The Home Economics Movement; PT. 1- (Paperback)

This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1918. Excerpt: ... / HOME ECONOMICS IN AGRICULTURAL COLLEGES AND STATE UNIVERSITIES REFERENCE has already been made to the number and variety of educational instruments which had their beginnings about 1870. Technical schools, Land Grant Colleges, Boston and New York Cooking Schools, industrial classes, and art schools all testify to the changed ideals in education which the social and economic changes of the previous decade had wrought. One of the sad results of the war was the removal by death of the head of the household and the consequent necessity which devolved upon the women of the family to become its breadwinners. These necessary social changes enlarged the sphere of women's activities and responsibilities. New occupations were opened to women. There was a demand for skilled laborers, and this implied an opportunity for training to obtain the necessary skill. Among the educational leaders coeducation was a much discussed question. For purposes of expediency and economy it nad been practiced in the public schools, and it found favor in the West, which one writer has designated as " the land of the large and charitable air." Most of the Western institutions favored coeducation, but there were many even in those institutions who, while they believed equal opportunity should be given to men and women, held that the training of each should be differentiated. The report of the Commissioner cf Education for 1871 contains the following statement: "Popular sentiment holds still to separate education, but educators are much divided. On the same side with the Oberlin faculty are A. L. Way land, D.D., President of Franklin College, Indiana; Dr. Gregory, of the Illinois Industrial University; and W. T. Harris, Superintendent of Public Schools, St. Louis.... " On the other side ...