week III. 1. Flat worms, tape worms, liver flukes, etc. (Ask a physician for specimens of tape worms and a butcher for liver fluke material.) 2. Round worms. Trichinella, hair worms, and hook worms. Write the State Health Department for specimens of hook worms and Trichinella. Have each student order bulletin on hook worm from United States Public Health Service, Washington, D. C. Consult: Eosenau, Preventive Medicine and Hygiene. 3. Laboratory. — Examine specimens of tape worms, Trichinella, hook worms, and of the gape worm of chickens. Study the earth worm. Discuss the earth worm in relation to soil formation. (?) (9). 4. Echinoderms and Mollusca. (10) Pp. 198-200. Bulletin on Sea Mussels, etc. Bureau of Fisheries, Cir. No. 12. Bulletin on Oysters as Food. Papers on Oyster Farming, But- ton Manufacturing, etc. Brief reference to the vast number of fossil Mollusca in various formations in Texas. 5. Laboratory. — Examination of Echinoderma and Mollusca. Examination of a Crayfish. Week IV. 1. Economic value of the Crustacea. Crayfish, Shrimp, Lobster, Crabs, Ship Worm, etc. Reference : ( 9 ) . 2. Arachnida. Spiders, scorpions, ticks, and mites. Reference: (9). Harvest Mites and Chiggers, Farmers' Bui. 671. The Red Spider on Cotton and How to Control It. Farmers' Bui. 831. Tick Eradication, Farmers' Bui. 639. 3. Study external features of scorpion, spider, centipede. (Insects left until late in the spring.) 4. Classification of Animals (1) Pp. 185-191. 5. Field trip for study of migrating birds. Notes on food habits ob- served. Common Birds of Southeastern United States in relation to agriculture. Farmers' Bui. 755. Bird Guide (16). —86- Week V. 1. Birds. General characteristics and classes. 2. Birds and their economic importance. 3. Field trip on bird study. 4. Study of birds most beneficial to the Texas farmer. 5. Field trip on bird study. If possible, study birds of the nearest watercourse. References: Chapman: Bird Travels. (22) (16) (17). If possible, secure the following Victor Records: No. 17735-B Songs and Calls of Our Native Birds, by Charles Gorst. 75 cents. No. 55049-A Songs of Our Native Birds No. 1, by Charles Kellogg. $1.50. Week VI. 1. Economic Importance of Animals. (1) Chap. 15 to page 213. 2. Written Review^ 3. Fish. Study living fish in aquarium. Demonstration of dissection of a fish. Suggested papers : Fish of commercial importance in Texas. Salmon Fisheries. Tuna, Cod, Mackerel. 4. Study of fish and their food requirements. (1) 201 and 232- 241. Fish as exterminators of mosquitoes. Methods of stimu- lating fish culture in Texas. 5. Laboratory study of the frog. External characteristics, dissection and demonstration of the circulatory and respiratory systems of the frog. Week VII. 1. Study of the structure and the development of the frog. (9) Pp. 241-246. 2. Food habits and economic uses of frogs and their allies. (If possible, dissect a frog that has been feeding under a street light.) 3. Laboratory. — Drawing of the digestive, the respiratory, and repro- ductive systems of the frog. Dissect all systems separately so that the student may not be confused. 4. General consideration of mammals. (7) Pp. 191-196:247-248. 5. Study of the development of a vertebrate. Use clay models of cleavage; incubating embryos of the chick, of different stages of development; cleavage of frog eggs, etc. Observe the development of the tadpole in the aquarium. Week VIII. 1. Lecture on the parts of the flower and their functions. (4) Pp. 53-57. 2. Pollination and fertilization of the flower. The development of the seed. —87— 3. Laboratory. — Dissection of a typical flower, such as, the wild onion, the crocus, etc. (2) Problem 12. Draw and label all parts. 4. Heredity, variation, etc. (1) Pp. 249-254. 5. Laboratory. — Variation experiments. (2) Problems 150-152. Home project. Problems 155 and 156. Week IX. 1. The Mendelian Law and its application to plant breeding. 2. Life and work of Luther Burbank. 3. Laboratory. Hybridization in plants. (2) Problems 157, 158, 160. Use colored crayon for making blackboard illustrations of these charts. 4. The work of the United States Department of Agriculture in plant and animal breeding. 5. Laboratory. — Study of specialized flowers; legumes, labiates. Week, X. 1 and 2. Use (1) Chapter 3 as a basis for the study of cross and self-pollination, and of the mutual relationship of plants and animals. 3. Laboratory. — Field trip. To study the relation of flowers and in- sects. (2) Chapter 3. 4. Heredity and variation, etc. Animal breeding. (1) Pp. 259-266. 5. Laboratory and field trip. The study of specialized flowers. Week XI. 1. General consideration of insecta. (9) (7). 2. Life history of the honey bee. (9). 3. Field trip. Collect larvae of moths and butterflies. Note their food plants. Supply food and rear these to adult stages. 4. The life history of the monarch butterfly; of the cabbage butterfly. The incomplete metamorphosis of the true bug, etc. 5. The grasshopper as a typical insect. Study the mouth parts of the following: May beetle, butterfly, sphinx moth, bug, and mosquito. Week XII. 1. The life history of the mosquito: the relation of the mosquito to disease. (2) Problems 126, 127, 132. U. S. Public Health Bui. No. 88. Malaria Control. Home project : Chart your neighborhood with a view of determin- ing the mosquito breeding areas. 2. The life history of the fly and its relation to public health. Pp. 217-226. Have the student place on the board the Fly Charts of the Inter- national Harvester Co. —88— 3. Laboratory. — Finish the study of typical type mouth parts begun at the last lesson. (2) Problems 128, 129, 130. 4. The silkworm and its economic importance. Discussion of silk culture in Texas; its possibilities. Exhibit from the Corticelli Silk Co. Study of the life history of the silkworm. Museum specimens. 5. Field trip. To collect and study the habitat of insects. Farmers' Bulletin No. 606. U. S. Dept. of Agriculture. Week XIII. 1. Life history, economic importance, and methods of control of the cotton boll worm, corn ear worm, and the pink boll worm. Call for the newspaper and magazine clippings made during the previous months by the students. 2. Study of the economic importance, the life history, and the methods of control of the following beetles : Cotton boll weevil, other weevils, borers, carnivorous, and the Colorado potato beetle. Farmers' Bulletins, U. S. Dept. of Agriculture, Nos. 872, 890, 856, 908, 501, 983. 3. Collection and identification of garden and field insects. Collec- tion of larval forms. Secure the complete life history, if possible. 4. Study of hemiptera. True bugs, harlequin bug, scale insects, their importance and their control. 5. Classification of insects. Week XIV. 1. Written review. 2. Foods and dietaries. (1) Pp. 272-295. (26), 3. Laboratory study of foods. 4. Digestion and absorption. (1) P. 296. 5. Demonstration of the digestive system of the cat. Experiments on digestion. (2). Week XV. General discussion of the problems of circulation, respiration, and excretion. (References: (21), (28). Week XVI. 1. The nervous svstem and the special senses. 2. Control of the' body and habit formation. (1) Pp. 348-372. 3. Man's improvement of his environment. (1) Pp. 373-397. 4. Man's improvement of his environment. 5. Great names of Biology. (1) Page 396. Weeks XVII and XVIII. Review. Examination. Display. —89— PHYSIOLOGY, HYGIENE AND SANITATION One-half Unit. (50 to 75 Lessons.) AIM. The aim of this course is twofold. It is designed, in the first place, to fulfill the usual purposes of a high school course in the subject, namely, that of furnishing the pupil facts and experiences as a rational basis for healthful living. In addition, this course has a more specific aim, namely, to give the pupil a scientific background for the work in Home Nursing which is to follow. It is believed that these two aims are quite compatible; and that, indeed, the usual high school course must needs be modified even further than has thus far been done in the direction indicated by this syllabus, namely, toward greater em- phasis on disease prevention. LITERATURE LIST. Below is given a list of the most useful reference works. The list has purposely been made brief in order that each and every school giving the course may possess one or more copies of the works. None of the books should be omitted from the library. References are made throughout the syllabus to these works and to these only; and it is hoped that this may be of some assistance to the busy high school teacher of science. The course is based on the State adopted text (No. 1 below) in the hands of the pupil. It is recommended that the school purchase a number of copies of Broadhurst's Home & Community Hygiene for much collateral reading by the pupils. Figures in paren- thesis in the syllabus refer to the volume of the literature list: (1) Conn and Budington's Advanced Physiology and Hygiene, Sil- ver, Burdette & Company. This is the State adopted text for high school use. (2) Hartman's Laboratory Manual for Human Physiology, World Book Company. The teacher will find this book useful in planning the experiments. The directions are given in greater detail than in other works, a feature which the high school teacher of science, always crowded for time, will appreciate. (3) Martin's Human Body, Advanced Course, Henry Holt & Com- pany, 1917. This and the following are two elementary college texts of Physiology (not Sanitation) well adapted for reference by the teacher and for certain details by the pupils as well. (4) Stiles' Human Physiology, W. B. Saunders Company, 1919. (5) Hough and Sedgwick's Human Mechanism, Ginn & Company. This rather old work has a useful section on the bacteria in addition to a clear presentation of the principles of physiology and hygiene. (6) Broadhurst's Home and Community Hygiene, J. B. Lippincott —90— Company. This book covers the subject of public sanitation quite ade- quately. (7) Pyle's Personal Hygiene, W. B. Saunders Company. This treatise is exactly what it purports to be; it is written by a number of specialists, especially detailed on the care of vision and hearing. (8) Conn's Bacteria, Yeasts and Molds in the Home, Ginn & Com- pany. This small volume is a clear and simple description of the common fungi, including bacteria, both useful and harmful. The lab- oratory directions will prove of help to the teacher introducing some bacteriology for the first time. (9) Jordan's General Bacteriology, W. B. Saunders Company. This comprehensive work on bacteriology will prove of service to the teacher in looking up doubtful points where necessary; but no references are given in the syllabus below. (10) Doone's Insects and Disease, Henry Holt & Company. This hook presents the essential facts clearly and forcefully and will prove interesting reading. GENERAL STATEMENT. Inasmuch as this course is designed especially as an introduction to Home Nursing there are certain topics whicb rise to more than usual importance. In the following paragraphs some of these are discussed especially with reference to their proper presentation in the laboratory: The Bacteria. A mere book knowledge of the life and behavior of bacteria is no more justified in a High School course than is "text book" chemistry or physics or zoology or botany. Sanitary science is based on bacteriology; hence, it is essential that the pupil acquire a first-hand acquaintance with our friends and enemies, the bacteria. Three weeks is the least amount of time that should be devoted to this part of the course. The references cited below are so simple that a teacher with enthusiasm and a modicum of scientific training can work them out. In case the pupils have all studied bacteria in connection with their course in Biology in the ninth grade, so much the better, for this will allow the teacher to devote the time thus saved to other topics. (See syllabus for Biology.) The pupils should have an opportunity to make the following observations : (a) Living bacteria from various sources: infusions and other cul- tures, sour milk, mouth and teeth, mother of vinegar. Motile and non- motile organisms may be distinguished. See (8), p. 281. (b) Preparations of stained bacteria. It requires only a little prac- tice to produce excellent specimens. [See (2), p. 120, (8), p. 280, (9), p. 53, for detailed directions.] It is needless to add that the laboratory should be equipped with a compound microscope and an oil-immersion lens [ (8), p. 280]. The three types of bacteria should be clearly made out. It might be suggested here that spirilla are commonest in decaying cultures of algae and other water plants. Slides are most easily and efficiently cleaned with "Bon Ami" applied with a wet rag and wiped off after drying. (c) Stained pathogenic bacteria, which cannot be handled in the living state in such a course as this should' be demonstrated. Slides —91— containing stained tuberculosis, typhoid, diphtheria, anthrax and tetanus bacteria (the two last with spores) may be secured from dealers. [See (1), p. 421.] (d) Stained smear preparation of pus taken from boil or pimple to show white blood corpuscles which have ingested bacteria (mostly cocci). (e) The growth of bacteria or culture media such as agar or gela- tin, sterilized prior to inoculation by air, water, milk or other material, the bacterial content of which it is desired to demonstrate. Interest- ing and instructive experiments such as those mentioned in (2), p. 127, or (8), pp. 281-5, may be performed with sterile culture media, their number being limited only by the time available. While demonstrating these experiments the teacher should not fail to draw the lessons suggested by them. For example, after inoculating media with bacteria from the finger nails, the air or a fly, the sanitary lessons to be drawn from a study of these are obvious. Again, the effect of bacteria on meat or egg white and on sugar or starch suggests the differences between putrefaction and fermentation; comparison should be made to the action of digestive ferments and the nature and source of "ptornains" indicated. "Strike while the iron is hot." In like manner the effect of heat, light, disinfectants, etc., on bacteria may be studied as indicated in (8), p. 278. The teacher will do well to show the pupils temporary preparations made in class from a preserved animal. Thus, connective tissue and muscle tissue may be teased into shreds with needles, mounted in a drop of water and studied under the microscope. With a razor a thin slice of cartilage may be cut and this mounted in the same way. Blood slides may be made like this and stained according to simple directions, using Wright's stain, care being taken not to make the blood film too thick nor staining it too dark. Such experiments, done in the presence of the pupil, make the study more realistic. However, for most of the details the teacher will have to rely upon permanent stained prepara- tions of the organs purchased from a supply house. After a pre- liminary survey of this subject the slides are laid aside to be used again for detailed study as each organ or system is taken up in its turn. Among the slides in the possession of the laboratory there should be one of growing tissue, such as animal embryo, onion root tip or the like, showing cells in process of division. Protozoa, Yeasts. A week can well be devoted to this study before the bacteria are taken up: (a) Yeast plants may readily be grown in a dilute molasses solution. Study the process of fermentation in the culture and the structure and multiplication of the yeast plants. (See (2), pp. 274 and 275.) (b) A hay infusion with its succession of bacteria; small protozoa and larger protozoa (especially paramoecia) will prove very instructive, (c) A culture with a more varied protozoan life may be made by allowing water plants to decay in a glass dish or jar. Water plants from near the bottom of a pond are best adapted for this purpose. The dish should be filled to the point of overcrowd- ing so that they may die and decay. When the process of decay is at its height, protozoa, including amebae, should be most numerous. Divid- ing Paramecia will be seen in large numbers if the culture is watched —92— for the conditions favoring reproduction. The oil immersion lens is not needed for this study. These topics may have been treated in a previous course in Biology, in which case they need not be repeated. Cells and Tissues. Two weeks should be devoted to this study near the beginning of the term to illustrate Chapter I of the text. Living cells may be seen in the form of one-celled animals and plants as out- lined above or they may be taken from many-celled plants and animals. The following is a suggested list of histological preparations, a mini- mum that is needed in the course: Organ Stomach Small intestine Salivary gland or Artery and vein Trachea and thyroid . . Lungs Kidneys Skin with hair follicles. Spinal cord Cortex of cerebrum. . . . Bone Blood Onion root tip Special Points Illustrated Glands; epithelial tissue, smooth muscle. Villi, glands, epithelial and smooth muscle tissues. Compound gland. Blood vessel. Ciliated epithelium, cartilage and usually fat, glandula epithelium in thyroid. Air sacs, bronchial tubes. Glomeruli; tubules (epithelial). Epidermis (layered epithelium), connective tissue, fat, sweat glands). White and gray matter. Brain cells. Bone tissue. Blood cells. Dividing cells. Chemical Terms. Unless the pupils have studied Chemistry or Gen- eral Science and have become acquainted with some of the commoner conceptions of the science of Chemistry, the teacher must stop in the course and impart them to the pupils. Experiments should be demon- strated to illustrate element, compound, atom and molecule, using oxy- gen, hydrogen, carbon, water, carbon dioxide. [See (2), pp. 39-45.] In connection with these simpler compounds something may be said about the constitution of carbohydrates, fats, proteins; and the ordi- nary color tests for proteins, starch, glucose, maltose and sucrose may be given in connection with these chemical considerations in prepara- tion for the work in digestion. Anatomy. Charts, drawings, models, the manikin, are all valuable pedagogical aids, but they cannot take the place of an animal to illus- trate the relation of the organs. 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Since ninety per cent of the sick in the United States are cared for in their own homes, and since the care of the health of the family is one of the primary duties of the home, at the request of the State Super- intendent, Annie Webb Blanton, in June, 1919, the Committee on Inspection, Classification and Affiliation, in State Department of Educa- tion Bulletin 101, urged all high schools to begin instruction in Home Nursing, as it would probably be a requirement in 1920-1921. Affiliation: If ninety 90-minute lessons, or five 90-minute periods, a week for eighteen weeks, is given tc the study of Home Nursing and Hygiene, or to a combination of Physiology, Home Nursing and Hygiene, one-half unit science affiliation may be obtained, provided the course is approved by the High School Division. It is best for a half year's course in Physiology to precede the half year in Home Nursing. AIM. Mrs. Ethel Parsons, of the Texas State Board of Health, says : "The purpose of giving a course on home hygiene and care of sick in the Texas high schools, is to give to the future mothers and home makers of the State: (1) A theoretical and practical knowledge of one of the most essential factors in home making, namely: the care of the sick; (2) an understanding of the principles of health and right living, in order that each home may be protected from preventable disease and a high standard of public health may be maintained. Furthermore, there are many and increasing opportunities in the nursing profession. This course will give the student selecting her career an excellent opportunity of gaining some insight into the char- acter and requirements of the graduate nurse, with a view to testing her desire to enter a profession, rich in assurance that in no field of work can a woman render a greater service, in the upbuilding of all that makes for the happiness of the individual and the health and wel- fare of the State and Nation." SUGGESTIONS FOR GIVING THE HOME NUESING COURSE IN THE HIGH SCHOOL. In cities where a number of courses are being presented in many schools, one nurse may be employed to take care of the demonstrations in all of the schools. In cities where one school only is offering the course, a nurse may sometimes be procured temporarily who is per- manently emploved bv the local Red Cross Chapter, or one of the nurses on the Hospital* Training School Staff may be employed temporarily. —102— A County Public Health Nurse is employed in a number of counties, and it has been possible to secure her services in a school, for sufficient time, to have her give the bed-side demonstrations. The teacher of Home Economics or Science frequently has had sufficient training in this work to present the theoretical work satisfactorily, and a graduate nurse need only be employed for the length of time it takes to give the practical bed-side demonstrations. Note. — If the students wish to take the examinations through the Red Cross and receive a Red Cross certificate, plans may be made for this through the local Red Cross Chapter. INSTRUCTORS. All demonstrations and instruction in the technical phase of this work should be given by a graduate nurse. All general class work may be satisfactorily presented by a Home Economics or Science teach- er, who has had sufficient training in home nursing and the underlying sciences to thoroughly understand her work. TEXT BOOK. Students should have a text book to use as a basis for study and reference. The 1919 edition of the text: "Home Hygiene and Home Care of the Sick," is a most excellent text, and the one generally used. This book may be purchased through the local Red Cross Chapters. The student should also keep a note book to use for written reports, made from the study of reference books, and other material necessary to be kept in permanent form. EQUIPMENT. Adequate equipment is necessary, but much of it can be borrowed or improvised. It is better to be provided with ideal equipment, but to also use improvised equipment in order to know how to make the pa- tient comfortable in any kind of home. Information regarding equip- ment may be obtained by writing to the State Department of Educa- tion for the bulletin on Home Economics Equipment. The Southwest- ern Division of the Red Cross, at St. Louis, has a selected equipment which may be procured for $35.00.* This equipment is complete with the exception of the bed. STUDENT'S WORK. Throughout the course, the following fundamental health laws should be observed and reported on daily: (1) Sleep out of doors or with open windows. (2) Bathe daily. (3) Brush teeth at least twice daily. (Always before going to bed.) (4) Sit and stand correctly. (5) Wash hands before meals. (6) Drink at least six glasses of water daily. (7) Eat slowly. *This price varies. —103— (8) Wash hands after going to the toilet. (9) Eat regularly, three times a day. (10) Driuk no tea or coffee. (11) Eat some vegetables each day. (12) Sleep eight or more hours every night. (13) Have a regular movement of the bowels daily. (14) Have at least thirty minutes' exercise in the open air daily. HOME PROJECT. The following work may be planned and carried out as home pro-* jects : Personal care of invalid. Feeding an infant. Bathing an infant. Making clothing for an infant. Entertaining small children with games and stories. o. It is urged that this course may be made practical and be presented in such a way that the student will be prepared to be of real service in her home when needed and that she will have such a thorough under- standing of fundamental health laws that she may keep herself in good physical condition and be of service in building up public health. REFERENCES Title *(D (3) (4) *(5) (6) (7) *(8) *(9) *(10) (11) (12) (13) *(14) (15) (16) (17) *(18) *(19) (20) (21) *(22) Elementary Hygiene and Home Care of the Sick" Personal Hygiene Home Nursing The Care and Feeding of Children The Healthy Baby The Immediate Care of the Injured First Aid . . Practical Nursing Home and Community Hygiene . Materia Medica The New Public Health How to Live Human Mechanism Nostrums and Quackery Bacteria, Yeasts and Molds Girl and Woman The Prospective Mother Invalid Occupations Opportunities in the Field of Nursing. Mother Craft Manual Prevention of Disease and Care of Sick • * Author Delano and Strong Pyle Lippitt Holt Dennett American Red Cross Saunders World Book Co Appleton Macmillan Morrow Lynch Maxwell and Pope Broadhurst Blumgarten Hill Fisher and Fiske . Hough and Sedg- wick Am. Med. Asso. . . Conn i . . . . Latimer Slemons Tracy Stewart Read. Publisher Saunders. . Blakiston . Putnam. . . Lippincott. Macmillan. Macmillan. Funk Ginn & Co. . . . Am. Med. Asso. Ginn & Co. . . . Appleton Appleton Teachers' College New York Little, Brown & Co. U.S. Public Health Series, Washing- ton, D. C Date Cost 1913 1917 1919 1917 1912 1912 1917 1914 1918 1916 1916 1917 1906 1917 i9i2 1919 1916 50 1 75 1 25 75 1 25 1 00 15 25 Free -104— HOME HYGIENE AND HOME NURSING. Subject Matter Demonstrations Refer- ences I. Introduction. (1 to 3 lessons.) Micro organisms. "(1) A. Purpose, nature, limitation of course with a. By microscope. (20) suggestions for preparatory studies for b. By cultures produced from (16) professional nursing. coughing, from beneath finger (10) B. Causes and prevention of sickness. nails or finger tips. (22) 1. Communicable or infectious diseases caused by: (1) Bacteria. ■ (2) Protozoa. (3) Visible parasites transmitted through mechanical agencies. (4) Sterilization. 2. Body defense. 3. Carriers. 4. Immunity, development of resistance. 5. Non-communicable disease. II. Health, Heredity and Environment. (1 to 2 lessons.) Box demonstration of ventilation. (1) A. Home: (10) 1. Ventilation. (14) 2. Lighting. (9) 3. Cleanliness. (22) (a) Proper construction. (b) Care of house. B. Person. 1. Skin, hands and clothing. 2. Food and water. 3. Elimination of waste, from: (a) Skin. (b) Lungs. (c) Kidneys. (d) Bowels. Constipation. (a) Methods of avoiding. (b) Methods of correcting. 4. Rest and recreation. (a) Fatigue. (b) Sleep. (c) Reit. (d) Exercise and recreation. III. Babies. (3 to 10 lessons.) A. Prenatal care. Infant's bath. ) 1. Mother. Show infant's layette. (5) 2. Baby. Kinds. (9) B. Condition at birth. Cost. (18) C. Care at birth. Care. D. Training. Feeding baby. E. Progress, growth and development. Emphasize desirability of breast 1-5 months. 2nd year. feeding, cleanliness and accuracy 6-12 months. 3rd year. in bottle feeding. F. Clothing. Use pamphlets from Children's G. Food. Bureau, U. S., Dept. of Labor, H. Bathing. Washington, D. C. I. Sleep and exercise. J. Habit development. IV. Symptomatology or evidence of deviation from normal physical condition. (1 to (1) 2 lessons.) 0) A. General appearance. Making bedside records. (10) B. Special causes. Reading thermometer. (22) 1. Throat — tonsils. Taking temperature. 2. Cough. Counting pulse. 3. Appetite. Counting respiration. 4. Vomites. 5. Excretions. 6. Urine. 7. Loss of weight — sleep. 8. Mental conditions. C. Recognition of early symptoms of: 1. Tuberculosis. 2. Cancer. 3. Mental diseases. D. Temperature. 1. Normal variations. 2. Thermometers. 3. Method of taking. E. Pulse. 1. Normal variations. 2. Methods of taking. —105— HOME HYGIENE AND HOME NURSING— Continued. Subject Matter Demonstrations Refer- ences V. The Sick Room. (1 to 2 lessons.) A. Location, furnishings, heating, lighting. B. Care of room: Cleanliness and order. Ventilation. Fumigating. C. The nurse. 1. Appearance, manner, rest periods, re- sponsibility. 2. Personal habits. 3. Sleep, exercise. 4. Care of hands. 5. Clothing. D. The Bed. (1 to 5 lessons.) 1. Kind of bed. 2. Mattress, covering, etc. E. Other equipment as tables, etc. Class reading of thermometer. Demonstrate equipment. Prepare room for patient. Cleanliness. Removal of unnecessary furnishing. Kind and care of bed. Prepare room for fumigation. Making of bed. Make unoccupied bed. Make occupied bed. Change patient's pillow. Turn patient in bed. Move patient from one bed to another. Change sheets with patient in bed. (4) (9) (22) (1) (9) VI. General care of patient. (3 to 5 lessons.) A. Clothing. B. Baths. 1. Tub bath. a. Equipment necessary. b. Method. 2. Bed bath. 3. Sponge bath. C. Hair and hands. D. Sickroom — comfort and discomfort. (1 to 2 lessons.) 1. Bedsores: Causes and prevention. 2. Devices for comfort. E. Daily routine in sick room. Demonstration of clothing. Change patient's clothing. Equipment of bed. Cleansing bath. Hot foot bath in bed. Bed shampoo. Cooling sponge. Sick room comforts. Suggestions for improving home sick room. Back rest. Knee roll. Bed blocks. Bed pans. Avoidance and care of bed sores. (1) (9) (1) (9) VII. Food. (1 to 4 lessons.) A. Review study of .food principles and ele- mentary nutrition. B. Difficulties of invalid feeding. 1. Diets. Liquid. Semi-solid. Light diet. Full diet. 2. Manner of serving. 3. Manner of feeding. C. Simple cookery. a. Eggs. b. Meats. c. Cereals. d. Preparation and serving of fruit. e. Simple vegetable cookery. D. Discuss modification of normal diet for age, weight, occupation and illness. Preparation of various diets. Preparing tray for sick. Preparation of: Eggs. Egg beverages. Eggnogs and albumin drinks. Steaks, cereal, beverages, broths, barley water, gruels, toast, cream soups, fruits, (fresh and dried). vegetables. See Food Out- line Ref. (9) (10) VIII. Medicine. (2 to 3 lessons.) A. Administration. (1) Accuracy. (2) Following doctor's orders absolutely. (3) Kinds and conditions of medicine. B. Household remedies. C. Household equipment. D. Disinfectants. D. Special administration. 1. Suppositories. 2. Enemata and enemas. 3. Sprays and gargles. 4. Inhalations. Ideal bottles for drugs. Poison bottles. Nurse giving enema. Enemata for small babies. Enemata for children. Inhalations. Fit up family medicine chest. (1) (9) (11) (22) P. 312 IX. Inflammation. (1 to 2 lessons.) A. Definition. B. Symptoms. C. Reduction. Application of heat, cold and counter- irritants. Water bottles and substitutes. Poultices. Stupes. (1) (9) (22) —106— HOME HYGIENE AND HOME NURSING— Continued. ' Subject Matter Demonstrations Refer- ences X. Heat, cold and counter-irritants. Ice bags. Cold compress. Mustard paste. Mustard leaves. (1) (9) (22) XI. Care of patient with communicable dis- eases. (1 to 2 lessons.) A. Avenues of discharge of germs. Alimentary canal, nose and throat. B. Modes of distribution of germs. C. Avenue of entrance of germs. D. Care of colds — slight infections. E. Care during serious infections. F. Special diseases. G. Disinfection. Emphasis on necessity oT attendant washing hands before and after han- dling food, or working with sick. H. Moral and civic responsibility. Instruction in care of patient with communicable diseases. Demonstration and practice in method of disinfecting hands. Work in disinfection. (10) (14) XII. Common ailments and emergencies. (1 to 2 lessons.) Headache. Sleeplessness. Styes. Foreign bodies in the eye. Ear disorders. Prickly heat. Insect bites. Ivy poisoning. Chills. Croup. Fractures and sprains. Fainting. Convulsions. Shock. Sun strokes. Slight bleeding. Burns. Demonstration and practice in first- aid measures. (1) (8) (9) (22) XIII. Care of children. (1 to 3 lessons.) A. Symptoms and special precautions. 1. Eye strain. 2. Growth in air passages. 3. Faulty posture. 4. Defective teeth. 5. Deafness. 6. Limping and lameness. 7. Enlarged tonsils and adenoids. (15) (18) % (4) XIV. Convalescent's care. XV. Care of chronic patient. XVI. Care of the aged. XVII. Nursing as a profession. (1 to 5 lessons.) 1. The Nation's need for trained nurses. 2. Opportunities open to the graduate nurse. 3. Methods of obtaining training. 4. Qualifications necessary for success. 5. Content of courses necessary. 6. Selection of training school. See Note. XVIII. (1 to 3 lessons.) Review of all theoretical work and a practical and theoretical examination. Note: An article written by Miss Anderson of the Southwestern Division «f the Red Cross which may be used as a basis o r study on this subject may be obtained from the State Department of Education upon request. — 107 — THE HOME AND ITS MANAGEMENT One-half Unit. Ninety 90-minute Lessons or Ninety 45-minute Lessons With Ninety Minutes' Preparation Daily. AIMS. To give students an appreciation of the family as an institution, and a realization of its purposes and obligations. To acquaint students with the actual problems of home making, and give them a basis for action in the solving of these problems. To create an interest in community problems that bear directly on home life. Adaptation to local conditions should always be kept in mind. The content of other courses in the curriculum will greatly influence the fullness with which any topic is treated. Little emphasis need be given the art side of furnishing if the students have had a course in Color and Design, but if not, this should be given more emphasis than is in- dicated in the outline. No text book is suggested, as none of the books listed completely cover the work outlined. A complete collection of bulletins and of illustrative material will be found quite as valuable as books. In writ- ing to the various universities for bulletins, always ask for a list of available publications. Valuable illustrative material may be obtained from various manufacturing firms. In addition to those listed, con- sult the advertising matter of magazines devoted to problems of the home. Articles in magazines devoted to home problems will also be found useful. "The House Beautiful," "House and Garden" and the "Home Economics Journal" are especially recommended. REFERENCE LIST Author Name of Book Publisher Date Price *1. Balderston 2. Bevier *3. Bosanquet 4. Broadhurst. . . . 5. Chapin *6. Child 7. Clark 8. Donham *9. Fredericks *10. Goodsell 11. Keene 12. Kellogg 13. Kellogg 14. Kinnerly 15. Kinne andCooley 16. Kinne and Cooley Housewifery . The House . . The Family Home and Community Hygiene Standards of Living Efficient Kitchen Care of the House Marketing and Housework Manual. Household Engineering Lippincott, Phila., Pa.. Am. School of Home Ec. Chicago, 111 Macmillan Lippincott, Phila., Pa. 1918 1911 1902 1918 McBride, Nast Co., N.Y. 1914 Little, Brown & Co., Boston, Mass Am. School of Home Ec, Chicago, 111 The Family as a Social and Educational Institution Macmillan, N. Y Mechanics of the Household. . . McGran, Hill Book Co., New York Lumber and Its Use Radford Arch. Co., p Chicago, 111 Home Furnishing 'Stokes Co., N. Y How to Know Period Styles of ,Grand Rapids Furniture Furniture. Record Co., Grand j Rapids, Mich Foods and Household Manage- ; ment Macmillan, N. Y Shelter and Clothing Macmillan, N. Y 1918 1919 1917 1918 1914 1905 1913 1916 1916 $ 2 00 2 75 2 00 i - 25 2 00 2 50 1 00 1 60 1 50 1 10 1 10 — 108 — REFERENCE LIST — Continued Author Name of Book Publisher Date Pric« 17. MacLeod 18. Moore 19. Priestman *20. Qirinn 21. Robinson 22. Rolfe *23. Taber 24. Terrell 25. Todd 27. White 28. Woolman and McGowan *29. Van Rensselaer Rose and Canon. 30. Hunter Housekeeper's Handbook of Cleaning Wage Earner's Budgets Art and Economy in Home Decoration Planning and Furnishing the Home Domestic Architecture Interior Decoration Business of the Household. . . . Household Management The Primitive Family Successful Houses and How to Build Them Harper Bros , N. Y. . H. Holt & Co., N. Y. John Lane Co., N. Y. Harpers, N. Y Macmillan, N. Y Macmillan, N. Y Lippincott, Phila., Pa. . Am. School of Home Ec. Chicago, 111 1918 1917 1910 1914 1917 1917 1918 1907 $ 2 50 1 50 1 00 1 50 1 25 2 00 2 00 Textiles Manual of Home Making . Home Furnishings Macmillan, N. Y. Macmillan, N. Y. Macmillan, N. Y. John Lane Co. . . . 1914 1913 1919 1914 2 00 2 00 2 50 1 35 Name Water Supply — 1. Plumbing and Sewage Disposal . 2. Beautifying Home Grounds . . . 3. Farm Kitchen as a Workshop . 4. Homemade Fireless Cookers and Their Uses. 5. Roses for the Home 6. Water Systems for Farm Home . 7. Farmhouse Improved 8. Planting Home Grounds 9. Model Farm Homes 10. Home Equipment for Running Water. 11. Farm Water Supply and Sewage Disposal. 12. Sanitation and Sewage Disposal for Country Homes. 13. Lighting for Farm Homes 14. The Farmhouse 15. Planning the Home Kitchen. . 16. Sewage Disposal for Country Homes. 17. Choice and Care of Utensils. . . 18. The Christmas Festival 19. Songs that Live 20. Keeping Christmas 21. Rules for Cleaning 22. Saving Strength 23. The Laundry 24. Arrangement of Household Fur- nishings. 25. A Plan for a Rural Community Center. 26. Planning and Equipping the Kitchen. 27. Home Furnishing Series Number Farmers Bulletin No. 57. . Farmers Bulletin No. 185. . Farmers Bulletin No. 607.. Farmers Bulletin No. 771.. Farmers Bulletin No. 750.. Farmers Bulletin No. 941.. Vol. I, No. 8 Minnesota Farmers' Libra- ry, Vol. 5, No. 4 Bulletin No. 61 Bulletin No. 267 Engineering Experiment Station, Vol. I, No. 3. Bulletin No. 103 Cornell Reading Courses, Vol. II, No. 39 Cornell Reading Courses, Lesson 108. Cornell Reading Courses, Vol. Ill, No. 59, Sanita- tion Series. No. 4. Vol. II, No. 27, Farm House Series, No. 5. Cornell Reading Course for the Farm Home, No. 53 Same, No. 77. Same, No. 97. Same, No. 23. Same, No. 25. Same, No. 11. Same, Vol. IV, No. 85, Farmhouse Series, No. 7. Extension Circular No. 1. . Home Economics Bulletin, Publisher and Price U. S. Dept. of Agriculture, ' Washington, D. C. U. S. Dept. of Agriculture, Washington, D. C. U. S. Dept of Agriculture, Washington, D. C. U. S. Dept. of Agriculture, Washington, D. C. U. S. Dept. of Agriculture, Washington, D. C. U. S. Dept. of Agriculture, Washington, D. C. Kansas State Agri. College, Manhattan, Kan., 50c. Countryside Press, Harrii- burg, Pa. Agri. Extension Division, Uni. State Farm, St. Paul, Minn. Agri. Extension Division, Uni. State Farm, St. Paul, Minn. Ontario Agri. College, Toronto, Ontario, Can. Uni. of Missouri, Columbia, Mo. Penn. State College of Agri. Exp. Station, Center County, Pa. N. Y. State College of Agriculture, Ithaca, N.Y. Dept. of Agri. Extension Ithaca, N. Y. Agri. Extension Division, Ames, Iowa. Agri. Extension Division , Ames, Iowa. —109— REFERENCE LIST— Continued Name Public and Home Sanitation. . . Home Management The Child and Its Care Economic Function of Woman.. Hints on Clothing Home Economics Bulletin, No. 5. Survey of Your Household Finances. Books for a Farmer's Library. Home Laundering Home Economics Bulletin, No. 2. Sec. Series, No. 3 Sec. Series, No. 3. VI Series, No. 7.. Extension Bulletin, Vol. XIV, No. 6. Vol. X, No. 7 Labor Saving Devices in the Household. Monthly Budgets War Budget for the Household . Teaching the Clothing Budget. , Literature on Housing Methods of Cleaning. . . . Redirected Rural School. January, 1919 Independent, Vol. 91, p. 169 October, 1918 College Women and Country Leadership. Simple Water Supplies for the Home Outline for Home Furnishing and Decoration. Hints on House Furnishing Home Decoration Teaching Facts About Window Decorations. Furniture Pamphlets Materials for the Household Conveniences and Labor Saving Devices for the Farm Home. Beautification of Home Grounds. . The Furnishing and Decoration of a Home. The Planning of Simple Homes. . . Putting the Home on a Business Basis. Series Number Extension Series, III, No. 8 Extension Bulletin, No. 6.. Extension Bulletin, No. 18 Circular No. 32, Vol. III.. Circular No. 4, Vol. III.. . Hampton Leaflets, Vol. VIII No. 1. Vol. 1. No. 2 Circular Bureau of Stand- ards, No. 70. University of Texas, Bulletin No. 2, 1916. University of Texas, Bulletin No. 17, 1916. University of Texas, Bulletin No. 26, 1916. University of Texas, Bulletin No. 39, 1916. University of Texas, Bulletin, 1919. Publisher and Price ?ri. Extension Division, Ames, Iowa. Agri. Extension Division, Ames, Iowa. Agri. Extension Division, Ames, Iowa. Teachers' College, New York City, 10c. Teachers' College, New York City, 10c. Teachers' College, New York City, 10c. Agricultural Extension, Columbus, Ohio. Agricultural Extension, Columbus, Ohio. Utah Agricultural College, Logan, Utah. American Magazine. Independent. Journal of H. E. Sage, Foundation Homes Co., 47 W. 34th St., NY. Oregon Agri. College, Corvallis, Ore. Mass. Agri. College, Amherst, Mass. National Board of the Y. W. C. A., 600 Lexington Ave., New York City. Uni. Dept. of Agri. Ex- tension, Lincoln, Nebr. Utah Agri. College, Logan; Utah. Utah Agri. College, Logan Utah. Hampton Normal and Agri. Inst., Hampton, Va. Claudia Quigley Murphy, 42 Broadway, N. Y. City. Retting Furniture C«. , Grand Rapids, Mich. Department of Commerce, Washington, D. C. Kinds of Illustrative Material House Plans Wood Finishing Wood Samples — Stains Manufacturer Alladin Co Curtis Service Bureau Gordon Van Tine Co Bridgeport Co. (Finished wood samples) Glidden Varnish Co Pratt & Lambert Co Chicago Varnish Co S. C. Johnson & Son Address Bay City, Mich. Clinton, Iowa. Davenport, Iowa. Chicago, 111. Cleveland, Ohio. Chicago, 111. Chicago, 111. Racine, Wis. FUENITUKE COMPANIES. Come Packt Furniture Co., 2929 Dorr Street, Toledo, Ohio. Luger Furniture Co., 173 Wester Ave., Minneapolis, Minn. Willowcraft Shops, N". Cambridge, Mass. Stout Furniture Co., Salem, Ind. —110— Aulsbrook & j ones F urn iture Co., Sturgis, Mich. WinneJago Furniture Mfg. Co., Pond du Lac, Wis. Clifs. P. Limbert Co., Blodgett Bldg., Grand Eapids, Mich. S. Karpen & Bros., 155-157 West 34th Street, N. Y. City. Century Furniture Co. (Period Furniture), Grand Rapids, Mich. Ottawa Furniture Co., Holland, Mich. KITCHEN FURNITURE. A. D. Ben way Co., Lincoln, Nebr. (Hoosier Cabinets). Rudge & Guenzel Co., Lincoln, Nebr. G. L Sellers & Sons Co., Elwood, Ind. LIGHTING. Macbeth Evans Glass Co., Pittsburg, Pa. John L. Gaumer Co., 22 Wood Street, Philadelphia, Pa. Mantle Lamp Co. of America, Chicago, 111. CUETAINS AND WINDOW DRAPING. Quaker Lace Co., Philadelphia, Pa. Orinoka Mills, 215 Fourth Ave., New York City. Fairhill Manufacturing Co., Philadelphia, Pa. Fab Rec Ona Mills, Bloomfield, N. J. F. A. Foster & Co., Chicago, 111. RUGS AND CARPETS. M. J. Whittall, Worcester, Mass. Hardwich & Magee Co., Philadelphia, Pa. Alexander Smith & Sons Carpet Co., 105-107 Fifth Ave., N. Y. City. 0. W. Richardson & Co., 3633, 3643 Racine Ave., Chicago, 111. Olson Rug Co., 28-40 Laflin Street, Chicago, 111. Linoleum Dept., Armstrong Cork Co., Lancaster, Pa. Biglow Carpet Co., 334 Fourth Ave., N. Y. City. CHINA. Homer Laughlin China Co., East Liverpool, Ohio. silver. 1847 Rogers Brothers Silver. Meriden Brittania Co., Meriden, Conn. Jaccard Jewelry Co., 1017-1019 Walnut St., Kansas City, Mo. Baird North Co., Providence, R. I. Daniel Low & Co., Salem, Mass. C. D. Peacock, 135-141 State Street, Chicago, 111. ♦List of bulletins and illustrative material copied from Home Economics Syllabus issued by the State Board of Vocational Education of Nebraska. —Ill— « u o co u fe & o si M O -o ca J ■* in T3 a CO T3 fl CO ■ £N r * « • aa . • aa ao, V co a a o< eo CO CO CO PS xtM co n uu dd J3J3 jlsi uo UU ^v--> ^-~-> /-^^s OlO-^^CD OtO ©CO T-HCMCOfJ C£J -l '3 3 m '3 <0 00 u 1 CO « marriage in nd need of protection, mong birds 's. 2"o » 3* To o. -no ge and f ng divorc itive fe affect care emonie etc. U GO b a a o *0 CJ ■Sj? a .2 oo S.9 t> a -§"§ cj+3 . devel rchal. le. n. •operty dren. and CO ment from prim; ility and crude nd the need of of marriage cer s of inheritance, "S.2 & -2S- a 5 Eg wfxi 5 . i view of mama, ge as a sacrament of church concerni 2 «-> o •• 3 on e Families: of family and of offspring a and young for of families a ) CO K O cox) co a .2 — OB 5 2.5 O C ^S-3 • 1- O CO he type of family tl early civilization — pal Hebrew family as exa (1) Organization. (2) Powers of father. (3) Importance of reli (4) Status of women- (5) Laws relating to c (6) Education. Differences of Rom families from Hebrew Primitiv Origin lessness mother amples animals Develo ssponsi oung, arents, iage la- 1 S cud- hristiai life. Marri a Views t. >. a in H U . . < PQ 6 a < M ,u na — T5 U a £*d ° "- >> E g eo <■> c P £ s a<3 us of w Lude to s relati cation. OU > O. my: Stat Atti Law Edu „ a)T3 *> i— T3-r> m u °*9 2 on it-, 'E Jj o n^^^-, s< a* Sscss p . . < PQ U .2 & o a! o — d.£> o it 3 -! o o e P - g oc,a OS 5 c OC^CJ " _ 'J « fc, »> « 8 «■£«■§ 2*8.2 8-§ QW £6 15 o .3 ^ C .a 5 E .B 2 d ° s jl ■S 2* a) re a> PC ^qj dja 4) h . 05 >> fC « ^5 E n <*- 4) O O « O .1^8 a a u o-a =» ^ & E 4) o«J3 *±5 re a Bf MOB o.a.g cc I- a) Uhh d-a «o §^ ^ 4) 4) ■ „ .fid " +-> o ■ 01 d ■ a ►» o d 4) " 00 .2 B 4) **>Z?°o-z~ -113— B.B 2* 0, C- c UOU.S *- fl os ooi o S j;*; B "*a . oT3Zl Bib a « 3 u "3 2"0 fl ' T: ' «! o «r/l a tt B - -a 4) 3 «-3 3« °2~ ofl = O £ _ 5 °3 OOB •g 3^ O '"fS" Sag*! m 5 -a o — fccOnsoos . end 35 . rvi «■* in IN ^95^^53 0®5S.fl.fl.fl.«.fl 0) 4) 4> 4? V r^*HCliC"5 3 3 3 3 « • 3 • ~S M . m ro ai ^ 2 ° ™ S o'S § 2 fl O.B a> 5^3 £ bfiti o 2- ° a ^"2 c° 9 • .2 S 5 o • a> M ojr 3., w . . . ■ jj, e -in 3 i— 35 nh Min 1 ?© o ccddg22-2 ■5 -3 "-3 '-2 '-3 o a> as qj a) a> y 3303350533 GO ;-rj o — I-, 4) !-. O -3 .ti B "O B •" a a 2' to o 3 B'S' ' 'T3 tc I o o O . . 0) . . . ■ . ™ . ■ B • ■ SSO* ^ (N 93 to S o ■°^ H C 1> 5 -a m O CQ c— 4)«2 O 1 —114— 0> a o « O « o ■O Collect samples of wood suitable for dif- ferent purposes. If possible get samples of unfinished and finished wood. Select kind of wood to be used for interior finish in house and kind to be used for floors. Select way in which wood is to be finished. Put explanation of this in note book in con- nection with plan of house. Select, from catalogs, suitable hardware for the house and paste pictures in book. If practical visit waler purification, sewer- age or garbage disposal plants. In rural community, lay special stress on simple water systems and safe methods of disposal of sewerage and garbage. Investigate different types of garbage cans. Have students make diagram of plumbing system and of traps, faucets, etc. Demonstrate putting washer on faucet. ■ u b o (27) 259-271. (21) 192-202. (13) 93-120. Consult local paint dealer for illustrative materials. (I) 21-25. (4) 92-114, 149-161. (II) 125-167. Bulletin 12. Bulletin 1. Bulletin 6. Bulletin 11. Bulletin 28. Bulletin 44. Bulletin 16. (15) 45-54. u ed o JO la 3. Interior finish. (2 lessons.) -V a. Kinds of wood used for: KS(1) Standing trim. *"(2) Flooring, v.; b. Finishing of wood. *• (1) Varnish. §1(2) Enamel. If. (3) Paint. ■' 1 1) Wax. c. Plaster. d. Hardware. 4. Home sanitation. (10 lessons.) a. Water. (1) Sources of city water. (2) Sources of water for isolated works. (3) Purification of city water. (4) Ways of safe-guarding water sup- ply for isolated home. (5) Importance of running water in isolated home. (Simple systems.) b. Sewerage and garbage disposal. (1) Methods ot disposing of city sewer- age: of city garbage. (2) Methods of disposing of sewerage in isolated homes; of garbage. (3) Importance of proper disposal of sewerage and garbage. c. Plumbing. (1) Purpose of system. (2) Essentials. Sanitary. Easy to care for. 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Textile control. a. Guarantees of quality of materials. b. Guarantees of sanitary conditions in making of garments. -it 3 O" O "» oj ■ 9 & S'fe- *> 0) M |H 03 s >> O in 6. Infant and child welfare. a. Exclusion of unfit for marriage. b. Right of child to be well-born, cared for and educated. (Baby-saving campaign.) c. Public school as a social center. d. Public school lunches. e. Playgrounds. f. Public libraries. g. Public amusements. 1. Organizations for women. a. Scope and duties of each. b. What has been done. c. What is being attempted. a) .S 3 o 2 B. Ways in which Home- maker can help in securing proper com- munity conditions. — 121 — STATE BULLETINS All State Bulletins published, which bear on home economics courses offered, should be on file for reference. Annually, home economics bulletins, which are of great value to all home economics students, are issued by the following institutions : University of Texas, Department of Home Economics, Austin, Texas. College of Industrial Arts, Denton, Texas. Home Economics Extension Division, Agricultural and Mechanical College, College Station, Texas. Keep in touch with these institutions and have all of their available publications on file. GOVERNMENT BULLETINS. For all government bulletins, address : Superintendent of Docu- ments, Washington, D. C. For further information concerning home economies books, secure "Bibliography of Home Economics," by Carrie Alberta Lyford, Bulletin, 1919, No. 46, Department of the Interior, Bureau of Education. All home economics teachers should be provided with "Teaching Home Economics" by Cooley-Winchell-Spohr-Marshall, published by Macmillan Company, 1919. The following books are in process of publication : Title. Publisher. Price. Date. Vivian's Everyday Chemistry Clothing, Choice, Care, Cost, Woolman Household Arithmetic Millinery Financing the Family American Book Co.. J. B. Lippincott Co J. B. Lippincott Co. J. B. Lippincott Co J. B. Lippincott Co 50 April May April July 1 75 August ADDRESSES OF PUBLISHERS. Name of Publisher. Macmillan Co., The Manual Arts Press, The.... McBride, Robt. M McGraw-Hill Book Co Moffat, Yard & Co Prang Co Radford Architect Co Rand-McNally & Co Saunders, W. B., Co Scott, Foresman & Co Scribner's Sons, Charles.... Silver, Burdette & Co Stokes, F. A., Co Ward, Artemas Webb Publishing Co Whitcomb & Barrows Wiley, Jno. & Sons World Book Co Allyn & Bacon American Book Co Appleton, Daniel & Co Atkinson, Mentzer & Co ... Blakiston's, P., Son & Co. Century Co E L> worth 31 Union Square.. 239 West 39th St 66 5th Ave. 30 Irving Place Rand-McNally Bldg West Washington Square 623 S. Wabash Ave 597 5th Ave 126 5th Ave 443-449 4th Ave 55-79 E. 10th St 30 Huntington Ave 432 4th Ave Park Hill, Yonkers-on-Hudson. 50 Beacon St 100 Washington Square 29-35 West 32nd St 30 West 36th St 1012 Walnut St 353 4th Ave City. New York, N. Y. Peoria, 111. New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. Chicago, 111. Chicago, 111. Philadelphia, Pa. Chicago, 111. New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. St. Paul, Minn. Boston, Mass. New York, N. Y. New York, N. Y. Boston, Mass. New York, N. Y. New York, N. Y. New York, N. Y. Philadelphia, Pa. New York, N. Y. iSan Francisco, Cal. —122— ADDRESSES OF PUBLISHERS— Continued. Name of Publisher. Chemical Publishing Co Davis Press Dodd, Mead & Co Doubleday, Page & Co Educational Pub. Co Ginn & Co Harper & Bros Holt, Henry & Co Houghton, Mifflin Co Industrial Book and Equipment Co. Inland Printer Co Lippincott, J. B., Co Little, Brown & Co Lane, John, Co Longman's, Green & Co The Pennsylvania Pub. Co Street. 4th Ave. and 30th St. 15 Ashburton Place Franklin Square 19 West 44th St 4 Park St East Washington Square. 34 Beacon St 116-120 West 32nd St 4th Ave. and 30th St City. Easton, Pa. Worcester, Mass. New York, N. Y. Garden City, N. Y. Boston, Mass. Boston, Mass. New York, N. Y. New York, N. Y. Boston, Mass. Indianapolis, Ind. Chicago, 111. Philadelphia, Pa. Boston, Mass. New York, N. Y. New York, N. Y. Philadelphia, Pa. INDEX PAGE Biology 76 Biology Eef erence List 77 Clothing Eef erence List 14 Clothing One 9 Clothing Two 19 Clothing Three 22 Clothing Four 24 Costume Design 3o Design 27 Design Eeference List 32 Elementary Foods and Cookery 42 Elementary Foods and Cookery Eeference List 43 Foods and Elementary Dietetics 65 Foods and Elementary Dietetics Eeference List 65 House Planning and Furnishing 38 Home Hygiene and Home Nursing 101 Home Hygiene and Home Nursing Eeference List 103 Physiology, Hygiene and Sanitation 89 Physiology, Hygiene and Sanitation Eeference List 94 The Home and Its Management 107 The Home and Its Management Eeference List 107