Teachers' luncheon cooked and served by pupils at the Clinton Kelly School, Portland, Oregon. Other schools have adopted similar plans for teaching girls how to cook
The formation of ideals must go hand in hand with practice in manual processes. The girl must learn to know good work when she sees it, to know a properly constructed garment from one carelessly put together, and to value good work and construction.
Time was when domestic science meant sewing and cooking, and these alone. That time, however, is past. The care of a house is practically taught in many schools throughout the country by the maintenance of a model apartment in or near the school building. In Public School No. 7, New York City, grammar-school girls, many of whom are of foreign parentage and tradition, are thus introduced to the American ideal of living. The school is thus establishing standards of equipment, of food, of service, of comfortable living, that tend to Americanize quite as much as the establishment of standards of speech, of business methods, or of civic duties. The work done in this school is typical of that prevailing in hundreds of towns and cities.
A girls' sewing class. Work in sewing offers unlimited possibilities
The question arises: How much of her housekeeping training should a girl receive before entering upon her high-school course? After careful consideration it seems wise to urge that the greater part of the practical household work be taught during the period from eleven to fourteen. This does not imply that homemaking training should cease at fourteen, but rather that after that age attention shall be centered upon the more difficult aspects of the subject—upon "household economics" rather than the skillful doing of household tasks.
In view, however, of the fact that the majority of girls never reach the high school, every bit of household science which they can grasp should be given them in the elementary school. Knowing how to do is only part of the housekeeper's work. Knowing what and when to do is quite as important. Elementary study of food values is quite as comprehensible as elementary algebra. Home sanitation and decoration are no harder to understand than commercial geography. The principles of infant feeding and care may be grasped by any girl who can successfully study civil government or grammar.
Shall we then crowd out commercial geography or government or grammar to make room for these homemaking studies? Not necessarily, although, if it came to a choice, much might be said for the practical studies in learning to live. Fortunately it need not come to a choice. There is room for both. We must, however, learn to adapt existing courses to the requirements of girls.
Courtesy of L.A. Alderman