2. The committee recommends that a second volume of the Summary and Index be published as soon as practicable and to this end suggests that at the next meeting of the Association there should be presented to the Engineering Section, for information and appropriate action a plan or plans for such publication.

G. W. BISSELL, Chairman,

E. A. HITCHCOCK,

C. R. JONES,

R. A. SEATON, Secretary,

Committee.

The chairman then called for the report of the Committee on Resolutions, which was presented by Dean J. R. Benton of the University of Florida, chairman of the Committee.

REPORT OF THE COMMITTEE ON RESOLUTIONS

The Committee on Resolutions recommends the adoption of the following resolutions:

1. Resolved, that the Engineering Section of the Association of LandGrant Colleges express its appreciation of the courtesies extended to it by: (a) Dean A. N. Johnson, in making arrangements for the group dinner and for the inspection trip;

(b) Dr. Rowe, for the facilities provided for visiting the PanAmerican Union;

(c) Dr. Vernon L. Kellogg, for welcoming the visitors to the National Research Council Building;

(d) Major U. S. Grant and Major Joseph C. Mehaffey, for making possible the visit to the Lincoln Memorial;

(e) Mr. J. C. Koons, Vice-President of the Chesapeake and Potomac Telephone Company, for the very excellent stenographic service supplied at the meetings of the section.

2. Resolved, that the section express its disapproval of proposals made in some Land-Grant Colleges and Universities for charging higher tuition fees to engineering students than to other undergraduate students.

R. L. WALES,

EDWARD P. BOYD,

J. R. BENTON, Chairman,

Committee.

On motion the resolutions were adopted by the section.

On motion the section then expressed by a rising vote its thanks to the chairman for his most efficient work in connection with the meetings of the section.

The section then adjourned sine die.

APPENDIX-EXHIBIT A

TABLE I.

STATISTICS OF ENGINEERING EXPERIMENT STATIONS

OF LAND-GRANT COLLEGES AND UNIVERSITIES

November, 1926.

Reported by Committee on Engineering Experiment Stations of the Association of Land-Grant Colleges, at meeting of Engineering Section, Washington, D. C., Nov. 17, 1926.

EXHIBIT A-(Continued).

TABLE II.

STATISTICS OF ENGINEERING RESEARCH

OF LAND-GRANT COLLEGES AND UNIVERSITIES NOT HAVING
ENGINEERING EXPERIMENT STATIONS

SECTION ON HOME ECONOMICS

TUESDAY MORNING, NOVEMBER 16, 1926.

This session was devoted to consideration of the "Minimum Requirements for a Degree in Home Economics,” with Dean Margaret M. Justin of Kansas presiding. After the appointment of a Findings Committee President F. D. Farrell of Kansas presented the following paper:

MAJOR OBJECTIVES IN HOME ECONOMICS EDUCATION

BY F. D. FARRELL

In canvassing the question of what should be the minimum requirements for a baccalaureate degree in home economics, you doubtless are justified in considering the opinions of various people who see the subject from various points of view. It certainly is essential that you base your thinking and your action upon what you decide are the major objectives in home economics.

It is a pleasure to express a few opinions on the subject from the standpoint of the president of one of the land-grant colleges. It happens that the institution with which I am connected is one of the oldest of the land-grant colleges and that it was a pioneer in home economics education. For more than fifty years the institution has offered instruction in home economics. As the years have passed the emphasis that has been given to the subject has steadily increased, until now the college contains no unit that is more important or more useful than its division of home economics, if importance and usefulness are measured in terms of actual accomplishment and of prospective service.

It is important to state that the accomplishments in home economics education in the land-grant colleges have been achieved in spite of many difficulties that would have discouraged most educators: misunderstanding, crude equipment, inadequate scientific subject matter, public derision, and, in some places, administrative indifference or even administrative antagonism. These difficulties are now fairly well surmounted in most of the landgrant colleges. I mention them here for the purposes (1) of emphasizing our indebtedness to the splendid women who did the pioneer work; and (2) of indicating the importance of persistent determination and professional devotion in the future development and improvement of home economics education. No comprehensive educational plan that can be devised by this organization or by any other can succeed in the absence of these qualities.

Perhaps I can best express a few opinions on major objectives in home economics education by the use of numbered sentences, each sentence to be briefly explained. Please remember that these sentences are statements of opinion.

1.

Home economics education should lead to the conviction that home making is supremely important.-In all the civilizations of which we have

any knowledge the home, with its physical, intellectual, and spiritual comforts, cares, and disciplines, has been paramount. It has been one of the things in support of which men and women have been willing to work and in defense of which people have been glad to fight. There is no more worth while and no more dignified art, business, or profession than successful home making. Home economics education should emphasize this fact so persistently and so effectively that home economics graduates never will be guilty of saying "I am only a home maker," or "I am only a teacher of home economics." The first major objective, in my opinion, is the development of a definite and unmistakable professional pride.

2. Home economics education should teach that home making is an art. I use the word "art" in accordance with a favorite definition of the word "artist," a definition that appeared in a magazine article several years ago: "An artist is a person who, when he faces a task-whether it be the painting of a picture, the writing of a book, or the planting of a bush asks himself not 'What will this bring to me', but 'What does it mean, what is it for?" One who is an artist in this sense always feels that, no matter what worthy task he chooses to undertake, he is an important contributor to the well-being and happiness of humanity. He is inspired and guided by this feeling. He is not tortured by doubts and misgivings as to whether' what he is doing will pay him, in the ordinary sense of that word. He feels his relation to his neighbors and to the universe. And he sees that, so long as he pursues his task as an artist, his relation is important and significant. His reward lies chiefly in the excellence of his performance, just as the rewards of all true artists do. This attitude toward the art of home making should lead to better performance and greater satisfaction.

3. That a successful home maker must be more than a hausfrau should be emphasized. The housekeeping features of home making the business features are the sine qua non of the art. But, though these features are indispensable, they are not sufficient. The successful home maker is not only a "good housekeeper" but also an inspiring and sympathetic companion to the members of her family. She keeps in sympathetic touch with her family's interests, especially their intellectual, aesthetic, and spiritual interests. If a young woman is to be trained to fulfill this difficult requirement of successful home making, her training must combine the liberal with the technical, the so-called “cultural" with the vocational. The demands for the non-housekeeping features of home making increase as civilization becomes more complex.

4. Home economics education should train women to see to it that the home and the home life are healthful and beautiful.-This will require that sound training be provided in the fundamental sciences and in certain of the arts; training that develops practical methods as well as wholesome ideals. The home maker needs all the assistance she can get from science in providing for the feeding, housing, clothing, and education of her family and in caring for cases of illness. And she needs the inspiration and technique that can be gained from certain of the arts in providing for beauty in the home itself and in its surroundings, including both the home site and the community in which it is situated.