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Even the activities of the regular school hours are planned for the city child rather tl^n for the farm^ child. The farm boy can profitably have some experience with sports, but he has much less need than does the city child of exercise in a gymnasium, for he gets his exercise in a more normal fashion. Nor does he need to be taken on field trips into the country to learn how crops grow and where milk comes from. He knew all about these things before he even started to school; yet, the city child does need such experiences and a school program planned for city children often includes them. This makes it difficult to plan a program that is appropriate for both urlban and country children. It would be possible to compromise, but what most often happens is that the curriculum is planned for city children and farm
The city educator often overlooks
is a very, educational experience in itself. When I first taught in a city high school, I discovered one day that my eleventh grader did not know the meaning of the word “pullet.” Because I was curious, I tried them out and found that they did not know the difference between wheat and oats or between straw and hay. They thought all com was sweet corn. Several out of a class of thirty did not know that the sun rises in the east and sets in the west and only three could tell a maple tree from an elm. Yet any farm child of half their age who did not know these things would he considered an ignoramus.
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