Homemaking for boys in some American high schools

Item Type text; Thesis-Reproduction (electronic)

Authors Hood, Mayme Brown, 1901-

Publisher The University of Arizona.

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Link to Item http://hdl.handle.net/10150/319114

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HOMEMAKING FOR BOYS IN SOME AMERICAN HIGH SCHOOLS

by

laym© Hood

A T h e s is

s u b m itte d t o t h e f a e p i t y o f th e

D e p artm en t o f E d u c a tio n

in p a r t i a l f u l f i l l m e n t o f t h e r e q u ir e m e n ts f o r th e d e g re e

' . m s f m of- a s t s

i n t h e G ra d u a te C o l le g e » U n i v e r s i ty o f A riz o n a

1950

A pproved

/ - f y f / v . , v . - - ̂ ... ' % - ' : - 9 . ; -' y ' ' - :' - 9 y /: t :

^ . . mBLS or comhts v •:; . . ■

• " C M p m ' . ■; . ' . ' ; :: _ . . . ;

lo IHTRODtJCTIOH o . 0 0 o » o 0 0 o o 'o o o o »IIV HELATED LIT1EATUB1 « . 9 , ' . . . ■ .

- H is to r io .a l B ackground » = . .» . « . . .

■Accounts o f E a r ly lk p e r im .e n ta l G la sse s - « •„

Summary

t i l . PROCEDUBE AND ANALYSIS OF DATAo o o o o o o o o o o o 6 o o o o

O O O 0 . 0 o

IV » WAYS OF DEVELOPING HOME ECONOMICS- FOB BOYS 0 0 O O O O . 0 o O O o O O - O

A d a p tin g U n its P lanned" f o r G i r l s toBpyS ̂ Us© . 0. O O O O 0 . 0 o o o o o o 0

P la n n in g C o u rse s f o r Boys A lone , o

T e a c h in g R e la t i o n s h ip s C o u rse s to > M ixed G roups > o o o o o o o o o o o

T o O G ^ J O X j T J S X O M o o d o o o . o o o o o o o o o

©ZIC^ S o o o d 0 . 0 o o o o ' o - o o o O O O - O

11 ae e - o f Homemaking T eacher and - Homemaking Department in Family M fe Sducatiom o

B^commendatione ; * o * * * * » * * * * *

B i m O G ’H A . l H Y o 6 o. o o o o o o o. o o O o o o ‘ o o

A , H o o - o o o o d o 6 o o o o o o o o . b d o

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OMPTSE 1

. IlfRODltoTlOH

TJie^pGFpos®' o f t M s s tu d y i s to s u rv e y and e v a lu a te

c o u r s e s ; f o r boys„s i n e i t h e r 's e g r e g a te s ' o r

m ixed g ro u p s , i n some c i t i e s and s t a t e s t h a t h a re g iv e n

t h e p ro b lem m ore t i ia n a v e ra g e a t t e n t i o n «

The p ro b lem I s S iv iS e d i n t o f o u r p a r t s "

1»:' To g e t a n id e a o f t h e b ack g ro u n d o f home econom ies

a s t a u g h t t o boys th ro u g h m agazine a r t i c l e s » . 'g ra d u a te

'd ie s j , do So O f f ic e o f E d u c a tio n s u r v e y s D and A m erican dome

E cohondes A s s o c ia t io n r e p o r t s : - ' - . •

: 2o. To d e te rm in e c o n te n t a n d s t a t u s o f p r e s e n t c o u r s e s ;

. '3°; ■ W f in d : o nt what th e -students them se lves th ink of - .

t h e i f work. in homemak lug 9 whe th e r th ey f e e l ' i t 'i s meeting

t h e i r needsg and what they fe e l t h e i r needs to be; and

' ' 4= To know th e place of th e homemking teach er and

the homemaking department in th e courses b e in g .developed

.in personal and fam ily l iv in g , : V;.". . ' i r

-' The problem has been lim ited to ; ; : -.v. : 'y y

lo Secondary schools except f o r b r ie f exceptions in

which e a r l ie r tra in in g forms a base fo r content of high

school ecu rses ;

2o C e r ta in s t a t e s a n d n i t i e s w h ich h a v e p io n e e re d i n ,

e d u c a t io n f o r b o y s i n home' a n d . f a m ily l i v i n g , a n d w hich w ere

2

w i l l i n g , to ; ,eo ope-rat e i n t h i s 'l n W s t lg a t i o . r i ; and

3° S e h o o ls l i s t e d by S t a t e D ep artm en ts o f V o e a tio n a l - "

I d u e a t io n a s h a v in g ap p ro v ed c o u r s e s o f s tu d y f o r b o y s , i n

;■ se g re g a ts 'd r c l a s ^ a s

• B e c a u s e .o f th e l a r g e num ber o f r e q u e s t s f o r in fo rm a tio n - -

r e g a r d in g * boys' n o m e e c o n o m ic s , th e Uo So O ff ic e - o f E d u c a t io n ,

i n 1 9 3 8 t p re p a re d , an d rad© a v a i l a b l e a -b ib l io g ra p h y on home

- econom ics f o r boys, I t l i s t s sev en books a n d b u l l e t i n s B :

f o r ty - tw o m agazine a r t i c l e s (1 9 2 2 - 1 9 3 7 )» an d s i x t e e n m a s t e r ’ s

t h e s e s h a v in g t o do w i th boys home econom ics % One s tu d y , •

’’Home P r o b lm s f o r Boys g ” by ly a M

3

s i z o o l le g e s a&ti u n i ' r e r s i t i e s a n d e r M i t s from them: w ere

a e e e p tM to w ard a d e g re e « _ '

Tims g iv e n i n see© ndary s c h o o l s ra n g e d from on© t o tw o

p e r io d s p e r-w e e k / from -tw o t o t h i r t y - s i x weeks* E n ro llm e n t

v i n se c o n d a ry s 'e h o o ls ra n g e d from f i v e t o f o u r h u n d red and

t h i r t y = f iv e w ith an a ife rag e o f t h i r t y - n i n e and . a m edian o f

tw en ty* T he w ide ra n g e was d u e t o t h e f a c t t h a t in T u ls a ,

O klahom as e v e ry hoy was r e q u i r e d t o ta k e a minimum o f one .

y e a r , w h e re a s i n m ost s c h o o l sy s te m s i t i s e l e c t i v e * •

. I n t h e m a jo r i t y o f t h e s c h o o ls t h e c o u r s e s in .hom e p r o

b lem s had b e en i n o p e r a t io n o n ly a few y e a rs? The a v e ra g e

f i g u r e i n s e c o n d a ry s c h o o ls was 2*9 y e a r s * : T ex tb o o k s showed

a w ide ra n g e o f c h o ic e ? The m ost num erous g ro u p w as t h a t oh

fo o d s a n d n u t r i t i o n *

- Erom c o u r s e s o f s tu d y r e t u r n e d 'w i t h q u e s t io n n a i r e s a

sum m ary o f s u b j e e t m a t t e r t a u g h t w as epm piled* F i f t y t o p i c s ■

w ere in c lu d e d * ' T h ese came u n d e r t h e g e n e ra l h e a d in g s o f :

■ 1* Incom e a n d sp end ing* * * * * * * * * • 22 d FOOdS * * O" * * ? . * * * * * * * * * * 1 ^*3 ? Glo th in g * * * * * * * * . * * * * * * 1 1 „ .

■. i^o O h ild G are ? *. -* * * * * - * * * * * * -3- 5? F am ily R e la t io n s * * * ? * * * * * * 6

O-o HOUS m g 0 0 0 0- 0 0 o o o o o " o o o * Gy * Hea 1 t h o * * o * * * * * o .* * * * * 5

In a d d i t i o n t h e r e w ere m is c e l la n e o u s t o p i c s o f b o y s 8

c lu b s p ro g ra m s , and p ro b lem s t o m eet b o y s 0 n eed s? Gamp

C ookery was p o p u la r in c e r t a i n s t a t e s , t h e boys r e c e i v i n g

. some g e n e ra l : i d e a s o f n u t r i t i o n w h ile th e y w ere b e in g t a u g h t

m ethods o f o u td o o r cookery*

4

To deterju ln© w hich o f jaany s u b j e c t s r e p o r t e d w ere l i k e l y

t o p ro v e o f v a lu e , g u e s t io m ia l r e s w ere s e n t t o r e p r e s e n t a t i v e

men. in b u s in e s s a n d in d u s t r y a n d a l s o t o h ig h s c h o o l boyso

One h u n d red n l n e t y - s l x w ere s e n t to m enp an d one h u n d red

tw e lv e w e re 'r e tu r h e d V -

A l l o f t h e men th o u g h t b o y s - s h o u ld be t a u g h t t o s e l e c t

t h e i r own c lo th in g o ; ' S.eebnd i n num ber was ’’a c q u i r in g know- ■ . ..

le d g e o f sex h y g ie n e jw t h i r d w as p m c t i c i n g t h r i f t o fh e -

a c t i v i t y r e c e i v i n g fe w e s t c h e c k s was w a sh in g d i s h e s „ L ess •;

th a n h a l f o f t h e one h u n d red tw e lv e men f e l t t h a t boys n e ed e d

i n s t r u c t i o n in s t o r i n g fo o d 9 s e r v in g fo o d , p r e p a r in g m e a ls ,

o r m ending t h e i r own c l o t h e s

eiieekSo J u n i o r s r a t e d p r a c t i c i n g t h r i f t - f i r s t and s e l e c t

in g oim c lo th in g seeondo S e n io r s th o u g h t s e l e c t i o n o f o n e 's

own c lo th in g Hiost im p o r t m t 0 They w ere t e e n l y i n t e r e s t e d i n •

’’a p p r e c i a t i o n o f home a n d f a m i ly =w

M iss Shyan f o r m u la te d a c o u r s e o f s tu d y f o r boys i n

-- In d ia n a , b a se d on m a te r i a l g a th e r e d

6

Bo ' .f©ods „ . . - : „ ■ - ' -H u t r i t i o n ■ : -Fo cd p r r a t i on

- M anners a n d custom s •, :: IC iteh ea e q u ip m m t ; . ' ;

' , ' r f Food: p ro b le o is i n camp

: ; . Co O l o t M n g . / :■ , ■vr’. - ' S e l e c t i o n ■; '■ \ .

■■; : './-C a re • / - v: / /../■"■ : ' ■ : .. v • ,

V b» '> ^he Hc>u:s@ , ' ' ' / >: .■ - ; . • Boys room ' :' / -

./ ■ C are o f lawn and g a rd e n • •

E» S o c i a l 'L in in g , •. ; /.. P e r s o n a l i t y \. ' • F r i e n d s h ip s - ’* Home a n d f a m i ly

Incom e m anagem ent , / ;. /; ; .C i t i z e n s h ip , ' : ' ' ;

M iss O ird n e r fo u n d home econom ies t a u g h t t o boys i n

A rizo n a i n 1940-=41 a s g iv en be low i V ' ■ ■

. I T t i lB lS t o d b o o o 0 0 , 0 o ' 2 9 *

Buckeye .o o o o o o o o-13D uncan « » o o o . & © © © . 16 . .

. * ■_ - C^rla Bead © © © © © © © 4G le n d a le ©. © © © ©: ©: © © 1 - ' -' -:/ : / ■L akeside© © ©: ©.•; © © © © • 4 - ., : : ?

' P r e s c o t t © = © ©I© © © . ©: -19 ' '. lemp© © ©■. © © ©. © © © .’© 3 -̂

Tucson© ©" © © © © © © © 31

S i r o e ^ a e e G -irdner d i d n o t i n c l u d e P h o e n ix i n h e r s u n -

veyg t h e w r i t e r t h o u # t i t : d e s i r a b l e s i n h e r s t udy o f A r i

zona- s t o c o n c e n t r a te p r i m a r i l y o n Phoenix©

The f a c t t h e t boys o r men s tu d y home eco n o m ies a t t r a c t s

p u b l ic a t te n t io n © “A p p a re n t ly t h e r e i s human i n t e r e s t i n

t h e s t o r y of m a s c u l in e i n t e l l i g e n o e s to o p in g to s o hom ely a' - 3 ■ ■ : ; / ’ ; ' ' - : ■

them e © “ / . . ■ : ' •; . - - /-i- ' : .

3 o E d i t o r i a l s J o u r h a l o f Home E conom ics © 1927» P© 146©

7

; f i ie a W r e s ta te m e n t g iv e s some id e a o f . c h a n g e s t a k i n g

p la c e in a t t i t u d e s ' t o w a r d home m ik ing a s w e l l a s changes i n '

b e l i e f s o f w h a t i s a m an5 s work and w hat i s a woman 6s w o rk »

■ Wome'n 'now’-c o n s t 'i tu t e ' tw e n ty -n in e p e r c e n t o f t h e e n t i r e l a b o r' . 4 ....

f o r c e s, a n 'I n c r e a s e from tw e n ty p e r - c e n t i n 1940 o A lso $, f o r

t h e f i r s t t im e , m arried , women outnum ber s i n g l e women w orkers.c ’

M a rr ie d women, now cons t i t u t e o v e r o n e - h a l f o f t h e fe m a le l a

b o r f o r c e i o n ly one t h i r d c o n s i s t s o f s i n g l e women, . -

M ore th a n f o u r m i l l i o n „ o r a b o u t one o u t o f e v e ry f o u r »

have c h i ld r e n u n d er e ig h te e n y e a r s o f a g e s r e p r e s e n t i n g one

f i f t h cf a l l women w i th c h i ld r e n u n d e r e ig h te e n y e a r s o f

a g e , . ; > -; . ' .

■ The p ro b lem o f f i t t i n g t h e m odem t y p e g i r l t o t h e t y p e

o f l i f e she w i l l l i v e in v o lv e s 'v e r y g r e a t e m p h a s is on t r a i n - .

in g i n t a k i n g c a re o f h e r home. I t c a l l s f o r in c r e a s e d u n d e r

s t a n d in g o f t h e p ro b le m s in v o lv e d i n t a k i n g c a r e o f t h e home

and fa m ily o A s i d e l i g h t t o t h i s d u a l t r a i n i n g f o r women i s

th e a p p a re n t n eed t o t r a i n men i n home and f a m i ly ear@o J u s t

a s women h a v e ; accep t© d an i n c r e a s i n g s h a re o f t h e r e s p o n s i - ■

b i l i t y f o r t h e eeonom ic s u p p o r t o f t h e f a m i ly t so men have ,

accepted a n ; i n c r e a s i n g s h a r e o f t h e r e s p o n s i b i l i t y f o r r u n

n in g th e hom e. - - i . : 0 ; ̂ - ;; - - - ; . :

An i n d i c a t i o n o f t h i s ch an g e in t h e m a l e 's c o h c e p tio n

4° Kaplan-i, D av id ,l b V MWomen in I n d u s t r y , n A m erican V o c a t io n a l~ J o u r n a l ,. May, 1950 , PPo 3 , 4» ' . • ‘

a

o f .M i ro l© i n l i f e i s p ro v id e d by t b e se x r a t i o o f t h e

c u s to m e rs a t an y n e ig h b o rh o o d s u p e r -m a rk e t o r s e l f - s e r v i c e

lau n d ry o C onverse a n d C raw ford fo u n d t h a t t h e c o n te n t io n

t h a t women buy e ig h t y p e r c e n t o f th e p u rc h a se d g o o d s i s. •• 5 : . ; :y ... , . - .: ■ ■ -- , , : ; ■wrongo Women buy o n ly ' f l f t y - f i v e p e r c e n t o f a l l consum er ■

goodsy men b u y in g t h i r t y p e r c e n to H usbands and w ives' .

sh o p p in g to g e th e r r e p r e s e n t e le v e n p e r c e n t s and c h i l d r e n

f o u r 'p e r . cen to . ■

I f men a r e g o in g t o p a r t i c i p a t e a c t i v e l y i n t h e o p e ra

t i o n o f t h e homey t h m ment sh o u ld b e t r a i ned b e fo r ehand t o

do a good jo b i n t h i s new a s p e c t o f t h e i r l iv e s * The e d u c a

t io n - o f men s h b u ld n o t be l i m i t e d b y --o u t-d a te d m o tio n s a s

to who m^r be a d m it te d to a c l a s s i n home eco n o m ic s .

• C o n s id e re d from t h e s t a n d p o in t o f num bers in v o lv e d ,

hom em aking i s t h e m ost Im p o r ta n t v o c a t io n i n w h ich e i t h e r

m ankind o r wom ankind e n g a g e s . I n 1 9 2 0 t h e r e w ere a p p r o x i

m ate ly - tw e n ty - f o u r m i l l i o n hom es i n t h e U n ite d ' S ta te s - ., T h is

would mean f o r t y - e i g h t m i l l i o n hom em akers. I n sco p e t h i s

p ro d u c e s a trem endous c h a l le n g e . So o th e r f i e l d em ploys

so l a r g e a num ber. -

Homemaking a s a n o c c u p a tio n h a s n o t moved fo rw a rd i n

o r g a n iz a t io n o r s t a n d in g - a s r a p i d l y a s b u s in e s s h a s done.

I t s u f f e r s i n d i g a i t y b e c a u se i t i s n o t s e l e c t i v e . T here

-5. C onverse a n d G raw fo rd , B u s in e s s Week„ B ureau o f S eonom ies and B u s in e s s R e s e a rc h , U n i v e r s i t y o f I l l i n o i s , J a n u a ry 7 ,

■ . 1 9 5 0 , p . SO. y ; - ' -

9

a r e a lm o s t no l i m i t a t i o n s on e n t r a n c e to i t and no d e f i n i t e

c r i t e r i a o f s u c c e s s i n i t s p u r s u i t » To be p e rm a n e n tly s a t i s -

fy in g j, liomem^cing m ust ta ic e on p r o f e s s i o n a l s t a n d a r d 8 = ;

Tiie m ost im p o r ta n t t h i n g i n a m .n 9 s o r woxrnn r s l i f e i s

w hat th e y . w i s h to become'= Men do no t know, j u s t w h a t -k ind ,

o f w if e t i ie y w an t b e c a u se th e y a r e n o t s u r e o f t h e i r r o l e

a s • h u sb an d s = Home and fam ily , sh o u ld n o t be i n c i d e n t a l t o ; '

b u s in e s s o r p o l i t i c s s . b u t sh o u ld be a m j o r f o c u s o f I l f

I t i s . d is c o u r a g in g to . womm. t o have t h e i r r o l e a s hom em akers

lo o k e d down upon and th o u g h t to be an i n f e r i o r a c t i v i t y .

T r a d i t i o n s , a s t o m a s c u lin e r o l e s a n d b e l i e f s ab o u t w h a t

i s m en-s work an d w h a t i s womm ̂s w ork h av e i n many e a se s ,

become ■ o b s t a c l e s t o e f f e c t i v e f a m ily l i f e o ' i f hom eim king

and r e a r in g o f e h i l d f m a r e to be v iew ed a s o p p o r t u n i t i e s

f o r l i v i n g a n d e n jo y in g l i f e s th e n home t a s k s a n d r e a r i n g

o f c h i ld r e n s h o u ld be sh a re d by men w ith o u t f e a r o f emba-

ra s sm e n t o r t h e id e a t h a t so m e th in g i s b e in g .p u t o v e r on

him . T hese a t t i t u d e s a r e d e te rm in e d by e d u c a t i o n . Hew v a l

ues, n eed t o b e g iv e n d a i l y home t a s k s . Im o tio n a l s a t i s f a c t

io n w i l l t a k e th em from t h e re a lm o f d ru d g e ry and th e y w i l l

become so m eth in g w o r th w h ile to be s h a re d by me'h a n d women

a l i k e . - ' ■ .''.'V: ' : . ■ - ' .'

. When any jo b i s r e s p e c t e d s th e p e rs o n s in v o lv e d ta k e

6 . G oodykoontZ j B e s s 9 F am ily l i v i n g a n d Our S c h o o ls $ C hap,. i;»; p» 26. ■ ' : ' ■ i

10

prid,®' in b e in g i d e n t i f i e d w ith , t h a t jo b an d so s e t h ig h e r

s ta n d a r d s f o r _t hem s e lv e s . I f t h e f a m ily i s g iv e n due r e s p e c t

th e p a r e n t s w i l l t a k e in c r e a s e d p r i d e in t h e i r r o l e and t h e

c h i ld r e n w i l l a r o m a t i c a l l y b e n e f i t s

•The' r e a l to c a t i o n ■o f hom em aking i s c i t 1 z e n -p ro d u c e r = '

0 n r m eth o d s o f t r a i n i n g f o r i t an d o u r a c t i v i t i e s i n i t s. . .

•' k p u r s u i t sh o u ld be g u id e d by t h a t o b je c t iv e o I t i s no m ore ,

l im i t e d to women th a n t o meho I t i s n o t s p e c i f i c a l l y mm 1 s

work o r womenva w ork b u t r e q u i r e s t h e b e s t © f f o r t s o f b o th »

Th© m ain co n ce rn i s t h a t each f e e l , e q u a l r e s p o n s i b i l i t y . : .

I n v y , je a lo u sy s , a n d c o m p e t i t io n be tw een t h e s e x e s s h o u ld■■■"■ . : - . . 7

be r e p la c e d by u n d e rs ta n d in g s a p p r© o ia t io n „ a n d c o o p e ra tio n «

A wholesom e u n d e r s ta h d ln g an d r e s p e c t o f each vs ex' f o r th e 'v.

o th e r an d a r e a l i z a t i o n t h a t n e i t h e r i s c o m p le te w i th o u t t h e

o th e r i s n e c e s s a ry to good..human r e l a t i o n s 0- ;

The s tu d y and d ev e lo p m en t o f human r e l a t i o n s — th e a b i l i t y

o f p e o p le t o l i v e s a t l s f y i n g l y w i th th e m s e lv e s and. w i th t h o s e ,,‘V ; ; • ■■ •• ■ S . ■ - . '

a b o u t them—is- e s s e n t i a lo I t i s th e e s s e n c e o f m e n ta l . h e a l th o

, The ̂f i r s t e x p e r ie n c e s ’i n ' l i v i n g ,w i th o t h e r s ' o c c u r w i t h in th e .

f a m i ly , a n d s e t ' t h e p a t t e r n f o r a l l f u t u r e i n t e r p e r s o n a l r e

l a t i o n s h i p s , The m en ta l h e a l th o f p e o p le t h e r e f o r e depends .

• t o a l a r g e d e g re e : on t h e k in d o f r e l a t i o n s h i p t h e i n d i v i d u a l ■’ ■

7». H andw erk9 M rs, E s th e r S , 9 "W hat"s Mew i n Home S co n o m ics, "• .L e a rn in g , t o l i v e W ith O th e r s ,, M arch 1 9 4 9 ,. p« 1 2 0 ,

• 8 , .-'Sewman, J u l i a P , , "Design, f o r . F am ily L i v i n g , " R ep o rt on : .I t a t i o n a l Oonf e r en c e bn / F a m ily L i f e , 1 9 4 8 , p , , 5 ,

11

i s a b le t o e s t a b l i s h :1a f a m ily l i v l n g o '

S d a e a t io n M s an o p p o r tu n i ty to c o n t r i b u t e t o b e t t e r

f a m ily l i f e a n d w is e r c h i l d n u r t u r e th ro u g h m ore a d e q u a te

; program s- o f homemaking educa tiono . I f boys and g i r l s r e a l i z e -

t h a t i n e s t a b l i s h i a g homes and r e a r i n g c h i l d r e n , th e y a r e

m aking an im p o r ta n t - C o n t r ib u t io n t o ou r c u l t u r e , ’ i t may

g i f .e them, some of t h e sens© o f s i ^ i i f i c a n o e -which i s one . -

o f t h e i r b a s i c n e e d s . Young p e o p le , boys a n d g i r l s , a r e '

n o t o n ly re a d y f o r in s t r a c t io n d e s ig n e d t o p r e p a r e them f o r

m a r r ia g e , b u t many a s k f o r such t r a i n i n g , - The r e q u e s t r e -

p e a fe d m ost o f te n in t h i s s tu d y w as f o r m ore i n s t r u c t i o n i n

se x b e h a v io r a n d f a m ily r e l a t i o n s h i p s *

t fn d e r s ta n d in g t h e p h y s ic a l a s p e c t s o f se x i s im p o r ta n t ,

b u t n o t s u f f i c i e n t o Sex i s a n i n t e g r a l p a r t o f th e t o t a l

p e r s o n a l i ty o •■ A ttitu d es , f e e l i n g , h a b i t , and th o u g h ts a r e

bound up w i th sexo P ro p e r e m o tio n a l a t t i t u d e s a r e a s im -

p o r t a n t a s f a m i l i a r i t y w i th f a c t s . I n t h e a d o le s c e n t , ' sex

sh o u ld be r e i a t e d t o t h e i d e a l i s m t h a t s u r ro u n d s c o u r t s h ip f :;

and- m arriag e ^ Sex e n lig h te n m e n t i s a b y -p ro d u c t o f b o y - g i r l >

r e l a t i o n s h ip s an d p r e p a r a t i o n f o r .m r r i a g e . -

E d u o a tio n n e e d s t o i n c o r p o r a t e co n ce rn f o r f a m i ly l i v i n g

a s a m a jo r o b j e c t i r e . A b i l i t y t o s a k e a happy home d o es n o t ■

j u s t a p p e a r , : h e r d o e s s k i l l i n m ak in g dee i s io n s come, w i th o u t :

some t r a i n i n g , f o r men and women, to l i r e i n harm ony a s .

e f f e c t i v e p a r e n t s b o th of th e m n e ed t o u n d e rs ta n d th e im -

9 = H andw erk, op> o . i t . , p . 4 0 = ,. : . r /

12

p o r ta n c e o f o o o p e r a t iv e e f f o r t » The l i v e s . o f t h e i r o h i ld r e n

w i l l b e damaged i f th e y a r e igp o r a n t . and in d i f t e r e n t = • '

I f w e - r e th in k s e h o o l a c t i v i t i e s w i th th© n e e d s and

a s p i r a t i o n s o f home l i f e i n m ind9 we must s e e t h a t a k n o w -;

■ le d g e and a p p r e c i a t i o n o f t h e i r c o o p e r a t iv e job a s w e l l a s - f

t h e © o a tr ib n tio m s o f e ac h a s an in d iv id u a l i s n e c e s s a r y t o

th e boys a n d g i r l s who a r e : to make our homes and p ro d u ce .f ; , 1 0 ' ■: 1 ' ■, ' . . ' ■ ■ .... ■

o u r c h i l d r e n o ■ - ■ " - "

The u n f o r t u m t e c o n se q u e n c e s o f to o l i t t l e a t t e n t i o n- V..- ; ' - ■ 11

t o t h e l a r g e r p u rp o s e s o f homemaking a re ' a l 1 t o o a p p a r e n t .

T h ese p u rp o s e s c a n n o t be r e a l i z e d w i th o u t i n t e l l i g e n t team

w ork . T o g e th e r men and women s h o u ld s tu d y vhomesj, : s m a ll

.d e m o c ra c ie s ; w i th th e same t r e m b le s a n d w o r r ie s t h a t p la g u e

; th e ;w o r ld , .' : ̂ ■ ■ ' • : i

Why a llo w c h i l d r e n to p r o g r e s s th ro u g h a s e r i e s o f

e x p e r im e e s t h a t a ro u s e c o n f l i c t an d f r u s t r a t e b a s i c n e e d s ,

■ th e n wh en t h e, harm h a s been do a© t r y t o r e - e d u c a t e them ?

I f . t h e i r p e r s o n a l i t y n e ed s a r e - m et i n t h e b e g in n in g , s a l a d - ;

jn s tm e n t w i l 1 be a v o id e d , - ' '''

. T h e re i s p ro b a b ly no s c h o o l l e v e l t h a t o f f e r s g r e a t e r v--

o p p o r t u n i t i e s f o r in f lu e n c in g f a m i ly l i f e th r o u g h e d u c a tio n . ' " ' V ' v . ■ . • 1 2

th a n t h a t of t h e se c o n d a ry s c h o o l , The . i n t e r e s t o f h ig h

1 0 i A m erican A s s o c ia t io n S ch o o l A d m in i s t r a to r s , E d u c a tio n ; . ' • f o r Home and F am ily ■Life, G hap, 1 , p , 7 ,

. 1 1 , H a tc h e r and .A ndrew s, T ea ch in g o f Homemaking „ Ghap, - ' ■ '%V1 , p,- 2 5 6 , : ;

'1 2 , G o odykoon tz , Op, c i t , , Chap, T , p , 140=

13

s e h o o l boys and g i r l s in eaeh o th e r I s an e s s e n t i a l p a r t

o f t h e i r a d jn s tm e n t to t h e o p p o s i te s e x and i t i s im p o r ta n t

t o h e lp t h e a p la n f o r en joy m en t o f each o t h e r ’ s company i n

n a t u r a l , no rm al s i t n a t i o n s o H igh s c h o o l en d s fo rm a l e d u ca

t i o n f o r t h © m ajo r i f y , t h e r e f o r e t r a i n i n g fo r horn ©making V

sh o u ld be. in c lu d e d i n e v e ry h ig h s c h o o l c u r r ic u lu m . • i

S in c e boys an d g i r l s o f h ig h s c h o o l a r e w i t h i n a- few.

■ y e a rs o f © s ta b i i s h in g t h e i r own homes, e d u c a t io n f o r f a m ily .

l i f e s h o u ld be made a v a i l a b l e t o boys a s w e l l a s g i r l s »

B o th g ro u p s s h o u ld knew w h a t f a c t o r s go in to t h e m a in te n a n c e

o f w holesom e fa m ily l i v i n go Knowledg e o f t h e - me chan i c s o f

h o u se k e e p in g may be m ore e s s e n t i a l t o g i r l s , b u t a b i l i t y t o

e s t a b l i s h a d e q u a te s o c i a l r e l a t i o n s h i p s i s n e c e s s a r y to boys

and g i r l s a l i k e . 'E d u c a t i o n f o r home an d f a m i ly l i f e c a n n o t

be j u s t i f i e d i f i t i s to be t a u g h t o n ly t o g i r l s .

14

* " CH4PT1H 11 ' - -

' : ^ ,

. . H is t o r lc a 1 B ackground - %

A e e o rd in g t o : one o f f i e i a l r e ^ d r d o f t h e Ajiieri can' Home

1 © ©nemie s 4,ss o c ia t i©n g'' t h © keme . eednoinio s ■ mow ©ment in t h e / \

■Enited. S t a t e s should: be c r e d i t e d t o a m n , B en jam in TJiomsonp- ’ ' : : ; -.-I- : : ■■■

(G otm t Bum ford) s b o th i n M a s s a c h u s e tts 9 1753 o ■ "He e z p e r i -

m ented . in v a r i o u s ,s c i e n t i f i c f i e l d s s e s p e e i a l l y p h y s i c s r: and. ■,

tu rn e d h i s a t t e n t i o n t o p ro b lem s ' o f t h e h o u s e h o ld ,

I n 1825 B r i l l a t - S a v a r i n w rot© f,lh e P h y s io lo g y o f T a s t e , "

an e a r l y c l a s s i c o f home eco n o m ics, C aleb T lc k a o r w ro te .

“The P h ilo s o p h y o f l i v i n g " in 1836 , I n 1 8 3 7 2 Edward L , :

Y ouaans, l a t e r f o u n d e r of P o p u la r S c ie n c e M o n t h l y w r o t e a

book on "H o u seh o ld S c i e n c e ," P i c t u r e s d a t e d ; 1885 show b o y s .

i n c o o k in g c l a s s e s in- B o s to n , ' > ' • ; /

The f o l lo w in g tr e n d s - a re . n o te d i n A m erican Home loeno= .

mies A s s o c ia t io n r e c o r d s o f 1911-13-t c h i l d c a r® ; p r a c t i c e .

ho u se I home ©eonomi c s f o r b o y s an d m en; h o u s in g ; , c o o p e r a t io n- ■ : I :- '! : . . ■: . - .. •' ' ' 2w i th o t h e r o r g a n i z a t i o n s , b o th n & tio n a l . and - i n t © r n a t io n a l , .

'T he f i r s t two c l a s s e s o f b o y s home eco n o m ics known t o

1 , B a ld w in , H e tu ra h B , , T h e A m eri'can Home E conom ics A s s o c ia °, : ' t l o n -S a g a , W ash in g to n , B , 0 , , - 1 9 4 9 , p , =3,o ’ . ̂ ,

2 , - I b i d , , po 5< " - ■ . :-y >C i ; ' yi . ;

15

. th e J o u r n a l o f Home E conom ies w ere a fo o d s c l a s s ta u g h t t o

j u n i o r and s e n i o r hoys by M in ta M eG -illicuddy a t Hew A lb a n y /

I n d ia n a j - in .1919» a h d o ne r e p o r t e d by L u lu W illia m s 8 L aPort©- '■ ' 3 ; ;Countyj, Hew Y o rk s i n 1 9 1 9 s M iss W illia m s vms s u p e r v i s o r

o f s e v e n ty - f iv e r u r a l s c h o o ls w h ich s h e v i s i t e d i n t u r n , ,

g iv in g , t a lk s t o ' t h e ; g i r l s . She fo u n d t h e boys i n t e r e s t e d

and b ro u g h t th em in to t h e program * - . c. _

3 y 1930 hprn® econom ies f o r boys became so p o p u la r t h a t

a H a lte d S t a t e s O f f ic e o f E d u c a tio n S u rvey showed i t w as

ta u g h t in th e s c h o o ls o f f o r ty - tw o s t a t e s t o more th a n sev en■ V 4 ' ̂ . ■■ ■ ■ ■ ■ ■ ■ ■

th o u sa n d b o y s * W orld War I I i n t e r f e r e d w i t h . t h i s te a c h in g ,

a s boys w ere r e q u i r e d t o p r e p a re f o r e n t r y i n to arm ed f o rc e s *

R e c e n t i n y e s t i g a t io n s show I n c r e a s e d e n ro l lm e n t , of" boys i n -

hom em king c l a s s e s , w i th a d e f i n i t e t r e n d to w a rd boys a n d

g i r l s t o g e t h e r i n a s tu d y o f P e r s o n a l an d F a m ily R e la t i o n -

y s h ip s o. The y e a r 1 9 4 8 -4 9 showed an in c r e a s e o v e r 1 9 4 7 -48

of m ore th a n on® th o u sa n d boys e n r o l l e d i n s e c o n d a ry sc h o o ls*

• ; I n , 1 9 3 6 t h e A m erican Home E conom ics A s s o c ia t io n named .

a 'eom m ittee composed o f t e a c h e r s who h a d done, o u t s t a n d in g ’ ■■•■-try;.-;- ; :■ ; : ' . 6 . : :

w ork w i th boys , w i t h H e n r ie t t a K* S tr a u b a s c h a irm a n * . MTo

3* E d i t c r i a l y J o u r n a l o f Home E co n o m ics, 1 9 2 7 , pp* 146-49*

4 o' y W hitcom b, Em e l l us 8 * , - Home E conom ics fo r .- Boys * S u p e r in te n : d e n t o f;D o c u m e n ts , p= 3= y . , , - . -

Van H orn , R ua8 XJ« S* O f f ic e o f E d u c a tio n S p e c i a l i s t ,Homemaking C u rr ic u lu m R e v is io n C o n fe re n c e * P h o e n ix , ■ ; ■ .

y ;.4 4 r I 2 o n a , . 1 9 4 8 o ; i - • “ 1 f

6 * 4 S tr a u b , H e n r ie t t a 'K*., "Home E conom ies f o r B o y s ,fe J o u r n a l : o f Home E conom ics * Vol* 3 0 , p* 557 0 . .

16

d e te B a in e -wiiat o b j e c t iv e s can be a c c o m p lis h e d s w h a t c o n te n t

can b e g iven , t o boys a n d g i r l s t o g e t h e r , and w h a t m nst be .

done w i th s e p a r a t e g ra n g e * "

The co m m ittee o rg a n iz e d i t s;w ork by r e g io n s o r, zones-

w ith a Chairm an i n c h a rg e o f t h e s tu d y i n t h e w e s te rn and •

n o r th e rn s t a t e s a n d a n o th e r i n t h e e a s te r n and so u th e rn -

s ta t© S o ; Q ,u e s tio n n a ir e s w ere s e h t t o ’ s t a t e s u p e r v i s o r s 9 and; .

in a d d i t i o n 'more e x te n s iv e s u rv e y s w ere nade in New York

and C olorado o R e p l i e s r e c e iv e d m e n tio n e d two h u n d red c l a s s e s

f o r boys w i th a t o t a l e n ro l lm e n t o f s i x th o u s a n d . The i d e a l

num ber i n c l a s s w as e o n s id e re d t o be tw e n ty , t h e l e n g th o f . .

c o u r s e , one s e m e s te r . The m a jo r i ty , of t h e s u p e r v i s o r s f e l t

t h a t t h e c o u rs e s h o u ld be e l e c t i v e .

. The ©ommitte© d e te rm in e d g e n e m l o b j e c t i v e s f o r boys

w ork t o b e : . ' ':

- lo To g iv e i n f o r m t i o n in s o c i a l b e h a v io r »2o To g i v e in f c r m a t io n in home, eco n o m ics s u b j e c t s .3o To g iv e eon suae r e d u c a t io n . ; .4 . To g iv e p r a c t i c e i n t h e a b o v e , w it h t h e hope t h a t ; .

; some c o n t r i b u t i o n be made in a i d i n g p e r s o n a l a d ju s tm e n t s t o s c h o o l , home and s o c i e t y a s th e y f i n d

. . i t to d a y . , - ' . .

They fo u n d t h e s p e c i f i c o b j e c t i v e s o rg a n iz e d in to t h e

fo l lo w in g u n i t s , w h ic h w ere n o t much d i f f e r e n t fro m th o s e o f ;

1 . C lo th in g . ;2 . . P oods . ::: - / ; ; , ' " : ; ; -3 . Home a n d f a m i ly l i f e ... - ■4 . C h ild c a re . • " - / ; . - • . . •;5 . Home a n d H ousehold M anageiB nt : .6 . Home and Community—An a p p r e c i a t i o n :o f t h e n eed f o r

e d u c a t in g boys a s w e l l a s • g i r l s f o r s h a r in g an d p a r t i c i p a t i n g i n t h e r e s p o n s i b i l i t i e s o f home and

: l i f e . - ■ . . • '

17

A seem rbs o f E a r ly E x p e r im e n ta l C la s s e s ■

' ; I n 1931 Maude Wo Dunn t o l d o f a c l a s s setieduled . w ith-' - ■ ■ ■ : . ■ ■ : : : . ?

h i # sc h o o l- c o u r s e s in Soc io lo g y a t lo n g B e ac h s C a l i f o r n i a 0

The e o n te n ts o f o t h e r home e co n o m ics c o u rs e s o f f e r e d to boys

had l a r g e l y been c o n c e rn e d w ith s k i l l s . T h e r e f o r e ' i n t h i s

c o u rs e i t w as d e c id e d to e m p h a s iz e a t t i t u d e s and i n s i g h t s 9

a l th o u g h s k i l l s would a l s o be c o n s id e r e d » She g iv e s th e

f o l lo w in g t o p i c a l - o u t l i n e s % ■ ;

•v- : U n i t I ' . . : V ’ ' ' ' ■ .. . . , ■ :kG e t t in g a lo n g w i th p e o p le , « „

18

. m i t vi ■ ■ ; \Smmmary: T w e m t i G e n t u r y F a m ily A d ju s tm e n ts

Ao C h a ra o te r t r a i t s needed in t h e home • • Bo S n Y ire n m en ta l f a e t o r s t l id t a id i n d©=

v e lo p in g f a m i ly r e la t i© n s M p s =

The eon t e n t of : t h e e o u rs e w as d e t e rm ined by q u e s t i on^

n a i r e s r e tu r n e d from t h r e e h u n d red f i f t y s e n io r , h ig h s c h o o l

.. b o y s ' whose f a t h e r s r e p r e s e n te d o c o u p a t io n s in. a l l t h e m ajo r

. f i e l d So The c l a s s w as t a u ^ a t by B u sse l:B o S prong , soo i© l© gy.:

and p h y s io a l © d u o a tio n m a jo r

lo V o c a t io n a l ~ C la s s e s p r e p a r e boys f o r c h e f s and

e k e f s a s s i s t a n t s ; a l a r g e p e r c e n ta g e a re . p la c e d i n d in in g

c a r s aM hob e l s (a s a t L a f a y e t t e an d J a c o b B iis . J u n io r

. H igh Sckools):/). " - : V .7 ' ; - ■ : -C:

i j o D e v e lo p m en ta l S c h o o ls «= boys e n t e r same c l a s s e s

w i th g i r l s a n d a s s i s t l a r g e l y i n p r e p a r a t i o n o f t h e noon

lu n c h e s . 1 - . - : : :

I I I . C la s s e s o f a g e n e ra l n a tu r e = r e p r e s m t s by f a r

th e g r e a t e r num ber o They o p e r a te u n d e r su ch nam es a s

wB©ys' D i e t . e t i e s , w ,fBoys Home A e t i v i t i es „n a n d "Camp C o okery»M

; I n som ei,; fo o d p r e p a r a t i o n t a k e s p re c e d e n c e oyer, o th e r

a c t i v i t i e s . I n o t h e r s 3 v e r y l i t t l e fo o d p r e p a r a t i o n i s done

b e c a u se o f la c k o f equ ipm en t o r l e n g t h o f p e r io d . I n a l l

e x c e p t camp c o o k e ry t h e fo l lo w in g g e n e ra l h e a d in g s o u t l i n e

g iv e n c o u r s e s : ' '

I . E u t r i t i o n fu n d a m e n ta ls . • ^I I . Food p r e p a r a t i o n and ' s e r v i c e . ’ . ’■

I I I . . I t i q u e t t e and s o e i a l c u s to m s .I T . S e le c tio n s , r e p a i r a n d c a re of c lo t h i n g .

T . F in a n c in g a m odem f a m i ly .T I . The p ro b lem s o f f a th e r h o o d . .

Approxim a t e l y t h r e e h u n d red boys e n r o l l e d i n l o s A ngel e s

sc h o o ls I n 1931° Two hund red o f t h e s e s t u d i e d Red C ross

n u t r i t i o n m anuals an d w ere g iv e n c e r t i f i c a t e s s ig n e d by

P r e s id e n t H oover a n d - o th e r Red C ro ss o f f i e i a i s . :

■In .a n o th e r a r t i c l e E l l i o t t t e l l s o f boys d i e t e t i c • ' -

c l a s s e s u s in g t h e P r a c t i c e H ouse a t M anual A r t s H igh S ch o o l: / 9 ■ ;■ ' ' . " . ;

i n Los A n g e le s . They p r e p a r e d m eals^ i n v i t e d g i r l f r i e n d s g .

9o E l l i o t t 9 E s s i e L .j, "The P r a c t i c e H ouse a t M anual A r t s 'H igh .S ch o o l s,w J o u r n a l of. Home E co n o m ics , Ju n e 1 9 3 1 . p . 183 =

20

a t h i e t i e doaeiti esv p a r e n t s g f a en I t y : members s a n d o t h e r s «

'•Tliejr p r a c t i c e d b e in g h o s t s , m aking I n t r o d u c t io n s , t a b l e

m anners s a n d so f o r t h ,

IFMt.somb re p o f t .e d on home econom ies fo r b oys I n D enver 1 0 ' ' . •

S c h o o ls . I n 1930 home econom ies w as o f f e r e d t o boys i n

D enver ■ J u n io r H igh’ S c h o o l a s p a r t o f r e q u i r e d v o c a t io n a l "

worko The c o u rs e w as c a l l e d "P rob lem s i n E v ery d a y L iv in g 0®

I t 'w as d iv id e d int'O ' f o u r u n i t s : ̂ \ ;:t

Io The boy , h i s f a m i ly , a n d h i s f r i m d s , ' _ . ̂ :I I o Zood f a c t s f o r t h e i n d iv i d u a l s

I I I o E arn ing ,, .s a v in g , and sp e n d in g o : ■lYo O lo th in g f o r boys o , . , •

Burnham w ri te s , o f . h e r w ork w i th boys a s a t e a e h e r i n "v;. - - ' . : .■■■ ' ; ■ 11 • ' • - ' ' ' - . : ■ t h e D enver pub 11 e s c h o o l s . H er f i r s t c l a s s h ad f o u r t e e n

b o y s e n r o l l e d ; e i g h t y e a r s l a t e r , i n 1 9 3 1 , a p p ro x im a te ly . . .

e ig h te e n p e r c e n t o f e ig h t h u n d re d ' s i x t y - f i v e b o y s w ere e n

r o l l e d o The c o u r s e w as c a l l e d ^A p p lied Econom ics= n I t was :

a one s e m e s te r courseV ■; Ho te x tb o o k Was used* A com prehen

s iv e n o te b o o k w as k e p t and -m ny .© tits id e .-a s s ig n m e n ts w ere -

mad Co The c o u r s e c e n t e re d a b o u t t h e home a s a f o u n d a tio n

f o r r i g h t l iv in g o . i

The a im o f th e - c o u r s e was t o h e lp boys to b e more i n

t e l l i g e n t and a p p r e c i a t i v e ©f th e hom e,. a s w e l l a s . t o b©corns

b e t t e r f u t u r e hom em akers» The. m r k ;w a s d iv id e d in to f o u r

1 0 0 W hitcomb, Emalin© S o fl ’’Home E conom ics f o r - B o y s , 5 P r a c t i c a l Home E co n o m ic s ,. June 1931«

11 o Burnham , H e len A ?, ^ A f te r E ig h t Y e a rs o f Home leo n o m ics i- f o r 'B o y s , ^ P r a c t i c a l Home E co n o m ics , Ju n e 1931o .

u n i t s ? ; -

- /■ To Foods- - - 'I I , ; G lo tk in g - : : ' ' : ' ; . - -

I I I o f l is H ouseiio ld IV^ F a m ily and S o e ia l r e l a t i o n s h i p s

■ i n 1 a tte n ip t -was m d e to g iv e boys a sound- b a s i s f o r t h e

s e l e c t i o n o f fo o d fro m tine - s t a n d p o in t o f h e a l th and eoonqmy.

Boys o f t e n s e l e c t e d fo o d s b o th i n s i d e and o u t s i d e th e home,

They l e a r n e d b a s ic a s im p le c o o k in g m e th o d s , s e l e c t i o n and

c a re o f c lo t h i n g and so m e th in g o f t e x t i l e s , They sew ed on

b u tto n sg . d a rh e d so e lc sg l e a r n e d to- p r e s s n e c k t i e s and t r o u s e r s ,

A p p r e c ia t io n o f th e ;■ la b o r and - s k i l l i n v o lv e d I n m a in ta in in g

a home was t a u g h t . The boys w e re ' p a r t i c u l a r l y i n t e r e s t e d i n

p ro b lem s o f f i n a n c in g a home b e e a u se th e y f e l t t h a t t h i s w as

t h e i r . r e s p o n s i b i l i t y , L e g i s i a t i o n a f f e c t i n g t h e hom e, such

a s b u i ld in g la w s 8■ h e a l th l a w s , and pu re fo o d la w s were d i s

c u s s e d * ' They le a rn e d : c o r r e c t t a b l e e t i q u e t t e and o th e r r u l e s

o f c o n d u c t * M iss Bwnham f e e l s t h a t boys a r e more f r a n k i n

a s k in g h e lp th a n t h e g i r l s a re* S p e c ia l e f f o r t , was made to

h e lp th em r e a l i z e t h a t mahne r s and co n d u c t p la y a n . i n f l u e n

t i a l p a r t in t h e s o c i a l and b u s in e s s l i f e o f e v e r y p e rso n *

The a lu m n i '9 t h e s tu d e n ts s and t h e i r m o th e rs commented

'f a v o r a b ly on t h e cou rse* Some o f th e boys u sed w ha t th e y ;

l e a r n e d to pay t h e i r way th ro u g h c o lle g e * . M iss Burnham f e e l s .

w ha t i s v e r y im p o r ta n t i s t i m t t h e boys have a c h a n c e to

l e a r n th in g s t h a t M i l nake them b e t t e r p a r t n e r s i n th e

b u s in e s s o f hom m aklug* : ;

M cOlure r e p o r t s on developm en t o f w o rk .fo r . boys begun:

22

v ' , ; 1 2 ; - - . ; "•. by M iss Burnham i a D ea ire r» Mo te x tb o o k s w ere u s e d ; t h e r e

w as mush u s e o f r e f e r e n e e r e a d in g » M im eographed m a te r i a l .

was g iv e n p u p i l s on eaoh u n i t » The eo u rs e w as c o n s t a n t ly .

: b e in g r e v i s e d a s n e e d s w ere d ise o v 'e re c h The f o l lo w in g u n i t s

. w e r e c o n s id e re d fro m th e s t a n d p o in t o f th e f a m i ly ;

. i =; v E veryday L i r i i ig (Boys, and G i r l s )11= F oods '

l l l < i . '# o t h i n g r ' : % iFo Woodwork

¥= H e a l th ' . .. : ’ % ' . 'T l» " The House a s a Home

V I I » A p p lie d S eo n o m ies ' • ' •

S p a ffo rd ;, i n d e s c r ib in g th e w ork i n D enver s a y s t h a t

two s e m e s te rs o f w ork w ere, a v a i l a b l e t o se n io r- boys i n S ou th

H igh S c h o o l in 1940 = In th e f i r s t s e m e s te r th e boys s t u

d ie d p ro b lem s o f fo o d and n u t r i t i o n , c l o t h i n g and s o c i a l

custom so. L ess em p h asis w as g iv e n to. fo o d p r e p a r a t i o n th a n

when t h e w ork began =

The second s e m e s t ^ d e a l th w i th - the l e s s t a n g ib l e a s p e c t s

o f p e r s o n a l and home l iv in g o .The work a s p la n n e d by the

g ro u p o n e ' s e m e s te r /began w i th a e l f ̂ a n a ly s i s i n r e g a r d to -'. -

p h y s ie a l j , i n t e l l e c t u a l s , e m o tio n a l g s p i r i t u a l g s o c i a l „ and

f i n a n c i a l a s s e t s and " l i a b i l i t i e s * T h is was f o llo w e d by a

s tu d y o f . p a r e n t - c h i l d r e l a t i o n s h i p s „ a re a s , o f - d is a g re e m e n t $

p r i v i i e g e S j r e s p o n s i b i l i t i e s ,. and r i g h t s o f t h e in d iv id u a l = ••

Then came a s tu d y o f t h e y e a r s b e fo re m a rr ia g e ;, ' w h e th e r to

go to c o l l e g e , w here to go.-, and c o l l e g e l i f e ; c h o o s in g o n e 's

12= ■ M c0 iu res O liv e l a n e , "Home, leo n o m io s C la s s e s f o r Boys i n ' t h e D enver P u b l ic S c h o o ls ,:" J o u r n a l o f Home E conom icsa T olo 2.3 , 'pp* 1 1 2 0 - 2 1 *

13.o ■ S p a f f o r d , I v o l A og A F u n c t io n a l ' Program o f Home E co n o m ics ,. .. ' "P» 2 1 2 * - ; - : ' - ,. , .

l i f e w ork and p r e p a r in g f o r i t , p e r s o n a l q u a l i f i c a t i o n s ,

s e c u r in g and h o ld in g a j o b , r e t u rn s and a d v a n c e m e n ts ; b o y -

g i r l r e l a t i o n s h i p s , what boys l i k e in. g i r l s and g i r l s i n .

, boySe % e e t i% g i r l s and d a t i n g , th e pa r ea t s r e e re a t i on 9

• c a r r y - o v e r . i n t o a d u l t l i f e , The n e x t u n i t foe u s e d oh m ar-

• r ia g e and c h i l d r e n ; s e l e c t i n g a m ate.; . th e p r o p o s a l , e n g a g e - .

m en t, cerem ony , and honeym oon; p h y s i c a l a m en ta l and emo

t i o n a l adjusfcm entSs a d ju s tm e n ts i n r e g a r d to f i n a n c e s , r e l i

g io n s r e c r e a t i o n , and r e l a t i v e s ; s e l e e t i i s g a p la c e t o l i v e ,

ow ning v e r s u s r e n t i n g , h o u se f u r n i s h i n g s , h o u se h o ld d u ti@ s,;

s o u r c e s o f f a m i ly incom e, p la n n in g i t s u se and h a n d lin g ,

f i n a n c i a l p r o t e c t i o n ; c h i l d r e n , do a d u l t s w an t c h i l d r e n ,

c o s t o f r e a r i n g c h i l d r e n , b i r t h c o n t r o l , c a r e , t r a i n i n g , -

aM e d u c a t io n o f c h i I d r e n -

The p u rp o s e s o f t h e c o u rs e a r e t o :

lo S t im u la te an a p p r e c i a t i o n o f th e home = . V2 o h e v e lo p d e s i r a b l e i d e a l s and a t t i t u d e s to w a rd home

, \ . l i v i n g » , " . . : \ :3 = A c q u ire know ledge o f .p r a e t i e e s t h a t w i l l b e h e lp fu l" ;■ i n th e d a i l y l i f e of boys and g i r l s a t home, in

s c h o o l , and i n s o c i a l g roupso : v4o D evelop th e a b i l i t y t o th in k , t h in g s th ro u g h c l e a r l y

in s o lv in g ev e ry d ay p rob lem so . \ •

24

5=> A c q u ire t h e a b i l i t y t o g e t a lo n g w i th p e o p le and to m k e and k e e p f - i i ends o . ■ : .

60 Make go od tas e o f o n e v s l e i s u r e t im e »7 o. Great© an i n t e r e s t i n h e a l th and a d e s i r e to b@ ■

w e llo " " , :v ' : ; '■ 80 A p p re c ia te v a lu e o f p l e a s in g a p p e a r a n c e , a c c e p t a b le

mann@ rs3 and o th e r t o o l s o f s o c i a l i n t e r e o u r s e «"

The sam e a u th o r t e l l s o f t h e home eeo n o m ies program a ti - " - i -v: 4 ' .. 1 : 15 i..; ; %P h o en ix ‘Union H igh S c h o o l9 P h o e n ix s A r iz o n a ' The p rogram

i s p la n n e d b o th f o r th e hoy or . g i r l who. may w is h a semasf@ r

• off tw o o f work or th e one who w is h e s to t a k e m ore e x te n s iv e - A w ork o The f i r s t co ur s e in fo o d s tu d y s e h i l d g u id a n c e , human

r e l a t i o n s h i p s and consum er buy in g a r e ©pen t o bo y s a s w e l l

a s ' g i r l s ; i \ '

A c o u rs e .s A S o e ia l L i v i n g ,tg h a s been- d e v e lo p e d f o r boys' and g i r l s t o g e t h e r » T o p ics s u g g e s te d by th e s tu d e n ts f o r

d i s c u s s io n in c lu d e t h e m eaning th e human r e l a t i o n s o b t a i n s , :

g e t t i n g a lo n g w i t h ;o t h e r p e o p le , im prov ing p e r s o n a l i t y , ; _

; b o y - g i r l ; i n t e r e s t s „ s o c i a l cu sto m s , making m a r r ia g e s u c c e s s

f u l , how to makA a s a t i s f a c t o r y ' home env ironm en to ■. - ; - a. - ■ - : - - ■ 1 6

S p a f fo rd d e s c r i b e s w o rk f o r boys a t A u s t i n , T e x a s0 I t

b e g in s w ith p e r s o n a l i t y d e v e lo p m e n t, - good; g ro o m in g , and p e r - -

: Sonal r e l a t i onso The a s su m p tio n 1 s mad© t h a t b o y s o f ■ t h a t .

a g e l i k e t o lo o k W e ll and to . g e t a lo n g w e l l , .and to b e ’ l i k e d

by o th e r s o f t h e i r awn a g e o f b o th se x e s? S e l e c t in g and

c a r in g f o r c lo t h i n g , p e r s o n a l h y g ie n e , and. s o c i a l : and emo

t i o n a l A s p e e t s :: o f A e x u a l i a t m i t y a r e th e n ta k e n - u p ; t h e s e

15o S p a f f o r d , I b i d o , p 0 2 1 3 o; 'i i :

Ibo I b l d o, p . 2 1 1 o ' ; , 1 : - ■' ’ - . . : ■

25

t o p i e s a re fo l lo w e d .by a c o n s id e r a t i o n o f th e b o y s '’ p la c e

l a t h e homep h i s r e l a t i o n s h i p s to h is p a r e n t s and o t h e r

members o f th e f a m ily % and h i s r e s p o n s i b i l i t i e s w i t h in th e

homeo S p e c ia l a t t e n t i o n i s g iv e n i n th e seco n d s e m e s te r -

t o p h y s ic a l and m e n ta l h e a lth s , fo o d and n m tr l t io m , c o u r t e s y

and good m n n e r s , -, . v;- ..

S eharm er, 1940» g iv e s u n i t s o f s tu d y fro m c o u rs e $$P e r

s o n a l i t y D evelopm ent o f th e High S c h o o l Boy18 a t Muskeg on 9 ■ - ■ ; 1 7 ■ ■ ; ' ■"M ic h ig a n , • ' . - . .

I , , A n a ly s is .7 and d ev e lo p m en t of p e r s o n a l i t y ,2 , F a m ily r e l a t i o n s h i p s : - \ ; ' ;

. 3 =. O lo th in g o ' - . ; 7; .. ^ :4° B u y in g , • ■5 , n u t r i t i o n ,

B ig g s g iv e s an a c c o u n t of a program a t L u te h e r S ta rk - ’- ■■■■' • i s - ' ; ■ . .

H igh S c h o o l O r a n g e j , le x a so . T h ree hund red f o r t y - t h r e e

s tu d e n ts no t e n r o l l e d i n home econom ies p a r t i c i p a t e d . An

a l l “p u rp o se l a b o r a to r y s la u n d ry $, c o m b in a tio n l i v i n g room ”

d in in g room $ a n d a p e r s o n a l groom ing la b o r a to r y w ere s e t

a s i d e f o r s t u d e n ts a n d t e a c h e r s , : One a d d i t i o n a l hom em aking’

t e a c h e r was em ployed, Ih e s t u d e n t s came i n b e fo re and a f t e r '

s c h o o l and a t lu n c h t im e . They le a r n e d to p la n 3 m ark e t >

p re p a re and s e r v e . f © o d » mak© and re n o v a te g a rm e n ts , and to \

u se . sew ing m a c h in e s , %. Four p u rp o s e s o f . t h e p ro g ram w ere? ■ '

1 , To p ro v id e o p p o r t u n i t i e s f o r boys and g i r l s to g a in : . e x p e r ie n c e in w o rth y home m em bersh ip ,

2 , To make f a c i l i t i e s and s t a f f o f hom em aklag d e p a r t ment a v a i l a b l e t o a l l p u p i l s and t e a c h e r s in . s o l y - . in g p ro b lem s r e l a t e d t o h o m e -p e rs o n a l- fa m ily l i f e ,

17 o . S harm er s, Fay MackV " P e r s o n a l i t y D evelopm ent o f th e H igh S ch o o l B o y ," J o u r n a l of Home E co n o m ics , ¥ o lo 3 2 , p p , 371-373* : ... : -l

̂ .ts.-S >».»* #>* - l/r«5k it to-? v©, ffi£Xf\innc3i M/dimHo-vas K 4 m 13^n s i ?? JT AHT*filia l rif5

26

3 » To eo e rd is a t© iioaemakijag w ith o t h e r d e p a r tm e n ts o fth e so h o o lo ■ ■ \ - V

4o '.To e z tm d f a c i l i t i e s o f th© d e p a r tm e n t t o t h e com-m unityo - - .

' F a c i l i t i e s and th e s t a f f w ere used in t h e fo l lo w in g

ways ; • ; '• ' " . . '

; ; . lo Boys came in to m k e c a n d y 9 c a k e s , e t c . Some b e -" . ■ came c o o p e r a t iv e and m ore c o u r te o u s o , . A .c o n v e rsa - -

:'r, : t io n d u r in g a c t i y i t y . o f t e n re v e a le d , p e r s o n a l o r ' . :,11 f a m i ly p ro b le m s . f ' ■ ' ' ' ;

/' 2c S ew ■ p u p i l s h e lp e d i n n a k in g p l a n s 5 c l u b s , a sk e dad v ice , s o c ia l committees learned to .tern hems and ■

v ■ ; s 1 - to us® machineSo; / ! ’" T e a c h e rs of o th e r d e p a r tm e n ts c o n s u l te d w i th th e ' •

s t a f f , h e ld c o n fe r e n c e s an d , a B e tin g s in - d e p a r t - -■ .' . : r n n t ̂ 1-' .. " ' ;

:4 .o A p e r s o n a l in v e n to r y was ta k e n o f each s tu d e n t th ro u g hhome v i s i t s fl c o n f e r e n c e s , a n d w ork o f g u id a n c e d e p a r tm e n t . . '

F i n a l l y , a com m ittee w as o rg a n iz e d so t h a t p u p i l s c o u ld

p a r tic ip a te in planning, p u b lic iz in g j and carrying on the■ "i i ? •p ro g ram . - .

A h ig h s c h o o l boy f ro m B la e k fo o t s I d a h o , t e l l s o f a ;t ■ .1 : ■' : ; - ■ ' 2 0

m ixed c l a s s o f Home Econom ics i n t h e i r h ig h s c h o o l . He

s a y s th e y soon f o r g o t fo o d s And became i n t e r e s t e d in b e in g

f a m ily m em bers. They c r i t i c i z e d th e m s e lv e s an d o th e r mem

b e rs of t h e c l a s s , th e n he Id p r i v a t e c o n fe re n c e s w ith th e

t e a c h e r . They l e a r n e d e t i q u e t t e and s o c i a l u s a g e . Both hoys

an d g i r l s b e in g in th e c l a s s , th e y c o u ld s e t tip l i f e - l i k e ,

s i t u a t i o n s . - He th o u g h t h is know ledge o f s o c i a l u sa g e gave

him p o i s e and s e l f “C o n fid e n c e . The ; boys to ok p a r t i n a s t y l e

. 1 9 . C om m unication fro m M rs. D e lla P r e t z , p r e s e n t d i r e c t o r ,' V ; ■ Home and; F am ily L i f e E d u c a tio n i n O range, T e x a s , r e p o r t s

th e c o a r s e w as a . w a r- tim e m easu re and h a s been d ro p p e d .

2 0 . P a r k in s o n , D o u g la s , wThe V alue o f Homemaking to a Boy , w J o u r n a l o f Home Economic s , V o l. - 30-, 1938 , p p . 3 2 8 -3 3 0 o .

27

Show a t M gh s e h o o l a s s e m b ly =

The p r i n c i p a l © f ' t h e s c h o o la Wc Co P a r k a sa y s t h e c l a s s

members a l l show ed m arked im prov ement in n a n n e rs and p o ise *

T h e ir t a s t e i n d r e s s 'improved, th e y p u t t h e i r • new ly a c q u ir e d

know ledge of a r t to u se i n p la n s f o r th e y earb o o k * They : '

were p ro u d of " t h e i r co ok ing a b i l i t y * He wo u ld l i k e to i n -

. c o rp o r a t e s o c i a l u sa g e p a r t s of the ., c o u rs e i n t o g e n e ra l home

room re q u ire m m tS o He f e e l s i t w as trem en d o 'tts ly v a lu a b le

be cans e i t w as im m e d ia te ly a p p l i c a b l e to s t u d e n t s l iv e s * •

The c l a s s m m h e rs r e f l e c t i n t h e i r d a i l y l i v i n g , i n s c h o o l

and o u t , th e th in g s th e y l e a r n e d in home econom ics * He

b e l i e v e s t h i s I s t h e p u rp o s e of e d u c a tio n *

P f e i f f e r g iv e s an exam ple o f go od f a m ily r e l a t i o n s h i p

b e in g d e v e lo p e d th ro tig h boys l e a r n i n g to cook in th e home . ; . v • - 2 2 :- . .. ' : ? - .

econom ics d e p a rtm e n t* -She w r i t e s from a m o th e r ’ s v iew

p o in t* :: . ' :. :

Mrs* P f e i f f e r e s t a b l i s h e d a c o n ta c t w i th h e r so n b y

d e v e lo p in g h is i n t e r e s t i n c o o k in g a s p a r a l l e l w i th h e r own

i n t e r e s t o She e n c o u ra g e d him to c h o o s e home econom ies a s

an e l e c t i v e so t h a t he c o u ld r e c e i v e i n s t r u c t i o n a t s c h o o l

and su p p le m e n t i t by p r a c t i c a l e x p e r ie n c e a t home*

The c o u rs e o f f e r e d a t s c h o o l f o r b o th bo y s and g i r l s -

in c lu d e d p la n n in g m e a ls , c o o k in g , s e t t i n g th e t a b l e , and

s e r v i n g « The home econom ies t e a c h e r s a id to h e r t ffOne o f :

21 * P a r k , W*. C*, '."What A. P r in o 1 'pal T h inks o f HomemakIng - C ourses* " J o u r n a l o f Home E co n o m ics* Tol*. 3Q, p» 332*.

22* P f e i f f e r , S a ra h S h i e ld s , "He M ight L ik e C o o k in g ,"- P a r e n t s M a g a z in e * F e b r u a r y 1946* pp* 47=54 =

28

t i le "basic a p p e a ls to grow ing boys i s e a t in g . . A f te r th e y .

h e g lii t o cook th e y f in d , o th e r a n g le s o f ink e re s to They w ant

t o know th e whys and w h e re fo r e s o f fo o d f a r more th a n g i r l s

dOow 'In- c la s s - t h e boys wore c h e f s a p ro n s and t a l l w h it e

e a p s -0 The t e a c h e r f e l t t h a t th e boys le a r n e d more i n th e

c l a s s w i t h g i r l s a l th o u g h th e boys to u ld r a t h e r have w orked

a lo n e . One o f t h e boys s e c u re d a p o s i t i o n a s s a l a d c h e f

i n a H arv ey House r e s t a u r a n t ,

B in k le y ^ 1 9 3 1 / t e l l s of home econom ics f o r boys in■ r;. ■ ■ ' ; 23 V- V f / ; : ' ' ' .

T u ls a 5, Oklahoma =, A c co rd in g t o S i s s B in k le y , a boy re= .

q u e s te d p e rm is s io n t o j o in a g i r l s ? c l a s s i n Home G r a f ts , -

The p r i n c i p a l w as i n t e r e s t e d i n a c o u rs e "More W orthy Home

M em bership, f o r B o y s ,^ He had .s e n t a q u e s t io n n a i r e t o p a re n t s

and- knew th e y w ere i n t e r e s t e d i n t h e i r boys h a v in g su c h a

cour s e , ‘ :

I n i t s s i x y e a r s o f e x is te n c e a t t h e t im e t h i s a r t i c l e

was:: w r i t t e n , a p p ro x im a te ly t h i r t y - f i v e hundred , boys had been

e n r o l l e d i n %@ c l a s s ;i n Home and F a m ily R e la t i o n s , The

Home G r a f t s c o u rs e f o r boys had become a p r e r e q u i s i t e f o r ,

g r a d u a t io n , r e q u i r e d in t h e j u n i o r y e a r , . I t c o u ld be e l e c t e d

in t h e sophom ore o r s e n ip r y e a r , ; I t was com bined w ith phy~

s i e a l e d u c a tio n = t h r e e d a y s Home C r a f t s.,. two d a y s P h y s ic a l

E d u c a t io n , I t was a p a r t o f th e . home eco n o m ies c u r r ic u lu m ,

23 o ; B in k le y , • M art ha 9 "Horae Economic s f o r B o y s n P r a c t i c a l ’Home. Economics , O c to b e f 1931 s p p , 834=835,

29

■ $h© o o n t e a t- .of t h e "Home and F am ily B e l a t io n s ̂ e o u rs e

I s ^ . ‘f e n be low i" - . ; ■

•-..Jo- C lo th in g f o r th e High S ch o o l Boy (12 l e s s o n s )Ao D re ss i n R e la t i o n t o :

1? P e r s o n a l i t y 2 o In d i v i d u a l i t y

; ' 3 p A p p r o p r ia tn e s s „ . ' ;Bo Common F a b r i c s U s e d i n Makihg-: #em »s C lo t h i mg.

lo / . ' Gom jBri'sbn' o f fa h f i"e s in f e l a t io n to d u r a - : '■: , . h i l i t y an a c o s t- .. . 4o,.-

2 . ;: 'iS e le h t ie n g. car©g and r e p a i r o f c lo t h i n g - • 3 6 ; P e rs o n a l g room ing - r s;:

' - " A= S ta n d a rd s o f d r e s s ' . ■ -' . 5° V o c a tio n a l o p p o r t u n i t i e s in t h e t e x t i l e

i n d u s t r y : : ■ : • ; - . ; .

. J X . H u t r i t i d n (28 l e s s o n s ) v " "• A . P e r s o n a l h e a l th o f t h e boy and th e r e l a t i o n '

o f n u t r i t i o n to h i s m en ta l and p h y s i c a l e f f i -; c ie n c y . - "'Bo Food v a lu e s .C. S e l e c t i o n o f b a la n c e d m ea ls i n t h e s c h o o l

.. c a f e t e r i a o r eo S ffie re ia l lu n c h ro oms = : '; Do Optimum d i e t fo r p h y s ic a l d e v e lo p m e n t.

E . .Food f o r t h e f a m i ly and c o s t of f e e d in g a . ..; f a m ily in t h i s com m unity. :

F . S p e c ia l D ie t s .

XXXp S o c ia l D sage (5 le s s o n s .). A* T a b le e t i q u e t t e and th e d u t i e s o f a h o s t . -

B. B u sl.n e ss e ti.gue t t e . ' ■ ,' Co G-ood b e h a v io r f o r ’v a r io u s o c c a s io n s . ' /■

XV. Home and f a m ily R e la t io n s h ip s and P e r s o n a l i t y (1 8 l e s s o n s ) - - t ' • :

A. The p u rp o s e o f t h e 1 8 l e s s o n s i n home andf a m i ly : how f a m i ly l i f e d e v e lo p e d . -

Bo B re s e n t day p ro b le m s c o n f r o n t in g t h e f a m i ly .C. F a c to r s c o n t r i b u t i n g to s u c c e s s f u l f a m i ly l i f e .

' D. P e r s o n a l i t y of t h e f a m ily m em bers and a p p r e c i a t i o n o f t h e c o n t f i b u t io n o f each member to th e g ro u p . ■ ■ ■ :

E . C i t iz e n sh ip i n t h e hom e.. F . R e la t i o n s h ip o f t h e home to com m unity i n t e r e s t s .

V. House P lm m in g (1$ l e s s o n s ). . . . . A:. ' A p p r e c ia t io n o f d o m e s tic a r c h i t e c f u r e .

B .: Housing standards and building codes of th e" : . ̂ . - ■ b ity . - • : . • • ' : ' ■■

' , 0 . R e n tin g o r (w n ihg a h o u se-• D. H ouseho ld m e c h a n ic s - • v

E . F u rn is h in g and d e c o r a t in g a boys room or. b u s i - . n e s s o f f i c e . . . I ’ . ' . '

30

Z A s t u d j o f s im p le h o u se p la n s f ro m th e s t a i id - p o i& t o f coO T eaieneeg T a a t i l a t i o z i j and c o n s e r v a t i o n o f f l o o r sp a ©So

T Io C h ild C a re and D evelopm ent - in c lu d e d in o th e r u n i t

V ila S pend ing and S av in g th e F a m ily Incom e (12 l e s s o n s ) Ao S ta n d a rd s o f L iv in g « :Bo S o u rc e s o f In co m e»Co Item s o f t h e b u d g e t o •

- - . ' lo Food . ■ ;■ ; ' ' '2o S h e l t e r

■ 3o C lo th in g • .. .. ; : ; 4o O p e ra tin g e stp en ee : I . •

5o S a v in g s '/ " :60 In v e s tm e n ts a n d sa v in g s ' • . ' .

; 7o I n s t i t u t i o n s ^ - i" : ■ . • .

A l l boys - fro m th e t e n t h g ra d e on w ere -ad m itte d to t h e

c l a 8 S0 C o n tr a c t m ethod o f t e a c h in g was u sed =

I d e a s A dvanced C o n c e rn in g Homemaking f o r Boys

A n d erso n b e l i e v e s t h a t a s home econom ies p e r s o n n e l - ; ' . . ’ 24

we need to c o n t i n u a l l y s tu d y s o c i a l c h a n g e s« We need to

do our p a r t i n g e t t i n g - th e p u b l i c s th e s c h o o l a d m in i s t r a to r s

and p e rh a p s even o u r s e lv e s to r e c o g n iz e th e r i e h h e s s i n

o f f e r i n g in home econom ics t h a t may be.' made to e d u c a te a l l

youthg b o th boys and g i r l s „ ; ' .

S tock i n g ; sa y s s - £

le a c h a l l you can to both, boys and g i r l s o f t h e n e c e s s a r y m e c h a n ic s o f ho us s l e e p in g . L i f t i t . o u t

■. o f d ru d g e ry in to jo y o u s se rv ice ,,- b u t above a l l t e a c h them t h a t e s t a b l i s h i n g a home i s an a r t »Of a l l th e c o u rs e s in home eeonom ies c u r r i c u l a , t h e m ost im p o r ta n t is t h e one on c h i ld t r a i n in g o Ig n o ra n c e o f p a r e n t s - i s so o f t e n t h e c au se f o r

'c h i l d r e n ' s f a i l u r e . 2 * , '

2 4 o A n d e rso n , H a t t i e l o , MHomemaking f o r Boys an d Men,® l o u r n a l o f Home E co n o m ics, V o ii 2 9 , pp= 5 93 , 6 6 4 «

2 5 o S to c k in g , Wm= Ho, "F am ily H e la t i© n s h ip E d u c a tio n i n th e High S c h o o l , F r a c t i c a l Home E conom ics, 1949 , pp» 1 5 , 50

31

I t i s t he o p in io n o f S p io e r t h a t home e c o n o m is ts have

th e r e s p o n s i b i l i t y o f d e v e lo p in g a ty p e o f home l i v i n g t h a t

. w i l l e n a b le p e o p le to m ice a s o c i a l c o n t r i b u t i o n to a c h a o t ic 26 '

w o rld . T h is may sound l i k e a b ig o r d e r , b u t b ig o r d e r s

a r e m d e up o f sub=>asseiabIieso 8 u b ^ a s se m b lie s a r e p ro d u ced

by m aking and f i t t i n g t o g e t h e r many, s ra a l l p a r ts * 1 Homes and

. s c h o o ls a r e ■ sttb -assem b lies* I n . in d u s t r y t h e r e i s d i v i s i o n

o f la b o r* E ach h a s h i s own job and i s n o t e x p e c te d to do

so m e-o th e r* O iv ie o r g a n iz a t io n s and s e r v i c e c lu b s sh o u ld

n o t be e x p e c te d to t a k e th e p la c e o f p a re n ts *

’’C o o p e ra tio n i s a m a t te r of w o rk in g t o g e t h e r a c c o rd in g

to c o n s i s t e n t p la n * ” E f f o r t s o f s c h o o l r a y f a i l i f n o t s u p -

p o r te d a t . home* Homes a r e l i k e l y t o amount to l i t t l e i f

n o t s u p p o r te d a t sch o o l* S c h o o ls c o u ld s t r e n g th e n th e home

by d e v e lo p in g t h e i d e a ’’M an 's p la c e i s i n t h e home. ”

' ' ' T here a re -m h y i n d i c a t i o n s t h a t t e n ’ s p la c e i s i n th e

home and i s r e g a r d e d a s h a v in g two f u n c t i o n s : ’’s i r i n g c h i l d r e n

and p ro v id in g fu n d s f o r f e e d in g , c lo t h i n g , and s h e l t e r i n g

them and t h e i r m o th e r . ” , T h is i s th e o ld id e a o f d i v i s i o n o f

la b o r* I t i s o v e r lo o k in g t h e e q u a l ly im p o r ta n t c o n c e p t In

mod e ra In d u s try -c o o p e ra t io n .* Men d o s i r e c h i ld r e n and s u p p o r t

them - women .b ea r c h i ld r e n and o p e r a te th e home, b u t t h i s

d o es n o t g e t a t - t h e w hole t r u t h * One depa r tm e n t p lu s ' a n o th e r ■

d e p a r tm e n t d o e s h o t make up t o t a l home a r e a . T here i s a n o th e r

'26** 'S p ic e r , , Jo h n R eed, ”Man?s P la c e i s - i n t h e Hom e,” J o u r n a l , . o f Home E co n o m ic s , V o l. -409 Decem ber 1 ^ 4 8 , pp* 557"58«

32

i a w kick m other and f a t h e r o p e r a te j o i n t l y , wM cja i s more

im p o r ta n t i n te rm s o f huraem v a lu e so ; - , , . .-

B u s in e s s may h e re p o l i e i Os W r i t te n o u t and p o s te d

somewhere,, A home a l s o M s p e l i e i e s - ^ n p t w r i t t e n o u t b u t

e v id e n t in b e h a v io r 0 I t n a y show t h a t e v e ry b o d y i s f o r i

h im s e lf o r i s l i v i n g by th e g o ld e n r u l e , n o t o n ly a s a

f a m ily member / b u t a s a member o f t h e community =

I f we b e lie v e manfs p la ee i s in the home, then we should

empha'size th a t b e l l e f by a c t in g : f i r s t , organ ize more horns

eeonbmic c la s s e s for boys—not co urses in e t iq u e tte or fancy-

cooking or esmp cookery„ Teach boys to cook standard food

so th a t they can prepare a fam ily meal „ Men do not always

have a .woman around to buy, wash, and mend fo r them; they

should be ab le to do th e se th in g s fo r them selves*

Get other departments to exchange c la s s e s ; in d u s tr ia l

a r ts ' could t each home maintenance,^ b io logy could teach some

landecaping and 'gardeningo G ir ls courses should be r e a l i s t i c

and p r a c t ic a l | they should take some work with, in d u s tr ia l

a r t s / etc* ' v ' '•

The chaos o f th e modern world has to do w ith two great

ym m ihgs=-=for freedom and se c u r ity . Hot freedom from an

unpleasant task l ik e washing d is h e s . , . freedom from an x iety

and heartbreak; freedom from a broken home.

There is no greater se cu r ity than that which comes from

the con fident f e e l in g of belonging to a happy home. In a

happy home members are whblesomely interesfced in each o th e r ,

share mutual confidence, each member an a c t iv e p a rtie lp a n f

33

a a i nad© to f e e l n e c e s s a ry to tn e w e l l be ing o f th e w ho le0

A-, tiappy jaome i s t h e b a s ic so arc© ©f f re e d o m and se e u -

r i t j o The b a s i s o f a h a p p y home i s th e o p e r a t in g p r i n c i p l e

t h a t man ’ S sa s w e l l a s wbmanlSs p l a c e i s i n t h e homeo

- A lb e r ty b e l i e v e s j ; '

The f i e l d o f a r t p a r t i c u l a r l y home econom ics i s becom ing em aneipa t ed fro m t r a d i t i o n a l o r g a n i z a t i o n and i s g o in g a b o u t t h e im p o r ta n t b u s in e s s of m e e t- , in g th e n eed s o f s tu d e n ts ° Home e c o n o m ic s 'i s l i m i “-

, f e d by th e f a c t t h a t i t -is .e s s e n t i a l l y a p ro g ramf o r g i r l s . . .T h e re i s a g r e a t eh an g e in t h e h in d o f c u r r ic u lu m f o r e le v e n th and t w e l f t h g r a d e s . I t p o i n t s up I n s t r u c t i o n f o r boys and g i r l s i n e d u c e - f i o n f o r m a r r ia g e and consum er e d u c a t i o n .^7 ■ i -

H i l l sa y s? . ; - - ' ' ' . ; .

. We a r e in t r a n s i t i o n fro m a s o c i e t y r u l e d by t r a - .d i t i o n and cu sto m to a s o c i e t y w h ich d e v e lo p s ' i t s

, - own s o c i a l p o l i c i e s , e x p e c t in g s h i f t and change- w i th a d d i t i o n a l f i n d i n g s a n d new d i s c o v e r i e s . 28

One m in o r i ty g ro u p o p e r a t i n g a lm o s t e x c l u s i v e l y fro m

f o l k lo re i s t h e m l e s e x . I n few s c h o o ls i s t h e r e any r e -

e o g n i t i on n f th e p a r t imn p la y in t h e A m erican home. T here

a re th o u s a n d s o f books w r i t t e n on t h e a d ju s tm e n t o f woman and

on m otherhood f o r e v e ry d oaen w r i t t e n a b o u t m en. The d e

ve lopm en t o f home econom ics a s a s u b j e c t ' s o l e l y f o r g i r l s ,

t a u g h t ' e x c lu s iv e ly by women p ro v e s a b a r r i e r t o c o e d u c a t io n a l

i n s t r u c t i o n in m a r r ia g e and f a m i ly l i f e .

The homefflaking, t m c h e r s th e m s e lv e s a r e c o n sc io u s of t h i s

2 7 o • A lb erty , James, R eorganization of the High School Curriculum, Chapo X I I I , p o 390 .

28o H i l l , D r. R euben, ?,Who S h a l l be E d u c a te d f o r F am ily / l i f e , " A m erlean V o c a tio n a l J o u r n a l , M arch 1 9 5 0 , p . 5°

34

d .e f ic ie n c y o I t p ay be rem edied , by o f f e r i n g b o u r s e s i n -

m a r r i a ^ and th e f a m i l y 9 c h i ld d ev e lo p m en t and home manage."

ments, t a u g h t j o i n t l y by home s c o n o m is ts an d s o o i b l o g i s t s

©r by home e c o n o m is ts a n d . p s y c h o l o g i s t s « .- :

J o n e s names s i t u a t i o n s i n w hich- a man n e e d s h o u s e -' i ./-■ VA. ' : -29 . i ' : ' - : ; i .

k e e p in g and hom enaking s k i l l s . He t h i n k s p u b l ic e d u c a t io n

has. m is sed "ax good b e t i n n o t i n s i s t i h g upon c o m p le t io n , by

boys and g i r l s a l i k e , o f a t l e a s t one fu n d a m e n ta l h o a ep a k ln g

b o u r s e , know ledge a l l people- sh o u ld hawe in common» I t

m eans in c r e a s e d s c h o o l f a c i l i t i e s and f a c u l t i e s , p e rh a p s m ale

t e a c h e r s i n t h e a r e a . Some s c h o o ls e n c o u r a g e . su ch a c o u r s e

by o p e n in g up w i th c o o k in g . He b e l i e y e s t h e 00 u r s e sh o u ld .

be r e q u i r e d , r ̂ . ' ' . " - : /' ‘ ; ' '• . ' ; . •' ■ - ' : - ■ 3 0S ta r r a k p r e s e n t s hoaem aking f o r boys f ro m tw o v ie w p o in t s :

A. I n d iv id u a l boy and h i s s u c c e s s ; i n l i f e . .. Bo"' W e lfa re o f S o c ie ty ' /

He g iv e s th e u l t i m a t e o b j e c t i v e of a l l homemaking educa=

t l o n a s t h e e s f a b l i s h m e a t o f h ap p y , . s a t i s f a c t o r y hom es. The

b e s t ty p e o f home l i f e i s th e m onogam ous, one f a m i ly home

^ s e t a p a r t a s b a s i c u n i t o f b u r s o c i a l f a b r i c , w i

S t a r r a k g iv e s t h e fo l lo w in g s e t of . c o n d i t io n s or f a c t o r s

Of happy home l i f e : - . ' " -"

1 . S im ila r ity of t a s t e s and id ea ls , a community o f in te r e s t s , h opes,. am biti on, and v is io n on part of husband and w ife . , -

2 , C o m p a t ib i l i ty o f tem peram ent o f husband and w i f e ,3 o A p p ro x im a te ly eq.ua 1 I n t e l l i g e n c e and. e d u c a t io n o f

. - contrabting parties'.:- 1 ■ v. - . l l . x '

2 9 o J o n e s , Howard L-,, "To P re v e n t F a u l ty F a t h e r s , M J o u rn a l o f Home Econom ic s , M arch 1 9 4 8 , P» 144°

' - 3 0 , - S t a r r a k , Jv A. , bHomemalcing C ourse f o r B o y s , f$ J o u rn a l o f

35

4,o Same r s l J g i q.us bell©fS/o, . ' V '■ "■• '5o Eeas©mbl-@ income.; aad? earning power =

■ .. 60 Freedom, from debt and extravagance, f in a n c ia l r e - •■ sp onsiM 2. i f y 3 separa.f © p r iv a te accou n ts9 butveo-

' . op eration in ho us ehdld and family expenditure So7o. The- presence:.or absence o f ch ild ren in the home = /

-;i\8o?';;..Eeaith'-̂ m̂ tdl'"and'-vph^.ldgil:o'■ i.'- 9= S k i l l in housekeepings

10o A b ility to provide c lo th in g for fam ily a t low est p o ss ib le co sts '

"vll-o .-Ability-tb- -pr ® ?fdod; for the family at lowest •

,The boys*?part i n t h i s i s : : \ ' " ■ ' .

lo U n d e rs ta n d in g of fu n d am e n ta l p r i n e i p ie s o f co o k ery r . and th e p a r t p ro p e r food- p r e p a r a t i o n p la y s i n i t s

:- - n u t r i t i v e : : v a lu e , . ̂ ' ̂ - ,- :? i: ,, '2o I n f o © d 's e l e c t i o n boys, sh o u ld know -how to o r d e r fo o d

' i n a r e s t a u r a n t t h a t w i l l p ro v id e them w ith a w e l l - ? :? ; b a la n c ed d i e t o -V

3 o th e y n eed t o know how to c o n d u c t th e m s e lv e s i n ae^- e o rd a n e e w i th a c c e p t ed s o c i a l c u s to m s w h i le e a t in g

? in p u b l ic p l a c e s o r o th e r w is e . . I4 o They sh o u ld r e a l i a e th e e f f e c t s o f fo o d upon p h y -

, • : ? s i c a l a n d 'm e n ta l e f f i c i eneyo ■, . 5.0 In c lo th in g they should know. something o f fa b r ic

qualityg S ty le , and f i t of c lo th e s ; what is becoming and what is appropriate =

6 > They should be able to plan a c lo th in g budget 1 7» To a p p rec ia te the part "clothes and appearance w i l l -

* .•. p lay in th e ir llveSo; St, . They - n eed t o w ant t o d r e s s w e l l i

9° They sh o u ld be t a u g h t m in o r r e p a i r s ? , t o c o n s t r u c t ; - s im p le t h i n g Sj and to r e p a l r and r e f i n i s h f u r n i s h -

/ IngSo . " • • . . ' ' . . , V" - . i t - ?. .1 0 . They need t o know so m e th in g o f t h e a p p l i c a t i o n o f

a r t p r i n c i p l e s in r e l a t i o n to t h e hom e. ;11 o Health- should be ta u g h ta both mental and p h y s ic a l.

T h is i s t a u g h t by o t h e r t e a c h e r s a l s o s b u t th e hom e- m aking d e p a r tm e n t seems t o be t h e p l a c e f o r some o f

I t s h o u ld be " ta u g h t i n c o n n e c t Ion w ith , t h e dev e lo p m en t '

of p e r s o n a l i t y and i n human and f a m ily r e l a t i o n s h i p s .

H e a l th p la y s a l a r g e p a r t i n e o n n e e t io n w i th f a m i ly .

Boys as w e l l as g ir ls need t o know the. e f f e c t of nervous

m entally upset parents on ch ild re n .

36

They need t o know so ffle th ihg o f th e t r a m f f l i s s io n o f

' m m ta l 'aah . p h y s io a l d i s e a s e t t e o ugh h e r e d i ty .

- S t a r r a k t h i n k s boys a re n o t much i n t e r e s t e d : i n young

o h i l d r # . : ' ^ y ■■■ “-■ • . • -

•They n eed to und e r s t and f in an e i a l p ro b l ems and u se of

I n : i n s t r u c t i o n o r t r a i n i n g f o r n a r r i a g s he t h i n k s hoys

sh o u ld u n d e rs ta n d t h e im p o r ta n c e cf p h i lo s o p h y o f l i f e 0

• ; They; sh o u ld haT© s o a© g u id e f o r a c h o ic e o f a m at e—

; su ch ' a s r _ • -.,

lo Int e i l ig e n c e and education^ '2= R elig iou s b e l i e f o3 o U nder s ta n d p e r s o n a l i t y a d ju s tm e n t . ■4 o That th e y m ust m arry th e ;g i r l 8 s f a m i l y «5 o They sh o u ld u n d e rs ta n d sexo .

' -ho They sh o u ld b e t a u g h t to i d e a l i z e m a r r ia g e ab o v e c o u r ts h ip o " •

G ra ta s a y s t h a t home e co n o m ics l i k e o th e r s u b j e c t s i s - ■ • , : 31 ; : ’ ■ :

a. c o n t in u a l p r o c e s s o f e v o lu t io n o .

E m phasis h a s s h i f t e d fro m s k i l l s and e co n o m ics t o home

l i f e . The em phasis w as f i r s t a r t s th e n s e i e n e e a th e n e co

nom ics o f th e "homeo I t i s now on th e home w h e re i t b e lo n g s a

and on th e l i f e and r e l a t i o n s h i p s of th e p e rs o n s who make

t he po m a a home . ,

MHome d e c o r a t io n j th e m ec h an ic s o f h o u se k e e p in g , th e

economy of e x p e n d i tu r e ^ a re im p o r ta n t b u t t h e i r p la c e i s i n

th e b ackg round . I n th e fo re g ro u n d sh o u ld be p ro m o tio n o f

31 o : G r a ta , P ed ro T =, ME d u c a tio n f o r Home and F am ily L iv i n g , nJ o u m a l o f Horae E conom ics ,, J a n u a ry 1949$ PP ° 5=7»

a f f e c t i o n and s e c u r i t y among members of th e f a m i ly . R ig h t

home and. f a m ily l i v i ng m k e men 9 women, and c h i l d r e n th e

human b e in g s th e y shou ld , .be < , , ■

' Mr» O ra ta g i y e s a s r e a s o n s f o r d iv o r c e i n c i v i l i z e d

c o h n t r i e s : ' ^

lo.-.-.^$ho,;;mach.:^mphaaiS;.;':©h: economy and e f f i c i e n c y » 9-2 o' C u l t i v a t i o n o f a f f e c t i o n and u n d e rs ta n d in g ta k e n

f w ' g r a n t e d , o r ho t c o n s id e r e d -worthy e d u c a t io n a l : i o b j e c t i v e s o : ;. ̂ " '

Many p e o p le g iv e a f f e c t i o n o n ly b i o l o g i c a l m eaning and ;•

t h e r e f o r e , m iss, i t s s o c i a l and s p i r i t u a l s i g n i f i c a n c e a l t o

g e th e r . They a r e a f r a i d t h a t young p e o p le w h o .a re en co u rag ed

to t a l k a b o u t lo v e and m a r r ia g e w i l l c o n s i d e r - o n l y s e x , r e l a

t i o n s h i p s . The rem edy i s to change th e e m p h a s i s 'i n m a r r ia g e

from m a te r i a l a s p e c t s to th o s e th in g s w h ich money c an n o t b u y ;

c o m p a n io n sh ip , f a m i ly a f f e c t i o n and s o l i d a r i t y , sym pathy and

u n d e rs ta n d in g , th e s h a r in g o f jo y s w ith e ac h o t h e r , l o y a l t y

and g o o d .w i l l y ' ■ ; '.

The t o t a l p ro c e s s Of e d u c a t io n i s l i f e i t s e l f i n th e

.p ro c e s s o f becom ing more r e f i n e d an d ' human,: more f r e e , s o

c i a l l y m ere S e n s i t i v e , m ore a f f e c t i o n a t e , more w i l l i n g to

assum e r e s p o n s i b i l i t y , to g iv e of o n e s e l f , t o l i v e m ore, to

w o rry l e s s . We h av e p u t a prem ium on d o in g , w i th a minimum

o f a t t e n t i o n to p ro m o tio n o f s o c i a l s e n s i t i v i t y and i n s i g h t .

I n e d u c a t io n f o r home and f a m i ly l i f e , em phasis sh o u ld b e

on t o t a l l i v i n g . The c o re of a p rogram i n e d u c a t io n f o r

home and f a m i ly l i f e sh o u ld be v a lu e s and r e l a t i o n s h i p s .

F a m ily a f f e c t i o n , u n d e r s ta n d i ng and c o n s i d e r a t i o n fo r each

o t h e r , s h a r in g t h e good th in g s o f l i f e , p r a c t i c i n g d e m o c ra tic

ways of l i f e ; th e se a r e . t h e w arp and woof of f a m ily l i f e a

in d e e d n a t i o n a l and i n t e r n a t i o n a l lif@ » An a t t i t u d e o f

a f f e c t ! on sh o u ld xnot i v a t e p e r f o r mane e of home a of i i r i t i e s ;

o th e rw is e th e y a re a eh o r e « ■ '

S u g g e s t io n s f o r Home Eeonomie s E dnoat i o n :

P r e p a r a t io n f o r ^ m r r ia g © an d p a re n th o o d » lo I n i t i a l a d ju s tm e n t a f t e r m r r i a g e ./

a» " overcom ing j e a lo u s y , t a a p e r a n d e o w ard iee =• bo f e e l in g s of. i n f e r i o r i t y» ; -:

eo im p ro v in g r e l a t i o n s h i p s w i t h f a m i ly and . -o th e r s o u t s id e fa m ily o

. Bo M a,in tenance of Home and f a m i ly L i f e

AoM BveEBnt of m l u e s g a tta ix u n e n t o f p ro p e r r e l a t i o n - ;

s i i ip s and. a t t i t u d e s s M u ld b e e v a lu a te d by o b s e r v a t io n o f

w hat t h e s tu d e n t s do i n u n su p e rT is ed s i t u a t i o n s . i n t h e i r own

home s . - A lm ost a n y th in g t h a t d e a ls w i th p ro b lem s o f home a n d

f a m i ly l i f e r e a l i s t l m l l y i s b e t t e r th a n c a u s in g stud.©hos. to

r e c i t e f a c t s and- go a b o u t d o in g c h o re s i n a m e c h a n ic a l f a s h ?

ip0 . ; ; :S p a f fo rd i n d i s c u s s in g home e co n o m ies f o r boys says :

1 ::: ■ ■ ■ 3 2 m . ■ -t h a t homemaking began a s a s k i l l s u b j e c t « • Homemafcing was

h o u se k e e p in g and h o u se k e e p in g w as a job f o r women and g i r l s «

She b e l le T e s t h a t h o u se k e e p in g i s o n ly one p h a se o f home-

m aking and homemak in g i s a j o i n t e n t e r p r i s e f o r men and

women (, The p ro b lem s o f home e co n o m ies to d a y a re . l a r g e l y

th o s e o f a l l i n d iv id u a l s

40

•" e d u e a t i on h a s been l e f t t o o mtieh t o chan'ce.6. , L i f e r s g r e a t e s t

h a p p in e s s and u n h a p p in e s s i s t i e d up w ith home ' I l f e . .. L e a rn ”

in g th e way o f dem ocracy b e g in s i n f a m i ly l iv in g o What -

happeh s i n t h e home in f lu e s c e s a l l o th e r r e la h i o n s h ip s « ; ,

fwo im j or r e s p o n s i b i l i t i e s o f t h e s c h o o ls a r e : '

1 o To h e lp a d u l t s s e e t h e ir- r e sp o n s i b i l i t y i h © ducat, t i n g y o u th to l i v e more f r u i t f u l and s a t i s f y i n g : p e r s o n a l and f a m ily l i v e s . ' ;

■' 2 o To p ro v id e e d u c a t io n i n a r e a s of im m ed ia te p e r s o n a l and s o e i a i l iv in g o -

The h ig h s c h o o l s h o u ld no t O nly o f f e r b a s ic home econo

mic s m a te r i a l to a l l boys and g i r l s b u t i t sh o u ld o f f e r '

c o ih rse s f o r t h o s e who h a v e s p e c i a l i n t e r e s t s i n v a r io u s a s

p e