No. 7. DEPARTMENT OF AGRICULTURE. 68.3 



•to bring- up cliildren, enabling tliem to seeuie the advantages 

 of centers of population and spend their evenings and holi- 

 days in the country in contact with nature and plenty of work 

 instead of idly loafing about town. 



The educational forces of the country include not only the rural 

 school, but also agencies for agricultural colleges, experiment sta- 

 tions, farmer's institutes, home reading courses for farmers, boards 

 of agriculture, and the farm press. With all the good magazines 

 and books attainable, beside the home reading courses, it seems 

 almost a wonder that more country people do not care for a higher 

 education for themselves as well as for their children. 



Secretary Wilson, of the U. S. Department of Agriculture, says: 

 "Our system of education in this country is old-fashioned. Colleges 

 were originally organized to educate preachers; we do educate doc- 

 tors, lawyers and dentists now, but none of our schools furnish 

 farmers the education they need. We must not hope to educate 

 agriculturists, if the study of subjects relating to their profession be 

 delayed until the beginning of the college course. In the primary 

 schools the rudiments of agriculture must be taught." 



Men and women in the country should insist that their families 

 should have as much right to educational and social privileges as 

 those living in cities. Country life has lost its hold upon people, 

 not only because of its lesser economic opportunity, but quite as 

 much because of its lack of educational and social interest and the 

 consequent heart-hunger of both old and yonng. Country people 

 swarm to the social centres, often leaving comparative independence 

 for some inferior position in the city. When asked why he did not 

 return to his good home in the country, a Chicago j^outh replied: 

 ''Because I find more fun in South Halsted street in a week than I 

 would have in two years in the country." 



The importance of the trolley lines, telephones and rural mail de- 

 livery are far-reaching as socializers in a higher sense than they 

 are producers or educators. They give more heart-ease than money 

 value, but at the same time have their educational value. 



A good school is a strong influence in the communit}' to hold 

 young people on the farms. If educational advantages in the coun- 

 try equalled those in the city, there would be far less discontent, 

 more farmers would be educated, more progressive and refined, and 

 the tide w^ould be turned from the city, the young people appreciat- 

 ing the benefits of their country homes, and the blessedness of their 

 acquaintance with natui-e, and the wholesome freedom and inde- 

 pendence of rural life. 



HOW TO BRING UP A RUN DOWN FARM. 



By K M TYSON, King nf Prussia. Pa. 



How to bring u]) a run-down farm is a subject of much moment to 

 the farmer; although thci-e are many farms in this immediate section 

 that are in a good state of fertility, still they have not yet reached 

 their greatest capacity for production. '"He who makes two blades 



