The New Education Part 24

When he left school, the boy put it to Professor Smith in this way: "I am goin' to be a farmer. I ain't fitted to be nothing else, and book learnin' ain't helpin' me none. It's just a waste of time. I've got to clear land and work it into a farm. If I was goin' to be a bookkeeper or an engineer, or somethin', what you are teachin' me here might help; but I can't remember that I have ever learned a thing since I got the hang how to figure the interest on a mortgage, that will be of any account to me on a farm. Almost all the boys has got to be a farmer like me. You know, professor, it appears to me like these schools for the people ought to be teachin' the children of the people how to make a livin' on the farm--how to make life better and easier, instead of just makin' us plum disgusted with ourselves."

This experience, standing out among a mult.i.tude of similar experiences, led Professor Smith to an interest in some form of educational work that would help boys and girls in their lives on the farm. The outcome of his thinking and experimenting, combined with the thinking and experimenting of many another capable educational leader, is the club idea for boys and girls alike.

There was a real need for the corn club. For the year 1899 the total corn area in Alabama was 2,743,060 acres. On these acres the farmers secured an average of 12.7 bushels per acre. Ten years later, in 1909, the total acreage had decreased to 2,572,092, and the per acre yield had decreased to 11.9 bushels per acre. Here was a decrease of 170,968 acres in corn; of 4,367,310 bushels in the corn crop; and of .8 of a bushel in the average yield per acre. The boys' corn club movement was started in Alabama in 1909. That year two hundred and sixty-five boys were enrolled. The average per acre yield of corn in the State was 11.9 bushels. The next year the enrollment of boys reached twenty-one hundred; the total yield increased more than sixty per cent.; and the average number of bushels per acre rose to eighteen. The figures for 1911 and 1912 show an increase, though less extensive, in the total acreage and the total yield of corn for each year.

Southern land will grow corn. Properly treated, it will better a yield of twelve bushels per acre, five, ten, and even fifteen-fold. The leaders of Southern agricultural education knew this. They knew, furthermore, that the betterment could never be brought about until the farmers were convinced that it was possible. How could they be shown?

The Farmers' Bulletin had a place; the experiment farm had a place; but if it were only possible to make every farm an experiment farm!

The way lay through the boys. They could be induced to organize miniature experiments in scores of farms in every county, and then the farmers would see!

Backed by a carefully worked out organization, the authorities set out with the deliberate purpose of educating the farmer through his son. If his corn yield was low, he would learn how to get a larger yield. If he raised no corn, he would learn of the spot-cash value of corn. Boys were organized into clubs; directions were given; prizes were offered, and the boys went to work with a will. For the most part they took one acre.

When compared to the yield on surrounding acres, the corn crops secured by the boys are little short of phenomenal. In Pike County, Alabama, where the number of boys engaging in corn club contests increased from one in 1910 to two hundred and seventy in 1912, the average number of bushels per acre grown by the boys rose from 50.5 to 85.3. In the entire State there were one hundred and thirty-seven boys who made over a hundred bushels per acre each in 1911. The average per acre for each of these boys was one hundred and twenty-seven bushels, and the total profit on their corn crop was $12,500.

Records made by individual boys through the Southern States run very high. Claude McDonald, of Hamer, S. C., raised 210-4/7 bushels at a cost of 33.3 a bushel. Junius Hill, of Attalla, Ala., raised 212-1/2 bushels. Ben Leath, of Kensington, Ga., raised 214-5/7 bushels. John Bowen, of Grenada, Miss., raised 221-1/5 bushels. Eber A. Kimbrough, Alexander City, Ala., raised 224-3/4 bushels; and Bebbie Beeson, Monticello, Miss., raised 227-1/16 bushels.[25] These boys were all State prize winners.

There are several things worthy of note about these record yields.

Practically all of the high yields were made on deeply ploughed, widely separated rows. The record made by Bennie Beeson (227-1/16 bushels, at a cost of fourteen cents per bushel) was secured on dark, upland soil, with a clay sub-soil, ploughing to a depth of ten inches, rows three feet apart, hills six inches apart, with ten cultivations. Beeson used 5-1/2 tons of manure and eight dollars' worth of other fertilizer on his acre. The seed corn was New Era. Barnie Thomas, who grew 225 bushels on rich, sandy loam, ploughed nine inches, planted his rows three and one-half feet apart, and kept the hills ten inches apart. He cultivated six times, and selected his own seed from the field. Many of the boys making the fine records developed and selected their own seed. One boy, with an acre yield of 124.9 bushels, cleared six hundred and ninety-five dollars, counting prizes. Another boy, with a yield of 97-4/5 bushels, reports that his father's yield was thirty bushels. John Bowen, with a yield of 221-1/5 bushels, reports the yield on nearby acres as forty bushels. Arthur Hill, with 180-3/5 bushels, reports the nearby yields as twenty bushels.

Such figures, uncertified, would challenge the credulity of the uninitiated. The land on which these record yields were secured had been raising twenty, forty, and fifty bushels of corn to the acre. Over great sections, the per acre average was well under twenty. Into this desolation of agricultural inefficiency, a few thousand school boys entered. Under careful supervision and proper guidance, with little additional expenditure of money or of time, they produced results wholly unbelievable to the old-time farmer. Yet he saw the crop, husked, and watched it through the sh.e.l.ler. There was no magic and no chicanery. He had learned a lesson.

The records cited above are exceptionally high. There were hundreds of others almost equally good. "Twenty-one Georgia club members from the seventh congressional district alone grew 2,641 bushels at an average cost of 23 cents per bushel; 19 boys in Gordon County, Georgia, average 90 bushels, 10 of them making 1,058 bushels. The 10 boys who stood highest in Georgia averaged 169.9 bushels and made a net profit of more than $100 each, besides prizes won. In Alabama 100 boys average 97 bushels at an average cost of 27 cents. In Monroe County, Alabama, 25 boys averaged 78 bushels. In Yazoo County, Mississippi, 21 boys averaged 111.6 bushels at an average cost of 19.7 cents. In Lee County, Mississippi, 17 boys averaged 82 bushels at an average cost of 21 cents.

Sixty-five boys in Mississippi averaged 109.9 bushels at an average cost of 25 cents. Twenty Mississippi boys averaged 140.6 bushels at an average cost of 23 cents. Ninety-two boys in Louisiana grew 5,791 bushels on 92 acres; 10 of these boys had above 100 bushels each, although the weather conditions were very unfavorable in that State. In North Carolina 100 boys averaged 99 bushels. In the same State 432 boys averaged 63 bushels. In Buncombe County, North Carolina, 10 boys averaged 88 bushels. In Suss.e.x County, Virginia, 16 boys averaged 82 bushels. Fifteen boys in the vicinity of Memphis, Tenn., where the business men contributed about $3,000 to aid the work, averaged 127.4 bushels at an average cost of 28 cents per bushel. Many other records in other States were equally good in view of the fact that a drought prevailed very generally throughout the South in 1911.["][26]

Such returns challenge the attention of the most hidebound. These boys got results that exceeded anything that had ever been heard of in their communities. The old folks who had scoffed; the wise-acres whose advice was not taken; and the "I told you so" farmers who had uttered their predictions, all stood aside, while the boys, pointer in hand, taught their respective communities one of the best lessons they had ever learned.

V Canning Clubs

Parallel with the boys' corn clubs are the girls' canning clubs. If the boys could grow corn (in a number of cases the corn contests were won by girls), why might it not be possible to have the girls do something along parallel lines? The idea found expression in the girls' tomato clubs and similar organizations. During 1910, three hundred and twenty-five girls were enrolled in such clubs in Virginia and South Carolina. Dr. Knapp and his fellow workers decided that one-tenth of an acre would be enough for a good garden. Each girl was urged to plant some other kind of vegetable in addition to her tomatoes, and to can surplus fruit. In 1911, more than three thousand girls, in eight different States, had joined clubs and planted their gardens. By 1912 the number had grown to twenty-three thousand girls in twelve States.

Many of the girls put up more than five hundred quart cans of tomatoes from their plots, besides ketchup, pickles, chow-chow, preserves, and other products. Quite a number of girls put up more than a thousand quart cans, and one girl put up fifteen hundred quart cans. Some of the girls, in addition to the prizes, had a net profit of as much as a hundred dollars on their gardens.

The United States Bureau of Plant Industry sets forth the object of the girls' demonstration work as follows:

"(1) To encourage rural families to provide purer and better food at a lower cost, and utilize the surplus and otherwise waste products of the orchard and garden, and make the poultry yard an effective part of the farm economy.

(2) To stimulate interest and wholesome cooperation among members of the family in the home.

(3) To provide some means by which girls may earn money at home, and, at the same time, get the education and viewpoint necessary for the ideal farm life.

(4) To open the way for practical demonstrations in home economics.

(5) To furnish earnest teachers a plan for aiding their pupils and helping their communities."[27]

VI Recognition Day for Boys and Girls

The most astonis.h.i.+ng thing about the club activity is the recognition which it has won wherever it has been worked out on an extensive basis.

The reason for this general recognition is quite obvious, and its effect is no less stimulating.

Public officials and business men have vied with one another in their efforts to reward the winners of county and State club contests. The same bulletin which records the astonis.h.i.+ng figures on corn yields, tells about the things that were done for the 56,840 boys who were members of corn clubs. Fifty-two Georgia boys received diplomas signed by the governor of the State and other officials, for producing more than a hundred bushels per acre each, at an average cost of less than thirty cents per bushel. Business men and citizens generally subscribed liberally money, free railroad transportation, and trips to State capitals. In 1911 the total value of the prizes offered in the South to the boys' corn clubs approximated fifty thousand dollars. In Oklahoma, one thousand dollars in gold was offered to the one hundred and twenty boys making the best record in that State. The State prize winners were sent to Was.h.i.+ngton for a week, where they were received at the White House by the President, and at the Capitol by the Speaker of the House of Representatives. They were presented with special cards of admission to the Senate and House of Representatives, and, when visiting Congress, they were presented to their Senators and Congressmen. By special invitation these distinguished visitors appeared before the Committee on Agriculture at the House of Representatives. They also visited the office of the Secretary of Agriculture. They were photographed, and large diplomas bearing the seal of the Department and the signature of the Secretary were awarded to them.

One does not wonder at the widespread recognition accorded these boys, in view of the fact that their efforts have been responsible for an immense increase in the business prosperity of their respective States.

Once more have educators demonstrated the possibilities of teaching parents through the education of children.

VII Teaching Grown-Ups to Read

The educational work which is being done in the uplands of the South has already received widespread recognition. The slogan, "Down with the moons.h.i.+ne still and up with the moonlight school," typifies the spirit of the upland community.

One might journey far before discovering a more enthusiastic people than the teachers and the scholars of the Southern uplands. The appalling extent of illiteracy among the descendants of Marion's men finds a parallel in their pathetic desire for some form of education.

The Southern hill whites love the old and fear the new. Traditionally, they belong to a past generation; actually, they are reaching out for the better things which the new generation can offer. The moonlight schools are attended by old people and young alike. The struggling colleges, the industrial and technical schools, with their record of privation and hards.h.i.+p, bear eloquent testimony to the genuine efforts which the upland population is making in these early years of its educational awakening.

Every sincere effort among the hill whites meets with instant response.

For the most part, they deprive themselves of the necessaries of life in order that they may send their children to school. Boys skimp and save; girls walk for miles along mountain trails and paths; communities give of the scanty means of their effort for the building and maintenance of schools. Everywhere the spirit of the new education is permeating the Southern upland communities.

VIII George Was.h.i.+ngton, Junior

One teacher, whose years of effort in the Piedmont have brought her the confidence and co-operation of the community, tells of the success of one of her earliest ventures with a boy of thirteen.

The boy's father was bad; his mother slovenly and indifferent. The boy himself was bright and active.

When the time came for him to enter the cotton mill, the teacher protested to his family, but without success. Still there was something that she could do for him, still she saw an opportunity of serving him, and she asked him to come to her home with a number of other boys, for a couple of nights a week, when they sat together, reading, or playing games.

The boy had appeared sullen at first, but toward the end of his school term he showed an active interest. It became apparent that he was particularly clever at languages. None of his lessons troubled him, and, with the a.s.sistance of the teacher, he learned Italian readily, and during the evenings, when the other boys played games or talked, he worked over his Italian sentences with vital interest.

Just before Christmas, during the first year that this boy had spent in the mill, a friend visited his teacher, became interested in her work, and asked if there was any way in which she could help.

"You may," said the teacher. "You may buy Andy an outfit."

The friend went to the city with the order in her pocket,--a hat, a suit, and a complete outfit, new, as a Christmas present for Andy.

On Christmas eve, Andy alone came to the teacher's house. She had not asked the other boys,--partly because most of them preferred to stay at home, partly because she had no such fine present for them as she had for Andy.

"Never in my life," the teacher said, "had I seen Andy clean. I made up my mind that for once he should have a clean body as well as clean clothes."

When Andy came that Christmas eve, the teacher took him into a room where there were towels, soap, a basin, and a new outfit of clothes.

"Andy," she said, "this is your Christmas present from my friend, and now you are going to give me a Christmas present, too. You are going to wash up and dress up."

Andy followed directions, and when he emerged from the room in his spick and span outfit, his hat set side-wise on his wet, newly combed hair, he stood up very straight, surveying himself as best he could from head to foot, and exclaimed,--"Gee! I feel just like George Was.h.i.+ngton." The bath and the new suit were a realization of his highest ideal.

"Andy and I were always friends after that," said the teacher, "and since Andy was the moving spirit among the boys in the village, the boys and I got along well together. It was my introduction to the heart of the community, and it came with Andy's realization of an ideal which he had long cherished."

IX A Step Toward Good Health