Passage 2

The study of home economics began in the United States after the AmericanRevolution. In colonial America, as in the Old World, a young woman received insiruction in homemaking and child care primarily at home. But in the 19th century a number of forces helped create a favorable climate for the introduction of home economics as a field of study in schools. Among the most significant were a spirit of humanitarianism, faith in education, and a belief in the equal rights of women.The early American’s confidence in a person’s ability to shape his or herenvironment through education led to the founding of colleges that taught occupational skills. When women began to share in higher education, the household arts became a part of ihc curriculum as both a cultural and a professional field of study.The first institutions to provide a foundation for the growth of home economics education were the land-grant colleges and universities. These land-grant institutions sought “ to promote the liberal and practical education of the industrial classes." They offered technical courses that were related to the lives of their students. Some of these courses were especially designed to serve the needs of women students.By 1890, domestic science courses were being offered widely in American public high schools, as well as in colleges and universities. These courses included instruction in cooking, sewing, home decoration, home sanitation, home hygiene, home nursing, etc... The teaching of domestic science in the secondary schools led to a demand for the trainning of home economics teachers in the colleges. However, the major emphasis on home management remained until the early part of the 20th century.In 1909 the American Home Economics Association vvas founded. The members of the association were dedicated to the improvement of living conditions in the home and the community, and they worked to win acceptance for home economics education. Their efforts were aided greatly by the passage of the Vocational Education Act of 1917, which provided federal funds to pay the salaries of home economics teachers as well as teachers of agricultural, trade, and industrial subjects. By 1920, 6,000 high schools in the United States were offering courses in home economics. As the social sciences developed, some of their findings were incorporated into the home economics curriculum. The original emphasis on food, clothing, and shelter was broadened to include such topics as human relationships. By 1935, home economics educators were being urged to glean from ”all fields of knowledge, all lines of activity”whatever might serve to improve families and family life.As the scope of home economics training broadened, the variety of professionsin home economics increased. On the university level, home economics training became more and more specialized. On the secondary school level, the focus of home economics education changed from “how to do it” to “why it is done.'' Overall, the study of home economics has been influenced by the changing quality of modem life. Today, home economics students are no longer taught merely how to cook and sew but also how to buy the food they prepare and fabrics for the clothing they make. In fact, a large number of home economics courses place greater emphasis on consumer education than on homemaking skills. Moreover, home economics appears to be moving away from areas of concern only to the individual or the family and toward problems of national and international concern, such as overpopulation, urban poverty, and the development of emerging nations.

Which of the following true about home economics in the 19th century?