Omaha daily bee., 1919-08-31
Home Economics Course Is
Held Greatest School Aid
Hughes Plan Will Meet the Needs of the Students
in Any Institution is Sensible Attitude of superin-
tendents
By ALICE M. LOOMS.
stats Supervisor Of Homo Eeonoan21o
Education.

By ALICE M. LOOMS.
stats Supervisor Of Homo Ecossnssa
Education.
Am / sure that a Smith Hughes
home economics course will meet
the needs of the students in my
high school? II not, the payment
Of three-fourths of the teachers sal
ary from state and federal fund does
not interest me-"
This is the very sensible attitude
of many school superintendent in
Nebraska who are considering the
introduction into their schools OF
courses in vocational home eco
aomics under the Smith Huhges act.
More than 80 schools already have
decided to qualify for home econom-
ics work next year and an equal
number will be offering vocational
agriculture.
In some states, where much less
financial assistance is given to
schools doing this work than in Ne
braska, superintendent are adopt
ing Smith Hughes courses, saying
the assistance in this work is worth
more than the financial gain.
Adopted in Al States. =.
The Smith Hughes program of vo-
cational education in agriculture,
home economies, and trades and in
dustries was adopted in AZ states
in 1917, the year in which the act
was passed by the federal congress.
In 1918, Rhode Island, the 48th state.
entered upon the work. This act
made available several million
dollars annually for practical edu-
cation for people either engaged in
or preparing to enter the work OF
farming, trades and industries, or
home making.
What at first appeared to be a
misfortune for home economies
education has proved within two
wears to be quite fortunate, at least
in so far as Nebraska is concerned.
The federal law provided that from
90 to 100 per cent of one fund should
be spent for preparing people to
earn a living by means OF trade:
but zero to 10 per cent might, it
the state so desired, be spent for
training women for the spending OF
money and all the other problems
of the homemaker.
States Try Legislation.
A number of the states at once
attempted legislation to remedy this
apparent discrimination against edu-
cation for home making, and Ne
braska was one of the first states to
make available large enough fund
that the education of girls and
women for home-making may de-
velop as quickly and as thoroughly
as the training of the boys and men
in agriculture and for earning live
iihood in the trades and industries.
Each state has slightly different
plan for carrying on Smith-Hughes
work, this plan being adapted to the
conditions in that state. In Ne
braska work will be offered both IN
high schools and to girls and women
who are not in school.
In the high schools courses vary
:. ing 10 length from one to four years
will be offered. In the other work
there will be offered groups OF a
few lessons and longer courses up
to IA or more hours per year. These
lessons will be given both in the
evening and in the daytime.
What is the difference between
vocational or .Smith-Hughes home
economics and the home economics
we have had in our schools tor
wears? There is no difference in
the purpose if the other courses had
the aim of preparing better home
makers. In reality there is this dit
ference, that every lesson and every
course in vocational home econom-
les is planned with the idea OF using
this amount Of time in the way that
will be of the greatest value to the
girl or woman when she is IN her
own home. :,
Courses in cooking are expanded
to include not only cooking, but the
study of food values, marketing, pos.
sibly gardening, the preparation OF
meals and cookery for the sick. sew
ing courses include not only training
in the making of garments and hats,
but also a study of fabrics and
ready-made clothing that will help
a woman to know when it IS worth
while to purchase garments ready
made rather than make them. and
how to select and care for clothing.
Care Of Children.
The care of children, planning and
furnishing of homes and house man
agement are important parts OF
vocational course. In fact, planning
the course means constant study OF
the problems that the woman in the
home is facing. "Analyzing the job"
is what men call this study when
they are preparing students for
trade. Analysing the job of home
making will lead to decided changes
in some of our present courses in
home economics. The following
analysis was worked out by class
OF students this past summer, in
which class were number of wom-
en- who had kept house and brought
up families. ~. ...@
The Duties of a Home-Maker.
A. . WORKER Az Manager
Preparation ana Selection Of food
ssrvice Of balanced AZ to cost, food
meals. In some value, time Of prep
cases production Of aration. Adultera-
food through gar tion.
dening and poultry
Selection and care
utAnafla