To meet this situation the Lakeside Press takes boys and teaches them the trade under factory conditions, at the same time continuing their academic education.

Only grammar school graduates between 14 and 15 are admitted as apprentice compositors to the school. For apprentice pressmen the age requirement is between 16 and 18. A contract is entered into, the firm in each case agreeing to teach the boy the trade, and the parents agreeing that the son shall remain as an apprentice for a term of years. The boys are paid $2.40 per week the first year, this being at the rate of 10 cents per hour for the time actually in the factory. The second year the rate is $3 per week. Beginning with the third year the rate is $5 per week, with a substantial increase every six months, until the scale of $20 per week is reached at the end of the apprenticeship.

The students are in school three and one-half hours daily the first two years, one-half of this time being devoted to trade instruction and one-half to academic work. They also work four and one-half hours daily in the shops in different departments, where they select ultimately the department they will enter. After the first two years they will work regular shop hours in the factory, except two or three hours a week devoted to school work, this latter including a review of arithmetic with applications to the printing trade, algebra, physiography, and particularly English.

SCHOOL OF THE LEHIGH VALLEY COAL COMPANY.

The Lehigh Valley Coal Company has opened a trial school for its employees at Lost Creek, Schuylkill County, Pa. The courses of study of the International Correspondence School, of Scranton, Pa., are used, supplemented by personal instruction. Employees are admitted upon the application of their immediate superior. The only charge to students is the cost of the correspondence course. The company provides teachers, rooms, equipment, and lecturers. The enrollment in February, 1909, amounted to about 100. The students were taking various technical courses, more or less directly connected with coal mining.

XIII. HOME ECONOMICS.

SCHOOL OF HOUSEHOLD ARTS, TEACHERS COLLEGE, COLUMBIA

UNIVERSITY.

A school of household arts was organized in 1909 as a division of Teachers College, Columbia University. As stated in its first announcement for 1909-10, it is designed primarily to provide preparation for teaching positions of all grades, from the primary school to

the university, in the special fields of the household arts and sciences; also for positions as supervisors of domestic science and art in the public schools, heads of departments in normal schools, and superintendents and teachers in training schools for nurses; also special preparation for various social workers who teach the household arts in connection with settlements and other social institutions.

A two years' professional curriculum, requiring the previous completion of two years of academic or technical training in advance of the usual college-entrance requirements, leads to a bachelor's degree in education. Graduate curricula for advanced students lead to higher degrees and diplomas. All candidates for degrees and diplomas must spend at least one year in residence.

Not only is provision made for the training of teachers, but a proper combination of courses provides the necessary technical training for institutional positions which require much the same equipment, such as those of household manager in school and college dormitories, hospitals, and other institutional households, dietitian in institutions, superintendent of school lunch rooms, manager of institutional laundries, superintendent of day nurseries, house decorator, etc.

The courses given in this school are grouped under 10 heads: (1) Household arts education; (2) nutrition; (3) household chemistry, physiological chemistry; (4) foods and cookery; (5) textiles and needlework; (6) household arts, fine arts; (7) household administration; (8) hospital economy; (9) physiology, bacteriology, hygiene; (10) house structure and sanitation.

Special classes are provided for nonmatriculated part-time students who wish to perfect themselves in such subjects as household management, buying, household accounts, home care of the sick, care of infants and small children; foods, and cookery in its various divisions; and various divisions of textiles and needlework.

In September, 1909, will be opened a building costing more than $500,000, and devoted exclusively to instruction in the domestic arts and sciences. One floor is devoted to foods and cookery, another to textiles and needlework, another to the application of chemical and biological sciences to household matters. There will also be various special studios and laboratories.

STATE NORMAL SCHOOL OF MANUAL ARTS AND HOME ECONOMICS AT SANTA BARBARA, CAL.

On the 27th of March, 1909, Governor Gillett, of California, approved a bill creating the above-named normal school, said to be the first of its kind in the United States. The legislature appropriated $10,000 with which to begin in August the work of the school in

training teachers for this branch of public education. Miss Ednah A. Rich, through whose efforts mainly the school was established, has been elected president of the institution by the state board of education. Teachers who have had a year of successful experience, normal and university graduates, and students from such institutions who bring satisfactory recommendations, will be admitted as students. Previous preparation in methods of teaching, pedagogy, and psychology is required before entrance. The one-year course will entitle graduates to teach in elementary schools the special subjects studied. This state school absorbs the Anna S. C. Blake Manual Training Normal School, heretofore conducted by the city.

NEW COURSES IN HOME ECONOMICS AT THE UNIVERSITY OF

WISCONSIN.

A University of Wisconsin bulletin announces (June, 1909) that the courses to be given during the next college year in the reorganized department of home economics of the college of agriculture of the university include three distinct lines of work adapted to different classes of students, as follows:

1. A four-year general course with special reference to preparation for home making, leading to the degree of bachelor of science.

2. A general course in home economics, including supplementary work in pedagogy, which will prepare students for teaching domestic science in grade and high schools.

3. A general survey course in home economics for those desiring only a general knowledge of this subject, which may be pursued by students in the college of letters and science who are candidates for the degree of bachelor of arts.

For advanced students, a teachers' course will take up more advanced problems, and an opportunity for special investigation in home economics will be offered.

STOUT INSTITUTE HOME MAKERS' SCHOOL.

Stout Institute, Menomonie, Wis., established a home maker's school in 1907, designed to prepare young women for the responsibilities of home life. The subjects included in the course are the house, food study and cooking, clothing and household fabrics, care and nurture of children, home nursing and emergencies, and the social, industrial, and ethical relations of the woman in the home and in society. Eighteen students were enrolled in the course in the year 1908-9.

In September, 1908, the institute organized a trade school for plumbers and bricklayers. There were enrolled 16 students in the course for plumbers and 1 in the course for bricklayers.

9228-ED 1909-VOL 1--12

AMERICAN HOME ECONOMICS ASSOCIATION.

At the meeting of the Lake Placid conference on home economics, held at Chautauqua, N. Y., in 1908, a committee on organization was appointed to draw up a constitution and working plans for the American Home Economics Association. The committee submitted its report at the meeting of the teachers' section of the Lake Placid conference at Washington, D. C., December 31, 1908, when the American Home Economics Association was organized.

The object of the association, as stated in its constitution, shall be "to improve the conditions of living in the home, the institutional household, and the community." It shall aim to advance its pur

pose

by the study of problems connected with the household; by securing recognition of subjects related to the home in the curricula of existing schools and colleges; by securing the establishment and standardization of professional courses and schools for the training of teachers, and of home, institutional, social and municipal workers; by encouraging and aiding investigations and research in universities and by the state and federal governments; by publications, professional and popular; and by meetings, local and national, that knowledge may be increased, and especially that public opinion may be informed and advancement made secure by legislative enactment.

All who are interested in home problems are eligible to membership in the association. The association meets annually. It publishes The Journal of Home Economics, which is issued bimonthly. The principal officers for 1909 are Mrs. Ellen H. Richards, Massachusetts Institute of Technology, Boston, Mass., president; Mr. Benjamin R. Andrews, Teachers College, Columbia University, New York City, secretary-treasurer.

XIV. COEDUCATION OF THE SEXES.

Coeducation, or the instruction of both sexes in the same schools and classes, which is always a subject of more or less discussion in this country, has recently occupied unusual attention in States in which the policy seemed to be most firmly established. This discussion pertains entirely to the sphere of secondary and collegiate education. The elementary public schools throughout the country are, as a rule, coeducational. The few exceptions are found in cities on the Atlantic seaboard, in which free public schools were first established for boys only, and the subsequent demand for similar provision for girls was necessarily met by new buildings and accommodations. This arrangement affects but a small proportion-not above 4 per cent of the pupils enrolled in elementary schools.

SEGREGATION AT THE ENGLEWOOD HIGH SCHOOL.

Separate high schools have long been maintained in Boston (the old city), New York City, Philadelphia, Baltimore, Charleston, and New Orleans. In the West the high schools have universally followed the course of the elementary schools in this respect, and hence the experiment of segregation undertaken in the high school of Englewood (Chicago) some four years ago excited unusual attention. The following account of the experiment referred to has been furnished to the office by Principal Armstrong:

The experiment in instructing boys and girls in segregated classes was begun in the Englewood High School, Chicago, in February, 1906. The entering class at that time consisted of about 150 pupils. Their programmes were so arranged that while they met in the same division rooms and studied in the same study hall, they recited all lessons in segregated classes. Classes were so distributed that every teacher who had a boys' class had also a girls' class. This was not only to give teachers a chance to see the contrasts, but to prevent the criticism that one sex was to be given the advantage of the better teachers.

At the end of the first half year a referendum of the parents was taken on the two following questions:

1. Do you feel that your child was benefited by being in a segregated class? Yes or no.

2. Would you advise that the plan be extended to the next incoming class? Ninety per cent answered both questions in the affirmative. The September class, consisting of about 500 pupils, was segregated in the same way, and after a year's trial a second referendum was taken on the same questions, except that the ballots were accompanied by a stamped envelope addressed to the superintendent instead of being returned by the pupil to the school. The result of this larger referendum was that 85 per cent answered yes to both questions. The work was then extended to the second-year class, and now about 1,000 pupils are being taught in segregated classes in their first and second years. The immediate result has been to increase the relative number of boys in the second and third years of school, and to materially improve their scholarship. Heretofore the scholarship of boys was far inferior to that of the girls. Now, with the adaptations of the work which we have been able to make, the boy comes to the upper classes better equipped than ever before. The former plan of giving both a boys' class and a girls' class to the same teacher has not been kept up, for the reason that it was found that not all teachers are equally well adapted to teaching both sexes. Nor does it follow that all men are better adapted to teaching boys than women are. As a general rule, however, boys do better under men teachers during these beginning years of adolescence.

The most obvious facts beside those stated above are that pupils and parents like the plan. Pupils say that they get closer together, understand each other better, and are not so afraid of being criticised. The leading traits of the sexes are more marked and so the teacher can see better how to adapt the work to the needs of the class. The classification of pupils makes grading more perfect, and hence less friction. The teacher can develop her subject more logically. There is a little more reserve noticed between the sexes, and the opportunities for the smart boy to show off are considerably less. Boys will not tolerate conduct in the segregated class that all wink at if there are girls present to laugh. The discipline in the boys' classes can be made more stern without making it unnecessarily severe on the girls. In some studies, such as physi