Interpreting a three years' homemaking program in a rural high school to the community through a coordinated open house

During the last few years one of the most discussed phases of homemaking education is an enriched program which will help adults more adequately solve the problems of home and family living. Hatoher and Andrews1 state the need for such adult education very clearly: If adults are to be efficient parents and cooperative citizens, they must also learn to meet new and varied conditions both in the home and in the oommunity. Until they recognize and appreciate the many problems involved, they will not be able to pass on to the coming generation the cultural values to which it is entitled. For adults, this education means keeping up with changes in housekeeping techniques, with more efficient budgeting, with better preparation and serving of meals, with new ways of maintaining optimum health for each member of the family, and with innumerable other phases of the mechanics of living. It also means acquiring a better understanding of the relationships involved in home and community life, especially in terms of more adequate child training. And finally, none the less important, is the continued personal development of adults for the purposes of promoting wholesome, cooperative living through self growth and self expression