Part 16

2. The granting of stipends to graduate students who would work at institutions approved by the committee and who would do practice teaching with such groups. In the assignment both of the stipends and of the institutional patronage, the interests of both urban and rural women would be taken into account by supplying scholarships for ten graduate students to teach under supervision and to assemble material under direction, these to be awarded by the committee with due regard to needs of rural and urban women--$750 $7,500

3. Securing the services of several highly skilled home-economics teachers, under whose supervision the practice teaching, and the preparation of these students would be carried on, and developing through advice teaching centers for the use of such material wherever possible, by supplying salaries for four persons to supervise and direct teaching--$4,000 $16,000

4. Securing teachers who are experienced housewives, who with short courses might assume certain teaching functions, supplying stipends, $75 a month for four months ($300) for fifty women who, selected under rules drawn up by the committee, would take short training courses, to be organized under the direction of individuals or departments or institutions approved by the committee $15,000

III. There would, of course, be necessary a director of the work, who could be either one of the salaried teachers chosen as leader or an executive secretary. In any case clerical expenses and the costs of certain items incident to the instruction would be required.

The experiment should be assured for a term of three years.

The problem can be dealt with adequately only by state-wide and nation-wide agencies, and should as soon as possible be taken over by nonsectarian educational agencies. But the public-school system is at present wholly without the equipment necessary for the performance of these functions. It is not only not national; it is in many states not even state-wide in its supervision and standards. In Illinois, for example, the school district is the unit, and until a board was created in 1919 to deal with the problems of vocational training, the control exercised by the state was negligible.

The situation in an Illinois mining town illustrates the waste resulting from treating these questions as local questions. The town referred to is a mining town, lying partly in one and partly in another county. The only public school available is in one county, and it is said to be overcrowded. The road from a settlement in the other county to the school is said to be impassable all winter or in bad weather. It leads over a mine switch that is dangerous as well.

The parents complained that the small children could not go so far, that there were no play facilities, that the location was secluded, so that it was dangerous for girls, that the term was too short, and that the attendance of the children seems unimportant to the school authorities. As the community was almost altogether Italian, the parents would have preferred a woman teacher for the girls over ten or twelve years of age. A more intelligent and a more incisive indictment of an educational situation than this criticism expressed by the Italian families in this remote mining community could hardly have been drawn.

It is inevitable that similar dark spots should continue, so long as no central agency is responsible for the maintenance of a minimum opportunity everywhere. Of course it is not to be expected that those jurisdictions that so neglect the children will care for the adult. Many states have the central agency that could take over the work. And there exist Federal agencies able with enlarged resources to adapt their work to meet many of these needs. The United States Children's Bureau has published bulletins in simple form containing such information as every woman should have concerning the care of mothers and young children. Only the lack of resources has kept that bureau from undertaking to bring these facts to the knowledge of all mothers, including the foreign born.[60]

HOME ECONOMICS WORK

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:

NUTRITION PROJECT

1. _Home Demonstration Work._ In co-operation with the Associated Churches and Charities--United Jewish Charities and School Centers--the agent goes into the home, making herself a friend of the family, taking necessary supplies with her, but using whatever utensils the housewife may have. She demonstrates simple, nourishing, economical foods, teaches the proper feeding of children, etc. She also suggests food budgets and plans their use. The leader of the organizations reports that much is being accomplished with families which otherwise could not be reached. Help with clothing work is also given sometimes.

2. _Group Demonstrations._ In co-operation with the Americanization work and churches, where this seems desirable, to groups of women.

3. _Class Work in Cookery._ In co-operation with units from the Girls' Patriotic League, International Institute, and factories.

4. _Education in Food Values._ Talks have been given at various schools in regard to proper luncheons and menus submitted to assist in this work. Conferences have been held with Y. W. C. A. manager in regard to luncheon combinations. Menus for the week, with grocery order, have been submitted for the use of social workers. Aid is being given in planning the meals for undernourished children at a special school. Talks are to be given to the children.

5. _Home Bureau Day._ Friday afternoon is "at home" day for members and their friends at the Thrift Kitchen. Talks or demonstrations are given each week, and an exhibit in the window during the week corresponds with the subject.

6. _Classes for Volunteer Aids._ Classes for volunteer aids are being formed. These are to be two types. One class for experienced housewives, to deal particularly with the problem of presentation, and another class for college girls, to give them the simple principles of food values and preparation, taking up at the same time the method of presentation. It is hoped to use these aids particularly in the home demonstration work, which is already developing beyond the capacity of the trained workers.

7. _General Use of the Thrift Kitchen._ The kitchen is engaged by various church committees to do cooking in large quantities for church suppers. Various organizations use it to prepare special foods for institutions. We are encouraging the use of the kitchen by any individual or organization for any purpose. The only charge is for the gas used, besides a nominal charge of five cents for the use of the kitchen. The work is done under the supervision of one of the agents.

CLOTHING PROJECT

1. _Sewing Classes._ In co-operation with units from the Girls' Patriotic League, International Institute, and factories. A sewing unit often follows a cooking unit with the same group.

2. _Sewing Demonstrations._ These are being given at some of the home demonstrations, as the need arises.

3. _Millinery Classes._ In co-operation with the Girls' Patriotic League, International Institute, and factories.

4. _Millinery Demonstrations_ are being held for mothers' clubs connected with the church, and home demonstrations are given when needed.

The Rolling Prairie community mentioned above, too, benefited from a co-operative "County Project" work undertaken in 1913-14, under the supervision of Purdue University. A course given during the year in the rural schools was continued during the summer, open to all children over ten and required of graduates from the eighth grade. The County Superintendent of Schools, the County Agent under the university (States Relations Service) and County Board of Trustees (La Porte County) sent teachers into all parts of the county teaching the boys farming, stock raising, and gardening, and the girls canning, sewing, bread making, cooking vegetables, and laundry work, or if they preferred, gardening. The teacher gave an hour and a half every ten days at the home of each child.

At the end of the summer there were exhibits and prizes in the shape of visits to the state fair, to the university, to Washington, or to the stock show in Chicago. The Polish children who took prizes and who went to the university (some of them had never been on a train) became enthusiastic about going to high school and college, and some are going to high school. The fact that they took prizes interested the whole group, and the experiment affected the agricultural and domestic practices of the community. The sad ending to the story is that the township trustees have never been willing to assume again the expense of the teachers' salaries, but the possibilities in the co-operative method are evident.

The States Relations Service and the work of the Federal Board for Vocational Education are based on the so-called principles of the "grant in aid," which gives promise of both developing and encouraging local initiative and of obtaining "national minima" of skill and efficiency. Certainly the lack of any national body and often the lack of any state machinery with power to encourage local action and with facilities for gathering and comparing data, reduced the rate at which progress is made. For example, the device of the home teacher planned by the California Commission on Immigration and Housing, was only slowly taken over by the education authorities of California.

GOVERNMENT GRANTS IN ENGLAND

The experience of the English Board of Education may be noticed in this connection. Owing to the interest in national vigor aroused by the rejection of recruits during the Boer War, England took steps to provide food for the underfed school children and medical supervision of the health of the school children. This resulted in the accumulation of a great body of evidence showing the need of improvement in the conditions and household management in the homes from which these children came. Both schools for mothers and infant classes have been recognized as appropriate extensions of the work of the education authority, and the national character of the problem has been embodied in provision for the grant in aid.[64]

The conditions on which grants to schools for mothers and infant classes are made, set a standard for those communities desiring help from the central authority, and furnish a basis of judgment as to the work of any local authority. Those conditions are stated as follows:

A school for mothers is primarily an educational institution, providing training and instruction for the mother in the care and management of infants and little children. The imparting of such instruction may include:

(_a_) Systematic classes.

(_b_) Home visiting.

(_c_) Infant consultations.

The provision of specific medical and surgical advice and treatment (if any) should be only incidental.

(_d_) The Board of Education will pay grants in respect of schools for mothers, as defined in Article II of their Regulations for the year 1914-15, subject to the following qualifications:

(I) That an institution will not be recognized as a school for mothers unless collective instruction by means of systematic classes forms an integral part of its work;

(II) That grant will only be paid in respect of "infant consultations," which are provided for women attending a school for mothers;

(III) That grant will only be paid in respect of expenditure on "home visiting" of children registered at a school for mothers if neither the sanitary authority nor County Council undertake to arrange for such visiting;

(IV) The fact that a school for mothers receives a grant or assistance from a sanitary authority (or a County Council) or its offices will not disqualify it from receiving a grant from the Board of Education.

Thus the institutions included under the title "schools for mothers" have for their main object the reduction of infant sickness and mortality by means of the education of the mothers. They train the mother to keep her baby in good health through a common-sense application of the ordinary laws of hygiene. The training may be given by means of personal advice from doctor or nurse to individual mothers, by home visiting, and by means of collective teaching and systematic classes.[65] It is necessary to distinguish these "schools for mothers," which were educational, from the maternity centers maintained by the Local Government Board, intended to provide prenatal care of expectant mothers.

During the year 1917-18, two hundred and eighty-six such schools for mothers received aid from the central authority. The work of representative schools, as described in the medical officer's report,[66] includes instruction in hygiene, principles of feeding, needlework, and boot repairing.

In the same way the infant classes or nursery schools are to be distinguished both from day nurseries which may, if they comply with stated conditions, receive grants, and from infant consultations.[67] It is interesting to note that these items in the educational program are closely related to the plan under which _Mothercraft_ is taught to (1) the older girls in the public elementary schools, and (2) the girls between fourteen and eighteen in the secondary and continuation schools. Under the stimulus of the possible grant in aid from the central authority and of the supervision and advice of the central authority, this work is developed by the local authority. The day nursery or infant class is made to serve the purpose of training the older girl as well as of training and care of the young child.

The argument here is not affected by the fact that under the recent Act providing for a Ministry of Health, these functions are surrendered by the education authority to the New Ministry of Health, as are those of the Local Government Board. Certain functions remain educational, and must develop in accordance with educational principles. Others are sanitary and call for inspection and supervision.

THE LESSON FOR THE UNITED STATES

It is not suggested that the development in the United States be identical with that in England. It is true that there are two specialized agencies referred to under which such work could be developed. Should a United States Department of Education or of Health be created, conceivably such functions could be assumed by either; and it is most interesting to notice that, with reference to this very problem, the method is already recognized as important and embodied in the educational program of the state of Massachusetts. Under a statute enacted in 1919,[68] the State Board of Education is authorized to co-operate with cities and towns in promoting and providing for the education of persons over twenty-one years of age "unable to speak, read, and write the English language."

The subjects to be taught in the English language are the fundamental principles of government and such other subjects adapted to fit the scholars for American citizenship as receive the joint approval of the local school committee and the State Board of Education. The classes may be held not only in public-school buildings, but in industrial plants and other places approved by the local school committee and the board. In the words of the Supervisor of Americanization,[69] "this provides for ... day classes for women meeting at any place during any time in the day. The establishment of such classes is especially urged."