dds to "academic" education. The more we admit its
value, the more convinced we must be that it ought to include every
kind of expenditure and both kinds of human being.

A precisely similar conviction arises with regard to those "domestic
applications of the physical and sociological sciences" which a full
home economics course adds to an "academic" education.

Those "domestic" applications are most of them broadly "human"
applications. They bear on daily living, exercise, fresh air, personal
cleanliness, diet, sleep, the avoidance of contagion, methods of
fighting off disease, general physical efficiency. They largely amount
to what Mrs. Ellen H. Richards used to call Right Living. She wanted
four R's instead of three: Reading, Riting, Rithmetic, Right Living.

Now is Right Living to be only for girls?

Mr. Eliot of Harvard does not think so. In a recent "Survey of the
Needs of Education," he said:

"Public instruction in preventive medicine must be provided for all
children and the hygienic method of living must be taught in all
schools.... To make this new knowledge and skill a universal subject
of instruction in our schools, colleges, and universities is by no
means impossible--indeed, it would not even be difficult, for it is a
subject full of natural history as well as social interest....
American schools of every sort ought to provide systematic instruction
on public and private hygiene, diet, sex hygiene, and the prevention
of disease and premature death, not only because these subjects
profoundly affect human affections and public happiness, but because
they are of high economic importance."

It may very well be that what Mr. Eliot had in mind will not only come
to pass but will even exceed his expectations. It may very well be
that the educational policy of the future was correctly search-lighted
by Miss Henrietta I. Goodrich (who used to direct the Boston School of
Housekeeping before it was merged into Simmons College) when she
said:

"We need to have courage to break the present courses in household
arts and domestic science into their component parts and begin again
on the much broader basis of a study of living conditions. Our plea
would be this: that instruction in the facts of daily living be
incorporated in the state's educational system from the primary grades
through the graduate departments of the universities, with a rank
equal to that of any subject that is taught, _as required work for