BRINGING BACK CITY PEOPLE TO THE FARM H This is what the State Institute of Applied Agriculture is doing on Long -- Island How it teaches boys and girls the actual work of farming BY JAMES MALCOLM an OW to prevent depopulation of the rural districts and congestion of the cities, is becoming increasingly serious problem. The question is as old as civilization. The ancient Greeks were accused of neglecting the corn fields for the pleasures of the circus; of leaving the village for the allurements of the city. England, France and Germany have for centuries tried by all manner of legislative devices to encourage farmers to remain on the farm and to lure city dwellers back to the land. These efforts have gone on for centuries and still the current of human life has been constant and resistless from the rural to the urban districts. Early in the history of the United States there was no need to encourage the residents of cities to go into the country. For the first quarter of a century following the Revolution the problem which had so long been persistent in the old world had not asserted itself on this side of the Atlantic. For the past half century, however, the same trend of population which afflicted and still afflicts Europe has been observed in the United States. The result is that thousands, upon thousands of volumes have been written upon the subject in an attempt to account for the drift of population cityward. The difficulty which farmers experience in obtaining reliable and competent farm hands is now an old question and remains unsolved in this country. Farmers have found it difficult and in many cases impossible to persuade men to leave the city to help on the farm. This was especially felt during the trying years of the great war. In spite of the fact that high wages and other inducements were offered, farm labor was scarce and grew scarcer as the war continued. About forty years ago State agricultural colleges were organized as one of the means of not merely lifting agriculture to a higher plane, but of making it a more attractive occupation for our young people. At that time practically ninety percent of all the students studying agriculture came from the farms and had farm experience. They studied agriculture during the fall, winter and spring and returned to their farms during the growing season. Undoubtedly the influence of these colleges has been to make farming a more attractive occupation but the effect has been small and has not in any appreciable degree prevented the drift of young men and women from the country to the city. The complaint of those who have analyzed the question is that agricultural colleges have turned out theorists rather than practical farmers. New York State has seven agricultural schools and colleges located at Alfred, Allegany county; Canton, St. Lawrence county; Cobleskill, Schoharie county; Cornell, Tompkins county; Delhi, Delaware county; Farmingdale, Nassau county; and Morrisville, Madison county. The State Institute of Applied Agriculture, with emphasis on the applied, located at Farmingdale, Long Island, is a departure in policy and practice from the ordinary farm college. Until recently it was known as the New York State school of agriculture. Here are the essential points in which the Farming dale institute differs from other colleges of its kind. Albert A. Johnson, director of the institute, who acquired his knowledge on the farm as It is the only State agricultural educa- well as in an agricultural college at Madison, tional institution in the country: That is operated twelve months of the year. That does not employ farm labor, the students doing all of the work. Where the practice and theory of agriculture are combined throughout the whole course. Wisconsin, is endeavoring to live up to the foregoing which may be said to be his platform of principles. He believes that students of farming ought to come from the cities as well as from the country. Thus far Where the greatest population exists within sixty-five his theory is being worked out satisfactorily miles of the institution. Where the entire farm is used as a laboratory and the students have a share in all kinds of farm work under the constant supervision of practical and trained instructors. Where the selection of machinery, tools, etc., for the students is made with reference to conditions on the ordinary farm. Where the purpose is to bring back the independence of the American farmer by training his hands as well as his head to do his own work. To so educate the students that their value to the employing farmer will be increased and enable him to pay higher wages than now earned by the untrained laborer. To educate and train girls in farm and domestic work so that they will engage with enthusiasm in the duties of the farm. To make the farm as attractive as the city to young people. To encourage high school students of both sexes from the city to learn farming. as about one-half of the 210 students now in the institute are from the cities, many of them graduates of high schools. A survey of the situation developed the fact that the young men and women of New York city and the adjacent metropolis districts were eager to learn the rudiments and practice of agriculture. There parents in some instances had been intensive farmers in Europe and emigrated to the United States settling in New York city. They were eager that their children should return to the soil and the institute offered just the opportunity they were seeking. The institute is established on a 307-acre farm near Farmingdale which is located on Long Island thirty-five miles from the Pennsylvania depot, New York city. The school buildings are placed in the center of the farm to make it easy for students and instructors to go from the class room and laboratory to the field. The group system was designed and laid out by Lewis F. Pilcher, State architect. The foundation has been laid for an establishment which will accommodate from 800 to 1000 students when all the proposed buildings are completed. At the present time there are 210 students, fifteen of whom are girls. Unlike most of the rural residents, the instructors and students at the institute enjoy many of the comforts and conveniences of city life. There is a modern sewerage system, water plant, and heating plant, by which hot water from the central power station is sent underground to all of the buildings on the farm. The institute is the only school of its kind which owns a system of dormitories enabling the students to live in a farm atmosphere throughout the year. The idea is constantly kept in mind of teaching the practice of farming with the most advanced and scientific theory. In planning farm buildings as for instance cow barns, horse barns, chicken houses, dog houses, sheds, etc., typical farm models are used in order that there may be samples for the students to pattern after. If they cannot build a cow barn 130 feet long they can build one 80 feet long with the same cross section. The constant aim is to train men and women to the duties of farm life, not merely the duties of large and expensively maintained farms, but of the smaller and average farms throughout the United States. It is the purpose to educate graduates to become successful farmers with small capital, instead of managers and superintendents who have in their studies emphasized the theory rather than the everyday practice. The carrying out of this purpose is everywhere evident at the Long Island institute. Students are taught to do the work by actually doing it. They learn from actual personal experience to build the buildings; to repair the machines; to drive the tractors; to drive and care for the horses and cattle and do everything that is necessary to be done on small or large farms in the United States. Of the 307 acres, 125 are at present under cultivation. Every year the students are clearing a part of the remainder of the land. The 125 acres are devoted to every type of farming, the aim being to teach not merely a few branches of agriculture but all kinds engaged in anywhere in the country. If a student wants to specialize in one branch as, for example, animal husbandry, fruit growing, poultry, grain growing or any one or more of the numerous branches, he or she is free to pay particular attention to the subjects desired. The entrance requirements to the institute have been so arranged that students who have had at least one year of high school work may complete the full course in three years. Those with an education equal to that of the eighth grade grammar school are admitted to a preparatory course which covers a year and at the end of that time are eligible for the regular course. Upon completion of a full course a diploma is awarded. Three requirements are necessary for graduation: 1. One full year of twelve months work. 2. 213 credit hours. A credit hour is one hour of recitation or two hours laboratory or field work per week continuing throughout the term. 3. Credit for all subjects required in his course. The passing mark in all subjects is 70 per cent. Credits toward graduation are given at this school for work done at high schools, or at other agricultural schools of sufficiently high standing, equivalent to work required at Farmingdale. No charge is made for tuition. There are no laboratory fees. Board and room are furnished to students at actual cost, which at present is thirty dollars per month. Beds are fully furnished but students are required to supply their own towels and soap. Personal laundry is done outside of the school ground at the expense of the student. Those unable to secure accommodations in the school dormitories may find rooms, or room and board, at approved homes outside of the campus. Bees are nice pets NOW ON MY FARM ROMAN FARM Mr. Peters and his assistant, Mrs. Peters and her assistant, student. These cost approximately fifteen dollars per year. Students who are not residents of New York State are charged a tuition fee of $150 per annum, payable quarterly in advance. In all other respects they are on equal terms with resident students. Farm students prove they have talent as cartoonists While it is highly desirable that all students live on the campus, as certain work must be done at early and late hours, in some cases it may be possible for a student to live at home in New York city or adjacent territory. Taxicab service from Farmingdale station to the school now costs fifteen cents and the cross-island trolley line runs from the station to the northeast corner of the grounds, making hourly trips at a fare of five cents. The new concrete highway from Farmingdale past the school affords excellent walking summer and winter. It is a pleasant twentyminute walk to the school from Farmingdale. The climatic conditions are excellent, there being no extremes of heat or cold. The water is pure and soft, coming from a deep well, which is carefully protected from all possible sources sources of contamination. The health records of this community show that no case of typhoid fever has originated here for more than twenty years, and absence of malaria is also marked. The school is located on high ground near the center of the Island, well removed from injurious fogs and malarial marshes, thus insuring excellent health among the students. The buildings are evenly heated with hot water, circulated through pipes from the central heating plant, and are ventilated by a modern system. The life of the students while at the institute is carefully supervised by the faculty. Various activities of a social nature are carried on, under supervision, for the purpose of making life more attractive and developing the social phase of the students' lives. The library is well equipped for supplying the needs of the students. Not only has it an excellent selection of agricultural works, but the English classics, history and economics, have not been neglected. The selection of books has been made with care, with a view to having the students acquire the habit of reading good books. The library is a United States government depository and receives all government publications. These are of great value to the students and faculty, as well as to the public in general. The reading room contains a number of leading periodicals of literary scientific and general interest, also the leading daily newspapers. It is the proud boast of the faculty of the institute that it is in session twelve months of the year instead of the customary seven of other institutions. The work is continued from early morning until late in the evening each day, sufficient time being allowed for recreation. The school is in session six days of the week instead of the customary five. Students do all of the farm work under the close and constant supervision of trained instructors. Instead of following the customary method of having the farm operated by hired help, the farm of the Long Island Institute of Applied Agriculture is the main laboratory and is used as such throughout the entire year. Consideration is given to subjects pertaining to citizenship, English and practical arithmetic. No courses in foreign languages or higher mathematics are given. The social, athletic and recreational life are encouraged. Students have their meetings for social and recreational purposes. At present owing to the lack of means their assembly hall is the upper story of the cow barn. Much is made of the fact that the location on Long Island of the institute, within an hour's ride on the railroad train from the center of New York city, is an ideal one for many reasons. In the first place it is near the tremendous population of boys and girls who can take advantage of an opportunity to obtain an agricultural education. It is the belief of students of the subject that, if the perplexing problems of the farm are to be solved, most of our future farmers must come from the city. Another advantage of the situation is that there are about sixty more outdoor working days in a year on Long Island than in any up-State locality. This is a great |