174 JOURNAL OF THE SOCIETY OF COSMETIC CHEMISTS own the schools still teach, and the salons still promote all kinds of treat- ments that might be requested of them. In contrast to the private schools, which must cater to all passing fads and whims, cosmetology in the public schools has progressed steadily and solidly, especially where this work is under the guidance of some official department of education. The course may be spread over two or three years of their high school curriculum, and is supplemented by English, mathematics, social studies, art, science, physical education and other suitable courses from the regular school program. As a result, these young women are graduated as broadly educated, good general operators. Many of them find positions as laboratory assistants or technicians in industry, where their background serves as a fine starting-point for special training. Someone well known in the industry has expressed the opinion that the teaching of the fundamentals in cosmetology might best be left to the public schools, and that the private schools should be permitted to special- ize in "brush-up" courses, hair styling, and the new products and treat- ments, especially in permanent waving and hair coloring, which the manu- facturers continually rush into the field with almost bewildering rapidity. The private schools would automatically protest any such idea as unfair, because they are in business for profit, and they draw most of their students from men and women well over the age of high school students. Cosmetol- ogy is suggested by guidance counselors as a good vocational outlet for older persons, and those with proved aptitudes and skills can readily establish a position and earn a good living. Unless the public schools everywhere offer their facilities to adults in evening classes, these people can go only to the private schools (12). HIGHER EDUCATION FOP, COSMETOLOGY Two questions about cosmetology that are frequently asked by those in industry, by teachers and others, are: "Where does cosmetology fit into higher education ?" "Where can one go, and what would one have to study, to acquire a good background for cosmetology?" In seeking the answers, this investigator was steered into the Depart- ment of Physical Education and Health at New York University, and the wisdom of the advice was soon manifest. The two branches of study have much in common. Both can trace their origin to Hippocrates, who out- lined dermatology and taught the therapeutic value of fresh air, bathing, sunlight, massage and exercise so well that bodily perfection became a cult during the Golden Age of Greece. Both were partially eclipsed dur- ing the rise of Christianity, but beautification survived in medicine--at least until the 16th century--whereas physical education was practically

COSMETICS AND COSMETOLOGY IN EDUCATION 175 nonexistent until the 19th century. Again the interests coincide through the organizing of physical therapy and standard systems of massage. Finally, physical education was wrested from the hands of the mounte- banks and "big muscle boys" and organized professionally (1885) by William G. Anderson (1860-1947), long associated with this work at Yale University. One season of study and observation showed that an affiliation of cos- metology with physical education and health would be mutually beneficial. Information on the correct use of cosmetics can be fitted into instruction on physical education and health on any educational level, from personal hygiene and grooming for children through personality development and esthetics at all ages. Well-planned courses in a school of education would be the best means of disseminating such knowledge quickly to all levels. Teachers, both men and women, should be taught the altruistic value of a good appearance, and the intelligent use of whatever cosmetic products and treatments they require. This is especially important to teachers of physical education, health, home economics and cosmetology, all of whom should look like prime specimens of their calling. From study of all aspects of the problem was evolved an aphorism: "The correct use of cosmetics is the final artistic touch in the scientific care of the well body" (13). Even flattering cosmetology with its early dignified designation of cosmetic therapy cannot find for it a logical place in professional medicine again. Physicians in general are all too busy in caring for the sick, and except for those that work in physical education and health they can give little time to the well body. Even dermatologists know that if they wish to extend their activities to cosmetic care of the healthy skin they must obtain supplementary information and experience in schools of cosmetol- ogy and from specialists in industry. A course on the principles of cos- metology in medical colleges would undoubtedly be of interest to those in dermatology, physical therapy and psychiatry. Otherwise most specialists would probably not object to going to a department of physical education and health for information on this branch of science which their profes- sional forebears abandoned when they decided to concentrate on curative care of the human body. Just now, any expression of this kind is but wishful thinking. Many zealous would-be instructors must learn that the best impetus for such innovations in any college is a concerted demand from avid would-be students. THE TEACHING OF COSMETOLOGY The second question in the preceding section is most frequently asked by teachers of cosmetology, or prospective teachers who realize that they