ve now glanced at each of the three principal contributions made
to modern education by the new study of the home. We have come to
understand that much of each contribution will be for the male as well
as for the female inhabitants of the home. If girls are to be led
toward wisdom in the use of money, so are boys. If girls are to be
habituated to the principles of Right Living, so again are boys. If
girls have a need of manual training, with certain materials and
implements, so boys, with perhaps other materials and implements, have
a need of manual training, too.

[Illustration: UPPER PICTURE IS A CLASS IN FOOD ADULTERATIONS IN THE HOME
ECONOMICS DEPARTMENT OF THE UNIVERSITY OF WISCONSIN.

LOWER PICTURE IS THE LIVING ROOM OF THE "MODEL" HOUSE IN THE
WASHINGTON-ALLSTON ELEMENTARY SCHOOL, BOSTON.]

It may be that in each case, except the last, there will be an ampler
body of instruction for feminine than for masculine use. But the
excess will be small enough to be absorbed without interference with
general education of the largest and most liberal sort. If this were
not true by natural fact, it would have to be made true artificially.
The body of home economics instruction could not be suffered to defeat
its own ultimate mental purpose. The study of specialized techniques
could not be permitted to narrow the spacious educational experience
needed for that broadest of all generalities, the homemaker's
intelligent Consumption, Enjoyment, Use of all the world's physical
and spiritual commodities.

Surely we can now say with unanimous consent that Home Economics
has revealed itself to be not a species of sex education but a
species of vocational education. We miss its inmost intent, and we
divert it from its mission, if we start with saying "Let us teach
girls." We have to start with saying "Let us teach Foods, Textiles,
Hygiene." We then ask "Who need to know about Foods, Textiles,
Hygiene?" In answer, our largest group of scholars will come from
among the prospective managers of households. But we are not
teaching feminine accomplishments. We are teaching human life-tasks.

Widening with this vocational principle, Miss Goodrich's vision of the
inclusion of both sexes in the courses of study now labeled
"domestic-science-and-art" finds widening fulfilment. Side by side
with young women in the Foods laboratory we shall see young men who
are going to be chefs, dietitians, pure-food inspectors. In the
Textiles laboratory