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 tSITY OF ILLINOIS BULLETIN 
 
 Issued Weekly 
 August 2, 1927 
 
 No. 48 
 
 [Entered as second-class matter December II, 1912, at the post office at Urbana, Illinois, under the 
 Act of August 24, 1912. Acceptance (or mailing at the special rate of postage provided for 
 in section 1103, Act of October 3, 1917, authorized July 31, 1918.] 
 
 Syllabus of Home Economics for the 
 High Schools of Illinois 
 
 PUBLISHED BY THE UNIVERSITY OF ILLINOIS, URBANA 
 
 1927 
 
UNIVERSITY OF ILLINOIS 
 LIBRARY 
 
 AT URBANA-CHAMPAIGN 
 ACES 
 
Syllabus of Home Economics for the 
 High Schools of Hlinois 
 
 Prepared by the 
 
 DEPARTMENT OF HOME ECONOMICS 
 
 Issued by the 
 
 HIGH SCHOOL VISITOR 
 
 UNIVERSITY OF ILLINOIS 
 

 TABLE OF CONTENTS 
 
 PAGE 
 
 Foreword 5 
 
 Entrance Credit in Home Economics 7 
 
 Equipment 8 
 
 Assumptions for the Work in Home Economics 9 
 
 Objectives for High School Courses in Home Economics 11 
 
 Definitions 13 
 
 Food and Nutrition 
 
 Introduction to Food and Nutrition 16 
 
 Food Preservation 18 
 
 Food for Health 20 
 
 Courtesy at Meals 22 
 
 Breakfast Planning, Preparation, and Service 24 
 
 Holiday Foods — Source, Preparation, and Service 26 
 
 Luncheon Planning, Preparation, and Service 28 
 
 Thrift in Meal Planning and Marketing 30 
 
 Dinner Planning, Preparation, and Service 32 
 
 Clothing and Textiles 
 
 Planning the Wardrobe and Starting the Clothing 
 
 Expense Account 36 
 
 The Sewing Machine — Its Use and Care - 38 
 
 Fundamental Sewing Processes and Procedures 40 
 
 Pattern Use and Alteration 42 
 
 How to Make Simple Cotton Garments 44 
 
 How to Judge Textiles 46 
 
 How to Recognize Beauty in Garments 48 
 
 How to Judge the Bccomingness of Garments 50 
 
 Garment Fitting 52 
 
 How to Make School Dresses with Set-In Sleeves 54 
 
 How to Dress Appropriately 56 
 
 How Clothing Influences Health 58 
 
 How to Make Afternoon Dresses 60 
 
 How to Care for Clothing and Textiles 62 
 
 The Clothing Budget 64 
 
Home Management 
 
 Family Relationships 68 
 
 Budgeting and Accounting 70 
 
 Saving — Why and How 72 
 
 Home Selection and House Planning 74 
 
 Furnishing and Equipping the House 76 
 
 House Management and Care 78 
 
 Health and Personal Hygiene 80 
 
 Child Care and Training 82 
 
 The Family's Responsibility to Society 84 
 
 Yard and Garden 86 
 
 Book Lists 
 
 Food and Nutrition 89 
 
 Clothing and Textiles 90 
 
 Home Management 90 
 
 Magazines for Professional Reading 92 
 
 Education 92 
 
 Bibliographies 93 
 
FOREWORD 
 
 Through a committee of the High School Conference chosen by 
 the Home Economics section a Syllabus was prepared in 1908 for use 
 in Illinois High Schools. The edition here presented has been prepared 
 by another committee of the Home Economics Section of the High 
 School Conference and is to replace the original report. Its function, 
 like that of the old Syllabus, is to furnish suggestions to teachers of 
 Home Economics in Illinois High Schools concerning curricula and 
 methods of teaching. Its form, unlike that of the old Syllabus, sug- 
 gests unit organization of subject matter, objectives for each unit, and 
 typical pupil learning activities to accomplish the objectives. Refer- 
 ences and illustrative material are suggested as before. 
 
 The committee presents this report, not as a course of study to 
 be followed but as suggestions to be used in our mutual endeavor to 
 improve our work in Home Economics and make it more uniform 
 throughout the state. The units selected seem consistent with the best 
 practice current in Illinois but each teacher must decide which units 
 need to be emphasized or omitted or what others need to be added to 
 care for the requirements of her particular pupils and school. The 
 order of units suits the present needs of several schools in the state, 
 but should be changed as needed for other schools. 
 
 The Committee on Syllabus Revision: 
 Ruth AVardall — University of Illinois 
 Anna Belle Robinson — University of Illinois 
 Adah Hess — State Department of Public Instruction 
 Sophia Reecl — Western Illinois State Teachers College 
 Lillian Stevenson — University of Chicago 
 Emily Frake — Chicago Normal College 
 Opal Rhodes — Urbana High School 
 Elizabeth Todd — University of Illinois, Acting Chairman 
 
ENTRANCE CREDIT IN HOME ECONOMICS 
 
 1. A unit of credit means a minimum of two semesters, 36 weeks, in 
 food and nutrition. An average of two prepared recitations and 
 three laboratory lessons per week is recommended. 
 
 2. A unit of credit means a minimum of two semesters, 36 weeks, in 
 clothing and textiles. An average of two prepared recitations and 
 three laboratory lessons per week is recommended. 
 
 3. A unit of credit means a minimum of two semesters, 36 weeks, in 
 home management. Prepared recitations supplemented by super- 
 vised study will constitute the majority of the daily exercises. Oc- 
 casional laboratory lessons may be included. This course should be 
 designed for eleventh and twelfth grade students. 
 
 4. A unit of credit may be made up of half units from 1, 2, and 3. 
 
 5. One unit of entrance credit means that classes meet daily. A daily 
 exercise may be a forty-minute prepared recitation, an eighty-min- 
 ute laboratory lesson, or an eighty-minute period of supervised 
 study. A combination of the above types of lessons is made in ac- 
 cord with the nature of the course offered. 
 
 6. A period means at least forty minutes. 
 
 7. It is expected that courses organized on the year basis, 36 weeks, 
 will make the work of the first semester a prerequisite for that of 
 the second semester. 
 
8 SYLLABUS OF HOME ECONOMICS 
 
 EQUIPMENT 
 
 The following items indicate desirable minimal equipment. Many 
 schools need more adequate equipment. 
 
 Food laboratory to accommodate twenty pupils. 
 Floor space equal to 600 square feet 
 
 Twenty cooking units (gas burners at desk or kerosene stoves) 
 Two sinks 
 
 At least one sink with two drain boards 
 Four family-sized ovens or ten individual ovens 
 Twenty desk or table spaces (2' x 2' 6") 
 Individual equipment for twenty 
 Two supply tables 
 
 Two available tables for the serving of meals 
 Dishes and silver to serve twelve at a time 
 A reference library of at least ten up-to-date volumes 
 Good illustrative material 
 
 Clothing laboratory to accommodate twenty pupils. 
 Floor space equal to 600 square feet 
 Five sewing machines (one of the motor type or with motor 
 
 attachment ) 
 Two ironing boards 
 Two irons (electric, if possible) 
 Storage space for each pupil's supplies equal to 1200 cubic 
 
 inches 
 Table space for each ]uipil (2'x3') 
 Access to more large tables when cutting garments 
 A reference library of at least ten up-to-date volumes 
 Good illustrative material 
 Cabinet for hanging garments in process of construction and 
 
 when finished 
 One good full-length mirror (preferably triplicate) 
 Small equipment such as yard sticks, dress makers' squares, 
 
 clothes hangers, etc. 
 
 Recitation or study space seating twenty or more to accommodate 
 home management class and to care for food and clothing classes on 
 non-laboratory days. 
 
 Tables or desks for study and writing 
 
 Book case 
 
 Cabinet for illustrative material 
 
 Black Board 
 
 Bulletin Board 
 
ASSUMPTIONS FOR THE WORK 9 
 
 ASSUMPTIONS FOR THE WORK IN 
 HOME ECONOMICS 
 
 1. Women and girls have the responsibihty of spending a large per 
 cent of the money income, for themselves and their families. It is 
 necessary for their happiness and for the well-being of their fami- 
 lies that they gain some knowledge of how to administer funds 
 wisely. So long as this training is neglected at home, the school 
 must provide it. 
 
 2. Women and girls have a major part in controlling the spirit and 
 happiness in their homes. They need to gain an insight into the 
 mistakes frequently made in home life, methods of preventing un- 
 happy situations, and those ideals which should govern tiie rela- 
 tionships of family members. Many parents are unqualified to 
 give such training. 
 
 3. While it is assumed that women and girls have a major part in 
 controlling the spirit and happiness in their homes, the men and 
 boys also have a share and where classes are organized for boys, 
 emphasis should be placed upon ideals, standards, right attitudes, 
 and good habits which go to make up good family life. 
 
 4. A majority of women and girls need fundamental skills in per- 
 forming certain minimum household activities. The school is 
 qualified to present approved methods of procedure and the science 
 which defends them. 
 
 5. A larger emphasis should be placed upon training in selection, 
 judging, and management aspects as contrasted with the mere 
 performance activities incident to food preparation and garment 
 construction. 
 
 (a) The teaching emphasis will usually be upon underlying 
 principles and fundamental procedures rather than upon 
 manipulation. 
 
 (b) Ideals, standards, right attitudes, and good habits will be 
 emphasized in the teaching of the courses as occasions arise. 
 
 6. The nature of the work should vary according to the pupils' social 
 status and their probable status in adulthood. 
 
 7. The work of the high school departments which can contribute to 
 the pupils' understanding of fundamental laws of science and prin- 
 ciples of applied design should be correlated just as far as possible. 
 
 8. Materials of instruction and pupil activities should always be de- 
 termined in the light of definite educational objectives. 
 
 9. No more than two-thirds of the pupils' time should be spent in 
 manual or practical work. 
 
10 SYLLABUS OF HOME ECONOMICS 
 
 10. Notebook work should be reduced to a ininimuin — notebooks serv- 
 ing primarily as depositories for valuable supplementary subject 
 matter material, as yet unavailable in textbooks, and for assign- 
 ment sheets. 
 
 11. The equipment provided should as far as possible meet the mini- 
 mum requirements suggested elsewhere. 
 
 12. Pupils should use as many textbooks and reference books for each 
 course as are necessary for i)resenting the various fundamental 
 phases of the subject. 
 
 13. In their training, there should be abundant use of pictures, charts, 
 educational exhibits, and field trips. 
 
 14. Their training should involve some knowledge of the sources of 
 information on different phases of subject matter, such as state bul- 
 letins, pamphlets from the Department of Agriculture, etc. 
 
 15. Parents should cooperate with the teacher by making it possible 
 and profitable for pupils to cany out at home the procedures and 
 l)ractices learned and recommended at school. 
 
 16. Pupils should put into practice at home what they have learned 
 at school, thus gaining in skill and experience. 
 
 17. Preferably tenth grade pupils should comprise the personnel of 
 the classes in food and nutrition to encourage the early establish- 
 ment of good food habits, and to make possible a background of 
 general science. 
 
 18. Preferably tenth or eleventh grade })upils should comprise the per- 
 sonnel of the classes in clothing and textiles. (Courses in general 
 science and art are desirable backgrounds.) 
 
 19. Preferably twelfth grade pupils should comprise the personnel of 
 the classes in home management, since a mature point of view is 
 desirable. 
 
 20. When possible, large classes should be so sectioned that in any one 
 section there will be represented not more than two adjacent classes 
 nor a great diversity of background experience. 
 
 21. Pupils taking these courses .-should spend not more than one year 
 in the pursuit of each. 
 
 22. The teacher should keep up-to-date professionally by studying 
 each issue of the Journal of Home Economics and putting into 
 practice the procedures recommended by it and other current edu- 
 cational magazines such as the Teachers College Record, and the 
 School Review (see others listed on p. 92). 
 
 23. Home economics subject matter is intellectually stimulating and 
 as "disciplinary" in its value as that of any other subject when 
 handled by a skillful teacher who wishes to make it so. 
 
OBJECTIVES FOR HIGH SCHOOL COURSES H 
 
 OBJECTIVES FOR HIGH SCHOOL COURSES 
 IN HOME ECONOMICS 
 
 "Freely interpreted, the major objectives of home economics teach- 
 ing may be considered as three in number: to give an understanding 
 of the function of the home, to indicate possible sources of useful 
 information regarding present day homes, and to provide training in 
 the processes of home-making." — Lita Bane, Journal of Home Eco- 
 nomics, March, 1927. 
 
 Major objectives of secondary education are often listed as health, 
 social efficiency, vocational efficiency, wise use of leisure, love of beauty, 
 and worthy home membership. 
 
 General Objectives 
 
 The general objectives of secondary education form the founda- 
 tion upon which Home Economics must develop. Home Economics is 
 being recognized more and more as a social study concerned with the 
 improvement of home-making and life within the home and community. 
 Appreciation of the beautiful as applied to an attractive home, hospi- 
 tality, and social contacts which home life affords are but a few of 
 the ways in which Home Economics can contribute to the leisure time 
 objective. There is some question as to the interpretation of the term 
 vocational when it is applied to Home Economics. If it is interpreted 
 as meaning the training of the student to go outside of the home and 
 be employed in a gainful occupation, the majority of Home Economics 
 courses are not vocational. If it is interpreted as meaning the prepa- 
 ration of better homemakers, then it may perhaps be considered voca- 
 tional. Health is one of the outstanding general objectives of education. 
 Many of the subjects in the curriculum emphasize this objective and 
 Home Economics is one of them. The health program should not be 
 confined wholly to the Home Economics teachers, but certain parts of 
 it belong to the Home Economics curriculum. One of these is the nutri- 
 tional phase of health emphasizing the positive aspect of good feeding. 
 
 Immediate Objectives 
 
 Out of these general objectives grow the immediate objectives 
 which bring about the realization of the general objectives. The im- 
 mediate objectives of Home Economics are based upon the immediate 
 and future needs of the pupils. These needs must be constantly eval- 
 uated and adjusted to meet the response of the ever-changing demands 
 of society. 
 
 Immediate objectives — expressed as knowledge, abilities, appre- 
 ciations, skills, etc., have been set up for these courses by members of 
 
12 SYLLABUS OF HOME ECONOMICS 
 
 the Home Economics Section of the High School Conference and have 
 been allocated to appropriate units of instruction by the committee. 
 (See units, p. 16-86.) 
 
 Ideals set up for develojiment in connection with these courses 
 are Neatness, Accuracy, Perseverance, Patience, Independence, Self-re- 
 liance, Industry, Thoroughness, Thoughtfulness, Unselfishness, Good 
 Management, Cooperation, and Speed. They have not been allocated 
 to particular units, for it is evident that practically all can be encour- 
 aged in connection with typical situations arising in each unit of work. 
 For instance, patience and perseverance in clothing construction, good 
 management in all laboratory work, speed in manual activities, accu- 
 racy in all problems of measurement and citation, unselfishness and 
 thoughtfulness in using laboratory equipment and supplies, independ- 
 ence of thought in all problem-solving situations, etc. 
 
 Developing the Objectives 
 
 Typical pupil experiences (learning activities) have been selected 
 for use in developing the objectives. The committee has not endeav- 
 ored to list all the desirable objectives nor all the desirable learning 
 activities. The lists on the following pages suggest minimal essential 
 objectives and typical pupil experiences to foster them. 
 
 Teachers should amplify or change these to suit the needs of their 
 pupils and the teaching devices available. It is also expected that 
 each teacher will use her judgment in changing the order of units or 
 their grouping. For instance, in the course on Clothing and Textiles, 
 some teachers find it desirable to teach textile-selection thoroughly 
 before pupils purchase any fabrics, and some teachers make one unit 
 of the work on beauty, becomingness and appropriateness of dress. 
 
DEFINITIONS 13 
 
 DEFINITIONS 
 
 "Home Economics, as a distinctive subject of instruction, is the 
 study of the economic, sanitary, and aesthetic aspects of food, cloth- 
 ing, and shelter as connected with their selection, preparation, and 
 use by the family in the home or by other groups of people."^ It is also 
 a study of the care and training of children, of the relationships of 
 family members, and of the relations of the family to society. 
 
 "Food and Nutrition" is the study of those phases of home eco- 
 nomics which deal with the function and nutritive value of food, with 
 emphasis upon the selection and purchase of food and the planning, 
 preparation and serving of meals. 
 
 "Clothing and Textiles" is the study of those i)hases of Home Eco- 
 nomics which have to do with the judging of textiles for clothing and 
 household uses, with particular emphasis upon aesthetic standards 
 and economic values in clothing, and the making of simple garments. 
 
 "Home Management" is the study of the problems involved in the 
 organization and conduct of a well-regulated home, and includes the 
 fundamental facts pertaining to household finances, house selection, 
 furnishings and equipment, family health, the care and training of 
 children, and the social and personal relationships of family members. 
 
 'Syllabus of Home Economics, American Home Economics Association, 1913. 
 
FOOD AND NUTRITION 
 
 Introduction to Food and Nutrition 
 
 How and Why to Preserve Foods 
 
 Food for Health 
 
 Courtesy at Meals 
 
 Breakfast Planning, Preparation, and Service 
 
 Holiday Foods — Source, Preparation, and Service 
 
 Luncheon Planning, Preparation, and Service 
 
 Thrift in Meal Planning and Marketing 
 
 Dinner Planning, Preparation, and Service 
 
16 SYLLABUS OF HOME ECONOMICS 
 
 I. Introduction to Food and Nutrition 
 Objectives 
 
 Some appreciation of the homemaker's responsibilities with reference to 
 
 food. 
 A conviction of the fact that it is more important to be a good manager 
 
 than an expert cook. 
 An understanding of the general objectives of the entire course. 
 An understanding of the general procedures to be followed in class work. 
 The ability to judge personal cleanliness in handling foods and equipment. 
 A knowledge of how to measure and weigh food materials accurately. 
 A knowledge of approved methods of caring for typical cooking utensils 
 
 and equipment. 
 An attitude of cooperation. 
 Experience in washing dishes and cooking utensils in an appro\ed manner 
 
 References 
 
 Bailey — Food Preparation and .Serxing. 
 Farmer — Boston Cooking School Cook Book. 
 Matthews— Elementary Home Economics. 
 Wellman — Food Study for High Schools. 
 
 Illustrative Material 
 
 Lantern slides from Department of Agriculture Extension Service, such as 
 
 "Food Makes a Difference." 
 Satisfactory personal equipment. 
 Examples of good and poor laboratory equipment. 
 
FOOD AND NUTRITION 17 
 
 Introduction to Food and Nutrition (Continued) 
 
 Learning Activities 
 
 The pupils will participate in a class discussion guided by the teacher con- 
 cerning : 
 
 1. The course 
 
 a. Activities and responsibilities in the home which pertain to the 
 
 problems of meal planning, food selection, preparation, and 
 service of meals. . 
 
 b. Classwork necessary to prepare students for performing these 
 
 activities. 
 
 c. The general plan for the year's work. 
 
 2. The general procedures to be followed in class work, such as routine 
 
 of getting out and caring for supplies, dishwashing, general clean- 
 ing and care of room, care of sink and garbage, care of stoves, etc. 
 
 3. Cleanliness in handling of foods and equipment. 
 The pupils will observe teacher's demonstration of: 
 
 1. Arrangement of desk equipment. 
 
 2. Operation of stoves. 
 
 3. Measuring and weighing ingredients. 
 
 4. Dishwashing. 
 
 The pupils will cooperate in preparing the laboratory for work. 
 
18 SYLLABUS OF HOME ECONOMICS 
 
 II. Food Preservation 
 Objectives 
 
 A knowledge of the principles of food preservation. 
 
 A conviction of the importance of sterilization in the canning of foods. 
 
 Acquaintance with the different methods of sterilizing food and equipment 
 
 in canning. 
 Acquaintance with various kinds of simple equipment used in canning. 
 The ability to select fruits and vegetables of desirable quality for canning 
 
 in the best quantity for family use. 
 The ability to recognize the factors which influence the cost of fruits and 
 
 vegetables. 
 The ability to judge when it is desirable to can fruits and vegetables and 
 
 the amount to can. 
 Experience in judging the amoimt of canned goods desirable for an average 
 
 family. 
 Acquaintance with ai)iiro\cd ways of i)reparing fruits and vegetables for 
 
 canning. 
 The ability to judge when it is better to buy canned foods. 
 The ability to recognize the desirable qualities in finished products. 
 Experience in judging the value of advertized sales of canned goods. 
 Some experience in canning fruits and vegetables. 
 
 The ability to recognize indications of spoilage in home canned jiroducts. 
 A knowledge of fruits rich in pectin. 
 Some experience in making jelly, jam, pickles, etc. 
 A knowledge of methods of preserving eggs. 
 A conviction that it is socially wrong to let food spoil. 
 
 References 
 
 Bailey — Food Preparation and Ser\ing. 
 
 Conn — Bacteria, Yeasts and Molds in the Home. 
 
 Donham — Marketing and Housework Manual. 
 
 Farmer — Boston Cooking School Cook Book. 
 
 Matthews — Elementary Home Economics. 
 
 Monroe and Stratton — Food Buying and Our Markets. 
 
 Powell — Successful Canning and Preserving. 
 
 Sherman — Food Products. 
 
 Wellman — Food Study for High Schools. 
 
 Bulletins : 
 
 IT. S. Department of Agriculture, No. 1471, Canning Fruits and Veg- 
 etables at Home. 
 
 University of Illinois, Suggestions for Making Jelly, Jam, Butter, and 
 Marmalade. 
 
 Illustrative Material 
 
 Desirable canning equipment. 
 
 Fruits and vegetables in various qualities. 
 
 Cans of various sizes and types. 
 
 Finished products of \arying desirability. 
 
 Canned i)roducts showing typical qualities, etc. 
 
FOOD AND NUTRITION 19 
 
 Food Preservation (Continued) 
 
 Learning Activities 
 
 Tho pu])ils will lead in textbooks, bulletins, and other references concerninfj : 
 
 1. Tho principles of preservation. 
 
 2. Desirable characteristics of fniits and vegetables for canning, jelly 
 
 making, pickling, etc. 
 
 3. Preparation of fruits and vegetables for canning. 
 
 4. Different methods used in preservation of fruits and vegetables. 
 
 5. Factors affecting jirices of fruits and vegetables. 
 The i)ui)ils will particijjate in a class discussion on: 
 
 1. Readings in text books, bulletins, and other references. 
 
 2. Desirability of canning fruits and vegetables. 
 
 3. Amounts of fruits and vegetables to can, jelly to make, etc. 
 
 4. Ways of bujdng fruits and vegetables. 
 
 5. Desirable characteristics of finished products. 
 
 The pupils will go to the local market, note available fruits and vegetables, 
 note prices and select desirable ones for canning. 
 
 The puinls will observe a demonstration on the handling and .sterilizing of 
 canning equipment. 
 
 The pupils will can selected fruits and vegetables, make jelly, pickles, pre- 
 serves, etc. 
 
 The pupils will discuss indications of spoilage in home canned products. 
 
 The pupils will score the fruits, vegetables, jelly, etc., preserved in class. 
 
 The inipils will preserve eggs to be used later in the course. 
 
 The i)upils will compare the cost of their products with similar qualities of 
 commercially canned goods. 
 
 Each pupil will report to the class her decision with respect to: 
 
 1. Her family's need of preserved foods. 
 
 2. What foods will be canned at home and why and how. 
 
 3. What foods will be bought canned. 
 
20 SYLLABUS OF HOME ECONOMICS 
 
 III. Food for Health 
 
 Objectives 
 
 A conviction that a well balanced diet is essential for health. 
 
 A desire to eat what one should. 
 
 A ki'iowledge of the approximate amount of foods in terms of fruits, veg- 
 etables, milk, etc., necessary for health. 
 
 An understanding of why certain foods are essentials in the diet. 
 
 Some knowledge of the factors which influence the kinds and amount 
 of food required to maintain health for different ages under various 
 conditions. 
 
 The ability to distinguish between foods which are essentially protective, 
 regulating, building, or energy-producing foods. 
 
 A knowledge of the commonly used foods rich in carbohydrates, proteins, 
 fats, vitamins, and mineral matter and their function. 
 
 Experience in including in the diet the correct amount of milk, fruits, veg- 
 etables, eggs, meat, fish, fats, cereals, and water. 
 
 An understanding of the processes of digestion concerned with the body's 
 use of carbohydrates, proteins, fats, mineral matter and water. 
 
 A knowledge of the foods which are laxative. 
 
 References 
 
 Bailey — Food Preparation and Serving. 
 
 Hawk — What We Eat and What Happens to It. 
 
 McCollum and Simmonds — Food, Nutrition, and Health. 
 
 Matthews — Elementary Home Economics. 
 
 Pattee — Practical Dietetics. 
 
 Rose — Feeding the Family. 
 
 Rose — Foundations of Nutrition. 
 
 Wellman — Food Study for High Schools. 
 
 Willard and Gillett — Dietetics for High Schools. 
 
 Red Cross Bulletin— Food, Why? What? How? 
 
 Journals of Home Economics — Digests of scientific articles. 
 
 Illustrative Material 
 
 Food Stencils. 
 
 Motion picture films from Illinois State Department of Public Health such as 
 
 "Shadows" (food value of milk), "Big Gains for Little Bodies" (diet 
 
 and health habits). 
 Pictures from such books as Winchell's "Food Facts for Everyday." 
 Menus as given in magazines, menu cards, etc. 
 Food Selection Score Card — U. of I. Home Eco. Extension Service. 
 
FOOD AND NUTRITION 21 
 
 Food for Health (Continued) 
 
 Learning Activities 
 
 Pupils will read in text books, bulletins, charts and other references con- 
 cerning : 
 
 1. The function and common sources of carbohydrates, proteins, fats, 
 
 mineral matter, vitamins, and water. 
 
 2. Factors which influence the kind and amount of food required for 
 
 health. 
 
 3. The amount and kind of food necessary for health for different ages 
 
 and under varying conditions. 
 
 4. The comparative food value of commonly used foods. 
 
 5. Recent theories (in current literature) pertaining to food. 
 
 6. Average weight according to height, age, and se.x. 
 
 7. Digestion and assimilation of food. 
 
 8. Laxative foods. 
 
 9. Criteria for use in judging diets and menus. 
 The pupils will participate in class discussion on: 
 
 1. Readings in text books, bulletins, charts and other references. 
 
 2. Amount of foods necessary for health in terms of fruits, milk, veg- 
 
 etables, etc. 
 
 3. Meals eaten in respect to food for health. 
 
 4. Foods which disagree with different individuals. 
 
 5. Idiosyncrasies of individuals with respect to food. 
 
 6. The principles involved in various methods of "reducing" and the 
 
 advisability of their use. 
 
 7. Validity of various advertisements of food for health. 
 
 8. Health fads. 
 
 The pupils will plan menus for different ages applying the principles for 
 good health. 
 
 The pupils will plan family menus varying in cost, time, and ease of prepa- 
 ration, applying the principles for good health. 
 
 The pupils will include in their diet the amount and kind of food necessary 
 for maximum health. (Health score card may be used.) 
 
 Each pupil will criticize an assigned set of menus for a week, marking omis- 
 sions, substitutions, and additions as needed. 
 
 Each pupil will plan a week's menu for her family and report it to the class. 
 
22 SYLLABUS OF HOME ECONOMICS 
 
 IV. Courtesy at Meals 
 Objectives 
 
 A conviction that conforming to certain social customs is desirable. 
 
 An understanding of the value of good table manners. 
 
 A desire to practice good table manners. 
 
 A knowledge of table equipment, table setting, table service, and table eti- 
 quette. 
 
 Experience in table setting, table service, and table etiquette. 
 
 Judgment in determining the best methods of table service to use under 
 varying circimistances. 
 
 Judgment in meeting various situations which arise in table etiquette. 
 
 References 
 
 Bailey, N. Beth — Meal Planning and Table Service. 
 Bailey, Pearl — Food Preparation and Serving. 
 Clark and Quigley — Etiquette Junior. 
 Matthews — Elementary Home Economics. 
 Starrett — The Charm of Fine Manners. 
 Wellman — Food Study for High Schools. 
 
 Illustrative Material 
 
 Magazine illustrations dejjicting tables laid for special occasions. 
 Booklets or folders from firms distributing china, silver, table linen and ap- 
 pointments. 
 Tables properly set with desirable equipment. 
 
 4 
 
FOOD AND NUTRITION 23 
 
 Courtesy at Meals (Continued) 
 
 Learning Activities 
 
 Pupils will observe a lecture-demonstration on table setting, table etiquette, 
 
 and table service. 
 Pupils will read in text books and other references concerning: 
 
 1. Table setting and equipment. 
 
 2. Types of table service. 
 
 3. Table etiquette. 
 
 Pupils will participate in class discussion of: 
 
 1. Readings in text books and other references as above. 
 
 2. Reasons for methods used in table setting, table service, and table 
 
 etiquette. 
 
 3. Duties of the children in regard to the above. 
 
 4. Table decorations. 
 
 5. Ways of meeting unusual situations which arise. 
 
 Pupils will observe jMctures, etc., showing table setting, table service, and 
 
 table etiquette. 
 Pupils will set the table for various types of meals. 
 Pupils will practice table service and etiquette. 
 Pupils will give oral reports on assigned topics. 
 
 Pupils will practice at home principles of table setting, service, and etiquette. 
 Pupils will form proper eating habits by eating properly the foods prepared 
 
 in laboratory lessons throughout the course. 
 
24 SYLLABUS OF HOME ECONOMICS 
 
 V. Breakfast Planning, Preparation, and Service 
 
 Objectives 
 
 A knowledge of the foods which are suitable for breakfast at different sea- 
 sons of the year. 
 
 A knowledge of the food value of the different foods served for breakfast. 
 
 A knowledge of the source of the most commonly used foods which are 
 served for breakfast. 
 
 A knowledge of the characteristics which denote quality of the foods as pur- 
 chased which are most commonly served for breakfast. 
 
 Some experience in planning breakfasts which require a minimum expendi- 
 ture of time, energy, and money. 
 
 A knowledge of the principles involved in the preparation and care of foods 
 in the home which are served for breakfast, such as fruits, cereals, eggs, 
 hot breads, beverages, etc. 
 
 A knowledge of the desirable characteristics of the finished product of 
 foods served for breakfast, such as cut grape-fruit, muffins, omelet, 
 cocoa, etc. 
 
 Some experience in preparing and serving foods used for breakfasts, such as 
 stewed fruits, cereals, hot breads, etc. 
 
 Some experience in preparing and serving breakfasts of various types. 
 
 An appreciation of the cost and of the time and energy required in the prep- 
 aration and service of various breakfasts. 
 
 Judgment in the planning of breakfasts to meet different requirements. 
 
 A conviction that breakfasts are essential for health. 
 
 References 
 
 Bailey, N. Beth — Meal Planning and Table Service. 
 
 Bailey, Pearl — Food Preparation and Serving. 
 
 Donham — Marketing and Housework Manual. 
 
 Farmer — Boston Cooking School Cook Book. 
 
 Matthews — Elementary Home Economics. 
 
 Monroe and Stratton — Food Buying and Our Markets. 
 
 Pattee — Practical Dietetics. 
 
 Wellman — Food Study for High Schools. 
 
 Illustrative Material 
 
 Pictures from magazines, etc., showing attractive finished products. 
 
 Posters. 
 
 Perfect products. 
 
FOOD AND NUTRITION 25 
 
 Breakfast Preparation (Continued) 
 
 Learning Activities 
 
 Pupils will read in text books and other references concerning : 
 
 1. Factors which determine type of breakfast served — as activity, sea- 
 
 son, climate, age, number in family, meals for rest of day, etc. 
 
 2. Criteria for judging a well-i)lanned breakfast. 
 
 3. Food value of different foods served for breakfast. 
 
 4. Princijiles of food preparation needed for preparing these foods. 
 
 5. Methods of preparing foods for breakfast, and various methods of 
 
 serving them. 
 
 6. Sources of most commonly used foods which are served for break- 
 
 fast. 
 
 7. Characteristics which denote quality of foods as purchased which 
 
 are commonly used for breakfast. 
 Pupils will participate in class discussion on : 
 
 1. Readings in text books and references. 
 
 2. Desirable characteristics of finished products. 
 
 3. Foods suitable for breakfast at different seasons of the year. 
 
 4. Breakfast menus from the standpoint of ease of preparation, cost, 
 
 and service. 
 Pupils will plan breakfasts of various types. 
 Pupils will prepare typical foods served for breakfast and discuss standards 
 
 for desirable finished products. 
 Pupils will observe demonstrations in the preparation of various dishes in 
 
 which the technique is difficult. 
 Pupils will prepare, serve, and score breakfasts of various types. 
 Pupils will practice at home the principles they have learned at school. 
 Pupils will observe in local markets the various grades of foods which are 
 
 served for breakfast. 
 Pupils will summarize various principles of cookery which they have learned. 
 Pupils will give oral reports on assigned topics. 
 Pupils will prepare posters illustrating breakfasts of different types and for 
 
 various occasions. 
 Pupils will compare cost and number of servings from different types of the 
 
 same foods, example — package oatmeal vs. bulk, prepared or ready 
 
 cooked cereal vs. uncooked, etc. 
 
26 SYLLABUS OF HOME ECONOMICS 
 
 VL Holiday Foods 
 Objectives 
 
 An ai)preciation of the social and economic significance of the foods which 
 we serve. 
 
 A sjiirit of sociability. 
 
 A knowledge of etiquette, menus and the service for social functions. 
 
 Some experience in ])lanning and serving at a social function. 
 
 A knowledge of the ijrinciples of cookery for the foods which are character- 
 istic of the holiday season. 
 
 Some experience in the i)re]iaration of foods which are characteristic of 
 the holiday season. 
 
 Judgment in determining the iype of social function suitable for various 
 individuals and occasions. 
 
 References 
 
 Bailey— Meal Planning and Table Service. 
 
 Bailey — Food Preparation and Serving. 
 
 Bailey — Food Products. 
 
 Farmer — Boston Cooking School Cook Book. 
 
 Grocers Answer Book. 
 
 Matthews — Elementary Home Economics. 
 
 Monroe and Stratton — Food Buying and Our Markets 
 
 Sherman — Food Products. 
 
 Van Arsdale — Oiu- Candy Recipes. 
 
 Wellman — Food Study for High Schools. 
 
 Magazine articles. 
 
 Illustrative Material 
 
 Pictures of tables properly set, etc. 
 Samples of foods, candies, etc. 
 Containers for holiday foods. 
 
Learning Activities 
 
 FOOD AND NUTRITION 27 
 
 Holiday Foods (Continued) 
 
 Pupils will read in text books and other references concerning : 
 
 1. The sources and countries producing condiments, spices, nuts, dried 
 
 fruits, sugar, oysters, cranberries, poultry, game, etc. 
 
 2. Laws pertaining to jiroduction of oj'sters. 
 
 3. The principles of sugar cookery. 
 
 4. Menus, service, and etiquette for social functions. 
 
 5. The place of the various holiday foods in the diet. 
 
 6. Methods of preparing holiday foods. 
 Pupils will participate in class discussion on: 
 
 1. Readings in text books and other references as above. 
 
 2. Desirable characteristics of finished products. 
 
 3. Sociability in the home. 
 
 Pupils will plan menus for various social functions. 
 
 Pupils will prepare and serve and score various holiday foods. 
 
 Pupils will give a Christmas party and discuss good and poor points. 
 
 Pupils will visit a candy shop and observe commercial methods of produc- 
 tion. 
 
 Pupils will summarize the various principles they ha\e learned at school and 
 will practice them at home. 
 
 Pupils will give oral reports on various assigned topics. 
 
28 SYLLABUS OF HOME ECONOMICS 
 
 VII. The Planning, Preparation, and Service of 
 Luncheon or Supper 
 Objectives 
 
 A knowledge of the foods which are suitable for hincheon at different sea- 
 sons of the year. 
 
 A knowledge of the food value of the different foods served for luncheon. 
 
 A knowledge of the source of the most commonly used foods which are 
 served for luncheon. 
 
 A knowledge of the characteristics which denote quality of the most com- 
 monly used foods as purchased, served for luncheon. 
 
 Some experience in planning luncheons which require a minimum expendi- 
 ture of time, energy, and money. 
 
 A knowledge of the principles involved in the preparation and care of foods 
 in the home which are served for luncheon — such as cream soups, sal- 
 ads, meat substitutes, simple desserts, etc. 
 
 A knowledge of the desirable characteristics of the finished products of 
 foods served for luncheon. 
 
 Some experience in preparing and serving typical luncheon foods. 
 
 Some experience in preparing and serving luncheons of various types. 
 
 An appreciation of the cost and of the time and energy required in the 
 preparation and service of various luncheons. 
 
 Judgment in the planning of luncheons to meet different requirements. 
 
 References 
 
 Bailey, N. Beth — Meal Planning and Table Service. 
 Bailey, Pearl — Food Preparation and Serving. 
 Donham — Marketing and Housework Manual. 
 Farmer — Boston Cooking School Cook Book. 
 Matthews — Elementary Home Economics. 
 McCollum and Simmons — Food, Nutrition, and Health. 
 Monroe and Stratton — Food Buying and Our Markets. 
 Pattee — Practical Dietetics. 
 Wellman — Food Study for High Schools. 
 
 Illustrative Material 
 
 Perfect products. 
 Score cards for finished products. 
 Suggestive equipment such as lunch boxes. 
 Pictures of attractive finished products. 
 
FOOD AND NUTRITION 29 
 
 The Preparation of Luncheon or Supper (Continued) 
 
 Learning Activities 
 
 Pupils will read in text books and other references concerning: 
 
 1. Factors which determine type of luncheon served, such as activity, 
 
 season, climate, age, number in family, meals for the rest of the 
 day, etc. 
 
 2. Appropriate foods for luncheons and suppers. 
 
 3. Food value of different foods served for luncheon. 
 
 4. Sources of the most commonly used foods which are served for 
 
 luncheon. 
 
 5. Characteristics of the commonly used foods, as purchased, served for 
 
 luncheons, which denote quality. 
 
 6. Principles involved in preparing typical luncheon foods. 
 
 7. Methods of preparing foods served for luncheons. 
 Pupils will participate in class discussion of: 
 
 1. Readings in text books and other references as above. 
 
 2. Foods suitable for luncheon at different seasons of the year. 
 
 3. Desirable characteristics of finished products. 
 
 4. Luncheon menus from the standpoint of ease of preparation, cost, 
 
 and service. 
 
 5. Criteria to be used in judging luncheon menus. 
 
 Pupils will observe demonstrations in the preparation of various dishes in 
 
 which the technique is difficult. 
 Pupils will prepare typical foods served for luncheon or supper and discuss 
 
 standards for desirable finished products. 
 Pupils will plan luncheons and suppers of various types and calculate their 
 
 cost. 
 Pupils will prepare, serve, and score luncheons of various types. 
 Pupils will summarize the various principles they have learned at school and 
 
 will practice them at home. 
 Pupils will observe in local markets the various grades of foods which are 
 
 served for luncheon. 
 Pupils will give oral reports on assigned topics. 
 
30 SYLLABUS OF HOME ECONOMICS 
 
 VIII. Thrift in Meal Planning and Marketing 
 Objectives 
 
 A knowledge of the different types of grocery stores and meat markets. 
 
 A knowledge of the factors which influence the cost of food. 
 
 A knowledge of methods of ordering and buying food supplies. 
 
 A knowledge of the characteristics which denote quality to be looked for 
 in the buying of food supplies. 
 
 A knowledge of foods available at different seasons. 
 
 A conviction of the importance of sanitation in the handling of food. 
 
 A knowledge of desirable sanitary conditions in the handling of food sup- 
 plies. 
 
 A knowledge of the principles of a food budget. 
 
 A conviction of the value of a food budget. 
 
 Some experience in making food budgets. 
 
 Some experience in buying food supplies. 
 
 Judgment in ordering and buying food supiilies to meet varying needs. 
 
 Judgment in planning a food budget to meet individual needs. 
 
 Some knowledge of legislation affecting food. 
 
 Some experience in judging the value of advertised food .'^ales. 
 
 References 
 
 Bailey — Food Preparation and Serving. 
 
 Donham — Spending the Family Income. 
 
 Donham — Marketing and Housework Manual. 
 
 Harap — The Education of the Consumer (teacher's reference). 
 
 Matthews — Elementary Home Economics. ' 
 
 Monroe and Stratton — Food Buying and Our Markets. 
 
 Sherman — Food Products. 
 
 Wellman — Food Study for High Schools. 
 
 Pamphlets on legislation concerning food. 
 
 Illustrative Material 
 
 Cans of various sizes. 
 
 Products of various grades. 
 
 Significant labels removed from commercially canned goods. 
 
 Food expense accounts. 
 
 Score cards for grocery stores, etc. 
 
V 
 
 FOOD AND NUTRITION 31 
 
 Thrift in Marketing (Continued) 
 
 Learning Activities 
 
 Pupils will read in text books and other references concerning: 
 
 1. Types of grocery stores and meat markets. 
 
 2. Sanitary handling of foods. 
 
 3. Characteristics which denote quality of food supplies. 
 
 4. Ordering and buying of food supplies. 
 
 5. Food budgets. 
 
 6. Factors which influence cost of foods. 
 
 7. Food legislation. 
 
 Pupils will participate in class discussion on: 
 
 1. Readings in text books and other references above. 
 
 2. Foods available at different seasons. 
 
 Pupils will observe and score sanitary conditions of local markets. 
 
 Pupils will observe grades and qualities of food supplies. 
 
 Pupils will plan food budgets to meet their needs. 
 
 Pupils will buy food supplies. 
 
 Pupils will report on can labels and ad\ertisements. 
 
 Pujiils will ])lan meals for different income levels. 
 
 Pupils will keep records of number of servings from different packages and 
 
 containers and make cost comparisons. 
 Pupils will plan and figure the cost of food for an emergency shelf. 
 Puiiils will gi\e oral reports on assigned topics. 
 
32 SYLLABUS OF HOME ECONOMICS 
 
 IX. Dinner Planning, Preparation, and Service 
 Objectives 
 
 A knowledge of what constitutes a well-planned dinner. 
 
 A knowledge of the foods which are suitable for dinner at different seasons 
 
 of the year. 
 A knowledge of the food value of the different foods served for dinner. 
 A knowledge of the source of the most commonly used foods which are 
 
 served for dinner. 
 A knowledge of what combinations of food flavors have been found to be 
 
 satisfactory. 
 A knowledge of the characteristics to be looked for when purchasing the 
 
 foods most commonly served for dinner. 
 Some experience in planning dinners which require a minimum expenditure 
 
 of time, energy, and money. 
 A knowledge of the principles involved in the preparation and care of foods 
 
 in the home, which are served for dinner, such as meats, vegetables, etc. 
 A knowledge of the desirable characteristics of finished products of foods 
 
 served for dinner, such as broiled chops, mashed potatoes, etc. 
 Some experience in preparing and serving foods served for dinner. 
 Some experience in preparing and serving dinners of various types. 
 An appreciation of the cost and of the time and energy required in the 
 
 preparation and service of various dinners. 
 Judgment in the planning of dinners to meet different requirements. 
 
 References 
 
 Bailey, N. Beth — Meal Planning and Table Service. 
 
 Bailey, Pearl — Food Preparation and Serving. 
 
 Donham — Marketing and Housework Manual. 
 
 Farmer — Boston Cooking School Cook Book. 
 
 Matthews — Elementary Home Economics. 
 
 Monroe and Stratton — Food Buying and Our Markets. 
 
 Pattee — Practical Dietetics. 
 
 Wellman — Food Study for High Schools. 
 
 Illustrative Material 
 
 Suggestive equipment such as pressure cooker, steam cooker, vacuum freezer, 
 
 etc. 
 Perfect products. 
 
 Pictures of attractive finished products. 
 Score cards for finished products. 
 
FOOD AND NUTRITION 33 
 
 Dinner Preparation (Continued) 
 
 Learning Activities 
 
 Pupils will read in text books and other references concerning: 
 
 1. Factors which determine the type of dinner served. 
 
 2. Food value of different foods served for dinners. 
 
 3. Principles involved in preparing typical dinner foods. 
 
 4. Methods of preparing foods ser\'ed for dinner. 
 
 5. Sources of the most commonly used foods served for dinner. 
 
 6. Characteristics of the most commonly used foods, as purchased, 
 
 served for dinner, which denote quality. 
 Pupils will participate in class discussion on: 
 
 1. Readings in text books and other references as above. 
 
 2. Criteria for judging a well-planned dinner. 
 
 3. Foods suitable for dinner at different seasons of the year. 
 
 4. Dinner menus from the standpoint of ease of preparation, cost, and 
 
 service. 
 
 5. The principles of cookery involved in the i)reparation of dinner 
 
 foods. 
 
 6. Desirable characteristics of finished products. 
 
 Pupils will observe demonstrations in the preparation of various dishes in 
 
 which the technique is difficult. 
 Pupils will prepare typical foods served for dinner and discuss standards of 
 
 finished products. 
 Pupils will plan dinners of various types. 
 
 Pupils will prepare, serve, and score dinners of various types. 
 Pupils will visit local markets and observe various grades of food which are 
 
 served for dinner. 
 Pupils will practice at home the principles they have learned at school. 
 Pupils will give oral reports. 
 
CLOTHING AND TEXTILES 
 
 Planning the Wardrobe and Starting the 
 
 Clothing Expense Account 
 The Sewing Machine — Its Use and Care 
 Fundamental Processes and Procedures 
 Pattern Use and Alteration 
 How to Make Simple Cotton Garments 
 How to Judge Textiles 
 How to Recognize Beauty in Garments 
 How to Judge the Becomingness of Garments 
 Garment Fitting 
 
 How to Make School Dresses with Set-In Sleeves 
 How to Dress Appropriately 
 How Clothing Influences Health 
 How to Make Afternoon Dresses 
 How to Care for Clothing and Textiles 
 The Clothing Budget 
 
36 SYLLABUS OF HOME ECONOMICS 
 
 I. Planning the Wardrobe and Starting the 
 Clothing Expense Account 
 Objectives 
 
 Some appreciation of the homemaker's responsibilities with reference to 
 
 clothing and textiles. 
 A conviction of the fact that it is more important to have skill in selecting 
 
 clothing than in making it. 
 Some appreciation of the money value of one's wardrobe. 
 An appreciation of the value of a plan for buying clothing. 
 A knowledge of the things which affect the cost of clothing. 
 A knowledge of the things which should influence one in deciding between 
 
 home-made and ready-made garments. 
 Experience in planning one's wardrobe for the school year. 
 Experience in keeping a clothing expense account. 
 
 References 
 
 Baldt — Clothing for Women. 
 
 Buttrick — Principles of Clothing Selection. 
 
 Pamphlets on Making the Clothing Inventory, The Clothing Budget, etc., 
 
 Univ. of III. Extension Service. 
 Taber and Wardall — Economics of the Family. 
 
 Illustrative Material 
 
 Sample in\entories and clothing budgets. 
 
 Exhibits of ready-made and home-made garments to contrast relative values 
 
 of each. 
 Mail-order catalogs. 
 Advertisements from local stores. 
 Forms for use in recording clothing expenditures. 
 
CLOTHING AND TEXTILES 37 
 
 Planning the Wardrobe (Continued) 
 Learning Activities 
 
 The pupils will listen to the teacher's explanation of: 
 
 1. The general purposes and plans of the course. 
 
 2. The garments to be made in the course and the reasons for their 
 
 choice. 
 
 3. The necessity for planning ahead to discover garments needed and 
 
 to avoid home duplication of garments to be made in class. 
 
 4. The meaning and value and method of making clothing inventories, 
 
 and keeping clothing expense accounts. 
 
 Each pupil will consult her mother concerning the garments to be made in 
 class and their relation to her present and future wardrobes. 
 
 Each pupil will make a clothing inventory to discover her wardrobe needs, 
 and will sort out the garments needing attention and those to be given 
 away. 
 
 The pupils will discover prices of typical garments through examining gar- 
 ments presented by the teacher, studying typical clothing catalogues, 
 consulting expense accounts at home, and shopping. 
 
 The pupils will list with the inventory the approximate replacement value 
 of the clothing on hand. 
 
 Each pupil will make out a list of clothing needed for the year based on the 
 wardrobe needs discovered by her inventory. 
 
 The pupils will participate in a class discussion of such questions as : 
 
 1. Where, when, and how to bu.v typical garments. 
 
 2. Suggestions for buying clothing economically. 
 
 3. What to buy and what to make and why. 
 
 4. The use and misuse of sales. 
 
 5. Advantages and disadvantages of buying by mail. 
 
 6. Intelligent vs. unintelligent shopping. 
 
 The pupils will help in criticizing expense accounts presented by the teacher, 
 will decide on which type she wishes to use, and will start a- clothing 
 expense account for herself. 
 
 In the future each pupil will list in her clothing expense account her expen- 
 ditures for clothing, clothing repairs and cleaning, and grooming. 
 
38 SYLLABUS OF HOME ECONOMICS 
 
 II. The Sewing Machine — Its Use and Care 
 Objectives' 
 
 The ability to operate a sewing machine. 
 The abihty to adjust stitch length and tension. 
 
 Some practice in cleaning and oiling the machine and in making simple re- 
 pairs and minor adjustments. 
 The ability to use the attachments — hemmer, tucker, binder, gatherer. 
 
 References 
 
 Sewing Machine Manual edited by makers of machines in use. 
 Whitlock — Clothing Club Manual — Univ. of 111. Extension Service. 
 Cook — The Sewing Machine (teachers reference). 
 
 Illustrative Material 
 
 Wall charts showing machine construction, magnified lock-stitch, good and 
 
 poor tension, etc. 
 Exhibits of stitch lengths and tensions. 
 Murdock Scales; Williams and Knapp Scales. 
 Charts showing places for oiling machine. 
 Samples of work done by using the machine attachments. 
 
 ^Sonie teachers believe that it is wiser to attempt only the first objective at this time and 
 to foster mastery of the others after pupils have had several weeks' experience with the machine. 
 Some teachers feel that the ability to use attachments is not a minimal essential and should be 
 expected of only certain pupils, not all. 
 
CLOTHING AND TEXTILES 39 
 
 The Sewing Machine (Continued) 
 
 Learning Activities 
 
 The pupils will observe the teacher's demonstration and study reference 
 books to learn how to operate a sewing machine. 
 
 The pupils will study manuals and wall charts (from sewing machine com- 
 panies) showing how the machine works. 
 
 The pupils will observe the exhibits showing the results of changing the 
 length of stitches and tightness and looseness of tension. 
 
 The pupils will observe the teacher's demonstration of regulating tension 
 and stitch length. 
 
 Each pupil will practice operating the machine until her skill and speed are 
 approved by the teacher. 
 
 Each pupil will practice adjusting the stitch length, and upper tension (on 
 double pieces of typical fabrics) until she satisfies the teacher of her 
 ability to control them. 
 
 The pupils will observe the teacher's demonstration showing how to clean 
 and oil the machine and how to make such repairs as tightening the 
 band, changing the needle, removing knotted thread from under the 
 throat plate, etc. 
 
 Each pupil will study reference material, and compile a list of difficulties 
 common to the use of the sewing machine, and the probable causes 
 and remedies for each. 
 
 Each pupil will clean and oil the machines at the time indicated on the 
 schedule for oiling and will make any simple repairs which her ma- 
 chine demands during the j'ear. 
 
 Each pupil will stitch a holder or some such article to prove her ability to 
 stitch straight, turn square corners, follow a curved edge, procure ac- 
 ceptable tension and stitch length, etc. 
 
 The pupils will observe a demonstration given by a commercial demonstra- 
 tor or the teacher to learn the use of machine attachments. 
 
 The pupils will use, care for, and adjust the machine during the year with 
 little or no assistance from the teacher. 
 
40 SYLLABUS OF HOME ECONOMICS 
 
 III. Fundamental Sewing Processes and Procedures^ 
 
 Objectives 
 
 A knowledge of the characteristics of good sewing equipment. 
 
 A knowledge of good sewing habits. 
 
 Practice in good sewing habits. 
 
 Some appreciation of the importance of observing good sewing habits. 
 
 Some experience in following printed directions for work. 
 
 Practice in making and judging fundamental stitches and seams — such as 
 
 French and felled seams, running stitch, hemming stitch, overcasting, 
 
 cutting and joining bias strips, straight hems. 
 The ability to distinguish between facings and bindings. 
 
 References 
 
 Whitlock— Clothing Club Manual. 
 Cook — Essentials of Sewing. 
 
 Illustrative Material 
 
 Exhibits of good and poor equipment. 
 
 Scales such as the Murdock Sewing Scales and the Williams and Knapp 
 scales. 
 
 Standards of accomplishment such as perfectly made seams, stitches, but- 
 ton-holes, etc. 
 
 Exhibits of the assigned processes showing the steps in making. 
 
 Sample garments, such as those to be next made by students, showing the 
 use of the processes and procedures now being learned. 
 
 ^In departments which do not have a machine for each pupil, this unit is often taught 
 parallel to the one on the use of the sewing machine, so that all pupils can work without waste 
 ■of time. Some teachers prefer to parallel this unit with that on the making of simple garments, 
 thus making the pupils' practice on each process immediately precede the use of the process 
 in garment construction. 
 
CLOTHING AND TEXTILES 41 
 
 Processes and Procedures (Continued) 
 Learning Activities 
 
 The pupils will listen to the teacher's illustrated lecture on the character- 
 istics of good sewing equipment and that desirable for class use. 
 
 Each pupil will study the characteristics of good sewing equipment. 
 
 Each pupil will buy her own sewing equipment in accordance with the 
 standards learned. 
 
 The pupils will study and observe the teacher's demonstration of correct 
 sewing procedures. 
 
 Each pupil will practice the sewing procedures learned while making gar- 
 ments and doing other laboratory work. 
 
 The pupils will observe the teacher's demonstration showing the steps in 
 such processes as French and felled seams, the running stitch, and the 
 rapid over-casting stitch. 
 
 Each pupil will practice making the seams and stitches on suitable scraps 
 of materials until her products compare favorably with the standard 
 set by the instructor, probably using such scales as the Murdock or the 
 Williams and Knapp. 
 
 The pupils will study their manuals to learn how to do such things as cut- 
 ting and joining bias, making button-holes, etc. 
 
 Each pupil will, by studying her manual of directions and observing the il- 
 lustrative material exhibited, learn how to do the above things and 
 make an acceptable example of each, before using it in a garment. 
 
 Each pupil will use these processes in the first garments made. 
 
42 SYLLABUS OF HOME ECONOMICS 
 
 IV. Pattern Use and Alteration 
 
 Objectives 
 
 A general understanding of how commercial patterns are made. 
 
 A knowledge of the essential lines of type patterns — their proper direction 
 and intersection. 
 
 The ability to read and interpret patterns — their symbols, charts and direc- 
 tions. 
 
 Accuracy in taking and recording measurements of patterns, clothes and 
 pupils' figures. 
 
 Some experience in testing pattern sizes and shapes (back length, arm hole, 
 neck curves). 
 
 A knowledge of the principles of pattern alteration. 
 
 Some experience in measuring satisfactory garments and altering patterns 
 to suit those measurements. 
 
 The ability to use a simple pattern. 
 
 1. Discover and select number and size of pattern needed. 
 
 2. Distinguish between the views shown and select the pieces of pat- 
 
 tern needed. 
 
 3. Place and pin pattern correctly. 
 
 4. Mark notches and necessary construction perforations. 
 
 References 
 
 Whitlock— Clothing Club Manual. 
 
 Baldt — Clothing for Women (teacher's reference). 
 
 Cook — Essentials of Sewing. 
 
 Hanna — Pattern Making (teacher's reference). 
 
 Illustrative Material 
 
 Pattern alteration charts from commercial pattern companies. 
 Exhibits of patterns altered, mounted, and labeled. 
 Exhibits of patterns properly laid on fabrics ready for cutting. 
 Two or more old patterns for each member of the class (to use in practicing 
 pattern alterations). 
 
CLOTHIXG AND TEXTILES 43 
 
 Pattern Use and Alteration (Continued) 
 Learning Activities 
 
 The pupils will observe the teacher's demonstration of: 
 
 1. How patterns are made. 
 
 2. How and where to measure garments and patterns. 
 
 3. How patterns should be altered. 
 
 4. How to lay and pin patterns for cutting. 
 
 5. How to use and mark pattern perforations. 
 
 The pupils will study reference readings and illustrative material to fix the 
 above ideas and to learn the principles and procedures to be followed 
 in choosing, altering, and using patterns. 
 
 The pupils will participate in class discussions and assigned exercises calling 
 for the examination of type patterns to discover their various symbols, 
 the meaning of perforations, charts and directions, and the alteration 
 and construction problems involved. 
 
 The pupils will participate in: 
 
 1. A class discussion of the likenesses and differences of the makes of 
 
 patterns used in the community. 
 
 2. Charting a comparison of the symbols used in various patterns. 
 Each pupil will measure one or more patterns, compare their measurements 
 
 with assigned garments and persons, and recommend or make altera- 
 tions needed. 
 Each pupil will select, buy, test, and alter a pattern for a simple garment for 
 herself and use it in cutting out the garment and in making a working 
 plan for the garment's construction. 
 
44 SYLLABUS OF HOME ECONOMICS 
 
 V. How to Make Simple Cotton Garments 
 
 (a) kimono night gown, bungalow apron or pajama coaf^ 
 
 (b) bloomers or pajama trousers 
 
 Objectives 
 
 Some experience in judging suitability of fabric, design, and trimming of 
 ready-made garments. 
 
 Some experience in choosing and testing fabrics for the garments to be 
 made. 
 
 Some experience in choosing patterns suitable for chosen fabrics. 
 
 Experience in making simple calculations concerning amounts of material 
 needed for garment. 
 
 Experience in taking accurate measurements. 
 
 Experience in using and altering patterns. 
 
 Experience in judging suitability and durability of laces, embroideries, and 
 other findings to be used in these garments. 
 
 Experience in selecting seams suited to cotton cloth and to the types of gar- 
 ments chosen. 
 
 Practice in selecting the type of finish suited to purpose, style, and quality 
 of garment to be made. 
 
 Experience in making and following a working plan for garment construc- 
 tion. 
 
 The ability to make: 
 
 1. Tailor's tacks. 
 
 2. French and felled seams. 
 
 3. Button-holes. 
 
 4. Outward curving hems. 
 The ability to: 
 
 1. Do the running stitch, the hemming stitches. 
 
 2. Cut, join, and use bias binding. 
 
 3. Cut and apply a fitted facing. 
 
 4. Match and join lace and embroidery. 
 
 The ability to use a score card in judging garment construction. 
 Some appreciation of the comparative value of these garments and similar 
 ones "ready-made." 
 
 References 
 
 Whitlock— The Clothing Club Manual. 
 Singer — A Manual of Family Sewing Machines. 
 
 Bulletins — U. S. Department of Agriculture, Miscellaneous Circular No. 90, 
 "Score Cards for Judging Clothing Selection and Construction." 
 
 Illustrative Material 
 
 Ready-made garments from local stores. 
 
 Samples of fabrics desirable for the garments to be made. 
 
 Exhibits of well made French and felled seams, button-holes, hems, bind- 
 ings, etc. 
 
 Exhibits showing the steps to be followed in making seams, button-holes, 
 hems, etc. 
 
 Exhibits of finishes suitable for garments. 
 
 A complete working plan for a garment similar to those being made in class. 
 
 these 
 
 'If other garments are better suited to pupils' needs they should be chosen in preference to 
 
CLOTHING AND TEXTILES 45 
 
 Simple Cotton Garments (Continued) 
 Learning Activities 
 
 The pupils will observe an exhibit of ready-made garments, noting their 
 color combinations, fabrics, and trimmings used, relative prices, desir- 
 able, and undesirable features. 
 
 The pupils will observe the teacher's lecture demonstration relative to fab- 
 rics suited to use and simple tests for use in judging them. 
 
 The pupils will test assigned samples and report on their relative desirability. 
 
 The pupils will observe exhibited type patterns and discuss their relative ad- 
 vantages and appropriate uses. 
 
 The pupils will observe exhibited seams and finishes, and discuss their ap- 
 propriate uses. 
 
 Each puijil will present for the teacher's approval a picture of the garment 
 pattern desired and samples of fabrics chosen for making and trimming 
 them. 
 
 Each pupil will test and choose the fabrics to be used in her garments. 
 
 Each pupil will purchase and alter the patterns she will use. 
 
 The pupils will hear the teacher's explanations of the value of a working 
 plan and assist her in making one for a typical garment — writing on 
 the board the steps which should be taken and the order in which they 
 should be taken. 
 
 Each pupil will carefully study her pattern and write out a detailed plan for 
 use in making each garment. 
 
 The pupils will note teacher's corrections and suggestions on plans and re- 
 write them until they are correct. 
 
 Each pupil will follow her working plans in making her garments. 
 
 Each pupil will .study her manual, observe the teacher's demonstrations, and 
 study the illustrative material until she learns how to make the seams 
 and do the processes demanded by her garments. 
 
 Each pupil will practice making the seams, hems, etc., which she will use 
 in her garments until she gains the teacher's approval for each. 
 
 Each pupil will make her garments with a minimum of assistance from the 
 instructor and with a maximum use of her manual, plan, and pattern 
 helps. 
 
 The pupils will hear the teacher's explanation of a score card and its u,?e, 
 will assist her in making a score for use in judging garments, and will 
 work together in scoring a ready-made garment. 
 
 Each pupil will use a copy of the score card for grading the work of a class- 
 mate. 
 
 Each pupil will compute the cost of her garment and compare its cost with 
 that of a similar ready-made garment. 
 
 Each pupil will prepare an oral theme, recounting the successes and dis- 
 couragements encountered in making the garments, and the cautions 
 to be observed in making similar garments in the future. 
 
46 SYLLABUS OF HOME ECONOMICS 
 
 VI. How to Judge Textiles 
 Objectives 
 
 The ability to name and explain the sources and characteristics of the fibers 
 commonly used in clothing and household textiles. 
 
 A knowledge of processes in manufacture which affect the serviceability, 
 beauty, and cost of the fabric. 
 
 The ability to recognize and name commonly used fabrics and give their ap- 
 propriate use. 
 
 Some experience in judging fabrics as to their suitability, serviceability, and 
 attractiveness. 
 
 Some experience in determining the fiber content of fabrics. 
 
 The ability to determine, from the appearance of a fabric, the general 
 method used in producing design. 
 
 Some appreciation of the factors influencing the price of fabrics. 
 
 References 
 
 Denny — Fabrics and How to Know Them. 
 
 Dyer — Textile Fabrics. 
 
 McGowan and Waite — Textiles and Clothing. 
 
 Nystrom — Textiles (teacher's reference) 
 
 Small — How to Know Textiles. 
 
 Woolman and McGowan — Textiles (teacher's reference) 
 
 Bulletins— McCullough — Textile Bulletin (Home Economics Extension Ser- 
 vice, Univ'ersity of Illinois) 
 
 U. S. Department of Agriculture, Farmer's Bulletin No. 1449, "Selection of 
 Cotton Fabrics." 
 
 Illustrative Material 
 
 Exhibits showing textiles in various stages of manufacture. 
 
 Films from commercial concerns showing the manufacture of fabrics. 
 
 Many appropriately labeled samples of fabrics. 
 
 Pictures of textile sources, weaves, yarn structure, etc. 
 
 Woven mats or pictures illustrating magnified weaves. 
 
CLOTHING AND TEXTILES 47 
 
 How to Judge Textiles (Continued) 
 Learning Activities 
 
 The pupils will observe the teacher's demonstration of simple tests for judg- 
 ing textiles. 
 
 The pupils will study and prepare to discuss factors which influence the 
 cost, serviceability, and attractiveness of fabrics. 
 
 The pupils will examine pictures, films, charts, or textile exhibits to discover 
 the sources of textiles and the processes used in the manufacture of 
 fabrics. 
 
 The pupils will study and prepare to discuss: 
 
 1. The sources, grades, and characteristics of the commonly used fibers. 
 
 2. The main steps followed in the manufacture of typical fabrics. 
 
 3. The influence of certain manufacturing processes on quality and 
 
 price. 
 The pupils will visit, if possible, textile mills or similar places available in 
 
 the community. 
 The pupils will listen to the teacher's explanations of the factors controlling 
 
 the prices of fabrics. 
 Each pupil will examine typical fabrics, noting the characteristics of each, 
 
 the aj^propriate use of each, and their relative prices. 
 Each pupil will examine and compare different grades of the same fabrics, 
 
 noting appearance, serviceability, and price. 
 The pupils will test assigned samples for fiber content and finish. 
 The pupils will examine other samples to identify their name, weave, and 
 
 method used in obtaining design. 
 The pupils will compare for purposes of identification the likenesses and 
 
 differences of the samples of various fabrics which can be used for 
 
 each type of garment to be made. 
 
48 SYLLABUS OF HOME ECONOMICS 
 
 VII. How to Recognize Beauty in Garments^ 
 Objectives 
 
 A knowledge of the principles of design and their expression in dress. 
 
 A knowledge of criteria for judging color harmony in dress. 
 
 An appreciation of the meaning of harmony of texture, design, and color. 
 
 The ability to recognize garments which accord with the principles of design 
 
 and color harmony. 
 The ability to recognize fabrics which are "good" in design. 
 Some appreciation of the difference between beautiful clothes and stylish 
 
 clothes. 
 
 References 
 
 Buttrick — Principles of Clothing Selection. 
 Goldstein — Art in Everyday Life. 
 Izor — Costume Design and House Planning. 
 Weinberg — Color in Everyday Life. 
 Bulletins — Hope — Artistic Dress. 
 —Color in Dress. 
 Mimeographed material such as "Criteria for Judging Beautj' in Dress." 
 
 Illustrative Material 
 
 Counter cards from pattern counters. 
 Fashion sheets — a duplicate set for each pupil. 
 Dresses from stores and homes. 
 Dresses worn by pupils and teacher. 
 A color circle (on the black board). 
 Value scales and intensity scales. 
 Mounted examples of typical color schemes. 
 Magazine clippings illustrating beauty in color schemes. 
 Large samples of figured fabrics to show good and poor design and good and 
 poor color combinations. 
 
 'Some teachers prefer to combine this unit with the one on becomingness. Others prefer to 
 teach beauty, becomingness, and appropriateness as one. Either of these plans is possible but 
 they are apt to court confusion in pupils' minds. 
 
CLOTHING AND TEXTILES 49 
 
 Beauty in Garments (Continued) 
 
 Learning Activities 
 
 The pupils will listen to the teacher's illustrated talks on: ' 
 
 1. The difference between beautiful and unattractive clothes. 
 
 2. Design principles applied to dress. 
 
 3. Principles of color harmony in dress. 
 
 4. Design and color principles applied to fabrics. 
 
 The pupils will read references to discover definite suggestions for judging 
 costumes with respect to each art principle as informal balance, lack of 
 balance, good proportion, harmony of line, good monochromatic 
 scheme, poor complementary scheme, effective use of figured material, 
 unattractive combination of plain and figured fabrics, a design perfect 
 in every respect, etc. 
 
 The pupils will report the suggestions learned and see their use illustrated 
 by the teacher as she audibly judges garments exhibited and those il- 
 lustrated by counter cards. 
 
 The pupils using these same criteria will judge other dresses and other illus- 
 trations. 
 
 The pupils will observe designated illustrations in fashion sheets and decide 
 (and report) for each the principle which it illustrates or denies. 
 
 Each pupil will discover, mount, label, and explain in writing one or more 
 examples (pictures of dresses) of each of the points considered. 
 
 The pupils will judge and comment on the designs and color schemes shown 
 in the fabrics displayed. 
 
 Each pupil will bring from home one or more samples of fabrics which are 
 attractive or unattractive and explain to the class why she considers 
 each so. 
 
 Each pupil will bring or wear to class a dress which she believes to be truly 
 beautiful and explain to the class why it is so (or what changes need 
 to be made to make it so.) 
 
50 SYLLABUS OF HOME ECONOMICS 
 
 VIII. How to Judge the Becomingness of Garments 
 Objectives 
 
 A conviction of the fact that one's choice of clothes affects one's apparent 
 size, proportions, and coloring. 
 
 A knowledge of those colors, lines, textures, and designs which are consid- 
 ered becoming to individual types — blonde, brunette, short, stout, slen- 
 der, athletic, ingenue, etc. 
 
 An understanding of the effect of color and line, and of the reasons used in 
 judging their use. 
 
 A knowledge of criteria for use in judging becomingness of dress. 
 
 vSome experience in analyzing individual characteristics and selecting suitable 
 clothing designs. 
 
 Some experience in judging the becomingness of clothes to individuals. 
 
 References 
 
 Buttrick — Principles of Clothing Selection. 
 
 Goldstein — Art in Everyday Life (teacher's reference). 
 
 Parsons — The Psychology of Dress (teacher's reference). 
 
 Pickens — Secrets of Distinctive Dress. 
 
 Story — How to Dress Well. 
 
 Weinberg — Color in Everyday Life (teacher's reference). 
 
 Bulletins — Hope — Artistic Dress, Color in Dress. 
 
 Illustrative Material 
 
 A color circle on the board. 
 
 Colored fabrics in half-yard lengths,' representing all the colors most com- 
 monly used in clothes. 
 Counter cards showing a variety of lines and designs. 
 Duplicate sets of fashion sheets. 
 Trial collars of various shapes and textures. 
 
 Dresses of the same size but showing great differences in lines, textures, etc. 
 Hats of all types, shapes, and colors.^ 
 U. S. D. A. film— "What Shall We Wear?" 
 
 'These may be of cheese cloth and dyed I)y pupils. 
 ^Each pupil can bring 2 or 3 from home. 
 
CLOTHING AND TEXTILES 51 
 
 Becomingness of Garments (Continued) 
 Learning Activities 
 
 The pupils will observe the teacher's illustrated lecture concerning the effect 
 of typical lines, colors, and textures on individuals of different types. 
 
 The pupils will obser\e and listen to the teacher as she trys various colors 
 on pupils with various coloring and explains why each is becoming or 
 unbecoming. 
 
 The pupils will study in preparation for reports on suitable lines and de- 
 signs for typical figures, and irregularities of figure, and colors becom- 
 ing to persons of different types. 
 
 The pupils will watch as the teacher tries a variety of hats on several girls 
 and explains why each is becoming or unbecoming. 
 
 The pupils will observe selected counter card illustrations of costumes and 
 contribute to a discussion concerning the type figures .to which each 
 would be becoming. 
 
 The pupils (working in groups of three) will: 
 
 1. Try on colored fabrics in an endeavor to discover which are the more 
 
 becoming colors. 
 
 2. Try on various collars in an attempt to discover which neck lines 
 
 and which textures are more becoming. 
 
 3. Try various hats to see which types are most becoming. 
 
 The pupils will select (from fashion sheets) illustrations of costumes which 
 
 they consider becoming to each type of figure and suitable for each 
 
 irregularity. 
 Each pupil will decide which type she is and what irregularities of figure she 
 
 has; and will then list those elements of costume which she should 
 
 use and those which she should avoid. 
 Each pupil will make a color chart showing colors and materials that are 
 
 becoming to her. 
 Each pupil will bring to class a dress, coat, or hat and the class will help her 
 
 decide how each can be made more becoming to her. 
 Each pupil will wear to class a dress or costume which she believes to be 
 
 becoming and explain to the class why it is so. 
 
52 SYLLABUS OF HOME ECONOMICS 
 
 IX. Garment Fitting^ 
 Objectives 
 
 A knowledge of standards for a perfectly fitting garment. 
 
 The ability to use these standards in judging the fit of garments. 
 
 The ability to recognize the most common "misfits." 
 
 A knowledge of the remedies for common "misfits." 
 
 Some ability to fit garments. 
 
 References 
 
 Whitlock— Clothing Club Manual. 
 Cook — The Essentials of Sewing. 
 
 Illustrative Material 
 
 Pictures of garments representing common "misfits." 
 Garments in wear which do and do not illustrate desirable standards. 
 Plain garments (of unbleached muslin or similar fabric) for use in demon- 
 strating common misfits and methods of fitting. 
 
 'Some teachers prefer to parallel this unit with the next one, instead of teaching it before 
 the dresses are started. 
 
CLOTHING AND TEXTILES 53 
 
 Garment Fitting (Continued) 
 Learning Activities 
 
 The pupils will listen to the teacher's explanation and illustration of "stand- 
 ards for a properly fitted garment." 
 
 The pupils will criticize the fit of typical dresses tried on by class members. 
 
 The pupils will listen to the teacher's lecture-demonstration concerning rem- 
 edies for common misfits. 
 
 The pupils will observe fitting problems presented by the teacher and sug- 
 gest and make the alterations needed. 
 
 Each pupil will practice fitting by fitting on another pupil the plain un- 
 bleached muslin dresses kept for that purpose. 
 
 The pupils will criticize the fit of and suggest needed alterations for typical 
 garments being made in class. 
 
 Each pupil will fit the dresses being made by her sewing partners. 
 
54 SYLLABUS OF HOME ECONOMICS 
 
 X. How to Make School Dresses with Set-In Sleeves 
 Objectives 
 
 Experience in testing, judging, and selecting fabrics for service garments. 
 Experience in interpreting, altering, and using commercial patterns.^ 
 Experience in selecting seams, finishes, and fastening suited to the texture of 
 
 cloth and type of dress. 
 Experience in judging the fit of several dresses, analyzing difficulties and 
 
 suggesting remedies. 
 A knowledge of how a correctly set sleeve looks and the ability to set a 
 
 sleeve. 
 The ability to make false French seams, patch pockets, set-in pockets, etc. 
 The ability to sew on snaps, hooks and eyes. 
 The ability to attach collars and cuffs to a garment. 
 The ability to "pink" raw edges. 
 The ability to make a curved hem. 
 The ability to make and use the catch stitch. 
 Experience in making and following a plan for work. 
 ■ The ability to distinguish between good and poor construction technique. 
 Experience in scoring garments according to construction, design, and be- 
 
 comingness to the wearer. 
 
 References 
 
 Whitlock— Clothing Club Manual. 
 Cook — Essentials of Sewing. 
 
 Supplementary mimeographed material covering sleeve setting, fitting, etc. 
 Score cards. 
 
 Bulletins — U. S. D. A., Miscellaneous Circular No. 90. "Score Cards for Judg- 
 ing Clothing Selection and Construction." 
 
 Illustrative Material 
 
 Exhibits of seams, etc., in typical materials ajipropriatcly finished. 
 Exhibits showing the steps in construction for all new processes. 
 One or more typical garments well made and well finished — for pupil ref- 
 erence and comparison. 
 
 'Each puiiil sliould l)e required to use a different make of pattern for each giiriiient so that 
 her pattern experience will be as varied as possible. 
 
CLOTHING AND TEXTILES 55 
 
 School Dress (Continued) 
 
 Learning Activities 
 
 The pui)ils will attend to the teacher's illustrated suggestions concerning the 
 
 tyi)es of patterns which may be used and the kinds of fabrics which 
 
 may be chosen. 
 If possible the i)ui)ils will go with the teacher to one or more stores to see 
 
 the fabrics available and note their relative advantages. 
 Each jjupil will choose a design and a fabric for her dress and submit for the 
 
 teacher's approval a j^icturc, sample of fabric, and a written (or oral) 
 
 defense of her choice. 
 Each pupil will study her pattern, test it, and alter it if necessary. 
 Each pupil will write out a detailed list of steps to be followed in making 
 
 the garment, using the pattern helps, and her sewing manual. 
 She will follow this plan, when corrected and completed, in making her dress. 
 The iniinls will observe the teacher's demonstration of new jjrocesses to be 
 
 used, and will study them in their manuals. 
 Each pupil will practice the assigned processes and submit a sample of each 
 
 for approval before working it out in her garment. 
 The pupils will from time to time observe dresses which present typical or 
 
 unusual fitting problems and assist the pupil-fitter in deciding upon the 
 
 needed remedies. 
 The pupils will observe the teacher's demonstration of sleeve setting. 
 Each pupil, using the practice material supplied, will set a sleeve according 
 
 to the demonstration and the directions in the text. 
 Each pupil will construct her dress with a minimum of assistance from the 
 
 instructor and a maximum use of her plan, pattern and text. 
 Each pupil will fit the dress for her assigned partner, gaining the instructor's 
 
 approval before cutting or rebasting. 
 Each pupil will use a score card in grading either a classmate's dress or her 
 
 own dress. 
 The pupils will observe a selected group of ready-made garments (similar to 
 
 theirs) and compare them with the class-made garments as to "style," 
 
 beauty, construction, and price. 
 Each pupil will compute the cost of her garment and compare it with that 
 
 of a similar garment ready-made. 
 Each pupil will present an oral theme reporting the success of her garment 
 
 in terms of textile content, beauty of design, becomingness, and econ- 
 omy, and suggesting cautions to be obsei"ved in making similar gar- 
 ments in the future. 
 
56 SYLLABUS OF HOME ECONOMICS 
 
 XI. How to Dress Appropriately 
 
 Objectives 
 
 A conviction of the importance of dressing appropriately for all occasions. 
 
 Some appreciation of the fact that it is more important to be dressed suit- 
 ably than to be dressed beautifully or stylishly. 
 
 A knowledge of those lines, colors, fabrics and accessories which are consid- 
 ered appropriate for school or business, sport, afternoon, and evening. 
 
 Some appreciation of the fact that one's costume should be appropriate to 
 one's age, purse, and social position as well as to the occasion. 
 
 Some experience in criticizing costumes from the standpoint of appropriate- 
 ness. 
 
 References 
 
 Buttrick — Principles of Costume Selection. 
 
 Goldstein — Art in Everyday Life. 
 
 Picken — Secrets of Distinctive Dress. 
 
 Story — How to Dress Well. 
 
 Bulletins — Hope — Fashion, Its Use and Abuse. 
 
 Illustrative Material 
 
 Typical and complete outfits for business, afternoon, and evening wear. 
 Accessories of various types — shoes, hose, jewelry, gloves, etc. 
 Pictures of persons costumed for typical occasions. 
 
CLOTHING AND TEXTII-ES 57 
 
 Appropriate Dress (Continued) 
 
 Learning Activities 
 
 The pupils will listen to an illustrated talk on appropriate dress. 
 
 The pupils will study and prepare to discuss the clothing and accessories 
 which are considered suitable for typical occasions and for wear with 
 each other. 
 
 The pupils will participate in a discussion of the appropriateness of dress as 
 revealed in selected pictures. 
 
 The pupils will direct the teacher's selection of accessories for typical out- 
 fits and will decide on the appropriate places for their wear. 
 
 Each pupil will note the dress of her school-mates and of the persons whom 
 she sees on the street, etc., and report to the class their correct or in- 
 correct costuming. 
 
 Each pupil will compile a list of suggestions which need to be observed in 
 her school and community. 
 
 Each pupil will wear to chiss a costume which she believes to be appropri- 
 ate for school and street, and report to the class on her reasons for 
 judging each item of her wardrobe. 
 
58 SYLLABUS OF HOME ECONOMICS 
 
 XII. How Clothing Influences Health 
 Objectives 
 
 A knowledge of the requirements of hygienic garments. 
 A desire to dress healthfully in spite of fashion. 
 Experience in judging clothing by health standards. 
 
 References 
 
 McGowan and Waite— Textiles and Clothing. 
 
 Bulletins — Hygiene of the Feet, Univeresity of Illinois Home Economics 
 Extension Circular. 
 
 Illustrative Material 
 
 Underwear illustrating both healthful and undesirable aspects. 
 Shoes of various types. 
 
 Fabrics illustrating factors influencing body ventilation, cleanliness, etc. 
 Outer garments suitable for wear under typical circumstances such as camp- 
 ing, hiking, etc. 
 Clothing for children — both desirable and undesirable. 
 Charts from firms such as Cantilever Shoe Company. 
 
CLOTHING AND TEXTILES 59 
 
 Clothing and Health (Continued) 
 Learning Activities 
 
 The pupils will listen to an illustrated criticism of garments from the stand- 
 point of health. 
 
 The pupils will study and report on those characteristics which are desirable 
 in healthful clothes. 
 
 The pupils will discuss present day styles in dress, pointing out which fads 
 are wholesome and which do not contribute to positive health. 
 
 The pupils will listen to illustrated talks on such specific problems as "The 
 Requirements of Proi)er Shoes." 
 
 The pupils will participate in a class criticism of exhibited fabrics and gar- 
 ments. 
 
 The pupils will study or make one or more score cards for use in judging 
 their clothes from the standpoint of health. 
 
 Each pupil will study her wardrobe and report to class, its violations, and 
 illustrations of the rules learned in class. 
 
60 SYLLABUS OF HOME ECONOMICS 
 
 XIII. How to Make Afternoon Dresses 
 Objectives 
 
 Experience in testing, judging, and selecting fabrics for thin summer dresses. 
 
 Experience in selecting patterns for use in making garments of sheer fabrics. 
 
 Experience in interpreting, altering, and using commercial patterns. 
 
 Experience in selecting seams, finishes, and fastenings suited to the texture 
 and type of dress. 
 
 Experience in judging the fit of several dresses, analyzing difficulties and 
 suggesting remedies. 
 
 The ability to do such new processes as are called for by the requirements 
 of the garments, such as shirring, ruffling, tucking, inserting lace or em- 
 broidery, piecing lace, draping fabrics, tacking drapery in place, etc. 
 
 Experience in cutting and making a garment. 
 
 Experience in making and following a working plan. 
 
 Experience in scoring garments according to construction, design and be- 
 comingness. 
 
 References 
 
 Whitlock— Clothing Club Manual. 
 Cook — Essentials of Sewing. 
 
 Supplementary mimeographed material covering sleeve setting, fitting, etc. 
 Score cards. 
 
 Bulletins — U. S. Department of Agriculture Miscellaneous Circular No. 90, 
 "Score Cards for Judging Clothing Selection and Construction." 
 
 Illustrative Material 
 
 Exhibits of seams, etc., in typical materials appropriately finished. 
 Exhibits showing the steps in construction for all new processes. 
 One or more typical garments well made and well finished — for pupils' ref- 
 erence and comparison. 
 
CLOTHING AND TEXTILES 61 
 
 Afternoon Dresses (Continued) 
 Learning Activities 
 
 The pupils will attend to the teacher's illustrated suggestions concerning the 
 
 types of patterns which may be used and the kinds of fabrics which 
 
 may be chosen. 
 If possible, the pupils will go with the teacher to one or more stores to see 
 
 fabrics available and note their relative advantages. 
 Each pupil will choose a design and a fabric for her dress and submit for 
 
 the teacher's approval a picture, sample, and a written (or oral) de- 
 fense of her choice. 
 Each pupil will study her pattern and alter it if necessary. 
 Each pupil will write out a detailed list of steps to be followed in making 
 
 the garment, using the pattern helps and her sewing manual. 
 She will follow this plan, when corrected and completed, in making her dress. 
 The pupils will observe the teacher's demonstration of new processes to be 
 
 used, and will study them in their manuals. 
 Each pupil will practice the assigned processes and submit a sample of each 
 
 for approval before working it out in her garment. 
 The pupils will from time to time observe dresses which present typical or 
 
 unusual fitting problems and assist the pupil-fitter in deciding upon the 
 
 needed remedies. 
 Each pupil will construct her dress with a minimum of assistance from the 
 
 instructor and a maximum use of her plan, pattern, and text. 
 Each pupil will fit the dress for her assigned partner,' gaining the instructor's 
 
 approval before cutting or rebasting. 
 Each pupil will use a score card in grading either a classmate's dress or her 
 
 own dress. 
 The pupils will observe a selected group of ready-made garments (similar to 
 
 theirs) and compare them with the class-made garments as to "style," 
 
 beauty, construction, and price. 
 Each pupil will compute the cost of her garment and compare it with that 
 
 of a similar garment ready-made. 
 Each pupil will present a written or oral theme reporting the success of her 
 
 garment in terms of textile content, beauty of design, becomingness, 
 
 and economy, and suggesting cautions to be observed in making similar 
 
 garments in the future. 
 
 ^New partner assignments should he iiiade for taoli garment so that each pupil can have 
 a variety of figures to fit. 
 
62 SYLLABUS OF HOME ECONOMICS 
 
 XIV. How to Care for Clothing and Textiles 
 Objectives 
 
 Some appreciation of the importance of keeping one's clothes in good con- 
 dition. 
 
 Some appreciation of the fact that much care can be avoided by wisdom in 
 selection. 
 
 A knowledge of the typical devices available for the care of clothing such as 
 cedar chests, moth-proof bags, dress covers, shoe trees, drying frames, 
 etc. 
 
 Ability to patch and to darn clothes. 
 
 The ability to darn hose and mend "runners." 
 
 Experience in washing typical articles such as silk ho.se, wool sweater, etc. 
 
 Experience in brushing and pressing wool. 
 
 Experience in removing typical stains. 
 
 A knowledge of the relative advantages of typical soaps and bluings. 
 
 A knowledge of the approved procedures to be followed in "doing a wash- 
 ing." 
 
 A knowledge of how to store furs and wools, so that they are protected from 
 moths. 
 
 References 
 
 Balderston — Laundering. 
 
 Baldt — Clothing for Women. 
 
 Elledge and Wakefield — Conservation of Textiles. 
 
 McGowan and Waite — Textiles and Clothing. 
 
 Woolman — Clothing, Choice, Care, and Cost. 
 
 Whitlock— Clothing Club Manual. 
 
 Bulletins — Bureau of Home Economics, Washington, D. C, "Stain Removal" 
 U. S. D. A. Farmer's Bulletin No. 1089. "Selection and Care of Cloth- 
 ing." 
 
 Illustrative Material 
 
 Worn clothing well darned and patched. 
 
 Worn hose well darned. 
 
 Devices, sold by local firms, which aid in keeping clothes in order. 
 
 Pictures of other devices from advertisements. 
 
 Samples of reagents used. 
 
CLOTHING AND TEXTILES 63 
 
 How to Care for Textiles (Continued) 
 Learning Activities 
 
 The pupils will listen to the teacher's illustrated talk concerned with: 
 
 u. The social and economic importance of carefully caring for one's 
 clothes. 
 
 b. The care that can be avoided by wise planning. 
 
 c. Planning an ideal clothes closet. 
 
 The pupils will observe, in a store or in the school room, a collection of 
 equipment and devices which can be used in caring for clothing. 
 
 The pupils will study texts and search in papers and magazines for descrip- 
 tions and illustrations of other devices which are advertised for use. 
 
 Each pui)il will analyze the equipment needs for her home and list the de- 
 vices desirable for use there. 
 
 The pui)ils will watch the teacher's demonstrations of patching and darning, 
 brusliing and pressing, washing and stain removal. 
 
 The pupils will study references and prepare to discuss proper procedures 
 for mending, cleaning, and caring for clothing and household textiles. 
 
 Each pupil, using text references and the exhibited illustrative material, will 
 do assigned exercises in mending and cleaning. 
 
 Each puiiil will report to the class on improvements which she can make 
 in the care of her clothing. 
 
64 SYLLABUS OF HOME ECONOMICS 
 
 XV. The Clothing Budget 
 Objectives 
 
 Some appreciation of the money value of one's wardrobe. 
 
 Some appreciation of the value of a plan for buying clothing. 
 
 An appreciation of the value of keeping an expense account. 
 
 Some experience in comparing a tentative budget with an expense account 
 and modifying the budget accordingly. 
 
 A knowledge of one's clothing expenditure" for the school year. 
 
 Experience in analyzing expenditures and judging their wisdom. 
 
 A knowledge of the percentages of income usually spent for clothing at typi- 
 cal income levels. 
 
 A knowledge of approved relationships of the parts of a clothing budget. 
 
 Experience in planning a clothing budget for a definite period. 
 
 References 
 
 Baldt — Clothing for Women. 
 
 Buttrick — Principles of Clothing Selection. 
 
 Pamphlets on Making the Clothing Budget, etc. 
 
 Illustrative Material 
 
 Records of pupils' clothing expenditures for the school year. 
 
 Sample clothing budgets from commercial sources such as the John Wana- 
 
 maker stores. 
 Charts or posters illustrating the divisions of income and the divisions of 
 
 the clothing dollar. 
 
CLOTHING AND TEXTILES 65 
 
 The Clothing Budget (Continued) 
 Learning Activities 
 
 The pupils will discuss their clothing expense accounts and will find the 
 average expenditure for the class. 
 
 The pupils will study to learn how to make a clothing budget. 
 
 The puijils will discuss the average class expenditure in relation to the text's 
 suggestion of the expenditure for families of average size and income. 
 
 Each pupil will compare hei expense account with her original list of cloth- 
 ing needed for the year and prepare to explain their differences. 
 
 The pupils ■\'ill assist the teacher in making a three-year clothing budget for 
 a typical high school girl in that community. 
 
 Each pupil will determine how the suggested budget can be adjusted to suit 
 her needs and her share of her family's income. 
 
 Each ijupil will make out a clothing budget for herself. 
 
HOME MANAGEMENT 
 
 Family Relationships 
 
 Budgeting and Accounting 
 
 Saving — Why and How 
 
 Home Selection and House Planning 
 
 Furnishing and Equipping the House 
 
 House Management and Care 
 
 Health and Personal Hygiene 
 
 Child Care and Training 
 
 The Family's Responsibility to Society 
 
 Yard and Garden 
 
68 SYLLABUS OF HOME ECONOMICS 
 
 I. Family Relationships 
 Objectives 
 
 Some appreciation of the relationships desirable in family life. 
 
 Some knowledge of the attributes of successful family life. 
 
 An appreciation of the fact that housekeeping and home-making are not 
 synonymous. 
 
 Some appreciation of the family's responsibility in preventing divorce, juve- 
 nile delinquency, and improper moral standards. 
 
 Some appreciation of the family's responsibility for character building. 
 
 Some appreciation of the fundamental personality traits desirable in every 
 member of the family, and some knowledge of how they ma.y be de- 
 veloped. 
 
 An appreciation of the obligations of each member of the family to the 
 other members of the family. 
 
 A knowledge of some of the most common causes of family troubles and 
 some suggestions for preventing them. 
 
 Some practice in analyzing family situations and suggesting reasons for suc- 
 cesses and failures. 
 
 An appreciation of the importance of jiracticing good manners at home. 
 
 An appreciation of the importance of definitely planning leisure time activ- 
 ities. 
 
 Some knowledge of ways of jiroviding exercise, recreation, and amusement 
 for the family. 
 
 Some knowledge of several worthwhile interests which men and women can 
 have outside the home and an appreciation of their value. 
 
 A knowledge of some worthwhile interests for children within and outside 
 the home. 
 
 Some knowledge of how time and money may be spent for personal develoji- 
 ment. 
 
 Some experience in judging the wisdom of typical uses of leisure time. 
 
 Some experience in planning leisure time activities for a typical family. 
 
 Some knowledge of home activities of interest to persons of different ages — 
 adults, young people, adolescents, grade school pupils, young children. 
 
 References 
 
 Pupil- 
 Selected articles and stories from magazines such as the American and 
 
 CJood Housekeeping. 
 Canfield— The Home Maker. 
 Richards — The Art of Right Living. 
 Spencer — The Family and Its Members. 
 Tarbell — The Business of Being a Woman. 
 
 Teacher — 
 
 Abel — Successful Family Life on a Moderate Income. 
 
 Cabot— What Men Live By. 
 
 Devine — The Normal Life. 
 
 Goodsell — The History of the Family. Chapter 13. 
 
 Groves — The Drifting Home. 
 
 Groves — Social Problems of the Family. 
 
 Illustrative Material 
 
 Books, toys, games, pictures. 
 
 Selected moving pictures depicting typical family situations. 
 
HOME MANAGEMENT 69 
 
 Family Relationships (Continued) 
 Learning Activities 
 
 The i)ui)ils will listen to the teacher lecture on: 
 
 1. Some of the responsibilities which society expects the family to as- 
 
 sume such as economic, social, and physical. 
 
 2. The approved waj^s of assuming such responsibilities. 
 
 3. Some of the common causes of family troubles and divorce. 
 
 4. The attributes of successful family life. 
 
 The pupils will study references on and partieii)ate in class discussion of: 
 
 1. The difference between a house and a home. 
 
 2. The influence which home life has upon the members of the family. 
 
 3. The fundamental pcnsonal traits desirable in every member of the 
 
 family. 
 
 The jiujiils will report on a.ssigned stories illustratincr some of the obligations 
 which the members of a family have to each other. 
 
 The pupils will read and help collect stories of family situations which illus- 
 trate successes and failures of home life. 
 
 The pupils will hear the teacher's explanations and illustrations of: 
 
 1. The importance of definitely planning for constructi\e leisure-time 
 
 activities. 
 
 2. Outside activities ap])roi)riate for persons of all ages. 
 
 3. Methods of substituting desirable activities for undesirable ones. 
 
 The pupils will read .suggestions of worthy leisure-time acti\'ities. 
 
 Each i)upil will ])lan a scheme of leisure-time acti\'ities for the members of 
 a described family in this community. 
 
 Each pupil will modify this plan to suit the recreation portion of the budget 
 for the "average" family. 
 
 Each pupil will study several stories to discover the main problem illus- 
 trated, the solution suggested by the writer, and other possible solu- 
 tions. 
 
 Each pupil will describe in writing, the relationships desirable in an ideal 
 home. 
 
 Each ])upil will analyze the relationships in some family which she knows 
 and report to the class in what respects it approaches the ideal and in 
 what ways it needs changing. 
 
 Each i)upil will write a report on her relationships in her family and will 
 give the reasons why she considers it is satisfactory at present or will 
 give constructive suggestions on how it could be bettered. 
 
70 SYLLABUS OF HOME ECONOMICS 
 
 II. Budgeting and Accounting 
 Objectives 
 
 An appreciation of plans and budgets as the basis of all sound business or- 
 ganization. 
 
 An appreciation of the economic value of woman's work in the home. 
 
 Some knowledge of sources of incomes and the approximate amount de- 
 rived from representative trades, businesses and professions. 
 
 A knowledge of the divisions of the budget; what is included in each divi- 
 sion, and the relations of the divisions. 
 
 A knowledge of the percentage of the income commonly assigned to these 
 divisions at typical income levels. 
 
 Some knowledge of changes that may be made in budgets to fit personal or 
 family problems. 
 
 Experience in planning theoretical budgets for type families. 
 
 An appreciation of the value of keeping accovmts and a knowledge of a few 
 of the most satisfactory methods in use. 
 
 Some experience in managing a personal allowance. 
 
 References 
 
 Abel — Successful Family Life on a Moderate Income. 
 Andrews, Benjamin — Economics of the Household (teacher's reference) 
 Donham, S. A. — Spending the Family Income. 
 Frederick, Christine — Efficient Housekeeinng. 
 Lord — Getting Your Money's Worth. 
 Taber — The Business of the Household. 
 Taber and Wardall — Economics of the Family. 
 Home Economics Extension Leaflet — Budgets. 
 
 Bulletins — ^U. S. Department of Agriculture, Miscellaneous Circular No. 68, 
 "Planning Your Family Expenditures." 
 
 Illustrative Material 
 
 Tables and charts showing divisions of budgets at different income levels. 
 
 Expense accounts and account forms. 
 
 Budgets of homemakers, business women, and school girls. 
 
 Budget studies from commercial sources. 
 
HOME m.\n.\(;ement 71 
 
 Budgeting and Accounting (Continued) 
 Learning Activities 
 
 The pui)ils will listen to talks by the teacher: 
 
 1. On the use of accounts and budgets in bvisinesses of various kinds. 
 
 2. On the reasons for the differences in percentage of income assigned 
 
 to the divisions of the budget at different income levels. 
 The pupils will study to discover: 
 
 1. The value of accounts and budgets as the basis of all sound business 
 
 organization. 
 
 2. The percentage of the income commonly assigned to the divisions of 
 
 the budget at typical income levels. 
 The pupils will participate in class discussions: 
 
 1. Of the economic value of woman's work in the home as a producer 
 
 and as a buyer. 
 
 2. Of budget changes that may be made to fit jicrsonal or family prob- 
 
 lems. 
 
 3. Of a plan for budgeting the income of a particular family in a par- 
 
 ticular situation. 
 p]ach jjupil will work exercises: 
 
 1. In classifying items of expenditure under the divisions of the budget. 
 
 2. In planning theoretical budgets for various type families and situ- 
 
 uations. 
 
 3. In discovering the economic value of her mother's work and her 
 
 work at home. 
 Each pupil will : 
 
 1. Make out an expense account showing her approximate cost to her 
 
 family for a year, and classifying expenditures according to the 
 usual divisions of the budget. 
 
 2. Make posters or give oral reports showing: 
 
 a. Just and unjust distribution of the income among various 
 
 family members. 
 
 b. Wise and unwise expenditure of income by families. 
 
 3. Start keeping an account of her personal expenditures. 
 
 4. Start keeping an account of the family's expenditures. 
 
 5. Make a detailed budget for her personal expenditures for the school 
 
 year. 
 
 6. Make a general budget for her family for a year. 
 
72 SYLLABUS OF HOME ECONOMICS 
 
 III. Saving — Why and How 
 
 Objectives 
 
 A conviction of the importance of systematic saving and the investment of 
 savings. 
 
 A desire to start or continue systematic saving for one or more specific pur- 
 poses. 
 
 Some knowledge of typical methods of saving. 
 
 Some appreciation of the advantages and disadvantages of typical invest- 
 ments. 
 
 Some knowledge of investment criteria. 
 
 Some experience in judging investments by these criteria. 
 
 The ability to compute interest on investments. 
 
 Some experience in finding out current prices of t.vpical good investments. 
 
 References 
 
 Andrews — Economics of the Household (teacher's reference). 
 
 Donham, A. S. — Spending the Family Income. 
 
 Lord — Getting Yoin* Money's Worth. 
 
 Taber and Wardall — Economics of the Familj\ 
 
 Taber — The Business of the Household. 
 
 Illustrative Material 
 
 Investment forms such as: 
 
 Saving account books. 
 
 Postal saving's cards. 
 
 Life insurance policies. 
 
 Bonds, stocks, and mortgages. 
 Advertisements sent out by bond and investment companies. 
 Charts showing life insurance types, rates, etc. 
 
HOME MANAGEMENT 73 
 
 Saving (Continued) 
 
 Learning Activities 
 
 Tho ])ui)ils will hear talks on: 
 
 1. The importance of systematic sa\ing. 
 
 2. Reasons and rewarfls for sa\ infi. 
 
 3. Ways to begin savings. 
 
 4. Relative advantages of typical methods of saving. 
 
 5. Investment criteria. 
 
 The pupils will study references to discover: 
 
 1. Types of investments and their relative worth. 
 
 2. Conditions necessary for saving. 
 
 3. Difference between good and i^oor investments. 
 Each i)ui)il will : 
 
 1. Collect advertisements of investments and judge their worth in 
 
 terms of the criteria learned. 
 
 2. Chart the advantages and disadvantages of the typical investments 
 
 in the light of the investment criteria. 
 
 3. Work problems showing the ad\antages of systematic saving. 
 
 4. Discover the kinds of insurance available in her community and de- 
 
 cide which are needed or desirable for her family. 
 
 5. Disco\er what methods of sa\ing are used by parents in providing 
 
 funds for their children's education or their future needs. 
 
 6. Decide upon a method of saving suited to her needs, and compute 
 
 the amounts to be invested and the interest accruing over a 
 lieriod of years. 
 
74 SYLLABUS OF HOME ECONOMICS 
 
 IV. Home Selection and House Planning 
 Objectives 
 
 Some knowledge of locations and characteristics desirable in a site. 
 
 Some knowledge of factors which influence the cost of site and building. 
 
 Some knowledge of desirable housing standards. 
 
 Some knowledge of lot sizes and building limitations current in the district. 
 
 An appreciation of the advantages and disadvantages of renting, owning 
 one's own home, living in an apartment, and living in a house. 
 
 Some knowledge of characteristics desirable in the house itself such as in 
 the heating system, lighting, ventilation, plumbing, floor plan, etc. 
 
 Some experience in reading architectural plans. 
 
 Some appreciation of what constitutes good room arrangement. 
 
 The ability to recognize good and poor features of floor plans. 
 
 The ability to recognize good and poor design in house exteriors. 
 
 An appreciation of the desirability of an attractive lawn. 
 
 An appreciation of the desirability of laying out the house and lot with ref- 
 erence to convenience and attractiveness. 
 
 References 
 
 Calkins, C. W. — Course in House Planning and Furnishing. 
 
 Frederick — Efficient Housekeeping. 
 
 Gray, Greta — House and Home (teacher's reference). 
 
 Mathews, Mary — The House and Its Care. 
 
 Quinn — Planning and Furnishing the Home. 
 
 Robinson, E. L. — Domestic Architecture (teacher's reference). 
 
 White — Successful Homes and How to Build Them. 
 
 Bulletins — Government. How to Own Your Home. 
 
 Illustrative Material 
 
 Slides or pictures showing houses beautiful and ugly, desirable and undesir- 
 able, of various types. 
 
 Slides or pictures showing good and poor building sites. 
 
 Books of house plans furnished by lumber companies, architectural firms, 
 etc. 
 
 Pictures of architectural features as roofs, doorwaj^s, entrances, stairways, 
 windows, etc. 
 
 Samples of floor (wood, tile, linoleum, composition) and woodwork finishes. 
 
 Advertising material from companies selling building materials or related 
 articles, as fireplace fittings, etc. 
 
 Landscape gardening plats from florists. . 
 
 Color charts from paint companies. 
 
HOME MANAGEMENT 75 
 
 Home Selection and House Planning (Continued) 
 Learning Activities 
 
 The pupils will study references and listen to the teacher's discussion to 
 discover: 
 
 1. Desirable housing; standards. 
 
 2. Characteristics desirable in home sites and houses. 
 
 3. Elements of situation or construction which add materially to the 
 
 cost of shelter. 
 
 4. Advantages and disadvantages of living in apartments and li\ing in 
 
 houses, renting, owning one's home. 
 
 5. Desirable room arrangements. 
 
 6. Application of art principles to exterior design and interior design. 
 The jnijiils will observe: 
 
 1. House i)lans, their representation of windows, doors, stairways, etc. 
 
 2. Slides or pictures showing types of architecture, pleasing vistas, win- 
 
 dow grouping, types of stairwaj^s, etc. 
 
 The pupils will judge house plans as to desirable and undesirable arrange- 
 ments of rooms, vistas, placing and number of doors and windows, 
 space available for furniture, good or poor utilization of space. 
 
 The pupils will take field trips through finished and unfinished houses to 
 judge their beauty and convenience. 
 
 Each pujiil will select a house for a particular family and explain its suit- 
 ability for that family. 
 
76 SYLLABUS OF HOME ECONOMICS 
 
 V, Furnishing and Equipping the House 
 Objectives 
 
 An understanding of how a home expresses the personality of its occupants. 
 
 Some knowledge of the fundamental principles of art as applied to interior 
 decoration. 
 
 Some knowledge of the practical and artistic characteristics desirable in 
 background treatments — floors, rugs, walls, wall papei-s, draperies, and 
 curtains, and simple tests for judging them. 
 
 Some knowledge of the practical and artistic characteristics desirable in fur- 
 niture, pictures, and accessories and simple tests for judging them. 
 
 A knowledge of criteria for judging pleasing combinations and arrangements 
 of backgrounds, furniture, pictures, and accessories. 
 
 Some experience in rearranging furniture and rehanging pictures. 
 
 Some knowledge of the kinds, desirable characteristics, and tests for judging 
 such furnishings as mattresses, table linen, bedding, towels, silver, china 
 and glassware, and kitchen utensils. 
 
 A knowledge of what labor saving devices are on the market and the sat- 
 isfaction they give in home use. 
 
 Some knowledge of the factors to be considered in choosing typical devices. 
 
 Some appreciation of the intelligent care needed in using such devices. 
 
 References 
 
 Goldstein — Art in Everyday Life. 
 
 Ives — Home Convenience (teacher's reference). 
 
 Jakway — Princii)les of Interior Decoration (teacher's reference). 
 
 Mathews — The House and Its Care. 
 
 Parsons — Interior Decoration (teacher's reference). 
 
 Quinn — Planning and Furnishing the Home. 
 
 Rolfe — Interior Decoration for the Small House. 
 
 Sell and Sell — Furnishing the Little House. 
 
 Wright — Interior Decorations for Modern Needs. 
 
 Bulletins : 
 
 U. S. Department of Agriculture, Farmers' Bulletin No. 1516, Principles 
 
 of Window Curtaining. 
 U. S. Department of Agriculture, Department Circular No. 189, Tiie 
 
 Well Planned Kitchen. 
 U. S. Dejiartment of Agriculture, Farmere' Bulletin No. 1219, Floors 
 
 and Floor Coverings. 
 U. S. Dejiartment of Agriculture, Farmers' Bulletin No. 927, Farm 
 Home Conveniences. 
 
 Illustrative Material 
 
 Pictures showing good and jtoor lines and forms in house furnishings. 
 Pictures showing good and poor arrangement of furniture with regard to 
 
 line, mass, and balance. 
 Pictiu'es showing i)leasing and non-ploasing color combinations in house 
 
 furnishings. 
 Samploti of tyi)ical materials for window drai)eries and glass curtains. 
 Samples of floor coverings, wall pajjcrs, and such accessories as vases, candle 
 
 sticks, i)ictin'es, etc. 
 Samples of wood finishes, including paints. 
 Furnishing budgets from conunercial concerns such as the Wanamaker stores. 
 
HOME MANAGEMENT 77 
 
 Furnishing and Equipping the House (Coiuiiuicd) 
 Learning Activities 
 
 The i>ui)ils will study references to discover the characteristics desirable in 
 background treatments, furnishings of all types, and labor saving de- 
 vices. 
 
 The pupils directed by the teacher's explanations will examine materials 
 rei)resenting tj'^pical furnishings — both desirable and imdesirable — such 
 as wall paper, drajiery materials, linens, etc. 
 
 The ini))ils will take trips: 
 
 1. To stores to see desirable and undesirable furniture, furnishings, 
 
 labor saving de\ices, etc. 
 
 2. To demonstration rooms, "Better Hom(\s" hou.ses. or ])rivate homes 
 
 to see furniture arrangements, window treatments, color schemes, 
 use of acces.sories, etc. 
 Each i)upil will assemble pictures from advertisements to illustrate the 
 furnishing of an assigned room within a gi\en co.st, and will justify her 
 selection of the different furnishings. 
 Each pupil will prepare sketches and explanations representing: 
 
 1. Some room arrangement, preferably the family living room or the 
 
 student's own room. 
 
 2. The same room re-arranged according to the princiiilcs learned. 
 
78 SYLLABUS OF HOME ECONOMICS 
 
 VI. House Management and Care 
 Objectives 
 
 Some appreciation of the responsibilities of a house manager. 
 
 Some appreciation of the importance of efficient house management. 
 
 Some experience in phinning the routine activities involved in hou.sekeeping. 
 
 A knowledge of how to perform the routine and seasonal duties involved in 
 the care of the house. 
 
 Experience in typical household activities, such as dusting, silver cleaning, 
 etc. 
 
 Some knowledge of the problems and processes involved in typical house- 
 hold activities such as laundry work, cleaning, etc. 
 
 Some experience in making and using a schedule for household tasks per 
 day and per week. 
 
 Some appreciation of the possibility of saving time and energy by intelli- 
 gently planning and analyzing one's activities. 
 
 Some appreciation of the economic value of woman's work in the home. 
 
 Some knowledge of the care required by plumbing, lighting, and heating 
 systems. 
 
 Some knowledge of the identity and habits of common household pests and 
 protection against these pests. 
 
 References 
 
 Andrews — Economics of the Household (teacher's reference). 
 
 Balderston — Home and Institutional Laimdering (teacher's reference). 
 
 Balderston — Housewifery. 
 
 Frederick — Efficient Housekeeping. 
 
 Mathews — The House and Its Care. 
 
 Streeter — Homemaking Simplified. 
 
 Taber — The Business of the Household. 
 
 Bulletins: 
 
 U. S. Department of Agriculture, Farmers' Bulletin No. 1194, Oper- 
 ating a Home Heating Plant. 
 U. S. Department of Agriculture, Farmers' Bulletin No. 1180, House 
 
 Cleaning Made Easier. 
 From Home Economics Bureau and Department of Agriculture, and 
 commercial concerns. 
 
 Illustrative Material 
 
 Posters showing identity, danger and breeding places of common household 
 
 pests. 
 Pictures of types of furnaces, other heating plants, and stoves showing how 
 
 they are constructed. 
 Posters showing the construction of i)lumbing fixtures. 
 Slides from the Department of Agriculture. 
 Exhibits of typical cleaning equipment and cleaning agents. 
 
 * 
 
HOMK MANAGEMENT 79 
 
 House Management and Care (Continued) 
 
 Learning Activities 
 
 The ]ni]iil.s will study references and recite on: 
 
 1. 'rh(> dilTcMence between efllciency and inefficiency in house manage- 
 
 ment. 
 
 2. General methods of sweejiinfr, (histing, and eleaninfi, etc. 
 
 3. Tlie schechihng of hous(>hold tasks; making of daily and we(>kiy 
 
 schedules; the advantages of systematizing household tasks. 
 
 4. The jircvention of and methods of exterminating flies, mosquitoes, 
 
 moths, ants, etc. 
 The pu]Mls will listen to and observe the teacher's lecture demonstration on: 
 
 1. I'lumbing troubles and remedies (e.g. water hammer, dripping faucet, 
 
 hall cocks) ; how to change fuses; how to make minor repairs in 
 electrical equipment. 
 
 2. The care of a gas range, tireless cooker, kitchen sink, and refrigera- 
 
 tor; bed making; dusting; dish washing; laundering; dry cleaning. 
 Each pupil will: 
 
 1. Select .some one room in her home and be responsible for the daily 
 
 and weekly care of it for a given length of time. (This involves 
 the making and use of a schedule.) 
 
 2. Prepare an efficient daily and weekly .schedule for the household 
 
 tasks in her home. 
 
 3. Making minor repairs in the jilumbing and lighting fixtiu'es, etc., at 
 
 home and report on them. 
 
 4. Prepare time budgets for homemaker living under varying condi- 
 
 tions. 
 
 5. Care for home apjiliances as the range, the sink, and the refrigerator 
 
 for a given length of time. 
 
 6. Clean windows and mirrors, metals of various kinds, woods of vari- 
 
 ous finishes, etc. 
 
 7. Make a time study or motion study of some home task. 
 The pupils will listen to the teacher's jiresentation of: 
 
 1. The responsibilities of a house manager. 
 
 2. The importance of efficient house management. 
 
 The class will work out the money value of the work ])(Mformed daily or 
 weekly by the a\'erage homemak(T of the ^"icinity. 
 
80 SYLLABUS OF HOME ECONOMICS 
 
 VII. Health and Personal Hygiene 
 Objectives 
 
 A conviction of the importance of positive health. 
 
 A knowledge of what constitutes good health. 
 
 An appreciation of the importance of sufficient weight. 
 
 A knowledge of standards for judging household sanitation. 
 
 Some knowledge of how to protect one's self and family from typical ail- 
 ments and the spread of disease. 
 
 A knowledge of the principles involved in selecting a well-balanced diet. 
 
 The ability to correct unbalanced diets. 
 
 An appreciation of the contribution which clothing should make toward 
 health. 
 
 Some knowledge of the health services furnished by the community, the 
 state, the nation, and certain commercial concerns such as the Life Ex- 
 tension Institute. 
 
 Some knowledge of first aid and correct care for the sick. 
 
 References 
 
 Blount— Health. 
 
 Broadhurst, J. — Home and Community Hj'giene. 
 
 Lippitt, L. — Personal Hygiene. 
 
 Pope — Home Care of the Sick. 
 
 Rose — Feeding the Family. 
 
 Woman's Foundation of Health — Positive Health. 
 
 Bulletins: 
 
 American Red Cross — Food, Why? What? How? 
 
 American Red Cross — Home Care of the Sick. 
 
 American Red Cross— First Aid. 
 
 Bulletins from the Illinois Department of Public Health such as 
 "Healthy, Happy Womanhood." 
 
 Illustrative Material 
 
 Pictures of healthy children and children suffering from typical ailments. 
 
 Healthy Children.' 
 
 Motion iiicture films from the Illinois State Department of Public Health 
 
 such as "How Disease is Spread," "How to Prevent Disease," etc. 
 "Health" and "Food Selection" score cards. 
 Pictures of valuable foods. 
 Pictures of hygienic shoes. 
 Sample garments to show the difference between hygienic and unhygienic 
 
 clothing. 
 
HOME MANAfiEMENT 81 
 
 Health and Hygiene (Continued) 
 Learning Activities 
 
 Tlio ])U])il.s will listen to talks on: 
 
 1. Iiiipoitiinco of i)Ositive health. 
 
 2. Standards for health. 
 
 3. Standards for jud^in^ health habits. 
 Th(^ ))iil)ils will obser\(>: 
 
 1. Demonstrations of "First Aid." 
 
 2. Pictures of germ-carrying insects. 
 
 3. Pictures of healthy children and those suffering from tj'pical ail- 
 
 ments such as adenoids, rickets, etc. 
 
 4. Exhibits of proper and poor shoes. 
 Each puijil will study to discover: 
 
 1. What constitutes good health. 
 
 2. How to acquire and maintain health. 
 
 3. Hygienic conditions desirable in a home. 
 
 4. How to judge clothing from the standpoint of health. 
 
 5. Rules for selecting a balanced diet. 
 
 6. How to prevent and care for colds. 
 
 7. How to prevent the sjiread of disease. 
 The i)upils'will participate in class discussion of: 
 
 1. Diet for health. 
 
 2. Clothes for health. 
 
 3. Shelter for health. 
 
 4. Good health habits. 
 
 5. Health services furni.shed by city, state, and nation. 
 Each pupil will: 
 
 1. Report on the 
 
 a. Health .-services available in this commimity. 
 
 b. Health laws of community. 
 
 2. Collect illustrations showing desirable health habits such as coughing 
 
 into one's handkerchief, etc. 
 
 3. Score her diet for several days, using food selection score cards. 
 
 4. Plan menus for her family for a week. 
 
 5. Score her own health habits for a week. 
 
 6. Get weighed and compare her weight with the a\erage for her age 
 
 and height. 
 
82 SYLLABUS OF HOME ECONOMICS 
 
 VIII. Child Care and Training 
 Objectives 
 
 An appreciation of the pri\ilege and responsibility that the care of children 
 represents. 
 
 An appreciation of the importance of intelligent and systematic training for 
 babies and young children. 
 
 A conviction of the inadequacy of the knowledge and training which most 
 mothers bring to their duties as mothers. 
 
 A knowledge of proper sources of information and opportunities for training. 
 
 An appreciation of the importance of forming proper habits early. 
 
 Some knowledge of how proper habits may be formed. 
 
 Some appreciation of the importance of surrounding children with worth- 
 while and beautiful things — books, songs, pictures, toys, etc. 
 
 References 
 
 Bundeson — Child Health. 
 
 Cleveland — Training the Toddler. 
 
 Fisher — Mothers and Children (teacher's reference). 
 
 Gesell — The Mental Health of the Pre-School Child (teacher's reference). 
 
 Groves — Wholesome Childhood. 
 
 Gruenberg — Your Child Today and Tomorrow (teacher's reference). 
 
 Haviland — Character Training in Childhood. 
 
 Lucas — The Health of the Runabout Child. 
 
 Spencer — The Family and Its Members. 
 
 Child Health Association Publications — The Babv, The Child from Two to 
 Six. 
 
 Children's Bureau Publication — No. 143. Child Management. 
 
 Selected readings from magazines such as "Children, the Magazine for Par- 
 ents." 
 
 Metro])olitan Life Insurance Company — Pamphlets on Child Care and 
 Training. 
 
 National Committee for Mental Hygiene — Habit Training for Children. 
 
 Pamphlets from the Government Printing Office at Washington, D. C. such 
 as "The Wonderful Storv of Life." 
 
 Illustrative Material 
 
 Equipment for bathing and dressing a baby. 
 
 Simple layette. 
 
 Pictures of garments suitable for small children. 
 
 Meals set up for children of various ages. 
 
 Slides showing i)roper and imjiroper feeding of children and their respective 
 
 effects. 
 Charts showing feeding schedules and foods for infants and children. 
 
HOME MANAGEMENT g3 
 
 Child Care and Training (Continued) 
 Learning Activities 
 
 The puiiils will read and prepare to discuss: 
 
 1. The problems children present and their solutions. 
 
 2. The importance of forming i)roper habits early. 
 
 3. Fundamental habits which should be formed early. 
 
 4. How projier habits may be formed. 
 The jiupils will obser\'e and listen to: 
 
 1. A lecture demonstration on the bathinjr and dressing of a baby. 
 
 2. A demonstration of the preparation of infants' food. 
 The pupils will listen to : 
 
 1. A talk by the teacher or by a successful mother on the privilege and 
 
 responsibility that the care of children represents. 
 
 2. A talk by the teacher, nurse, or a successful mother on the import- 
 
 ance of the early formation of pro])er habits of health, morality, 
 and social conduct. 
 
 3. A talk on how i)roper habits may be formed. 
 
 4. A talk by the teacher (or a child training specialist) on sources of 
 
 helpful material on the care and training of children. 
 The pui)ils will participate in the class discussion of: 
 
 1. The proper food for children. 
 
 2. The proper health habits for children. 
 
 3. Common behavior difficulties, their causes and cures. 
 
 4. Methods of developing an appreciation of beautiful things. 
 
 The jiuinls will prepare posters showing the foods suitable for a child of a 
 definite age, the hours of feeding, and good and bad conditions for 
 feeding, valuable and useless toys, etc. 
 
 Each pupil will: 
 
 1. Report on the feeding, care, and training of a child of her acquaint- 
 
 ance, its good and poor aspects. 
 
 2. Plan a week's menus, adequate in every respect, for a child of three 
 
 years. 
 
 3. Report on special reading assignments. 
 
 4. Report on her visit to a baby clinic. 
 
 5. Prepare a simple, cla.ssified bibliography of helpful references on 
 
 child care and training. 
 
84 SYLLABUS OF HOME ECONOMICS 
 
 IX. The Family's Responsibility to Society 
 Objectives 
 
 Some appreciation of the homemaker's responsibility for the "larger house- 
 keeping." 
 An appreciation of the fact that national and state government and local 
 
 civic administration are important parts of home-making. 
 An appreciation of the necessity for laws, law keeping, and intelligent voting. 
 A knowledge of specific laws and pending legislation, both local, state, and 
 
 national, which affect the security and comfort of home life. 
 An appreciation of the family's responsibility for the condition of public 
 
 property. 
 Some appreciation of the importance of cooperation in the advancement of 
 
 community interests. 
 Some appreciation of the responsibility that the family has for maintaining 
 
 good community, state, and national organizations. 
 Some appreciation of the state's financial burden in caring for the mentally 
 
 and physically unfit. 
 A knowledge of the minimum standards of living desirable in American 
 
 homes. 
 An appreciation of the responsibility of persons of good mental and social 
 
 inheritance in establishing and maintaining right standards of living. 
 A knowledge of the responsibility of the family in determining the physical 
 
 welfare of society. 
 Some knowledge of the social agencies available for aiding families in need, 
 
 such as Associated Charities. 
 Some knowledge of the purposes of important voluntary social organizations 
 
 such as Y. M. C. A., Camp Fire Girls, Boy Scouts, etc. 
 Some knowledge of those social forms and conventions which facilitate hu- 
 man associations. 
 A knowledge of good manners and good form for typical occasions. 
 
 References 
 
 Abel — Successful Family Life on a Moderate Income. 
 
 Ashley — The New Civics. 
 
 Dorothy Jane's Guide to Good Manners (Webb Pub. Co., Saint Paul, Minn.) 
 
 Groves — Social Problems of tlie Family (teacher's reference). 
 
 Hill— Comnumity Life and Civic Problems. 
 
 Spencer — The Family and Its Members. 
 
 Taber — The Business of the Household. 
 
 Selected clippings from magazines and newspaj)ers. 
 
HOMB MANAGEMENT 85 
 
 The Family and Society (Continued) 
 Learning Activities 
 
 The pupils will listen to the teacher's explanation of: 
 
 1. The responsibilities of citizens in a community. 
 
 2. ''The larger housekeeping" as woman's work. 
 
 3. The use of the vote in influencing citj- and national life. 
 
 4. Other methods of guiding conmiunity activities. 
 
 5. How s(KMety can reduce the number of its unfortunate members. 
 The pupils will read references to disco\"er: 
 
 1. Minimum standards of living for American Homes. 
 
 2. Desirable standards of living. 
 
 3. Desirable modes of conduct. 
 
 4. Desirable manners and social forms. 
 
 The pupils will listen to representatives of commimity organizations, such 
 as the Associated Charities, to learn their purpose and work and un- 
 derstand their place in the life of the conniiunity. 
 
 The pupils will investigate and rejiort on: 
 
 1. Local and state agencies engaged in the largcT housekeeping. 
 
 2. Local and state laws affecting the larger housekeeping. 
 
 3. Local agencies that help the poor and the ill. 
 
 The pupils will plan for typical described families, the community aid which 
 they need, and community agencies through which they can serve. 
 
 The pupils will attempt to compute how the tax payers' dollar is used for 
 community operating expenses — city water supply, schooling, etc. 
 
 The pupils will practice and be drilled in the social forms and manners 
 learned. 
 
86 SYLLABUS OF HOME ECONOMICS 
 
 X. Yard and Garden 
 Objectives 
 
 The ability to care for either the vegetable, fruit, or flower garden 
 
 1 he abihty to care for the lawn. 
 
 The ability to cut flowers and to arrange them for decorative purposes 
 
 Ihe ability to use and care for the lawn-mower and garden hose 
 
 Some experience in keeping yard, porches, gardens, etc., clean and in order 
 
 borne experience m arranging ornamental plants or shrubs in accordance 
 
 with principles of decorati\e design. 
 Some knowledge of how to care for domestic animals of various kinds. 
 
 References 
 
 Davis— School and Home Gardening (teacher's reference). 
 
 French— Beginners' Garden Book. 
 
 Keene— Mechanics of the Household. 
 
 Coulter— Plant Life and Plant Uses. 
 
 Hunter and Whiteman— Civic Science in the Home. 
 
 Broadhurst— Home and Community Hygiene. 
 
 Washburn— Injurious Insects and Useful Birds. 
 
 Bennett— The Vegetable Garden. 
 
 Rich and Botsford— Practical Poultry Management. 
 
 Lewis— Producti\-e Poultry Husbandry (teacher's reference). 
 
 Lloyd— Studies in Horticulture. 
 
 Lloyd— Productive Vegetable Growing. 
 
 Bulletins: 
 
 Extension Department, University of Illinois. 
 
 U. S. Department of Agriculture Farmers' Bulletins. 
 Magazines : 
 
 Country Life. 
 
 Better Homes and Gardens. 
 
 House and Garden. 
 
 Fruit, Garden and Home. 
 
 The Farmer's Wife. 
 
 Illustrative Material 
 
 Pictures and posters of well designed yards and gardens; of pure bred poul- 
 try, domestic animals or pets. 
 Miniature "lay-outs" of yards, gardens, out-buildings and porches. 
 Slides or films illustrating: 
 
 (a) The planning, planting, cultivation, and care of gardens of various 
 
 kinds. 
 
 (b) Poultry raising. 
 
IIOMK MANAGEMKNT gj 
 
 Yard and Garden (Continued) 
 
 Learning Activities 
 
 The pupils will study references, examine i)ietuies, make observations and 
 discuss : 
 
 1. Well planned yards and gardens of various types. 
 
 2. Tlie care of lawns, gardens of different kinds, shrubbery, trees. 
 
 3. The care and feeding of domestic animals, i)ets or poultry. 
 
 4. The prexention and methods of extiMuiinating flies, injui^ious insects, 
 
 and other i)lant pests, 
 
 5. Ways and means of encouratiinsi useful birds (o make their homes in 
 
 gardens and our yards. 
 
 6. Ways and means of caring for garden tools, efpii]iment, porch 
 
 swings, etc. 
 
 Pupils will observe demonstrations of various types such as culling poultry, 
 trinnuing shrubs and plants, planting trees, spraying trees, etc. 
 
 Pupils will see slides or films on yard and garden activities such as Uncle 
 Sam, Champion Farmer, Br'er Rabbit and His Pals, Garden Gold, 
 Milk as Food, Farm Inconveniences, Layers and Liars (Poultry), Se- 
 lecting a Laying Hen. 
 
 Pupils will \isit beautiful places in town and determine factors which make 
 these places beautiful and attractive. 
 
 Each pupil will select some yard or garden actixity and be responsible for 
 the successful canying through to comi)leti()n of svich activity. 
 
 Suggestive activities: 
 
 1. Home vegetable garden. 
 
 2. Flower garden. 
 
 3. Caring for lawn for a season. 
 
 4. Painting such out of door or open air furniture, fences, porches or 
 
 out-buildings that need painting. 
 o. Keep yard clean. 
 
 6. W^indow or porch boxes. 
 
 7. Start and care for a flock of at least twenty-four jiure bred chickens. 
 
 8. Care for some pet. 
 
 9. Bird-houses or homes. 
 
 10. Exterminating flies or other injvu'ious insects. 
 
 Pupils will work out the money \alue of the work or acti\ity they under- 
 take. 
 
 If project or activity necessitates the buying or selling of products, the pu- 
 pil will keep account of all expenditures and income. 
 
SUGGESTED BOOK LIST (1927) 
 
 A. Books for Food and Nutrition 
 
 Pupil Text or Reference 
 
 American Red Cross (Sawyer)— Food— Why, What, and How?— Washington, 
 
 D. C, 1924. 
 Bailey, N. B.— Meal Planning: and Table Service— Manual Arts Press, Peoria, 
 
 1923. 
 Bail(\v, P. L.— Food Preparation and Serving- Webb Publi.shing Company, St. 
 
 Paul, Minnesota, 1924. 
 Clark and t^uglev— Ktiqu(-tt(> Junior— Doubleday, Page (fe Co., Garden City, 
 
 N. Y., l'926. 
 Donhani. S. A.— Marketing and Ilou-sework Manual— Little, Brown & Company, 
 
 Boston, 1918. 
 Donhani, S. A.— Spending the Family Income — Little, Brown & Company, Bos- 
 ton, 1921. 
 Greer, C. C— School and Home Cooking— Allyn <& Bacon, Boston, 1920. 
 Hawk, P. B.— What We Eat and What Happens to It— Harper & Bros., New 
 
 York, 1919. 
 McCollum and Simmonds— Food, Nutrition and Health— Johns Hopkins Uni- 
 versity, Baltimore, Md., 1925. 
 Matthews. M. L.— Elementary Home Economics— Little, Brown & Company, 
 
 Boston, 1922. 
 Monroe, D., and Stratton, L. M.— Food Buying and Our Markets— M. Barrows &. 
 
 Company', Boston, 1925. 
 Pattee, A. F.— Practical Dietetics, 16th edition— A. F. Pattee, Mt. Vernon, N. Y., 
 
 1923. 
 Powell, O.— Successful Canning and Preserving— J. B. Lippincott Company, Phila- 
 delphia, 1917. 
 Robinson and King— Learning Exercises in Food and Nutrition (in preparation). 
 Rose, M. S.— Feeding the Family— Macmillan Company, New York, 1924. 
 Rose, M. S.— The Foundations of Nutrition— MacnuUan, 1927. 
 Sherman. H. C— Food Products— Macmillan, 1925. 
 Vulte, H. T. and Vanderbilt, S. B.— Food Industries— Chemical Publishing Com- 
 
 jiany, Easton, Pennsylvania, 1914. 
 Wellman, M. T.— Food Study for High Schools— Little, Brown & Company, Bos- 
 ton, 1925. 
 Willard, F.. and Gillett, L. H.— Dietetics for High Schools— Macmillan Company, 
 New York, 1920 
 
 Tciuhcr's References 
 Bailey, E. H.— Food Products, Their Source, Chemistry and Use— P. Blakiston's 
 
 Sons and Company, Philadelphia, 1921. 
 Farmer, F. M.— Boston Cooking-School Cook Book— Little, Brown & Company, 
 
 Boston. 1924. 
 Farrington, P.— The Grocer's .\nswer Book— Grocery Trade Publishing House, 
 
 Chicago, 1924. 
 McCollum, E. v., and Sinuuonds, W.— The Newer Knowledge of Nutrition— Mac- 
 millan Company, New York, 1925. , , , • 
 Marshall, C. Iv— Microbiology— P. Blakiston's Sons & Company, Philadelphia, 
 
 1921. 
 Roberts, L.— Nutrition Work with Children— University of Chicago Press, Chi- 
 cago, 1927. 
 Rose— The New Butterick Cook Book— Butterick Pub. Co.. New York. 
 Sherman, H. C— Chemistry of Food and Nutrition, 3(1. edition— Macmillan Com- 
 pany, New York, 1926. 
 
 89 
 
90 SYLLABUS OF HOME ECONOMICS 
 
 B. Books for Clothing and Textiles 
 Pupil Text or Reference 
 
 Buttrick, H. G. — Principles of Clothing Selection — Macmillan Company, New 
 York, 1924. 
 
 Cook, Rosamond — Essentials of Sewing — Manual Arts Press, Peoria, 1924. 
 
 Dyer, Elizabeth — Textile Fabrics — Houghton, Mifflin Company, Boston, 1923. 
 
 Elledge, H. G. and Wakefield, A. L. — The Conservation of Textiles — Laundry- 
 owner's National Association, LaSalle, Illinois, 1921. 
 
 Izor, E. P. — Costume Design and Home Planning — Atkinson, Mentzer & Com- 
 pany, Boston, 1916. 
 
 McCullough, H. — Textile Bulletin — Univensity of Illinois Extension Bulletin. 
 
 McGowan, E. B., and Waite, C. A. — Textiles and Clothing — Macmillan Company, 
 New York, 1919. 
 
 Picken, M. B. — The Secrets of Distinctive Dress — International Textbook Press, 
 Scranton, Pennsj'lvania, 1918. 
 
 Rittenhouse, Anne — The Well Dressed Woman — Harper & Bros., New York, 1924. 
 
 Singer Sewing Machine Company — A Manual of Family Sewing Machines, Chi- 
 cago. 1924. 
 
 Small, C. P. — How to Know Textiles — Ginn & Company, Chicago, 1925. 
 
 Story, M.— How to Dress Well— Funk & Wagnalls, New York, 1924. 
 
 Trilling, M. B., and Williams, F. — A Girl's Problems in Home Economics — J. B. 
 Lippincott Company, Chicago, 1926. 
 
 Weinberg, L. — Color in E\eryday Life — Moffatt, Yard & Comininy. New York. 
 1918. 
 
 Whitlock, M. — Clothing Club Manual — I^niversity of Illinois Extension. 
 
 Woolman, M. S. — Clothing — Choice, Care and Cost — J. B. Lippincott Company, 
 Philadelphia, 1920. 
 
 Teacher's Refereyiccs 
 
 Baldt, L. I. — Clothing for Women — J. B. Lip]iincott Comi)any, Philadeli)]iia, 1916. 
 
 Cook, R.— Sewing Machines— Manual Arts Press, Peoria, 1922. 
 
 Denny, G. G. — Fabrics and How to Know Them — J. B. Lipiiincott Company, 
 Philadelphia, 1923. 
 
 Doolcy, W. H.— Textiles— D. C. Heath & Company. Boston, 1924. 
 
 Goldstein, H. — Art in E\-eryday Life — Macmillan Company, New York, 1925. 
 
 Hanna, A. K.— Pattern Making— Macmillan Company, New York, 1922. 
 
 Mathews, J. M.— Textile Fibers— John Wiley & Sons, New York, 1913. 
 
 Woolman, Mrs. M. S., and McGowan, E. B. — Textiles — Macmillan Company, 
 New York, 1926. 
 
 C. Books for Home Management 
 Pupil Text or Reference 
 
 American Red Cross — First Aid Text Book — P. Blakiston's Sons & Companj', 
 Philadeli)hia, 1925. 
 
 American Red Cross— Food. What, Why, and How?— Washington, D. C, 1924. 
 
 American Red Cross — Home Hygiene and Care of the Sick — Washington, D. C, 
 1924. 
 
 Abel, Mrs. M. W. — Succes,sful Family Life on the Moderate Income — J. B. Lip- 
 l)incott Company, Philadelphia, 1921. 
 
 Bald(>rston, L. R. — Housewifery — J. B. Lippincott Company, Pliiladeliihia, 1924. 
 
 Bayley, M. E.— Practical Talks on the Care of Children— E. P. Dutton & Com- 
 pany, New York, 1922. 
 
SUGGESTED noOK LIST 91 
 
 Broadhurst, J. — Homo and Coiniminify Hygiene — J. B. Liiii)inc'()tt Company, 
 Philadelpliia. 1918. 
 
 Calkins, C. W.— Course in House I'lanniuii and I*"urnishinn — Foresman it Com- 
 pany, Chicafjo, 1916. 
 
 Clark & Quigley — Etiquette Junior — Doubleday Page &. Companj', Garden City, 
 NewYork, 1926. 
 
 Cleveland. E. — Training the Toddler — J. B. Lippincott Company, Philadelphia, 
 1925. 
 
 Donham, S. A. — Sjtending the Family Income — Little, Brcjwn & Company, Bo.s- 
 ton, 1921. 
 
 Fisher. D. F.— Mothers and Children— H. Holt <k Company, New York, 1914. 
 
 Frederick. Mrs. Christine — Efficient Housekeeping — American School of Home 
 P^conomics, Chicago, 1926. (Text edition.) 
 
 Frederick, Mrs. C. — Household Engineering — American School of Home Econom- 
 ics, Chicago, 1923. 
 
 Frederick, Mrs. C. — The New Housekeeping — Doubleday Page & Company, Gar- 
 den City, New York. 1919. 
 
 French, A. — The Beginner's Garden Book — Macmillan Comi)any, New York, 1914. 
 
 Goldstein, H. — Art in Everyday Life — Macmillan Company, New York, 1925. 
 
 Gray, G. — Hou.se and Home — J. B. Lippincott Company, Philadelphia, 1923. 
 
 Groves, E. R. — Wholesome Childhood — Houghton Mifflin Company, Boston, 1924. 
 
 Haviland, M. S. — Character Training in Childhood — Small, Maynard & Company, 
 Boston, 1921. 
 
 Hunter, G. W., and Whitman, W. G. — Civic Science in the Home — American 
 Book Company, New York, 1924. 
 
 Jakway, B. C. — Principles of Interior Decoration — Macmillan Company, New 
 York, 1922. 
 
 Keene, E. S. — Mechanics of the Household — McGraw Hill Book Company, New 
 York City, 1918. 
 
 Lipjiitt. L. C. — Per.sonal Hygiene and Home Nursing — World Book Company', 
 Yonkers-on-Hudson, New York, 1919. 
 
 Lord, I. E. — Getting your Money's Worth — Harcourt, Brace & Company, New 
 York, 1922." 
 
 Lucas, W. P. — The Health of the Runabout Child— Macmillan Company, New 
 York, 1923. 
 
 Matthew.s, M. — The House and Its Care — Little, Brown & Comi)any, Boston, 
 1926. 
 
 Philadrljihia High School Faculty — Everj'day Manners — Macmillan Comjiiiny, 
 New York. 
 
 Pope. A. 1']. — A Textbook for Simi)le Nursing Procedure for High Schools — G. P. 
 Putnam's Sons, New York, 1921. 
 
 Quinn. M. J. — Planning and Furnishing the Home — Harper & Bros., New York, 
 1914. 
 
 Robinson, L. E. — Domestic Architecture— Macmillan Company, Chicago, 1923. 
 
 Rolfe, A. L. — Interior Decoration for tin- Small Home — Macmillan Comiiany, 
 New York, 1917. 
 
 Rose, Mi-s. M. S. — P'eeding the Family^Macmillan Comjiany, New York, 1924. 
 
 Sell, M. A. and Sell, H. B. — Good Taste in Home Furnishing — John Lane Com- 
 pany, New York City, 1916. 
 
 Starrett, H. E. — The Charm of P^ine Manners — J. B. Lii)pincott Company, Chi- 
 cago, 1920. 
 
 Streeter — Home-making Simiilified — Harper Bros., New York, 1922. 
 
 Taber, C. W. — The Business of the Household — J. B. Lippincott Company, Phil- 
 aldelphia, 1926. 
 
92 SYLLABUS OF HOME ECONOMICS 
 
 Taber, C. W., and Wardall, R. A. — Economics of the Family — J. B. Lippincott 
 
 Company, Philadelphia, 1923. 
 Tarbell, I. M. — The Business of Being a Woman — Macmillan Company, New 
 
 York, 1912. 
 Wright, Agnes F. — Interior Decoration for Modern Needs — F. A. Stokes, New 
 
 York, 1917. 
 Van Rensselear, M., Rose, F. and Cannon — The Manual of Home-making (ref.) 
 
 — Macmillan Company, New York, 1919. 
 
 Teacher's References 
 
 Andrews, B. R. — Economics of the Household — Macmillan Company, New York, 
 1923. 
 
 Balderston, L. R. — Laundering — J. B. Lippincott Company, Philadelphia, 1923. 
 
 Cabot, R. C— What Men Live By— Houghton, Boston, 1914. 
 
 Davis, K. C. — School and Home Gardening — J. B. Lippincott Company, Phila- 
 delphia, 1918. 
 
 Devine, E. T. — The Normal Life — Survey Associates, Inc., New York, 1915. 
 
 Emerson, W. R. — Nutrition and Growth in Children — D. Appleton & Company, 
 New York, 1923. 
 
 Gilbreth, Lillian M. — The Home Maker and Her Job — D. Appleton & Company, 
 New York, 1927. 
 
 Goodsell, W. — The History of the Family — Macmillan Company, New York, 1915. 
 
 Groves, E. R. — The Drifting Home — Houghton Mifflin Company, Boston, 1926. 
 
 Groves, E. R. — Social Problems of the Family — Lippincott, Philadelphia, 1927. 
 
 Gruenberg, S. M. — Your Child Today and Tomorrow — J. B. Lippincott Compan.v, 
 Philadelphia, 1920. 
 
 Ives, F. W. — Home Conveniences — Harper & Bros., New York, 1924. 
 
 Parsons, F. A.— The Family— G. P. Putnam's Sons. New York, 1906. * 
 
 Parsons, F. A. — Interior Decoration — Doubleday Page & Company, Garden City, 
 New York, 1915. 
 
 Spencer, A. G. — The Family and Its Members — J. B. Lipi)incott Company, Phil- 
 adelphia, 1923. ' " 
 
 White, C. E. — Successful Homes and How to Build Them — Macmillan Company, 
 Chicago, 1912. 
 
 Whitman — Household Physics — J. Wiley & Sons, New York, 1924. 
 
 D. Suggested List of Magazines for Professional Reading 
 
 American Food Journal Journal of the N. E. A. 
 
 Children — The Magazine for Parents Progressive Education 
 
 Food and Health Education School Review 
 
 Hygeia Survey Graphic 
 
 Illinois Health News Teachers College Record 
 Jom-nal of Home Economics 
 
 £. Suggested List of Recent Books on Education 
 
 Bowman, L. F. — Problems in Home Economics Teaching— University of Chicago 
 Press, Chicago, 1925. 
 
 Cameron, E. H.— Educational Psychology — Century Pub. Co., 1927. 
 
 Charters, W. W. — Curriculum Construction — Macmillan, 1923. 
 
 Clement, J. A. — Principles and Practices of Secondary Education — Century, 1926. 
 
 Douglass, H. R. — Modern Methods in High School Teaching — Houghton Mif- 
 flin Company, Boston, 1926. 
 
 Kiljiatrick, W. H. — Source Book in Philosophy of Education — Macmillan Com- 
 pany, New York, 1926. 
 
SUGGESTED BOOK LIST 93 
 
 Monroo, W. S.— Directinp Hiph School Study— Doubloday Page and Co., 1927. 
 
 Morrison, H. C. — The Practice of Teaching in the Secondary School — University 
 of Chicago Press, Chicago, 1926. 
 
 Paterson, D. S. — Preparation and Use of the New Type Examination — World 
 Book Company, Chicago, 1926. 
 
 Ruch — The Improvement of the Written Examination— Scott, Foresman & Com- 
 pany, Chicago, 1924. 
 
 Waplcs — Procedures in High School Teaching — Macmillan Company, New York, 
 1924. 
 
 F. Bibliographies (1927) 
 
 Robertson, A. I. — A Guide to the Literature of Home and Family Life — J. B. 
 Lif)pincott Comi)any, Philadelphia, 1924. 
 
 Clark, M. — Art in Home Economics — University of Chicago Press, Chicago, 1925. 
 
 Bureau of Home Economics — List of available slides and bulletins. 
 
 Illinois State Department of Public Health— List of available motion picture 
 films and bulletins. 
 
 U^nited States Department of Agriculture — List of available slides and bulletins 
 on Home Economics subjects. 
 Misc. Circular No. 86, Motion Pictures. 
 
 Children's Bureau — List of Available Bulletins and Charts. 
 
 Bureau of Education (Washington, D. C.) — List of Home Economics publications. 
 Health Education publications. 
 
 Publications of the Bureau of Educational Research, College of Education, Uni- 
 versity of Illinois. 
 
 N. B. — Teachers should have their names placed on the mailing lists of such State 
 
 and National Institutions as the following: 
 United States Public Documents, Superintendent of Documents, Washington, 
 
 D. C. (Write to your Congressman to place you on this list ) 
 
 Federal Board for Vocational Education, 200 New Jersey Avenue, N.W., Wash- 
 ington, D. C. 
 
 American Child Health Association, 370 Seventh Avenue, New York City. 
 
 Home Economics Division, Extension Department, University of Illinois, L'r- 
 bana, Illinois. 
 
 Bureau of Educational Research, University of Illinois, Urbana, Illinois. 
 
 State Department of Education, Springfield, Illinois. 
 
 Library Extension Division, State Library', Springfield, Illinois. 
 
 (a) Use your local library. 
 
 Before sending to Springfield for books, consult your local library. 
 Books are not loaned direct to people living in towns where there are 
 
 public libraries, but will be loaned to the library. 
 If your library does not have what you want, ask the librarian to get 
 
 it for you from the Library Extension Division. 
 
 (b) How obtained 
 
 Write for api)lication cards. Address, Library Extension Division, State 
 Library, Springfield, Illinois. 
 
UNtVERSrrV of fLUNOIS-URBANA 
 
 3 0112 096200438 
 
UNiVERsrrv of illinois-urbana 
 
 3 0112 099519867