vided. Classes are organised, limited to ten students, for those who wish to supplement the theory thus obtained by practice in cooking; those who desire laboratory instruction may join the school classes in applied science. In general outline the subject matter presented to the regular school classes and to these classes of adults is identical, but the treatment is modified in detail, condensed or expanded, to suit the age, understanding, and present attainments of those in attendance. In order to emphasise the evident tendency to direct the atten- (c) Home and Day tion of all social grades to this important subject of Household School, Science, I propose to refer, very briefly, to another excellent Detroit. illustration of the success which attends the introduction of the subject into schools where extra expense accompanies its pursuit. The Home and Day School at Detroit was opened in 1876 by the Rev. James D. Liggett and his daughters; it is now installed in an imposing building situated in the pleasantest part of the city, and is attended by upwards of three hundred boys and girls of varying ages. The school comprises four departments, Kindergarten, Primary, Intermediate, and Academic or High; the first three are co-educational; about thirty girls find accommodation as boarders. The new department of Domestic Science was opened in September, 1900, when classes were organised in sewing and cooking. Sewing is taught in four grades, which include the three years in the Intermediate department and the first year in the Academic. Two periods a week are given to the work, of which the aim is to give manual training, and to set high standards for fine work. The course in the first year covers simple stitches carried out by hand; from these the girls pass on to machine work and make underwear and blouses, for which they take their own measurements and draft their own patterns. The objects of the work done in the Domestic Science kitchen are threefold:—(1) to acquire skill in preparation of foods; (2) to study the nutritive value of food; (3) to study the chemical composition of foods. The kitchen is a large, bright room, with complete equipment for sixteen individual workers. The tables provide a drawer for each student, containing all necessary utensils, and a gas-burner, over which most of the cooking is done; a sink with hot and cold water is fitted to each table; a coal range contains the oven which is used in common by all; while a full dining-room equipment gives opportunity for serving a dinner or luncheon at the end of each term, to demonstrate the knowledge and skill acquired during that time. The course is to extend through four years in the Academic department, and is planned along good lines. Simple cooking in the first year leads to food analysis, and later on to chemical and bacteriological examination of foods. Students throughout give two periods a week to the work, which is optional; at the time of my visit it had been elected by one-third of the girls, A very promising foundation for this course is laid by previous studies; elementary science (chemistry, physics, geology, 6490. L 2 (7) Boston High School. Appendix D. Hygiene and l'hysiology Courses. Horace Mann meteorology, &c.) is introduced in connection with nature study (which enters largely into the time-table of the lower grades), and is subsequently differentiated into distinct subjects; all the studies included in the curriculum are entrusted to really competent teachers. I must not omit mention of a practice which also undoubtedly contributes to the efficiency of the teaching carried on in this school, namely, the frequent meetings held by the large staff of teachers, with the express object of maintaining an intelligent correlation between the subject or subjects for which each is responsible with other studies conducted by his or her colleagues. 1 was interested to learn that useful work in the form of courses in lessons in Household Science is done in Boston High Schools by Miss S. Maria Elliott. These, though chiefly theoretical in character, in consequence of the conditions under which they are admitted to a place in the school programmes, have served a very good purpose; they have aroused interest among the pupils and their parents, they have attracted the attention of the authorities to a satisfactory extent, and have awakened a desire for more practical knowledge among the pupils. Miss Maria Elliott is herself well versed in both the theory and practice of her subject, and is further skilled in its presentation from the standpoint of experience. The syllabus of three of her courses is included to illustrate the scope and selection of subjects which her experience has shown her to be both serviceable and attractive, where but a limited time is allowed for such studies and where attendance is optional. Miss Elliott's pioneer efforts in this direction have throughout received substantial support from the Association of College Alumnæ, to whose initiative Boston owes so much of its educational and sanitary reform and progress; while they have so far assisted to form public opinion that the City Board of Education had under contemplation, at the time of my visit, the provision of a practical High School course in the subject of Household Economics. In this may be found a further example of the fact to which reference was made in the early pages of this Report, that private enterprise has almost invariably paved the way for the adoption of every branch of Domestic Science into the curriculum of State-aided schools, With reference to the teaching of hygiene and physiology in private schools, space will permit me to refer only to the excellent methods employed in the Horace Mann School. This can be done in part by extracts from the "Teachers College Record" for School, New March, 1900, and January, 1901. This school is attached to York City. Teachers College, Columbia University, N.Y., for the purposes of practice and observation. It comprises three departments, a kindergarten, an elementary and a secondary school, and is now housed in magnificent new buildings designed to be in all respects models of their kind. Hygiene and physiology are associated with nature study in the two lower departments and with biology in the High school. In describing the course in nature study, Horace Professor Francis E. Lloyd writes as follows: "In general, Mann we conclude, that the aim of nature study is to prepare the School, N.Y.C individual for life by training his mental power of observation-continued. and of generalisation, by deepening and rationalising his emotional life, and by increasing his social worth." "Nature study at first must find its material in the immediate environment of the child, and as the mental grasp strengthens and the mental horizon broadens, new sources are made available. We believe that this is an important principle, for in this way the home and the school life can be woven together in the life of the child." After drawing attention to the special correlation with other studies emphasised in each grade, Prof. Lloyd concludes: "In the eighth grade a serious attempt has been made to introduce a course embodying the essentials of physiology, meaning thereby not merely the study of the human body, but strictly the essentials of both animal and plant physiology. This is done because we believe that such a course is of much more value educationally, bringing out, as it should do, the essential unity of animal and plant physiology than the usual course in physiology and hygiene. That idea of physiology which makes it for the most part the study of the two hundred odd bones in the human frame, leads us to believe that it is time to begin on a new tack. It must not be thought, however, that the course is not aiming at the human aspect of the study, for it is of profound importance that students should have accurate information concerning the workings of their own bodies. Furthermore, there could hardly be a better preparation for the work in biology, soon to follow in the High School, than the training given in such a course." I learnt on enquiry that the simplest principles of hygiene are introduced throughout the grades, not alone in connection with the study of animal and plant life, but successfully also in connection with elementary science; for the elder children the principles of diffusion,-solution and chemical change are directly applied in human physiology. The Teachers College Record" for January, 1901, discusses in detail the High School Course in Biology, which is made the medium for a more advanced study of physiology and hygiene. Again, a few extracts will best serve to indicate the general lines by which pupils are led on from the physiology of the lower to that of the higher forms of life. "The importance of interpreting the activities of the human body from the comparative standpoint seems sufficient reason for advocating the consideration of the fundamental principles of physiological action in connection with the study of elementary zoology. Experience has convinced the writers that there is no more profitable study for secondary pupils than the physiological side of animals. No other phase of zoological study arouses a deeper interest and appreciation or is more spontaneously Four periods a week, of forty-five minutes each, are given to this subject. The first half of the year is devoted to the zoological part of the course, followed by botany in the second half. It was desired to extend this time, and to do so would add materially to the value of the whole course. This interconnection of hygiene with nature study, chemistry, physics, and biology seems to me essentially the right method; the influence of heredity, environment and nutrition upon the highest as well as upon lower forms of life is emphasised; human physiology is robbed of any subjective aspect; concrete applications for the theories of science and art suggest themselves naturally; and while the time-table is impregnated with an atmosphere of hygiene it is not burdened with an additional, isolated subject. To those who are in agreement with me I strongly recommend a careful study of the two publications from which the above extracts are made, and from which I offer one more quotation before quitting the subject. Professor Lloyd has been detailing and supporting his outline scheme in botany; he concludes his arguments as follows—. "There is a further point of importance in that the very natural and essential facts about the subject of sexual reproduction may be made a part of the knowledge of young students. Such knowledge, it is believed, helps to lift them to a normal conception of a question which is in the young mind very frequently befogged and distorted to the pronounced detriment of the moral nature." The above selection of examples of the adoption of Domestic Science and Hygiene as an integral part of their programme by private schools of high standing could be much increased; but it will, I hope, suffice to show the strong conviction of the importance of the subject held by independent persons, and the possibility of finding time for the study where there is first "a willing mind." C.-INSTITUTIONS FOR TRAINING TEACHERS IN DOMESTIC SCIENCE. Teachers of Household Science obtain their training chiefly at Technical Institutes, which usually comprise many other departments, though at least one Normal course is offered at an institute devoted entirely to this subject. Considerable attention has been attracted to the Oread Institute, by its publications as well as by the Table XXIV. generosity of its present owner. It was originally founded and built. Training of Household (a) The Oread Institution TABLE XXIV. THE OREAD NORMAL INSTITUTE OF DOMESTIC SCIENCE, WORCESTER, MASSACHUSETTS. Methods. and Course. Entrance Scope of Course. Good History of Foods, Worcester, (2). Maturity. Sewing, Candidates House Economics, from 23 to 35 Marketing, years of age preferred. Laundry, Sanitation, (3). Academic good high school, or its Principal, equivalent. sirable: 9 lectures, 1 hour each. Physiology, Much stress ness. to year. science lab oratory, and |