THE URBAN TREND
In the preceding chapter we discussed those forces at work in rural life
which tend to drive people from the farm to the city. It was shown that,
on the whole, up to the present at least, farm life has not been as
pleasant as it should or could be made. Some aspects of it are
uncomfortable, if not painful. Hard manual labor, long hours of toil,
and partial isolation from one's fellows usually and generally
characterize it. Of course, there are many who by nature or habit, or
who by their ingenuity and thrift, have made it serve them, and who
therefore have come to love the life of the country; but we are speaking
with reference to the average men and women who have not mastered the
forces at hand, which can be turned to their service only by thought and
thrift.
=Cityward.=--The trend toward the cities is unmistakable. So alarming
has it become that it has aroused the American people to a realization
that something must be done to reverse it or at least to minimize it. At
the close of the Revolutionary War only three per cent of the total
population of our country lived in what could be termed cities. In 1810
only about five per cent of the whole population was urban; while in
1910 forty-six per cent of our people lived in cities. This means that,
relatively, our forces producing raw materials are not keeping pace with
the growth and demands of consumption. In some of the older Atlantic
states, as one rides through the country, vast areas of uncultivated
land meet the view. The people have gone to the city. Large cities
absorb smaller ones, and the small towns absorb the inhabitants of the
rural districts. Every city and town is making strenuous efforts to
build itself up, if need be at the expense of the smaller towns and the
rural communities. To "boom" its own city is assumed to be a large and
legitimate part of the business of every commercial club. This must
mean, of course, that smaller cities and towns and the rural communities
suffer accordingly in business, in population, and in life.
=Attractive Forces.=--The attractive forces of the city are quite as
numerous and powerful as the repellent forces of the country. The city
is attractive from many points of view. It sets the pace, the standard,
the ideals; even the styles of clothing and dress originate there. It is
where all sorts of people are seen and met with in large numbers; its
varied scenes are always magnetic. Both old and young are attracted by
activities of all kinds; the "white way" in every city is a constant bid
for numbers. In the city there is always more liveliness if not more
life than in the country. Activity is apparent everywhere. Everything
_seems_ better to the young person from the country; there is more to
see and more to hear; the show windows and the display of lighting are a
constant lure; there is an endless variety of experiences. Life seems
great because it is cosmopolitan and not provincial or local. In any
event, it _draws_ the youth of the country. Things, they say, are
_doing_, and they long to be a part of it all. There is no doubt that
the mind and heart are motivated in this way.
=Conveniences in Cities.=--In the city there are more conveniences than
in the country. There are sidewalks and paved streets instead of muddy
roads; there are private telephones, and the telegraph is at hand in
time of need; there are street cars which afford comfortable and rapid
transportation. There are libraries, museums, and art galleries; there
are free lectures and entertainments of various kinds; and the churches
are larger and more attractive than those in the country. As in the case
of teachers, the cities secure their pick of preachers. Doctors are at
hand in time of need, and all the professions are centered there. Is it
any wonder that people, when they have an opportunity, migrate to the
city? There is a social instinct moving the human heart. All people are
gregarious. Adults as well as children like to be where others are, and
so where some people congregate others tend to do likewise. Country life
as at present organized does not afford the best opportunity for the
satisfaction of this social instinct. The great variety of social
attractions constitutes the lure of the city--it is the powerful social
magnet.
=Urbanized Literature.=--Most books, magazines, and papers are published
in cities, hence most of them have the flavor of city life about them.
They are made and written by people who know the city, and the city
doings are usually the subject matter of the literary output of the day.
Children acquire from these, even in their primary school days, a
longing for the city. The idea of seeing and possibly of living in the
city becomes "set," and it tends sooner or later to realize itself in
act and in life.
=City Schools.=--The city, as a rule, maintains excellent schools; and
the most modern and serviceable buildings for school purposes are found
there. Urban people seem willing to tax themselves to a greater extent;
and so in the cities will be found comparatively better buildings,
better teachers, more and better supervision, more fullness of life in
the schools. Usually in the cities the leading and most enterprising men
and women are elected to the school board, and the people, as we have
said, acquiesce in such taxation as the board deems necessary. Cities
endeavor to secure the choice of the output of normal schools,
regardless of the demands of rural districts. Every city has a
superintendent, and every building a principal; while, in the country,
one county superintendent has to supervise a hundred or more schools,
situated too, as they are, long distances apart.
=City Churches.=--Something similar may be said with respect to the
churches. In every city there are several, and people can usually go to
the church of their choice. In many parts of the country the church is
decadent, and in some places it is becoming extinct. Even the automobile
contributes its influence against the country church as a rural
institution, and in favor of the city; for people who are sufficiently
well-to-do often like to take an automobile ride to the city on Sunday.
=City Work Preferred.=--Workingmen and servant girls also prefer the
city. They dislike the long irregular hours of the country; they prefer
to work where the hours are regular, where they do not come into such
close touch with the soil, and where they do not have to battle with the
elements. In the city they work under shelter and in accordance with
definite regulations. Hence it is that the problem of securing
workingmen and servant girls in the country is every day becoming more
and more perplexing.
=Retired Farmers.=--Farmers themselves, when they have become reasonably
well-to-do, frequently retire to the city, either to enjoy life the rest
of their days or to educate their children. Individuals are not to be
blamed. The lack of equivalent attractions and conveniences in the
country is responsible.
=Educational Centers.=--As yet, it is seldom that good high schools are
found in the country. To secure a high school education country people
frequently have to avail themselves of the city schools. Many colleges
and universities are located in the cities and, consequently, much of
the educational trend is in that direction.
=Face the Problem.=--The rural problem is a difficult one and we may as
well face the situation honestly and earnestly. There has been too much
mere oratory on problems of rural life. We have often, ostrich-like,
kept our heads under the sand and have not seen or admitted the real
conditions, which must be changed if rural life is to become attractive.
Say what we will, people will go where their needs are best satisfied
and where the attractions are greatest. People cannot be _driven_--they
must be attracted and won. If "God made the country and man made the
town," God's people must be neglecting to give God's country "such a
face and such a mien as to be loved needs only to be seen." Where the
element of nature is largest there should be a more truly and deeply
attractive life than where the element of art predominates, however
alluring that may be. How can country life and the country itself be
made to attract?
=Educational Value Not Realized.=--People generally have never been able
to estimate education fairly. The value of lands, horses, and money can
easily be measured, for these are tangible things; but education is very
difficult of appraisal, for it is intangible. Yet it is true that
intangible things are frequently of greater worth than are tangible
things. There are men who pay more to a jockey to train their horses
than they are willing to pay to a teacher to train their children. This
is because the services of the jockey are more easily reckoned. The
effects or results of the horse training are measured by the proceeds in
dollars and cents on the racetrack, and so are easily realized; while
the growth in education, refinement, and culture on the part of the
child is difficult indeed to measure or estimate. And yet how much more
valuable it is! The jockey gives the one, the teacher the other.
=Wrong Standard in the Social Mind.=--In some rural communities the idea
exists that a teacher is worth about fifty dollars a month--perhaps not
so much. This idea has been encouraged until it has been too generally
accepted; and in many places the notion prevails that if a teacher is
receiving more than that amount, she is being overpaid, and the school
board is accused of extravagance. The rural school problem will never be
solved until the standard of compensation is readjusted. There are many
persons in the cities, who, for the performance of socially unimportant
things, are receiving larger salaries than are usually paid to
university professors and college presidents. Thus, the relative values
of services are misjudged and the recompense of labor is not properly
graded and proportioned. Unless there is, quite generally, a saner
perspective in the social mind and until values are reestimated, the
solution of the rural school problem and indeed of many problems of
rural life is well-nigh hopeless. Before a solution is effected
sufficient inducement must be held out to more strong persons to come
into the rural life and into the rural schools. These persons would and
could be leaders of strength among the people.
=Rural Organization.=--Until recently there has been little or no
organization of rural life. Communities have been chaotic, socially,
economically, and educationally. Real leaders have been wanting--men and
women of strong and winning personality. The rural teacher, if he were a
man of power and initiative, often proved to be a real savior and
redeemer of social life in his community. But leaders of this type
cannot now be secured without a reasonable incentive. Such men will
seldom sacrifice themselves for the organization and uplift of a
community except for proper compensation. If teachers--or at least the
strong ones--were paid two or three times as much as they are to-day,
and if the standards were raised accordingly, so as to secure really
strong personalities as teachers, country life might be organized in
different directions and made so much more attractive than at present,
that the urban trend would be arrested or greatly minimized.
=Playing with the Problem.=--The possibilities of the organization of
rural life and rural schools have not yet been realized; as a people we
have really played with this problem. It has taken care of itself; it
has been allowed to drift. Rural life at present is a kind of easy
social adjustment on the basis of the minimum of expense and of
exertion toward a solution. We have not realized the value of genuine
social, economic, and educational organization with all the activities
in these lines which the terms imply. We have not grappled with the
problem in an earnest, scientific way; we have never thought out
systematically what is needed, and then decided to employ the necessary
means to bring about the desired end. It may be that the problem will
remain unsolved for generations to come; but if country life and country
schools are to be made as attractive and pleasant as city life and city
schools, the people will have to face the problem without flinching and
use the only means which will bring about the desired result. The
problem could be easily solved if the people realized the true value of
rural life and of _good_ rural schools. Where there is a will there is a
way; but where there is no will there is no possible way. Country life
can be made fully as pleasant as city life, and the rural schools can be
made fully as good as the city schools. Of course some things will be
lacking in the country which are found in the city; but, conversely,
many things and probably better things will be found in the country than
could be found in the city.