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

176 JOURNAL OF THE SOCIETY OF COSMETIC CHEMISTS must know much more than their students. The missing unit in the whole program of regulating cosmetology has always been the recruiting and training of teachers. The requirements for preliminary qualifications and professional training vary widely throughout the United States. It is hoped that the former may be standardized with: (1) Graduation from high school (2) complete course in cosmetology at an approved school (3) three to five years' practical experience. Several states include cosmetology in their programs of Trade and Industrial Teacher Training. New York (best known to this investigator) has long had a very successful program for the public schools, to which teachers of cosmetology were admitted in 1928. In-service courses for teachers in private schools we?e added in 1945. In all state training pro- grams everywhere, because the years of practical experience imply mastery of art and skill, the emphasis is not on subject matter but on analysis and organization of the student's trade, and methods of teaching it. Classes are heterogeneous, instruction is necessarily general, and each student must be able to adapt the information dispensed to his or her own needs. It is a clear case of "If you don't know what it's all about you won't know whvt it's all about." In the related work art, science, mathematics, etc., those in cosmetology occasionally have difficulty because many instructors, knowing little or nothing of cosmetology, teach their subjects entirely in terms of the men's trades. This is particularly frustrating in science because of all the sub- jects taught as trades cosmetology is the only one (except, to an extent, barbering) in which the principal working material is not wood, metal or stone, but the living human body. In New York, those that complete the state program (480 hours) for public schools are allowed one year of credit toward a B.S. degree in the School of Education at New York University. In devising a curriculum for teachers of cosmetology (14), the author found that the required general biology, anatomy (of living body), and other useful courses were ready-made in the department of physical education and health. Physics and chemistry could be taken either "straight" in the science department, or "applied" (diluted) in home economics. All required art was available, make-up (dramatic art) and business (School of Commerce) so it was necessary only for the cosmetologists to know how to utilize the informa- tion obtained in their own work. Given a competent and sympathetic adviser, a satisfactory curriculum can be assembled for ambitious cosmetoL ogists anywhere. Conspicuously absent from all programs of advanced study (as far as known to date) are courses on cosmetology, itself, which all teachers need to refresh and expand their early book knowledge of their own subject. Courses on the chemistry, composition and manufacture of cosmetics,