HISTORY OF VOCATIONAL HOME ECONOMICS IN THE SECONDARY PUBLIC SCHOOLS OF GEORGIA SINCE PASSAGE OF THE SMITH-HUGHES ACT

The purpose of this study was to trace the development of vocational home economics programs in the public schools of Georgia since the Smith-Hughes Act of 1917 (P.L. 64-347). It reports how legislation, societal values, state and national economic issues, historical events, and personal leadership combined to produce the growth of home economics programs in Georgia. Original material located in the Georgia Department of Archives and History in Atlanta was analyzed, all available persons in past or present leadership positions were interviewed, and supporting materials were secured and analyzed in an effort to correctly record this history. Questionnaires were sent to institutions which trained vocational home economics teachers and to those counties which employed home economics supervisors.;This history of the Vocational Home Economics program reflects past efforts to initiate, establish, and adapt programs to fit the needs of individuals and families. A qualified and dedicated staff is in place to insure that present and future thrusts of the program will continue to build on the strengths of the past while insuring that the program is both flexible and visionary.;Based on the findings of this study the conclusions were: (1) Five progressive and committed women provided leadership which emphasized cooperation at all levels. (2) Teacher education institutions produced qualified beginning teachers and offered continual professional opportunities for veteran teachers. (3) The cooperative effort of the staff of the Home Economics Education Department of the University of Georgia and the State Department of Education in a process of curriculum development has kept the areas of home economics up-to-date. (4) The distinction of being the first subject matter area in Georgia to develop and publish a curriculum guide set the precedent that home economics programs would be in a continual process of improvement. (5) Study groups and in-service meetings enabled teachers to exchange ideas and obtain new information. Fellowship and opportunities for leadership were provided, and a true spirit of camaraderie was developed. (6) Federal legislation provided the impetus for program development in home economics education. Leaders have responded to the spirit and intent of the law as well as to national and local issues to initiate or adapt programs to meet the needs of the people.