A course of study in homemaking for seventh and eighth grades

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A COURSE OP STUDY IN HOMEMAKING FOR SEVENTH AND EIGHTH GRADES

A Project Presented to the Faculty of the School of Education The University of Southern California

In Partial Fulfillment of ;the Requirements for the Degree Master of Science in Education

by Ocie Brandt Watt August 1950

UMI Number: EP46644

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

Dissertation Publishing

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ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346

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T’A tj project report, w ritten under the direction of the candidate’s adviser and app ro ved by h im , has been presented to and accepted by the F a c u lty o f the School of E d u catio n in p a r t ia l fu lfillm e n t of the requirements f o r the degree

of M a s t e r of

Science in E ducation.

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TABLE OF CONTENTS CHAPTER I.

INTRODUCTION

......................................

.

Nature and importance of the problem ........... The statement of the problem .................. The situation Summary II.

.................................

........................................

HELPING WITH THE FAMILY M E A L S .................... Objectives

........................................

The family meals

...............................

Working in the school laboratory ............. Preparing and serving fruits for breakfast Including milk in breakfast menu

. .

.............

Preparing and

serving cereals for breakfast

Preparing and

serving eggs for breakfast . . .

Making hot breads

.............................

Planning and serving a breakfast for our f a m i l y ......... ............... ............... Selecting a good luncheon or supper

.........

Preparing and

serving cream sauce dishes . . .

Preparing and

serving vegetables

Preparing and

serving simple salads

Preparing and

serving casserole dishes

............

Making simple desserts for luncheon

. .. . . .. . .

.........

CHAPTER

PAGE Planning and serving a luncheon

III.

HELPING WITH YOUNG CHILDREN

.............

35

......................

38

O b j e c t i v e s ........................................

38

Needs of young children and guides in caring for t h e m ......................................

38

Establishing good habits of eating in young c h i l d r e n ......................................

40

Learning through p l a y ........................

42

Books and s t o r i e s ...............

45

Factors in dressing and undressing which contribute to the development of good habits

.

...................................

47

The Importance of developing good sleep h a b i t s ........................................

IV.

Teaching the child cleanliness

...............

50

Preventing childhood accidents

...............

51

YOU AND YOUR C L O T H E S ...............................

55

O b j e c t i v e s ........................................

55

Selecting suitable and becoming clothing Important preparations

V.

49

...

55

........................

59

Selecting and making a s k i r t ..................

6l

Selecting and making a blouse

65

...............

Looking your b e s t .............................

71

YOU AND O T H E R S ......................................

77

iv CHAPTER

PAGE O b j e c t i v e s ........................................

77

Your family and n e i g h b o r s .....................

77

.....................

8l

B I B L I O G R A P H Y .................... ..........................

85

Making and keeping friends

CHAPTER I INTRODUCTION NATURE AND IMPORTANCE OP THE PROBLEM One of the major responsibilities of education is that of helping individuals of all ages to be more effective members of homes and families. This aspect of education's responsibility, education for home and family living Is important for many reasons. Of all the Institutions of society which exert in­ fluence on individuals, determine the values they hold for their own lives, and set patterns of r e ­ lationships in groups which influence all other group relationships, the family holds a place of unparalleled importance. Experience in the family is the first, the closest and the ilongest lasting of all human experiences The modern school curriculum contributes to the e n­ richment of Individual, family and community life by p r o ­ viding a sequence of experiences through which young people can achieve maximum intellectual growth as well as the ability to adapt to new and changing life situations. Every family membei? from the youngest to the oldest has a role in the activities and relationships which con­ stitute family life.

Home and community life are inter­

woven, one dependent upon and influenced by the other.

-*■ Joint Committee on Curriculum Aspects of Education For Home and Family Living of the Home Economics Department of the National Education, Association and the Society for Curriculum Study, Family Living And Our Schools (New York: D. Appleton-Century Company, Inc., 19^1), Preface p. 5*

2 It is the desired outcome of homemaking education to have developed such. an understanding and appreciation of family life that its members -may participate more effectively in the various activities of home and community. In order to facilitate the development of units suited to the needs and interests of the students, a study of homemaking objectives stated in terms of adolescent needs was made.

The following needs for this group have been set up

by the Bureau of Homemaking Education, California Department of Education. To have social approval of parents, other adults and own group, generally those of the same sex. To have a definite place and security in the family wi&h opportunities for sharing in the a c ­ tivities of family living; to have good home standards; to understand that families differ. To have some independence in making choices. To have an awareness of good health habits accompanied by practice. To have a wide variety of creative and explora­ tory experiences which result in the satisfaction of achievement; to have activities which can be completed in a relatively short time furnishing somewhat immediate satisfaction.

Bureau of Homemaking Education', California Depart­ ment of Education. Guide to Planning the Homemaking Curri­ culum, (Sacramento, 19^6), p. 2 3 .

3 In response to these needs the following objectives for homemaking education in the seventh and eighth grades have been set up by the Bureau of Homemaking Education: Emphasis on sharing in the parental home. Desire to get along with others and be accepted by the g r o up . Understanding various social backgrounds and family customs. Appreciation of young people's share in family life. Understanding and appreciation of the needs of younger children and some skill in caring for them. Some opportunity to make choices in personal and home activity. Some ability to use money and manage time well. Understanding and practicing good health habits. Recognition of the importance of safety in the home. Some skill in helping with household activities. Appreciation of and interest in a variety of creative experiences.^ The statement of the problem.

The purpose of the

project was to plan a course of study for homemaking classes in the seventh and eighth grades.

5 Ib id .. p. 23.

4 The situation.

The school for which the course was

planned was an elementary school composed of seventh and eighth grades.

Its enrollment was usually around five h u n ­

dred and fifty and included most of the students in those grades in the area.

Two other schools, a parochial'.school,

and the teacher-training school of the state college, located in the town, each had one class of seventh and eighth grades. The socio-economic level of the students was predomi­ nantly middle class with possible one-fifth on the low side of the middle g r o u p .

There were a few very poor students hut

practically none from the upper socio-economic levels.

Pos­

sibly because of the prestige, the latter tended to go to the other schools. The school population was composed of both rural and urban students.

About one-third of them came on busses but

many of these were from the fringes of town and rode the bus because of distance.

Others vvere from the rural areas and

usually lived on farms that derived their income from orchard crops which required no labor on the part of the children ex ­ cept during the summer vacation. The buildings which housed the school were old.

How­

ever, the homemaking department had been remodeled and was quite attractive.

The equipment was modern and adequate to

carry out a well-rounded homemaking program.

5 Laboratory space was provided for twenty girls to a class in the homemaking department and the enrollments were adjusted so that classes were usually full but there was little overcrowding. Homemaking was a required subject and classes met for one fifty-minute period per day on alternate weeks. The course was planned to provide some experience in all of the various phases of homemaking during the two years. This gave the students a background for continuing homemaking in the secondary school as well as solving some of their im­ mediate and future problems. It was kept in mind that since girls of this age were not responsible for the home, but were beginning to assume their share in its maintenance, problems to stimulate inter­ est in helping In the home were provided. Because girls of this age were keenly Interested in food preparation and service, and took pleasure in their a c ­ complishments, activities to nurture this interest were Included. The growing interest of adolescent girls in their ap ­ pearance and social development was also considered and ac ­ tivities to help solve these problems were contained in the course. S u mm ar y.

The orderly growth of the individual depends

upon a continuity of human experiences.

To assist in this

6 orderly growth the homemaking program should be designed to provide for personal growth In all family relations as well as to give a succession of experiences in all the areas of family living.

These goals are best attained when there is

recognition of the developmental stages through which stujdents move and careful planning of the homemaking courses can do much to meet these basic educational needs. The homemaking curriculum should be built around group needs with a logical sequence of school and home ex4

periences.

If the teaching unit is interpreted by the stu­

dent as having significance for personal or group living and through it he makes better adjustments in his own life, then it has been worthwhile.

With this in mind the course

was planned to meet the psychological,

social and emotional

needs of adolescents which experiences in hbme and family living can satisfy.

CHAPTER II HELPING WITH THE FAMILY MEALS OBJECTIVES Understanding the principles of elementary nutrition Some ability to assist in planning, preparing and serving simple meals attractively. Understanding the arrangement; use and care of equip ment needed for meal service. Some ability to select and buy food. Ability to use acceptable table manners. I. A.

THE FAMILY MEALS

Content 1. Importance of the family meals a. Meals draw family together b. A place to share in other's experiences c. Helps in family education d. A

place to develop Ideals and family loyalty

e. A

place to practice good manners and other

graces 2. Things which influence; the family meals a. Income b. Likes and dislikes

social

8

c. Time available for food preparation d. Equipment available e. Standards and customs of the family f. Community practices B.

Activities 1. Make a list of things that influence your family's meals most 2. Describe any special customs in your family relating to food or meals 3. Tell of some food custom of another country 4. Make a plan for your family members to use at meal­ time as a means of improvement 5. Select from literature a description of a family meal to read to the class.

Note what the account tells of

the family. C.

References 1. Baxter,

and source materials Justin and Rust, OurShare

in the

Home

2. ______ , Our Pood 3. Friend and Shultz, A First Book

II: A.

WORKING IN THE SCHOOL LABORATORY

Content 1. Personal equipment needed a . Aprons

in Home Economics.

9 b. Pot holders 2. Care of aprons a. In apron closet b . Put away neatly c. Should be clean. 3. Arrangement of the work units 4. Equipment storage 5. Care of the refrigerator a. Cleaning and defrosting 6. Care of the stoves a. Clean work practices b. Cleaning the stove

7 . Garbage disposal a. Lining garbage can with paper b. Emptying the garbage can 8. Planning a work schedule 9. Washing dishes and utensils a. Necessary equipment b. Correct procedure c. Putting things in their place in the kitchen 10. General methods which should be followed in cooking a. Measuring equipment in. the unit b. Making accurate measurements c. Use of a recipe

10 B.

Activities 1. Make a schedule for your work in the school kitchen 2. Study the arrangement of the equipment in the units 3. Decide on rules that will be followed 4. Check your plans to see if you have thought of the efficient way of doing your work 5. Examine the dishwashing area of your units 6. Decide on the best procedure for washing dishes 7. Try to find ways you can save time and motions in dish washing 8. Practice washing the dishes in your unit according to the' suggested method 9* Discuss the reasons for having a definite place for everything 10. Practice accurate measurments 11. Practice reading recipes.

C.

References and source materials 1. Baxter,

Justin and Rust, Our Share in the Home

2. Budlong, L e t 1s Cook 3. Laitem and Miller, Experiences in Homemaking 4. Trilling and Nicholas, The Girl and Her Home

III. A.

Content

PREPARING AND SERVING FRUITS FOR BREAKFAST

11 1. Ways fruits may be served for breakfast a. Fresh fruits, berries and melons b. Cooked fruits c. Dried fruits 2. Types of dishes which may be used to serve fruits a. Sauce dishes b. Sherbert glasses c. Plates d. Glasses for juice 3. Serving fruits for breakfast a. Dishes free of spobs or drops of juice b. Fruit attractively arranged on the dish 4. Food values of fruits for breakfast a. Supplies minerals and vitamins b. Stimulates the appetite B.

Activities 1. Demonstrate how to section an orange or grapfefruit 2. Demonstrate various ways that oranges may be served for breakfast 3. Discuss serving fruits attractively 4. Discuss table manners in eating fruits for breakfast 5- Class prepare and serve oranges and grapefruit for breakfast allowing one serving per girl 6. Judge the appearance of the various fruit products

12 a. Appeals to the appetite b. Dishes free of spots and drops of juice 7. Cook prunes a. Recipe and method In L e t 1s Cook (page 23 ) 8. Decide what silver and dishes to use in serving the prunes 9- Set the table attractively a. Flowers in the center b. Use place mats c. Napkin, glassware, dishes and silver neatly arranged 10. Make apple sauce a. Recipe and method in L e t ’s. Cook (page 3^} 11. Decide how you can vary your table setting to make it interesting by: a. Use of different dishes b. Use of different place mats c. Use of a cloth instead of place mats 12. Practice good table manners in eating 13. Suggest breakfast menus in which you may use prunes and apple sauce C.

References and source material 1.

Baxter, Justin and Rust, Our Share in

2. Budlong, L e t 's Cook

the Home

3. Maltby, I t ’s. Fun to Cook

IV.

INCLUDING MILK IN BREAKFAST MENU

Content 1. Milk in the diet a. Composition b. Importance in the diet c. Value of calcium to growing children 2. Milk production a. Kinds of milk (1) Raw (2) Pasteurized (3) Homogenized (4) Half and half b. Care in the home c. Milk regulations 3. Simple milk drinks a. Chocolate b. Cocoa c. Egg nog d. Malted milk e. Chocolate milk shake 4. Standards for milk drinks a. Cold drinks cold

14 b. Hot drinks hot c. Well flavored B.

Activities 1. Show pictures to stress the food value

of milk

2. Discuss care of milk in the home 3. Discuss milk regulations 4. Interview a milk inspector and report to the class 5. Make cocoa.

Recipe and method in L e t 1s Cook (page 43)

6. Set tables using previous lessons

as a guide

7- Decide how to serve your cocoa 8. Judge the appearance of your product a. Problems created by spilled liquid in thesaucer b. Edges

of cups should be free from spots or

drops

of cocoa 9. Discuss and demonstrate how to drink a beverage at a meal a. Should always drink b. Spoon used only for stirring c. Spoon placed in saucer when not in use 10. Discuss the food value of cocoa a. Its principal ingredients b. Pood elements supplied by milk c. Amount of milk you should drink every day d. Suggest other way to include milk in the daily meals.

15 C.

References and source materials 1. Baxter, Justin and Rust, Our Share in the Home 2. Budlong, L e t 's Cook 3. Stone, The Meaning of Nutrition

V. A.

PREPARING AND SERVING CEREALS FOR BREAKFAST

Content 1. Types of cereals which may be used a. Prepared (Ex. Corn Flakes) b. Partially cooked (Ex. Quick cooking oats) c. Refined (Ex. Cream of Wheat) d. Long slow cooking (Ex. Cracked wheat) 2. Food elements which are provided by cereals a. Carbohydrates b. Minerals c. Vitamins d. Proteins 3. Variations of cereals for breakfast a. Use of raisins 6r dried fruits

B.

Activities 1. Cook ground cereals.

Recipe in L e t 1s Cook (page 31)

2. Decide how to serve your cereals to make it look appetizing a. Cereal dishes to use

16 b.

Plate under the cereal dish

c.

Where to place the spoon

d.

Cereal dishes and plates free from spots or drops of cereal

3.

Cook flaked cereals with raisins or dried fruits. Recipe in L e t 1s Cook (page (32)

4.

Serve the cereal following the directions

of the

last cereal lesson 5C.

Discuss the place of cereal in the breakfast menu

References and source materials 1.

Baxter,

Justin and Rust, Our Share in the H o m e .

2.

Budlong, L e t 1s Cook

3 . Laitern and Miller, Experiences in Homemaking 4.

Stone, The Meaning of Nutrition

VI. A.

PREPARING AND SERVING EGGS FOR BREAKFAST

Content 1.

Food value of eggs • a.

A complete protein which builds and repairs tissue

2.

Ways in which eggs can be prepared a.

Boiled

b.

Scrambled

c.

Poached

17

3.

4.

d.

Omelet

e.

Fried

Guides for buying eggs a.

Shell-~rough and dull

b.

Candling test

Care of eggs in the home a.

Cool moist place away from other foods with odors

5.

b.

Remove from refrigerator just before using

c.

Wash before using

Principles of egg cookery a.

6.

B.

Avoid high temperatures

Uses of eggs a.

For thickening purposes

b.

As binders

c.

As leavening agents

d.

To add flavor and color to other foods

Activities 1.

Cook eggs in various ways. (page 29) a.

Boiled

b.

Poached

c.

Scrambled

d.

Fried

Recipes in L e t 1s Cook

18 2.

Decide on the best way to serve your eggs a.

How to be sure your finished product looks appetizing

b. 3.

Dishes and silverware to use

Discuss ways in which your lesson could have been improved

C.

References and source materials 1.

Baxter,

Justin and Rust, Our Share in

2.

Budlong, L e t 's Cook

3.

Friend and Shultz, A First Course in Home

4.

Stone, The Meaning of Nutrition

VII. A.

MAKING HOT BREADS

Content 1.

Classes a.

b.

2.

Batters (1)

Pour

(2)

Drop

Doughs (1)

Soft

(2)

Stiff

Ingredients necessary a.

Flour

b.

Liquid

the

Home

Economics

19

3.

c.

Salt

d.

Leavening agent

Additional ingredients used in bread mixtures a.

Pat

b.

Sugar

c.

Eggs

d.

Flavorings

e.

Substitutes for flour

Terms used in recipes

5.

6.

a.

Cutting in the fat

b.

Melted fat

c.

Pat or roll

d.

Lightly floured board

Leavening agents a.

Soda

b.

Baking powder

c.

Yeast

Flour mixtures a.

Muffins (1)

Plain

(2)

Whole wheat

(3)

Bran

(A)

Nut or fruit

(5)

Frosted

20 b.

B.

Biscuits (1)

Plain

(2)

Whole wheat

(3)

Cheese

(4)

Pin wheel

Activities 1.

Demonstrate making muffins stressing the folloxving points:

2.

a.

Necessity of sifting flour before measuring

b.

Reason for sifting with the other ingredients

c.

Reason for beating eggs

d.

Reason for adding melted fatlast

e.

Reason for stirring as little as possible

f.

Reason for greasing the pans

Class make various kinds of muffins.

Recipes in

L e t 1s Cook (page 38 )

3.

Decide how to set the table, serve and eat the muffins

4.

Judge the muffins

5.

Make plans for making muffins at home for the family

6.

Plan breakfast menus using muffins

7-

Demonstrate the making of biscuits stressing the following points: a.

Different methods of cutting in fats: (1)

Knives

(2)

Porks

21

(3)

Fingers

(4)

Pastry blenders

8 . Class make biscuits. 9.

Recipe in L e t 1s Cook (page 39)

Each group make its own plans for setting the table, serving and eating the biscuits

10.

Repeat the biscuit making lesson for practice of new skills

11.

Make pinwheel biscuits. 39).

Recipe in L e t 1s Cook (page

Follow same procedures as in preceding biscuit

lessons C.

References and source materials 1.

Baxter, Justin and Rust, Our Share in the Home

2.

Budlong, Let's Cook

3.

Laitem and Miller, Experiences in Homemaking

VIII. A.

PLANNING AND SERVING A BREAKFAST FOR OUR FAMILY

Content 1.

Food nutrients a.

Foods for energy

b.

Body building foods

c.

Minerals

d.

Vitamins

e.

The Basic Seven

f.

Importance of a good diet

22 g.

Importance of a good breakfast for growing boys and girls

2.

Points to remember in meal planning a. b

.

Personal preferences Age-~sex

c . Activity and season d.

Cost of meal

e . Flavors f. p.

K.

5.

B.

Attractiveness

Table setting for breakfast a.

Breakfast cloths

b.

Place mats

c.

Placing silver and dishes

d.

Placing general serving dishes

General rules for serving a.

Passing dishes

b.

Placing

c.

Removing

d.

Order of removing dishes

Types of breakfast a.

Light

b.

Medium

c.

Heavy

Activities 1.

Divide class into "families" of seven or eight members

23 2.

3.

Decide on the necessary members of the "families". a.

Father

b.

Mother

c.

Children

d.

Big sisters (to wait on table)

Decide upon the role of every member of the family at meals

4.

Discuss guests for the meal

5.

Plan breakfast menu for the "families" considering: a.

Food value

b.

Cost

c.

Ease of preparation

d.

Time necessary for preparation

e.

Color of foods

f.

Variety in textures of the foods

6.

Make the market order

7-

Shop for necessary supplies

8.

Decide on the table setting a.

Linen to be used

b.

Kind and arrangement of an appropriate, center­ piece

c.

Placing the napkins

d.

Necessary silver

e.

How to lay the silver

f.

Placing the dishes

24 9.

Practice setting the table for the meal that has been planned

10.

Decide on the table manners that will apply to this meal

11.

Practice good manners at a "pretend" meal

12.

Discuss who is hostess and what should be

done to

entertain the guests

C.

13.

Carry out plans for serving the breakfast

14.

Judge the successfulness of the meal

References and source materials 1.

Baxter,

2.

Budlong, L e t 's Cook

3.

Laitem and Miller, Experiences in Homemaking

4.

Trilling and Nicholas, The Girl and Her Home

IX. A.

Justin and Rust, Our Share in the

SELECTING A GOOD LUNCHEON OR SUPPER

Content 1.

Foods characteristic of luncheon a.

Cream soups

b.

Esealloped dishes

c.

Meat substitute dishes

d.

Casserole dishes

e.

Salads

f.

Vegetables

Home

25 g. 2.

Desserts

Types of luncheons which may be served a.

Light, medium or hearty

b.

Should be suited to the age and activity

of the

members of the family c.

The basic seven food groups should be well represented

B.

Activities 1.

Using food models arrange various types of luncheons Explain your choice

2.

Plan the type of breakfast and dinner that must eaten with the above menus if the day's food

be

is to

be adequate 3. C.

Plan a luncheon menu for your family at home

References and source materials *

1.

Baxter,

2.

Friend

and Shultz, A First Book in Home Economics

3.

Laitem

and Miller, Experiences in Homemaking

4.

Stone,

The Meaning of Nutrition

X. A.

PREPARING AND SERVING CREAM SAUCE DISHES

Content 1.

Review a.

*

Justin and Rust, Our Share in the Home

of milk

Value in the diet

26

2.

b.

Food nutrients

c.

Ways of getting milk in the meal (1)

Cream soups

(2)

Creamed vegetables

(3)

Creamed fish and meats

(4)

Cheese dishes

Kinds of white sauce a.

Thin white sauce for soups and escalloped dishes

b.

Medium white sauce for vegetable and other creamed foods

c. B.

Thick white sauce as a foundation for croquettes

Activities 1.

Demonstrate making white sauce. necessary to prevent lumping.

Explain precautions Recipe in L e t 's Cook

(page 2 3 ) 2.

Make cream of tomato soup.

Recipe in L e t Ts Cook

(page 2 5 ) 3-

Decide what dishes should be used to serve your soup

4.

Discuss the use of the soup spoon

5.

Demonstrate how to cut bread for croutons and soup sticks

6.

Make croutons to serve with the soup

7.

Serve soup in an attractive manner

8.

Practice the correct use of the soup spoon

27 9.

Judge your product

10.

Decide what food values cream soups add to thediet

11.

Make another cream soup such as cream of celery Follow same procedure as in previous lesson.

soup.

Recipe

in L e t 's Cook (page 27) 12.

Make cheese sticks to serve with the soup

13-

Show how color may be added to creamed dishes by the use of paprika, pimento, grated cheese

14.

Prepare creamed tuna.

Recipe in Our Share in the

Home (page 225) 15-

Make toast to serve with the creamed tuna

16.

Practice good table manners in eating the food

1 7 . Judge the results of your lesson Recipe in L e t 1s Cook (page 2 9 )

18.

Make creamed eggs.

19.

Prepare creamed carrots and peas.

Recipe in L e t 1s

Cook (page 20) 20.

Set the table attractively a.

Choose place mats and napkins to use

b.

Select dishes and silver

c.

Arrange flowers for the table

t

C.

References and source material 1.

Baxter,

Justin and Rust, Our Share in the Home

2.

Budlong, Let's Cook

28 XI. A.

PREPARING AND SERVING VEGETABLES

Content 1.

2.

Buying vegetables a.

Examine vegetables to judge freshness

b.

Discuss ways to detect freshness

c.

Buying the correct amount

d.

Buying in season

Caring for vegetables in the home a.

Wash and clean immediately

b.

Store in the vegetable compartment of the refrigerator.

5.

Preparing vegetables for cooking a. b.

-Wash and avoid peeling when possible Cook with as many outside leaves as possible to 4

conserve food value 4.

Cooking vegetables a.

With the lid on to avoid loss of vitamin C by oxidation

b.

In a small amount of water to avoid loss of water soluble vitamins

B.

c.

Do not drain

d.

Cook only until tender

Activities 1.

Cook buttered vegetables.

Use vegetables in season.

29 Recipe in L e t 's Cook (page 20). 2. Serve the vegetables in a pleasing manner, 3. Discuss

the food value of buttered vegetables,

4. Judge the product, 5-

Plan a luncheon menu around buttered vegetables.

6.

Prepare escalloped cabbage. the Home (page 229)•

Recipe in Our Share

in

Follow procedure of previous

vegetable lessons, 7. ’ * ’V

Discuss reasons a. Adds variety

for serving escalloped vegetables: to meals.

£

s

’

b. Adds food value to vegetables. c. Can be used for "left-overs." C.

References

and source materials

1. Ba xt e r , Justin and Rust, Our Share in the Home 2. Budlong, L e t 's Cook 3. Silver, Foods and Nutrition

XII. A.

PREPARING AND SERVING SIMPLE SALADS

Content 1. Food values of raw vegetable salads a. An attractive way to include raw vegetables in the meals

-

b. No loss of food nutrients 2. Rules for making salads

30 a. Choose ingredients that will combine well as to: (l) Color, (2) Flavor,, and (3 ) Texture b. Salad

ingredients should be:

(l) Crisp,

(2) Cold,

(3 ) Free of water,

(4) Cut in

uniform pieces, and (5 ) Arranged attractively 3. Ways salads can be used in meals a. Appetizers b . Main dish c . Accompaniment to the main course d. As desserts e. As salad bowls 4. Various types of salad dressing a. French dressing b. Mayonnaise c. Cooked salad dressing

5 . Accompaniments for salads a. Crackers b . Sandwiches c. Biscuits or muffins d. Melba toast B.

Activities 1. Show pictures to illustrate table settings for serving salads

31 2. Discuss the preparation of vegetables for salads. Demonstrate drying salad greens by shaking in a towel. 3. Make a fresh salad bowl.

Recipe in L e t 's Cook

(page 6 9 ) 4.

Make French dressing to serve on the salad

5.

Serve the salad bowl attractively a. Use large wooden salad bowls b. Hostess of the day serve the different members of the group

6.. Judge the salads as to: a. Fresh b. Gold c. Crisp 7. Plan luncheon menus using a vegetable salad bowl 8. Discuss how gelatin salads may be made ahead of time 9.

Display pictures of gelatin salads

10.

Make avocado and grapefruit salad.

Recipe in L e t 1s

Cook (page 67 ) 11. Make mayonnaise.

Recipe in L e t 's Cook (page 70)

12. Set the tables using salad plates and salad forks 13. Serve as individual salads 14. Judge the salads 15* Plan luncheon menus using gelatin salads

52 C.

References and source materials 1. Baxter,

Justin, and Rust, Our Share in the Home

2. Budlong, L e t 's Cook

XIII.

PREPARING AND SERVING CASSEROLE DISHES

A. Content 1. Definition a. A casserole is a dish in which meats and vegetables are cooked and in which they may he served at the table 2. Advantages of cooking in a casserole a. Whole meal may be cooked in the oven b. A way to use up "left-overs" c. Pood needs little watching d. Saves dish washing B.

Activities 1. Hake a collection of pictures of different types of casserole dishes 2. Make macaroni and cheese.

Recipe in Let's Cook

(page 55) a. Use individual casseroles because of limited class time 5- Set tables and serve in an attractive manner 4. Judge the result of your lesson

33 5. Plan a luncheon menu using macaroni and cheese 6. Discuss the food value of cheese 7- Prepare baked hash.

Recipe in Our Share in the Home

(page 237 ) 8. Serve the food in an interesting manner 9. Judge the result of your lesson 10. Plan menus using baked hash ✓

11. Make escalloped salmon.

Recipe in Our Share in the

Home (page 228) 12. Check your practices for serving your food as to: a. Table setting b. Use of flowers c. Orderly arrangement of dishes and silver 13. Check your table manners 14. Judge your lesson 15. Decide on reasons for using escalloped dishes a. A way to "dress up" "left-overs"

C.

b. Adds

-variety

c. Adds

food value

References 1.

and source materials

Baxter, Justin and Rust,

Our Share in the Home

2. Budlong, L e t 's Cook

3 . Laitem and Miller, Experiences in Homemaking 4. Silver, Foods and Nutrition

34 XIV. A.

MAKING SIMPLE DESSERTS FOR LUNCHEON

Content 1. Relation of dessert to the meal a.

Should constitute a happy ending to the meal

b.

Should be well chosen to balance with the rest

of

the meal c.

Should not repeat food, texture or flavors served in the other courses of the meal

B.

Activities 1. Make baked custard.

Recipe in L e t 1s Cook (page 71)

2. Decide what dishes to use in serving your custard a. Custard cups b. Sherbert glasses c. Sauce dishes 3. Set your table attractively 4. Observe good table manners in eating the custard 5. Evaluate the lesson 6. Discuss food values supplied by custards 7. Prepare baked apples.

Recipe in L e t 's Cook (page 13)

8. Serve the apples varying the table setting to p r o ­ vide interest 9. Judge the .success of your lesson 10. Discuss the food value of fruit desserts 11. Make ice box cookies.

Recipe in L e t 1s Cook (page 91).

j 35 Store in the refrigerator over night and bake the next day12.

C.

Evaluate your methods of work as to: a.

Organization

b.

Saving time and motions

c.

Practice of clean work habits

References and source materials 1.

Baxter, Justin and Rust, Our Share in the Home

2.

Budlong, Let's Cook

3.

Laitem and Miller, Experiences in Homemaking:

4.

Maltby, It's Fun to Cook

XV. A.

PLANNING AND SERVING A LUNCHEON

Content 1.

2.

Food nutrients to consider in planning a luncheon menu a.

Foods for energy

b.

Body building foods

c.

Minerals

d.

Vitamins

e.

Importance of good nutrition

f.

The Basic Seven

Points to consider in planning the luncheon menu a.

Should be well balanced,

b.

Should be reasonable in cost

36 c.

Preparation should be simple, taking little time

d.

There should be a variety in color and textures of the foods

3.

Serving the meal a.

Family style of service used largely for family meals

4.

B.

Table setting for the luncheon a.

Linens to be used

b.

Placing of silver and dishes

c.

Placing the general serving dishes

Activities 1.

Divide the class into "families”

2.

Decide on the necessary members of the "families”

3.

a.

Father

b.

Mother

c.

Children

d.

Big sisters

Decide on the .role of each member of the family at meals a.

Father

b.

Mother

c.

Children

4.

Discuss inviting guests to the meal

5.

Plan the luncheon menu considering: a.

Balance

t).

Cost

c.

Time and ease of preparation

d.

Variety in color and texture of foods

6.

Make the market order

7.

Shop for the necessary supplies

8.

Decide on the table setting

9.

a.

Linen to be used

b.

Arrangement of an appropriate centerpiece

c.

Placing of napkins, glassware,

silver and dishes

Practice setting the table for the planned meal

10.

Decide what table manners will apply to this meal

11.

Practice good manners at a pretend meal

12.

Practice making a guest welcome

13.

Carry out plans for preparing and serving the luncheon

14.

Judge the successfulness of the meal

References and source materials 1.

Baxter, Justin and Rust, Our Share in the Home

2.

Budlong, L e t 1s Cook

3.

Laitem and Miller, Experiences in Homemaking

CHAPTER III HELPING WITH YOUNG CHILDREN OBJECTIVES Understanding the daily needs involved in earing for children. Ability to guide children in their play. Understanding the techniques of teaching children to dress and undress themselves. Judgment in assisting children to establish desirable food h a b i t s . Appreciation of the importance of personal cleanliness. Realization of the Importance of establishing good sleeping habits. Ability to help prevent accidents when caring for children.

I. A.

NEEDS OP YOUNG CHILDREN AND GUIDES IN CARING FOR THEM Content 1.

Needs of children a.

Adequate food and rest

b.

Good habits and personal qualities

c.

Cleanliness

d.

Picture and language experiences

39 e.

Play activity

f.

Love and affection

g.

Protection from injury

Guides in caring for children

B.

cl*

Follow a schedule

b.

Encourage desirable habits

c.

Teach -child to help himself

d.

Encourage participation in family activities

e.

Teach respect for property and rights of others

f.

Allow children freedom with supervision

g.

Look for cause of poor behavior

h.

Speak the truth to children

i.

Reason with older children

«J•

Use patience in dealing with children

k.

Develop good relations with others

Activities 1.

Observe the 24-hour day of a child's activities and make a list of the needs

of small children

2.

Suggest guides in caring

for small children

3.

Watch children eating under normal conditions to observe desirable and undesirable habits displayed

C.

References and source materials 1.

Baxter; Justin and Rust;

Our Home and Family

2.

Baxter, Justin and Rust,

Our Share in the Home

3.

Bradbury and Amidon, Learning to Care for Children

40 4.

II. A.

Goodspeed and Johnson, Care and Guidance of Children

ESTABLISHING GOOD HABITS OP EATING IN YOUNG CHILDREN

Content 1.

2.

Importance of establishing good food habits a.

Food is essential for growth

and development

b.

Health is influenced by food habits

c.

Food habits formed early are generally followed

Selection of food a.

Nutritional needs of young children

b.

Plan family meals to meet the needs of young children

c.

Introduce a new food to increase interest and variety

d. 3.

Make food easy to handle

Building good food habits a.

Food should be planned tocontribute

to good food

habits b.

Should be simple

c.

Attractive in color and textures

d.

Food the child can handle

e.

Small amount of seasoning

f.

Regular schedule

g.

Should be attractively served in small servings

41 with opportunity for second helpings h.

Child should have proper tools to facilitate eating

i.

Should have a comfortable and appropriate table height

4.

Attitudes of family members which influence habit formation a.

Have a pleasant atmosphere

b.

Set a good example

c.

Have only one person at a time responsible for the child's eating.

d.

Avoid undue attention to the child or his food

e.

Be consistent in methods of training

f.

Talk over differences of opinion in private and determine procedure

g.

Start training early

h.

Gradually let child assume responsibility for eating

B.

i.

Avoid showing food dislikes

j.

Offer new foods in small amounts

Activities 1.

Discuss the importance of establishing good food habits early in life

2.

List foods which a child should have every day

3.

Study family menus and indicate how they can be varied to meet the needs of children of different ages

42 4.

List good food habits which a child Discuss factors which contribute

should establish.

to theestablishment

■ of these habits 5.

Help a younger brother or sister form desirable food habits

C.

References and source materials 1.

Baxter, Justin and Rust,

2.

Baxter, Justin and Rust, Our

3.

Bradbury and Amidon, Learning to Care

4.

Home and Family Share in the Home for Children

Goodspeed and Johnson, Care and Guidance of Children

III. A.

Our

LEARNING THROUGH PLAY

Content 1.

2.

Value of play a.

Promotes physical growth

b.

Gives opportunity for fun

c.

Teaches cooperation,

d.

Broadens understanding

sharing,

sportsmanship

Standards for play materials a.

Simple

b.

Easy to handle

c.

Sturdy

d.

Suited to age, ability and interest

e.

Easy to clean

^3

3.

f.

Good design

g.

Safe

h.

Encourages constructive play

i.

Develops large and small muscles

Play needs for different ages a.

Toddler needs toys to encourage activity such as: pushing, pulling, pedaling, rolling

b.

Older pre-school child needs play with others, materials for large muscle development, and toys for make-believe,

imagination, experimentation and

imitation c.

School age child needs intense activity out of doors such as: rope,

4.

swings, ladders,

slides,

jumping

locomotion activities and ball games

Suggestions for guiding play a.

Avoid too much direction

b.

Permit children to plan for themselves

c.

If necessary help children learn how to use play materials and equipment; how to await turn; how to climb; what and how to throw

d.

Encourage good sportsmanship

e.

Participate in games as a member

f.

Allow freedom for child to play alone or with others

ofthe group

44 g.

Substitute new activities only when undesirable habits are being formed

h. B.

Provide materials for play

Activities 1.

Observe children at play noting play equipment and toys used by children of different ages

2.

Make a collection of toys and examine them by standards set up.

3.

Select toys representing good and poor qualities

4.

Develop an observation chart for observing a young child

5.

Plan a game for a child or group.

Present it to the

class and discuss its value and age level.

6.

Make toys from boxes, cartons,

spools,

string,

scrap

lumber 7.

Make a suitable toy for some child

8.

Mend and remodel toys for a gift box

9.

Observe small children on a school playground and determine the need for adult guidance

10.

Practice guiding the play of young children at home or when you are caring for children.

Keep a record

of such practice C.

References and source materials 1.

Baxter, Justin and Rust, Our Home and Family

2.

Bradbury and Amidon, Learning to Care for Children

^5 3.

Goodspeed and Johnson, Care and Guidance of Children

4.

Kawin, The Wise Choice of Toys

Bulletins: 5.

Association for Childhood Education, Toys--W h a t --When

6.

Household Finance Corporation,

7.

New Jersey State College of Agriculture, Selecting

Playthings

Toys Wisely

IV. A.

BOOKS AND STORIES

Content 1.

Value of books and pictures a.

Arouse interest in learning

b.

Stimulate imagination

c.

Increase vocabulary

d.

Offer rest and relaxation

e.

Establish reading habit

f.

Provide opportunity to teach care of books

g.

Entertain

Characteristics of a good story a.

Adapted to the age of the child

b.

Short, holds interest

c.

Deals with a pleasant subject

d.

Entertaining

Telling and reading stories

46 a. b.

Made real by the teller

c.

Questioning time at the end

d. 4.

Told slowly

Permit dramatization

Standards for books a.

Content pleasant,

of interest to children and

authentic unless a fairy tale b.

Adapted to the age of the child

c.

Format should be a suitable

sized book, with

durable non-glaring paper, with firm binding and large type d.

Pictures should be simple, clear cut, colorful and of a suitable theme

5-

Teaching care of books a.

Begin training early

b.

Provide space for reading and storing books

c.

Avoid having articles which could be used to destroy books within reach of young children

d. B.

Allow children to help mend

books

Activities 1.

Invite a librarian who knows children's books to speak to the group

2.

Read and look at a collection of story books.

Suggest

factors to consider in selecting suitable stories for small children.

Judge the books

47 3.

Read a child's book in class and evaluate it

4.

Discuss the values of good books and pictures

5.

Observe someone telling a story to a group ofchildren. Note the reactions of the children and determine the reasons for favorable or unfavorable responses

6 . Secure lists of approved books for different age children. 7.

Note how they vary with each age group

In cooperation with the school librarian arrange an exhibit of good books for children for a P.T.A. meeting

8 . Discuss how children may be taught to care for 9.

C.

books

Observe the care of books in a nursery school

10.

Mend books for the nursery school

11.

Demonstrate how to open a new book

References and source materials 1.

B a x t e r , Justin and Rust, Our Share in the Home

2.

Bradbury and Amidon, Learning to Care for Children

3.

Goodspeed and Johnson, Care and Guidance of Children

V.

FACTORS IN DRESSING AND UNDRESSING

WHICH CONTRIBUTE TO THE DEVELOPMENT OF GOOD HABITS A.

Content 1.

Provision of clothing of correct size with self-help features

2.

Watch for first inclination to help himself

48 3.

Allowance for provision of time for child to work at his own speed

4.

Progression from simple to more difficult tasks

5.

Provision for low hooks and drawers to care for clothing

B.

Activities 1.

Assist in dressing a small child.

Note any difficulties

encountered 2.

Discuss the values to children derived from learning desirable habits of dressing as early as they are capable of performing them

3.

Arrange an exhibit of children's clothing with emphasis on self-help garments

4.

Evaluate clothing for children from the standpoint of comfort, ease of getting into,

5.

self-help features

Observe children of different ages to determine what to expect in dressing procedures.

Note variations in

children of the same ages

6.

Discuss what might be done at home to aid a child in caring for his clothes

7.

Visit a nursery school and observe facilities provided which enable a child to care for his own things

C.

References and source materials 1. 2.

Bradbury and Amidon, Learning to Care for Children Goodspeed and Johnson, Care and Guidance of Children

49

VI.

THE IMPORTANCE OP DEVELOPING GOOD SLEEP HABITS |

A.

Content

1.

j f Value (Df sleep I

a.

Health

b.

Growth

2.

Amount.

Varies with age

3.

Conditions contributing to good sleep a.

Good ventilation and temperature

b.

Pew covers of light weight

c.

Loose clothing

d.

A bed of his own

e.

Regular schedule

f.

Firm mattress

g.

No pillow

h.

No toy or person to depend upon

i.

Quiet time before going to bed Pleasant attitude towards sleep

Activities 1.

Discuss specific instances of the importance of rest and sleep in relation to health and behavior of the child

2.

Observe rest and sleep habits of children in the nursery school or home

3.

Discuss the amount of sleep needed by various age groups

50 4. 5.

Collect pictures illustrating good sleeping conditions Display good and poor sleeping garments

6 . Discuss the need for regularity in establishing

good

habits of sleep C.

References and source materials 1.

Baxter, Justin and Rust, Our Home and Family

2.

Bradbury and Amidon, Learning to Care for Children

3.

Goodspeed and Johnson, Care and Guidance

V II.

A.

ofChildren

TEACHING THE CHILD CLEANLINESS

Content 1.

Standards a.

Daily bath

b.

Wash hands before eating and after toilet

c.

Provide clean clothing, bedding, play equipment and place to play

2.

Development of habits of personal cleanliness a.

Provide the child with his own equipment and a place to keep 'it

b.

Give the child responsibility according to his developmental level with progression from simple to more difficult tasks

c.

Provide equipment such as low shelves and towel racks to make tasks easy

51

B.

d.

Make bathing, washing,

combing hair fun to do

e.

Allow plenty of time but avoid dawdling

Activities 1.

Discuss reasons for establishing good habits of per­ sonal cleanliness early

2.

List factors contributing to the establishment of good habits

3.

Illustrate how an adult bathroom may be accommodated to child's size and needs

4.

Observe children of different ages noting progress in assuming responsibility for personal cleanliness

C.

References and source materials 1.

Baxter, Justin and Rust, Our Share in the Home

2.

Bradbury and Amidon, Learning to Care for Children

3.

Goodspeed and Johnson, Care and Guidance of Children

VIII. A.

PREVENTING CHILDHOOD ACCIDENTS

Content 1.

Causes of accidents ' a.

Fire

b.

Hot liquids

c.

Electric cords

d.

Highly polished floors

e.

Sharp toys and those with sharp parts

52

2.

f.

Poisons and medicines

g.

Sharp objects in the play area

h.

Incorrect use of play equipment

i.

Small objects that children can swallow

How to prevent accidents to children a.

Free house of rubbish and waste paper

b.

Store matches in metal containers out of reach of children

c.

Teach children the dangers in lighting matches

d.

Screen fireplaces

e.

Avoid leaving small children alone in a room

with

a stove •f.

Do not allow children to play with fire

g.

Turn handles of cooking utensils so that the

child

cannot reach or pull the hot liquid over h.

Do not leave pails or tubs of hot water accessible to children

i.

Place electric cords where children cannot cut, break or trip over them

j.

Avoid toys with sharp edges,

soluble paint or parts

that can come off k.

Eliminate dangerous objects from play such as: forks, knives, pointed sticks

1.

Anchor rugs to prevent slipping on the polished floor

53 m.

Label poisons,, mark to attract attention and keep out of reach of children

n.

Keep play area free from broken glass or sharp objects

o.

Store tools out of reach of children

p.

Avoid leaving small articles around which children can swallow or injure themselves on, such as: tacks, razor blades, pins, needles, buttons

3.

What to do in case of accident a.

Have first aid equipment accessible

b.

Know mother's preferences for treatment of minor injuries

c.

Find out about a responsible neighbor.to call in case of an emergency

B.

d.

Know family physician and anergency centers

e.

Be able to contact parents

Activities 1.

Investigate causes of children's accidents in the community

2.

List things in the home which might cause children to have accidents

3.

Secure a check list and check your home for safety

4.

Suggest a plan for removing accident hazards in your home

5.

Invite a fireman to talk on safety

6 . Bring In newspaper clippings of accidents to children and determine how they might have been avoided .7 . List play equipment which must' be carefully supervised when one is responsible for children in the home or in a recreation center

8 . Arrange an exhibit of accident hazards in the home 9.

Dramatize some phase of accident prevention In the home

10.

List information needed before being left alone to care for a child

11.

Demonstrate and practice very simple first aid tech­ niques,

12.

such as:

bandaging and applying ointment

Discuss the procedures to follow in case of an accident

References and source materials 1.

Baxter, Justin and Rust, Our Share in the Home

2.

Bradbury and Amidon, Learning to Care for Children

3.

Goodspeed and Johnson, Care and Guidance of Children

CHAPTER IV YOU AND YOUR CLOTHES OBJECTIVES An understanding of color, texture and line suitable to the individual. Judgment in choosing a garment suited to your needs and ability to sew. Ability to select fabrics suitable to the garment to be made. Understanding of a work-and-time plan in the construction of a garm e n t . Skill in the use and care of sewing equipment. Skill in making a garment successfully in a reasonable length of time. Ability to use sewing equipment and supplies. Understanding the importance of an attractive appearance. Recognition of good posture and the desire to attain it. A desire for personal cleanliness and progress in the stability to carry it out.

I. A.

SELECTING SUITABLE AND BECOMING CLOTHING

Content 1.

Line in dress

a.

Lines of a dress should agree with

each other

b.

Should express a definite idea and

should be

pleasing c.

Boundary lines of clothing.

Outline of the

costume d.

Construction lines.

Formed.by the

construction of

the garment e.

Neckline frames the face

f.

To select a dress with becoming lines the individual figure must be critically analyzed if the clothing is to express the idea of a healthy, normal, well proportioned body

Pleasing color in dress a.

b.

Terms used to describe color (1)

Hue

(2)

Value

(3)

Intensity

Color combinations (1)

Analogous colors

(2)

Monochromatic color

(3)

Complementary colors

c . Color areas (1)

Large portion of a garment should be of less intense color and of darker value

(2)

More intense colors should be used as accents

57 d.

Becoming colors All colors do not look equally well on all people. The type of personal coloring of the individual determines the colors which look well on him

e.

Color and the ensemble (1)

New garments should harmonize with the rest of the wardrobe

(2)

It is best to have one becoming color for staple garments of the wardrobe and to add variety in color through well selected accessories

3.

Texture and surface finish of clothing a.

Surface and texture finish often determine the usefulness of a garment.

They play an important

part in its becomingness b.

For service the finish should be smooth and even with little surface napping

c.

Fabric should hang free from body but not be stiff or bulky

d.

Materials should'be selected for both the wearer and the garment

B.

Activities 1.

Demonstrate the effect of line (length* spacing* diagonals).

See how these lines are used in dress.

Analyze designs of clothing, noticing violations of

art principles 2.

Check your own figure and select those designs that would be becoming.

Have the class evaluate your

choice 3.

.Illustrate necklines becoming to various shapes of faces by using different styles of dickies and collars

4.

Experiment with sleeves of different lengths; gored, gathered and pleated skirts

5.

Select students of various color types from the class. With color swatches try various hues of different values and intensities on each.

List the colors that

are becoming and explain why they look best on those girls

6 . Analyze your own coloring as to skin, hair and eyes. Select your most becoming colors and list them.

Keep

these in mind when planning your wardrobe 7.

Seleot four samples of materials suitable for a school dress

8.

Analyze your skin and hair and find out what materials are most becoming

References and source materials 1.

Baxter, Justin and Rust, Our Share in the Home

2.

Baxter and Latyke, You and Your Clothes

3.

Denny, Fabrics

4.

Harris, Tate and Anders, Everyday Living

59 5.

R y a n , Junior Fashions

6.

Ryan, Your Clothes and Personality

II. A.

IMPORTANT PREPARATIONS

Content 1.

Correct tools a necessity a.

Scissors

b . Shears c.

Correct needle sizes

d.

Dressmaker type pins

e . Tapemeasure f.

Thread (size 60 for most ordinary sewing)

g . Thimble 2.

Using the sewing machine a.

Names of the various parts ofthe sewing machine

b . Correct threading ofthe sewing machine c . Necessity for material under the presser foot when starting or stopping the sewing machine 3.

Using a thimble a. b.

Reasons for using a thimble Difficulties encountered in sewing without a thimble

4.

Basting a . Even b . Uneven

60 B.

Activities 1.

Make work plans to avoid waste of time

2.

Discuss courtesy to be practiced in class

3.

Arrange an exhibit of necessary sewing equipment

4.

Discuss points to be looked for in selecting scissors

5.

Demonstrate the threading of the sewing machine

6.

Practice threading the.machine

7.

Demonstrate and practice winding the bobbin

8.

Demonstrate guiding the material in the machine (following curves, turning corners)

9.

List safety precautions to follow in using sewing equipment

10.

Demonstrate the use of the thimble

11.

Practice pushing the needle with the thimble on the third finger of the right hand

12.

Demonstrate how to baste

13.

Practice uneven basting using correct thimble pushing. Use colored thread so that a straight line may be seen

C.

References and source materials 1.

Baxter, Justin and Rust, Our Share in the Home

2.

Harris, Tate and Anders, Everyday Living

3.

Ryan, Junior Fashions

4.

Singer Sewing Machine Co.,

Inc., Machine Sewing

61 III. • A.

SELECTING AND MAKING A SKIRT

Content 1.

Planning a skirt a.

Style and material should be appropriate for school

b.

Color should be becoming and fit in with the rest of the wardrobe

2.

Selecting and buying the pattern a.

Importance of lines in

a garment

b.

Effect of vertical and

horizontal lines

c . Skirt patterns usually 3.

sold by the waist measurement

Selecting material for a skirt a . Should be of sturdy material b . Should be thoroughly shrunk c . Should be fast color

•4.

d.

Should be appropriate for school wear

e.

Should be suitable for the pattern

Cutting the skirt a.

5.

selected

Check pattern for fit before cutting

b . Importance of understanding all pattern

markings

c.

Necessity for following correct cutting

diagram

d.

Temporary and permanent pattern markings

Steps in making the skirt a.

Match notches and pin skirt together

62

6.

b.

Baste skirt together

c.

Pit and alter the skirt

d.

Stitch the seams

e.

Make the placket (1)

Continuous bound placket

(2)

Zipper

f.

Press seams as you go

g.

Make the belt

h.

Hem the skirt

i.

Final pressing of the skirt

Judging the finished skirt a.

Construction

b.

Pit

c.

Appearance

d.

Style and color suited to the wearer

e.

Fits in with rest of wardrobe

f.

Compare cost of skirt with similar ready-made garments

B. Activities 1.

Bring in pictures -of skirts appropriate for school wear

2.

Discuss the reasons for making sure the skirt will in with the rest of the wardrobe

3.

Discuss the effect of horizontal and vertical lines

fit

63 4.

Decide what effect gathers will have on your appearance

5.

Decide whether fullness and flare will add to or detract from your appearance

6.

Discuss the posture of the wearer and its effect on the choice of a skirt

7 . Select several patterns that could he made in class 8.

Decide on good lines in a skirt for yourself

9.

Decide on the pattern you wish to use

10.

Select samples of material suitable for a skirt for school wear.

Explain their suitability

11.

Bring samples that would be less suitable.

Explain why

12.

Make a list of materials that you think would wear well

13.

Select a color that will harmonize with the rest of your wardrobe

14.

Discuss the meaning of "Past Colors"

15.

Discuss shrinkage of materials and the meaning of "Sanforized"

1 6 . Measure your waist and hips.

Compare with the

measurements on the pattern 17.

Demonstrate altering a pattern

18.

Alter your pattern if necessary

19.

Lay pattern on the material after checking to be sure it fits

20.

Cut out skirt being sure to mark notches

64 21.

Make all other temporary and permanent markings

22.

Decide upon jrpur first step and proceed

23.

Baste and try on your skirt

24.

Pit and alter if necessary

25•

Sew the seams of the skirt

26.

Decide why you should fit your skirt Before stitching

27.

Discuss the purpose of darts in a skirt

28.

List kinds of plackets used in skirts

29.

Decide what type of placket will add no cost to your skirt

30.

Decide whether the added cost of a zipper is worth the convenience

31.

Decide on the kind of closing you are going

to use

32.

Demonstrate making a continuous bound placket

33-

Demonstrate putting in a zipper

34.

Make the placket in your skirt

3 5 . Fit belt to yourself 3 6 . Demonstrate putting the belt on a 37.

Sew the belt on your skirt

3 8 . Demonstrate how to sew on various 39.

skirt

types offasteners

Demonstrate the hanging of a skirt hem using

the skirt

marker 40.

Hang the hem of your partner 1s skirt

41.

Hang the hem of mother's new dress at home

42.

Find ways of making a hem if you do not have a skirt marker

43.

Observe the length of skirts worn by girls about school and decide upon the correct length for your skirt.

44.

Demonstrate the various methods of hemming

a skirt

45.

Determine which method is best for hemming

your skirt

46.

Make a list of things you should do to your garment before handing it In for grading

47.

Set up a basis for judging the skirts

48.

Judge the skirts made in class

49.

Compare your skirt with others made In the class

50.

Check your skirt with a ready-made one.

Think

of

price, fit, construction and satisfaction References and source materials 1.

Baxter and Latyke, You and Your Clothes

2.

Denny, Fabrics

3.

Harris, Tate and Anders, Everyday Living

4.

Laitem and Miller, Experiences in Homemaking

5 . R y a n , Junior Fashions /

IV.

SELECTING AND MAKING A BLOUSE

Content 1.

Planning a blouse A beginner should choose a simple garment that will give experience and teach some of the processes which

66 will be needed later in making m o r e .complicated things 2.

Selecting the pattern ,a.

"Easy to Make" or "Beginner's Patterns" are designed especially for Inexperienced people

b.

Size of patterns is indicated by age or bust measure

c.

Measurements are best check for correct size to buy

d.

If your measurements are not the exact size of the pattern, buy either the next size larger or the one having the greatest number of measurements like yours

3.

Selecting the material a.

Should keep in mind principles which govern suitability and becomingness

b.

Should stand the kind of wear you expect to give it

c.

Should not require too much care

d.

Should

be of the best quality you can afford

e.

Should

be color fast and preshrunk

f . Should easier 4.

be a firm cotton material which will be to handle for a beginner

Understanding the marks on the pattern a.

Symbols are helpful In laying the pattern on the material,

in cutting and in putting the garment

together correctly

67

5.

b.

Symbols are different on various makes of patterns

c.

Many patterns now have printed directions

Testing the size and the proportion of the a. b.

Pin pieces of pattern together and try

pattern it on

Make alterations necessary to make the pattern fit

6 . Placing the pattern on the material Select the cutting diagram to follow for your blouse pattern and material 7.

Cutting out the blouse a.

Necessity for following directions of the guide sheet

b.

Temporary and permanent pattern markings

c.

Should be cut out flat on the table with long clean strokes of the scissors

8 . Construction of the blouse a.

Mark center front and center back of blouse

b.

Make all darts and tucks and press same

c . Baste shoulder and side seams d.

Fit blouse

e.

Make any necessary alterations

f.

Stitch seams

g.

Remove bastings

h.

Press seams flat

i.

Make and attach collar following directions of guide sheet

68 j.

Hem sleeves and bottom of blouse following directions on guide sheet

k. 9-

B.

Make machine buttonholes and sew on buttons

Judging the finished blouse a.

Construction

b.

Pit

c.

Appearance

d.

Style and color suited to the wearer

e.

Fits in with the rest of the wardrobe of the wearer

f.

Compare cost with similar ready-made garments

Activities 1.

Bring in a number of pictures of blouses that might be worn for school

2.

Bring in some that would be inappropriate for school

3.

Arrange a bulletin board exhibit of blouses suitable for school wear

4.

Select a pattern for your blouse and tell why you selected it

5.

Criticize constructively some of the blouses worn in class

6.

List the necessary measurements for purchasing a pattern

7.

Measure each other and decide upon the size each should wear

69

8.

Bring in samples of material appropriate for a school blouse

9. 10.

Bring other samples less suitable.

Explain why

Wear a blouse and the class will decide the desirability of the material for school wear

11.

List the different markings on your pattern and tell what they mean

12.

Decide which markings are important in cutting out your blouse

13.

Lay the entire pattern on your material

14.

Observe every marking on your pattern and pin accordingly

15.

Cut out the blouse when you are sure you are right and the teacher approves it

16.

Demonstrate the use

of tailor's chalk

17.

Demonstrate the use

of tailor's tacks

18.

Show the use of the dart marker

19-

Demonstrate the use

20.

Make all temporary and permanent markings

21.

Decide upon the type of seams to be used

of pins to mark darts

22.

Baste and try on your blouse

23.

Pit and alter if necessary

24.

Sew the side seams and shoulder seams

25.

Press seams open

26.

Demonstrate making the collar

2 7 . Examine the collar on a ready-made blouse

28.

Make the collar following the guide sheet

29.

Demonstrate ways of putting on the collar

3 0 . Attach 31.

Decide

the collar to your blouse upon the kind and width of hem best for your

blouse 32.

Demonstrate turning the sleeve and bottom hems

33.

Make hems in sleeves and bottom of the blouse

34.

Make machine button holes and sew

35-

Set up

on buttons

a score card for judging a blouse

3 6 . Judge the blouses of all the class, make a record of the grades and why you so graded the garments 37.

Compare the cost of your blouse with similar ready­ made one s

3 8 . Gompare the construction of your blouse with similar ready-made ones 39-

Model the blouse with a skirt as you expect to wear it

40.

Constructively criticize the combination of skirt and blouse

41.

Make a list of possible color combinations you could wear with your blouse

References and source materials 1.

Baxter and Latyke, You and Your Clothes

2.

Denny, Fabrics

3 . Harris, Tate and Anders, Everyday Living 4.

Laitem and Miller, Experiences in Homemaking

71 5.

R y a n , Junior Fashions

V. A.

LOOKING YOUR BEST

Content 1.

Posture a.

Posture is largely responsible for the first impression one makes on people

b.

2.

Ways to improve posture (1)

Practice walking with a book on your head

(2)

Stand tall

(3)

Watch your sitting posture.

Do not slump

Good grooming a.

Grooming schedule.

Good grooming takes time

therefore a schedule must be planned and carefully followed b.

Bathing (1)

No substitute for bathing

(2)

Body eliminates, through the skin, wastes which must be removed by bathing

(3)

A warm bath with mild soap is sufficient for most people

(A)

Deodorants are necessary to stop body odors. Must be used as directed

(5)

Use of powder and toilet water

(a)

Should never be used to take the place of the bath

(b)

May be used "in moderation after the bath

Washing face and hands (1)

Face and hands should be washed several times a day

(2)

Hands should be washed before meals and after the toilet

(3)

Hands should be carefully dried and a hand lotion may be used to keep the skin soft

Care of the hair (1)

(2)

Attractive hair must be: (a)

Healthy

(b)

Well cared for

(c)

Becomingly arranged

Shampooing the hair (a)

Hair should be shampooed regularly

(b)

Time between shampoos depends upon whether the hair is dry or oily

(c)

Steps in the shampoo 1.

Brush the hair well

2.

Soap and rinse at least twice

3.

Rinse through several waters to remove the soap thoroughly

73 (d)

Combs and brushes should be washed at least once a week, usually at the same time as the shampoo

e.

Care of the nails

(1)

Manicuring the nails (a)

(b)

Tools needed

1.

Small bowl of soapy water

2.

Nail brush

3.

An emery board

4.

Nail scissors

5-

An orangewood stick

6.

Absorbent cotton

7.

A buffer

8.

Clear nail polish

Steps in the manicure 1.

Wash hands in clean soapy water

2.

Pile nails to correct length and shape

3.

Soak fingers in warm, soapy water

4-.

Push cuticle back gently with an orangewood stick, wrapped in cotton and dipped in olive oil

5.

Occasionally it may be necessary to cut ragged edges of the cuticle but this must be done carefully

74 6.

Put clean cotton on the orangewood stick, dip in soapy water, and clean the ends of the nails thoroughly

7.

Wash and dry

thoroughly

8.

Apply polish if desired

and buff for

luster f.

Care of the teeth (l)

Regular care of the teeth (a)

Visit the dentist every six months for checkup

(b)

(c)

Brush teeth regularly 1.

Morning

2.

After meals

3.

Before going

Use

dental floss to remove particles

to

bed

lodged between the teeth (d)

A mouth wash may be used

(e)

The toothbrush should be kept where there is a good circulation of air

B.

Activities 1.

Write a description of someone you think is attractive. Read some of the descriptions in class and point out reasons for considering the person attractive,

such as,

good posture, well cared for skin, hair and nails, cleanliness of person and clothing, good health, teeth

clean

75 2.

Discuss the importance of first impressions with reference to:

3.

cleanliness, neatness, posture

Invite the school nurse to talk on posture and its relation to good health

4.

Study pictures of persons who have good and poor posture and note how posture affects the appearance

5 . Demonstrate correct posture when walking, standing, sitting, climbing stairs, getting in and out of a car, stooping 6.

List habits that lead to poor posture, on one foot,

i.e., standing

sitting with legs crossed, carrying

7 . Discuss the importance of bathing in relation to cleanliness,

considering such points as:

books personal

reasons for

bathing, kinds of baths and frequency 8.

Display supplies and equipment necessary for the bath

9 . Make a plan for improving your personal hygiene practices 10.

Examine a display of personal hygiene aids and discuss the correct use of each

11.

Investigate different deodorants and determine their correct use to prevent harmful effects

12.

List factors that help to make an attractive complexion

13.

Discuss methods of caring for the hair such as: combing,

14.

shampooing,

brushing,

curling

Discuss hair arrangement in relation to shape of the face

76 15.

Observe a demonstration of a good method of brushing hair

1 6 . Demonstrate how to shampoo 17.

Show how to make pin curls

1 8 . Show how to clean and care 19.

C.

the hair

for combs and brushes

Demonstrate a manicure

20.

Have each girl give herself a manicure

21.

Demonstrate correct procedure in brushing the teeth

References and source materials 1. 2.

Baxter,

Justin and Rust, Our Clothing

________ , Our Share in the Home

3 . Cades, Handsome Is As Handsome Does 4.

Harris, Tate and Anders, Everyday Living

5.

Hawes, Good Grooming

6.

Laitem and Miller, Experiences in Homemaklng

Pamphlets:

7. 8.

Proctor and Gamble, A Girl and Her Hair ________ , Through the Looking Glass to Good Looks

CHAPTER V YOU AND OTHERS OBJECTIVES Realization of the value of one's family to the individual. Recognition of the rights and responsibilities of family m e m b e r s . Appreciation and tolerance of various family patterns. Appreciation of the opportunity for group activities through membership in community organizations. Understanding the characteristics of friendship. An appreciation of the value of friendship. Ability to meet new people and to be at ease with people of various ages. Knowledge of approved social practices.

I. A.

YOUR FAMILY AND NEIGHBORS

Content 1.

2.

Your inheritance a.

Inherited characteristics

b.

Family likenesses

Things which have made you what you are a.

Food

78 b.

Shelter

c . Family influences d. 3.

Community influences

Family influences a.

Family standards of living

b.

Family customs, background,

c.

Religion

d.

Political beliefs

speech

e . Friends f.

Relationship of different members of the family group

g. 4.

Family ideals and attitudes

The father's responsibilities to his family a.

Occupation

b.

Financial responsibility

c.

Cooperation in planning family finances

d.

Responsibilities in helping with social and educational life of the family

5.

e.

His share in family recreation

f.

His share in household activities

g.

His participation in community affairs

The mother's responsibilities to her family a . Care of the home b.

Preparation of meals

c.

Care of sick in the home

79

6.

7.

d.

Often shares in wage earning

e.

Maintenance of satisfactory and happy home

f.

Care and guidance of children

g.

Participation in community activities

life

The children's responsibilities in the family a.

Care of own belongings such as toys and clothes

b.

Help with household tasks

c.

Care of pets

d.

Assist with younger children

e.

Family loyalty

f.

Respect for rights of others

g.

Responsibility for becoming a worthy person

A worthy family member a.

Has the capacity for loving and appreciating others

8.

b.

Adds to family security

c.

Is democratic

d.

Assumes responsibility cheerfully

e.

Has a sense of family loyalty

f.

Values family standing in the community

Community organizations to which you and your family can belong a.

Churches

b.

Campfire Girls

c . Boy Scouts

80

B.

d.

Service clubs

e.

Recreation Commission, etc.

Activities 1.

Have each class member draw a picture of his family tree showing extent and relationship of child with parents and grandparents

2.

Report on story, movie and radio programs illustrating different patterns of family life

3.

Arrange an exhibit showing family life today and yesterday

4.

Arrange an exhibit of interesting articles or drafts from various countries showing some aspects of home life

5.

Collect and demonstrate typical foods of various races and nationalities.

6.

Discuss their use in American meals

Make a plan for being a better home member by assuming the responsibility for some home activities

7.

List benefits received as a family member

8.

Discuss activities which the family do together, reading aloud, listening to the radio,

picnics,

attending church C.

References and source materials 1.

Baxter, Justin and Rust, Our Share in the Home

2.

Bryden, Personal and Home Problems

3.

Ellenwood,

4.

Parker, For Daughters and Mothers

It. Runs in the Family

i.e., shows,

81 II. A.

MAKING AND KEEPING FRIENDS

Content 1.

Why we want friends a.

Everyone has a strong desire for friendship

b.

We need the esteem of others

c.

Being able to trust another adds to our sense of security

d.

Friends give us courage

e.

Through friends we can have an interest in many things

f.

We want friends because they are l,fun to be with"

g.

Our capacity for loving must be satisfied through friends for whom we can feel admiration and affection

2.

Qualities which help build real friendships a.

b.

Friendships that wear well have: (1)

Shared confidence

(2)

Shared understanding

(3)

Shared love

You must bring to a friendship the qualities you desire in a friend

3.

Choosing friends Choose friends to whom honesty, are important

loyalty and sincerity

82 4.

5.

Making friends a.

Be sincere and trustworthy

b.

Be kind and generous in speech and thought

e.

Be considerate

d.

Be interested in the interests of others

e.

Avoid boasting and pretense

f.

Bring your best self to the friendship

Keeping your friends a.

Shared confidences,

shared love and shared u n d e r ­

standing all help us to keep our friends b. 6.

By being thoughtful and considerate

Causes of difficulty in making and keeping friends a.

Often a person does not know the rules of the group

b.

Sometimes a person is unable to trust people because of previous hurts

c.

The person often does not know what friendship is like or how to help it grow

d.

Many times the person lacks skill in expressing friendship

B.

Activities 1.

Thinking of your best friend, discuss the values both receive from the friendship

2.

Write a description of the kind of a person you would like to be.

3.

Make plans for accomplishing your goal

Discuss good and poor choice of friends and the results

4.

List qualities one admires in his friends

5.

Discuss the advantage of having a variety of friends

6.

Find out if individuals have similar personality needs and what they are

7.

Discuss t h e ■Importance of accepting good friends as they are.

Give an example of how the first impressions

of one were wrong 8.

Report on characters in fiction or biography whom one would like to have for friends

9.

Make a suggested list of possible topics of conversation which might be used when meeting a new friend and try some of them

10.

Give a class demonstration or dramatization of various situations in the home,

school or public places showing

socially accepted customs 11.

Practice making introductions in real situations

12.

Report on situations where good manners have proved worthwhile

13.

Members of the class take turns as hostess for the day

14.

Discuss acceptable manners in the use of the telephone

15.

Describe a telephone conversation of a girl and analyze it as to desirable and undesirable qualities

References and source materials 1.

Baxter,

Justin and Rust, Our Share in the Home

84 2.

Richmond, Making the Most of Your Personality

3.

Ruch, People Are Important

4.

Van Arsdale and Lingenfelter, Manners Nov/ and Then

#

B I B L I O G R A P H Y

BIBLIOGRAPHY I.

INTRODUCTION A.

BOOKS

Joint Committee on Curriculum Aspects of Education for Home and Family Living of the Home Economics Department of the National Education Association and the Society for C u r ­ riculum Study, Family Living and Our S c h o o l s . New York: D. Appleton-Century Company, Inc., 19*4-1 • A study which deals with the responsibility facing the schools for helping parents, prospective parents and young people to understand the significance of their responsibilities as family members and to provide ex­ periences which will aid in their daily relationships with others. Hatcher, Hazel M., and Mildred E. Andrews, The Teaching of H om e m a k i n g . New York: Houghton Mifflin Company, 19*4-5 • A basic text in methods of teaching homemaking with emphasis on teacher-pupil-parent planning in setting up goals, choosing experiences and evaluating progress. Spafford, Ivol, A Functioning Program of Home E conomics. New York: John Wiley and Sons, Inc., 19*1-0. A book which gives the place of home economics in promoting home-life education throughout the school program. Spafford, Ivol, Fundamentals in Teaching Home Economics. ■ Second edition; New York: John Wiley and Sons, Inc., 19*4-2. A book which places emphasis upon the opportunities within home economics to educate for the democratic ways of life. A useful book for the teacher to help her solve new problems and to re-evaluate her teaching. Stevenson, Elizabeth, Home and Family Life Education in Elementary S c h o o l s . New York: John Wiley and Sons, Inc., 19*4-6. Presents the present day concept of home and family life education, of ch i l dren’s new responsibilities, and of the role of the school in personal, family and community living.

86 B.

MAGAZINE ARTICLES

Bane, Lita, "Values That Count In Home Economics," Journal of Home E c o n o m i c s . Vol. 42, No. 1, Washington, D. C.: American Home Economics Association, 1950. An article which deals with the values of homemaking. Miss Bane feels that home economists should he aware of all the currents of life and should carefully consider all the signposts in the search for a way through the dimness and confusion of tomorrow. Hutchison, C. B., "Home Economics: Education for Living," Journal of Home Economics, Vol. 41, No. J , Washington, D. C.: American Home Economics Association, 1949Mr. Hutchison believes that home economics has a trans­ cending responsibility In the world of tomorrow because It is concerned with the welfare of the basic social unit, the family and its home. Scott, Dorothy D., "General Education and Home Economics," Journal of Home Economics. Vol. 41, No. 8, Washington, D. C.: American Home Economics Association, 1949. Dr. Scott feels that since there is much evidence of in­ creasing recognition of home and family living, home economists should do some fundamental thinking, planning and reconstruction In order that they may meet this oppor­ tunity for spreading their philosophy.

C.

BULLETIN

Bureau of Homemaking Education, A Guide for Planning the Homemaking Curriculum. Sacramento: California State Depart­ ment of Education, 19^6. A guide which has been compiled by the Bureau of Homemaking Education of the California State Department of Education to aid homemaking teachers in the planning of the work for their classes.

87

II.

COURSE OP STUDY A.

BOOKS

Baxter, Laura, Margaret M. Justin, and Lucille 0. Rust, Our C l othing. Philadelphia: J. B. Lippincott Company, 19^3An introductory clothing course for junior high school organized on the basis of the needs, interests, and abilities of the p u p i l . _______, Our F o o d .

19^ 3 .

Philadelphia:

J. B. Lippincott Company,

An introductory course in foods for junior high school. One of a series of three books which offer a balanced program in hom e m a k ing. ________, Our Home and F a m i l y . Philadelphia: J. B. Lippincott C ompany, 19^3. The aim of this book is to develop appreciation and u nder­ standing of the ideals of worthy home membership through the study of home living. ________, Our Share in the H o m e . Philadelphia: J. B. Lippincott Company, 19^5 • A complete and well balanced introductory course in homemaking with content based upon today's needs. The book is well illustrated and is for use in junior high school. Baxter, Laura and Alpha Latyke, You and Your Cl o t h e s . Philadelphia: J. B. Lippincott Company, 19^3. A comprehensive and well balanced book in clothing for the girl written with a view towards helping her solve her own clothing problems. Bradbury, Dorothy E. and Edna P. Amidon, Learning to Care for C h i l d r e n . New York: Harper and Brothers, 19^6• This book aims to develop an understanding of children and to apply this understanding in caring for children. It considers how to get along with small children, how to direct their play and the importance of routines and guidance In child behavior. Bryden, Catherine T., Personal and Home Problems. Pullman, Washington: The Author, 19^2. A book in narrative style on family relationships. It stresses the joint responsibility of all family members in creating a satisfactory home atmosphere.

88 Budlong, Bernice, Let's C o o k . San Jose, California: San Jose Board of Education, 19^2. A recipe book for beginners. The directions in the recipes go more into detail than ordinarily and are easy for beginning cooks to follow. Cades, Hazel R., Handsome Is As Handsome D o e s . New York: D. Appleton-Century Company, Inc., 1938. An excellent good grooming book for teen-age girls. It stresses the importance of good health as a basis for good looks. Denny, Grace G., F a b r i c s . Philadelphia: J. B. Lippincott Company, 19-^6. A book which gives clear concise textile information in dictionary form and is good for reference material. Ellenwood, James Lee, Bfc Runs in the F a m i l y . New York: Charles Scribner's Sons, 19^2. Written in humorous style, this book presents many sound observations on family life and gives suggestions for living together through the tempestuous years of ad o ­ lescence . Friend, Mata Roma, and Hazel Shultz, A First Book in Home Ec o n o m i c s . New York: D. Appleton-Century Company, 19^1. An all around textbook in home economics which touches on all of the various phases of the field. Goodspeed, Helen C. and Emma Johnson, Care and Guidance of Ch i l d r e n . Philadelphia: J. B. Lippincott Company, 1938. A discussion of problems pertaining to the growth and development of young children. It stresses consideration of children as family members, their needs, care and gu i d a n c e . Harris, Jessie W., Mildred T. Tate, and Ida A. Anders, Everyday L i v i n g . Boston: Houghton Mifflin Company, 1 9 ^ A homemaking book for junior high school students which presents with understanding problems facing youth today. Hawes, Elizabeth, Good Grooming. Boston: Little Brown and Company, 19^2. A small book stressing cleanliness, health, personality and good taste for each individual. Attractively illustrated in color. Kawin, Ethel, The Wise Choice of T o y s .

Chicago:

The University

89 of Chicago Pressj 1938. A guide to the selection of play materials for physical, mental, emotional and social development of children from infancy to adolescence. Laltem, Helen R., and Frances I. Miller, Experiences in H o m e m a k i n g . Boston: Ginn and Company, 1941. A broad introductory course in homemaking designed to develop an appreciation of home life and an understanding of the responsibilities and skills involved In homemaking. Maltby, Lucy May, I t 1s Fun to C o o k . Philadelphia: The John C. Winton Company, 1938. Simple recipes in step sequence with a thread of a story through the book which adds interest, Parker, Valeria Hopkins, For Daughters and Mo t h e r s . Indianapolis: The Bobbs Merrill Company., 1940. A guide to help girls solve their adolescent problems satisfactorily and to prepare for later life. Richmond, Winifred, Making the Most of Your Personality. New York: Farrar and Rinehart, Inc., 1942. This book Is written to help adolescents develop habits and attitudes that will lead to greater self-realization. Ruch, Floyd N., G. N. Mackenzie and Margaret McClean, People Are Important. Chicago: Scott, Foresman and Company, 1941. This book contains material which will aid boys and girls in solving their personal and social problems. Ryan, Mildren Graves, Junior Fashions. New York: D. AppletonCentury Company, Inc., 1944. A fashion manual for junior high school girls which answers many of their questions as to personal development and clothes. Ryan, Mildred Graves, Your Clothes and Personality. New York: D. Appleton-Century Company, Inc., 1942. This book places major emphasis on clothes in relation to personality and on clothes for various occasions. Silver, Fern, Foods and Nutri t i o n . New York: D. AppletonCentury Company, Inc., 1940. A comprehensive integrated treatment of nutrition and food preparation. Emphasizes fundamental principles of nutrition.

90 S t o n e , Harriet, The Meaning of Nutrition. Boston: Little Brown and Company, 1942. A direct simple statement of what nutrition means, its scientific background and the factors in good nutrition. Trilling, Mabel B., Florence W. Nicholas, and Alice F. Blood, The Girl and Her H o m e . San Francisco: Houghton Mifflin Company, 1945. The purpose of this book is to introduce the girl to a study of homemaking and stresses the comfortable attractive home. Van Arsdale, May B., and Mary Rebecca Lingenfelter, Manners Now and T h e n . New York: Harcourt Brace and Company, Inc., 1940. This book discusses the origin of social customs. It also contains rules for behavior at home, in society, at school, when traveling and at business.

B.

BULLETINS AND PAMPHLETS

Ahern, Eleanor, Through the Looking Glass to Good Grooming. Proctor and Gamble Company, Cincinnati, Ohio. A booklet which deals with good grooming and stresses cleanliness in the care of skin, hair and clothing. Association for Childhood Education, Toys--W h a t --W h e n . 1201-l6th Street, N. W., Washington, D. C. A pamphlet dealing with the selection of toys for various ages. Household Finance Corporation, Playthings, 919 Michigan Avenue, Chicago, Illinois. A small pamphlet which discusses toys for children. New Jersey State College of Agriculture, Selecting Toys W i s e l y , Rutgers University Extension Service, New Brunswick, New Jersey. A pamphlet which shows how to select toys-for children wisely. Proctor and Gamble, A Girl and Her H a i r , Proctor and Gamble Company, Cincinnati, Ohio. A very helpful booklet on the care and arrangement of the hair. It discusses the various facial types and has

91 pictures and diagrams of suitable hair arrangements for all types. Singer Sewing Machine Company, Machine S e w i n g , Singer Sewing Machine Company, Singer Building, New York. A booklet on the operation and care of the sewing machine.

U N IV E R S IT Y O F S O U T H E R N

CALIFORNIA LIBRARX