Introduction
The evolution of education in Ontario has changed over the years largely as a result of social, economic, and political factors. The development of home economics demonstrates this precisely. This report offers snapshots of decades from 1897 to 1989 where significant changes in the home economics curriculum occurred. It examines the changes in the content, administration, and popularity of the subject as a result of both practical and conceptual considerations. Practical lessons largely stemmed from the progressive education movement following WWI, which emphasized learning through doing rather than simply memorizing theory. These practical methods of learning continued throughout the decades as they were beneficial to running a healthy and efficient home. For example, students learned the maintenance of proper hygiene, and how to prepare healthy meals to support good physical and mental health. The content of home economics courses was dependent on the historical context of each respective period. For example, in the late 19th century, germ theory resulted in the introduction of science into practical lessons such as cooking and cleaning.
Conceptual reasons, primary societal attitudes concerning a woman’s place in the public and private spheres, also played a crucial role in the evolution and popularity of home economics. Initially, the subject was always taught with a woman’s domestic role in mind. The importance of girls taking the subject was dependent on social attitudes. For example, following WWI and WWII, there appeared a greater need for women to enroll in home economics courses and return to their domestic roles. The importance of social attitudes can also be seen in reforms that took place within the subject in the 1970s, when males began to be included in what was now deemed family studies. The courses were less practical and more sociological, centering on the study of families. Immigration and cultural diversity also resulted in a shift from the focus on females, to offering courses where the entire family would benefit. This was beneficial, particularly with new immigrant families arriving to Canada. Based on the development of home economics during the 19th and 20th centuries, it is evident that social factors played a key role in any changes that were made. This stemmed from the content of the courses themselves, which centred on the nature of society and families. At any given time, home economics can therefore be considered a snapshot into Canadian cultural and social identity.
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