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 lthough nothing definite has been done in the way of removing the Home Economics
department at Stout Institute or Stevens Point, the suggestion made to the Emergency Board does promote a little
study of that department in our local Teachers College. The absorption of school funds by County Training Schools,
District Rural Schools where consolidation could be effected, and other features of our educational system has long
been under fire because of duplication of purpose. We believe that the Home Economics department at Stevens Point
merits the support given it by the service which it contributes to the state. The report presented by Mr. Doudna
pertaining to the number of Home Economics teachers in Wisconsin High Schools in 1928-29 shows that Stevens Point
had 117 representatives in the field in comparison with 97 from Stout, 52 from the University of Wisconsin, 3 from
other Wisconsin colleges and 43 from out of the state. According to the latest directory of Wisconsin schools
Stevens Point has trained more than 27% of the Home Ec. Teachers in the state. This does not include many of the
Junior High Schools. This figure has fallen lately because of the comparatively low number of graduates that have
been turned out in past years due to a rise in standards and the necessity of four years of training. Previously,
two years were sufficient to warrant a teaching position. Of the number graduated here all have been placed except
two. This is an exceptional percentage for any training school and indicates a strong demand and a high regard for
the Stevens Point Home Ec. Teacher. But figures alone are not enough to conclusively indicate the value of the
department. Miss Allen, the Home Economics director, has gathered the testimonials of over 150 city school superintendents in an attempt to determine the value of her prot�g�s as teachers and citizens in the communities
in which they serve. In almost every case satisfaction and excellence have been registered. The reason for this
may be laid to the fact that Stevens Point requires ten hours of practice teaching per week. This is contrasted
with the four hours at Stout and the observation and practice classes of other schools. The reports of the
superintendents express the opinion that our former two-year graduates would stand up in comparison to other
four-year people. Miss Allen comments that: "If they get through here, they usually last." The type of training
that is presented here should be permitted to exist since it is distinctive. The geographical location should also
be considered. At the rival department the students are charged for all materials used in the course of study and
the cost is approximately $365 for each student enrolled for 36 weeks. It hardly seems logical that a girl who
endeavors to be of service to her state by teaching Home Economics should have a heavy burden placed upon herself
for the materials used in training for her service when students choosing History, English and other subjects escape
with a minor fee for text books. At Stevens Point such is not the case, and those enrolled are not hampered by this
apparent unfairness. It is not our purpose to discredit any rival department in this comment but perhaps it might
be well to turn to some more eligible problem that presents real duplication and is valueless to Wisconsin. It is
a fact that many activities have been instituted in the name of education. Many of these enterprises are worthless,
and therefore this check and speculation will make every department stop and consider its worth. The worthless will
be eliminated while the valuable will increase their efficiency after they have been forced to tell why they are in
existence. The local department welcomes inspection.
*The Pointer, March 1932, pg. 2.
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