(b) The physiology of digestion. (c) The channels and means for promoting elimination from (d) Respiration and ventilation. (e) The anatomy and physiology of the reproductive organs (f) The pathology of the female reproductive organs, with (g) The social relation of the sexes. (h) The profession of motherhood. This course is "elective," but each girl who takes it and passes a successful examination is given a " credit," as for any other course. Dr. Rebecca George writes, that "believing the present system of education tends towards the production of teachers rather than of home-makers, these lectures have been given for the past four years to offset, in a way, present educational tendencies, and to impress upon girls the dignity of household science and the sacredness of wifehood and motherhood." The results thus far have been most gratifying; eager interest without a sign of vulgar curiosity has been the rule during each of the four years' work, and not a few have testified to the value of the knowledge so obtained two and three years after their student life has closed." Few can dispute that, through the judicious introduction by skilled hands of such suitable preparation for the highest duties to which girls are called lies the right road of escape from much needless, costly suffering among women, much ignorant maiming of child life, many saddened homes, much social evil. The transmission of the highest manifestation of life, in so perfect a form as may be, lies at the root of all hygiene; and at the right time, in the right way, it should surely be assigned a dignified and carefully safe-guarded position in the study of the right conduct of life. (See "Training of the Young in Laws of Sex," Hon. and Rev. Canon Lyttelton; Longman, Green & Co.) D.-NORMAL SCHOOLS. ham State Normal courses of training in domestic subjects are almost Framinginvariably post-graduate; they are followed, to a great extent, in private Technical Institutes, to a small degree in those State Normal Universities in which Household Economics have been adopted School on educational lines; in the future it is probable that the Course in proportion of students in each class of institution will be fairly Arts. balanced, since the college courses are now making rapid growth Table XIX. in quality and quantity. The excellent two years' course at the State Normal School at Framingham (Mass.), holds an almost unique position, and the history of its development is not without interest. It originated in the establishment in Boston of a department for the study of household arts, under the name of Boston Normal School of Cookery, by the late Mrs. Mary Hemenway, in 1887. Its graduates so easily found positions as teachers in public and private schools, as well as in public and philanthropic institutions, that its usefulness was rapidly proved. In June, 1898, the trustees of the Mary Hemenway estate offered the school to the State Board of Education, with the very generous proposal that, if the offer were accepted, Mr. Augustus Hemenway, her son, would thoroughly furnish and equip such a department, as a memorial of his mother, in which project he was joined by his Household Framing- Artscontinued. sisters, Mrs. Louis Cabot and Mrs. Wm. E. C. Eustis. The Board was quick to appreciate the worth of such a gift, together with its far-reaching beneficence. The Normal School at Framingham was selected as that best fitted to receive it, on account of its Household proximity to Boston, its two boarding halls, which attract students from a distance, and the many grammar schools in the town, from which pupils could be drawn for its practice school; for the object always in view has been to provide for the adequate training of teachers of the various household arts, especially of cookery in its different forms. Existing arrangements enable any pupil who graduates from the regular Normal course to take the course in Household Arts in one year; or any graduate of the two years course in Household Arts can take the Normal course in one year; thus the usual term of training is, in either case, lengthened by one year; those students who qualify in Household Arts only complete the course in two years. The wise aim of the instruction in all branches is to teach the students intelligent, thoughtful self-reliance; for, to those responsible for the instruction given, it appears obvious that the equipment of actual knowledge which a student takes with her from any school such as this can be but limited; therefore, they feel that judicious training in accurate thinking and working must be the main object of the teacher, if the student is to reap the highest benefit from her stay in the school. The courses in chemistry are particularly well adapted to give this training, since a large part of the two years of study is spent in actual work in laboratories, where the student discovers for herself the absolute dependence of results on the character of her work and on the methods she has employed; as disciplinary work alone the value of such study cannot be overrated, but it also has a direct and permanent practical value in the Household Arts. These courses form a progressive series, and are intended to prepare the students in a systematic way for an intelligent comprehension of the underlying principles of cookery, of laundry work, of dyeing, of cleaning, etc., as well as of those involved in the management of foods, fires, fuels, illuminants, ventilation, and the like. Considerable time during the first year is devoted to the study of general chemistry, in which the fundamental principles of the science are taught by means of experimental lectures, 60 in number, and by classroom recitations. In connection with this course, the student has 120 hours of practical work in the laboratory. Systematic and extended instruction in qualitative analysis is given in the second half of the first year, so that by the end of this year students are prepared to begin the more exact discipline of quantitative work. The work in quantitative analysis consists of a brief course in volumetric analysis and in gravimetric analysis; both of these courses include class-room as well as laboratory work. An elementary course is given, in conclusion, in organic chemistry; this deals with the structure of carbon compounds, and with the interactions between the different classes of those compounds which are most frequently used. Not so much time is given to physics as to some other studies, yet it has a definite place in the curriculum. The instruction consists of lectures, recitations, and demonstrations upon the fundamental principles of matter and energy, mechanics, hydraulics, and the elementary forces-heat, light, and electricity. To biology, as to physics, only so much time is allotted as is believed to be absolutely required to furnish a sound basis for physiology, hygiene, and bacteriology; the course consists of lectures, recitations, and laboratory work. The beginner is introduced to the use of the microscope, and learns to examine plant and animal bodies, and to resolve them into elementary organs, tissues, and cells. Constant practice in drawing is required, and such subjects are dealt with as the structure of living things; the elementary living stuff (cytoplasm); first principles of nutrition, digestion, foods, and feeding; the sources of starch, sugar, etc; and the interdependence and interrelation of the organic and inorganic world. The chief interest of the class in the study of physiology centres naturally in nutrition and related subjects. Somewhat more than half the time is therefore devoted to such questions, while the remaining heads are treated in less detail. Some time is given to the quantitative side of metabolism. This becomes a very practical matter, as it throws light upon the value of the different food stuffs, the extent to which one may replace another, and the relation of the diet to tissue building, muscular work and heat production; finally, the usefulness of the condiments, stimulants and mineral matter in the food is discussed. The concluding lectures deal with the central nervous system, the sense organs and the principles of personal hygiene. Miss Clark, who is responsible for this course, emphasises throughout the hygienic aspect of physiology; she attaches comparatively little value to the use of models or diagrams, but prefers to rely on fresh specimens; the use of the microscope also is required to a moderate degree only, in order to stimulate careful observation of natural objects with the naked eye, and to prepare students for good work in schools where equipment is perhaps compulsorily limited; the cultivation of great facility with blackboard illustration is very carefully encouraged. The text books in use are "Physiology for High Schools," by Macy Norris, Blaisdell's Series of Physiology Manuals, and Thornston's "Human Physiology." The ordinary Normal student receives three lessons a week for twelve weeks, the Domestic Art student has the advantage of two weekly lessons for one year. Bacteriology and the study of micro-organisms, and of fermentation, especially of yeasts, constitute a prominent feature in the final year. The students learn how to make their own culture media, how to examine milk, water, air, ice, dust, etc., and how to test the efficiency of filters, sterilizers, and germicides. The Course is arranged as follows: Bacteriology and micro-organisms of fermentation. General biology of bacteria. General physiology of bacteria. Bacteriology of water and ice. Bacteriology of air. Bacteriology of earth and dust. Bacteriology of drainage. Bacteriology of milk. Bacteria concerned in vinegar making. Bacteria concerned in lactic acid production Bacteria concerned in dairying. Bacteria concerned in nitrification. Testing of domestic filters. Testing of disinfectants for household use. Bacteriology of food preservation. The subjects which have thus far been described have had to deal with the scientific side of the subject; their practical application finds a place pre-eminently in the Household Arts laboratory. The work is arranged to be educational as well as technical, and therefore includes both the theoretical and practical aspects of the subjects. To illustrate the character of this instruction, the following outline of courses in the Principles and Practice of Cookery and Laundry work is given: The practical work of cookery is presented in four courses on the following lines: (1). Household or plain cookery. (2). Advanced cookery, including preserving, canning, and the making of jellies, jams, and marmalades. (3). High-class cookery. (4). Special cookery for those very ill (therapeutic cookery), and its application for hospital nurses in training schools. In the first course the five "food principles" or "nutrients" are carefully considered, viz., water, mineral matter, carbohydrates, proteids or albuminous fluids, and fats. The principles of the science and art of cookery are developed by general rules and formulæ, so far as practicable, and special attention is given to their application by individual practice. The subjects of the course are developed as follows : FUELS.-Principles of combustion, conditions for sustaining; use and costs of the ordinary fuels. Construction of both gas and coal ranges, with practice in the use of such apparatus, and in the building, regulation, and care of coal fires. Principles and experimental work relating to the Aladdin oven. The chafing dish. FOOD-STUFFS.-Introductory. General composition of the human body. Classification of nutrients needed, and a study of the different food-stuffs as the source of supply. MILK AS A TYPE.-Experiments to illustrate its constituents and properties. WATER. Considered as a cooking medium, with experiments. Thermometers are standardized, and used in the boiling of water and the cookery of starch, sugar, albumen and fats. experiments; MINERAL MATTER.-The various salts of food materials. CARBOHYDRATES.--Sources: (a) Starch-composition; cooking temperature. Practical application to cookery of starchy food-stuffs, as corn, flour, rice, tapioca, sago, macaroni, etc.; the cooking of such starchy foods as grains, vegetables; the use of cornflour and flour in the 6490. I |