Congressman Gould and the Farm Bureau 
The Thirty-sixth Congressional District of New 
York State is represented by Hon. Norman .7. Gould. 
This district is essentially agricultural, covering the 
counties of Wayne, Ontario, Yates, Seneca'and Cay¬ 
uga. While there are some manufacturing towns in 
this district, the great majority of the people are 
engaged in farming and fruit growing. That being 
so, the public was surprised when Congressman 
Gould launched out in a bitter attack upon the Farm 
Bureau. He charged the Bureau with being an arbi¬ 
trary organization which is trying to increase prices 
by restricting production, “absolutely dangerous to 
the health and well-being and prosperity of the 
country.” There is more of it, and it seems like 
strange talk for a man who is supposed to represent 
an agricultural district where the Farm Bureau is 
strong. It seems evident that Congressman Gould 
has some other reason for all this bitterness beside 
his intense desire to keep down prices of farm pro¬ 
ducts. It is said that he represents certain manu¬ 
facturing enterprises which fought the Farm Bureau 
on national legislation. Whatever his reasons may 
be. he does not properly represent a farming district 
in which a good majority of the people are farmers. 
Naturally we have been waiting to see what the 
State Federation of Farm Bureaus has to say to this 
insulting attack upon their organization. The sec¬ 
retary now makes public the following statement: 
The board of directors of the New York State Federa¬ 
tion of Farm Bureaus, in regular session, has gone over 
very.carefully your recent statements concerning the ac¬ 
tivities of the Farm Bureaus, and more especially the 
American Farm Bureau Federation. Tt. is the unani¬ 
mous opinion of the board that, you must, be either gross¬ 
ly misinformed as to the real plans and purposes of the 
organizations in question, or that you are deliberately 
misrepresenting these. 
We do not believe that you can justify your position, 
denying the right of farmers to interest themselves in 
making a study of one of the biggest problems concern¬ 
ing their business, namely, that of marketing. Farmers 
individually and through their organizations are out for 
nothing but a square deal for agriculture. This must 
result, or else farming cannot continue to compete with 
other business. Not only is the production of food the 
biggest business in the country, but it is one in which all 
people—consumers in the cities and towns, as well as 
farmers—are vitally interested. 
Therefore, this board; representing 57,000 farmers of 
the State., respectfully calls your attention Po the need of 
your getting acquainted with Farm Bureau work and 
representatives in your own State, in order that you 
■may become better informed and thus more correctly 
represent your constituents. 
That is too much like milk and water to suit the 
men and women who have been willing to fight for 
the Farm Bureau. Is the organization afraid ot 
Congressman Gould? T’nless it can put more of a 
punch into its fight nine people in 10 will conclude 
that Mr. Gould has them under the whip. Mr. II. S. 
Fullager of Yates County seems to be made of sterner 
stuff. Here is part of a letter he wrote Mr. Gould : 
In the article referred to you condemn the American 
Farm Bureau Federation for their efforts to stabilize 
prices and promote a better distribution in order to dis¬ 
pose of a possible surplus. You claim that the Federa¬ 
tion is making an effort to hold food products, and de' 
crease production, in order to arbitrarily double the 
prices of these commodities. This is absolutely untrue. 
Even were it true. I want to ask you, Mr. Gould, who 
has a better right to regulate production than the 
farmer? 
The coal operators curtail production in order to cre¬ 
ate an artificial shortage. Result—the public is unable 
to get coal at any price. Did you or Congress say any¬ 
thing? Woolen mills, cotton mills, in fact nearly all 
manufacturers, are doing little or nothing, leaving the 
raw material that they should use in the producers’ 
hands. This you no doubt think perfectly proper. 
I wonder how long you would continue to make a 
certain line of pumps for the farmer when it was plain 
to you that there would be a surplus and you could not 
see a possible profit; and I want to remind you. Mr. 
Gould, that it will be mighty few pumps you will sell 
unless the farmer does make a profit. 
You condemn our organization because we desire to 
control our own products. Who, in the name of justice, 
has a better right than the farmer? Surely not the food 
speculator or profiteer! You criticize the County Agent 
for supposed activity in the matter. I wish to advise 
you that the Federal or State paid agent has nothing to 
do with either the State or American Farm Bureau Fed¬ 
erations. Another matter seems to bo worrying you 
quite a little; that is the activities of the farm organi¬ 
zations relative to matters of legislation. Organized 
industry asks for special facts; also organized labor, not 
only asks but demands special legislation. Why, then, 
pray, has not organized agriculture the same right to 
ask or recommend certain laws that they believe will be 
of benefit not only to their own business, but to all co¬ 
related interests? 
It is about time the Farm Bureau members of the 
Thirty-sixth District woke up and decided whether 
their organization will fight or fall down. Here is 
their chance to put up a good battle, with the issue 
clear and unmistakable. Does Congressman Could 
fairly represent the farmers of the Thirty-sixth Dis¬ 
trict? If not, what is he in Congress for? 
Automatic Payment on Roadside Markets 
Are there any bulletins on roadside selling of fruits, 
etc Has anyone succeeded by selling fruit in pack¬ 
ages with prices marked, with a notice to deposit 
money in a box without an attendant? The sign in 
large letters reading thus: 
NOTICE 
“Take what you want. The price is marked. 
The RURAL NEW-YORKER 
Deposit the exact amount in the box. We 
trust your honesty.” 
c. H. p. 
The New Jersey College at New Brunswick and 
the Massachusetts College at Amherst have issued 
bulletins and leaflets on roadside marketing. This 
business has been greatly developed in these States. 
As for the self-payment methods we shall have to 
call for reports from people who* have tried it. At 
some of the fruit growers’ meetings we have noticed 
cases where a basket or barrel of apples was left 
open. At the side was a small box with an opening 
at the top. There was a sign something like the 
following: 
“Two apples for five cents. Help yourself and 
put the money in the box.” • 
There was good patronage; several barrels of 
apples were sold, and we understand that practically 
all customers put up the cash honestly. We think 
this plan, with some changes, could be developed at 
most public meetings, and result in a great increase 
of fruit sales. How it would work on the roadside 
market is a question. From our experience with 
car drivers on the road, we think the great majority 
of them would pay honestly. There are some of 
them, however, mean enough not only to steal the 
fruit but rob the box. Has anyone had real experi¬ 
ence? 
Notes on the Rural Schools 
What the Rural Schools Need 
Having taught in the rural schools for the past four 
years, 1 think I could suggest something for their im¬ 
provement. First. I would suggest, leaving out physical 
training, as we have an overcrowded schedule now. 
Next, better equipment to work with, such as more grade 
library books, maps, ete. Also that trustees and others 
interested in schools take more interest in the schools 
and see that they have more supplies. 
ELIZABETH HOLEETT. 
What do we want in rural schools? We want the 
Bible—the reverent daily reading of a few appropriate 
verses without comment, followed by a thoughtful saying 
or the Lord's Prayer in unison. We want the funda¬ 
mentals of practical knowledge thoroughly taught, so 
that an average pupil is fitted for life’s work, if neces¬ 
sary, without the disadvantage of being so poor a reader 
that it is torture to listen; so poor a speller that many 
of the most common words are mutilated; so poor a 
writer that the reader must guess; so poor in figures 
that no calculation is certain; so poor in geography 
that they can locate but few places in their own State, 
often unable to bound correctly their home town. 
(REV.) J. W. BAKER. 
I ask myself, “What right have you to say anything 
about the schools? You do not pay ‘school tax,’ you 
have no child or grandchild in the schools.” And I 
reply, I first taught a rural school of 23 pupils with 41 
classes, having frequently to conduct two classes at 
once. It. was a graded school, graded all the way from 
the first reader through the whole curriculum to algebra, 
rhetoric and physiology. (The pupil who took the 
higher branches taught the school the next season): 
Since that time T have taught in academy, gramrnai 
school, high school and business school, find have had 
a little to do with teachers’ institute work. 
From my observation of results I am inclined to think 
there is too much “Regents” and not enough “teacher” 
in the rural school. One who is “apt. to teach” will 
show results under any condition. The true teacher will 
develop thinking. From what I hear from the pupils, 
young and old, fill real thought is couched in this: “Did 
you pass?” 
Shall we have “town school” and have it graded and 
pool the school taxes and hire some safe man or men 
to “gather the children in.” or shall two or more dis¬ 
tricts invite and employ a teacher, or teachers, if more 
than one is needed? My little brother walked five miles 
to school when he was 13 years old, and neither trolley 
nor auto to help him. in 1853. A little “golden rule” 
well mixed with common sense and home rule without 
any red tape could prove that “where there is a will a 
way will be found.” Cut the “padding” out of the cur¬ 
riculum. Teach thinking in both reading and spelling, 
also in writing, and teach reasoning in arithmetic. 
Teach thinking by conversation about, geography and 
history. Teach thinking by composition. Pupils learn by 
“rote” and by hearing others recite, but knowledge 
acquired that way does not require much thinking. A 
school should turn out scholars—not pupils. h. J. R. 
New York. 
The superintendents are sometimes responsible for 
poor rural schools. Some of them are not on the side 
of the child or of the taxpayer, but favor the “organiza¬ 
tion” and the methods formulated in Albany. Anyone 
can teach school who is a friend of the superintendent. 
More than once I have known a person with only a 
permit to get a good school, while real teachers, but of 
independent mind, had no school That is one reason 
for poor schools. Many of these superintendents never 
could hold the office if it were left to n popular vote. 
TEACHER. 
I would like to plead for the small country school as 
it exists. I cannot see why there is so much agitation 
on the subject. They are doing fine work, and will con¬ 
tinue to do so if this persecution, which seems to be 
boundless, can be stopped. We have a scho< 1 of 13 
pupils, and our superintendent says they are making the 
finest record of any in three townships. We ask a 
chance for our children to learn the three R’s first, 
hoping all things will come after for them in the way 
of education. We are not worrying too much about 
high school, but we must have a foundation on which 
to build. Deny us a school within walking distance of 
our homes, and many delicate children will grow up in 
ignorance. Regular attendance at school counts more 
than all e’se. Lacking that, pupils lose interest in their 
Studies. When the perfidious township law prevailed a 
601 
small village in our town paid a school tax, 11 mills 
the average rate. Previously they paid a tax rule of 
17 mills, and we paid 5(A mills. While our tax rate 
increased three times, theirs decreased six mills. Their 
school building, only large enough for village needs, has 
bonded indebtedness. Where did we come out? It is 
Plain where the origin of country school trouble is. The 
700 small villages of this State are trying to put one 
over on those despicable animals, the American farmers. 
Our enemies give themselves away when they talk again 
of inequalities of taxation. There is no occasion for 
that complaint, as weak districts receive more State 
money than those that are financially stronger. Phil¬ 
anthropists, country taxpayers, fathers and mothers, 
come to the rescue, and it will be a case of when Greek 
meets Greek. Let the slogan be, “Keep the schools out. 
of politics and give us home rule.” e. 
New York. 
What Country Schools are Facing 
1 he recent work of the State Education Department 
and the associations of public school teachers at Albany 
in securing increased pay for teachers was so well done 
that trustees and boards of education of country schools 
are now facing a situation that taxes their wisdom as 
severely as the support of these schools is taxing the 
resources of those who maintain them. During the war 
the great demand tor clerical and industrial workers 
and the enormous, though temporary, wages paid in 
these fields drew many teachers from school-rooms to 
desk and shop, and there was unquestionably a very real 
shortage of available teachers. This situation was skill- 
lull^ taken advantage of, and a State-wide propaganda 
in favor of teachers was launched and carried on with 
wonderful effectiveness. The teaching profession is also 
credited with having maintained at Albany a lobby that 
fairly outclassed in efficiency that of any other interest 
represented there. 
As a result of these efforts State laws were passed 
compelling a minimum payment in salaries considerably 
in advance of the schedules then in force, and these laws 
met with general approval, the greater part of the people 
having come to believe that teachers’ compensation had 
been too low. The effect of the movement did not stop 
there, however. It. is not difficult for any class to per- 
suade itseli that the value of its services is underesti- 
mated, that its hardships are not understood, and that 
its remuneration is insufficient, and the teaching pro- 
1S - shovviD '£ Rself no exception to the general rule 
W hue wise enough to have stopped concerted and gen¬ 
eral agitation for still further increases in pay, lest a 
revulsion in public feeling should sweep away what they 
have already gained, those who are charged with the 
*, y nrmK , tf ‘ ach( ‘ rs fo1 * t* 1 *' coming year are finding 
that these teachers are still a long way from regarding 
their salaries as having reached the upward limit. Dis¬ 
trict school teachers, frequently green girls with a little 
more than a common school education themselves are 
demanding from $20 to $30 for a five-day week in the 
little red schoolhouse where from five to 15 pupils 
gather daily. Grade teachers in village high schools are 
dissatisfied with less than from $000 to $1,300 for 40 
weeks of work during the year, and high school teachers 
with normal school or college diplomas expect from the 
tatter sum up to a limit that has not yet, been fixed, but 
whieh the public is beginning to suspect is the sky. 
There could be no objection to these salaries if there 
was any way of paying them save by levying taxes that 
in many instances are little short of confiscatory. The 
salary of the teacher, which looks so small to him, would 
be close to wealth to eight out of 10 of those -who are 
compelled t<> pay it from the meagre incomes of farm or 
shop The sustaining territory of nearly all country 
schools is small. Property valuation in a considerable 
proportion of them is ridiculously insufficient to meet 
the demands of modern educational institutions without 
a tax assessment that goes far beyond reason. Country 
schools are housed in buildings that discredit the com¬ 
munities supporting them, and the equipment is far 
below that needed for good work, but there can be little 
or no improvement in either without laying insupport¬ 
able burdens upon already overtaxed property. In some 
districts the tax levied for the support of a school of 
perhaps less than a dozen pupils is almost unbelievable 
\ lllage high schools fare little better. They draw 
support from larger areas, but much more is expected 
of them. The modern village high school is the equiva¬ 
lent of the college of a generation ago. Not only must 
it teach the arts and sciences, extending even to higher 
mathematics and modern languages, but vocational 
courses are being added. Music must have its special 
teacher, and what old-fashioned people knew as calls- 
thenies has developed into something requiring the over¬ 
sight of a trained director known as the physical in¬ 
structor. A course in home economics must be given if 
the school is to be up-to-date, and vocational agriculture 
is being looked to as the long-sought savior of a depopu- 
‘ l, Vi countryside. \\ hat.^ the Education I department 
will yet declare to be indispensable in the curriculum, 
if a school is not to forfeit its share of the public 
money, is unknown, possibly even at Albany, but the 
writer recently heard a prominent educator declare that 
a child who showed talent with the violin had as much 
right to have that talent developed at. the expense of the 
State as another had to be taught arithmetic. The 
hurdygurdy may yet be hung over the dictionary, and 
may be ( ! ann(1 ^ ^0 the accompaniment of the flute. 
All these things are splendid, and indicate a better 
public conception of what education really is, hut how 
are they to be paid for? The race between the educator 
and the tax assessor is headlong, and neither is allowed 
to keep a lap ahead of the other. There are mutterings 
"f a coming storm in which the people will declare that 
there is a limit to.public expenditures for educational 
purposes, and a point beyond which it is not the duty 
of the State to go in providing for the training of the 
young. The overwhelming defeat of the Education De¬ 
partment in the recent battle over the township school 
system, in which, by the way, the writer believes that 
the Department was more nearly right than the public, 
shows that, the people still have the whip hand. The 
continued pushing upward of teachers’ salaries and other 
expenses have brought school directors face to face with 
tax problems which they do not know how to solve. 
Further increases will almost certainly bring about a 
solution that will cripple the nresent efficiency of the 
schools. m. b. D. 
