by way of discussions, topics, reports, exhibits, demonstrations, and laboratory work in the school kitchen, emphasizing special problems and projects bearing upon the common, everyday home situations found in a boy's daily life.

At the Union High School, of Wilmerding and Turtle Creek, Pa., food classes were organized at the request of the boys, and more boys applied for the work than could be accommodated. At the end of the year the class was able to plan, cook, and serve the school-board. dinner without assistance; they passed with a higher average the same tests as those given to the girls.

In 1926, Mount Clemens High School, of Mount Clemens, Mich., for the first time offered to the boys a course in wholesome food selection. Sixteen boys enrolled in the class which met for five 55-minute periods per week for 20 weeks. This class prepared beverages, soups, salad dressings, salads, hot dishes for luncheons, biscuits and muffins, plain cake, pastry, desserts, candy, and ice cream; they also planned, prepared, and served meals.

Kerman Union High School, of Kerman, Calif., offers boys of the senior high school a course in the "technic of cooking," accompanied with a little theory about cooking processes, food principles, and the selection and serving of foods. One hour five times per week for one semester is allotted to the course. Boys are more interested in the actual cooking processes than in the fundamental principles underlying them. They are particularly interested in baking.

San Jacinto High School, of San Jacinto, Calif., Chehalis High School, of Chehalis, Wash., and others, report courses for boys in food selection and preparation. Bent County High School, of Las Animas, Colo., offers a course in "Food preparation and serving" to boys as club work without credit. A special activity period of 40 minutes per week throughout the year is assigned to this work. Before a boy can become a member of this club, he must first make his apron, using a sewing machine in the clothing laboratory of the school. Some attention is given to the care of boys' clothes, such as brushing, pressing, putting away while not in use, and to the suitability of clothes to the wearer, thus involving some color study. During the year the club helps the regular home economics classes with their sales of Thanksgiving pumpkin pies and Christmas candy. The closing function of the year is a luncheon prepared and served by the boys to the Lions Club at Las Animas.

Henrietta M. Langer, head of the home economics department of the Hutchinson Central High School, Buffalo, N. Y., reports as follows:

Home economics for boys is perhaps a new subject in the school curriculum, but, in days when all the home-making activities were carried on in the home, boys were conversant with many phases of the work which we now class under the

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term home economics. An occasional boy would realize that he did not get any of this training, for we often heard the question, "Have you any classes for boys?" Our principal was very much interested in this work. One of the boys' study-room teachers wanted to see it started. In February, 1926, finding that two teachers had a little spare time and that there was some vacant laboratory space, we formed four classes of boys. Each class enrolled 10 boys and met once a week for a 45-minute period. The work was optional and no school

credit was given.

In discussing the work with the boys who were particularly interested in it, we found that many of them were planning to go to college. They said that they would like to know how to take care of their own clothes not only for æsthetic reasons but because this information had economic value. They saw a possibility of earning money while in college by cleaning, pressing, and perhaps mending the wearing apparel of some of their colleagues. This led us to plan the work in two units. One covered care of clothing and the other food study. Under care of clothing we included a study of family clothing budgets, showing the boys the economic gain to themselves in caring for their own clothing and the

approximate amounts of the budgets to which they might be entitled. The budget work interested them greatly for they often asked permission to take home supplementary readings on family budgets. This interest led them to clean, repair, and press their own clothes; study textiles and design; and apply this information when purchasing their clothes. The boys even brought their garments to the school laboratories to be cleaned, pressed, and mended. While the boys were very much interested in the above, keenest interest came when they began the food study unit. They especially liked this because they had something to eat as a result of their work. application to planning of simple meals. camp supper were planned and prepared. discussed and practiced.

Food values were taught with the A simple breakfast, luncheon, and a Table and social etiquette were also

Many of the boys wished to continue the work, but crowded schedules, lack of laboratories, and teachers forced us to limit our courses to the freshmen boys. Also the work is in such an experimental stage that we wish to limit it until we feel sure that we can offer worth while advanced work which will meet the needs of the boys. We are not even accustomed to working with boys. One of the teachers remarked after her first class, "They listened and were very much

interested." The boys enjoy it and we are learning a great deal from them. Our present registration of eight classes is encouraging to us. We might have more if we were not limited in laboratory space and teachers' time. We feel that we can not have a teacher for this work exclusively. If it does grow and prove successful, we hope that the needs of the boys will lead to a study of home management, especially finances, as well as choice and arrangement of house furnishings.

Quoted below is the report of May M. Mattson, teacher of home making, of Trumansburg, N. Y.:

The subject of teaching home economics to boys has not been widely discussed as yet, but the practice crops out now and again for numerous reasons.

In one small village in New York State, which included a 4-year State-aided home-making course in its high-school curriculum, the subject was taught exclusively to girls, and this work required all the time the day-school program permitted, so the teacher of home making naturally did not try to give regular work to the boys. During the winter of 1925-26, some of the more mature and older boys in the high school became extremely lax in their school attendance and lesson preparation. After pondering on the situation over a short period the homemaking teacher in charge obtained permission to conduct an evening class for boys, meeting once a week. Each boy wishing to register in this class had to be either a senior or a junior, maintain an approved scholastic standing in his regular school subjects, and attend school regularly. If at any time these requirements were not met, the boy was to be dropped from the evening class. Because of limited laboratory facilities, the number of registrants was restricted to 10, and the teacher was most gratified to find that the 10 who registered first included all of those whom she had wished to attract, and two others. The units of instruction were confined to lessons in camp cookery, preparation of invalids' trays, general principles of meat and vegetable cookery, use of simple recipes, food selection, and meal service. These units were carefully analyzed and the problems involved were grouped and taught as much as possible in actual laboratory periods. The boys were enthusiastic and loyal, and although they seemed to be utterly unconscious of the chief purpose of the experiment, it was easily accomplished. The boys learned some very important basic principles of food selection and cookery, and had a much better understanding of some of the necessary details of meal preparation in their own homes.

While communities differ from one another, it seems probable that there are few in which the boys would not be benefited if they were given an opportunity to learn a few of the fundamental purposes underlying the subject of home economics, and the scientific facts needed in wise food and clothing selection, in good home management, and in care of one's health.

Home Economics Classes for Girls and Boys

The consolidated schools of Plainfield, Ill., report that several boys registered in the foods class offered to girls and carried the work with credit. To this course were assigned two 40-minute periods for lecture and three double periods of 80 minutes each per week for practical work. The members of the class were taught the duties. of the housekeeper as well as those of the cook and received instruction in methods of serving and correct table manners. The aim of the boys in taking the course was to learn to prepare foods in times of emergency rather than to train for careers as chefs.

West Seattle and Roosevelt High Schools, of Seattle, Wash., allow senior boys to enroll in the same class with senior girls, as far as the laboratory facilities will permit. For the past two years the number of boys in the class has equalled the number of girls.

The Dunkerton High School, of Dunkerton, Iowa, offers the same course to girls and boys, requiring it of the former and making it elective to the latter. The class meets for 80 minutes five times per week throughout the year. The boys are interested in the work, have a fine attitude, and their grades are among the highest.

Rockford High School, of Rockford, Ill.; Hilmar Union High School, of Irwin, Calif.; Rio Blanca County High School, of Meeker, Colo.; Foxboro High School, of Foxboro, Mass.; Ithaca Senior High School, of Ithaca, N. Y.; Union High School A, of Walla Walla County, Wash.; and Lincoln High School, of Tacoma, Wash.; report that they enroll boys in the same home economics courses with girls.

The principal of the Breaux Bridge, La., high school reports:

This year was the first in our experience that boys in this school enrolled in the cooking course. We firmly believe in this work for boys and hope that with more experience we can offer a separate cooking course for boys. They enrolled in the same course offered the girls and thoroughly enjoyed the work. They made good marks, gave no trouble whatsoever, and their parents were delighted with the results attained.

The Thomas Jefferson High School, of New York, N. Y., offers to the senior boys and girls a course in social forms directed by the chairman of the home economics department. The work as outlined is stated below:

TIME

Two periods (40-minute periods) per week.

Twenty weeks-pupils of fifth to eighth term, inclusive.

AIMS

(1) To establish an understanding of manners as practiced by people of good taste, fine feelings, and high ideals; (2) to give the pupils a knowledge of good breeding and the conventional rules so essential in our relations with one another; (3) to develop poise through self-power, eliminating self-consciousness.

CONTENT

I. Manners. (a) Origin; (b) definition.

II. Etiquette.-(a) Definition. The accepted manners and customs of people of high ideals, good taste, and fine feelings; and (b) application.

III. Personality.-(a) Appearance and dress; (b) bearing-in standing, sitting, walking; (c) poise-stoop or shuffle; (d) health and vitality; (e) habits of speech and tone of voice; (f) taste displayed; and (g) intelligence.

IV. Introductions.-(a) Individual and (b) group.

V. Manners and graces in public places.-(a) Who goes first? (b) hats off; (c) little courtesies; (d) dining out; and (e) "It isn't done." VI. Courtesies at home and family adjustments.

things one should not do.

(a) Things one can do and (b)

VII. Table setting and meals.—(a) Breakfast; (b) lunch; (c) dinner; (d) for suppers; (e) for parties; and (f) formal meals.

VIII. Table manners.- -(a) Use of tools and ways of using them.

-IX. Telephoning.—(a) In business and (b) at home.

X. Giving a party and attending one.-(a) What is expected of a hostess and (b) what of a guest.

XI. Dances. (a) Kinds; (b) invitations; (c) dress; (d) conduct; and (e) dancing.

XII. Etiquette and sports.

XIII. Invitations.

XIV. Etiquette in business.

XV. Phases of school life used as life situations.

Beginning of periods questions received in the Social Forms Letter Box, placed outside of the door are answered.

Rest of school helps by suggesting needs of students as they occur during the term.

Syllabus is tentative only; will change as school life changes.

A Course in Home Economics Appreciation

Among the first high schools in the United States to introduce an appreciation course in home economics was the Manual Arts High School, of Los Angeles, Calif. For some time the boys of this school asked for the same kind of work in home economics that was offered to the girls. Their request was granted in the fall of 1924 with the