Arizona republican., 1920-05-09
CAMPAIGNS FOR HOME.
 ECONOMICS COURSE IN. SCHOOLS IF ARIZONA.

Campaigning for home economies in the schools of every community of the state, Miss Beulah Coon, supervisor of the department with the vocational ed = ucatIon work in the state, has set forth a few facts showing how state and federal funds may be available in as slstlng with the training of women and girls in the state.
 Here are four types of instruction for which funds are available accord ing to Miss Coon:
 Vocational homemaking courses in the high school, which are given dur ing half of the school day.
 Vocational homemaking courses in the grade school for one-half the school day.
 Parttime courses given during the hours of to 6 for a total of five hours a week and 150 hours year.
 Evening school homemaking courses given during the afternoon and eve ming for any women over 16 years of age, offered in short units of from 10 to 12 lessons.
 In report which she has just com pleted, Miss Coon points out the way six communities in the state have se- cured home economics training, which she believes will give other cities and . towns an idea of the method of ap- proach.
 Here are the methods used, and the question put by Miss Coon is whether any of the schools would care to fol- low one of the plans suggested for in- troducing homemaking courses:
 Having full time vocational teacher for grade school pupils as Douglas has done?
 Hiring a teacher who teaches half time in the grades and devotes the rest of her time to the women of the com muntiy, as Miss Hogue does in Copper hill?
 Securing a teacher to teach voca- tional grade school classes, employed girls. and act as home teacher, as has been done in Miami?
 Arrange for vocational classes in the high school and in the grade school be- tween which the teacher divides her time? Clifton has done this.
 Continue sort courses in cooking and sewing for some pupils and organize others into vocational classes which take intensive homemaking training, as Morenci has done?
 Hire a teacher who devotes only half of her time to home economics and the other half to other work in the school? Alma has found this method successful.
 a Going into detail she gives the fol- lowing report of the work ,. Douglas studied the situation in the Pirtleyille school. It was found that there were A girls in the grades fl years of age and over who would be benefited by intensive training in homemaking. Two classes were formed and trained teacher hired The nine girls in the fifth and sixth grades were organized into a class. They spend all of their mornings in the kitchen, which is equipped as a typical home kitchen ? laundry, and sewing and serving room. The girls study foods and food combinations. buy the food for, pre- pare and serve meals, make their own clothes, launder them and the table and bed linen, do the housekeeping. and study hygience and home nursing and sanitation. The other 15 girls who are scattered through the first four grades, spend their afternoons in this work shop in the same way. These less advanced girls are slower to grasp he necessity for developing a sense of responsibility and an appreciation of the importance of proper food and clothing and personal hygiene and