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 Cbe Department of Domestic Economy^ 
 
 Ohio State University 
 
 Tts Aims and the Opportunities it affords 
 
 ✓ 
 
 Columbus, i$99. 
 
 
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 Pcrla 6. Bowman, 
 
 Associate Prof, of Domestic Science, 
 in Charge of the Department 
 
 Cornelia P. Souther, 
 
 Assistant Prof, of Domestic Art 
 
The Education of Women 
 
 A New Idea 
 
 The Old Idea 
 
 Ohio State University established in 1896 a chair 
 of Domestic Economy and a full four years’ course 
 leading to the degree of Bachelor of Science in Do¬ 
 mestic Economy. This step was taken after a care¬ 
 ful consideration of the needs of young women; 
 and in the belief that something more than the usu¬ 
 al scientific and literary courses is required, if 
 women are to leave the University rounded and 
 symmetrical in character, strong in body and well 
 fitted for their special work in the world. 
 
 It has been said by a scholarly man that it is 
 possible for a young woman to enter a University, 
 stand high in her classes, be without criticism as 
 to her morals, and yet to live so isolated and so en¬ 
 tirely within the realm of books as to come out 
 with no practical knowledge of life and its duties 
 and with few or none of the social amenities or 
 graces. 
 
 The great value of co-education has been settled 
 for years. But college curricula were originally 
 and fundamentally planned for men, and when 
 women have chosen to enter university walls it has 
 been to select from what was already provided. 
 The result has been trained and broadened intel¬ 
 lects, but intellects trained almost entirely from a 
 man’s point of view. The woman graduate finds 
 herself possessed of general culture, with a pos¬ 
 sible foundation for the professional world; but 
 with no special preparation for the position in 
 which she most often places herself. 
 
 2 
 
These and other conditions have led the authori¬ 
 ties of Ohio State University to combine with 
 courses already offered young women, something ol 
 the highest forms of home training and home at¬ 
 mosphere; hoping to bring before students in a 
 practical and at the same time in a scientific way, 
 matters which bear intimately upon family and 
 communal life. 
 
 The history of primitive woman is of an existence The woman of 
 menial in the extreme. As the home developed, History 
 her identity became more and more closely inter¬ 
 woven with it; but through all the years there were 
 hardships, overburdens and discouragements. 
 
 Gradually arose the feeling with many women that 
 man’s lot was the only desirable one. The senti¬ 
 ment has had a powerful effect. Development 
 made change possible, and the reaction swung the 
 pendulum toward the extreme; the result being a 
 tendency away from home life. 
 
 Women have studied literature, art, science, his- Woman of 
 tory, mathematics, with zest; almost unconscious To=day 
 of the momentous life questions awaiting clear 
 minds and warm hearts. The past ten years have 
 seen the pendulum again seeking equlibrium. 
 
 Women’s Clubs are discussing very different mat¬ 
 ters than they would have considered a few years 
 ago. It is not unusual to find a winter’s program 
 made up of topics bearing upon household man¬ 
 agement or matters pertaining to the health of 
 the inmates. The lower grades in our public 
 schools are training the children to better ideas of 
 living. Some high schools and seminaries have in 
 stroduced cooking and dressmaking. It remains 
 for the University and the woman’s college, by 
 bringing to this work deft fingers, trained scien¬ 
 tific minds and a definite purpose, to change the sen¬ 
 timent concerning the privileges and duties of 
 American women in American homes. 
 
 3 
 
The Aim of 
 Education 
 
 In establishing the course in Domestic Economy 
 Ohio State University has an exceedingly broad 
 aim. There is no effort to organize a “cooking 
 school” as such, nor to teach dressmaking and 
 millinery as trades. Such work, isolated, certainly 
 has no place in the University. But if the science 
 and art of homemaking is co-ordinated with other 
 work of the university grade, then it may be safely 
 and wisely considered. 
 
 If it means anything, education means an all¬ 
 round development; the perfection of body, mind 
 and soul. The proper care of humanity is be¬ 
 neath the notice of no one. A strong and attractive 
 body and a. charming personality are among the 
 greatest of gifts, and can be retained only by a 
 knowledge of the laws of health and obedience to 
 them. How largely the possibilities of mind and 
 soul depend upon physical conditions, is not yet 
 clearly recognized; but if Domestic Economy can 
 train young women to more healthful, more eco¬ 
 nomic, broader and more appreciative living, it 
 certainly has its place, and a high place, among 
 the sciences of this day. 
 
 Cookery is scarcely to be considered seriously 
 until there is some knowledge of botany, chemistry 
 and physiology; and the more intimate the cook’s 
 acquaintance with science, the more elevated and 
 the better her art. The interest grows when the 
 study of a plant has taught that in it are certain 
 food-principles in definite proportions, which may 
 make brain and muscle, give so many foot-tons of 
 energy, or build so much bone—if conditions are 
 favorable. The ingredients may not be in a condi¬ 
 tion to be taken into the body with either profit or 
 safety. Physiology has taught that certain foods 
 must have certain preparation to become palata¬ 
 ble and digestible. Chemistry has shown the reac¬ 
 tion of the body fluids; and the college girl already 
 
 4 
 
knows how food is broken down, changed and 
 assimilated in the body. Is it not fitting that 
 American women should be prepared to make the 
 best use of the great wealth of material at hand, 
 that they should be trained to the scientific selec¬ 
 tion and preparation of what has been so lavishly 
 placed at their disposal, and that they should 
 know how to guard the health and thereby the 
 morals of our people? 
 
 The health of a people means the consideration 
 of many economic problems. It means proper 
 housing and proper clothing. Sanitation and hy¬ 
 giene bear directly upon it, as do nursing in ill¬ 
 ness and first aids to the injured. “Food Econom¬ 
 ics’’ means selection and preparation of foods with 
 a view to supplying demand with the least possible 
 expenditure; it means the adaptability of food to 
 age, occupation, bodily condition and climate; it 
 means, therefore, a knowledge of the comparative 
 nutritive and money-values of foods, of their pres¬ 
 ervation and adulteration, of their constituent 
 parts and their digestibility, and furthermore of 
 their effect in disease. When food is thus intelli¬ 
 gently prepared it means dainty serving, charming 
 hospitality, and gracious acceptance. 
 
 It is not possible to isolate this work from regu¬ 
 lar studies. To be successful it must go hand in 
 hand with the sciences, languages and arts. What 
 could be more reasonable than that the study of art 
 should lead one not only to the appreciation of 
 master paintings, sculpture, carving, architecture; 
 but also to the masterful creation of beautiful 
 homes, gowns and other material surroundings. 
 As has been said, there is no effort on the part of 
 Domestic Economy to teach trades; but a young 
 woman who completes a four years’ course ought 
 to be well able to make a livelihood in any one of 
 several directions. Art may open many avenues 
 
 An 
 
 Economic 
 
 Factor 
 
 o 
 
Domestic Econ= 
 omy in the 
 Home 
 
 of design; French, German, chemistry, history, 
 physiology must needs mean more as she realizes 
 that they each and all lead to a higher and more 
 absolute knowledge of the requirements of living; 
 and that Domestic Science makes possible the prac¬ 
 tical verification and application of many truths 
 gleaned from these sources. 
 
 It has been said that one of the difficulties of the 
 present college education is the helpless attitude 
 in which graduates face the world. They may 
 have been excellent students under the inspiration 
 of some fine intellect, but without this guiding in¬ 
 fluence they are uncertain and insecure. There 
 has been a failure to make the student original 
 and independent, to mark clearly the bearing of 
 study upon living. There can be no education too 
 broad or too comprehensive for the preparation of 
 home life: yet the connecting link between the 
 school and the family seems to have been lost—or 
 better, perhaps, is just being forged. It is this 
 link that Domestic Economy seeks to put in place. 
 It is believed that such a training for young wo¬ 
 men will not only make all life fuller and more 
 useful, but will help to bridge the time between 
 college and the serious assumption of responsibil¬ 
 ity. The return of a young woman from college 
 ought not to be as is now so often the case, the 
 entrance into a strange realm; but the new en¬ 
 vironment ought to appeal to her at once, urging 
 her to activity because she is already interested 
 not alone in political economy, but in domestic 
 science—not alone in the history of the past, but 
 in making the home history of the present and 
 future. In these new surroundings she will find 
 problems as difficult of solution, and questions as 
 vital, as any which have before this claimed her 
 attention. It is a psychological fact that we be¬ 
 come interested in and learn to love that which we 
 
 6 
 
know most about: yet many young women of our 
 generation are permitted, even expected, to know 
 more of almost everything than of home and its 
 duties and privileges. This may be so because 
 many are sent away to school when very young; 
 but those at home, in the stress of school life, with 
 
 i 
 
 music or art to occupy every moment not actually 
 required for recreation, have little energy or oppor¬ 
 tunity for home duties. To daughters of the wealthy 
 such duties are often almost mythical; while to the 
 poor these duties are so real as to be a terrible 
 burden. In neither position is the young woman 
 able to realize their true import. The small knowl¬ 
 edge of the one is all theoretical, of the other all 
 practical, and both breed dislike of home work— 
 with the first because she has no conception of its 
 importance or meaning, with the second because 
 she has been wrongly worked and overworked. 
 
 It is often said that the young woman in the mid¬ 
 dle walks of life has the best opportunity; and 
 certainly the history of women seems to prove this. 
 Our brightest, most capable, most brainy and most 
 hearty women are those who are educated both in 
 books and in practical things; who have intellect 
 to perceive what is good, and the technical skill to 
 secure it. Domestic Economy claims more than that 
 it can make deft fingers. It aims to cultivate mem¬ 
 ory by awakening interest; to build up scientific 
 minds, minds which will reason and plan; to de- 
 velope artistic instincts which will appreciate, 
 beautify and elevate; to care for and train the body 
 that it may respond to the will; to awaken a feeling 
 for humanity which shall be far-reaching and en¬ 
 nobling. It may not accomplish all this at once; 
 but questions have been raised which must be an¬ 
 swered, a dissatisfaction is apparent which must 
 be met, and out of these attempts some good shall 
 come. When these first efforts have had time to 
 
 Domestic Econ= 
 omy not purely 
 Techincal 
 
 7 
 
A 5ocio = 
 logical Factor. 
 
 bring forth results it is hoped that it may mean 
 much for the broadening of women’s lives in the 
 home; that it may prove an inspiration to earnest 
 and higher study outside of colleges—not for the 
 sake of degrees or that one may boast of her text¬ 
 book lore, but that she may understand life bet¬ 
 ter, by so doing appreciate the living more thor¬ 
 oughly, and be better able to bring beauty, health 
 and happiness to those about her. 
 
 One of the social problems of the times is the fact 
 that wages are meager and positions scarce be¬ 
 cause of the competition of young women with 
 young men in the ordinary business avenues. For 
 this the education of our girls is largely to blame. 
 The training of our schools and the sentiment of 
 our people are unconsciously averse to the prepara¬ 
 tion of young women for home life. Our disease, 
 Americanitus as it has been aptly called, has en¬ 
 tered every department of existence; there is terri¬ 
 ble unrest and dissatisfaction everywhere. The 
 college graduate may not take her broadened in¬ 
 tellect and rare knowledge to a home without feel¬ 
 ing that she is wasting her time. She is unhappy 
 until she can give back to the world exactly as 
 she has gained, what she has conned from books. 
 It is but a short time till we find her teaching. 
 The high school graduate has possibly much to 
 keep her at home; but she is unaccustomed to it all, 
 it is irksome, and according to her training rather 
 ignoble; so she too drifts into teaching or into the 
 business college, ultimately to make a success or 
 a failure, as the case may be, but nevertheless 
 crowding by one more the ranks of wage-earners, 
 living always at high tension, and in the weariness 
 of a few business years knowing almost nothing 
 of the charm of home life. If either young woman 
 marry, her training is thoroughly inadequate; but 
 with the boarding house at hand it little matters 
 
 8 
 
for a time. When it becomes necessary to establish 
 some sort of abode which may serve the purpose 
 of a home, with consummate confidence she at¬ 
 tempts to master in a few weeks what should have 
 been the gradual and delightful acquisition of 
 years. Too often the experience leaves an impres¬ 
 sion upon the whole tenor of the home which all 
 concerned would gladly obliterate. 
 
 There are many young women who must go into 
 the world of business, and who go bravely and suc¬ 
 cessfully; but there are infinite numbers who en¬ 
 ter stores, shops, factories, offices and school rooms 
 not because it is necessary, or because they are 
 fitted or suited for the work, but because all their 
 friends are doing something and they must do like¬ 
 wise. They know nothing of home life and conse¬ 
 quently have no desire to learn. Until some agency 
 outside of the home takes the matter into consid¬ 
 eration and treats it not as a weak sentiment, but 
 as a condition worthy of scientific economic study, 
 there is little chance for a change for the better, 
 or that the drift of our young women will be 
 other than toward the business world. The wo¬ 
 men’s colleges, seminaries and Universities, if they 
 fulfill their mission, must offer training adequate 
 for the responsibilities of life as most women ought 
 to meet them and must meet them; a training 
 which shall be broad, which shall supplement and 
 not antagonize established principles, which shall 
 send women to their work cultivated in soul, mind 
 and body, and prepared to make life brighter and 
 better for all with whom they come in contact. 
 
 The Response 
 bility of Educa 
 tional Institu = 
 tions 
 
 9 
 
COURSE IN DOMESTIC ECONOMY 
 
 FOR ADMISSION 
 
 The following are the requirements: 
 
 1. Arithmetic , Descriptive and Physical Geography , 
 English Grammar , and United States History. 
 
 2. English — (a) Composition and Rhetoric. Each ap¬ 
 plicant will be tested as to her ability to write clear and 
 correct English. The test will be the writing of two 
 essays of about two hundred words each. 
 
 (b) English Classics — Minute and critical study of 
 specified texts, in class during at least one year. 
 
 3. Algebra — Venable’s Easy Algebra, complete. 
 
 4. Botany — Gray, or Kellerman’s Botany and Flora. 
 
 5. Latin —Elementary, and four books of Caesar ; or 
 two years of French or German. 
 
 6. Plain Geometry — Venable, Wentworth, or Wells. 
 
 7. Physics — Gage, Cahart and Chute, Avery, or Ap¬ 
 pleton . 
 
 8. Either of the following: 
 
 Civil Government — Fiske or Thorpe preferred. 
 
 History — Myers’ General History. 
 
 FIRST YEAR. 
 
 REQUIRED. 
 
 First Term. 
 
 'S 3 
 Z o 
 oS 
 
 Second Term. 
 
 -m m 
 
 r G 3 
 
 £ o 
 
 OS 
 
 £ o 
 
 Third Term. X 
 
 Agr’lChem. (1) 5. Agr’l Chem. (8) 5. Agr’l Chem. (9) 5 
 Principles. Organic. Applications. 
 
 Botany (6) 5. Botany (7) 5. Botany (8) 5 
 
 Physiological. Physiological Econom. Bot’ny 
 
 and Econom. Veg’ble Pathof. 
 
 Drawing (1) 2. Drawing (1) 2. Drawing (1) 
 
 Rhetoric (5) 2^4 Rhetoric (5) 2]/ 2 Rhetoric (5) 2 y 2 
 
 Paragraph Writ'g. Theme Writ’g. Prose Analysis. 
 
 Zoology (1) 3. Zoology (1) 3. Zoology (1) 3 
 
 Invertebrate Invertebrate Invertebrate. 
 
 Hygiene and Hygiene and Hygiene and 
 
 Phys. Train. Phys. Train. Phys. Train. 
 
 10 
 
SECOND YEAR. 
 
 REQUIRED. 
 
 First Term. 
 
 'C 3 ^ S 
 
 % o % o 
 
 oS Second Term. oS Third Term. 
 
 Agr’l Chem. (4) 5. Agr’l Chem. (4) 5. 
 Laboratory* Laboratory* 
 
 Physiology (3) 3 
 
 Chem. Phy'gy* 
 
 Dom. Econ. (1) 4. Dom. Econ. (2) 4. Dom. Econ. (3) 4 
 
 Drawing 
 
 2. Drawing 
 
 2. Drawing (15) 2 
 
 Mechanical. 
 
 Architectural. House Designing. 
 
 fFrench (1) 
 Elementary ! 
 or 4. 
 
 fGerman (1) 
 Elementary J 
 
 French ^1) 
 Elementary I 
 or }■ 4. 
 
 German (1) 
 Elementary J 
 
 French (1) 
 Elementary 
 or 
 
 German (1) 
 Elementary 
 
 Physiology (l) 3. 
 
 Hygiene and 
 PhysicT Train. 
 
 Physiology (1) 3. 
 
 Hygiene and 
 Physic’l Train. 
 
 Physiology (1) 3 
 
 Hygiene and 
 Physic’l Train. 
 
 THIRD YEAR. 
 required. 
 
 Dom. Econ. (4) 4. Dom. Econ. (5) 4. Dom. Econ. (6) 4 
 
 French (2) 
 
 'l French (2) 
 
 ) French (2) 
 
 
 or 
 
 [ 4. or 
 
 > 4. or 
 
 [ 4 
 
 German (4) 
 
 J German (4) 
 
 j German (2) 
 
 J 
 
 History (5) 4. History (5) f. Economics (2) 4 
 
 U. S. Political. U. S. Political. Political Econ. 
 
 Education (1) 4. Economics (2) f. Eng. Liter. (2) 4 
 
 Political Econ. 
 
 Education (1) f. 
 
 Eng. Eiter. (2) f. 
 
 Elective: Two hours a week, through the j^ear. 
 
 *Specific laboratory work will be provided for students 
 in this course, where necessary. 
 
 fOne language through the year. 
 
 11 
 
 Credit 
 
 Hours 
 
FOURTH YEAR. 
 
 REQUIRED. 
 
 T . 
 
 y o 
 
 m 
 
 t- 
 
 u 
 
 in 
 
 w 3 
 
 First Term. Second Term 'jS Third Term.j^ 
 
 Dom. Econ. (7) 4. Dom. Econ. (8) 4. Dom. Econ. (9) 4 
 
 Horticulture (8) 2. Horticulture (9) 2. Horticulture (10) 2 
 Elements of Commercial Home 
 
 Floriculture Floriculture Floriculture 
 
 Physiologj 1, (6) 2. 
 
 ELECTIVE 
 
 Ten hours a week through the year chosen from any 
 of the courses given in any College of the University 
 upon which the student is qualified to enter; except in 
 the College of Law. 
 
 THESIS 
 
 As a requisite for graduation, each candidate must 
 present an acceptable thesis embodying the results of a 
 special research. The subject must be announced to the 
 President of the University (dependent upon the written 
 approval of the head of the department in which it lies) 
 not later than the beginning of the second term of the 
 fourth year. The completed thesis must be submitted not 
 later than the second Saturday before Commencement 
 Day. 
 
 12 
 
DOrtESTIC ECONOHY 
 
 Associate Professor Bowman 
 
 Assistant Professor Souther 
 
 DOMESTIC SCIENCE 
 
 (1) . Food Economics. 
 
 The evolution of society as effected by food conditions. The 
 study and classification of food principles. The prepara¬ 
 tion and serving of typical foods of certain classes. 
 
 One lecture and three laboratory periods a week. Four 
 hours credit. First term. 
 
 (2) . Continuation of Course i. 
 
 Comparative nutritive and money value of foods. Prepara¬ 
 tion of weekly dieteries for an average family (Cost lim¬ 
 ited by instructor. U. S. Bulletin standards used). Prepar¬ 
 ation and serving of typical foods of certain classes. 
 
 One lecture and three laboratory periods a week. Four 
 hours credit. Second term. 
 
 (3) . Emergency Work and Home Nursing. 
 
 Study of dietetic treatment of various diseases. 
 
 Invalid Cookery. 
 
 One lecture and three laboratory periods a week. Four 
 hours credit. Third term. 
 
 (4) . Preservation of Foods. Four weeks. 
 
 Hygienic Care of Clothing. Laundry work (demonstration). 
 Eight weeks. 
 
 One lecture and three laboratory periods a week. Four 
 hours credit. First term. 
 
 (10). Home Economics. 
 
 The ordering of house work Keeping of household ac¬ 
 counts. Home sanitation and hygiene considered. 
 
 One lecture (illustrated if necessary) a week. One hour 
 credit. Third term. 
 
 DOMESTIC ART 
 
 (5) . Primitive and Ancient Industrial Life. 
 
 Its effect upon the artistic and industrial e volution of society 
 Sewing methods considered. Preparation by hat d of a ser¬ 
 ies of models. 
 
 13 
 
One lecture and three laboratory periods a week. Four 
 hours credit. Second term. 
 
 (6) . Textiles. 
 
 Study of fibres and their growth. The processes of manu¬ 
 facture. The effect on industrial activity. 
 
 Draughting and cutting of wash fabrics. Machine work on 
 same. 
 
 One lecture and three laboratory periods a week. Four 
 hours credit. Third term. 
 
 (7) . Hygienic and Artistic Dress. 
 
 Consideration of line, form and color. Choice and treat¬ 
 ment of textiles. 
 
 Principles of dress making and millinery. Designing. 
 
 One lecture and three laboratory periods a week. Four 
 hours credit. First term. 
 
 8). Art Applied to Dress and to Home Decoration. 
 
 Millinery, Dress Making and Art Needlework. 
 
 One lecture and three laboratory periods a week. Four 
 hours credit. Second term. 
 
 (9). History of Domestic Art and Architecture. 
 
 Woman’s Tailoring. House Decoration. 
 
 One lecture and three laboratory' periods a week. Four 
 hours credit. Third term. 
 
 (11), 12), (13). The same work as under (5), (6), except that it is ex¬ 
 panded, and made continuous through the entire year, as an 
 elective to young women carrying other courses in this or 
 other Colleges of this University. Credits are three hours 
 first term, three hours the second term, and two hours the 
 third term. 
 
 14 
 
[From The Columbus Dispatch. Aug, 26.] 
 
 “It is difficult to understand,” said President Can- 
 field, “where the general public and especially the 
 Columbus public has gotten hold of the idea that 
 the University is to open a ‘cooking school’ this 
 fall—or at any other time. Nothing of the kind 
 has been thought of by the University authorities, 
 nothing of the kind has ever appeared in any of the 
 printed matter sent out by the University. The 
 misunderstanding has doubtless arisen from the 
 fact that last year the University opened a de¬ 
 partment of Domestic Economy, and outlined a four 
 years’ course under this head. With very many 
 people, and with some very intelligent people, 
 there is still the thought that Domestic Economy 
 means cooking, and nothing else. 
 
 “But the course referred to is one of the most 
 liberal in general culture, as well as one of the 
 most important, that the University has offered. I 
 look to see it become one of the most popular 
 courses in the institution. The requirements to en¬ 
 ter are practically the results of a good high school 
 training. The general University work covers 
 Chemistry, Botany, Horticulture, Physiology, 
 Floriculture, Economic Entomology and Hygiene 
 and Physical Training—as to the sciences. There 
 is thorough drill in Rhetoric, in French or German, 
 in English literature, in Political Economy and in 
 History. In the last year, two-thirds of the work 
 is entirely elective, in any course or College in the 
 University. There can be no more liberal training 
 than this. 
 
 “Running through this course, and taking a lit¬ 
 tle less than one-third of the time of the student, is 
 the work in Domestic Economy. This offers sound 
 and advanced training, with University methods, 
 and by first-class instructors, in Cookery; includ- 
 
 15 
 
 Not a Cooking 
 School 
 
 Liberal 
 
 Culture 
 
Practical 
 
 Work 
 
 An Appeal 
 Brains 
 
 ing utility and cost of fuels, construction of 
 stoves, comparative nutritive value of foods, the 
 chemistry of the human body, the effect of cook¬ 
 ing upon the digestibility of foods, general cook¬ 
 ery (with constant laboratory practice), ana in¬ 
 valid cookery: First Aid to the Injured and Gen¬ 
 eral Nursing: Household Economics—that is, the 
 situation of a house, the planning and construc¬ 
 tion of a house, light, heat, ventilation, water sup¬ 
 ply, plumbing, sewers, disinfection, the ordering 
 of housework, simple domestic accounts and how r 
 to keep them, and laundry work; Sewing, Dress¬ 
 making and Millinery—the production and manu¬ 
 facture of materials, the choice and treatment of 
 materials; and the study of line, form, color and 
 texture as applied to dressmaking and millinery; 
 plain sewing and art needlework, and all forms of 
 designing, cutting, drafting, etc., in dressmaking 
 and millinery, w r ith constant laboratory practice 
 under competent instruction: Art in the house¬ 
 hold—^with studies and practice in color schemes, 
 and all forms of decoration. 
 
 “He who runs may easily read that this is very 
 far from a ‘cooking school’ in every respect. There 
 ought to be very few young women in the Univer¬ 
 sity NOT taking this course. It is unique in its 
 form and beyond estimate in its value.” 
 
 [From The Congregationalist, Sept. 30.] 
 
 The article by President Canfield in this depart¬ 
 ment is likely to attract wide attention on account 
 of the novelty of the experiment proposed, which 
 shatters a cherished ideal of education without re¬ 
 gard to sex. Taken in conjunction wfith the new 
 school for both mistress and maid just opened by 
 the Woman’s Educational and Industrial Union of 
 Boston, and with the reconstruction at Lasell 
 
 16 
 
Seminary, referred to elsewhere, the article indi¬ 
 cates how strong is the trend toward engaging edu¬ 
 cated women to start reforms in our kitchens. In 
 this connection w’e recommend a perusal of Helen 
 Watterson Moody’s paper in Scribner’s for Aug¬ 
 ust, in w’hich she makes this frank confession: 
 “I would gladly have exchanged my small birth¬ 
 right of Latin and Greek for the ability to make 
 one single respectable mess of anything half so 
 good as pottage.” As things are now, it is useless 
 to try and dissuade an American girl, bitten with 
 a desire for self-support, from entering shop or fac¬ 
 tory instead of domestic service. But if her col¬ 
 lege-bred sister dignifies the calling, she may be 
 induced to change her views. 
 
 [From The Columbus Daily Press, Oct. 3.] 
 
 The magazine reading world of America, and of Mrs. Helen W. 
 England for that matter, has been talking for the Moody 
 past sixty days of the unusually brilliant series of 
 articles begun in Scribner’s for August from the 
 pen of Mrs. Helen Watterson Moody. This series 
 is entitled “The Unquiet Sex,” and discusses in an 
 epigrammatic and philosophical way the present 
 status of women in this country. The first num¬ 
 ber took up the question of the woman at college, 
 and immediately attracted widespread attention. 
 
 Miss Perla G. Bowman, Professor of Domestic 
 Science in the Ohio State University, has just re¬ 
 ceived a letter from Mrs. Moody speaking in warm 
 terms of the new course in Domestic Economy at 
 the University. It will be read with interest by all 
 friends of that institution and of the education of 
 women. 
 
 “I have received through Messrs. Charles Scrib¬ 
 ner’s Sons, your paper on the education of women, 
 with its accompanying course in Domestic Economy 
 
 17 
 
WHICH IS QUITE THE MOST FASCINATING 
 
 PLAN OF STUDY I EVER SAW LAID OUT FOR 
 
 STUDENTS. I should like to come and give four 
 
 # 
 
 years to it myself. I congratulate President Can- 
 field and yourself most heartily upon the estab¬ 
 lishment of this course. It is the real need of col¬ 
 lege women, as those of us who came of an 
 earlier period learned to know in the sweat of our 
 brows and the sweat of our brains later on. Be¬ 
 sides, the principle of the thing is so right! GIRLS 
 OUGHT TO BE TRAINED FOR THEIR WORK 
 IN LIFE , JUST AS MEN ARE\ AND FROM A 
 HIGHER POINT OF VIEW THAN HAS EVER 
 BEEN TAKEN BEFORE. The pitiful part of it 
 all is that those who would do it have to plead 
 for the right to provide it, and to justify themselves 
 for offering it, as you have done here—in your 
 very able paper. And all this to women them¬ 
 selves! 
 
 “It is to such work as this you offer, and to such 
 educators as your President and yourself, that the 
 coming generation of women will owe such a debt 
 of gratitude as women have never had the chance 
 to owe before to anybody. I look to the educa¬ 
 tion of women along this line to do away wuth 
 nearly all of the errors and sex antagonism with 
 which the minds both of men and women are 
 mere or less touched today. Nothing will cure the 
 morbid craving among women to be doing men’s 
 work in the world like a proper appreciation of the 
 dignity and value and intellectual possibilities of 
 the work that has always been women’s. And 
 nothing will bring them to a proper appreciation 
 of this so surely and so quickly as a course of 
 study like this of yours. 
 
 “Pray accept my congratulations and all my 
 good wishes for the success of your work. 
 
 “Very sincerely yours, 
 Helen Watterson Moody.” 
 
 18 
 
A SUGGESTION 
 
 Following- is a suggested outline for a year's 
 Club work along the lines of this circular. The pro¬ 
 gram is that of the Olla Podrida Club, of Colum¬ 
 bus, for the year 1897-98: 
 
 1 
 
 Evolution of the home 
 Eocation, plan and construction of the home 
 
 2 
 
 Eight, Heat and Ventilation 
 Plumbing, Sewerage, Water and Ice supply 
 
 Bacteria 
 
 3 
 
 Social afternoon 
 
 4 
 
 Furnishing and care of a model home 
 The problem of Domestic service 
 
 5 
 
 Study and classification of food 
 What constitutes a good menu 
 
 6 
 
 Great markets of the world. 
 
 Marketing—Special study of meats 
 
 Nutritive values of cheaper food. 
 
 * 
 
 7 
 
 Foods; in relation to age, climate, occupation, health and 
 
 disease 
 
 Ordering of Housework—Simple household accounts 
 
 Small economies 
 
 8 
 
 Personal hygiene 
 Hygienic and artistic dress 
 
 9 
 
 Art in the household 
 Use and abuse of decoration 
 
 10 
 
 Annual meeting 
 
 11 
 
 Recreations and social duties of women 
 Effect of Club life upon the home 
 
 19 
 
The Social Settlement 
 The Kitchen Garden 
 Women in Charity works 
 
 13 
 
 The Child in the home 
 
 (a) The Responsibility of the Mother 
 
 (b) The Responsibility of the Father 
 
 14 
 
 Interdependence of Nursery, Kindergarten and School 
 Psychological Stud}' of Children 
 
 15 
 
 Emergency Notes 
 Home nursing 
 
 
 Books for Reference 
 
 What- Can a Woman Do.Rayne 
 
 Womankind. C. M. Young 
 
 Menus, Meats, Etc.Longman, Green & Co. 
 
 Food and Climate.Philip Harvey 
 
 Food.Church 
 
 Household Art.Mrs. Candace Wheeler 
 
 Decoration and Furniture of Town Houses. 
 
 .Robert Edir 
 
 Domestic Service.Lucy Salmon 
 
 Science of Nutrition.Atkinson 
 
 Primitive Culture of Woman.Mason 
 
 Human Body.Martin 
 
 The Easiest Way.Helen Campbell 
 
 The Home Comfortable.Agnes Ormsby 
 
 Household Economics.Campbell 
 
 Diet in Relation to Age and Activity.Thomson 
 
 Food in Health and Disease.Yeo 
 
 Common Sense in the Household... .Marion Harland 
 
 Heme Topics..Brown 
 
 All Around the House.Mrs. H. W. Beecher 
 
 Emergencies.Butler 
 
 Childhood.Sully 
 
 Woman’s Rights and Duties.Wilson 
 
 Notes on Nursing.Nightingale 
 
 20 
 
y 6