The Ocala evening star. [volume] (Ocala, Fla.) 1895-1943, 1911-09-19

Faulty Education Is the Chief Reason
for Their Preferring City Life to
the Farms
tBy ]. J. Vernon, College of Agricul-
ture, Gainesville, Florida.)

There are many reasons for the boy
leaving the farm. Many reasons have
been presented and many remedies
suggested. After observing conditions
and studying the problems of rural
life for years, the writer Is of the
opinion that the principal trouble lies
with our educational system and its
operation.
The farmers education was, in his
day, faulty in both school and at
home on the farm. So also is the ed
ucation of the farmers boy today
faulty both in school and at home
the farm. What are some of the faults
with the system and its operation?
First, the country school rule
does not really and with due earnest
ness give instruction in agriculture
and rural life.
Second. the school is usually taught
by teacher who does not know much
about agriculture and nothing
about rural problems-really out of
sympathy with the environment.
Third, most of the text books are
written by those who possess as little
knowledge about and interest in coun-
try life as the teacher and, therefore,
the text books usually reflect their at
titude on the subject and wofully fail
to meet the needs of the rural boy.
Fourth, the school house is often
attractive and uncomfortable and the
appearance of the grounds is consid-
cred of little or no consequence.
Fifth, the school term is too short.
Sixth, when an ambitious boy
finishes the country common school he
must go TO town or city for further
| instruction. with agriculture even
more strenuously barred, and there
the job is finished and he is thorough
ly weaned from the old home and the
old farm.
Seventh, on the farm often he is
drudge and he must pick up infor-
nation by observation and hard
| knocks. Pocket money to him is
problem that would be worthy the
metal of a financier.
| Is the picture overdrawn? Are not
| the statements correct?
| However, if one takes the liberty Of
| criticising he is in duty bound to sug-
gest remedies or better way. Here
| it is.
| First, teach agriculture and prob
lens of rural life every day, every
year. not relegate it to one grade and
| the last month of the term
| Second, employ a teacher who knows
| something about agriculture will
| learn, but what is vastly of greater
| Importance, manifesrs a lively interest
| in the problems. difficulties and needs
| of the community in which the school
| is situated.
| Third, adopt and use text books pre-
| pared by agricultural men (in coopera-
tion with good writer's if need be- who
| understand rural problems and are in
sympathy with rural life.
| Fourth, make the school house both
| comfortable and attractive. and beau
tify the grounds.
| Fifth. lengthen the term to a full
| school year.
| Sixth. provide agricultural high
| schools under rural environment and
rural supervision where the boys may
| continue their preparation for life
| work the farm. far removed from
| the distracting influences Of town and
| city life. that heretofore have proven
so fatal to the aspirations of the
| rurally inclined boy reared on the
| farm.
Seventh. take the farm boy into
partnership. giving him an interest
that will gradually develop the idea of
Ownership in its proper light and
knowledge and love of rural life
Eighth, provide wholesome sports
for the boys in the home community
and give them time at regular inter-
wales for recreation.
VIII it work? Try it. 1t cannot
possibly give worse results than the
present system has given, nor can il
produce less efficient farmers.
The percentage of boys leaving the
farm will be materially reduced. Fur
! - iS n y
moment is the practical certainty that