40 



DRY-FARMING CONGRESS, WICHITA, 1914 



teach agriculture, which is an advance, we hope, and will bring handsome 

 results. 



We are optimistic of the future of Wyoming's agriculture. In a recent 

 conversation with a representative of the Department of Agriculture, 

 which is working in dairy demonstrations, he stated that he had never seen 

 a country whose prospects for dairying were greater than those of northern 

 Wyoming. I thank you. 



DEAN JARDINE: 



We have with us this afternoon Doctor Joseph L. McBrien, Specialist 

 in Rural Education for the United States Bureau of Education, whom we 

 had expected would appear later in the sessions, but who is compelled to 

 leave the city soon. He .has been given a place on the program this after- 

 noon in order that we may not miss the message I am sure he has for us. 



DOCTOR M'BRIEN: 



Mr. Chairman, Members of the Congress: I have been greatly inter- 

 ested in the story of material things. I like to see the prosperity of the 

 farmer in crops and in animals, but I come now to speak for the greatest 

 products of the farms, the boys and the girls. 



I very much regret that Doctor Claxton could not accept your invita- 

 tion to speak before you. He would have enjoyed it, and so would you. 

 He was a backwoods mountain bqy who knows what farm life is. But 

 above all, he is interested in the rural schools. 



I regret that my coworker, named on the program for tomorrow after- 

 noon, could not come and give you his paper. While it is a pleasure for 

 me to be with you, I am laboring under some difficulties, for I was re- 

 quested to come on short notice and filled three engagements for Mr. 

 Foght on the way, and by the kindness of your officials, you allow me to 

 appear on your program at this time in order that I may leave tonight for 

 Saint Johnsberry, Vermont. I want your attention for just a little while 

 on the rural schools. 



Address of Doctor McBrien. 

 SOME PROBLEMS IN RURAL EDUCATION. 



The first problem for consideration in rural education is that of funds 

 with which to maintain schools in such a manner as to give the farm boy 

 and farm girl equal opportunity in their preparation for life with the city 

 boy and city girl. In every letter of the words "educational opportunity" 

 the city boy and girl have privileges far superior to those of the farm 

 boy and girl. In funds, in length of term, in equipment, in buildings and 

 grounds, in administration and supervision, in course of study, in efficiency 

 of the teaching force, and in salaries paid, the superiority of the city 

 schools is so far above that of the rural schools as to make the situation 

 pitiful. It has been so desperate in many sections of the country for the 

 past fifteen years, when contrasted with the splendid opportunities of the 

 city school, that it is given more times than any other reason by fathers 

 and mothers for moving from the farm to the city. 



