Ham and bacon clubs were started in Georgia, among the boys. and girls, and liberal prizes have been offered at the State fair for the exhibits of ham, bacon, lard, etc., by members of the club.

Creditable exhibits were made in 1913 at the fair of nearly every county in which pig clubs were organized. In some counties where fairs were not held the boys held exhibits of their own. At the Louisiana State Fair in 1913 there was an exhibit of 200 hogs belonging to members of the pig club, and many of these pigs won prizes in open classes where competition was keen. One parish club in Louisiana sent an entire carload of hogs to the State fair. Prizes offered for the exhibits of hogs owned by pig-club boys at the fairs during the 1914 season are very liberal, and each fair will probably have full classes of hogs belonging to pig-club members.

It

No better evidence is needed of the place which agricultural education has attained in the public mind than the passage by Congress of the Smith-Lever Act, signed by the President on May 8, 1914. will be recognized as a highly significant step in the advancement of the great national industry through the aid of the General Government, rounding out and completing the movement inaugurated in 1862 with the passage of the land-grant act for the establishment of agricultural colleges. This new extension measure is the sixth act which recognizes agriculture as an appropriate subject for promotion by the Federal Government, and the fifth to provide permanent grants from the Public Treasury to be used through the system of State institutions established by the Morrill land grant of 1862.

The act provides that, "in order to aid in diffusing 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," there may be inaugurated in connection with the colleges receiving Federal aid under the Morrill Acts agricultural extension work to be carried on in cooperation with the Department of Agriculture. This work is to consist of

the giving of instruction and practical demonstrations in agriculture and home economics to persons not attending or resident in said colleges in the several communities, and imparting to such persons information on said subjects through field demonstrations, publications, and otherwise.

For the maintenance of the work there is permanently appropriated $480,000 per annum, or $10,000 for each State which accepts the provisions of the act. In addition, there is appropriated $600,000 for the second fiscal year of its operation, and for each year thereafter for seven years $500,000 additional, until a total of $4,100,000 is reached, which with the $480,000 makes a total of $4,580,000, and continues as a permanent annual appropriation. Unlike the initial appropriation of $480,000, these additional appropriations are to be allotted annually to each State by the Secretary of Agriculture in the propor

tion that its rural population bears to the total rural population of the United States. These appropriations are also conditional upon the provision by the States of an equal sum for maintenance of the work, supplied by direct appropriation or by contributions from the county, college, or local authorities, or from individuals within the State. No part of the appropriation can be used in the purchase, erection, or repair of buildings, the purchase or rental of land, college course teaching, promoting agricultural trains, or other purposes not specifically authorized, and not more than 5 per cent for the printing and distribution of publications.

The funds carried in the Smith-Lever Act are not appropriated directly to the Department of Agriculture, as its funds to dispense among the States, and they are not given to the States unconditionally. They are designed "to provide for cooperative agricultural extension work between the agricultural colleges in the several States * * * and the United States Department of Agriculture." The department receives no portion of the funds appropriated under the extension act, but these are paid semiannually to the State authorities on the warrant of the Secretary of Agriculture, who is charged with the proper administration of the law.

Heretofore the department's demonstration work has been conducted in part independently of the agricultural colleges. No uniform plan has been followed, and the varied activities in extension lines have not been definitely brought together and administered through one departmental agency. Such an administrative agency has now been established for the present through a States-relations committee, and to it will also be assigned the general administration and supervision of the new extension fund under the Smith-Lever Act. There will thus be for the first time a single central agency in the department that will deal with the extension work of the department and with the extension divisions of the several colleges.

EDUCATIONAL WORK OF THE OFFICE OF EXPERIMENT STATIONS.

During the year 1913-14 the Office of Experiment Stations has continued to follow and record the progress of agricultural education throughout the world. Abstracts of important textbooks, manuals, and other publications relating to agricultural education, together with notes on the agricultural colleges and schools in this and other countries were published monthly in the Experiment Station Record. The office published two Farmers' Bulletins, one dealing with the "Collection and Preservation of Plant Material for Use in the Study of Agriculture," the other with the "Collection and Preservation of Insects and Other Material for Use in the Study of Agriculture." It prepared and published the annual statistics and organization list of

the agricultural colleges and experiment stations; it prepared for publication a "List of Institutions in the United States Giving Instruction in Agriculture," "School Lessons on Corn," "Laboratory Exercises in Farm Mechanics for Agricultural High Schools," "First Lessons in Crop Production," and "Directions for Correlating Agriculture with the Public School Subjects in the Southern States." In addition to the above editorial work, considerable progress was made in the preparation of literature to be used by teachers giving instruction in agriculture in the rural elementary schools. These publications are cooperative projects and are chiefly based on the publications of the Department of Agriculture and the State experiment stations.

A definite beginning was made on the preparation of illustrative material for use in agricultural schools, including charts, photographs, lantern slides, moving-picture films, etc. Exhibits of such material were prepared for use at teachers' institutes and other educational meetings.

Special sets of lantern slides with lecture outlines accompanying them have been prepared for school use. These slides cover the common types and breeds of farm animals.

One of the important problems which has recently developed in agricultural education is the question of the use of land in the teaching of agriculture in secondary schools. The office therefore undertook during the year to study this special problem in agricultural education in cooperation with the American Association for the Advancement of Agricultural Teaching. The problem in agricultural education studied in cooperation with the Association of American Agricultural Colleges and Experiment Stations was advanced farm practice as insisted upon for graduation by agricultural colleges.

A card directory of American teachers and investigators in agriculture has been revised and now contains about 2,600 names. This directory is maintained for the convenience of agricultural colleges and other institutions seeking trained teachers and investigators.

CHAPTER XIII.

EDUCATION FOR THE HOME.

By BENJAMIN R. ANDREWS,

Assistant Professor of Household Economics, Teachers College, Columbia University, New York City.

CONTENTS.-I. Introduction.-II. Status and program of education for the home: A. Fundamental principles. B. Kindergartens and kitchen gardens. C. The elementary school. D. The high school. E. Rural schools. F. Teaching household arts without a special teacher. G. Vocational education laws and the home. HI. Aid from the State government in the teaching of home making. I. Standards as to certification of teachers of household arts. J. Training of teachers of home making. K. Continuation instruction in home making. L. State schools of home making. M. Special schools of home making. N. The technical institutes and education for the home. O. Colleges and universities. P. Popular education for home betterment.-III. Local progress in education for the home: A. Progress in elementary schools. B. Progress in high schools. C. Progress in practical work. D. Progress in vocational classes. E. Progress in normal schools. F. Progress in the colleges.

I. INTRODUCTION.

The superintendent of public instruction in one of the States in which the teaching of home making in public schools is compulsory writes that

The introduction of domestic science into the course of study has led to new interest in domestic pursuits, has increased the efficiency of young housewives, and has led to improvement in the general health.

These, at any rate, are the results now sought in every State of the country through the program of education and of popular efforts for home betterment. It is not that our people feel that the home is tottering and needs support, but that the gospel of education for service, as the national movement for vocational training might be called, includes the home-making vocation as an object equally worthy of educational attention with agriculture, industry, and

commerce.

This education for the home has already made a place for itself in over 250 American colleges and universities, 159 normal schools, and 2,500 high schools, and probably as many more elementary school systems. Its educational place is already defined by laws, both permissive and mandatory, regarding teaching for the home; by legal standards as to who may teach; by systems of State and Federal aid to local schools; and by a growing educational and scientific literature, based upon laboratory and field studies of scientific workers now available for the guidance of those who teach.

Significant, too, is the great popular movement running parallel to this educational one, which attempts to reach the out-of-school

multitudes of home women with a knowledge of better home making. This movement involves many government activities, local, State, and National; it calls upon colleges and universities for extension classes and popular bulletins; it includes numerous social enterprises, the churches, settlements, charity societies, housekeeping centers, welfare societies such as those on infant mortality and housing, women's clubs, and parent-teachers' associations; it expresses itself through a great popular literature of books on the household and household periodicals; and finally, it is now taking the efficient form of continuation schools for home women, organized in connection with the public schools.

It is as though the country with one accord were saying to the housewife and home maker:

You who serve in this most significant social post, the home, are now to have the best possible preparation, the assistance of science, of schools, and of visiting teachers, that your service to your family and to the State may be the best of which you are capable.

SUBJECT MATTER AND METHOD IN EDUCATION FOR THE HOME.

Home economics has been defined as

the study of the economic, sanitary, and æsthetic aspects of food, clothing, and shelter, as connected with their selection, preparation, and use by the family in the home or by other groups of people. 1

1

The three divisions of food, clothing, and shelter are fast being supplemented in many schools by a fourth, household management.

There is at present a confusing use of terms to indicate this field of teaching and its subdivisions, such as domestic science, domestic art, domestic economy, household arts. The new vocational education is apparently to use only terms that indicate unequivocally the trade or professional aspects of the situation; the terms home making, housekeeping, and household arts certainly have that connotation. The sub-titles will doubtless be found in the practical working divisions of the household, such as cooking, sewing, cleaning, house care, child care, marketing, account keeping, management, family, social life, etc. These processes, controlled and re-directed for increased efficiency, health, and human happiness, constitute the subject matter to be taught in vocational education for the home, not the detached sciences of nutrition, sanitation, and the like. Training for wage-earning employment in the household has been classified as a part of industrial education; on the other hand, the more academic titles, such as home economics and domestic science, will probably continue in use in academic schools and colleges.

1 "Syllabus of Home Economics," American Home Economics Association, Roland Park, Baltimore, Md. 1913, 8, 69 pp. 50 cents.