University of Wisconsin Stout - Tower Yearbook (Menomonie, WI)

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THE TOWER 1934 RUTH E. MICHAELS, Dean of the School of Home Economics ransom studying in any field of work come to use the vernacular of that particular type of workg that is, specialized words and phrases become part of the everyday language of those who are closely associated with the development ofthe work. Often these same terms are not made clear to people working in other fields. This is true in industry, in medicine, and in many other lines. and is especially true in the field of education. So it is with the meaning of home economics. and the question is often asked, What is this educational term supposed to cover in courses or curricula? Educational work in home economics first appeared as separate courses under various names in different schools. As this field of study developed. progressive leaders realized the possibilities of it and felt the need of a name that would be broad enough to cover the many aspects of the program and specific enough to indicate the particular subject matter content. These earlier courses contained subject matter having the same common bases as many of the present day courses. This subject matter has been taken from the fields of study represented in the solution ofthe living problems of the family group and has been def termined by the analysis of many family situations. Through such studies it has been found that the most important problems of the -I21 socially worthwhile home have to do with tne close relationship of physical and mental health, pertain closely to the economic manage' ment of the home and also to those problems having to do with the social and civic contacts ofthe individuals of the familyg interpreted these three aspects mean that close attention needs to be given to the physical needs ofthe familyg that standards for physical and mental health must be maintainedg that the best relationships among the members of all groups are necessary to enrich the personality of each individual. As Dr. Dyer has said, 'ilvlernbers of family groups today will all be ultimate consumers and as such they must be trained for their parts in the economic order. They are members of a social group and as such they must appreciate the significance of their standards of daily living. They are citizens and therefore they must not only profess the need of understanding civic problems. but must also be trained for participation. The subject matter then of home economics courses must be selected in reference to these aspects. The curriculum must integrate the subject matter from such courses with that from other educational helds so that all will contribute toward consumers' training, health training, and citizenship training. RUTH E. lxlicn.-irts J 1' P'

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CLYDE A. BOWMAN, Dean of the School of Industrial Education THE TOWER 1934 s we look about us endeavoring to identify the changing factors in our social environment this year, we are reminded of our first experience attending a threefring circus. That early attempt to see everything in each ring was crowned with a measure of success somewhat similar to many of our present efforts. Nevertheless, we begin to see what we believe are new social frontiers. We believe we can discern new responsibilities, new problems, and new opporf tunities. In 1918 the committee report which resulted in the identification of the Cardinal Principles of Secondary Education clarified progress in education up to that time and pointed the way for subsequent development. The committee report in 1933 on the Social Economic Goals of America has already taken on significance which seems to indicate that we again have signincant guidance and significant interpretation of progress and direction. New definitions of content, X E a M 1 I Q i 20 sequence, and distribution in adult education, new responsibilities in consumer preparation, new enrollment volume, and expanded facilities all bring new challenges as practical arts activities take their place in general education as well as in the various phases of vocational education. In the continuous curriculum revision at The Stout Institute, we are maintaining constant activity to provide opportunities for inf dustrial teachers, both those in training and those in teaching work, to keep pace with the educational opportunities and requirements as they rapidly develop. While preserving an excellent balance and integration in the four years of work, nevertheless, new definitions of content, new distributions, new sequences, and new courses give evidence of the activity of the college in maintaining its contributions as its part of the partnership between the faculty, the undergraduates, and the alumni. CLYDE A. BOWMAN

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J. ERLE GRINNELL, Director of Liberal Arts THE TCWER 1934 ACH succeeding year sees the demand for well rounded teachers grow more insistent. A few years ago only instructors of academic subjects were expected to be conversant with the general held of culture, to be able to turn without embarrassment to the social studies, the sciences, mathematics, or literature. Teachers of the vocational subjects were usually without degrees and no one expected them to teach outside of the held of their specialty or to play an important part in the cultural life of the faculty or the community. If their English was uncertain and their interests narrow, no one laid the blame on the school from which they came. For that matter no one considered it of much moment. That time has passed with the war songs and maple sugar candy and high shoes. The school world of today fosters competition never f at dreamed of a dozen or even ten years ago. Every man or woman who hopes to make a place in the educational sun today must be a specialist, but also he must be distinguished for the range and quality of his general education. More than one teaching held is necessary. He must be prepared to take an equal part among his peers in faculty meeting, in the direction of student activities, in administration duties. ln recognition of the insistent demands of changing society Stout has set about the task of providing in full measure what the profession demands. Curricula have been examined, revised and enlargedg methods have been studied and adoptedg standards have been raised. Still the work goes on in recognition of the fact that men and women of Stout must continue to be welcomed in the field as the best trained and educated available. gl. ERLE GRINNELL 1221