FARMERS' INSTITUTES. 81 



jiiven rise to soiue very impoi'taiit problems. In 1895, there was found 

 in the great city of New York 40,000 able-bodied men who had drifted 

 into that great city, which was already over-crowded by people who were 

 seeking employment. These men were not criminals, tramps, or paupers, 

 but steady, industrious men who had found their way to this great city 

 for the purpose of improving their condition. This gave rise to a special 

 inquiry into 



THE CONDITIONS OF THE RURAT. POPULATION 



of the state which w^as causing such great numbers to congregate in tl.e 

 cities. We sent out a series of questions bearing directly ujion these 

 points, asking for definite information regarding the value of the land 

 upon which they were living, its depreciation, and causes for such, if there 

 had been a serious depreciation during the past thirty years. The tend- 

 ency^ if there were such, on the part of the people to leave their farms, 

 and the causes which were responsible. As to whether their public 

 schools were as well attended as they w^ere thirty years ago. As to 

 whether faBmers were reducing indebtedness. As to whether they could 

 show any margin of profit on a fair valuation of their lantL As to whether 

 the principles of agriculture were taught in any form whatever in the 

 public schools. 



IT WAS ASCERTAINED 



that seventy-four per cent of the answers obtained indicated a direct 

 tendency on the part of rural people to get aw^ay from their farms. In 

 many instances schools were not only attended by less numbers, but in 

 some of the districts schoolhouses were entirel}^ closed for want of suf- 

 ficient children to attend the school. A careful study was made with 

 reference to offering suggestions upon work that might be done to check 

 this tendency of population to drift so largely to cities. The only sugges- 

 tion which appeared along this line of stud}^ was in the possibilities w-hich 

 education will afford in the solving of some of these very vital problems. 

 If we are ever to hold a certain proportion of the people to the soil, we 

 must make it possible for them, through educatioiial channels, to obtain 

 a larger knowledge of the soil and its requirements, in order that they 

 may be more successful in its management. I do not wish to be under- 

 stood as advocating the teaching of agricultural studies in schools for 

 the purpose of making farmers. I do not believe in that principle, but 

 I believe that it is possible for us to introduce 



THE STUDY OF NATURAL SCIENCES WITH THEIR APPLICATION 



made broadly to the whole problem of living. And as society, made up 

 of all classes in the community, is entirely dependent upon the production 

 .of the soil for their existence Jt is not a question of assisting a class in 

 introducing this line of instruction, but it is in the interest of the entire 

 community. In the very brief time allotted to the discussion this even- 

 ing we will be obliged to go at once into the subject of 

 n 



