In the so-called States Relations Service of the Department of
Agriculture, established under the Smith-Lever Act,[61] and in the
Federal Board for Vocational Education, there are agencies which, if
developed, can establish national standards in these fields and do
work of national scope. These acts constitute, in fact, so important a
step in the direction of nationalization of these problems that items
in the statutes creating them may be of interest here.
The first of these Acts provides for co-operative effort on the part
of the United States Department of Agriculture and the state
agricultural colleges. There is an agency provided to "diffuse among
the people of the United States useful and practical information on
subjects relating to agriculture and home economics, and to encourage
the application of the same." This Act refers especially to the needs
of the rural population, and the work done under it consists of
instruction and practical demonstration in agriculture and home
economics to persons not attending or resident in the agricultural
colleges.
The methods should be such as are agreed on by the Secretary of
Agriculture and the officials of the state colleges benefiting under
the earlier Act of 1862.[62] To carry out this co-operative effort, an
appropriation was provided, beginning at $480,000--$10,000 for each
state--and increasing first by $60,000 and then by $500,000 annually,
until after seven years a total of $4,500,000 was reached, the
increase to be distributed among the states in proportion to their
rural population.
By the Smith-Hughes Act of February 22, 1917, both teachers and
supervisors, as well as training for teachers and supervisors in the
fields of agriculture, home economics, industrial and trade subjects,
were provided.[63] The Federal Board for Vocational Education
consisted of the Secretaries of Agriculture, Commerce, and Labor, the
United States Commissioner of Education, and three citizens appointed
for terms of three years, at $5,000 a year. One of these three is to
represent the agricultural interests, one the manufacturing interests,
and one labor.
The board was given power to make studies, among other subjects, of
home management and domestic science. While instruction under the
first of these Acts may be given by means of home demonstrations, it
is limited under the second Act to such as can be given in schools and
classes.
This Act provides for co-operative effort between the Federal
government and the states. The large sum of $200,000 for the support
of the board, and considerable sums for certain minimum contingencies,
were appropriated. Major appropriations were provided for, beginning
with $500,000 for paying salaries for teachers and supervisors in
agriculture, and increasing by $250,000 until the sum of $3,000,000
was reached, to be distributed in proportion to rural population
among the states on condition that the states take appropriate action
consenting to the Act and appropriating dollar for dollar (Section 2).
A similar appropriation was provided for the teaching of trade, home
economics, and industrial subjects, beginning with $500,000,
increasing by $250,000 annually, until the amount of $3,000,000 was
reached, this to be appropriated in proportion to the urban population
in the various states. Certain minima were prescribed, and it was laid
down that not more than 20 per cent of the amount allotted for
salaries should go to teachers of home economics (Section 3). No part
of the appropriation is to pay for buildings or for work done in
private institutions (Section 11).
In the same manner as in the earlier Act an initial appropriation of
$500,000 was made toward meeting the cost of training teachers and
supervisors in agricultural trade, home economics, and industrial
subjects, these to increase by installments of $200,000 and then by
$100,000, until $1,000,000 was reached, to be distributed among the
states in proportion to population. Certain conditions were prescribed
as to the action to be taken by the states, and the appropriation by
the state of "dollar for dollar" toward the training of these persons
was required.
Questionnaires regarding the application of their work to the needs of
foreign-born groups were sent to the State Supervisors of Home
Economics functioning under these Acts, but few replies were received.
In general, the replies indicate that the work has in many cases not
been extended to meet the needs of foreign-born housewives. A few
replies, however, are illustrative of what might be done with
increased resources and effective interest on the part of the state
and of the local community. From Lake Village, Arkansas, came the
following graphic account of the work of the home demonstration agent:
I was very much interested in having you write to me
concerning the work with the Italian women in Chicot County.
When I first came into the county I was entirely
inexperienced as far as this kind of work goes, but in time I
saw that the Italians needed help and I wanted to give them
what they needed most.
I became acquainted with the Catholic priest, as he was an
Italian and could help me in talking and becoming acquainted
with the people. The priest proved to be a very interesting
man and helped me very much. In a short time I learned to
speak a few words of Italian, which pleased the people very
much. They seemed to feel that I was their friend, and
wherever I saw a dusky face in town or country I would greet
them with the words, "_Como stati_," which is to say, "How
goes it?" or, "How are you?" and I would be answered with an
engulfing grin and a flow of jargon, not a word of which I
could understand, but with smiles and nods I would go on,
having won a friend.
The first work I did among the Italians was to go into their
homes and look at their gardens, show them how to prune
their tomato plants, dry their fruit and vegetables, can
their tomatoes and beans, and bathe their babies. Not long
after there were sewing and "cootie"-removing demonstrations,
as well as removing head lice and care of heads and bodies
taught with actual demonstrations.
All of my work has been taken with the most cordial attitude,
and the methods have been adopted and used. This year I hope
to have more work done among them than last, on the same line
and others.
They now come to me when they are in trouble or in need of
help, and this makes me feel that they consider this office
is their friend, not a graft or money-making concern.
In Akron, Ohio, a home demonstration agent, under the Department of
Agriculture and the Ohio State University Home Economics Department,
has been definitely attached to a public school in Akron's most
foreign-born district. Her special project is home demonstration work
with foreign-born women, and each lesson is a lesson in English as
well. The worker hopes to have an apartment equipped as a plain but
attractive home, where all this work can be done.
The home supervisor in Massachusetts reports that the state-aided,
evening practical arts classes have offered instruction to groups of
foreign-born women in Fall River and in Lowell. In Fall River there
were classes in cooking and canning for French women, and classes in
home nursing for a Portuguese group. In Lowell there were classes in
cooking for Polish women, and classes in cooking and dressmaking for
Greek women. These classes were conducted by foreign-speaking
teachers, with the help of interpreters.
The work of the Syracuse Home Bureau included four projects: (1)
Garden project, (2) Nutrition project, (3) Clothing project, and (4)
Publicity project. The outline of the work under (2) and (3) is given
below: