Where Democracy Thrives

WHERE DEMOCRACY THRIVES By P. V. Cardon, Editor "Utah Farmer" One of the most wholesome and at the same time hopeful features of agricultural education in America is that it is extended to all races, on the basis of full equality. In our agricultural colleges one may find students from almost every nation in the world — here a Turk, there a Philippine now a young farmer from the Transvaal or from the Punjab, again a Costa Rican; or it may be a youth from China, Japan, Russia or Greece. They come to America from all corners of the globe — and, mostly, they are young. Youth, it seems, is sent forth to learn the ways of farming in the new world, in the hope that youth will return to its native land and promote agricultural development. Or go into the farming sections of the various states of this Union and visit with the county agents or the home demonstration agents long enough to get at least a general conception of the human types with which they deal in the daily round of their duties. In Louisiana, for example, you will find the Parish Agent, corresponding to the County Agent in all other states, making his rounds among the negroes, just as faithfully and in quite the same manner as he works with the whites. And what is true in Louisiana is true also in other southern states, or wherever negro farmers are to be found. West- ward, you will find these county agents of our federal and state edu- cational agencies working for better agriculture among the Mexicans of Texas, New Mexico, Arizona, and California; and where Indian tribes come within their province, these agents through their own organizations, or in co-operation with the Indian Agencies, strive to advance Indian agriculture, also. In all other states, as well, agricul- tural instruction is carried to the farms of all men, whatever their nationality. The democratic ideals in which this nation was conceived continue to thrive in our fertile soils, nurtured by trained men and women whose hearts are in their work. A better example of the rich character of this kind of service has never come to the writer's attention than that which he saw recently at Fort Duchesne during the Uintah Basin Industrial Convention. Approximately four thousand Whites and nearly seven hundred In- dians had gathered at the old fort, with the lofty purpose of trying to learn more about the farm problems of their wonderful Basin and to determine upon what plan all communities could co-operate for the advancement of "Utah's Eastern Empire." Noted speakers were present, men and women who are trained in regard to this or that phase of agriculture or in rural home life. After the first session, at which much of good was spoken, it became apparent that most of the Indians, unable to follow the speakers in English, were not getting as much as they should or would like to get from the various lectures. An arrangement was made, therefore, whereby the Indians could as-

WHERE DEMOCRACY THRIVES 521 scmble by themselves and listen to lectures interpreted for them by members of their own tribe. In keeping with this arrangement, the "bucks" met as a group in the grandstand at the baseball park, while the "squaws" formed a picturesque circle upon the grass in a nearby shady nook, their papooses swinging from their shoulders or rolling at their feet. At first, the Indians were reluctant to gather in this manner and it took a long time to persuade them that the plan was designed for their benefit. One of them advised the writer that their reluctance, unfortunately, was born of a fear that the Whites were going to try to get the Indians to do something that would still further reduce the red-man's heritage. This fear was finally allayed, however, and the Indians thereafter sat attentive, but stolid and expressionless, while the different lecturers, through interpreters, delivered their messages. The men were instructed in modern methods of irrigation, and water conservation; in the selection and care of good dairy cattle, and in the housing and feeding of poultry. The women seated around the lecturer or demonstrator, were instructed in the care of the teeth, the essential sanitary precautions to be observed in nursing the sick, the relative nutritive value of foods and their place in the diet; they were also instructed in the art of plain sewing and dress fitting, a subject in which they seemed especially interested. It was extremely difficult to gain an accurate estimate of the manner in which these lectures and demonstrations were received by the Indians, since so few of them could converse in English, and still fewer of them would even attempt to express an opinion. In con- versation with the more intelligent and better educated Indians, how- ever, enough was learned to suggest that red men are not far differ- ent from white men when it comes to sitting through lectures. A few of the Indians enjoyed the lectures and learned much of value to them; indeed, they were anxious to attend more meetings of this kind. Most of the Indians were amused, but not particularly interested. A few were plainly bored and hurriedly left the group at the close of the meeting. They probably would not have been present had it not appeared to be the proper thing to do. So far as actual accomplishment is concerned, therefore, it is unlikely that all the Indians were directly benefited by the instruction given, but the same might be said of the white people who gathered in larger groups to hear lectures on the same subjects. The best that can be hoped for is that among the Indians there were some who learned, and that they will carry the knowledge thus gained back to their farms and apply it in daily practice. If they will do this, the results of their better farm-and-home practices will soon be apparent to other Indians who in turn will adopt them. Community leaders must be depended on among Indians as among all other races, and to reach these leaders effectively is the aim of all extension workers, whether in agriculture or the social sciences.