Evening Republican, Volume 17, Number 178, Rensselaer, Jasper County, 28 July 1913 — HOUSEKEEPING AND HOME-MAKING [ARTICLE]

HOUSEKEEPING AND HOME-MAKING

Relation of Art and Science of One to Philosophy of the Other.

By VIRGINIA O. MEREDITH, Lecturer in Home Economics, Purdue University Agricultural Extension.

Philosophy of a subject is the rational explanation of all its subordinate parts. One could have no philosophy of life unless he had some rational explanation of pain and joy, of youtn and age, of poverty and wealth. It is our poor philosophy of life as expressed by men and events that gives us poise—gives us a plan of action. If as women we have not formulated a philosophy of home-making we have not reached the safe heights of serenity—we have no joy in the valley of service, no satisfaction in the plains of happiness, the gardens of contentment, the tree-topped hills of sustained purpose are not for us—we are aliens and wanderers in our own land. Those whom Paul discarded as kicking against the pricks represent the class to which belongs the woman who cooks and cleans, sews and mends in a spirit of compulsion, who cooks and cleans without any understanding of nutrition and efficiency, sews and mends without knowing the value of fabrics, the worth of suitable garments, the harmony of color. The schools of home economics that teach cooking from the standpoint of adding to the store of palatable dishes—or even elevates chemistry to the enticing heights of science in every-

day use —who teach sewing from the standpoint of the economy of home made garments and color only from consideration of the becoming—such teaching falls far below its privileges —it lacks the ideals that will help the students to become valuable women in the world —It adds next to nothing of value to education for hOme-making Only by explaining In a rational way the use of air, food and water In theli relation to human health, efficiency and happiness so that personal habits shall fall Into harmony with truth—only thus Is there any justification for schools of home economics' Only when the rational explanation is given of fabrics, fibers, weaving and dye Ing in their -relation, suitable and dur able clothing, household furnishings etc., is there any value In the teach ing of a school of home economics Many now believe that they must give of themselves, of their knowl edge, of their experience. The teach ing of bacteriology should inspire its students to help in abolishing tone ments that kill the soul because they have first killed the body with disease and indecency, from which there is no escape except the strong ones help. The teaching of cookery should be extended until it reaches ths humblest home with its power to nourish, to preserve health, to insure efficiency in the day’s work, to withstand the temptations of liquor and drugs that temporarily stimulate and ultl mately destroy the body. Now this sounds like a sermon; in. deed, it is a sermon seeking to bring out the relations of common, everyday processes to better living. When there is no wisdom the people perish, and to give women joy in doing theii dally housework tt is essential that they should formulate a philosophy W home economics. >