xt70rx937t9n_414 https://exploreuk.uky.edu/dips/xt70rx937t9n/data/mets.xml https://exploreuk.uky.edu/dips/xt70rx937t9n/data/46m4.dao.xml unknown 13.63 Cubic Feet 34 boxes, 2 folders, 3 items In safe - drawer 3 archival material 46m4 English University of Kentucky The physical rights to the materials in this collection are held by the University of Kentucky Special Collections Research Center.  Contact the Special Collections Research Center for information regarding rights and use of this collection. Laura Clay papers Temperance. Women -- Political activity -- Kentucky. Women's rights -- Kentucky. Women's rights -- United States -- History. Women -- Suffrage -- Kentucky. Women -- Suffrage -- United States. Bulletin American School of Home Economics text Bulletin American School of Home Economics 2020 https://exploreuk.uky.edu/dips/xt70rx937t9n/data/46m4/Box_17/Folder_10/Multipage18340.pdf 1914 June 1914 1914 June section false xt70rx937t9n_414 xt70rx937t9n MIS-PAGINATICN

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BULLE TEN

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“The Profession of Horns Making”
Home Study Courses

Published Quartefl‘y’
&} file
American School of Home Economics
506 West 69th Street, Chicago, Illinois ’

 

 

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HAT right living should be the fourth “ R" in edu-

cation.

THAT home-making should be regarded as a pro-

fession.

THAT health is the duty and business of the individual;

illness of the physician.

HAT most illness results from carelessness, ignorance, or
mtemperance of some kind.

THAT as many lives are cut short by unhealthful food and
diet as through strong drink.
HAT on the home foundation is built all that is good
in state or individual. ‘

THAT the upbringing of children demands more study

than the raising of chickens.

HAT the spending of money is as important as the
earning of the money.

THAT economy does not mean spending a small amount
but in getting the largest returns for the money expended.

.THAT the home» maker should be as alert to make pro—
gress in her life—work as the business or professional
man.

THAT the most profitable, the most interesting study for
women is the home, for in it center all the issues of

life.

HAT the study of home problems may be" made of no
less cultural value than the study of art or literature and
of much more immediate value.

—American School of Home Economics.

 

  

 

 

MRS. ARTHUR-COURTENAY NEVILLE
President, American School of Home Economics: First Chairman, Home
Economics Committee. G. F. W. C.

 

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BULLETIN
oft/lg

AmneflCan Schooqu

Iiome Economics

Published quarterly for students graduates
and others interested in the School
and its work

    
 

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CHICAGO
506 WEST SIXTY-NINTH STREET
' ILLINOIS

 

 

 

 

 

  

BOARD OF TRUSTEES

 

MRS. ARTHUR COURTENAY NEVILLE
President of the Board

MRS. ELLEN M. HENROTIN

Hon. President General Federation of Women’s Clubs

~MRS. FREDERIC W. SCHOFF

President National Congress of Mothers

MRS. LINDA HULL LARNED

Past President National Household Economics Association

MRS. WALTER MCNAB MILLER
Jhairman of the Food Sanitation Committee of the General Federation
of Women's Clubs

MRS. MARY HINMAN ABEL
Co-worker in the “New England Kitchen ” and the ” Rumford Food
Laboratory.” Author of U S. Government Bulletins, and
"Practical Sanitary and Economic Cooking."

MRS. J. A. KIMBERLY

VicePresident of National Household Economics Association

MISS ALICE RAVENHILL
Special Commissioner sent by the British Government to report on the
Schools of Household Economics in the United States. Fellow
of the Royal Sanitary Institute

MISS MARIA PARLOA
Founder of the Jriginal Cooking School in Boston; Author of “Home
Economics,” “Young Housekeeper,” U. S. Government
Bulletins, etc., etc.

MRS. JOHN HOODLESS
Government Superintendent of Domestic Science for the Province of
Ontario; Founder Ontario Normal School of Domestic
Science, now the MacDonald Institute

MR. MAURICE LE BOSQUET

Treasurer

 OFFICERS OF ADMINISTRATION

 

PRESIDENT . . ELLA H. NEVILLE
DIRECTOR . . MAURICE LE BOSQUET
SECRETARY . . . . JESSIE FULLER BEADLE

OFFICERS OF INSTRUCTION

 

M RS. ARTHUR COURTENAY N EVI LLE
First Chairman Home Economics Committee
General Federation of Women’s Clubs
President of the School

MAURICE LE BOSQUET, S. B.
(Mass. Institute of Technology)
American Public Health Association; American Chemical Society
Director; Instructor in “Personal Hygiene"

S. MARIA ELLIOTT
.nstructor in Household Economics, Simmons College, Formerly Instructm
in Bacteriology, School of Housekeeping, Boston, Author, Lecturer
Instructor in ”Household Bacteriology” and “Household Hygiene"

ALFRED CLEVELAN D COTTON , A. M., M. D.
Professor 01 L‘iseases of Children, Rush Medical College,
University of Chicago
Supervisor of “Care of Children"

ISABEL BEVI ER, PH . M.
Professor of Household Science, University of Illinois.
Author of U. S. Government Bulletins, etc.
Supervisor of “ The House”

 

  

OFFICERS OF INSTRUCTION—Continued

BERTHA M.TERR|LL, A. M. ‘ ’
Professor of Home Economics, University of Vermont;
Author of U. S. Government Bulletins
Instructor in “Household AIanagement"

A N N A BA R R OWS
Instructor in Cookery, Teachers’ College, Columbia University; Director
Chautauqua School of Cookery
Instructor in “Principles of Cookery”

KATE HEINTZ WATSON
Formerly Instructor in Domestic Economy, Lewis Institute, Graduate
Armour Institute of.Technology
Instructor in “ Textiles and Clothing"

MARGARET E. DODD, S. B.
Teacher of Domestic Science, Garland Training School, Boston
Graduate Mass. Institute of Technology
Instructor in “Chemistry of the Household”

AMY ELIZABETH POPE

Instructor in Practical-and Theoretical Nursing, Training School for
Nurses, Presbyterian Hospital, New York City

Supervisor of “Home Care of the Sick"

. MARION FOSTER WASHBURNE
Editor of ”The Mother’s Magazine,” Author “Every Day Essays,” etc.
Supervisor of “Study of Child Life"

MARTHA VAN RENSSELAER
Director of Cornell Reading Course for Farmers’ "Wives, Cornell University‘
Advisor in “Household Hygiene"

CHARLOTTE M. GIBBS, A. B.
Instructor in Charge of Textile \Vork, University of Illinois
Instructor in “ The House” and “ Textiles and Clothing”

 

 

 , OFFICERS. OF INSTRUCTIONt—Continued

MABEL T. WELLMAN, A. B.
Director of Domestic Science, Lewis Institute, Chicago
Adviser in “Food and Dietetics”

JENNIE D. WYSE, A. B.

‘ Formerly Instructor, Lewis Institute
' Teacher of Domestic Science, Marshall High School
Instructor in “Principles of Cookery”

NETTIE U. COTTON
(Mrs. A. C. Cotton) Formerly Trained Nurse
Instructor in “Care of Children” and “Home Care of the Sick”

MIRIAM E. BICKNELL _
Graduate National Kindergarten College ' .
Instructor “Study of Child Life”

JENNIE H. SNOW, M. S.

. E .I
3 Director of Domestic Science, Chicago Normal College
Instructor in “Food and Dietetics”
i

‘ " ELIZABETH C. SPRAGUE

' Graduate Framingham Normal School
Instructor in College of Education, University of Chicago

' Instructor in “The House”

3* MARY E. MOORE, A. M.
Formerly Instructor Pratt, Institute
Teacher in Chicago High Schools '.

Instructor in “Household Bacteriology”

 

NENA W. BADENOCH, A. B.
Graduate University of Chicago
Instructor in “Household Management”

HELEN G. HAMMEL, A. B.
Graduate of the University of Chicago
Instructor in “Personal Hygiene” and “Food and Dietetics”

 

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CHARTER OF THE SCHOOL

(

The American School of Home Economics is chartered
as an educational institution under the laws of the State of
Illinois which provide. for associations conducted “not for
pecuniary profits." It is governed by the Board of Trusteen

  

 

GENERAL STATEMENT j]

 

 

 

 

DURING the last two generations there has been a
very great industrial evolution, but in the affairs
of the home, there has been no less than a revolution.
Formerly, the housewife was the head worker in the
many home industries. With the help of other mem-
bers of the family, she spun and wove the fabrics used
by the household, made the clothing, boiled the soap,
preserved, canned, baked—created out of raw materials
the simple necessities of life. Great factories now
supply the products of these old time home industries
at far less cost and in infinite variety, so that the
family of moderate income may now have a wide choice
of luxuries which were beyond the means of the rich
fifty years ago. ‘

Industrial advancement must necessarily take place
along the path of science. Thus a knowledge of the
laws of electricity preceded the practical application
of this force; the laws of steam were carefully studied
by Watt before he made the first steam engine a
success.

No such dependent relation exists between home life
and science. Industrial changes have taken much of
the creative work from the home, but twentieth century
economic and social conditions have forced many new
complications upon it. Only recently has scientific study
been given to the affairs of the household. The public
schools have begun to teach the rudiments of cooking

u

Industry
and
Science

 

   

Business
Training

Home
Management
a Business

The
Mistress of a
Home

    

e

and sewing, and a few colleges now give adequate
courses in household economics, but the great majority
of women have received no special training for their
principal business in life—that of home making.

The young man must go through a long period of
apprenticeship or technical training before he. is given
a responsible position. The business man sees to it that
he is fit for the work he is to undertake.

Not so with the average young woman; too often she
enters married life with a vague sense. that dinners must
be provided and the house cared for, and with a hope
that a knowledge of such matters will come somehow,
by instinct, intuition or happy accident, Sad experi-
ence may teach her otherwise, and the realization will
come that responsibilities of health and happiness, and
of life and death are in her charge.

The management of a home and the care of a family is
a business—a profession, and a very complex and diffi-
cult one to master. All the wisdom a mistress may
have, or ,can acquire by the most diligent effort, is
needed for success in the profession of home making.

Household science holds every other in tribute, yet it
is the newest of the sciences. Traditions handed down
from mother to daughter and the unsupported evi-
dence of friends is not suflicient for present day needs.
To meet changed conditions, a study of the latest eco-

' nemic developments relating to the home is necessary for

all true mothers and real helpmeets. ‘ _

A knowledge of the laws of health, an understanding
of the sanitary requirements of the house, the study
of values, both absolute and relative, of the various
articles used in the home, including food, the wise
expenditure of money, time and energy, the scientific

 

 

 

  

 

 

    

principles underlying the selection and preparation of
food, the right care of children—both physical and
mental—the ability to secure efficient service from
others, and practice in the different household arts, all
are required before the housewife can be considered
mistress of her home.

“The home is the center of the universe and the
mistress is the center of the home,” In her hands are
the keys of home happiness. She is the disbursing end
of the marriage partnership, and on the wisdom of the

spending depends the financial prosperity of the family; i

on efficient home management depends the comfort and
happiness of the family; on proper care and guidance
by the mother depends, in a large measure, the char-
acter and life success of the children; on the selection
of the food and its preparation, together with the sani-
tary character and care of the house, depends largely
the health of the family; on prompt action in emer-
gencies, on the immediate recognition of disease, and
on proper care in convalescence, oftentimes depends the
saving of life itself. _

To all homemakers—present or prospective—who
have not had the advantage of careful home training,
study of household economics is imperative, and even
for such fortunate ones, further study is necessary to
acquire modern ideas of sanitation, of the care and train-
ing of children, the l: ws of hygiene and the treatment
of sickness. '

A bewildering amount of literature is to be had
dealing with different parts of household economics,
but few of the books meet the requirements of the
homemaker, and many are weak and hardly worth
while. An extensive library and a discouraging amount
l8

  

Necessity of
Household
Economics

How Shall
Knowledge Be
Acquired

  

Correspondence
Courses by
Authorities

Educational
Standing

of reading is required to obtain a fair idea of home
economics. Reading and study by oneself is very apt
to be without system and to lead to discouragement
and abandonment. Desultory reading cannot be ex-
pected to serve as a substitute, or to be as interesting
as study under the guidance of experienced teachers.
Distance, lack of time, and the expense debar almost
all who might wish to attend some of the few good
schools and colleges which teach home economics, so
that a correspondence course is the only means by which

very many can obtain an adequate knowledge of this most

important subject.

To fill the great demand, prominent teachers in the
foremost schools and colleges in America, which teach
home economics planned, prepared, and supervise‘the
teaching of correspondence courses in home-making.
Much of the material heretofore has existed only in the
note books and lectures of the teachers who prepared the
lessons, and is now to be obtained for the first time out-
side the colleges in which they teach.

The American School of Home Economics was
founded in 1904 and in 1905 was chartered by the State
of Illinois as an educational institution, under the pres—
ent Board of Trustees. The fifteen thousand graduates
and members of the School gives testimony of the great
interest and practical value of the instruction. The
lessons of the course are now recognized as standard text
and are used as class textbooks in over one hundred
fifty schools and colleges.

The School has borne a prominent part in the devel—
opment of the home economics movement and hopes in
the future to prove increasingly useful to the multitude
of home—makers who are awakening to the great possi-
bilities of “Home-Making as a Profession”.

14

 

  

 

Correspondence Teaching J)

 

 

 

 

TEACHING by correspondence is imparting knowl-
edge by written instead of oral instruction. The
school goes to the, scholar, not the scholar to the school.

iEach student receives individual, personal attention.

She is not compelled to suit her hours of study to those
of other students and may progress as rapidly as time
and inclination allow. Spare moments may be utilized.
without the loss of time necessary to attend lectures or
classes. Study in the course may begin at any time and
there are no entrance requirements. This method of.
teaching, therefore, is especially well adapted for home-
keepers and mothers, whose time for study is necessarily
limited and irregular.

As the lesson papers (or books) have been prepared
especially for correspondence teaching, they are quite
unlike ordinary text books, which are not adapted for
home study. They are written in a concise, interesting
style, free from technical terms, and the meaning is
brought out clearly by typical examples and simple home
experiments, when this is practicable. Great attention
is paid to illustrations, and many drawings, sketches and
photographs are used to make the text more plain. In
fact, the lesson papers correspond more nearly to an
illustrated lecture by the author than to text books——
their advantage over a lecture being that the matter is in
permanent form and may be referred to at pleasure.
Above all, the papers are written from the useful, prac-

15

Lesson
Papers

 

  

Instruction
Supervised by
Experienced
Teachers

Teaching
by Mail

tical standpoint; the needs of the average American
homemaker and mother have been kept constantly in
mind; fads and theories have been avoided, and only
such scientific facts and principles as have direct bear-
ing on the daily problems of the home are included.

The lesson books are in pamphlet form, making them
very convenient for study. They have been revised a
number of times, after having been tested by use and
supplemented. ‘

The instruction is given by, or under the supervision
of the teachers who prepared the lessons, thus assuring
the highest grade of correspondence teaching. Diplomas
are granted on completion of full courses; certificates
or. completion of special and short courses.

METHOD OF WORK

Each subject is divided into lessons or parts, usually
three, of about sixty to eighty pages each. These are
sent as fast as progress is made in the course. l'pon
enrolling, the student is furnished with the first two
lesson books and is sent a general letter of directions
and a letter from the author of the subject, giving f urther
suggestions for study.

After reading the first lesson a number of times, and
making the simple experiments when called for, the
student turns to a series of practical questions at the
end of the lesson and writes the answers to the best of
her ability. The completed “test” is sent to the school
to show that the subject is understood. From the school
it is forwarded to the instructor, usually the author of
the subject, who carefully corrects it. Helpful criti-
cisms and suggestions are written on the paper in red
ink, all questions of the student answered, and a personal

16

 

 

 letter written with each 'lesson. The student, in the
meantime, is working on the next lesson, so there is no
loss of time. On receipt of the first test paper, the
third lesson book in the course is sent, and thus the
student always has two unanswered lessons on hand.
By the test questions, the important points in each

lesson paper are brought out, and the student is made

to think, to understand, and to remember.

When the course is finished, a diploma or certificate
is given, stating that the work has been completed with
“Credit,” or with “High Credit,” according to the
grade of work.

\Vherever difficulties are met in a paper, or the stu-
dent fails to understand some part, an inquiry blank
provided for the‘purpose, is filled out and sent to the
School. By return mail full explanations are sent.

An important feature, and one which will be of much
help, is the Special Inquiry Department, to which may
be submitted any problem relating to the subject in the
course. Such question is referred to the one best fitted
to answer it, and thus expert advice is at the command
of our students.

By a very complete system of card indexing, Close
watch is kept on the progress of each student, and letters
are sent whenever there seems to be neglect of the work.
The correspondence of each student is kept separate and
confidential. ,

It is the purpose of the teachers to come into as close
personal touch with the individual student as is possible
through written word, and it is the intention that every
one beginning shall finish her course in reasonable
time, and undeistand thoroughly everything included
in it. '

' 17

Test
Questions

Special
Inquiry
Department

,

System and
Time Limit

 

  

Other
Departments

Professional
Courses

from an
Educational
Standpoint

There are no entrance requirements except the desire
to learn, and study may begin at any time. The work

planned _in.the full course should easily be accom~
phshed Within one year; three years’ time, however, 1s

allowed for the completion of the course, and this limit
will be extended for any good reason. The tuition fee
covers the entire expense to the student. ,

The Bureau of Information, Employment Bureau.
Lecture Bureau, Circulating Library Department,
Purchasing Department, Club Study Department, have
been developed to fill definite demands during the five
years’ growth of the School, and expert assistance in all
lines is available to members without charge.

The courses for teachers, institution managers, . -
dietitians, nurses, matrons, and housekeepers are the
regular courses with considerable supplementary reading,
more experimental work, and direct professional studies,
as the teaching of domestic science and the like. These
qualify graduates for excellent positions.

Correspondence instruction by qualified teachers has
passed the experimental stage. The system has been
successfully applied to a great variety of subjects by
the University of Chicago and other colleges. The late
Dr. Edward Everett Hale said in regard to correspon-
dence teaching:

“After the general system of public school instruction,
this system is the next important organized system of
education at work in the nation. I see no reason Why
its range should not be extended much further. Indeed,
I look to it for the accomplishment of John Adams’
hope that every man and every woman in the nation
might receive a liberal preparation for the business of
life.”

 COURSES AND TUITION FEES

COMPLETE COURSE

This course covers, systematically and in an interesting and
practical way, all of “ The New Profession of Home-Making” and

“The Art of Right Living.”

Diploma awarded on completion.

Order of the Lessons

Foon SUBJECTS
(1) CIhemistfiI of the Household Parts

(3) Principles of Cookery Parts I,
(5) Foéd ahd Dietetics Parts I, II,
I IV

II ,
(7) Household Management Parts

I, II, III, IV
DOMESTIC ART

(9) The House—Its Plan, Decora-
tion, and Care Parts I, II, III
(10) TefitilIeIsI and Clothing Parts 1,

HEALTH SUBJEch
(2) Household Bacteriology Parts I,
II, III

(4) Household Hy 'ene Parts I, II,
III.IV g‘

(6) Personal Hygiene Parts I, II, III
(8) HIIDIITare of the Sick Parts I.

CHILDREN

(11) Care of Children Parts I, II, III,
(12) Stlfiily of Child Life Parts I, II.

TUITION FEE—$48.00, payable $5.00 monthly.

SPECIAL COURSES

The Special Courses are made up of closely related lessons 0.
the Complete Courses. Certificates awarded on completion.

Food Course V
Chemistry of the Household Parts I

Principles of Cookery Parts I, II, III
Food and Dietetics Parts I, II, III
Marketing (Management III)
Digestion (Personal Hygiene II)
Children’s Food (C. of Children II)

Health Course
Household Bacteriology Parts I, II
Household Hygiene Parts I, II, III
Personal Hygiene Parts I, II, III
Home Care of the Sick Parts I, II
Care of Children Parts I, II, III

Housekeeping Course
The House—Its Plan, Decoration
and Care Parts I, II, III
Chemistry of the Household Parts
I, II, III
Household Hygiene Parts I, II, III
H