Belington progressive. [volume] (Belington, W. Va.) 1912-1927, 1923-03-22
what the Belington Schools
Are Doing and Should Do. "
HOME ECONOMICS IN THE
SCHOOL-WHY?

was taught in our public schools only
very few subjects What the child
should study, was not his nor her
parents problem. The course OF
study was all prescribed by the
teacher, the superintendent, the To-
cal OF state board Of education. In
recent years this has all changed.
The high school girl must decide
what science she will study, which
foreign language. if any, how much
mathematics, whether she shall spe-
cialize En- commercial branches or
devote much of her attention to sew
ing, nursing, the chemistry of cook
ing, the art of home decoration and
kindred subjects.
Practically everyone agrees that
more education and better education
must be provided by the people, and
for the people, if the aims of demo-
cracy are to be realized in a popu-
lous and forward striving nation.
More education, yes, but it must be
of the right kind; better education,
what is it, and how shall it be recog-
nized?
What should be the purposes OF
the many varieties of education
possible of attainment with various
types of citizens? One Of the deter
mining factors in the kind of educa-
ton most essential to given group
Of individuals, certainly is the pro-
liability Of its functioning in the life
OF the individual. Here comes the
strong plea for home economics. A
few Of our girls may for a time
teach, to do clerical or stenographic
work, but sooner or later, the great
majority will be home makers, or
home breakers, depending on the
sort Of training they receive.
Upon the privacy and sanctity Of
| the home, rests the strength OF A.
merican democracy. The English
nation is noted for the deep-rooted
attachment Of its people to the home,
and for their skill as home-makers.
They have fought through centuries
for the preservation Of their home
ideals. and have realized the nobil-
ity Of the profession of home maxi
ing The words "house" and "home"
are often confused. The home ex-
presses the family life which is liv-
ed within the house The house II
the place whore the home maker sur
rounds herself with artistic and har-
monious furnishing and where she
/ tries to work out the ideals and
I standards of liying that wiN create
the real home atmosphere and bring
about the development Of the whole
family. The material thinys Of the
| whole home, express the real spirit
of the family and exert an untold IN
fIuence on its moral and intellectual
life. The home should stand for rest
for peace, for comfort. health and
Inspiration, for the true spiritual de-
yelopment Of each member of the
family. There should be unity, with
a chance for each individual to ex-
press himself; a democracy in the
best sense Of the term.
A house may have had every
thought and care expended upon it's
furnishing and equipment, every
device for convenience and comfort,
and yet fail to be home.
The home atmosphere is created by
| the ideals Of the family or Of her
who is to lead in it's administration
! and management. It is her artistic
sensibility that brings about this at
mosphere, a somthing that. cannot
be bought, bat that is the result OF
thought and training. Each real
home would be an institution OF
society So managed that the best and
most efficient citizens may be given
to the community. Every girl, then,
in preparation for home buildings
should carefully consider this aim.
| AS long as there are men and wo-
men, and life lasts, there will be
homes. The girl should so prepare
herself for home administration with
\ view to improving present condi-
tions Of home life that her home will
minister to all that is good and beau
tiful and best in the personal health
and happiness of the lives Of her
family and not to dissatisfaction I'M
rest, overelaboratness, expensive
living, discord and unhappiness. The
home when it is RIGHTLY developed
with all things in proportion, works
entirely for good and is uplifting.
No community is better than the
average home in its midst, and no
institution outside of the home,