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diff --git a/39483-h/39483-h.htm b/39483-h/39483-h.htm new file mode 100644 index 0000000..bba83cf --- /dev/null +++ b/39483-h/39483-h.htm @@ -0,0 +1,12397 @@ +<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" + "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> +<html xmlns="http://www.w3.org/1999/xhtml"> +<head> +<meta http-equiv="Content-Type" content="text/html; charset=ISO-8859-1" /> +<title>The Project Gutenberg eBook of Farm Boys and Girls, by William Arch McKeever</title> + <style type="text/css"> + +body { + margin-left: 10%; + margin-right: 10%; +} + + h1,h2,h3,h4 { + text-align: center; + clear: both; +} + +p { + margin-top: .75em; + text-align: justify; + margin-bottom: .75em; +} + +hr { + width: 33%; + margin-top: 2em; + margin-bottom: 2em; + margin-left: auto; + margin-right: auto; + clear: both; +} + +hr.chap {width: 65%} +hr.full {width: 95%;} + +ul.index { list-style-type: none; } + +p.title { text-align:center; text-indent:0; + font-weight:bold; + line-height:1.4; + margin-top: 2em; + margin-bottom:2em; } +table { + margin-left: auto; + margin-right: auto; +} + +.pagenum { + + position: absolute; + left: 92%; + font-size: smaller; + text-align: right; +} + + +blockquote { + margin-left: 5%; + margin-right: 5%; + font-size: 90%; +} + +p.quotsig { + margin-left: 35%; + text-indent: -4em; +} + +.center {text-align: center;} + +.gap4 {margin-top: 4em;} + +.small {font-size: 80%;} + +.smcap {font-variant: small-caps;} + +.caption {font-weight: bold;} + + +.figcenter { + margin: auto; + text-align: center; + margin-bottom: 2em; +} +.poem { + margin-left:10%; + margin-right:10%; + text-align: left; +} +.poem span.i0 { + display: block; + margin-left: 0em; + padding-left: 3em; + text-indent: -3em; +} + +.transnote {background-color: #E6E6FA; + color: black; + font-size:smaller; + padding:0.5em; + margin-bottom:5em; + font-family:sans-serif, serif; } + + hr.full { width: 100%; + margin-top: 3em; + margin-bottom: 0em; + margin-left: auto; + margin-right: auto; + height: 4px; + border-width: 4px 0 0 0; /* remove all borders except the top one */ + border-style: solid; + border-color: #000000; + clear: both; } + pre {font-size: 85%;} + </style> +</head> +<body> +<h1>The Project Gutenberg eBook, Farm Boys and Girls, by William Arch McKeever</h1> +<p>This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at <a +href="http://www.gutenberg.org">www.gutenberg.org</a></p> +<p>Title: Farm Boys and Girls</p> +<p>Author: William Arch McKeever</p> +<p>Release Date: April 19, 2012 [eBook #39483]</p> +<p>Language: English</p> +<p>Character set encoding: ISO-8859-1</p> +<p>***START OF THE PROJECT GUTENBERG EBOOK FARM BOYS AND GIRLS***</p> +<p> </p> +<h3>E-text prepared by Barbara Watson, Pat McCoy,<br /> + and the Online Distributed Proofreading Canada Team<br /> + (http://www.pgdpcanada.net)</h3> +<p> </p> +<hr class="full" /> +<p> </p> +<p> </p> + +<p><span class="pagenum"><a name="Page_i" id="Page_i">[Pg i]</a></span></p> + +<p class="title">The Rural Science Series<br /> +<br /> +<span class="smcap">Edited by L. H. BAILEY</span></p> + +<h2>FARM BOYS AND GIRLS</h2> +<p><span class="pagenum"><a name="Page_ii" id="Page_ii">[Pg ii]</a></span></p> + +<p class="title gap4">The Rural Science Series</p> + +<div class="center"> +<table border="0" cellpadding="0" cellspacing="0" summary="Series"> +<tr><td align="left"><span class="smcap">The Soil.</span></td></tr> +<tr><td align="left"><span class="smcap">The Spraying of Plants.</span></td></tr> +<tr><td align="left"><span class="smcap">Milk and its Products.</span></td></tr> +<tr><td align="left"><span class="smcap">The Fertility of the Land.</span></td></tr> +<tr><td align="left"><span class="smcap">The Principles of Fruit-Growing.</span></td></tr> +<tr><td align="left"><span class="smcap">Bush-Fruits.</span></td></tr> +<tr><td align="left"><span class="smcap">Fertilizers.</span></td></tr> +<tr><td align="left"><span class="smcap">The Principles of Agriculture.</span> 15th Ed.</td></tr> +<tr><td align="left"><span class="smcap">Irrigation and Drainage.</span></td></tr> +<tr><td align="left"><span class="smcap">The Farmstead.</span></td></tr> +<tr><td align="left"><span class="smcap">Rural Wealth and Welfare.</span></td></tr> +<tr><td align="left"><span class="smcap">The Principles of Vegetable-Gardening.</span></td></tr> +<tr><td align="left"><span class="smcap">Farm Poultry.</span></td></tr> +<tr><td align="left"><span class="smcap">The Feeding of Animals.</span></td></tr> +<tr><td align="left"><span class="smcap">The Farmer’s Business Handbook.</span></td></tr> +<tr><td align="left"><span class="smcap">The Diseases of Animals.</span></td></tr> +<tr><td align="left"><span class="smcap">The Horse.</span></td></tr> +<tr><td align="left"><span class="smcap">How to Choose a Farm.</span></td></tr> +<tr><td align="left"><span class="smcap">Forage Crops.</span></td></tr> +<tr><td align="left"><span class="smcap">Bacteria in Relation to Country Life.</span></td></tr> +<tr><td align="left"><span class="smcap">The Nursery-Book.</span></td></tr> +<tr><td align="left"><span class="smcap">Plant-Breeding.</span> 4th Ed.</td></tr> +<tr><td align="left"><span class="smcap">The Forcing-Book.</span></td></tr> +<tr><td align="left"><span class="smcap">The Pruning-Book.</span></td></tr> +<tr><td align="left"><span class="smcap">Fruit-Growing in Arid Regions.</span></td></tr> +<tr><td align="left"><span class="smcap">Rural Hygiene.</span></td></tr> +<tr><td align="left"><span class="smcap">Dry-Farming.</span></td></tr> +<tr><td align="left"><span class="smcap">Law for the American Farmer.</span></td></tr> +<tr><td align="left"><span class="smcap">Farm Boys and Girls.</span></td></tr> +<tr><td align="left"><span class="smcap">The Training and Breaking of Horses.</span></td></tr> +<tr><td align="left"><i>Others in preparation.</i></td></tr> +</table></div> + + +<p><span class="pagenum"><a name="Page_iii" id="Page_iii">[Pg iii]</a></span></p> +<p class="title gap4"><span class="smcap">Plate I.</span></p> + +<div class="figcenter" style="width: 500px;"> +<a id="Fig_1" name="Fig_1"></a> +<img src="images/plate_i.png" width="500" height="294" alt="" title="Plate I." /> +<span class="caption"><span class="smcap">Fig.</span> 1.—At least once each day the busy farm father may think of a way to combine his work with the +children’s play.</span> +</div> + +<p><span class="pagenum"><a name="Page_iv" id="Page_iv">[Pg iv]</a></span></p> + +<h1> +FARM BOYS AND GIRLS<br /> +<br /> +<small>BY</small> +<br /> +WILLIAM A. McKEEVER</h1> + +<p class="title">PROFESSOR OF PHILOSOPHY<br /> +KANSAS STATE AGRICULTURAL COLLEGE</p> +<p> </p> +<p> </p> + +<p class="title">New York<br /> +THE MACMILLAN COMPANY<br /> +1913</p> + +<p class="center gap4"><i>All rights reserved</i></p> +<p><span class="pagenum"><a name="Page_v" id="Page_v">[Pg v]</a></span></p> + + + + +<p class="center gap4"> +<span class="smcap">Copyright, 1912,<br /> +By THE MACMILLAN COMPANY.</span></p> + +<p class="center gap4">Set up and electrotyped. Published February, 1912. Reprinted<br /> +August, 1912; January, June, 1913.</p> + +<p class="center gap4">Norwood Press<br /> +J. S. Cushing Co.—Berwick & Smith Co.<br /> +Norwood, Mass., U.S.A.</p> +<p><span class="pagenum"><a name="Page_vi" id="Page_vi">[Pg vi]</a></span></p> + + + + +<p class="center gap4"> +DEDICATED<br /> +TO THE SERVICE OF THE<br /> +TEN MILLION BOYS AND GIRLS<br /> +WHO ARE ENROLLED IN<br /> +THE RURAL SCHOOLS<br /> +OF AMERICA</p> +<p><span class="pagenum"><a name="Page_vii" id="Page_vii">[Pg vii]</a></span></p> + +<hr class="chap" /> + +<h2><a name="PREFACE" id="PREFACE"></a>PREFACE</h2> + + +<p>In the preparation of this book I have had in +mind two classes of readers; namely, the rural +parents and the many persons who are interested in +carrying forward the rural work discussed in the +several chapters. It has been my aim to give as +much specific aid and direction as possible. The +first two chapters constitute a mere outline of some +of the fundamental principles of child development. +It would be fortunate if the reader who is unfamiliar +with such principles could have a course of +reading in the volumes that treat them extensively. +Nearly every suggestion given in the main body of +the book is based on what has already either been +undertaken with a degree of success or planned for +in some rural community.</p> + +<p>I am very greatly indebted to the following persons +and firms for their kindness and generosity in +lending pictures and cuts for illustrating the book: +E. T. Fairchild, State Superintendent of Public +Instruction, Topeka, Kansas; J. W. Crabtree, +Principal State Normal School, River Falls, Wisconsin; +George W. Brown, Superintendent of Edgar +County, Paris, Illinois; O. J. Kern, Superintendent +of Winnebago County, Rockford, Illinois; Miss<span class="pagenum"><a name="Page_viii" id="Page_viii">[Pg viii]</a></span> +Jessie Fields, Superintendent of Page County, Clarinda, +Iowa; A. D. Holloway, General Secretary, +County Y.M.C.A., Marysville, Kansas; Dr. Myron +T. Scudder, of Rutgers College; Doubleday, Page +& Company, Garden City, New York; <i>Rural Manhood</i>, +New York City; <i>The Farmer’s Voice</i>, Chicago, +Illinois; <i>The American Agriculturist</i>, New York City; +<i>The Oklahoma Farmer</i>, Oklahoma City, Oklahoma; +<i>The Inland Farmer</i>, Lexington, Kentucky; <i>The +Farmer’s Advocate</i>, Winnipeg, Canada.</p> + +<p>My thanks are also due <i>Successful Farming</i>, of +Des Moines, Iowa, for permission to use excerpts +from President Kirk’s article on the model school, +and portions of a series of brief articles written for +the same magazine by myself.</p> + +<p>The references given at the close of the chapters +have been selected with considerable care. It will +be found in nearly every case that they give helpful +and more extended discussions of the several +topics treated in the preceding chapter.</p> + +<p class="quotsig"> +WILLIAM A. McKEEVER.<br /> +</p> +<p><span class="smcap">Manhattan, Kansas.</span></p> +<p><span class="pagenum"><a name="Page_ix" id="Page_ix">[Pg ix]</a></span></p> + +<hr class="chap" /> + +<h2><a name="TABLE_OF_CONTENTS" id="TABLE_OF_CONTENTS"></a>TABLE OF CONTENTS</h2> + +<div class="center"> +<table border="0" cellpadding="4" cellspacing="0" summary="TOC"> +<tr><td align="left" colspan="4">CHAPTER</td><td align="right">PAGE</td></tr> +<tr><td align="right">I.</td><td align="left" colspan="3"><span class="smcap">Building a Good Life</span></td><td align="right"><a href="#Page_1">1</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">What is a Good Life?</td><td align="right"><a href="#Page_2">2</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">1. Good Health</td><td align="right"><a href="#Page_3">3</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">2. Usefulness</td><td align="right"><a href="#Page_3">3</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">3. Moral Strength</td><td align="right"><a href="#Page_4">4</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">4. Social Efficiency</td><td align="right"><a href="#Page_5">5</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">5. Religious Interest</td><td align="right"><a href="#Page_5">5</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">6. Happiness</td><td align="right"><a href="#Page_6">6</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Is the Human Stock comparatively Sound?</td><td align="right"><a href="#Page_7">7</a></td></tr> +<tr><td align="right">II.</td><td align="left" colspan="3"><span class="smcap">The Time to Build</span></td><td align="right"><a href="#Page_12">12</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">What of the Human Instincts</td><td align="right"><a href="#Page_12">12</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Dawning Instincts</td><td align="right"><a href="#Page_12">12</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Social Sensitiveness Helpful</td><td align="right"><a href="#Page_19">19</a></td></tr> +<tr><td align="right">III.</td><td align="left" colspan="3"><span class="smcap">The Rural Home and Character Development</span></td><td align="right"><a href="#Page_26">26</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">What Agencies build up Character?</td><td align="right"><a href="#Page_26">26</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">1. Play</td><td align="right"><a href="#Page_27">27</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">2. Work</td><td align="right"><a href="#Page_30">30</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">3. Recreation</td><td align="right"><a href="#Page_33">33</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Moving to Town for the Children</td><td align="right"><a href="#Page_36">36</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">A Back-to-the-country Club</td><td align="right"><a href="#Page_38">38</a></td></tr> +<tr><td align="right">IV.</td><td align="left" colspan="3"><span class="smcap">The Country Mother and the Children</span></td><td align="right"><a href="#Page_41">41</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Poor Conditions of Women</td><td align="right"><a href="#Page_42">42</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">For the Sake of the Children</td><td align="right"><a href="#Page_44">44</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">1. Surplus Nerve Energy</td><td align="right"><a href="#Page_44">44</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">2. A Rest Period</td><td align="right"><a href="#Page_45">45</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">3. The Home Conveniences</td><td align="right"><a href="#Page_46">46</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">4. The Mother’s Outings</td><td align="right"><a href="#Page_47">47</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">5. The Home Help</td><td align="right"><a href="#Page_48">48</a></td></tr> +<tr><td><span class="pagenum"><a name="Page_x" id="Page_x">[Pg x]</a></span> + </td><td> </td><td> </td><td align="left">6. The Children shield the Mother</td><td align="right"><a href="#Page_49">49</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">7. Planning for the Children</td><td align="right"><a href="#Page_50">50</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">8. A Common Conspiracy</td><td align="right"><a href="#Page_51">51</a></td></tr> +<tr><td align="right">V.</td><td align="left" colspan="3"><span class="smcap">Constructing the Country Dwelling</span></td><td align="right"><a href="#Page_54">54</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Plans and Specifications not Available</td><td align="right"><a href="#Page_55">55</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">What appeals to the Children</td><td align="right"><a href="#Page_57">57</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The House Plan</td><td align="right"><a href="#Page_59">59</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">How One Farmer does It</td><td align="right"><a href="#Page_60">60</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Outbuildings and Equipment</td><td align="right"><a href="#Page_61">61</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Human Rights prior to Animal Rights</td><td align="right"><a href="#Page_61">61</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Children’s Room</td><td align="right"><a href="#Page_64">64</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Evening Hour</td><td align="right"><a href="#Page_67">67</a></td></tr> +<tr><td align="right">VI.</td><td align="left" colspan="3"><span class="smcap">Juvenile Literature in the Farm Home</span></td><td align="right"><a href="#Page_69">69</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">How Good Thinking grows up and Flourishes</td><td align="right"><a href="#Page_70">70</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Types of Literature</td><td align="right"><a href="#Page_72">72</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">A Selected List</td><td align="right"><a href="#Page_75">75</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Literature on Child-rearing</td><td align="right"><a href="#Page_79">79</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">1. Periodicals on Child-rearing</td><td align="right"><a href="#Page_80">80</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">2. Books on Child-rearing</td><td align="right"><a href="#Page_80">80</a></td></tr> +<tr><td align="right">VII.</td><td align="left" colspan="3"><span class="smcap">The Rural Church and the Young People</span></td><td align="right"><a href="#Page_82">82</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Decadence of Rural Life</td><td align="right"><a href="#Page_83">83</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Work for the Ministry</td><td align="right"><a href="#Page_84">84</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Country Minister</td><td align="right"><a href="#Page_86">86</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">A Mistake in Training</td><td align="right"><a href="#Page_89">89</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Rural Child-rearing</td><td align="right"><a href="#Page_90">90</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Churches too Narrow</td><td align="right"><a href="#Page_93">92</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Constructive Work of the Church</td><td align="right"><a href="#Page_93">93</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">An Innovation in the Rural Church </td><td align="right"><a href="#Page_95">95</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Spiritualize Child Life</td><td align="right"><a href="#Page_97">97</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">A Summary</td><td align="right"><a href="#Page_98">98</a></td></tr> +<tr><td align="right">VIII.</td><td align="left" colspan="3"><span class="smcap">The Transformation of the Rural School</span></td><td align="right"><a href="#Page_101">101</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Radical Changes in the View-point and Method</td><td align="right"><a href="#Page_102">102</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">All have a Right to Culture</td><td align="right"><a href="#Page_103">103</a></td></tr> +<tr><td><span class="pagenum"><a name="Page_xi" id="Page_xi">[Pg xi]</a></span> + </td><td> </td><td align="left" colspan="2">Work for a Longer Term</td><td align="right"><a href="#Page_105">105</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Compulsory Attendance Laws Needed</td><td align="right"><a href="#Page_106">106</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Better Schoolhouses and Equipment</td><td align="right"><a href="#Page_107">107</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">1. Location</td><td align="right"><a href="#Page_108">108</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">2. The Water Supply</td><td align="right"><a href="#Page_109">109</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">3. Size and Adaptation of Grounds</td><td align="right"><a href="#Page_109">109</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">4. Improvement of School Grounds</td><td align="right"><a href="#Page_110">110</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">A Model Rural School</td><td align="right"><a href="#Page_112">112</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Cornell Schoolhouse</td><td align="right"><a href="#Page_115">115</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Help make a School Play Ground</td><td align="right"><a href="#Page_117">117</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">General Instruction in Agriculture</td><td align="right"><a href="#Page_120">120</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Domestic Economy and Home Sanitation</td><td align="right"><a href="#Page_122">122</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Consolidation of Rural Schools</td><td align="right"><a href="#Page_123">123</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">More High Schools Needed</td><td align="right"><a href="#Page_124">124</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Better Rural Teachers Needed</td><td align="right"><a href="#Page_125">125</a></td></tr> +<tr><td align="right">IX.</td><td align="left" colspan="3"><span class="smcap">The County Young Men’s Christian Association</span></td><td align="right"><a href="#Page_129">129</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Boys leave the Farm too Young</td><td align="right"><a href="#Page_130">130</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Purposes of the County Young Men’s Christian Association</td><td align="right"><a href="#Page_131">131</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">How to organize a County Organization</td><td align="right"><a href="#Page_132">132</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">1. Select a Good Leader</td><td align="right"><a href="#Page_133">133</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">2. Local Leaders Necessary</td><td align="right"><a href="#Page_134">134</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">3. A Committee on Finance</td><td align="right"><a href="#Page_134">134</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">4. Little Property Ownership</td><td align="right"><a href="#Page_135">135</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">How to conduct the Work</td><td align="right"><a href="#Page_136">136</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">1. Local and County Athletic Clubs</td><td align="right"><a href="#Page_136">136</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">2. Debating and Literary Clubs</td><td align="right"><a href="#Page_137">137</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">3. Receptions and Suppers</td><td align="right"><a href="#Page_138">138</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">4. Educational Tours and Problems</td><td align="right"><a href="#Page_138">138</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">5. Camping and Hiking</td><td align="right"><a href="#Page_139">139</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">6. Exhibitions</td><td align="right"><a href="#Page_139">139</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Spirituality not lost Sight Of</td><td align="right"><a href="#Page_141">141</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Work in a sparsely Settled Country</td><td align="right"><a href="#Page_143">143</a></td></tr> +<tr><td align="left"><span class="pagenum"><a name="Page_xii" id="Page_xii">[Pg xii]</a></span></td></tr> +<tr><td align="right">X.</td><td align="left" colspan="3"><span class="smcap">The Farmer and his Wife as Leaders of the Young</span></td><td align="right"><a href="#Page_146">146</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Preparation for the Service</td><td align="right"><a href="#Page_147">147</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Work persistently for Social Unity</td><td align="right"><a href="#Page_149">149</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Corn-raising and Bread-baking Clubs</td><td align="right"><a href="#Page_150">150</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Other Forms of Contests</td><td align="right"><a href="#Page_151">151</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Improvement of the School Situation</td><td align="right"><a href="#Page_152">152</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Home and School Play Problems</td><td align="right"><a href="#Page_154">154</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">A Neighborhood Library</td><td align="right"><a href="#Page_156">156</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Holidays and Recreation for the Young</td><td align="right"><a href="#Page_158">158</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Many over-work their Children</td><td align="right"><a href="#Page_160">160</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Federation for Country-life Progress</td><td align="right"><a href="#Page_161">161</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Vocations of Boys and Girls</td><td align="right"><a href="#Page_162">162</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Other Local Possibilities</td><td align="right"><a href="#Page_164">164</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Boy Scout Movement</td><td align="right"><a href="#Page_165">165</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Rural Boy Scouts in Kansas</td><td align="right"><a href="#Page_166">166</a></td></tr> +<tr><td align="right">XI.</td><td align="left" colspan="3"><span class="smcap">How Much Work for the Country Boy</span></td><td align="right"><a href="#Page_171">171</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">See that the Work is for the Boy’s Sake</td><td align="right"><a href="#Page_172">172</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Not Enforced Labor, but Mastery</td><td align="right"><a href="#Page_174">174</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Provide Vacations for the Boy</td><td align="right"><a href="#Page_176">176</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">A Tentative Schedule of Hours</td><td align="right"><a href="#Page_178">178</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Think out a Reasonable Plan</td><td align="right"><a href="#Page_179">179</a></td></tr> +<tr><td align="right">XII.</td><td align="left" colspan="3"><span class="smcap">How Much Work for the Country Girl</span></td><td align="right"><a href="#Page_183">183</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">A Balanced Life for the Girl</td><td align="right"><a href="#Page_185">185</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Work begins with Obedience</td><td align="right"><a href="#Page_186">186</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Working the Girls in the Field</td><td align="right"><a href="#Page_188">188</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Some Specific Suggestions</td><td align="right"><a href="#Page_189">189</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Do you Own your Daughter?</td><td align="right"><a href="#Page_190">190</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Difficult to make a Schedule</td><td align="right"><a href="#Page_191">191</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Teach the Girl Self-supremacy</td><td align="right"><a href="#Page_192">192</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Summary</td><td align="right"><a href="#Page_194">194</a></td></tr> +<tr><td align="right">XIII.</td><td align="left" colspan="3"><span class="smcap">Social Training for Farm Boys and Girls</span></td><td align="right"><a href="#Page_197">197</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">A Happy Mean is Needed</td><td align="right"><a href="#Page_197">197</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">A Social Renaissance in the Country</td><td align="right"><a href="#Page_199">199</a></td></tr> +<tr><td><span class="pagenum"><a name="Page_xiii" id="Page_xiii">[Pg xiii]</a></span> + </td><td> </td><td align="left" colspan="2">Conditions to guard Against</td><td align="right"><a href="#Page_200">200</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">1. The Social Companionship of Girls</td><td align="right"><a href="#Page_201">201</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">2. Bad Companionships for Boys</td><td align="right"><a href="#Page_202">202</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">3. Secret Sex Habits</td><td align="right"><a href="#Page_204">204</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">4. The So-called Bad Habits</td><td align="right"><a href="#Page_205">205</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">A Center of Community Life</td><td align="right"><a href="#Page_207">207</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Invite the Young to the House</td><td align="right"><a href="#Page_208">208</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">How to conduct a Social Entertainment</td><td align="right"><a href="#Page_209">209</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">What about the Country Dance?</td><td align="right"><a href="#Page_211">211</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Additional Forms of Entertainment</td><td align="right"><a href="#Page_212">212</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">1. The Social Hour at the Religious Services</td><td align="right"><a href="#Page_212">212</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">2. A Country Literary Society</td><td align="right"><a href="#Page_213">213</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">3. The Social Side of the Economic Clubs</td><td align="right"><a href="#Page_215">215</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Some Concluding Suggestions</td><td align="right"><a href="#Page_215">215</a></td></tr> +<tr><td align="right">XIV.</td><td align="left" colspan="3"><span class="smcap">The Farm Boy’s Interest in the Business</span></td><td align="right"><a href="#Page_220">220</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">What is in your Boy?</td><td align="right"><a href="#Page_220">220</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Much Experimentation Necessary</td><td align="right"><a href="#Page_221">221</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">1. Willingness to Work</td><td align="right"><a href="#Page_222">222</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">2. Ability to Save</td><td align="right"><a href="#Page_223">223</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Start on a Small Scale</td><td align="right"><a href="#Page_224">224</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Give your Son a Square Deal</td><td align="right"><a href="#Page_225">225</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Keep the Boy’s Perfect Good Will</td><td align="right"><a href="#Page_226">226</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Some will be retained on the Farm</td><td align="right"><a href="#Page_227">227</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Awakening often comes from Without</td><td align="right"><a href="#Page_229">229</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">An Awakening in the South</td><td align="right"><a href="#Page_229">229</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Partnership between Father and Son</td><td align="right"><a href="#Page_231">231</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Summary and Concluding Suggestions</td><td align="right"><a href="#Page_232">232</a></td></tr> +<tr><td align="right">XV.</td><td align="left" colspan="3"><span class="smcap">Business Training for the Country Girl</span></td><td align="right"><a href="#Page_235">235</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Is the Country Girl Neglected?</td><td align="right"><a href="#Page_236">236</a></td></tr> +<tr><td > </td><td> </td><td align="left" colspan="2">Why the Girl leaves the Farm</td><td align="right"><a href="#Page_237">237</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Certain Rules to be Observed</td><td align="right"><a href="#Page_239">239</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">1. Teach the Girl to Work</td><td align="right"><a href="#Page_239">239</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">2. Teach her Business Sense</td><td align="right"><a href="#Page_240">240</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">3. Train her to transact Personal Business</td><td align="right"><a href="#Page_241">241</a></td></tr> +<tr><td align="left"><span class="pagenum"><a name="Page_xiv" id="Page_xiv">[Pg xiv]</a></span> + </td><td> </td><td> </td><td align="left">4. Make her the Family Accountant</td><td align="right"><a href="#Page_242">242</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">5. Miserliness to be Avoided</td><td align="right"><a href="#Page_243">243</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">6. Teach her to Give</td><td align="right"><a href="#Page_244">244</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">7. Teach the Meaning of a Contract</td><td align="right"><a href="#Page_245">245</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">8. Prepare her to deal with Grafters</td><td align="right"><a href="#Page_246">246</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Should there be an Actual Investment?</td><td align="right"><a href="#Page_247">247</a></td></tr> +<tr><td align="right">XVI.</td><td align="left" colspan="3"><span class="smcap">What Schooling should the Country Boy Have</span></td><td align="right"><a href="#Page_250">250</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Changes in Rural School Conditions</td><td align="right"><a href="#Page_250">250</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Boy a Bundle of Possibilities</td><td align="right"><a href="#Page_252">252</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Classes of Native Ability</td><td align="right"><a href="#Page_253">253</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Great Talented Class</td><td align="right"><a href="#Page_254">254</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Round out the Boy’s Nature</td><td align="right"><a href="#Page_256">256</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Other Important Matters</td><td align="right"><a href="#Page_257">257</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Develop an Interest in Humanity</td><td align="right"><a href="#Page_259">259</a></td></tr> +<tr><td align="right">XVII.</td><td align="left" colspan="3"><span class="smcap">What Schooling should the Country Girl Have</span></td><td align="right"><a href="#Page_262">262</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Special Problems relating to the Girl</td><td align="right"><a href="#Page_262">262</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Protecting the Girl at School</td><td align="right"><a href="#Page_263">263</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Lessons in Music and Art</td><td align="right"><a href="#Page_265">265</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Reward will come in Time</td><td align="right"><a href="#Page_267">267</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Mother’s Office as Teacher</td><td align="right"><a href="#Page_268">268</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Home-life Education</td><td align="right"><a href="#Page_270">270</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Education for Supremacy</td><td align="right"><a href="#Page_271">271</a></td></tr> +<tr><td > </td><td> </td><td align="left" colspan="2">An Outlook for Social Life</td><td align="right"><a href="#Page_272">272</a></td></tr> +<tr><td align="right">XVIII.</td><td align="left" colspan="3"><span class="smcap">The Farm Boy’s Choice of a Vocation</span></td><td align="right"><a href="#Page_275">275</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Should the Farmer’s Son Farm?</td><td align="right"><a href="#Page_275">275</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Impatience of Parents</td><td align="right"><a href="#Page_276">276</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">What of Predestination?</td><td align="right"><a href="#Page_277">277</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Three Methods of Vocational Training</td><td align="right"><a href="#Page_279">279</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">1. The Apprentice Method</td><td align="right"><a href="#Page_279">280</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">2. The Cultural Method</td><td align="right"><a href="#Page_280">280</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">3. The Developmental Method</td><td align="right"><a href="#Page_281">281</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Farmer Fortunate</td><td align="right"><a href="#Page_282">282</a></td></tr> +<tr><td><span class="pagenum"><a name="Page_xv" id="Page_xv">[Pg xv]</a></span> + </td><td> </td><td align="left" colspan="2">What College for the Country Boy?</td><td align="right"><a href="#Page_283">283</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Foundation in Work</td><td align="right"><a href="#Page_284">284</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Clean up the Place</td><td align="right"><a href="#Page_285">285</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Money Value of an Agricultural Education</td><td align="right"><a href="#Page_286">286</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">A Successful Vocation Certain</td><td align="right"><a href="#Page_287">287</a></td></tr> +<tr><td align="right">XIX.</td><td align="left" colspan="3"><span class="smcap">The Farm Girl’s Preparation for a Vocation</span></td><td align="right"><a href="#Page_290">290</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">What is the Outlook?</td><td align="right"><a href="#Page_290">290</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Desirable Occupations for Women</td><td align="right"><a href="#Page_292">292</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">1. May teach the Young</td><td align="right"><a href="#Page_293">293</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">2. May take up Stenography</td><td align="right"><a href="#Page_294">294</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">3. May do Social Work</td><td align="right"><a href="#Page_295">295</a></td></tr> +<tr><td> </td><td> </td><td> </td><td align="left">4. May secure Clerkships</td><td align="right"><a href="#Page_296">296</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">A College Course for the Girl</td><td align="right"><a href="#Page_298">298</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Associations with Refined Young Men</td><td align="right"><a href="#Page_299">299</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Make the Daughter Attractive</td><td align="right"><a href="#Page_300">300</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Summary and Conclusion</td><td align="right"><a href="#Page_301">301</a></td></tr> +<tr><td align="right">XX.</td><td align="left" colspan="3"><span class="smcap">Conclusion and Future Outlook</span></td><td align="right"><a href="#Page_306">306</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Strive for Preconceived Results</td><td align="right"><a href="#Page_306">306</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Consult Expert Advice</td><td align="right"><a href="#Page_308">308</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Meet Each Awakening Interest</td><td align="right"><a href="#Page_310">310</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Work for Social Democracy</td><td align="right"><a href="#Page_311">311</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Outlook very Promising</td><td align="right"><a href="#Page_312">312</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The Modern Service Training</td><td align="right"><a href="#Page_314">314</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The State doing its Part</td><td align="right"><a href="#Page_316">316</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">The New Era of Religion</td><td align="right"><a href="#Page_319">319</a></td></tr> +<tr><td> </td><td> </td><td align="left" colspan="2">Final Conclusion</td><td align="right"><a href="#Page_319">319</a></td></tr> +<tr><td align="left" colspan="4"><span class="smcap">Index</span></td><td align="right"><a href="#Page_323">323</a></td></tr> +</table></div> +<p><span class="pagenum"><a name="Page_xvii" id="Page_xvii">[Pg xvii]</a></span></p> + + +<hr class="chap" /> +<h2><a name="ILLUSTRATIONS" id="ILLUSTRATIONS"></a>ILLUSTRATIONS</h2> + + + +<div class="center"> +<table border="0" cellpadding="4" cellspacing="0" summary="Plates"> +<tr><td align="right">PLATE</td></tr> +<tr><td align="right">I.</td><td align="left"><a href="#Fig_1">Fig. 1.</a></td><td align="left">At least once each day the busy farm father may think of a way to combine his +work with the children’s play</td><td align="right"><i>Frontispiece</i></td></tr> +<tr><td> </td><td align="right" colspan="3">FACING PAGE</td></tr> +<tr><td align="right">II.</td><td align="left"><a href="#Fig_2">Fig. 2.</a></td><td align="left">Canadian boys breaking young oxen</td><td align="right">6</td></tr> +<tr><td align="right">III.</td><td align="left"><a href="#Fig_3">Fig. 3.</a></td><td align="left">An attractive Kansas home</td><td align="right">28</td></tr> +<tr><td align="right">IV.</td><td align="left"><a href="#Fig_4">Fig. 4.</a></td><td align="left">A day nursery in the country</td><td align="right">42</td></tr> +<tr><td align="right">V.</td><td align="left"><a href="#Fig_5">Fig. 5.</a></td><td align="left">A rural home in the South</td><td align="right">56</td></tr> +<tr><td align="right">VI.</td><td align="left"><a href="#Fig_6">Fig. 6.</a></td><td align="left">A well-equipped farmhouse</td><td align="right">64</td></tr> +<tr><td align="right">VII.</td><td align="left"><a href="#Fig_7">Fig. 7.</a></td><td align="left">Children playing under the shade trees</td><td align="right">72</td></tr> +<tr><td align="right">VIII.</td><td align="left"><a href="#Fig_8">Figs. 8-9.</a></td><td align="left">Rural church, Plainfield, Illinois</td><td align="right">86</td></tr> +<tr><td align="right">IX.</td><td align="left"><a href="#Fig_10">Fig. 10.</a></td><td align="left">Village church at Ogden, Kansas</td><td align="right">92</td></tr> +<tr><td align="right">X.</td><td align="left"><a href="#Fig_11">Fig. 11.</a></td><td align="left">Corn Sunday in an Illinois church</td><td align="right">96</td></tr> +<tr><td align="right">XI.</td><td align="left"><a href="#Fig_12">Fig. 12.</a></td><td align="left">A country schoolhouse in California</td><td align="right">108</td></tr> +<tr><td> </td><td align="left"><a href="#Fig_13">Fig. 13.</a></td><td align="left">Type of model rural school used in Kansas</td><td align="right">108</td></tr> +<tr><td align="right">XII.</td><td align="left"><a href="#Fig_14">Fig. 14.</a></td><td align="left">Model rural school at Kirksville, Missouri. Normal</td><td align="right">112</td></tr> +<tr><td align="right">XIII.</td><td align="left"><a href="#Fig_15">Fig. 15.</a></td><td align="left">Rear view of the Kirksville school</td><td align="right">114</td></tr> +<tr><td align="right">XIV.</td><td align="left"><a href="#Fig_16">Fig. 16.</a></td><td align="left">Using Babcock tester</td><td align="right">120</td></tr> +<tr><td align="right">XV.</td><td align="left"><a href="#Fig_17">Figs. 17-21.</a></td><td align="left">Consolidated school and those it displaced</td><td align="right">124</td></tr> +<tr><td align="right">XVI.</td><td align="left"><a href="#Fig_22">Fig. 22.</a></td><td align="left">The Cornell rural schoolhouse</td><td align="right">126</td></tr> +<tr><td align="right">XVII.</td><td align="left"><a href="#Fig_23">Fig. 23.</a></td><td align="left">A.Y.M.C.A. play club</td><td align="right">132</td></tr> +<tr><td align="right">XVIII.</td><td align="left"><a href="#Fig_24">Fig. 24.</a></td><td align="left">Y.M.C.A. Convention in Ohio</td><td align="right">138</td></tr> +<tr><td align="right">XIX.</td><td align="left"><a href="#Fig_25">Fig. 25.</a></td><td align="left">Jerry Moore, champion corn raiser</td><td align="right">150</td></tr> +<tr><td align="right">XX.</td><td align="left"><a href="#Fig_26">Fig. 26.</a></td><td align="left">A lonely schoolhouse</td><td align="right">164</td></tr> +<tr><td align="right">XXI.</td><td align="left"><a href="#Fig_27">Fig. 27.</a></td><td align="left">Tennis in the country</td><td align="right">180</td></tr> +<tr><td> </td><td align="left"><a href="#Fig_28">Fig. 28.</a></td><td align="left">Country play festival</td><td align="right">180</td></tr> +<tr><td align="right">XXII.</td><td align="left"><a href="#Fig_29">Fig. 29.</a></td><td align="left">Industrial exhibit in rural school</td><td align="right">192</td></tr> +<tr><td align="right"><span class="pagenum"><a name="Page_xviii" id="Page_xviii">[Pg xviii]</a></span> +XXIII.</td><td align="left"><a href="#Fig_30">Fig. 30.</a></td><td align="left">Agricultural and domestic science club</td><td align="right">208</td></tr> +<tr><td align="right">XXIV.</td><td align="left"><a href="#Fig_31">Fig. 31.</a></td><td align="left">School and church in Canada</td><td align="right">212</td></tr> +<tr><td align="right">XXV.</td><td align="left"><a href="#Fig_32">Fig. 32.</a></td><td align="left">Kansas prize winners</td><td align="right">230</td></tr> +<tr><td align="right">XXVI.</td><td align="left"><a href="#Fig_33">Fig. 33.</a></td><td align="left">Girls’ doll display</td><td align="right">238</td></tr> +<tr><td align="right">XXVII.</td><td align="left"><a href="#Fig_34">Fig. 34.</a></td><td align="left">Boys whittling</td><td align="right">252</td></tr> +<tr><td align="right">XXVIII.</td><td align="left"><a href="#Fig_35">Fig. 35.</a></td><td align="left">Study of corn</td><td align="right">256</td></tr> +<tr><td align="right">XXIX.</td><td align="left"><a href="#Fig_36">Fig. 36.</a></td><td align="left">School gardeners</td><td align="right">270</td></tr> +<tr><td align="right">XXX.</td><td align="left"><a href="#Fig_37">Fig. 37.</a></td><td align="left">Country schoolgirls</td><td align="right">290</td></tr> +<tr><td align="right">XXXI.</td><td align="left"><a href="#Fig_38">Fig. 38.</a></td><td align="left">A girls’ class in sewing</td><td align="right">300</td></tr> +<tr><td align="right">XXXII.</td><td align="left"><a href="#Fig_39">Fig. 39.</a></td><td align="left">Girl sowing seed</td><td align="right">312</td></tr> +<tr><td> </td><td align="left"><a href="#Fig_40">Fig. 40.</a></td><td align="left">Boy thinning vegetables</td><td align="right">312</td></tr> +</table></div> + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_1" id="Page_1">[Pg 1]</a></span></p> + +<h2>FARM BOYS AND GIRLS</h2> + + +<h3>CHAPTER I<br /> +<br /> +<i>BUILDING A GOOD LIFE</i></h3> + + +<p>If you were about to begin the construction of a +dwelling house, what questions would most likely +be uppermost in your mind? If this house were +intended for your own use, you would doubtless +consider among other important matters those of +comfort, convenience of arrangement, attractiveness +of appearance, strength, and durableness. The great +variety of dwellings to be seen on every hand is +outwardly expressive of the great variety of ideals +in the minds of the people who construct them. No +matter what means there may be available for the +purpose, it may be said that he who builds a house +thereby illustrates in concrete form his inner character.</p> + +<p>With practically the same quality of materials, +one man will construct a house apparently with the +thought that its chief purpose is to be looked at. +Much work and expense will be put upon outer +show and embellishment, while in its inner arrangements +it may be exceedingly cramped and thoughtlessly +put together. Another will erect his building<span class="pagenum"><a name="Page_2" id="Page_2">[Pg 2]</a></span> +with a thought of placing it on the market. Cheap +workmanship, weak and faulty joinings, and the like, +will be concealed by some thin covering meant to +last until a profitable sale has been made and some +innocent purchaser caught with a mere shell of a +house in his possession. Occasionally, however, +there is found a man whose plans conform to such +ideals as those first named.</p> + +<h4><span class="smcap">What is a good life?</span></h4> + +<p>As with the construction of a house, so it is in +some measure with the building of a character. +Some lives apparently are constructed to look at; +that is, with the thought that outer adornment +and a mere appearance of worth and beauty constitute +the essential qualities. Other lives are, in a +sense, made to sell. Not infrequently parents are +found developing their boys and girls as if the chief +purpose were to place them somewhere or other in +the best possible money market. A life is worth +only as much as it will bring in dollars and cents, is +apparently the predominating thought of such persons. +And then, occasionally, a life is built to <i>live +in</i>; that is, with the idea that intrinsic worth constitutes +the essential nature of the ideal character.</p> + +<p>But what <i>is</i> a good life? And why is not this +precisely the question for all parents to ask themselves +at the time they begin the development of the +lives of their own boys and girls? Assuming a<span class="pagenum"><a name="Page_3" id="Page_3">[Pg 3]</a></span> +fairly sound physical and mental inheritance on the +part of the child and the given environment as the +raw materials of construction, what ideals should +parents have uppermost in mind before undertaking +the tremendously important and interesting duties +of constructing worthy manhood and womanhood +out of the inherent natures of their children?</p> + +<p>1. <i>Good health.</i>—It is a difficult task to develop +a sound, efficient life without the fundamental +quality of good health. So it may be well to remind +parents of this fact and to urge them especially to +avoid in the lives of the children, first, the beginnings +of those lighter ailments which frequently grow into +menacing habits—for example, the diseases that +become chronic as a result of unnecessary exposure +to the weather—and second, those various contagious +diseases which so often permanently deplete +the health of children, such as scarlet fever and +whooping cough. It is now held by medical +authority that every reasonable effort should be +made to prevent children from taking such infectious +ailments—that the so-called diseases of children can +and should be practically all avoided.</p> + +<p>2. <i>Usefulness.</i>—The newer ideals of character-building +call for the early training of all children as +if they were to enter permanently upon some bread-winning +pursuit. Such training is a most direct +means of culture and refinement, provided it be correlated +with the proper amount of book learning and<span class="pagenum"><a name="Page_4" id="Page_4">[Pg 4]</a></span> +play and recreation. Such uniform and character-building +discipline tends to preserve the solidarity of +the race, and to acquaint all the young with the +thoughts and feeling of the great productive classes. +It may be this is now regarded as both a direct +means of culture and of leading the young mind +into an intimate acquaintance with the lives of the +masses. Such training is regarded also as one of +the best means of preserving our social democracy. +Therefore, although on account of inherited wealth +the child may apparently be destined for a life of +comparative ease, even then there is every justification +for teaching him early how to work as if he +must do so to earn his own living. Much more will +be said about this point later.</p> + +<p>3. <i>Moral strength.</i>—In the construction of a good +life, moral strength must be estimated as one of the +important foundation stones. But this quality is not +so much a gift of nature or an inheritance as it is an +acquisition. It cannot be bought or acquired through +merely hearing about it, but it must come as a result +of a large number of experiences of trial and error. +The child acquires moral self-reliance from the practice +of overcoming temptation in proportion to his +strength, the test being made heavier as fast as his +ability to withstand temptation increases. As will +be shown later, it proves weakening to the character +of the growing child to keep him entirely free +from temptation and the possible contamination of<span class="pagenum"><a name="Page_5" id="Page_5">[Pg 5]</a></span> +his character in order that he may grow up +“good.”</p> + +<p>4. <i>Social efficiency.</i>—The good life is not merely +self-sustaining in an economic way, but it is also +trained in the performance of altruistic deeds. In +building up the lives of the young it will be necessary +and most helpful to think of the matter of +social efficiency. Therefore, it will be seen to that the +child have practice in assuming the leadership among +his fellows, in taking the initiative on many little +occasions, and in some instances to the extent of +standing out against the combined sentiment of his +young associates. Of course, during all this time he +will be backed strongly by the advice and the insistent +direction of his parents, the idea being to induce him +to think out his own social problems and to carry +forward any suitable plans of a social nature that he +may devise.</p> + +<p>5. <i>Religious interest.</i>—Few parents will deny +that religious instruction is just as essential to the +development of a good society as is intellectual +instruction. Indeed, there is much evidence to bear +out the conviction that religion is a deep and permanent +instinct in all normal human beings. This +being the case, it is fair to say that such an instinct +should have some form of awakening and indulgence +in the life of the child. However, there is no thought +or intention of prescribing any particular form of +religious faith. He might at least be sent to Sunday<span class="pagenum"><a name="Page_6" id="Page_6">[Pg 6]</a></span> +school and to church regularly where he may be +led to do a small amount of religious thinking on +his own account.</p> + +<p>6. <i>Happiness.</i>—The good life is a happy life. +But nearly all the students of human problems seem +to think that happiness eludes the grasp of the one +who seeks it in a direct way. “I want my children +to be happy and enjoy life,” is often the remark +of well-meaning parents. They then proceed as if +joy and happiness could be had for money. It is +true that during his early years of indifference to any +serious concern or personal responsibility, the child +may be made extremely happy by giving him practically +everything his childish appetites may call for +and allowing him to grow up in idleness. But there +comes a time when the normal individual begins to +question his own personal and intrinsic worth. The +instincts and desires of mature life come on and if +there be not available the means for the realization +of the better instinctive ambitions, then bitterness +and woe are likely to become one’s permanent portion.</p> + +<p>However, it may be put down as a certainty that +happiness and contentment will naturally come in +full measure into the life that has been well built +during the years of childhood and youth. If the +good health has been conserved, a life of usefulness +and service prepared for, moral strength built into +the character, social efficiency looked after continu<span class="pagenum"><a name="Page_7" id="Page_7">[Pg 7]</a></span>ously, +and something of religious experience not +neglected—it will most certainly follow as the day +follows the night that the wholesome enjoyments +and the durable satisfactions of living will come to +such an individual.</p> + +<p class="title"><span class="smcap">Plate II.</span></p> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_2" name="Fig_2"></a> +<img src="images/plate_ii.png" width="500" height="273" alt="" title="Plate II" /> +<span class="caption"><span class="smcap">Fig.</span> 2.—These Canadian lads are enjoying their first lessons in live-stock management. We call +their conduct play, but surely no one was ever more in earnest than they.</span> +</div> + +<h4><span class="smcap">Is the human stock comparatively sound?</span></h4> + +<p>There are now among the students of the home +problems many who are seriously interested in the +matter of breeding a better human stock. Many +noteworthy conclusions have already been reached, +and ample proofs have been produced to show +that the human animal follows the same general +lines of evolution as do the lower animal orders. It +is shown in general, for example, that little or nothing +that man has learned or acquired during his life +is transmitted to his offspring. That is, even though +a man devote many years to the intensive study of +music or mathematics or the languages, such study +will not affect the ability of his child in the study of +the specialized subject. The same unaffected result +obtains in respect to any other form of expertness +of the merely acquired sort. For example, the fact +that a man through long practice becomes expert +in the use of the typewriter does not affect the character +of the child in respect to such ability. It is a +no less difficult task for the child to learn to master +the use of the typewriter keyboard.</p> + +<p>On the other hand, it is shown very conclusively<span class="pagenum"><a name="Page_8" id="Page_8">[Pg 8]</a></span> +that physical and mental characters inborn in the +life of a parent tend at all times to be transmitted +to the child, although many traits are known to be +wanting in the first generation of children and to +appear in the second or successive generations. According +to the law of Mendel, the traits of the parents +are transmitted to the child about as follows: one-half +of the elements of one’s physical and mental +natures are inherited from his parents, one-fourth +from his grandparents, one-eighth from his great-grandparents, +and so on. In any given case, however, +there might be great variation from this rule +of the averages, just as actual men and women vary +more or less widely from the average human height +of so many feet and inches.</p> + +<p>There is no thought here of discussing the intricate +problems of eugenics. The purpose of this brief +dogmatic sketch is that of attempting to induce +parents to believe that the great mass of our American-born +children are comparatively sound in their +physical and mental inheritances. The pathologists +profess to be able to prove that nature is most +kind to the new-born child in respect to inheritance +of disease. In fact, it is shown that very few diseases +are directly transmitted through the blood, +and that many once so regarded are now found to +be infectious in their natures. There is considerable +indication, however, that the children of the diseased—tuberculous +parents, for example,—inherit a<span class="pagenum"><a name="Page_9" id="Page_9">[Pg 9]</a></span> +weakened power of resistance for such disease. But +this matter is somewhat foreign to our present discussion.</p> + +<p>Best of all, for our present consideration, is the +great mass of evidence sustaining the theory that +about ninety-nine per cent of our new-born infants +are potentially good in an economic and moral sense. +That is to say, this great majority of the young +humanity have latent within their natures at the +beginning of life the possibilities of development +into sound, self-reliant manhood and womanhood.</p> + +<p>So, the writer of these lines would gladly lead rural +parents to the point of being very courageous and +optimistic about their infant children. He would +have them see in the latter all the possibilities of +good and efficiency that they may care to attempt +to bring out by thoughtful and conscientious training. +For that matter, it can be shown that many of +the leaders of men are constantly springing up out +of the ranks of the common masses and from +those of humble parentage. Some of these great +leaders, it is true, are what may be called accidental +geniuses in respect to their native strength and their +persistent life purposes. But many others, and +perhaps the majority of them, are merely men and +women who have been reasonably sound at birth +and who have been trained from childhood to maturity +in a manner that best served to build up strong, +efficient character.</p> + +<p><span class="pagenum"><a name="Page_10" id="Page_10">[Pg 10]</a></span></p> +<p class="title">REFERENCES</p> + +<blockquote><p>The references given at the close of each chapter are meant to direct +the reader to specific treatment of the topics named. It is thought +that nearly every chapter or book referred to will be found helpful and +instructive to such persons as may naturally become interested in this +volume. In some instances a line of comment is given to make clearer +the contents of the reference.</p> + +<p>Must Children have Children’s Diseases? Newton. <i>Ladies’ Home +Journal</i>, April, 1910.</p> + +<p><i>Dietetic and Hygienic Gazette.</i> Gazette Publishing Company, New +York. $1 per year, monthly.</p> + +<p>The Miracle of Life. J. H. Kellogg, M.D. Good Health Publishing +Company, Battle Creek, Mich. Read especially pp. 363-388, +“How to be Strong.”</p> + +<p>Our Duty to Posterity. Editorial. <i>The Independent</i>, February. 1909.</p> + +<p>Relation of Science to Man. Professor A. W. Small. <i>American Journal +of Sociology</i>, February, 1908.</p> + +<p>Character Building. Marian M. George. A. Flanagan Company. +Treats the ethical problems of the home.</p> + +<p>Through Boyhood to Manhood. Ennis Richmond. Chapter 1, “Usefulness.” +Longmans.</p> + +<p>Making the Most of Our Children. Mary Wood-Allen, M.D. Chapter +IX, “Keeping the Boy on the Farm.” McClurg.</p> + +<p>Youth. G. Stanley Hall. Chapter XII, “Moral and Religious Training.” +Appleton.</p> + +<p>The Contents of a Boy. E. L. Moore. Chapter VI, “Social Interests.” +Jennings & Graham, Cincinnati.</p> + +<p>Mind in the Making. E. J. Swift. Chapter II, “The Criminal Natures +of Boys.” Scribners.</p> + +<p>The Young Malefactor. Dr. Thomas Travis. Chapter II, “The Child +born Centuries Too Late.” Crowell.</p> + +<p>The Family Health. M. Solis-Cohen, M.D. Chapter I, “The Preservation +of Health.” Penn Publishing Company, Philadelphia.</p> + +<p>The Durable Satisfactions of Life. Dr. Charles W. Eliot. Crowell. +Points out ably the higher way.</p> + +<p>The Study of Children. Francis Warner, M.D. Chapter IV, “Observ<span class="pagenum"><a name="Page_11" id="Page_11">[Pg 11]</a></span>ing +the Child. What to Look at and For.” The Macmillan +Company.</p> + +<p>What makes a Liberal Education. Editorial. <i>The Independent</i>, July 1, +1909.</p> + +<p>Relation of the Physical Nature of the Child to His Mental and Moral +Development. George W. Reed. <i>Annual Report National Educational +Association</i>, 1909, p. 305.</p></blockquote><p><span class="pagenum"><a name="Page_12" id="Page_12">[Pg 12]</a></span></p> + + +<hr class="chap" /> + +<h3>CHAPTER II<br /> +<br /> +<i>THE TIME TO BUILD</i></h3> + + +<p>We shall continue to assume that the reader, if a +parent, is thinking of his child as being in the position +of one whose character requires constant attention +in order that it may be built up through the +right sort of training and the right sort of practices. +Just as certainly as there is a best time in the season +to plow corn and also a time not to plow, as there is +a time to plow deep and another time to plow shallow, +so there is unquestionably a best time to give +the child any particular form of training or to withhold +it. In general, it may be said that the most +effective training in respect to the human young is +that which centers most closely around the childish +interests and instincts.</p> + + +<h4><span class="smcap">What of the human instincts</span></h4> + +<p>By observing critically for a few days the conduct +of an infant child, one may notice two or three pronounced +instincts at work producing helpful results +in the little life.</p> + +<p>1. There is the instinct to nurse, which is so fundamental +in securing the food with which to sustain +and build up the body.</p> + +<p><span class="pagenum"><a name="Page_13" id="Page_13">[Pg 13]</a></span>2. There is the accessory instinct of crying, also +often necessary as nature’s signal for another intake +of the food supply. Associated with these two instincts +are a number of reflexes which take care of +the important organic processes, such as digestion, +assimilation, and excretion. Now, we have practically +all there is to the “character” of the human +infant. He has, as yet, no instinct for fighting, for +sexual love, or for business. And any effort to arouse +and make use of the last-named dormant qualities +would be futile as well as ridiculous. In respect to a +vast majority of the things to be learned, the child +is a mere bundle of potentialities, all of which must +bide their time for an awakening. In short, wise +parents soon learn that the center of life in the infant +child is in the stomach, and that if he be fed rightly, +kept much in the open air, clothed comfortably, and +bathed frequently, the body-building processes will +usually go on in a satisfactory manner.</p> + +<p>3. Although the little life seems so tiny and the +daily round of infantile activities so simple and monotonous, +the character-developing processes are already +making their subtle beginnings. For example, +the first lessons in habit are being inculcated through +the comparative rhythm in the infant’s life. It will +be found both conducive to good health and helpful +to character-development to attend to all the infant’s +needs with strict regularity. Let us follow the new-born +child around his little cycle and see what hap<span class="pagenum"><a name="Page_14" id="Page_14">[Pg 14]</a></span>pens. +First, he is given a hearty meal, which is +followed at once by perhaps two hours of profound +sleep. Then, there is a gradual waking, the body +writhes and wiggles slightly, and then more, and then +still more, until a loud cry is set up. Under healthy +conditions the crying should go on for a very few +minutes, as it helps to send the good blood through +every part of the body, purifying and building up +the parts and carrying out the effete matter. The +function of excretion is not only thus much aided, +but the nervous equilibrium is completely restored. +The little life has now swung completely round to +the beginning point of two hours previously and it is +ready to start on another journey with the intake +of another hearty meal.</p> + +<p>It will be found that the life circle described above +continues with slight variations for the first few weeks, +the child sleeping probably twenty to twenty-two +hours out of twenty-four, if it be in a natural state +of health. But slowly the conduct of the infant will +become more complex, and that in response to the +growths and changes taking place within his body. +It will be found that he can take a heartier meal, +can stay awake longer, kick harder, wriggle more, and +cry louder as the days multiply. In a month or so +his eyes will be seen following some brilliant or attractive +moving body, while the impulsive movements +of the hands will begin to suggest some slight definition +of their conduct. Not long thereafter, the baby<span class="pagenum"><a name="Page_15" id="Page_15">[Pg 15]</a></span> +smile will break out in a reflex fashion and the hands +will likewise grasp objects placed in the little palms. +Coördinate with these new activities, nature is at +work storing up new nerve structures and cells, especially +in the region of the spinal cord and the cranial +centers.</p> + +<p>4. The child is all the while learning. As yet, +there is little for the caretaker to do other than to +feed the infant with exceeding care and regularity, +and to enjoy the awakening of the new infant activities. +In four to six months, the young learner +will lead a much more complex life,—sitting alone, +holding things in his hands, and looking about the +room. But it must be understood that he still hears +and sees very few things in a definite way. Then, +in the next two or three months he will first creep,—he +should in time be induced to do so if possible for +the sake of his health,—at length he will stand upright, +and finally walk. None of these processes +must be hastened, although they may be aided when +the inner prompting and strength warrant such +conduct.</p> + +<p>5. During the second year there will probably +break out with sudden and surprising strength the +new instinct of anger. It has been latent there all +the time, but the low degree of intelligence and of +nerve structure has not given it proper support and +indulgence. But on an occasion there is perhaps +taken from the child some cherished plaything, when<span class="pagenum"><a name="Page_16" id="Page_16">[Pg 16]</a></span> +he suddenly flies into a rage, yelling, screaming, +kicking, and growing red in the face. This outburst +of rage is a most interesting and enjoyable aspect +to the parent who rightly understands children, +although some ignorantly make it a matter of deep +concern, regarding it as significant of a vicious character +in the coming boy and man.</p> + +<p>The purpose of this present discussion is to illustrate +how the human instincts come into their functions +at various times during the life of the growing +child. And the further purpose is to urge that such +thing be <i>watched for and met with just the sort of training +necessary for permanent and helpful results</i>.</p> + +<p>Now, let the little child fly into a rage two or three +times and have his anger appeased through indulgence +in the thing he cries for, and he has acquired +his first lesson in the management of the parent or +nurse. He has learned that if he wants a thing, all +he needs to do is to squall or yell and the desired +results will be forthcoming. But this childish rage +really furnishes the occasion for the beginning of some +disciplinary lessons. “Should I give the child everything +he cries for, or withhold the desired object +until he quits?” asks an anxious parent. Neither +rule is necessarily the right one, and yet both, on +occasions, may be correct. Suppose, instead of the +infant you have a five-year-old boy who cries for a +loaded revolver he happens to see in your hand. +Would you give it to him to stop his crying, or with<span class="pagenum"><a name="Page_17" id="Page_17">[Pg 17]</a></span>hold +it? Suppose again he should cry for the return +of his own plaything which some one unjustly snatched +from him. Would you return his plaything to stop +his crying, or let him cry it out? Now, here is implied +the correct answer in dealing with the outburst +of anger in the infant. It is all a matter of justice +and fairness. If some agency, human or otherwise, +snatches his food from his mouth, and the child +squalls for its return, indulge the infant at once. +If he has been well fed, comfortably clad and bathed, +and under every proper consideration should lie +still and behave himself, then do not run and take +him up because he happens to be trying your patience +with his squalling. Hold him to it and let him bawl +it out. There is really nothing better coming to him +if you are thinking of the development of his character—and +your own.</p> + +<p>6. So, somewhat later on you will find this same +instinct of anger showing itself in the various forms +of fighting and quarreling. The parent who understands +the true natures of healthy children will not +worry for a moment because the children show natural +dispositions for contention and combativeness. On +the other hand, it will be understood that these very +tendencies furnish the occasion of many a lesson in +social ethics. How can the child ever learn to be +just and fair to his mates or square and considerate +in his dealings with adults unless it be through the +give-and-take experiences that come from attempt<span class="pagenum"><a name="Page_18" id="Page_18">[Pg 18]</a></span>ing +to get more than his share,—and failing much +of the time,—and from attempting to over-ride the +rights and privileges of others, and having such attempts +properly thwarted? Indeed, it may be regarded +as a great misfortune to the child if he has to +grow up as the only one in a home and is denied the +daily companionship of those of his own age from +whom he may learn justice and fairness as a result +of his attempts to get more than is just and fair for +himself.</p> + +<p>7. The watchful parents will observe that perhaps +some time during the second half year, and with +some pronounced repetitions later, there will be clear +manifestations of the instinct of fear on the part of +the child. Again, there is nothing for deep concern +other than to meet this instinct in a general way as +has been observed for the others named and to give +the proper training. Fear must have been a human +necessity during many years of savagery and barbarism. +It still has its positive and negative values +in the development of character. It serves as a deterrent +from dangerous and criminal acts. It is also +found to deter the growing infant from doing many +a thing which he ought to be learning to do. Fear +shows its most interesting aspects in the form of what +has been called social sensitiveness; that is, bashfulness, +shyness, reticence, and the like.</p> + +<p>Parents should by all means watch closely the +various childish and youthful tendencies to fear,<span class="pagenum"><a name="Page_19" id="Page_19">[Pg 19]</a></span> +allowing those fears which promise to be helpful to +remain in the life or to die out slowly through counteracting +conduct; and eliminating those other forms +which would seem to serve no useful purpose. Examples +of the latter sort would be the fear of ferocious +animals and of murderers. Such mortal enemies are +so uncommon in this civilized land that fear of them +will probably be of no service to life. On the other +hand, it may stunt and deter the development of +courage. Especially do such fears tend to induce +the habit of unnecessary concern and deep worry, +thus destroying the peace and happiness and cutting +off the length of years of many members of our society.</p> + +<p>8. There is no questioning the value of social +sensitiveness in respect to the development of character +in the young. Some degree of bashfulness and +embarrassment in dealing with people, especially +those regarded by him as of superior worth, may be +considered an actual asset in the life of the growing +boy. This bashfulness will give him a rich inner +experience of doubts and fears, and of hopes and +triumphs. Slowly, under proper guidance and direction, +the sensitiveness wears away through repeated +experience of a contrary sort, and such qualities as +create a self-reliance take its place.</p> + +<p>On the other hand, it is doubtless a misfortune, +especially for the boy, to become blasé—indifferent +and unembarrassed in the presence of people of all<span class="pagenum"><a name="Page_20" id="Page_20">[Pg 20]</a></span> +ranks and conditions—while he is yet a mere lad. +Under our present organization of society, the boy +who would win the life race must have much experience +of trial and error, of failure and success, and of +tribulation and triumph; and all that for the sake of +a self-reliant character. Now, the boy who has lost +all sense of embarrassment in the presence of others +is likely to be denied the stirring inner experiences +just named, and to settle down in an indifferent, self-satisfied +attitude toward the big problems of human +conduct. It may be counted, therefore, as an indication +of much promise and advantage that the +country youth and the country maiden continue to +be comparatively “green” and bashful during the +period of their adolescence.</p> + +<p>9. The instinct of sexual love will manifest itself +at the proper time and age. Before so doing, certain +organic changes and inner nerve developments +must take place. Parents may learn some lessons +from observation of this instinct that will apply to +practically all the others. For example, there should +be no attempt to hurry the manifestation and the +functioning of the instinct, nor should the training +necessary for its development and refinement be +denied or withheld. Of all the many inner awakenings +that come to the developing human being, there +is probably none that quite matches the surging +energy of sexual love in healthy young manhood +and womanhood. And to an extraordinary degree,<span class="pagenum"><a name="Page_21" id="Page_21">[Pg 21]</a></span> +opportunities for instruction and development of +the character become present at this time.</p> + +<p>First of all, parents need to be reminded of the +naturalness and wholesomeness of the sex instincts +in adolescent boys and girls. They must be urged +to provide carefully for its natural growth through +the proper commingling of the sexes in a social way, +and yet there must be preserved in the young lives +just enough strangeness and mystery about the sex +matters as to indulge the poetic and the romantic +aspects of the unfolding natures. It need not, +therefore, be a matter of worry and unusual concern +to parents if their fifteen-year-old son and a neighbor’s +thirteen-year-old daughter show pronounced +tendencies to be “crazy in love” with each other. +However, this situation furnishes most fitting opportunities +for teaching the boy courtly manners, gallantry, +consideration for women of all ages; and +that through and by means of his own personal experience. +In fact, this stirring period of sex-love +opens up in the mind of the boy reflections that tend +to run out into every possible avenue of his future life.</p> + +<p>Likewise, the girl. That same little girl who +shortly ago hated boys and declared she would never +have anything to do with them is now manifesting +much interest in the youth of her acquaintance. This +thing cannot be laughed to scorn, or scolded away, +or whipped out of the life of either boy or girl. Its +roots are in the sex organs as well as in the heart.<span class="pagenum"><a name="Page_22" id="Page_22">[Pg 22]</a></span> +This first love period furnishes the rarest opportunities +for teaching the girl proper lessons in respect to +her comeliness, her purity of thought, and the sweetness +of her own personal character. If during this +time she be withheld entirely from wholesome association +with boys and young men, there is a probability +that she may become a drone or a mope, and +especially that she may lose valuable training in the +acquisition of those winsome ways so helpful to young +women in the matter of their obtaining suitable life +companions.</p> + +<p>Perhaps less need be said in respect to giving the +growing son those forms of social training which +make it possible for him to win to his side an attractive +helpmate. But beyond the question of a doubt +there can and should be much done by way of training +the daughter in this respect. In addition to her +good health, her moral self-reliance, and those other +desirable qualities illustrated in a preceding paragraph, +the young woman who is thoroughly prepared +for meeting successfully the issues of life has had careful +training in all the practices that refine and beautify +her character.</p> + +<p>This duty of rural parents to the growing daughter +is no less imperative than in the case of city parents. +It may be considered as an excellent way of planning +for the future happiness and well-being, not merely +for one, but doubtless for an entire family, if the +growing girl be indulged and directed reasonably in<span class="pagenum"><a name="Page_23" id="Page_23">[Pg 23]</a></span> +social matters during this period of greatest strength +of her natural sex instinct. This thing cannot be +safely put off a few years with the thought that the +family will move to town and then the girl may have +her proper opportunities of training. After such +procrastination and neglect, it becomes too late ever +to correct the many faults of omission.</p> + +<p>10. There develops somewhat late in the lives of +young men and young women what might be called +the “homing” instinct, which amounts to nothing +other than a deep and pronounced prompting from +within to set definitely about the matter of getting +into a home of one’s own and providing for and +building it up. This is different from the mere sex +instinct named above, although perhaps an outgrowth +of it. It must be noted in passing that this +homing instinct, when at its strongest, furnishes the +proper occasion for instruction in respect to the home +and the home-building affairs. Happy indeed is the +young man or the young woman who, after a period +of such instruction, may have the opportunity of settling +down in a suitable dwelling place and there beginning +the establishment of the ideal family life.</p> + +<p>11. Unquestionably there dawns in the life of +normal young men—and perhaps to a milder degree +in respect to young women—a pronounced instinct +of a business and economic sort. This inner prompting +is doubtless associated with the two last named. +It may be observed by any person who knows how<span class="pagenum"><a name="Page_24" id="Page_24">[Pg 24]</a></span> +to study the lives of children and young people that +some particular youth who a few months ago was +a spendthrift, indifferent of his future needs and welfare, +is now heard to declare emphatically again and +again that he must get into business, must save and +invest his means and provide for his future needs. +So, there is not a little evidence in effect that we have +here another inner development of the nerve mechanism. +And the time is most fit and opportune for +the parents to exhaust every reasonable effort to discover +what the youth is best suited for as a life practice +and to guide him on toward the realization of +that purpose. Much more will be said in another +chapter in respect to the choice of a vocation.</p> + + +<p class="title">REFERENCES</p> + +<blockquote><p>Rural parents who develop an intensive interest in the child-training +problems will find it most profitable to read somewhat extensively in the +texts that are not too direct but that give a careful treatment of the +fundamental principles of child psychology. King’s and O’Shea’s books +listed below are of this special character. For a fuller list, see <a href="#Page_69">Chapter VI</a>.</p> + +<p>The Child: A Study in the Evolution of Man. A. F. Chamberlain. +Chapter IV, “The Period of Childhood.” Scribner. A sound and +somewhat scholarly treatment.</p> + +<p>Boy Wanted. Nixon Waterman. Chapter I, “The Awakening”; +Chapter II, “Am I a Genius?” Forbes & Co., Chicago.</p> + +<p>Education of the Central Nervous System. Reuben P. Halleck. Chapter +VII, “Special Sensory Training.” American Book Company.</p> + +<p>The Moral Life. Arthur E. Davies. Chapter V, “Motive: The Beginnings +of Morality.” Review Publishing Company, Baltimore.</p> + +<p>Psychology. J. R. Angell. Chapter XVI, “The Important Human +Instincts.” Holt.</p> +<p><span class="pagenum"><a name="Page_25" id="Page_25">[Pg 25]</a></span></p> +<p>Essentials of Psychology. W. B. Pillsbury. Chapter X, “Instinct.” +Macmillan. Rural parents will find this entire text a non-technical +and fundamental help.</p> + +<p>Development and Education. M. V. O’Shea. Chapter XII, “The +Critical Period.” Houghton, Mifflin Company.</p> + +<p>Psychology of Child Development. Irving King. Chapter on “Instinct.” +University of Chicago Press.</p> + +<p>Your Boy: His Nature and Nurture. George A. Dickinson, M.D. +Chapter II, “Elements of Character.” Hodder & Stoughton, New +York.</p> + +<p>An Introduction to Child Study. W. B. Drummond. Chapter XII, +“The Instincts of Children” ; Chapter XIII, “Instincts and Habit.” +Longmans. The book is worthy an entire reading.</p> + +<p>A Study of Child Nature. Elizabeth Harrison. Chapter I, “The Instinct +of Activity.” Chicago Kindergarten College.</p> + +<p>Observing Childhood. A. S. Draper. <i>Annals American Academy</i>, +March, 1909.</p> + +<p>Are we spoiling our Boys who have the Best Chances in Life? Henry +van Dyke. <span class="smcap">Scribner’s Magazine</span>. October, 1909.</p> + +<p>How to civilize the Young Savage. Dr. G. Stanley Hall. <i>Mind and +Body</i>, June, 1911.</p></blockquote> + + + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_26" id="Page_26">[Pg 26]</a></span></p> +<h3><a name="CHAPTER_III" id="CHAPTER_III"></a>CHAPTER III<br /> +<br /> +<i>THE RURAL HOME AND CHARACTER +DEVELOPMENT</i></h3> + + +<p>That the farm home is an ideal place in which to +build up the lives of growing boys and girls has become +almost a trite saying. But that rural parents +are yet failing to realize the child-nurturing possibilities +of such a place may be exemplified in thousands +of instances. When we point to the farm +home as being the best possible place for rearing children, +we mean that it contains all the crude materials +for such work, and that there must be in charge of +that work some one who is conscious of the many +aspects of the problem. So we hope to show the +fathers and mothers of the farm community, not +what they might do if they were differently situated, +but as specifically as possible what there is in the +present rural home situation that can be made +directly available in the construction of the lives +of their children.</p> + + +<h4><span class="smcap">What agencies build up character?</span></h4> + +<p>First of all, we must ask, What are the ordinary +forces which need to be brought into service in the<span class="pagenum"><a name="Page_27" id="Page_27">[Pg 27]</a></span> +development of children? At the head of the list, +we should name play, as furnishing a great variety +of instructive activities; then, work and industry; +after that, the recreation that comes properly after +the performance of work. So, we have with all +their implied meanings the three great child-developing +agencies: play, work, recreation. Now the +question naturally presents itself, Can the ordinary +farm life be made to furnish in right amount and +proportion these three essential elements of character +development?</p> + +<p>1. <i>Play.</i>—The necessity of indulging and training +properly the play instinct of the child is becoming +so fully appreciated of late that many of the state +legislatures, and even the national Congress, have +seen fit to make it a matter of deep concern. In +order that all children may have full exercise of the +divine, inherent right to play and to learn through +play, many so-called child labor laws have been passed. +These enactments have prescribed conditions under +which children will be permitted to work at gainful +occupations, and in the majority of cases they have +strictly forbidden such child labor below the ages +of fourteen to sixteen.</p> + +<p>But the foregoing efforts in behalf of the young +have been of a somewhat negative sort, merely guaranteeing +the child the right to play. On the positive +side, much is also being done. The scientific students +of child life have been pointing to the great<span class="pagenum"><a name="Page_28" id="Page_28">[Pg 28]</a></span> +benefits of play and to the present need for larger +means and fuller opportunities for play on the part +of the masses of children. As an outcome of all this +research and public agitation, there is now in progress +a general movement which looks to the placing at +the disposal of children everywhere the equipment +and apparatus necessary for building up the character +by means of play experience. The large cities +are expending millions of dollars on municipal playgrounds, +and the towns and rural communities are +catching the spirit also.</p> + +<p>It has been shown beyond a question that adult +life can be prepared for and enriched in many ways +by means of scientifically provided play during childhood. +Two or three results are especially sought +through the playground training: (1) better physical +health and increased power to resist disease; (2) enlarged +opportunities for the outlet of the spontaneous +activities through the use of the hands and other +parts of the body; (3) the provision of a powerful +deterrent of evil thought and deed and of juvenile +crime; (4) the manifold opportunities for learning +how to get along with one’s fellows and to treat them +in fairness and justice.</p> + +<p class="title"><span class="smcap">Plate III.</span></p> + +<div class="figcenter" style="width: 500px;"> +<a id="Fig_3" name="Fig_3"></a> +<img src="images/plate_iii.png" width="500" height="311" alt="" title="Plate III" /> +<span class="caption"><span class="smcap">Fig.</span> 3.—This beautiful Kansas home, with its large orchard and many shade trees adjoining, was constructed +“away out on the barren plains where no tree will grow.” In this place an excellent family of nine +children grew up.</span> +</div> + +<p>It has already been urged that sound health constitutes +one of the foundation stones of good character. +Play is especially conducive to sound health. +Some may think that work without much if any +play will bring about the same results in the child +<span class="pagenum"><a name="Page_29" id="Page_29">[Pg 29]</a></span>life, but such proves not to be the case. The monotony +and drudgery of enforced labor have been +crushing the lives of children everywhere, especially +until the wise legislation of very recent years prevented +such thing. Strange to say, the same +amount of exertion in spontaneous play may build +up and strengthen the physical and mental life of +the child. What is the secret of the striking difference +in the result? Spontaneity! is the answer. +The child goes at his play with a joy and an eagerness +which are entirely absent from work—a sufficient +guarantee that his nature is being fed upon the very +stuff which his soul craves. It is true that children +will play in a bare room containing nothing more +than a pile of trash, but such a situation is woefully +lacking on the side of instruction. Very +little will be learned from a year of such ill-provided +play.</p> + +<p>So, there is every necessary reason for urging that +the farm home provide not only the time and the +occasion for the play life of the children, but that +the means and proper materials also be looked after. +At a certain rural home in the state of Michigan, +where two boys and one girl were growing up, were +found the following nearly ideal arrangements for +the play life: a small clump of trees, which afforded +opportunities for climbing and ample shade during +the warm weather; a swing hung between two of +the trees; a pole serving as a horizontal bar between<span class="pagenum"><a name="Page_30" id="Page_30">[Pg 30]</a></span> +two others; and a ladder leading to a rude playhouse +constructed between the forks of a branching maple +tree. Thereabout were seen also a boy’s wagon, two +home-made sleds and other materials of this same +general class, not to mention a fairly well-kept lawn, +where the children could romp.</p> + +<p>Now the cost of all the foregoing materials would +be trifling in a money sense and not very expensive +in point of preparation and work, while they would +pay for themselves a hundred-fold in their results +for character-development. If necessary, it could +even be shown how just such provision for the play +of the boys and girls on the farm will in time add to +the actual cash value of the place and to the money-earning +power of the boys and girls whose lives are +being served. It seems altogether fitting to remind +rural parents of their duty in respect to their children +even though the mortgage may not yet have been +lifted, and even though some of the live stock may +have to suffer a little, and some of the farm crops +deteriorate slightly. Let there be provided, first of +all, some adequate materials for the indulgence of +the play instinct of the child.</p> + +<p>2. <i>Work.</i>—This term implies a wide meaning, +and deserves a lengthy discussion. In a chapter to +follow under the title “How Much Work for the +Country Boy,” we shall give due attention to it. +The purpose here is to advise the parent to make +a study of the situation and to make provision for the<span class="pagenum"><a name="Page_31" id="Page_31">[Pg 31]</a></span> +amount and kind of work and industry necessary +for the proper culture of the growing child.</p> + +<p>First of all, there must be appreciated the sharp +distinction between work and play. The latter is +spontaneous, allowing the child to follow his caprice +of mind. He may take up one play activity and drop +it at any moment that another appeals to him more +strongly. But with work, the situation is different. +The purpose is outside of and not within the performance, +as in the case of play. The work looks +toward some end necessary of achievement and carries +with it the elements of sacrifice, of giving out of one’s +life something that is his very own in order that some +other thing may be acquired. In the case of work +the normal child probably at first finds almost any +assigned task irksome. He feels that he is being more +or less unfairly or unnecessarily driven to it and that +when he grows to be a man, he will have a lot of money +and hire somebody else to do the work.</p> + +<p>All natural, healthy-minded boys are at first somewhat +stubborn and rebellious in regard to work. +No matter how good their parents may be, if merely +turned loose in the world without direction and the +spur of authority, they will almost invariably avoid +manual labor. So it might as well be put down at +once as a rule that every boy who is to become a +real worker and an industrious character must be +set definitely at his tasks while a mere child and held +strictly to their performance. After much persistent<span class="pagenum"><a name="Page_32" id="Page_32">[Pg 32]</a></span> +urging, the young worker begins to forget the thought +of being driven to his duty and to acquire instead +a habit of industry. By slow degrees he develops +within a sense of obligation in relation to work, also +a feeling of responsibility for tasks done or left undone. +Finally, after years of this sort of experience, the +young industrialist reaches a point in his life when +he can throw himself enthusiastically into some sort +of well chosen occupation. And then and there +emerges from his inner consciousness the exceeding +great joy known to so many of the industrious men +and women whose worthy life-long devotion to work +is constantly reconstructing this good world in which +we live.</p> + +<p>It will be understood, of course, that the term +work as here used includes the school training. The +ordinary child regards the appointed duties of lesson +getting in the nature of work and feels the same pressure +of insistence and compulsion in relation to them. +Unquestionably, the ordinary school course goes part +way toward furnishing discipline in industry. The +course of the newer schools about to be instituted +throughout the country will reach still farther in +this direction. It is very encouraging indeed to +observe that the public school curriculum is destined +to include, not only the study of books and the recitation +of lessons learned from books, but also the many +forms of manual labor and industry applicable to +the character of the growing child. But until the<span class="pagenum"><a name="Page_33" id="Page_33">[Pg 33]</a></span> +public school authorities have provided such an +ideal course of training, parents must see to it that +the class-room duties be thoroughly supplemented +with carefully assigned home tasks of the industrial +training sort. In a later chapter specific attention +will be given the question of the schooling of the +country boy and the country girl.</p> + +<p>3. <i>Recreation.</i>—What a vast amount of misunderstanding +and misuse there is of this term! +Observe, if you will, the real meaning of the term or +of the kindred word, to re-create. It implies in this +use that the body has been depleted, worn out, or +fatigued by work and that there is to be a rebuilding +of the same. But it is amusing—or would be if it +were not so pathetic—to see how city parents often +bestir themselves in an effort to provide recreation for +their idle boys. Many of these boys who are seen +loafing about the home town during practically the +entire summer vacation period are given an outing +in order that they may thus be furnished “recreation”—from +indolence.</p> + +<p>But farm parents are inclined to err on the other +side. That is, they tend to over-work their boys and +not to give them enough outings to furnish proper +recreation and renewed zeal for the work required +of them. Hence, the need of carefully considering +the matter of the outings for the farm boy and girl. +It can most probably be shown, for example, that +the boy who works on the farm five and a half days of<span class="pagenum"><a name="Page_34" id="Page_34">[Pg 34]</a></span> +the week and who is given the other half day for rest +and recreation—that he does more work in the five +and one-half days and does it better than he would +do in six full days without the half-holiday. The +question here is that of a balanced schedule. How +long should the boy be held to his task before being +allowed a holiday or recreation period?</p> + +<p>Just how can these half-holidays, outings, and the +like, be worked into the farm boy’s program so as +to make them contributive to the up-building of his +character? What of this sort can be done to cause +him to return to his assigned tasks with greater zeal +and enthusiasm? How can it be provided that the +boy may look forward to these outings with a thrill +of joy during the long days he has to spend behind +the plow or in the harvest field? Finally, how can +these recreation periods, large and small, be so associated +with his work-a-day tasks that he may come +to regard farm life as a wholesome type of vocation—one +that he may follow with pleasure and profit for +himself, and one in which he may succeed so well as +to make his achievements constitute a living commendation +of such a calling to others? In a later +discussion there will be shown many methods whereby +the recreation experience of the farm boys and girls +may be properly looked after.</p> + +<p>Few persons seem to appreciate the value of solitude +as a means of recreating and building up the +inner life. Probably one of the greatest agencies in<span class="pagenum"><a name="Page_35" id="Page_35">[Pg 35]</a></span> +the development of many a powerful personality is +the fact that its possessor was compelled by force of +circumstances while young to spend much time in +the company of his or her own thoughts. It is impossible +to think intelligently while one is doing any +body-straining work; for example, wood sawing or +hay pitching. But there are many forms of occupation +for boys and girls on the farm which permit of +comparative rest of the body. So the foundations +of many a worthy career have been laid in the silent +reflections of the boy spending the day alone in the +woods or on the prairies with his cattle and dog and +pony, or sitting on the seat of the riding plow.</p> + +<p>Likewise, the farmer’s daughter, during the performance +of many simple, non-fatiguing tasks, reflects +perforce upon the larger meanings of life and +makes out in mind many plans for the time when +she hopes to undertake the mastery of various trying +and interesting problems. Lack of this enforced +solitude and its attendant reflections—lack of the +discovery of the joy of being at regular intervals alone +with the great soul of Nature and with one’s inner +consciousness—doubtless contributes in some measure +to the undoing of city boys and girls. The constant +turmoil of the street, the excitement of the +ever changing scenes and situations, give an over-indulgence +to the senses, ripen the judgments +too early, and rob the character of those soberer +habits which later enable one to find good in the<span class="pagenum"><a name="Page_36" id="Page_36">[Pg 36]</a></span> +common situations and the common people of the +world.</p> + +<p>It is, therefore, recommended that farm parents +provide for a part of the sterner duties of the boys +and girls such tasks as will allow for comparative +rest of the body while the mind may tarry undisturbed +with the reflections of the inner life.</p> + + +<h4><span class="smcap">Moving to town for the children</span></h4> + +<p>The practice of the well-to-do farmer who moves +to town to “educate his children” is an old story and +is fraught with many a hidden tragedy, to say nothing +of the impoverishment of the land and of the +social order left behind. Why cannot the intelligent +farmer remain on the home place and join a +movement having for its purpose that of making +the neighborhood a more desirable place of human +habitation?</p> + +<p>One of the dullest places in the world is the country +town which has been filled up with retired farmers. +These are usually men who came into the place +for the purpose of getting all the possible advantages +at the lowest possible cost. In the typical case the +new city dweller of this class secures a very good +residence, and that often, if possible, just outside the +city limits, in order to avoid local taxes. He takes +little or no interest in the town’s municipal affairs +and votes against nearly all proposed improvements. +He keeps his own cow, horse, chickens, and garden,<span class="pagenum"><a name="Page_37" id="Page_37">[Pg 37]</a></span> +and brings extra supplies in from the farm. Gradually +he takes on a few of the city ways. That is, +he uses less home produce and does some buying at +the stores. But for want of stimulating employment +he gradually grows stouter and mentally more stupid, +sleeping away many of the hours of the day in his +chair—an indication that he is dying at the top and +that he is soon to be cut down. Really, the retired +farmer is a nuisance to the town and the town is a +bore to him.</p> + +<p>But what of the children whom he brought in to +“educate”? They learn rapidly, soon taking on +the city manners. The natural restraints from evil +conduct, which the farm home furnished, are now +wanting. The blare and bluster of the town both +excite and delight them, while the parents have positively +no rules or standards by which to govern and +direct their young in the new situation. All the boys +and girls need to do in order to gain parental consent +for going out at night is to declare that “everybody +is going” or that they are “expected” to be there, +and the thing is settled. Thus the young ruralists +newly come to town go dancing and prancing off +into a veritable world of sweet dreams and delights—spoiled +forever for any service that they might +have rendered in building up the country community—and +finally destined to become mere cogs in the +ever grinding wheel of some city.</p> + +<p><span class="pagenum"><a name="Page_38" id="Page_38">[Pg 38]</a></span></p> +<h4><span class="smcap">A back-to-the-country club</span></h4> + +<p>Nearly every town and city of the United States +has had a so-called Commercial Club. This has +been in reality a boosters’ club bent first of all on +bringing big business to the place and thus opening +the way for a bigger population. Anything for the +sake of more people has been the watchword. Now, +I would reverse this order of things. Nearly every +one of these towns and cities needs a club or committee +that might have for its purposes: (1) to show the +would-be retired farmer how to shift the burdens from +his wife as housekeeper, how to provide better social +and intellectual advantages for his children and yet +<i>stay on the farm</i>; (2) to find means and methods +whereby to plant in the rural community those +persons of the city population who are not making a +fair living in their present positions, seeking first of +course to choose those who are capable of transplanting +and then preparing them with care for the +change.</p> + +<p>I am satisfied that this thing can be successfully +thought out,—that is, how the worthy poor city +family may be removed to the country and there +through hard work gradually acquire enough land +whereon to earn a fair living at least. This end will +never be accomplished by merely driving out the +poor families, but rather by means of scientific and +sympathetic practice of re-establishing them. Well-<span class="pagenum"><a name="Page_39" id="Page_39">[Pg 39]</a></span>conducted +research shows that these poor people are +nearly all constituted of good, sound, human stock. +So, if transported under the conditions named, there +may be expected to come forth in the second generation +a splendid crop of rural boys and girls.</p> + + +<p class="title">REFERENCES</p> + +<blockquote><p>Report of the Commission on Country Life. Introduction by Theodore +Roosevelt. Sturgis-Walton Company, New York. A brief but +epoch-making book. The student of rural problems will find it a +splendid outline guide.</p> + +<p>Cutting Loose from the City. E. G. Hutchins. <i>Country Life</i>, Jan. 1, +1911.</p> + +<p>Back to the Farm. J. Smith. <i>Collier’s</i>, Feb. 25, 1911.</p> + +<p>Value of a Country Education to Every Boy. <i>Craftsman</i>, January, +1911.</p> + +<p>Why Back to the Farm? Editorial. <i>Craftsman</i>, February, 1911.</p> + +<p>The Country-Life Movement. L. H. Bailey. The Macmillan Co. +Contains a contrast of the back-to-the-land movement and the +country-life movement.</p> + +<p>Drift to the City in Relation to the Rural Problem. J. M. Gillette. +<i>American Journal of Sociology</i>, March, 1911.</p> + +<p>The New Country Boy. <i>Independent</i>, June 22, 1911.</p> + +<p>Overworked Children on the Farm and in the School. Dr. Woods +Hutchinson. <i>Annals American Academy</i>, March, 1909.</p> + +<p>Why One Hundred Boys ran away from Home. L. E. Jones. <i>Ladies’ +Home Journal</i>, April, 1910.</p> + +<p>The Country Girl who is coming to the City. Batchelor. <i>Delineator</i>, +May, 1909.</p> + +<p>Play and Playground Literature. For most helpful and inexpensive +literature on this subject address: The Playground Association of +America, 1 Madison Ave., New York City.</p> + +<p>Conservation in the Rural Districts. James W. Robertson, D.Sc. +The Association Press, New York.</p> + +<p>Education for Country life. Willet M. Hays. Free Bulletin, U.S. De<span class="pagenum"><a name="Page_40" id="Page_40">[Pg 40]</a></span>partment +of Agriculture. Treats ably consolidation and rural +agricultural high schools.</p> + +<p>Child Problems. George B. Mangold. Ph.D. Book II, Chapters I-II, +“Play and the Playground”; Book III, Chapters I-V, “Child +Labor Problems.” The last reference contains accurate information +as to child-labor legislation up to date of publication.</p> + +<p>Influence of Heredity and Environment upon Race Improvements. +Kelsey. <i>Annals American Academy</i>, July, 1909.</p> + +<p>Burning up the Boys. Editorial. <i>North American</i>, September, 1910.</p></blockquote> + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_41" id="Page_41">[Pg 41]</a></span></p> + +<h3>CHAPTER IV<br /> +<br /> +<i>THE COUNTRY MOTHER AND THE CHILDREN</i></h3> + + +<p>Greater attention needs to be given to the conservation +of the farmer’s wife. Although there are +many other justifications for giving more thought +to the care and the comfort of the country mother, +the single fact of her very close relation to the children +growing up in the home, and of her peculiar responsibilities +as center of life there, warrant us in devoting +a chapter to her interests. Recently, while passing +upon a country highway, the author met a funeral +procession. A little inquiry revealed a pathetic +situation, one that has been repeated thousands of +times throughout the length and breadth of this fair +country. The deceased was the wife of a young +farmer, both of them under thirty-five years of age, +hard working and ambitious for success, but thoughtless +of their own health and comfort. Their farm +was somewhat new and unimproved, there were hundreds +of things to do other than the routine affairs +of home keeping and crop raising. Worst of all, +there was a mortgage to be lifted. After all reasonable +improvements were made and the mortgage +paid off, then, according to their plans, they were<span class="pagenum"><a name="Page_42" id="Page_42">[Pg 42]</a></span> +going to take matters easy. But the delicate cord of +life suddenly broke in the case of the wife, and left +the young husband as overseer of the farm and +home and sole caretaker of three little children.</p> + +<p>How can parents hope to produce a better crop +of boys and girls in the farm communities so long +as the typical farm wife is crushed into the earth +with the over-weight of the burdens placed upon her? +A few minutes’ enumeration in this same rural neighborhood +brought out the startling fact that in fully +half of the homes a scene similar to the one just +described had been enacted during the last score of +years. That is to say, during the twenty years, fully +one-half of the farm mothers living in that particular +neighborhood had died before their time from one +cause or another. In most instances the death +occurred during what we usually speak of as the prime +years of life, and at a time when the rose bloom should +naturally be fresh upon the cheek. Fortunately, this +serious condition, still present in some communities, is +being gradually improved by the improved methods.</p> + + +<h4><span class="smcap">Poor conditions of women</span></h4> + +<p>The report of the Country Life Commission makes +the following suggestions:—</p> + +<p>“The relief to farm women must come through a +general elevation of country living. The women +must have more help. In particular these matters +may be mentioned: Development of a coöperative<span class="pagenum"><a name="Page_43" id="Page_43">[Pg 43]</a></span> +spirit in the home, simplification of the diet in many +cases, the building of convenient and sanitary houses, +providing running water in the house and also more +mechanical help, good and convenient gardens, a less +exclusive ideal of money getting on the part of the +farmer, providing better means of communication, +as telephones, roads, and reading circles, and developing +of women’s organizations. These and other +agencies should relieve the woman of many of her +manual burdens on the one hand and interest her +in outside activities on the other. The farm woman +should have sufficient free time and strength so that +she may serve the community by participating in its +vital affairs.”</p> + +<p class="title"><span class="smcap">Plate IV.</span></p> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_4" name="Fig_4"></a> +<img src="images/plate_iv.png" width="500" height="330" alt="" title="Plate IV" /> +<span class="caption"><span class="smcap">Fig.</span> 4.—A day nursery at the Country Social Center. It may be otherwise called “an institution designed +to lengthen the lives of tired country mothers.”</span> +</div> + +<p>In discussing this same matter, Henry Wallace, +a member of the Commission, says in his paper, +<i>Wallaces’ Farmer</i>:—</p> + +<p>“They have been saying that the mother is the +hardest worked member of the family, which is often +and we believe generally true. They have been saying +that in the anxiety of the farmer to get more land, +he not only works himself too hard, but his wife too +hard, and the boys and girls so hard that the boys +get disgusted and leave the farm, and the girls marry +town fellows and go to town.</p> + +<p>“Now the farmer’s wife is really the most important +and essential person on the farm. As such she +needs the most care and consideration. You are +careful, very careful, not to over-work your horses.<span class="pagenum"><a name="Page_44" id="Page_44">[Pg 44]</a></span> +How much more careful you should be not to over-work +the mother of your children. You rein back +the free member of the team. You take special +care of the brood mare, and the cow that gives three +hundred pounds of butter. Have you always kept +the freest of all workers, your wife, from doing too +much? How about this?”</p> + + +<h4><span class="smcap">For the sake of the children</span></h4> + +<p>But this chapter, as well as the entire book, is being +prepared in the interest of boys and girls. So we +shall attempt to show a number of specific conditions +that may be sought as tending to conserve the +strength and the life of the rural mother, with a view +to her continuing to be in every best sense of the +word a caretaker and conserver of the lives of her +own children.</p> + +<p>1. <i>Surplus nerve energy.</i>—However it may be +achieved, the thing to work for in this connection +is a surplusage of nerve energy. If the child training +is to go on in a satisfactory manner, the mother +especially, and if possible both parents, must have +stated times and occasions for looking after such +training and for inculcating a series of important +fundamental lessons. The first and best test of this +child-rearing situation may be made at evening. If, +after the work of the ordinary day, the mother is +still fresh enough to take a real interest in the children’s +affairs, to read to them briefly and perhaps<span class="pagenum"><a name="Page_45" id="Page_45">[Pg 45]</a></span> +tell them a story or two, or to read for further preparations +of her work with them,—then it may be +said that her life energies are being conserved in a +fairly satisfactory manner. The children will most +certainly reap the benefits. But if the close of the +ordinary day’s work finds the farm mother suffering +from physical and nervous exhaustion, cross and +impatient with the other members of the family, depressed +in spirit and gloomy as to the future, these +are signs which should give alarm to the head of the +household and arouse him to the point of looking +into such distressful conditions, and setting them +right.</p> + +<p>2. <i>A rest period.</i>—How would it do to plan for +the mother a daily period of rest and relaxation? +Would not such a program furnish something of a +guarantee of length of life in her own case and of +peace and contentment in the home, and of improved +well-being in respect to the children? How shall +we state this question? Must the very lives of the +rural mother and her children be run through the +mill of over-work as a grist for the improvement and +up-building of the farm animals and the farm crops? +Or should all of these material things be valued only +in proportion as they contribute to the happiness and +contentment and the long life of the members of the +family? Too many farmers seem to say, as expressed +by their conduct: “I <i>must</i> lift that mortgage this +year! I <i>must</i> market so many bushels of corn and<span class="pagenum"><a name="Page_46" id="Page_46">[Pg 46]</a></span> +so many head of live stock! So here goes my wife, +and here go my children into the hopper! Perhaps +they will have to give up their lives. At any cost +I <i>must</i> make this thing pay!”</p> + +<p>Then, how would it be to set apart an hour or +more each day, regularly, for the rest and relaxation +of the mother, and call it “Mother’s hour”? During +that time let it be the policy of the entire family +to require no work, no assistance, no favors of her, +unless it be in case of illness. During such a time +of recuperation, the delicate organism of the ordinary +woman would tend to regain its poise. The nerve +energy would be more or less restored, while she would +tend to view the better things of life more nearly +from their right angle. Best of all, she would regather +during the hour not a little strength to be +used later in the caretaking of her children. Try +it for a week.</p> + +<p>3. <i>The home conveniences.</i>—This is not the place +for a detailed discussion of what might or ought to be +put into the house for the sake of the convenience of +the home-maker. But if such materials be thoughtfully +arranged, they may be made most effective, +even though they be small and inexpensive. A little +inquiry among the ordinary homes will show what +is meant here, by either the presence or the lack of +the things indicated. It is not so much a question +of expense as it is one of thoughtful provision. The +guiding principle of the home convenience is that of<span class="pagenum"><a name="Page_47" id="Page_47">[Pg 47]</a></span> +saving and conserving the strength of the housekeeper.</p> + +<p>There is especially one day in the week which +might be appropriately called the “mother-killing +day.” That is the occasion of her doing the washing +and ironing for the family. Not infrequently two +or three days thereafter are required for the restoration +of her normal strength and health. Now, it is +clearly the specific duty of the farmer to take hold +of just such matters as this and attempt seriously +to put them right. Doing the washing for four or +five, and that with the use of the wash tub, is a man’s +work so far as required muscular energy is concerned, +and very few women are able to do it regularly and +live out their allotted lives. Therefore, let the conscientious +farmer see to it first of all that some kind +of machinery be installed for lightening such wife-killing +tasks as that just named. Let him provide +such household helps and conveniences <i>first</i>, and +for the sake of the house mother and her children. +And then, if there be other means available, let him +provide the man-saving machinery about the barn +and the fields. In the chapter on “Constructing +a Country Dwelling,” fuller attention will be given +to these matters.</p> + +<p>4. <i>The mother’s outings.</i>—The farmer who is +seriously interested in providing for the care and comfort +of his family, and for the instruction and intelligent +direction of his children, will see to it that his<span class="pagenum"><a name="Page_48" id="Page_48">[Pg 48]</a></span> +life companion be allowed her share of outings. +This matter must be just as much on his mind as +that of marketing the produce. The usual habit of +the farmer’s wife is to give up willingly her rights and +opportunities of this sort. But she cannot well continue +to be spiritually strong and mentally well disposed +toward the world unless she be permitted to +get out among her friends and acquaintances at frequent +intervals.</p> + +<p>So, arrange carefully a series of outings for the +country mother. The beginning of such a program +is to provide that there be available for her use and +at her command a horse and carriage. This equipment +need not be of the finest quality, and it may +be used for other purposes, but when her needs appear, +it should be given up to her purposes. At least +one afternoon a week she should go away from the +place and be free as much as possible temporarily +from the cares of the household while she finds congenial +company among some of the neighboring +women, or at the library or elsewhere.</p> + +<p>5. <i>The home help.</i>—The unending problem of +the home life throughout much of the civilized world +is that of obtaining adequate assistance in the performance +of the household work. Much of the time +such assistance from outside sources is practically +unavailable. And yet something must be done to +meet the situation. If there be young girls growing +up in the home, the solution of the problem may,<span class="pagenum"><a name="Page_49" id="Page_49">[Pg 49]</a></span> +and should, be met by means of requiring the daughters +to assist with the home duties. But in case there +be no daughters it is seriously recommended that +either the father or the boys do certain parts of the +heavier housework.</p> + +<p>It is not necessarily beneath the dignity of the best +and most brilliant man of this country for him to +get down on his knees in his own home and help perform +the menial work there which threatens to break +the health of his life companion. If there be growing +sons in the family, there is every justification for training +them to assist in the housework in a case where +such assistance is needed to shield the health and +strength of the mother. It prepares for better manhood +and for more sympathetic protection of his own +wife to be, if the boy be required to do such things +and thus to become intimately acquainted with what +it means to perform the many burdensome tasks that +tend to wear away the lives of so many good women.</p> + +<p>6. <i>The children shield the mother.</i>—There will +perhaps be no better occasion than this to remind +parents of the necessity of carefully training the growing +children to perform such deeds as will shield the +mother in the home, and show a sympathetic interest +in her welfare. These matters will not naturally +be acquired by children. The country to-day is +full of grown men whose mothers and wives have +worked themselves to death; and yet these men did +not detect the seriousness of the situation until it<span class="pagenum"><a name="Page_50" id="Page_50">[Pg 50]</a></span> +was too late. There are many men of this same +general class who are willing and even anxious to +protect the women of the home from the crush of +over-work, but who know not how to do it. Such +faults as we have just named might easily have been +avoided had these men, during very early boyhood, +been brought into an intimate acquaintance with the +burdensome tasks of the household. Especially +should they have been drilled time after time in the +performance of deeds of love and sympathy in respect +to their mother. It may seem a little thing for a +younger child to rush to the table, call for and partake +of the best the table provides and, inattentive +to the wants of any other members of the family, +hurry off to his play full fed and happy. And yet +this very thing may be indicative of a serious lack +of attention to the rights and requirements of others, +such as may be carried over into his future home life +and there amount to serious abuse. Again, it must +be insisted that deeds of sympathy and altruism are +acquired through the actual and continued practice +of the performance of such deeds.</p> + +<p>7. <i>Planning for the children.</i>—Among the other +splendid results of the conservation of the nerve +energy and the vital interests of the house mother +may be mentioned that of her ability to plan thoughtfully +for the instruction of the boys and girls. It is +not an easy task to select appropriate stories and +readings for the young. It is neither an easy nor<span class="pagenum"><a name="Page_51" id="Page_51">[Pg 51]</a></span> +a trifling matter for the parent to be able to read +suitable stories to them and to interpret helpfully +such stories. It is not a trifling matter for the parents +to converse together an hour at evening and there +plan as to the future home instruction of their young. +When should this be introduced into the boy’s life +and when that into the girl’s life? What is a fair +allowance for the boy for what he does and for his +spending money for the Fourth of July, Christmas, +and the like? What is a fair allowance for the girl with +which to purchase her clothes and for her pin money? +When should each of them be told this and that +about the secrets of life, and where may helpful literature +thereon be obtained? Just when and how +much should the boy and girl be allowed to go among +the young people of the community? When we +consider the far-reaching results which their solution +may mean for the developing young lives, these and +many other such questions become exceedingly important.</p> + +<p>8. <i>A common conspiracy.</i>—In many a farm home +to-day there is a secret compact which goes far to +shape the destiny of a great number of lives. Go +if you will to the farm home where the life of the +mother is being gradually crushed out by the over-work +and the lack of sympathetic protection on the +part of the husband, and you will almost invariably +find a secret understanding between the mother and +the growing children in reference to the future careers<span class="pagenum"><a name="Page_52" id="Page_52">[Pg 52]</a></span> +of the latter. It is implied by these words put into +the mouth of the mother: “Your father is too ambitious +about the work and in his desire for accumulating +wealth about the farm. He is over-working +me, is thoughtless of me, and indifferent to your +present needs and your future welfare. Work on +as you must, driven by him, but do as little as you +can and grow up to manhood and womanhood. Study +your books, get through with your schooling, and +in time find something easier for your own life +work. Perhaps we can persuade him to give it up +after a while and move to town, where you can go out +more, dress better, and get more enjoyment out of +life.” Thus, the children grow up to mistrust and +dislike their father, and to despise the vocation in +which he is engaged. Such a state of affairs will +precipitate their flight from the home nest. This +will take place at the earliest possible moment and +will often be in the nature of a leap into the dark, +anything to get away from the drudgery of the farm.</p> + +<p>Mark you this situation well, you farm fathers, +and attack it in all possible haste with the best available +relief. A happy, contented, well-protected +farm mother almost certainly means the same sort +of farm children, while the converse situations will +also run in the same unvarying parallel. Do not +satiate your desire for more hogs and more land with +the sacrifice of the peace and happiness and the very +life-blood of your wife and children!</p> + +<p><span class="pagenum"><a name="Page_53" id="Page_53">[Pg 53]</a></span></p> + +<p class="title">REFERENCES</p> + +<blockquote><p>The Nervous Life. G. E. Partridge, Ph.D. Sturgis-Walton Company, +New York. This book is especially recommended as an aid to the +relief of the tired farm mother.</p> + +<p>Parenthood and Race Culture. Charles W. Saleeby, M.D. Chapter IX, +“The Supremacy of Motherhood.” Moffat, Yard & Co., New York. +This is a book of great value for students of race improvement.</p> + +<p>From Kitchen to Garret. Virginia Van de Water. Chapter I, “A +Heart-to-Heart Talk with the House Wife.” Sturgis-Walton Company. +Wholesome advice concerning the conservation of the +mother’s strength.</p> + +<p>Proceedings of Child Conference for Research and Welfare, 1910. +L. Pearl Boggs, Ph.D. Page 5, “Home Education.” G. E. +Stechart & Co., New York.</p> + +<p>The Efficient Life. Dr. L. H. Gulick. Chapter XVIII, “Growth in +Rest.” This entire volume is highly recommended as being suitable +for over-worked mothers.</p> + +<p>What the Farmer can do to Lighten his Wife’s Work. T. Blake. <i>Ladies’ +Home Journal</i>, Feb. 15, 1911.</p> + +<p>The Higher Tide of Physical Conscience. Dr. L. H. Gulick. <i>World’s +Work</i>, June, 1908.</p> + +<p>Education for Motherhood. Charles W. Saleeby. <i>Good Housekeeping</i>, +April, 1910.</p> + +<p>The Profession of Motherhood. Dr. Lyman Abbott. <i>Outlook</i>, April 10, +1909.</p> + +<p>Power Through Repose. Annie Payson Call. Chapter XII, “Training +for Rest.” Little, Brown & Co.</p> + +<p><i>Wallaces’ Farmer</i>, Des Moines, Ia., is especially to be commended for +its editorial championship of The Farm Mother.</p> + +<p>The Freedom of Life. Annie Payson Call. Chapter IV, “Hurry, +Worry, and Irritability.” Little, Brown & Co.</p> + +<p>Ideas of a Plain Country Mother. <i>Ladies’ Home Journal</i>, May 1, 1911.</p> + +<p><i>American Motherhood</i>. Coopertown, New York Monthly, $1. This +magazine publishes many short articles bearing on the subject of +this chapter.</p> + +<p>How to conduct Mothers’ Clubs. (Pamphlet No. 302, 8 cents.) <i>American +Motherhood</i>. Coopertown, New York.</p></blockquote> + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_54" id="Page_54">[Pg 54]</a></span></p> + +<h3><a name="CHAPTER_V" id="CHAPTER_V"></a>CHAPTER V<br /> +<br /> +<i>CONSTRUCTING THE COUNTRY DWELLING</i></h3> + + +<p>Much has been written in books, and more has +been spoken from platform and pulpit, relative to +the patriotism of the American people. In addition +to all this the public schools of city and country have +been consciously instructing the children with a +view to laying a permanent foundation in their lives +for love of the native land and for defense of the +national ideals. But it seems to me that the best +word on the subject of patriotic instruction has never +as yet been given wide publicity. So long as a boy +has to grow up in a home where there are meanness +and turmoil and strife and hatred and degradation, +one may point a thousand times with pride to our +great nation, display again and again before his +eyes the proud banner of freedom, sing with him +numberless times the patriotic songs eulogistic of +the fatherland and its national heroes,—under such +circumstances a boy can never be expected to develop +into anything other than a superficial patriot. +But give him a good home, simple and unadorned +though it may be, where love reigns, where his childish +needs are thoughtfully ministered unto, where<span class="pagenum"><a name="Page_55" id="Page_55">[Pg 55]</a></span>into +he may go at nightfall after a hard day’s work +and find rest and peace and comfort; a home whereinto +he may take his childish cares and perplexities +and place them before the affectionate consideration +of his parents and perhaps his elder brothers and +sisters; a place where he is carefully taught the rudiments +of filial respect and a wholesome regard for +work and industry,—bring up the boy in the midst +of these plain, sympathetic situations, and you have +a real patriot. Although he may be reminded only +occasionally of the meaning of the national flag, and +although he may read with no unusual interest about +the blood that was spilled on the national field of +battle, a life so reared would mean that the love of +home has become rooted in the heart of the young +patriot, and that he would rise up if need be and give +his life in defense of that home. In such a case, only +a small stretch of the imagination would make it +possible for the youth to regard the nation as his home +in the larger sense, while his willingness to defend +that home in time of real need would be none the +less present and strong.</p> + + +<h4><span class="smcap">Plans and specifications not available</span></h4> + +<p>There are hundreds of types and thousands of +varieties of rural dwelling houses. It would perhaps +be impracticable to attempt to furnish definite plans +and specifications in connection with this chapter. +The wide variation in the nature of the selected sites,<span class="pagenum"><a name="Page_56" id="Page_56">[Pg 56]</a></span> +in the means available for building the home, in the +size of the family to be accommodated, and the +like, would hinder us in the attempt. But there are +certain principles that may perhaps apply in nearly +every instance and that especially in thought of +serving the first and best needs of the juvenile members +of the household.</p> + +<p>It is altogether possible to make a two-room cottage +out on the open prairie a place suggestive of +repose, of beauty, and of other high ideals. So, no +matter how small and inexpensive the rural dwelling +may be, let the builders work first of all for that +simple beauty and attractiveness which may most +certainly invest the heart of the indweller with a +feeling of comfort and satisfaction. Let it be a +place, though humble, that may soon become to the +members of the family the most beloved spot on +earth. For, after all, the best things of life cannot +possibly be bought with money. There are often +misery and dissension and bitterness in the finest +palatial dwelling, while the essential elements of +beauty and worth may have lodgment in the hearts +of the humblest cottage dwellers. However, it is +not the intention here to argue any one into the +thought of building a humble cot for the mere sake +of humility. The point we desire to make is merely +this: that, although possessed of very meager +means with which to build, one can actually construct +a home in which the inhabitants thereof may dwell<span class="pagenum"><a name="Page_57" id="Page_57">[Pg 57]</a></span> +in peace and contentment, and a place over which the +Spirit of the Most High may brood in great strength +and beauty.</p> + +<p class="title"><span class="smcap">Plate V.</span></p> + +<div class="figcenter" style="width: 500px;"> +<a id="Fig_5" name="Fig_5"></a> +<img src="images/plate_v.png" width="500" height="304" alt="" title="Plate V" /> +<span class="caption"><span class="smcap">Fig.</span> 5.—An attractive old country residence in the South, built in 1854. At least one good family has been +matured therein. And to them<br /> + +<span style="margin-left: 1em;">“How many sacred memories</span><br /> +<span style="margin-left: 3em;">Bring back those childhood scenes.”</span> +</span> +</div> + +<h4><span class="smcap">What appeals to the children</span></h4> + +<p>In the selection of a location and a site for the +dwelling the welfare of the children must be thought +of, second only to that of the house mother. Now, +what material arrangements will appeal to the growing +children and add much interest and romance +to their lives as in future time they view them in +retrospect? First of all, perhaps, a broken landscape +might well be mentioned, a hill or two near by the +place, with a sharp cliff or embankment to the crest +of which the children may climb and there cast +down missiles. Such things tend to add a charm to +the young lives. And then, if possible, have a +brook or larger stream of fresh running water. A +large river is less desirable on account of the danger +to child life. But a stream which may furnish, not +merely water for the live-stock, but a swimming and +bathing place for the children in summer and a +skating pond for them in winter, to say nothing +about the pleasures of fishing and boating—these +will appeal most strongly to the boys and girls. +And then, the woodland, or at least the shady grove +with trees to climb, and possibly nuts and wild flowers +to gather—a place where chipmunks and song birds +and the like may have their natural habitat, and<span class="pagenum"><a name="Page_58" id="Page_58">[Pg 58]</a></span> +wherefrom there may proceed the weird and doleful +sound of the night owl and the whip-poor-will; herein +one may find many of the crude materials well suited +to give proper nourishment to the souls of the young.</p> + +<p>But the things just named will not nearly always be +accessible. Throughout many of the commonwealths +there are vast stretches of level plateaus with +scarcely a hill or woodland in sight, and yet covered +with a rich, tillable soil. These places may for good +reasons be selected for the site of a dwelling. But +they demand more work and heavier expense of +money and time before the best material surroundings +of an ideal home for boys and girls may be realized. +Before the house is scarcely laid out in such a place, +the shade and ornamental trees should be planted, +selecting for part of the planting a quick-growing +species that may be removed later after more permanent +and more valuable trees have reached a +suitable height. Of course, a stream of water cannot +always be diverted so as to make it pass the +place, but a fair substitute may be had by the construction +of a pond. And this thing should be accomplished +at the earliest possible moment. If +there be a small dry ravine, dam it up with concrete +and catch it full of surplus water during a rainy +season. It is a positive injustice to boys and not a +little unfair to girls to require them to grow up without +any access to open water of some kind. And it is +almost a matter of criminal neglect to require chil<span class="pagenum"><a name="Page_59" id="Page_59">[Pg 59]</a></span>dren +to live permanently in a home about which +there are no trees growing. So it is recommended, +even if the house construction must in part be delayed +or cut off, that the surroundings just named +be sought in all earnestness.</p> + + +<h4><span class="smcap">The house plan</span></h4> + +<p>In planning and arranging the house, the matters +to be thought of in addition to those named above +are convenience and comfort. While it is somewhat +important that the house look well to those who may +be passing upon the highway, it is vastly more important +that it be good within and serve such needs +of the home-maker and the children as will conserve +the strength of the former and render the lives of all +happy and contented. In addition to the matters +just named, that of placing the dwelling to face in the +right direction will be thought of. That is, arrange +the house so as to take advantage of the morning +sunlight, the evening shade, the winter blasts and +the summer breezes. While for the sake of entertainment +it may be well to place the rural dwelling near +the public highway, rather than sacrifice the child-developing +factors of shade trees and streams and +the like, it is often better to build back from the road +and make a private lane leading thereto.</p> + +<p>In arranging for the heat and light in the house, +think first of all of the health and sanitation of the +family. Ordinarily, the windows of the farmhouse<span class="pagenum"><a name="Page_60" id="Page_60">[Pg 60]</a></span> +are too small; while worse still, many of them, even +in the bed chambers, are permanently nailed down. +So, if the health and the general well-being of the +boys and girls, as well as the parents, are worth +anything at all, attend religiously to these small and +inexpensive conveniences, not neglecting to provide +most carefully for keeping out flies and other insects. +The wise farmer will find the secret of getting along +with his own household and of rearing a strong, +healthy family to lie in the strict attention he gives +to just such small matters as these. The things +that overstrain the physique, that try the temper and +patience of the housewife, must especially be looked +after and something of a better nature substituted +for them.</p> + + +<h4><span class="smcap">How one farmer does it</span></h4> + +<p>Mr. W. F. Mottier, living in Ford County, Illinois, +gives in <i>Farmer’s Voice</i> his plan of providing for the +children, as follows:—</p> + +<p>“I have always tried to farm intelligently. One +of my favorite ideas in regard to farm life is that of +making the home as attractive as possible for the +children. So I put on the place all the modern improvements +that I can afford, in order that the +children may not feel that town life is the best. +And our children do not have any desire to go to +town. It would bring a sad thought to me to hear +my children talk against the farm life or home life on +the farm.”</p> + +<p><span class="pagenum"><a name="Page_61" id="Page_61">[Pg 61]</a></span></p> +<h4><span class="smcap">Outbuildings and equipment</span></h4> + +<p>With few exceptions, the money available for +building the home should be expended first in putting +the house into the ideal condition just named. +After that, if any means remain, the outbuildings +may be constructed. Otherwise, crude, temporary +arrangements may easily suffice. There is one thing, +however, that must be provided with scrupulous care +and that is the water for the household use. It +must be, first of all, wholesome and comparatively +free from impurities. Then, if at all possible, it +should be cool and taste well. Actual records have +shown that one will not drink enough water to satisfy +the demands of his health in case the taste be in any +degree unpleasant to him. So the ideal water for +household use is comparatively soft, is cool, highly +pleasing to the taste, and is free from disease-carrying +germs. This comparatively simple matter of providing +the water will prove most important in relation +to the well-being of the household and the up-building +of the family life. See to it at any cost +that the well be situated out of the way of seepage +from any barn or outbuilding, even though it may +from such necessity be placed somewhat out of the +reach of convenience.</p> + + +<h4><span class="smcap">Human rights prior to animal rights</span></h4> + +<p>If the farmer cannot afford to erect a good barn he +may take reasonable care of his horses with the use<span class="pagenum"><a name="Page_62" id="Page_62">[Pg 62]</a></span> +of a cheap, improvised one. Actual test will show +that horses may be made comfortable in the summer +time with the use of a straw-thatched shed for a +barn, provided the drainage be reasonably good and +the earth floor be kept in good order. The thatched +covering may be made to keep out the rain. During +the winter, with the use of a few slender poles, the +entire shed may be inclosed with a hay or straw wall +and the place thus be made very satisfactory for the +time being. Similar sheds and protection may be +provided for the other live-stock, all to await the +time when the means are at hand for better conveniences. +It is especially suggestive of a mean lack +of consideration of human rights in the case of the +farmer who has a big, expensive farm barn towering +up beside a little dingy shanty of a dwelling house. +And yet this thing is all too common, particularly +in new prairie regions. Such is the place out of +which beastliness and criminality and anarchy tend +to be germinated from the lives of boys and girls, to +say nothing about the hidden tragedies that surround +the lives of the many women who are forced to put +up with such an arrangement for half a lifetime.</p> + +<p>Just one illustration of a situation of the sort described +will suffice to point out the moral. On an +occasion two strangers drew up to a farmhouse. +One of them was a land agent, and the other a home +seeker. Their mission was that of purchasing a +farm. The owner of the farm showed them about<span class="pagenum"><a name="Page_63" id="Page_63">[Pg 63]</a></span> +the place with considerable enthusiasm, but his heart +swelled with pride when he reached the magnificent +barn, one side of which was devoted to the propagation +of a high-grade strain of Duroc Jersey swine. +Every convenience and comfort for the hogs was +provided. He boasted about his success with them, +showed an affectionate regard for the different individuals, +calling them by name. The horses, too, +might have aroused the envy of the entire neighborhood. +They were sleek and well-fed, full in flesh +and fair in form. There was provided every convenience +for feeding and caring for the horses and +the hogs, so that the hired men found the work +about the barn exceedingly easy and pleasant.</p> + +<p>Then the attention of the visitors was turned to the +farmhouse. Yes, it was small and run down and +poor, the intention being to build a larger one “some +time.” But that same intention was known to +have been expressed repeatedly for a period of +twenty years past. And where were the boys? +Well, that was the trouble, and furnished the excuse +for his willingness to sell the place. He simply +could not induce the boys to stay there and take an +interest in things. Two of them, barely more than +boys, had left the home nest in its meanness and +degradation and hired out in town. The mother +of the boys was living there because she had to, but +upon her face were lines of suffering and disappointment +and degradation. Yet in the midst of it all,<span class="pagenum"><a name="Page_64" id="Page_64">[Pg 64]</a></span> +strange to say, the father seemed to blame the boys +and their mother for having conspired against the +interests of the farm home and plotted to get away. +In the course of his conversation he made it somewhat +evident that he would have sold out and left sooner +had the other members of the family not been so +urgent about the matter, and that he was now holding +on partly to indulge his spite and feeling of stubbornness +in reference to them.</p> + +<p>The cheap novels one may pick up depict many a +fictitious tragedy. But in the place just described +lies the typical scene of thousands of real tragedies +during the course of which numberless lives of boys +and girls have been wrecked forever,—lives latent +with possibilities of goodness and beauty, of mental +and moral strength. And then, the bitterness and +anguish of soul of the mothers of these lost members +of a high humanity—what of that? The silent +walls of an untimely grave in many cases closed them +in, while much of the memory of their secret suffering +lies buried with them.</p> + + +<h4><span class="smcap">The children’s room</span></h4> + +<p>Even though the means available will not allow +for more than the humblest sort of cottage, there +should be definite thought of providing therein +some room or niche or corner to be considered as +the private property of the children. In a three-room +dwelling on the Kansas prairie in which lives a<span class="pagenum"><a name="Page_65" id="Page_65">[Pg 65]</a></span> +happy family of five, and about which thrifty young +shade trees and orchards are growing, there may be +seen a children’s room that would surprise and inspire +any ordinary observer. In a little attic room +facing the east and reached by a mere step-ladder +arrangement, may be found the “den,” which is the +private place of the three children. A small window +opens out to the east and a small improvised +dormer window about twelve by twenty inches admits +light and air from the south. There is no plastering +or other expensive covering upon the sloping +roof walls, but the artistic mother has provided dainty +white muslin for concealing the rough places, and +with the help of the children she has decorated the +little room in a manner that would attract the very +elect. None of this has required a money cost, but +it has all been done beautifully at the expense of +thought and good sense and artistic taste, prompted +by rare consideration for the needs of the boys and +girls.</p> + +<p class="title"><span class="smcap">Plate VI.</span></p> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_6" name="Fig_6"></a> +<img src="images/plate_vi.png" width="500" height="317" alt="" title="Plate VI" /> +<span class="caption"><span class="smcap">Fig.</span> 6.—A commodious farmhouse in Canada, equipped throughout with a complete water system. Many +farmers waste enough trying to build a house without a modern plan to pay for this extra convenience.</span> +</div> + +<p>The two little girls and their brother, ranging in +age from five to ten years, spend many a happy hour +in their attic chamber. The heat from the room +below comes through a small aperture and warms +the little place in winter time, while the breeze passes +through the little windows in summer, tempering +the room satisfactorily excepting upon extremely hot +days. Upon the walls are arranged beautiful post +cards, larger pictures gathered from magazines and<span class="pagenum"><a name="Page_66" id="Page_66">[Pg 66]</a></span> +other sources, and small though beautiful home +decorations of every conceivable sort. The little +seven-year-old boy has a small assortment of curios +collected from the hills and streams, while the girls +have a small display of their childish needlework, +their dolls, and some of their best school drawings. +How suggestive and how helpful it would be if this +little den could be displayed before the eyes of all the +humble cottagers throughout the rural districts!</p> + +<p>Yes, the hogs may live out-of-doors and the horses +get along very well indeed with a temporary barn +thatched with straw, but the places of the boys and +girls must be looked after and that in the interest +of making them happy, of filling their lives with +every good, clean sentiment, and of preparing them +for that large sphere of usefulness which may mark +their future. If the house be larger than the one +we have described, then provide accordingly for +the children. Give them a good room of their own. +Put their ornaments and playthings in it. If there +be space, provide a library containing a few suitable +volumes. And after this thoughtful provision has +been made, see to it carefully that their schedule for +work, schooling, and the other duties allows for ample +time and opportunity for their enjoyment of the +apartment set aside for them. In years to come, +that sweet poetic sentiment running back to the home +of one’s childhood will be given greater strength and +beauty because of the fact that this thing just urged<span class="pagenum"><a name="Page_67" id="Page_67">[Pg 67]</a></span> +has been done. And more than that, the man (or +woman) who has the blessed privilege of recalling +these bygone scenes of childhood receives from such +contemplation a new sense of inner strength and new +enduement of power to go on with life’s struggle +and master the larger problems that come to him.</p> + + +<h4><span class="smcap">The evening hour</span></h4> + +<p>No matter what the cares of the day may have +been, how many things may have gone wrong, how +much hay left out in the field unprotected from the +rain, how many acres of corn unplowed and losing +in the battle with the weeds, how many items of +household duties unperformed—there is every justification +for laying aside these work-a-day affairs +at the approach of bedtime and for the spending of +a precious hour with the problems of the children. +Farm parents as well as other parents can thus +preserve their youth and add immeasurably to the +joys of their own lives. This thing of being with +the children at evening may seem slightly awkward +and prosaic at first, but it will slowly grow into a +habit and will become transformed into an experience +of great charm and beauty. Best of all the +high refinement, potential in the lives of the children, +will thus be gradually brought to an expression, and +the foundation stones of substantial manhood and +womanhood will be laid in their lives. Yes, it is +true, even farm parents may learn to lay aside their<span class="pagenum"><a name="Page_68" id="Page_68">[Pg 68]</a></span> +cares and perplexities and enjoy the splendid privilege +of getting intimately acquainted with the hopes +and desires and aspirations of their boys and girls!</p> + + +<p class="title">REFERENCES</p> + +<blockquote><p>The Outlook to Nature. Revised edition. L. H. Bailey. Page 79, +“The Country Home.” Macmillan.</p> + +<p>Low Cost Country Homes. A. Embury, Jr. <i>Collier’s</i>, June 10, 1911.</p> + +<p>A Primer of Sanitation. John O. Ritchie. Chapter XXXIII, “Public +Sanitation.” World Book Company, Yonkers, N.Y. Recommended +for general use.</p> + +<p>From Kitchen to Garret. Virginia Van de Water. Chapter X, “The +Boy’s Room.” Sturgis-Walton Company.</p> + +<p>Home Waterworks. Carleton J. Lynde. Sturgis-Walton.</p> + +<p>“Comforts and Conveniences in Farmers’ Homes.” W. R. Beattie. Yearbook, +Department of Agriculture, 1909. Washington, D.C., pp. 345-356. +See also in same volume, “Hygienic Water Supply for Farms,” +pp. 399-408.</p> + +<p>Water Supply for Farm Residences, The Plan of the Farm-House, +Saving Steps. Cornell Reading-Courses.</p> + +<p>Rural Hygiene. H. N. Ogden. The Macmillan Company.</p> + +<p>Rural Hygiene. I. N. Brewer. J. P. Lippincott Company, Philadelphia.</p> + +<p>Earn your Child’s Friendship. J. Balfield. <i>Lippinott’s Magazine</i>, +January, 1911.</p> + +<p>Fireside Child Study. Patterson DuBois. Dodd, Mead & Co.</p> + +<p>Home Decorations. Dorothy T. Priestman. Chapter XIV, “Rooms +for Young People.” Penn Publishing Company, Philadelphia.</p></blockquote> + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_69" id="Page_69">[Pg 69]</a></span></p> + +<h3>CHAPTER VI<br /> +<br /> +<i>JUVENILE LITERATURE IN THE FARM +HOME</i></h3> + + +<p>It may be truly said that the strength and +impressiveness of the personality depend on the +nature of the inner thought of the individual. Now, +thoughts are not unlike the trees and the growing +grain, or, for that matter, any other living thing; +unless they have proper nourishment they wither, +perish, or dwindle away to a puny shadow of their +possible selves. How shall we measure the strength +and force of the human character other than by the +bigness and the purity of the daily thoughts of the +individual? It matters little what the occupation +may be—a hewer of stone, a hauler of wood, a captain +of industry, or a governor of a state—each of +these may be mean and little in his respective position +provided his thoughts be sensuous and groveling. +On the other hand, each of these can shine in +his allotted place in a light all his own, provided he +have the habit of entertaining clean and inspiring +ideas in his secret consciousness.</p> + +<p>Now, one of the larger problems of the rural life +is that of supplying the many hours necessarily de<span class="pagenum"><a name="Page_70" id="Page_70">[Pg 70]</a></span>voted +to silent reflection with a suitable form of +thought culture. Proverbially, the farmer and his +wife and their children are hurried along with the +work-a-day affairs and tend gradually to acquire the +non-reading habit. This is bad for the parents in +that it keeps their minds running around upon a +little cycle of hard, industrial facts. It is worse for +the children in that it fails to supply the proper +nourishment for the dream period through which +their lives are necessarily passing. What can be +done, therefore, to nourish and build up the best +possible thought activities, especially in case of the +rural boys and girls?</p> + + +<h4><span class="smcap">How good thinking grows up and flourishes</span></h4> + +<p>It may not be out of place to show here somewhat +more definitely how attractive forms of literature +gradually work themselves into the lives of the +young. In the first place, the young person cannot +invent his own ideas. He does not manufacture his +thoughts out of something latent within his organism. +The latent situation consists merely of a nervous +system prepared to receive manifold impressions and +to retain them and give them back through the process +of ideation. That is, the young person thinks +only about things that have actually happened in +his life. All he knows has come to him through the +avenue of his senses; what he has seen and heard and +felt, and so on, constitutes the “stuff” out of which<span class="pagenum"><a name="Page_71" id="Page_71">[Pg 71]</a></span> +his thoughts are made. So he must have the widest +possible experience, while young, in the use of his +natural senses.</p> + +<p>The literature best adapted to the child would be +that which appeals to the interests predominating +in his life at any given time. During his early years +not hard, prosaic facts, but situations that stretch +the truth and sport with the fixed condition of things +are especially appealing to him. He should therefore +be indulged in the classic myths, fables, fairy +tales, and the like. The parent will of course be +on guard against his acquiring any seriously erroneous +beliefs in respect to such things, and also against +his receiving any serious shock or fright from the +tragic aspects of the tale. Later on, during the early +teens, the boys and girls will become more and more +interested in the stories of the wars of old and in the +fact and romance of history. Stories supplementing +the text-book history of the home country may now +be introduced.</p> + +<p>As a possible means of bringing the minds of the +boys and girls into a more intimate knowledge of the +rural situation, nature studies and nature stories +should be offered. It must be remembered that it is +quite possible for the boy to grow up within a stone’s +throw of many of the living things of nature and yet +scarcely recognize their presence, much less know +anything definite about them. Therefore, nature-study +books and leaflets written perhaps in story<span class="pagenum"><a name="Page_72" id="Page_72">[Pg 72]</a></span> +form and containing attractive illustrations of the +birds, bees, flowers, and trees to be found near about +the rural home will prove most interesting and +instructive to the young. Through such helpful +literature the mind will gradually acquire the habit of +casting about in the home environment for the description +of possible objects and conditions new to one.</p> + +<p>One of the best and most helpful results accruing +to the young person who indulges the habit of reading +good literature is this: he acquires a large vocabulary +of words and phrases in which to clothe his +secret thought and with which to express himself to +others. All this furnishes, not merely a splendid +form of entertainment for the silent reflections, but +it also gives the thinker a sense of the power and the +worth of his own personality.</p> + + +<h4><span class="smcap">Types of literature</span></h4> + +<p>It may be stated as a foregone conclusion that no +farm is well equipped for the happiness and well-being +of those who dwell thereon unless there be an +ample supply of good literature in the house. No +matter how well stocked with high-grade farm animals, +how productive in point of farm crops, how well +kept the hedges and lanes may be, secret poverty and +littleness of mind lurk in that home if the literature +is wanting. So, first of all, let us lay the foundation +by means of enumerating some periodicals and books +of a more general nature.</p> + +<p class="title"><span class="smcap">Plate VII.</span></p> + +<div class="figcenter" style="width: 500px;"> +<a id="Fig_7" name="Fig_7"></a> +<img src="images/plate_vii.png" width="500" height="303" alt="" title="Plate VII" /> +<span class="caption"><span class="smcap">Fig.</span> 7.—It is a mistake to try to make bookworms of children. Many of their best books are “green +fields and running brooks,” also frequent opportunity to play together in groups and neighborhoods.</span> +</div> + +<p><span class="pagenum"><a name="Page_73" id="Page_73">[Pg 73]</a></span>1. <i>The best reading.</i>—Of course the Bible might +head the list. Whether or not there be a large +“family” Bible, there should be at least a text of +convenient size and form for everyday use. This +book should contain a good concordance.</p> + +<p>Then there should come into the home a first-class +weekly newspaper; possibly the local paper +will supply this need. Many farm homes now receive +a daily paper regularly.</p> + +<p>In addition there should be available a weekly or +monthly summary of the current events of the nation +and the world. The <i>Literary Digest</i>, the <i>World’s +Work</i>, and the <i>Review of Reviews</i> are examples of +standard magazines of this particular class. Either +one of them will stimulate most helpfully the quiet +thought of the farmer and the members of his family +and keep one in touch with the most important movements +of the country.</p> + +<p>Along with the foregoing, there should be kept +constantly at hand a first-class farm magazine. +There are numberless periodicals of this sort, but +perhaps among those of the first rank and those +which especially give definite helps for the boy-and-girl +life of the farm may be mentioned <i>Wallaces’ +Farmer</i>, Des Moines, Iowa, the <i>Farmer’s Voice</i>, +Chicago, Illinois, and the <i>Farmer’s Guide</i>, Huntington, +Indiana. Also, the semi-official state paper +well known in many of the commonwealths is usually +very helpful.</p> + +<p><span class="pagenum"><a name="Page_74" id="Page_74">[Pg 74]</a></span>Look out for trash. There are many papers +published, ostensibly in the interest of farm life, +which are in fact cheap and trashy sheets made use +of almost wholly as a medium of advertising quack +medicines, get-rich-quick schemes, and other frauds. +A reliable means of testing the value of any one of +these so-called “farm” or “home” papers is to +examine the advertisements. If there be any considerable +number of advertisements which offer +sure cures for chronic diseases, confidential treatments +for secret troubles, fortune telling, and attractive +high-priced articles at a trifling cost, then +the whole thing is probably fraudulent and not +worthy to come into your home. Also avoid the +paper or magazine which advertises intoxicating +liquors. It is very low in moral tone, to say the +least.</p> + +<p>2. <i>Books for children.</i>—In selecting a list of +books for farm boys and girls, we should make little +or no distinction between them and the children of +the city homes. Their earlier literary needs are +practically all alike and their youthful minds must +be nourished in about the same fashion. In offering +the lists to follow we do not pretend to have +selected nearly all the profitable books available, but +rather to have named a few examples of volumes +already found enticing and helpful to the young +mind. The majority of them are standard and well +known. While the price and publisher are given in<span class="pagenum"><a name="Page_75" id="Page_75">[Pg 75]</a></span> +many instances, often a cheaper edition may be +had.</p> + +<p>In order to proceed with greater certainty and +economy in purchasing books for the children, the +rural parent is advised to consult some one near at +hand who is thoroughly familiar with children’s +literature. Perhaps the superintendent of schools +of the town near by, or some local minister, or some +well-informed leader of a mothers’ club, may furnish +the desired assistance. It would also be helpful +to write for the general catalogues of a number of +the large publishing and distributing houses and +from their lists select a number of suitable titles. +Many of them publish the older classics in very +attractive form for ten to twenty-five cents, the original +unchanged and unabridged.</p> + +<p>In order to stimulate interest in forming the nucleus +of a home library the farmer should either +make or purchase a small set of book shelves. Important +as it may seem to build a first-class house for +the thoroughbred hogs, this matter of the children’s +reading is even more important and should be attended +to first, before it becomes too late to catch +the attentive ear of the boys and girls.</p> + + +<h4>A SELECTED LIST</h4> + +<blockquote><p>The following lists are taken chiefly from those selected by such well-known +critics as Mary Mapes Dodge, Kate Douglas Wiggin, Edward +Everett Hale, Thomas Wentworth Higginson, and Hamilton W. Mabie.</p> +<p><span class="pagenum"><a name="Page_76" id="Page_76">[Pg 76]</a></span></p> + +<p class="center"> +<i>Ages Four to Six Years</i></p> + +<p><span class="smcap">Various Authors.</span> Boston Collection of Kindergarten Stories. J. L. +Hammett Company, Boston. 50 cents.</p> + +<p><span class="smcap">Bryant.</span> Stories to Tell to Children. Houghton, Mifflin Company.</p> + +<p><span class="smcap">Holbrook.</span> Hiawatha Primer. 50 cents. Houghton, Mifflin Company.</p> + +<p><span class="smcap">Eggleston.</span> Story of Great America for Little Americans. 35 cents. +Houghton, Mifflin Company.</p> + +<p><span class="smcap">Scudder.</span> Fables and Folk Stories.</p> + +<p><span class="smcap">Stevenson.</span> A Child’s Garden of Verses.</p> + +<p><span class="smcap">Lang.</span> Blue Fairy Book.</p> + +<p><span class="smcap">Ruskin.</span> King of the Golden River.</p> + +<p><span class="smcap">Field.</span> Lullaby Land.</p> + +<p><span class="smcap">Wiggin.</span> The Story Hour.</p> + +<p><span class="smcap">Sewell.</span> Black Beauty.</p> + + +<p class="center"> +<i>Ages Six to Seven Years</i></p> + +<p><span class="smcap">Norton and Stephens.</span> The Heart of Oak Books, No. 1. 25 cents. +Heath.</p> + +<p><span class="smcap">Gilbert.</span> Mother Goose.</p> + +<p><span class="smcap">Carroll (Charles L. Dodgson).</span> Alice in Wonderland. $3. Harper. +35 cents. Crowell.</p> + +<p><span class="smcap">Andrews.</span> The Seven Little Sisters. 60 cents. Ginn.</p> + +<p><span class="smcap">Kingsley.</span> Water Babies.</p> + +<p><span class="smcap">Kipling.</span> The Jungle Book.</p> + +<p><span class="smcap">Greene.</span> King Arthur and his Court.</p> + + +<p class="center"><i>Ages Seven to Eight Years</i></p> + +<p><span class="smcap">Grimm.</span> Fairy Tales. Translated Mrs. E. Lucas. $2.50. Lippincott.</p> + +<p><span class="smcap">Goldsmith.</span> Goody Two-Shoes. 25 cents. Heath</p> + +<p><span class="smcap">Æsop.</span> Fables. Selected by Jacobs. $1.50. Macmillan.</p> + +<p><span class="smcap">Harris.</span> Nights with Uncle Remus. $1.50. Houghton, Mifflin.</p> + +<p><span class="smcap">Bible Stories.</span> 60 cents. A. L. Burt Company, New York.</p> + +<p><span class="smcap">Hawthorne.</span> Wonderbook and Tanglewood Tales.</p> + +<p><span class="smcap">Irving.</span> Rip Van Winkle and The Legend of Sleepy Hollow, or The +Sketch Book.</p> +<p><span class="pagenum"><a name="Page_77" id="Page_77">[Pg 77]</a></span></p> + +<p class="center"> +<i>Ages Eight to Nine Years</i></p> + +<p><span class="smcap">Baldwin.</span> Fifty Famous Stories Retold. 35 cents. American Book +Company.</p> + +<p><span class="smcap">Longfellow.</span> Hiawatha, The Village Blacksmith, The Children’s +Hour, etc.</p> + +<p><span class="smcap">Mabie.</span> Norse Stories Retold from Edda. $1.80. Dodd, Mead.</p> + +<p><span class="smcap">Miller.</span> Out-of-Door Diary for Boys and Girls. Sturgis-Walton Company.</p> + + +<p class="center"><i>Ages Nine to Ten Years</i></p> + +<p><span class="smcap">Norton and Stephens.</span> Heart of Oak Books, No. 4. 45 cents. Heath.</p> + +<p><span class="smcap">Hodges.</span> The Garden of Eden. (Bible Stories.) $1.50. Houghton, +Mifflin.</p> + +<p><span class="smcap">Mathews.</span> Familiar Trees and Their Leaves. $1.75. Appleton.</p> + +<p><span class="smcap">Burroughs.</span> Wake Robin.</p> + + +<p class="center"> +<i>Ages Ten to Eleven Years</i></p> + +<p><span class="smcap">Higginson.</span> Tales of the Enchanted Islands of the Atlantic.</p> + +<p><span class="smcap">Dana.</span> How to know the Wild Flowers. $2. Scribner.</p> + +<p><span class="smcap">Blanchan.</span> Bird Neighbors. 35 cents. Doubleday, Page.</p> + +<p><span class="smcap">Norton and Stephens.</span> Heart of Oak Books, No. 5. 50 cents. Heath.</p> + +<p><span class="smcap">Church.</span> Stories from Virgil.</p> + +<p><span class="smcap">Morley.</span> A Song of Life.</p> + +<p><span class="smcap">Stevenson.</span> Treasure Island.</p> + + +<p class="center"> +<i>Ages Eleven to Twelve Years</i></p> + +<p><span class="smcap">Alcott.</span> Little Women. $1.50. Little Men. $1.50. Little, Brown +& Co.</p> + +<p><span class="smcap">Lucas.</span> A Wanderer in London. $1.75. Macmillan.</p> + +<p><span class="smcap">Aldrich.</span> Story of a Bad Boy. $1.25. Houghton, Mifflin.</p> + +<p><span class="smcap">Shakespeare.</span> The Tempest.</p> + +<p><span class="smcap">Scott.</span> Tales of a Grandfather. The Talisman.</p> + +<p><span class="smcap">Edgeworth.</span> Parent’s Assistant.</p> + + +<p class="center"> +<i>Ages Twelve to Thirteen Years</i></p> + +<p><span class="smcap">Kipling.</span> Just So Stories. $1.20. Doubleday, Page.</p> + +<p><span class="smcap">Seton-Thompson.</span> Wild Animals I have Known. $2. Scribner.</p> +<p><span class="pagenum"><a name="Page_78" id="Page_78">[Pg 78]</a></span></p> +<p><span class="smcap">Wyss.</span> Swiss Family Robinson. 60 cents. McKay; also Dutton.</p> + +<p><span class="smcap">Palmer.</span> The Odyssey. $1. Houghton, Mifflin.</p> + +<p><span class="smcap">Goldsmith.</span> The Vicar of Wakefield.</p> + +<p><span class="smcap">Dickens.</span> A Christmas Carol. The Cricket on the Hearth.</p> + +<p><span class="smcap">Hughes.</span> Tom Brown at Rugby.</p> + + +<p class="center"> +<i>Ages Thirteen to Fourteen Years</i></p> + +<p><span class="smcap">Swift.</span> Gulliver’s Travels. $1.50. Macmillan.</p> + +<p><span class="smcap">Longfellow.</span> Evangeline.</p> + +<p><span class="smcap">Dana.</span> Two Years before the Mast. $1. Houghton, Mifflin.</p> + +<p><span class="smcap">Norton and Stephens.</span> Heart of Oak Books, No. 6. 55 cents. Heath.</p> + +<p><span class="smcap">Lamb.</span> Tales from Shakespeare.</p> + +<p><span class="smcap">Coffin.</span> Old Times in the Colonies.</p> + +<p><span class="smcap">Franklin.</span> Autobiography.</p> + +<p><span class="smcap">Stowe.</span> Uncle Tom’s Cabin.</p> + + +<p class="center"> +<i>Ages Fourteen to Fifteen Years</i></p> + +<p><span class="smcap">Defoe.</span> Robinson Crusoe. $1. McLoughlin. $1.50. Harper.</p> + +<p><span class="smcap">Bunyan.</span> Pilgrim’s Progress.</p> + +<p><span class="smcap">Norton and Stephens.</span> Heart of Oak Books, No. 7. 60 cents. Heath.</p> + +<p><span class="smcap">Austen.</span> Pride and Prejudice.</p> + +<p><span class="smcap">Thoreau.</span> Walden.</p> + + +<p class="center"> +<i>Ages Fifteen to Sixteen Years</i></p> + +<p><span class="smcap">Cooper.</span> Leather Stocking Tales.</p> + +<p><span class="smcap">Burroughs.</span> Birds and Bees. 15 cents. Strawbridge and Clothier.</p> + +<p><span class="smcap">Pyle.</span> Robin Hood. 60 cents. Scribner.</p> + +<p><span class="smcap">Scott.</span> Ivanhoe. 60 cents. Appleton. Lady of the Lake. 35 cents.</p> + +<p><span class="smcap">Ginn.</span> Lay of the Last Minstrel. 25 cents. Macmillan.</p> + + +<p class="center"> +<i>Sixteen Years Old and Older</i></p> + +<p><span class="smcap">Irving.</span> The Alhambra. 25 cents. Macmillan.</p> + +<p><span class="smcap">Macaulay.</span> Lays of Ancient Rome. 75 cents. Macmillan.</p> + +<p><span class="smcap">Kipling.</span> Captains Courageous. $1.50. Century.</p> + +<p><span class="smcap">Nicolay and Hay.</span> Boy’s Life of Lincoln. $1.50. Century.</p> + +<p><span class="smcap">Eggleston.</span> Hoosier School Boy. $1. Scribner; also Heath.</p> +<p><span class="pagenum"><a name="Page_79" id="Page_79">[Pg 79]</a></span></p> +<p>In addition to the foregoing, there is beginning to come from the press +a mass of juvenile literature that promises to furnish most practical +inspiration and guidance to the juvenile mind on the farm. Much of +this new rural life literature may be had for the asking or for the mere +price of publication. The following are recommended:—</p> + +<p><i>The Rural School Leaflet.</i> Edited by Alice G. McCloskey, and +issued under the general direction of L. H. Bailey at Ithaca, N.Y.</p> + +<p>The Country Life Publications, issued by D. W. Working, Superintendent +of Agricultural Extension, Morgantown, W.Va.</p> + +<p>The series published by A. B. Graham, Superintendent of the Extension +Department, Ohio University, Columbus.</p> + +<p>The annual reports of County Superintendent O. J. Kern, Rockford, +Ill., and of County Superintendent George W. Brown, Paris, Ill.</p> + +<p>The Wisconsin Arbor and Bird Day Annual, issued by State Superintendent +C. P. Cary, Madison, Wis.</p> + +<p>The Extension Departments of many of the state universities and +nearly all of the state agricultural colleges are now issuing a series of +small pamphlets on such matters as stock judging, grain breeding, soil +testing, and home economics. This literature should be given the +widest possible circulation in the country home, as it will prove helpful +both to the young and to the parents in their direction of the young.</p> + + +<p class="center"><i>Literature on Child-rearing</i></p> + +<p>Parents who are seriously in earnest in the matter of developing the +lives of their children will find great assistance and much inspiration +through the reading of books and magazines on the child-rearing problems. +In fact, it may be put down as a practical certainty that the work +of child training cannot go on effectively and continue in its interest +except one have some aids of the kind just named. Therefore, the interested +parent should cast about for the books and magazines that +promise to serve in the solution of the particular problems at hand. It +happens that the author has collected a large number of books and periodicals +of this class and that he has made a somewhat critical examination +of them.</p> + +<p>In listing the titles below, a word or phrase is used to indicate the contents +or purpose of the text.</p> +<p><span class="pagenum"><a name="Page_80" id="Page_80">[Pg 80]</a></span></p> +<p class="title">1. Periodicals on Child-rearing</p> + +<p><i>The American Baby.</i> American Publishing Company, 1 Madison Ave., +New York City. $1 per year, 10 cents per copy. Contains much +detailed and most helpful instruction on the care of the child.</p> + +<p><i>American Motherhood.</i> Coopertown, N.Y. $1 per year, 10 cents +per copy. Helpful and sympathetic. Especially strong in respect +to health and sanitation and in methods of instructing children in +regard to the secrets of life.</p> + +<p><i>The Child-Welfare Magazine.</i> Official organ of the National Congress +of Mothers, 147 North 10th Street, Philadelphia. 50 cents per +year, 10 cents per copy.</p> + +<p>The educational pamphlets published by the Society of Sanitary and +Moral Prophylaxis, 9 E 2d Street, New York City. Excellent monographs, +each treating some urgent child problem in relation to morals, +sanitation, and the like.</p> + +<p>The Home-training Bulletins, prepared and issued by William A. +McKeever, Professor of Philosophy, State Agricultural College, +Manhattan, Kan. 5 cents each. Each of these pamphlets contains +about sixteen pages and covers a particular home-training +problem. The numbers thus far issued are:—</p> + +<blockquote> +<p>1. The Cigarette Smoking Boy.</p> + +<p>2. Teaching the Boy to Save.</p> + +<p>3. Training the Girl to Help in the Home.</p> + +<p>4. Assisting the Boy in the Choice of a Vocation.</p> + +<p>5. A Better Crop of Boys and Girls.</p> + +<p>6. Training the Boy to Work.</p> + +<p>7. Teaching the Girl to Save.</p> + +<p>8. Instructing the Young in Regard to Sex.</p> + +<p>Others are in course of preparation.</p></blockquote> + + +<p class="title">2. Books on Child-rearing</p> + +<p><span class="smcap">Holt.</span> Care and Feeding of Children. $1 Appleton. Most helpful +and practical.</p> + +<p><span class="smcap">Curley.</span> Short Talks with Young Mothers. $1.50. Putnams. Helpful +from the medical side.</p> +<p><span class="pagenum"><a name="Page_81" id="Page_81">[Pg 81]</a></span></p> +<p><span class="smcap">Harrison.</span> A Study of Child Nature. $1. Chicago Kindergarten +College. Excellent. A standard help.</p> + +<p><span class="smcap">Allen.</span> Civics and Health. $1.25. Ginn & Co. Most helpful on the +side of sanitation.</p> + +<p><span class="smcap">Hall.</span> Youth. $1.50. Appleton. A great book on child study by +one of the world’s leading authorities.</p> + +<p><span class="smcap">King.</span> Psychology of Child Development. $1. University of Chicago +Press. A Fundamental work for those who wish to make a scientific +study of child life.</p> + +<p><span class="smcap">Ritchie.</span> A Primer of Sanitation. 60 cents. World Book Company. A +clear, helpful presentation of the facts.</p> + +<p><span class="smcap">Chance.</span> The Care of the Child. $1. Penn Publishing Company. +Full of detailed information about infants, especially.</p> + +<p><span class="smcap">Mangold.</span> Child Problems. $1.25. Macmillan. Presents the matter +ably and in the light of the freshest information.</p> + +<p><span class="smcap">Call.</span> The Freedom of Life. $1. Little, Brown & Co. A great and +inspiring book. Will give rest and poise to tired mothers.</p> + +<p><span class="smcap">Gulick.</span> Mind and Work. $1. Doubleday, Page & Co. A companion +book to the one above, only more suitable for the father.</p> + +<p><span class="smcap">Saleeby</span>. Parenthood and Race Culture. $2.50. Moffat, Yard & Co., +New York. A remarkably instructive volume on race improvement.</p></blockquote> + + +<p class="title">REFERENCES</p> + +<blockquote><p>How to Direct Children’s Reading. Mae E. Schreiber. Annual +volume N.E.A., 1900, p. 637.</p> + +<p>A Suggestive List for a Children’s Library, 483 titles. Helen T. Kennedy. +Democrat Printing Company. Minneapolis.</p> + +<p>A Mother’s List of Books for Children. Catherine W. Arnold. A. C. +McClurg & Co.</p> + +<p>Children’s Rights. Kate Douglas Wiggin. Pages 69 ff. “What shall +Children Read?” Houghton, Mifflin Company.</p> + +<p>Fingerposts of Children’s Reading. Walter Taylor Field. McClurg & +Co. Gives extensive lists.</p> + +<p>Books for Boys and Girls. Brooklyn Public Library, New York. A carefully +selected list of 1700 titles, 200 of them being especially marked +for their value.</p></blockquote> + + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_82" id="Page_82">[Pg 82]</a></span></p> +<h3>CHAPTER VII<br /> +<br /> +<i>THE RURAL CHURCH AND THE YOUNG +PEOPLE</i></h3> + + +<p>There was never a greater demand for efficient +leadership in the rural communities than there is +to-day. The country has continued for many years +past to become richer in farm products and equipment, +but it has steadily grown poorer in social and +spiritual values. In fact we have unconsciously +acquired a distorted idea of values. Hogs are too high +in proportion to boys. Beef cattle are absorbing too +much interest in proportion to the time and money +expended in perfecting the character of girls. It +has long been the proud boast of the Middle Western +states that they could feed the entire country. And +we have continued so long in this way as now to +regard big crops and the great abundance of farm +animals and other such material possessions as ends +in themselves. So it is high time that we ask ourselves +what this material wealth is all for. Looked +at from at least one high vantage point, it may be +properly regarded as so much encumbrance unless we +shall be able to convert it into a means to some +worthy and spiritual purpose.</p> + +<p><span class="pagenum"><a name="Page_83" id="Page_83">[Pg 83]</a></span></p> +<h4><span class="smcap">Decadence of rural life</span></h4> + +<p>The open country in the Middle Western states +has for some time been the breeding place for sterling +manhood and ideal womanhood, and the recruiting +ground wherefrom have been drawn many men and +women to undertake the management of the larger +enterprises of the country. The enforced self +denial and discipline of work; the continued practice +of quiet reflection; the comparative freedom from +the evil and degrading influences peculiar to much of +the child life in the cities; and many other character-building +experiences could be set down on the favorable +side of rural child-rearing in the past. But this +situation is rapidly changing. The ten-year period +just closing has witnessed a decadence of country life, +the rural population actually showing a decrease. +Large numbers of the best families have moved to the +cities and towns, and their places on the farm have +been taken by irresponsible laborers and transient +renters.</p> + +<p>Yes, the wealth of the rural community is still +there, lying more or less dormant, and all the other +means of a splendid civilization are there. But in +the usual instance there is no one to assume the +leadership in bringing about the reconstruction of +the rural life. Now that he has accumulated such +an abundance of material things, the typical farmer +needs to be shown how to deal more fairly and<span class="pagenum"><a name="Page_84" id="Page_84">[Pg 84]</a></span> +helpfully with the various members of his family. +Some farmers’ wives are gradually being dragged to +death with the over-burden of work, which might be +obviated if the farmer and his wife were both shown +specifically a better way of getting things done. +Many boys and girls growing up in the country are +being cheated out of their natural heritage of good +health, spontaneous play, and the joy of social intercourse, +all because of the fact that farm products are +too much regarded as an end rather than a means +to the higher development of the members of the +rural family. So a good soil and excellent crops are +essentials for a substantial rural society, but they are +not a certain evidence of such thing. It is possible +to go into some of the country communities where +these material things are accumulated in great +abundance and yet find the people there living a +little, mean, and narrow form of life, and that chiefly +because they do not quite understand how to use +the splendid means at hand in the accomplishment +of some high and worthy purposes.</p> + + +<h4><span class="smcap">Work for the ministry</span></h4> + +<p>And so we hereby issue a call and a challenge for +workers to enter the great fallow field just named +and make it blossom with new social and spiritual life. +And it is the conviction of some that the ministers +of the town and village churches can undertake this +work much better than any other class of persons,<span class="pagenum"><a name="Page_85" id="Page_85">[Pg 85]</a></span> +for they are already in many respects trained leaders. +Let these ministers be provided if possible with an +assistant, a layman it may be, for both their town +and country work. Then let each of them have a +rural appointment to which they may go from one +to four times each month; and, inspired by a +vision of all the possibilities ahead of them and +endued with divine power and guidance, enter +earnestly into the great work of rehabilitating the +country community. It is evident that the minister +who will leave his town congregation with perhaps +only one Sunday sermon and go to a country church +and preach to the adults, and teach and lead the +young, while his assistant takes charge of the second +Sunday service at home—it is evident that such a +minister will not only wear longer in the locality +in which he is stationed, but that he will find in the +rural work just mentioned such a flood of zeal and +inspiration as will more than make up for and +repay the effort. Many of the town ministers are +preaching to audiences that are more or less irresponsive +to what they have to say. Under present conditions +they are compelled to preach to the same +audiences too much. Their sermons grow stale. +But under the arrangement here recommended, +such conditions would not obtain. They would come +back from the rural appointment so laden with +new ideas and ideals as to appear to the home +congregation in a most advantageous light.</p> + +<p><span class="pagenum"><a name="Page_86" id="Page_86">[Pg 86]</a></span></p> +<h4><span class="smcap">The country minister</span></h4> + +<p>There is at present not a little promise that there +may be developed throughout the country a new +type of country-dwelling ministers. It is certainly a +logical position for the effective religious worker to +assume; namely, that of actually dwelling among +those whom he is attempting to serve. He acquires +an intimate knowledge of their problems, their +point of view, including the status of their individual +beliefs and prejudices.</p> + +<p class="title"><span class="smcap">Plate VIII.</span></p> +<div class="figcenter" style="width: 495px;"> +<a id="Fig_8" name="Fig_8"></a> +<img src="images/plate_viii_fig_8.png" width="495" height="373" alt="" title="Plate VIII Fig. 8" /> +<span class="caption"><span class="smcap">Fig.</span> 8.—The fifty-year-old country church at Plainfield.</span> +</div> +<div class="figcenter" style="width: 500px;"> +<img src="images/plate_viii_fig_9.png" width="500" height="354" alt="" title="Plate VIII Fig. 9" /> +<span class="caption"> <span class="smcap">Fig.</span> 9.—The new country church at Plainfield, Illinois, erected through +the inspiration and leadership of Reverend Matthew B. McNutt.</span> +</div> + +<p>As an example of what the country minister can +achieve one needs to read an account of the splendid +work of the Rev. Mathew B. McNutt of Plainfield, +Illinois. Mr. McNutt was called to this charge +in 1900 when a fresh graduate from a Presbyterian +seminary. At the time of his call there was in +the locality a small dead or nominal church membership +and an occasional weak, ineffective service +held in the little old church of fifty years’ standing. +This devoted and far-seeing man got down among +the people with whom he settled, made a careful +survey of the economic, the social, and the religious +life of the place, and began his wonderful work of +reconstructing all this. The ultimate purpose was +the improvement of the spiritual well-being. He +organized singing schools, granges, literary and debating +societies, sewing societies, and clubs of various +other sorts, all as a means of awakening the<span class="pagenum"><a name="Page_87" id="Page_87">[Pg 87]</a></span> +life of the community and bringing the people together +in a spirit of mutual sympathy and helpfulness. +After less than a decade of hard work a +marvelous transformation of the rural life thereabout +was achieved. Among other notable changes was a +new church to supplant the old one. The new +building was erected at a cash cost of ten thousand +dollars; has an audience room seating five hundred +or more, several Sunday school class rooms, a choir +room, a cloak room, a pastor’s study and a mothers’ +room, all on the main floor. In the basement below +there is a good kitchen, a dining room with equipment, +also a furnace, a store room, and the like. +The church membership has grown to one hundred +sixty-three with many non-members attending, +while the Sunday school enrollment increased to +three hundred.</p> + +<p>Now there are always a few minds who wish to +measure all earthly things in terms of a money +value. To such it may be shown that the land +values in the vicinity of this new country church +have gone up to a marked degree and that the +economic conditions are all of a most satisfactory +nature.</p> + +<p>As further evidence of what a rural community +working together may achieve for the spiritual +welfare, there may be cited the instance of the little +side station by the name of Ogden in Riley County, +Kansas. Here the people got together and voted to<span class="pagenum"><a name="Page_88" id="Page_88">[Pg 88]</a></span> +build a country church, and that without determining +as to the denominational affiliation. A committee +of leaders was appointed to raise funds and to draw +plans for the building. In a short time, arrangements +were perfected for constructing the building at a +cost of four thousand dollars. It was later voted +to place this new church temporarily under the direction +of the Congregational church in Manhattan, +fifteen miles away.</p> + +<p>In one or two instances the religious leaders in +a country community have succeeded admirably in +establishing a “commission” form of church administration. +The method pursued has been that +of having a committee of three, each a member of a +different church, to call by turn from the towns +near by the ministers of the various denominations. +Further details of the plans provide for the committee +to raise funds so that the minister may be paid a +definite amount for the service conducted.</p> + +<p>One of the first essential steps in the establishment +of a rural church is a careful survey or study of the +situation. While it may be accounted a sin against +God and humanity to add another church where there +are already more than the people can support, often +it will be found that very large, well populated +country districts are wholly without access to any +religious service whatever. Verily, the field is +white unto the harvest and the laborers as yet are +few.</p> + +<p><span class="pagenum"><a name="Page_89" id="Page_89">[Pg 89]</a></span></p> +<h4><span class="smcap">A mistake in training</span></h4> + +<p>Too long we have been training young people in +the school and in the home to struggle for the best +of everything—a sort of rivalry that results in +envy, jealousy, and strife, and a falling apart where +there should be coöperation and sympathy and a +spirit of mutual helpfulness. The craze for clothes, +the glare of the electric lights, and the lure of the +cheap theater have struck the country people and +are drawing away much of the best young blood +there. It seems that we have over-done this thing +of pointing to the top and urging our young people +to scramble for that, until as a result no one is +looking for a place to serve, while all are looking for +a place to shine. Now, there may be “plenty of +room at the top” for selfish scrambling, but in some +respects the top is woefully over-crowded. On the +other hand, there is a vast amount of good room +at the bottom, acres of it, and we might well commend +it to every one who may be imbued with the +idea of doing some effective work in the world. +All over the broad, open country, in thousands of +rural districts, the situation at the bottom is literally +crying out for constructive workers who will come in +there with their good courage, their scientific training, +and in the name of the Most High get down +among the people and the common things in the +midst of which the people live and lay a substantial<span class="pagenum"><a name="Page_90" id="Page_90">[Pg 90]</a></span> +foundation for a new and beautiful structure—an +edifice erected out of the plain materials to be found +in any ordinary rural community, and that by means +of transforming such things and making them +contributive to the high and lofty spirit-purposes +for which they are really designed.</p> + + +<h4><span class="smcap">Rural child-rearing</span></h4> + +<p>We are not half awake as yet to the meaning and +possibilities of the rural community as a place +for rearing children. The city environment ripens +youths too fast and too early and works all the +spontaneity and aggressiveness out of the boys +and girls before their mature judgments are ready +to function. As a result of this city hot-bed, we +have as a type the blasé sort of young man, and a +young woman who is overly smart in respect to the +“proper things to do.” Either of them has little +power of initiative and less power of persistence. +One of the greatest virtues of the somewhat isolated +rural home is that it matures human character more +slowly and keeps the boys and girls fresh and “green” +and spontaneous while there is being gradually +worked into their characters the habit of industry +and the power of doing constructive work.</p> + +<p>If one should desire to obtain a sterling specimen +of manhood, he would not take up with the “smart” +city youth who at the age of sixteen has had all +the experiences known to men. The latter is too<span class="pagenum"><a name="Page_91" id="Page_91">[Pg 91]</a></span> +ripe. He knows it all. From his own point of view, +his knowledge of the world is nearly completed. No, +one would prefer to go to the most remote country +district and, if need be, lasso some green, gawky, +sixteen-year-old who is afraid of the cars and the +big girls and who has never had a suit of clothes that +fits him. This scared, unbroken youth would go +through a tremendous amount of rough-and-tumble, +trial-and-error experiences during the course of his +college training; and he would live intensively and +rush into many unknown places and commit many +blunders, between whiles catching countless inspiring +visions of how he might be or become a man +of great strength and ruggedness of character. +Such a man might be relied upon to shoulder the +heavy burdens of the world. Such a man could be +called out to join in the forefront of battle when the +moral and religious rights of the people were at issue. +Such a man when fully matured could be sent into +some kind of missionary field and be expected to +labor there for a long time alone, courageous and +persistent, finally winning a very small following; +then a larger number of adherents; and then the +entire population at his heels, applauding and backing +him up in his every worthy effort.</p> + +<p>The author has long had a vision of a man trained +and developed through the seasoning experiences +just sketched and who, under the inspiration and the +guidance of the Most High, will go into these rural<span class="pagenum"><a name="Page_92" id="Page_92">[Pg 92]</a></span> +communities which are latent with material life, +and there begin his labors in behalf of the higher +things into which all the elements of this typical +rural situation may be transformed. Just as fast +as men hear this divine call and heed it and take up +this work, so fast will our country life be reconstructed +and the best that is in our society become +gloriously transformed and everlastingly saved as a +heritage of the oncoming generations. And it is +evident that the rural minister, working through +the rural church, is the person to whom this divine call +may most naturally come.</p> + + +<h4><span class="smcap">The churches too narrow</span></h4> + +<p>Not a few of the country churches are too narrow +in their limitations, tending to chill out those who do +not happen to be adherents of the creed, and to +foster dissensions and hatred among neighbors. +And they are not touching in a vital way the lives +of country boys and girls.</p> + +<p class="title"><span class="smcap">Plate IX.</span></p> + +<div class="figcenter" style="width: 500px;"> +<a id="Fig_10" name="Fig_10"></a> +<img src="images/plate_ix.png" width="500" height="343" alt="" title="Plate IX" /> +<span class="caption"><span class="smcap">Fig.</span> 10.—This attractive and modern church building was erected by the Christian people living +in the vicinity of the country village of Ogden, Kansas. Four different denominations participated +at its dedication. Its ruling body is undenominational.</span> +</div> + +<p>It will be agreed that the gospel of the Master of +men may be made so broad and inviting as to attract +all who have a spark of religion in their natures, +and that means practically every one in the community. +But there is no good reason why the rural +church should stand alone as such. It should and +can be made a social as well as a religious center for +the whole community. So, let there be constructed +a modern building with big windows, and several<span class="pagenum"><a name="Page_93" id="Page_93">[Pg 93]</a></span> +apartments for Sunday school classes, and for meetings +of social groups, such as the grange, the farmers’ +institute, the sewing society, and the literary and +debating clubs. Then there should be apparatus +for the preparation of meals, with a room in which a +long table might be spread as occasion demands. +Outside of this building there should be a children’s +playground with some simple apparatus for play.</p> + +<p>Not less frequently than one afternoon of the +month—and twice would be better—the people +of the community should drop everything and come +together for a good social time and a general exchange +of ideas. On an occasion of this kind the +town minister could be present or someone from +the outside who would bring with him at least one +helpful and practical idea about building up country +life. Let this building be regarded as the property of +every man, woman, and child in the community and +strive to bring it to pass that the legitimate and worthy +interest of all shall be actually served there.</p> + + +<h4><span class="smcap">Constructive work of the church</span></h4> + +<p>This country church here thought of need be no +less a religious affair, but it must become distinctively +a socializing agency. It must not merely save +souls, but it must save and conserve and develop +for this present life the bodily, the moral, and the +intellectual powers of the young. One cannot adequately +develop those splendid latent powers in young<span class="pagenum"><a name="Page_94" id="Page_94">[Pg 94]</a></span> +people solely by means of teaching them the Sunday +school lesson or preaching to them, no matter how +true the gospel may be. The evidence is ample +to show that boys and girls who attend church and +Sunday school are nevertheless falling into many +vicious habits of conduct, and are growing up without +many of the forms of discipline and training essential +for stable Christian character and social and moral +efficiency. In fact as a means of temporal salvation +the old-fashioned church and Sunday school are +proving more and more a failure.</p> + +<p>Now, as soon as the church realizes the meaning +of the foregoing situation and acts accordingly, just +so soon will this splendid old institution be enabled +to do efficient work in vitalizing the practical affairs +of the community in which it is located. To illustrate +this point: The great curse of boyhood to-day +is the tobacco habit, and this vitiating practice +is slowly working its way among the country youth. +The youth who acquires the smoking habit before +becoming physically matured thereby depletes his +physical health to a marked degree, reduces his +mental efficiency ten to fifty per cent, and almost +completely destroys his power of initiative. Such +a youth is never found contending for any moral +issue or any high and worthy cause of the people. +His constructive instinct is made more quiescent, +while his disposition to condone evil is greatly and +permanently increased. Boys who attend church<span class="pagenum"><a name="Page_95" id="Page_95">[Pg 95]</a></span> +and Sunday school are also, like others, falling victims +to the sex evils of various forms.</p> + + +<h4><span class="smcap">An innovation in the rural church</span></h4> + +<p>Perhaps there is no better illustration of how the +economic affairs of the neighborhood may be vitally +linked with the church service than the work carried +on under the direction of Superintendent George +W. Brown, of Paris, Illinois. During one year Mr. +Brown conducted on seven different occasions an +over-Sunday program, somewhat as follows:—</p> + +<p>On Saturday either at the country school house or +in the basement of the country church there was +arranged an exhibition of corn, while during the +day class exercises in the study of corn were in +progress. On the day following, Sunday, there were +two sermons, the theme of each being closely allied +to the economic problems studied the day previously. +The ministers are reported to have coöperated +enthusiastically in this work, each one attempting +in his sermon to show how better economic life +may be made contributive to a better religious +life.</p> + +<p>On the Monday following, the program was continued +with a farmers’ institute representative of the +several interests of the adults and the young people. +At this Monday meeting a number of the faculty +of the state university were in attendance and gave +helpful addresses appropriate to the occasion. At<span class="pagenum"><a name="Page_96" id="Page_96">[Pg 96]</a></span> +night the County Superintendent gave an illustrated +lecture, using the stereopticon to show the audience +just what was being done in the various parts of +the county and country by way of improvement of +the social and economic conditions.</p> + +<p>In many places in the New England and other +eastern states the rural communities are attacking +the social-religious problems in practically the same +manner as is being done at Plainfield, Illinois. At +Danbury, New Hampshire, there is a Country Settlement +Association, which is accomplishing some +epoch-making things. At the official building there +is provided a trained nurse to assist the entire +community. The organization conducts social-betterment +work for the local neighborhood and +leads in a campaign for social reform throughout +the state.</p> + +<p>Likewise, at Lincoln, Vermont, there is an interesting +example of coöperation between the religious +and social interests. Three churches have +formed a federated society. In a building maintained +in common by them, the meetings of the +Ladies’ Aid Society, the Good Templars, the +Grange, the Grand Army Post, and many others +of a social nature are held. Such coöperative work +is certain to have a helpful and far-reaching effect +on any community.</p> + +<p class="title"><span class="smcap">Plate X.</span></p> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_11" name="Fig_11"></a> +<img src="images/plate_x.png" width="500" height="323" alt="" title="Plate X" /> +<span class="caption"><span class="smcap">Fig.</span> 11.—An illustration of “Corn Sunday,"” as instituted by Superintendent Jessie Field, +Clarinda, Iowa, in the rural churches thereabout.</span> +</div> + +<p><span class="pagenum"><a name="Page_97" id="Page_97">[Pg 97]</a></span></p> + +<h4><span class="smcap">Spiritualize child life</span></h4> + +<p>Above all things else, let the country church be +reorganized with reference to the interests of the +young. Let the minister and the other leaders take a +firm stand for a square deal for the farm boys and +girls in respect to work and play and sociability. +Let them place before country parents clear, concrete +models and methods as to how to accord fair treatment +to the children in every particular thing. Let +them organize the young people of the community +into groups for play and sociability and direct them +in both of these matters.</p> + +<p>It is high time we were considering all of our legitimate +interests as a part of our religion. Indeed, +there is no good reason why the young people could +not meet together at the rural church and on the +same evening have an oyster supper and a prayer +meeting. They could very consistently discuss and +participate in both a temporal and a spiritual affair +on the same occasion and in such a way that each +part of the program would be vitalized by the others. +And likewise the smaller children. It should not be +considered at all irreverent for one to go directly +with them to the playground after the Sunday school +lesson is ended and there lead and direct them in their +health-giving enjoyments. Try this in your rural-church +society centers and see if the boys and girls +do not run with great enthusiasm to the whole affair.</p> + +<p><span class="pagenum"><a name="Page_98" id="Page_98">[Pg 98]</a></span>One great error committed by many of us in the +past is that of regarding work and things as arbitrarily +high or low. But the author does not see +why plowing corn may not be made just as sacred +and just as divine a calling as preaching the gospel, +provided the former be regarded in the light of service +of some high spiritual purpose; as indeed it may +be. So, here is a distinctive part of the function of +the rural church; namely, to spiritualize work as well +as workers—to urge upon the attention of the rural +inhabitants the thought that their work must all +be regarded as a means to the transformation of the +community life and of each individual life into a +thing of transcendent worth and beauty.</p> + + +<h4><span class="smcap">A summary</span></h4> + +<p>Now, here is the proposed plan in a nutshell. +The country community is the best place in the world +for bringing up a sturdy race of men and women and +the country church is or can be made one of the +greatest agencies in the achievement of this work. +But such achievement can best be brought about +only when the country church goes to work to save +the whole boy and the whole girl. And that means +that the church must understand better how human +life grows up—that it must meet these growing boys +and girls on their own level of everyday interest and +socialize and spiritualize these interests through close +contact with them. Then, make the rural church a<span class="pagenum"><a name="Page_99" id="Page_99">[Pg 99]</a></span> +social center for the young, including exercises in +work and play and recreation, as well as a place for +religious instruction. The child is a creature of +activity and not of passivity. You cannot preach +him into the kingdom in a lifetime; but you can get +down with him and work with him and play with him +and guide and direct him through his self-chosen, +everyday interests, to the end that he may afterwards +enter the ranks of the Lord’s anointed.</p> + +<p>Again, it is urged, make your country church a +center for the entire life of the community. Not +only have the adults bring their practical affairs to +this center for consideration, but have the boys and +girls come with their implements of work and play, +with their specimens of farm and home produce +and handiwork, with their miniature menageries and +workshops—all this with joy and reverence before +and after the religious services.</p> + + +<p class="title">REFERENCES</p> + +<blockquote><p>Efficient Democracy. W. H. Allen. Chapter X. “Efficiency in Religious +Work.” Dodd, Mead & Co.</p> + +<p>Rural Christendom. Charles Roads. Prize Essay. American Sunday-School +Union, Philadelphia.</p> + +<p>Report of the Commission on Country Life, pp. 137-144, Sturgis-Walton +Co.</p> + +<p>The Country Church and the Library. John Cotton Dana. <i>Outlook</i>, +May 6, 1911.</p> + +<p>The Country Church and the Rural Problem. Kenyon L. Butterfield. +University of Chicago Press. A strong presentation of the entire +situation.</p> +<p><span class="pagenum"><a name="Page_100" id="Page_100">[Pg 100]</a></span></p> +<p>The Rural Church and Community Development. President Kenyon L. +Butterfield. The Association Press, New York. A collection of +practical papers and discussions on several important topics.</p> + +<p>The Day of the Country Church. J. O. Ashenhurst. Funk & Wagnalls +Co., New York. Read especially the excellent chapter on “Leadership."”</p> + +<p>The Church and the Rural Community. Symposium. <i>American +Journal of Sociology.</i> March, 1911.</p> + +<p>Philanthropy, A Trained Profession. Lewis. Forum, March, 1910.</p> + +<p><i>Rural Manhood.</i> The Association Press, New York Monthly. This +magazine publishes many excellent articles on the Rural Church.</p> + +<p>The Inefficient Minister. <i>Literary Digest</i>, April 10, 1909. A report of +the criticisms of Dr. Henry S. Pritchett, of the Carnegie Foundation, +and Dr. Henry Aked, of San Francisco.</p> + +<p><i>World’s Work</i>, December, 1910. An interesting account of Reverend +Matthew McNutt’s work in building up a country church.</p> + +<p>The Country Church. George F. Wells, in Cyclopedia of American +Agriculture, by L. H. Bailey, volume IV, page 297.</p></blockquote> + + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_101" id="Page_101">[Pg 101]</a></span></p> +<h3>CHAPTER VIII<br /> +<br /> +<i>THE TRANSFORMATION OF THE RURAL +SCHOOL</i></h3> + + +<p>The country districts are slowly waking up to an +appreciation of the fact that within their bounds lie, +not only all the elements fundamental to the material +wealth of the world, but that they also contain in a +more or less dormant form all the essential factors of +intellectual and spiritual wealth. The rural school +is theoretically the best place on earth for the education +of the child, not only because of its close proximity +to the sources of material wealth, but because of +the openness and comparative freedom of its surroundings. +Then, the country school is especially +effective as a place of instruction on account of its +happy relation to work and industry. Too often the +boys and girls of the town school go unwillingly to +their class rooms with the feeling that the lessons are +heavily imposed tasks.</p> + +<p>But in the typical country school the pupils are +young persons who have already experienced much of +the strain of work and who go somewhat eagerly to +the schoolroom, because it is in a sense recreative to +them, and because of their being in a position to see<span class="pagenum"><a name="Page_102" id="Page_102">[Pg 102]</a></span> +more clearly what substantial training is to mean to +them in the future. That is to say, a distinctive +difference between the typical country child and the +typical city child is this: the former believes that he +is pursuing the course of instruction in a more voluntary +spirit and for the sake of his own personal interests +and up-building, while the latter is inclined +to feel that he is performing the school tasks for the +sake of some one else and because of the strict requirements +of outside force or law.</p> + + +<h4><span class="smcap">Radical changes in the view-point and method</span></h4> + +<p>But if the theoretic worth of the rural school is +to be made at all actual, some very radical changes in +view-point and method must come to pass. First +of all, we must keep asking the question, What is +education for? And perhaps we must accept the +answer that in its best form education serves the +higher needs and requirements of the life we are +trying to live to-day. In case of rural teachers and +parents it has been too common a practice to urge +the child on in his lesson-getting with the statement, +or at least the suggestion, that lessons well mastered +in time furnish a guarantee of a life of comparative +ease and freedom from heavy toil. The sermonette +preached to the boy in this situation is too often +substantially as follows: “Go on, my boy, master +your lessons, pass up through the grades, and be +graduated. Behold So and So, a great captain of<span class="pagenum"><a name="Page_103" id="Page_103">[Pg 103]</a></span> +wealth, and such and such a one, a great statesman. +Now, these persons are in a position to take life +easy. They have wealth to spend for the employment +of labor and need to do little of such thing +themselves.”</p> + +<p>In other words, the view-point of the school has +been radically wrong. We have been advancing +the idea that education enables one to get <i>out of</i> +work, whereas we should have been urging that +education of the right sort enables one to get <i>into</i> +work. That is, it means enlarged capacity for work +and service and proportionately enlarged joy and contentment +in the performance of worthy work of any +nature whatsoever. Let rural parents once inculcate +the last-named point of view upon their growing +boys and girls and the attitude of the latter +toward the school and its tasks will be likewise radically +changed.</p> + + +<h4><span class="smcap">All have a right to culture</span></h4> + +<p>And then, a second question we need to ask ourselves +is, Whom is education for? or, What classes +should have the benefits of it? A close comparison +of the school ideals of twenty-five years ago with the +most progressive ones of to-day reveals a surprising +situation. Without seemingly realizing the fact, +we continued for generations in this country to tax +ourselves heavily for the purpose of supporting +schools almost exclusively in behalf of the so-called<span class="pagenum"><a name="Page_104" id="Page_104">[Pg 104]</a></span> +professional classes. We said, especially to the growing +boy: “Now, if you wish to become a lawyer, a +physician, a minister, or a teacher, here is your opportunity. +Pursue this well-arranged course, finish +it up, and that all at our expense. But if you wish +to become a farmer, a merchant, a craftsman of any +sort, then this institution is not at your service. +We will teach you to read and write and cipher, after +which you may look out for yourself.” Thus we were +taxing the masses for the exclusive education of a +few classes. To-day the best ideal is a radically +different one, as it attempts to serve all worthy +classes and vocations through the school administration. +It assumes that artisans as well as artists +and the professional classes have the same inherent +right to both the practical aid and the direct culture +which an educational course may furnish.</p> + +<p>As a practical result of this new ideal, now rapidly +advancing throughout the country, we are about to +have an age of cultured farmers, high-minded stock +raisers, refined architects and builders, and so on. +That is, our newest and best educational courses +are beginning to provide the means and opportunities +for the education of all worthy classes. So it behooves +all interested rural parents to turn their best efforts +toward the transformation and the betterment of the +country school. Certain specific achievements in +relation thereto are now being planned for and in +many instances accomplished. Let every one con<span class="pagenum"><a name="Page_105" id="Page_105">[Pg 105]</a></span>cerned +take notice of this situation and join with all +possible earnestness in the forward movement.</p> + +<p>In his instructive monograph entitled “Changing +Conceptions of Education,” Professor E. P. Cubberley +states the new ideal as follows:—</p> + +<p>“The school is essentially a time- and labor-saving +device, created—with us—by democracy to +serve democracy’s needs. To convey to the next +generation the knowledge and the accumulated experience +of the past is not its only function. It +must equally prepare the future citizen for the to-morrow +of our complex life. The school must grasp +the significance of its social connections and relations, +and must come to realize that its real worth +and its hope of adequate reward lie in its social +efficiency. There are many reasons for believing +that this change is taking place rapidly at present, +and that an educational sociology, needed as much +by teachers to-day as an educational psychology, is +now in the process of being formulated for our use.”</p> + + +<h4><span class="smcap">Work for a longer term</span></h4> + +<p>One of the first steps toward a more helpful schooling +for the country youth is that of lengthening the +yearly school term. In many thousands of instances, +the country school is conducted for only three to five +months during the year, and even this short term is +indifferently attended. But the actual length of the +year should be seven months or more. Many of the<span class="pagenum"><a name="Page_106" id="Page_106">[Pg 106]</a></span> +country districts can easily provide for eight months. +The farmer should not concern himself about a small +additional tax, but should have in mind rather the +larger additional gain to the well-being of the young +in the community. If the local tax be not sufficient +for supporting a longer term and a better school, +then seek to have laws authorizing the distribution +of state aid to the weaker districts. This law has +been actually passed in a number of the commonwealths. +The act in the usual case provides a general +school fund out of which the deficit for the smaller +rural districts may be made up.</p> + + +<h4><span class="smcap">Compulsory attendance laws needed</span></h4> + +<p>The far-seeing country dweller will be glad to join +in a movement in behalf of compulsory attendance at +the public schools. Already a number of states have +enacted fairly good laws on this subject, but some +of them allow “loopholes” providing for the too +easy avoidance of their requirements. Perhaps the +best and most effective type of law of this class is +that which requires the child under fourteen years of +age to attend the entire term of the public schools, +allowing for his absence only in case of sickness or in +cases where it is shown upon investigation and beyond +question that he is the main support and breadwinner +of a family.</p> + +<p>In connection with the legal requirements for compulsory +attendance, there must, of course, be provi<span class="pagenum"><a name="Page_107" id="Page_107">[Pg 107]</a></span>sion +for the truant. Truant officers, who may be required +to serve only part time and who may receive +pay for actual services, are set over specified districts +and required to bring in all truant school +children. Although this compulsory attendance law +has been in force only a few years, reports show an +almost unanimous belief in its effectiveness. The +reader will understand the justification of such a +law to be this; namely, the inherent right of the +child to be educated whether he may appreciate such +right or advantage or not, and the implied right of the +community to have his best service as a well-educated +member of society. The effects upon crime and +criminality of the neglect of the education of the +young have been so thoroughly discussed of late as +to require no restatement here.</p> + + +<h4><span class="smcap">Better schoolhouses and equipment</span></h4> + +<p>A survey of the entire country from one side to +another reveals a deplorable state of affairs in respect +to the conditions of the typical rural schoolhouse. +In thousands of cases, there is nothing more than a +dingy, little, old one-room building, scarcely suitable +as a place wherein to shelter chickens or pigs, and +with nothing in the surroundings to suggest or even +hint at a place where young minds are taught how to +aim at the high things of life. Now, these crude +structures were once a necessity. In pioneer days +the little, old box schoolhouse, or even the sod<span class="pagenum"><a name="Page_108" id="Page_108">[Pg 108]</a></span> +structure, served a mighty purpose in the transformation +of the plains and the wilderness. But times are +now radically changed. The wealth of the country +is abundant. Improvements of nearly every other +sort have gone on as the times advanced. But too +often the little, old cheap schoolhouse on the bleak +country slope became a fixed habit. In setting +forth plans for a newer and better country school +building, the author cannot improve upon those +prepared by E. T. Fairchild, State Superintendent +of Public Instruction in Kansas, and published in his +Seventeenth Biennial Report. We therefore quote +as follows:—</p> + +<p>1. <i>Location.</i>—“In selecting a site for a school +building, the questions of drainage, convenience, +beauty of surroundings, and accessibility should +have prime consideration. Select, if possible, some +plat of ground slightly elevated, and of which the +surface may be properly drained and kept free from +mud. It should be especially seen to that water +may not stand under the building. If the elevation +is not sufficient, this trouble should be overcome by +proper filling in beneath the building. The location +should be as nearly as possible central with reference +to the pupils of the district. But other things +should also be considered. It is better that some +pupils should be put to a slight disadvantage than +that attractiveness of surroundings, remoteness +from environment likely to interfere with the<span class="pagenum"><a name="Page_109" id="Page_109">[Pg 109]</a></span> +work of the school, or other essentials, should be +sacrificed.”</p> + +<p class="title"><span class="smcap">Plate XI.</span></p> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_12" name="Fig_12"></a> +<img src="images/plate_xi_fig_12.png" width="500" height="357" alt="" title="Plate XI Fig. 12" /> +<span class="caption"><span class="smcap">Fig.</span> 12.—A cozy little country schoolhouse in the tall, picturesque +woods of California.</span> +</div> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_13" name="Fig_13"></a> +<img src="images/plate_xi_fig_13.png" width="500" height="348" alt="" title="Plate XI Fig. 13" /> +<span class="caption"><span class="smcap">Fig.</span> 13.—This model country school building, planned by State +Superintendent E. T. Fairchild, of Kansas, is being copied in +many places.</span> +</div> + +<p>2. <i>The water supply.</i>—The purity of the water +supply for the school is no less important from the +standpoint of health than that of the air supply. +The greatest danger lies in the use of water taken from +wells that are used only a portion of the year. Such +water is certain to become stagnant. In the autumn +before the term commences special care should be +taken to pump all water out of the well and to clean +the same if necessary; thereby much sickness may +be avoided. The well, of course, should be so located +as to avoid any contamination owing to vaults +or drains.</p> + +<p>3. <i>Size and adaptation of grounds.</i>—The school +grounds should contain at least three acres, and five +acres would not be too much. While the cities are +cramped for playgrounds and purchase them only at +a high cost, the latter can be secured in the country +in sufficient size and at a relatively small expense. +Let it be kept constantly in mind that the school +grounds should be adapted for play, that they should +afford a protection from winds, and that they should +also be attractive. They should likewise be adapted +for school gardening and experiments in agriculture. +For the purpose of play, the breadth should exceed +the depth where there are separate grounds for boys +and girls. Where the playground is large, the building +should be centrally located with relation to the<span class="pagenum"><a name="Page_110" id="Page_110">[Pg 110]</a></span> +size of the grounds and should be situated well toward +the front. This will provide two fair-sized and well-proportioned +playgrounds. Where the grounds are +small and contain but one acre, symmetry must yield +to utility and the building should be located well +to the front and to one side, so as to leave one well-arranged +playground.</p> + +<p>4. <i>Improvement of school grounds.</i>—In writing +of the value of well-arranged school grounds, Professor +Albert Dickens of the Kansas State Agricultural +College says:—</p> + +<p>“This sermon on school ground improvement is +one that I have tried to preach for some time. In +my judgment, it is the most important and the most +difficult of any of the problems in civic improvement. +The average country cemetery is sorrowfully neglected, +as a rule, but its treatment is careful and generous +compared with the school grounds of the average +country district. Some day we shall realize that all +these factors of environment are formative influences, +and shall not wonder that the character formed in +surroundings devoid of beauty has hard, coarse, and +cruel lines in its make-up.</p> + +<p>“It is an easy matter to picture an ideal country +school—its clean-swept walk to the road, its ample +playground, its windbreak of evergreens, its groups +of hard- and soft-wood species, borders of shrubs and +beds of bulbs for early spring and perennials for +summer and fall. But to get it—to find some way to<span class="pagenum"><a name="Page_111" id="Page_111">[Pg 111]</a></span> +overcome the serious obstacles—is worthy the attention +of statesmen and club women.</p> + +<p>“Nearly every district has made an attempt. +That is one of the hard things to forget—one of the +reasons so many districts fear to try again. They +had a spasm of civic righteousness—an Arbor Day +revival—and every patron dug a hole in the hard, +dry ground; every child brought a tree, some of +which were carried for miles with the roots exposed +to sun and wind—and then they were planted and, +in some cases, watered for the summer; and the +days grew warm and the weeds grew high; and by +the next fall the two or three trees yet alive were not +noticed when the director went over with his mower +the Friday before school opened; and so ended that +attempt at a schoolyard beautiful.</p> + +<p>“It ought to be possible to convince the patrons of +every district that a single acre of land is not sufficient +ground upon which to grow big, bright, broad-minded +boys and girls; that two, or three, or four +acres of land, well planned as to baseball diamond, +basketball court and a good free run for dare-base and +pull-away—that such would give the state and the +world better results than if the land were devoted to +corn and alfalfa. This, I believe, is the first problem +of great magnitude—to get the ground—and it +must be considered. Children must play. The noon +hour, when they eat for five minutes and play +fifty-five minutes, is all-important in a child’s life.”</p> + +<p><span class="pagenum"><a name="Page_112" id="Page_112">[Pg 112]</a></span>In order to carry out the suggestions given by +Professor Dickens, why not organize a general rally, +perhaps on the occasion of Arbor Day, and all hands +join in preparing and planting the school grounds to +suitable shade trees, shrubs, and the like? The playgrounds +could also be laid out and equipped on this +occasion. Then, after this excellent start has been +made, have the school board appoint some reliable +man as caretaker of the grounds with payment of +reasonable wages for what he does. Thus the good +beginning will not be lost.</p> + + +<h4><span class="smcap">A model rural school</span></h4> + +<p>The State Normal School at Kirksville, Missouri, +has built and equipped a model rural school for use in +practical demonstration work. President John R. +Kirk gives a detailed description of this building in +<i>Successful Farming</i> (April, 1911) as follows:—</p> + +<p>“This schoolhouse has three principal floors. The +basement and main floor are the same size, 28 × 36 +feet, outside measurement. The basement measures +8 feet from floor to ceiling. Its floor is of concrete, +underlaid with porous tile and cinders. The basement +walls are of rock and concrete, protected by +drain tile on outside. The basement has eight compartments.</p> + +<p class="title"><span class="smcap">Plate XII.</span></p> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_14" name="Fig_14"></a> +<img src="images/plate_xii.png" width="500" height="332" alt="" title="Plate XII" /> +<span class="caption"><span class="smcap">Fig.</span> 14.—The model rural school building, as constructed for practice and demonstration work at +the Kirkville (Missouri) Normal School.</span> +</div> + +<p>“1. Furnace room, containing furnace inclosed by +galvanized iron, also double cold air duct with electric +fan, also gas water heater.</p> + +<p><span class="pagenum"><a name="Page_113" id="Page_113">[Pg 113]</a></span>“2. Coal bin, 6 × 8 feet.</p> + +<p>“3. Bulb or plant room, 3 × 8 feet, for fall, winter, +and spring storage.</p> + +<p>“4. Darkroom, 4 × 8 feet, for children’s experiments +in photography.</p> + +<p>“5. Laundry room, 5 × 21 feet, with tubs, drain, and +drying apparatus.</p> + +<p>“6. Gymnasium or play room, 13 × 23 feet.</p> + +<p>“7. Tank room containing a 400-gallon pneumatic +pressure tank, storage battery for electricity, hand +pump for emergencies, water gauge, sewer pipes, +floor drain, etc.</p> + +<p>“8. Engine room, containing gasoline engine, water +pump, electrical generator, switchboard, water tank +for cooling gasoline engine, weight for gas pressure, +gas mixer, batteries, pipes, wires, etc.</p> + +<p>“The pumps lift water from a well into pressure +tank through pipes below the frost line. Gasoline is +admitted through pipes below the frost line from two +50-gallon tanks underground, 30 feet from building. +All rooms are wired for electricity and plumbed for +gas. The basement is thoroughly ventilated.</p> + +<p>“The main floor contains a school room 22 × 27 feet +in the clear, lighted wholly from the north side. A +ground glass in the rear admits sunlight for sanitation. +Schoolroom has adjustable seats and desks, +telephone, and teachers’ desk. Stereopticon is hung +in wall at rear. Alcove or closet on east side for +books, teachers’ wraps, etc. Schoolroom has a<span class="pagenum"><a name="Page_114" id="Page_114">[Pg 114]</a></span> +small organ, ample book cases, shelves, and apparatus. +Pure air enters from above children’s heads +and passes out at floor into ventilating stack through +fireplace.</p> + +<p>“Main floor has two toilet rooms, each of these +having lavatories, wash bowl with hot and cold water, +pressure tank for hot water and for heat, shower +bath with hot and cold water, ventilating apparatus, +looking glass, towel rack, soap box, etc. Each +toilet room is reached by a circuitous passageway +furnishing room for children’s wraps, overshoes, +etc. The scheme secures absolute privacy in toilet +rooms. All toilet room walls contain air chambers +to deaden sound. The toilet rooms are clean, decent, +and beautiful. They are never disfigured with vile +language or other defacement.</p> + +<p>“All rural schoolhouses with the comb of the +roof running one way have attics, but the attic of this +rural school is the first one and the only one that has +been well utilized. This attic is 15 × 35 feet, inside +measurement, all in one room; distance from floor +to ceiling 7½ feet in the middle part. It is abundantly +lighted through gable lights and roof lights. +It contains modern manual-training benches for use +of eight or ten children at one time, a gas range and +other apparatus for experimental cooking. It is +furnished with both gas and electric light. It has a +wash bowl with hot and cold water, looking glass, +towels, etc. It has a large typical kitchen sink and a +<span class="pagenum"><a name="Page_115" id="Page_115">[Pg 115]</a></span>drinking fountain, but no drinking cup, either common +or uncommon. It has cupboards, boxes, and receptacles +for various experiments in home economics. +It has a disinfecting apparatus, a portable agricultural-chemistry +laboratory and numerous other equipments.</p> + +<p class="title"><span class="smcap">Plate XIII.</span></p> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_15" name="Fig_15"></a> +<img src="images/plate_xiii.png" width="500" height="327" alt="" title="Plate XIII" /> +<span class="caption"><span class="smcap">Fig.</span> 15.—A rear view of the model rural school building at the Kirkville Normal.</span> +</div> + +<p>“A rural school can be built here from beginning to +completion with all the above-mentioned equipments +of every kind, including furniture, for $2250. The +heating and ventilating apparatus, the pressure +tanks, gasoline engine, water pumps, dynamo, furnace, +etc., can all be easily adapted to a two-room +model, a three-room school, or a six-room school by +having each fixture slightly larger.</p> + +<p>“This model therefore solves the schoolbuilding +question for villages, towns, and consolidated rural +schools.”</p> + + +<h4><span class="smcap">The Cornell schoolhouse</span></h4> + +<p>An attractive rural schoolhouse was erected some +years ago at the New York State College of Agriculture, +to serve as a suggestion architecturally and +otherwise to rural districts. It is a one-teacher building, +and yet allows for the introduction of the new +methods of teaching. It is a wooden building, with +cement stucco interior, heated with hot-air furnace, +and with two water toilets attached. The total cost +was about $2000. The College writes as follows of +the house:—</p> + +<p><span class="pagenum"><a name="Page_116" id="Page_116">[Pg 116]</a></span>“The prevailing rural schoolhouse is a building in +which pupils sit to study books. It ought to be a +room in which pupils do personal work with both +hands and mind. The essential feature of this new +schoolhouse, therefore, is a workroom. This room +occupies one-third of the floor space. Perhaps it +would be better if it occupied two-thirds of the floor +space. If the building is large enough, however, the +two kinds of work could change places in this schoolhouse.</p> + +<p>“The building is designed for twenty-five pupils +in the main room. The folding doors and windows +in the partition enable one teacher to manage both +rooms.</p> + +<p>“It has been the purpose to make the main part +of the building about the size of the average rural +schoolhouse, and then to add the workroom as a +wing or projection. Such a room could be added to +existing school buildings; or, in districts in which +the building is now too large, one part of the room +could be partitioned off as a workroom.</p> + +<p>“It is the purpose, also, to make this building +artistic, attractive, and homelike to children, sanitary, +comfortable, and durable. The cement-plaster +exterior is handsomer and warmer than wood, and +on expanded metal lath it is durable. The interior +of this building is very attractive. Nearly any rural +schoolhouse can secure a water-supply and instal +toilets as part of the school building.</p> + +<p><span class="pagenum"><a name="Page_117" id="Page_117">[Pg 117]</a></span>“The openings between schoolroom and workroom +are fitted with glazed swing sash and folding doors, +so that the rooms may be used either singly or +together, as desired.</p> + +<p>“The workroom has a bay-window facing south +and filled with shelves for plants. Slate blackboards +of standard school heights fill the spaces about the +rooms between doors and windows. The building is +heated by hot air; vent flues of adequate sizes are +also provided so that the rooms are ventilated.</p> + +<p>“On the front of the building, and adding materially +to its picturesque appearance, is a roomy +veranda with simple square posts, from which +entrance is made directly into the combined vestibule +and coatroom and from this again by two doors +into the schoolroom.”</p> + + +<h4><span class="smcap">Help make a school play ground</span></h4> + +<p>Throughout the entire country there is at last rising +a wave of enthusiasm in behalf of affording the +child a better means of play. First the cities took +the matter up, then the towns, and now the country +districts are beginning to do their part. The farmer +and his wife should feel an interest in such a matter, +for they can render no better service to their community +than that of joining the district teacher in an +effort to equip the school grounds with play apparatus. +As a suggestive outline of what materials to procure, +the dimensions and cost of the same, there is given<span class="pagenum"><a name="Page_118" id="Page_118">[Pg 118]</a></span> +below the equipment worked out by certain officials +in Colorado and described briefly in Superintendent +Fairchild’s report, as follows:—</p> + +<p>A turning pole for boys may be made by setting +two posts in the ground, six or eight feet apart, and +running a 1 or 1¼ inch gas pipe through holes bored +in the tops of the posts. The cost of such a piece of +apparatus should be as follows, assuming that the +necessary work will be done by the teachers and boys: +Two posts, 4″ × 4″, 8 ft. long, 50 cents; one piece +gas pipe, 8 ft. long, 15 cents.</p> + +<p>Teeter boards may be made by planting posts ten +or twelve feet apart, and placing a pole or a rounded +6 × 6 on top of them, and then placing boards, upon +which the children may teeter. Individual teeter +boards may be made by placing a 2 × 8 board in the +ground, and fastening the teeter board to it by means +of iron braces placed on each side of the upright piece. +The cost of the above apparatus would be, for several +teeters: Two upright posts, 6″ × 6″, 5 ft. long, 93 +cents; one piece, 6″ × 6″, 12 ft. long, $1.22; four +teeter boards, 2″ × 8″, 14 ft. long, $2.50. For individual +teeter: One piece 2″ × 8″, 16 ft. long, 56 +cents—to make upright piece 4 ft. long and teeter +board 12 ft. long; two iron braces and four large +screws, 25 cents.</p> + +<p>A very attractive and desirable piece of apparatus +may be made as follows: Secure a pole about ten or +fifteen feet long. To the small end attach by the use of<span class="pagenum"><a name="Page_119" id="Page_119">[Pg 119]</a></span> +bolts one end of a wagon axle, spindle up. Upon the +spindle place a wagon wheel, and to the wheel attach +ropes, about as long as the pole. Place the big end +of the pole in the ground three or four feet, and brace +it from the four points of the compass. The ropes +will hang down from the wheel in such a way that the +children may take hold of them, swing, jump, and +run around the pole. The one described was rather +inexpensive. A telephone company donated a discarded +pole, a farmer a discarded wagon wheel and +axle. The only expense was that of paying a blacksmith +for attaching the wheel to the pole and the +cost of the ropes—about $2. It furnished one of +the most attractive pieces of apparatus on the playground.</p> + +<p>An inexpensive swing may be constructed by placing +four 4 × 4’s in the ground in a slanting position, +two being opposite each other and meeting at the top +in such a way as to form a fork. The pairs may be +ten or twelve feet apart, and a pole or heavy galvanized +pipe, to which swings may be attached, +wired, nailed, or bolted to the crotches formed by the +pieces placed in the ground. The cost of this apparatus +will be: Four pieces, 4″ × 4″, 14 ft. long, +$1.25, one piece galvanized pipe, 3″, 12 ft. long, $2.50.</p> + +<p>Boards of education could well afford to purchase +one or more basketballs, and a few baseballs and bats +for the boys. These things more than pay for themselves +in the added interest which boys and girls who<span class="pagenum"><a name="Page_120" id="Page_120">[Pg 120]</a></span> +have them take in the school. For much of the +apparatus suggested above the wide-awake board of +education and teacher will see opportunities to use +material less expensive than that suggested. And +to such persons many pieces of apparatus not specified +here will suggest themselves to fit particular needs +and opportunities.</p> + + +<h4><span class="smcap">General instruction in agriculture</span></h4> + +<p>A great fault with the district schools has been an +inclination to think that anything close at hand is +too mean and common to be considered as subject +matter for instruction. The thought has usually +been that the school would prepare the learner for +some brilliant calling away off where things are +better and life is easier and more beautiful. As a +result, the country schools have been educating boys +and girls away from the farm. The new method is +that of educating them to appreciate what is under +their feet and all around them, through an intimate +knowledge of the processes of nature and industry +as carried on in their midst.</p> + +<p class="title"><span class="smcap">Plate XIV.</span></p> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_16" name="Fig_16"></a> +<img src="images/plate_xiv.png" width="500" height="314" alt="" title="Plate XIV" /> +<span class="caption"><span class="smcap">Fig.</span> 16.—Using the Babcock milk-tester in a New York school.</span> +</div> + +<p>One of the more direct means of educating the +boys and girls for a happy, contented life on the +farm is to teach them while young the rudiments of +agriculture. This method is now actually being put +into practice in thousands of the rural schools. The +state of Kansas recently enacted a law requiring all +candidates for teachers’ certificates to pass a test in +<span class="pagenum"><a name="Page_121" id="Page_121">[Pg 121]</a></span>the elements of agriculture and also requiring that +the rudiments of this subject be taught in every district +school. Other states have similar laws. As a +result of this and like provisions, there is now a tremendous +awakening in the direction named. The +boys and girls in the country schools are finding +new meaning and a new interest in the fields and +farms upon which they are growing up.</p> + +<p>It is a comparatively simple matter, that of +teaching the young how the plant germinates and +grows, how the seed is produced, and how farm crops +are cared for and harvested. Likewise, it is easy to +describe the elements of the various types of soil and +to show how these elements contribute to the life +and growth of the plant. The questions of moisture +in its relation to plant life, of insects harmful and +helpful to growing crops and animals, of the bird life +as related in its economic aspects to farming—all +such matters can be easily taught to children by the +young-woman school teacher. It is only necessary +for the latter to take an elementary course of instruction +herself, to read a number of collateral texts, +and to get into the spirit of the undertaking. In a +similar manner, instruction in regard to farm animals +may be given, the emphasis being placed upon the +consideration of the types of live stock actually raised +and marketed in the home neighborhood.</p> + +<p>It must be emphasized that these matters relating +to elementary agriculture and animal husbandry<span class="pagenum"><a name="Page_122" id="Page_122">[Pg 122]</a></span> +can be made just as interesting and quite as cultural +as any of the subjects in the general curriculum of the +schools. Wherefore, the rural dweller who catches +the spirit of such instruction should lead out in the +securing of public measures and public improvements +looking toward an early embodiment of these +new subjects within the prescribed course of study.</p> + + +<h4><span class="smcap">Domestic economy and home sanitation</span></h4> + +<p>The time is now at hand when the district school +failing to give any attention to practical household +affairs is to be classed as out of date and unprogressive. +Well-written texts and pamphlets covering the home-keeping +subjects are now both available and cheap, +so that the excuse for deferring their use is approaching +the zero point.</p> + +<p>Of course it is impracticable as yet to have apparatus +for cooking and sewing installed in the one-teacher +district school, but the bare rudiments of +these subjects may nevertheless be taught with the +expectation that home practice may be thereby +improved and better understood. Perhaps the +most practical method of present procedure is that +of organizing an independent class of the girls of +suitable age and meeting them informally. The +texts and pamphlets furnished by the college extension +departments may be followed. In case of +graded and high school courses this work should by all +means be carried on as a regular class exercise.</p> + +<p><span class="pagenum"><a name="Page_123" id="Page_123">[Pg 123]</a></span>Home sanitation may easily and profitably be +taught in the district school, even though only one +or two periods per week be set apart for the purpose. +Perhaps the best method of instruction is that of +presenting carefully one specific lesson at a time. +For example, pure drinking water, clean milk, food +contamination by house flies may be treated each +in its turn. Adequate charts and illustrations should +be brought into service.</p> + + +<h4><span class="smcap">Consolidation of rural schools</span></h4> + +<p>There is much agitation nowadays in regard to +consolidating the rural schools. Although present +progress is slow, it seems comparatively certain that +the one-teacher rural school is destined in time to become +a thing of the past. However, there is no particular +haste in the matter, provided some such plans +as the foregoing be put into effect in case of the +single school. Perhaps the sparsely settled district +has the greatest justification for looking toward consolidation. +It happens that there are thousands of +small schools having an attendance of from five to +ten pupils. In such an instance, it is practically impossible +to do the best work, the children lacking the +spur of rivalry and enthusiasm and the helpful lessons +in social ethics offered only by the larger massing +of the young at play.</p> + +<p>In many places, three or four rural districts are +uniting in this movement, the general plan being<span class="pagenum"><a name="Page_124" id="Page_124">[Pg 124]</a></span> +that of constructing a central building with ample +working space for all, and then transporting the +children to and from the school. The scheme is +working well as a rule. Among the great advantages +is that of a possible grading of the school so that +the teacher may have time for each subject and more +opportunity for specialization. Perhaps the most +serious and difficult part of the plan is that of providing +a safe and suitable means of conveyance to and +from the school. Some excellent patterns of school +wagons are already on the market, while manufacturers +are constantly at work improving them. So +we may expect better results as time goes on. It +has already been shown very satisfactorily that the +conveyance, when in charge of a well-trained driver, +furnishes improved moral and physical safeguards for +the child.</p> + + +<h4><span class="smcap">More high schools needed</span></h4> + +<p>Not only every county, but also every rural +township, should have its well-equipped high school. +It is a serious matter to send boys and girls in their +middle teens away to college. Many lives are thus +more or less ruined simply from too early loss of +the personal restraints and influence of the parents. +But with a first-class high school in easy reach +the young people may at least return home for the +Saturday-Sunday recess and thereby continue in the +close councils of their parents. And then, the<span class="pagenum"><a name="Page_125" id="Page_125">[Pg 125]</a></span> +rightly-managed high school will bring the student +into closer touch with the local rural problems that +may not be possible in case of the distant institution.</p> + +<p class="title"><span class="smcap">Plate XV.</span></p> +<div class="figcenter" style="width: 383px;"> +<a id="Fig_17" name="Fig_17"></a> +<img src="images/plate_xv.png" width="383" height="500" alt="" title="Plate XV" /> +<span class="caption"><span class="smcap">Figs.</span> 17-21.—This magnificent consolidated school in Winnebago +County, Illinois, was inspired by the excellent work of the well-known +Superintendent O. J. Kern. The four little one-room +buildings illustrated above gave way to it.</span> +</div> + +<p>In the location of high schools intended to serve the +rural interests there should be an effort to keep away +from the towns and cities. In the latter places the +allurements of the cheap theater and the snobbery +that often invades the city high school are illustrations +of the evils that serve to entice the young away +from the substantial things of life. A good county +or township high school located centrally and in +the open country is ideal. At such a location it is +vastly easier than in the city to center the attention +of the students upon the rural problems, not to +mention the greater availability of demonstrations +on farm and garden plots.</p> + + +<h4><span class="smcap">Better rural teachers needed</span></h4> + +<p>The ideal preparation for a teacher in the rural +school is a complete course in a first-class agricultural +college, with the inclusion of a few terms’ work in +the educational subjects. So long as we send into +the district schools young teachers who have been +taught merely in the common text-book branches, +and whose training has been exclusively pedagogical, +the practice of educating the boys and girls away from +the farm will go on. The country school is, in its best +sense, an industrial school; and only those teachers +can do best work therein who have had the personal<span class="pagenum"><a name="Page_126" id="Page_126">[Pg 126]</a></span> +experience in industrial training and the changed +point of view which only the agricultural college +can give. So if the board of trustees in any rural +district really wishes to unite in supporting an effective +back-to-the-farm movement, let them offer to +some country-reared graduate of the agricultural +college a salary of about twice or three times the +amount usually paid. After a few terms of school +taught by such a person, the good effects on the +rural uplift will most certainly reveal themselves. +But so long as school trustees continue to try to +drive a sharp bargain in the employment of teachers—securing +the one with the passable county certificate +who will teach for the least wages—the +boys will continue to run off to town for “jobs” +and the parents will continue to “move to town to +educate their children.”</p> + +<p>There is some hope of a new ideal in relation to +the country school teacher; namely, that he shall +be a man in every sense, worthy of a salary large +enough to support himself and his family the year +round as residents of the community. Then we +shall have a profession of teaching in the rural +school work.</p> + +<p class="title"><span class="smcap">Plate XVI.</span></p> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_22" name="Fig_22"></a> +<img src="images/plate_xvi.png" width="500" height="342" alt="" title="Plate XVI" /> +<span class="caption"><span class="smcap">Fig.</span> 22.—The Cornell schoolhouse. A one-teacher building, with a workroom or laboratory at one +side that the teacher can control through the folding doors and glass partitions. Every effort is +made to render the building and place attractive and homelike.</span> +</div> + +<p class="title">REFERENCES</p> + +<blockquote><p>Annual Report Page County (Iowa) Schools. Miss Jessie Field, Superintendent +(Clarinda).</p> + +<p>The reader who is especially interested in this chapter is urged to become +acquainted with the splendid work accomplished for the district<span class="pagenum"><a name="Page_127" id="Page_127">[Pg 127]</a></span> +schools of Page County, Ia., by Superintendent Jessie Field. As indicated +by her published annuals, and otherwise, she has led all the other +young women superintendents in the work of organizing the boys and +girls into clubs and classes for the study of school gardening, bread +making, grain propagation, and the like.</p> + +<p>Report of the Committee on Industrial Education in Schools for Rural +Communities, of the National Educational Association.</p> + +<p>Among Country Schools. O. J. Kern. Ginn & Co. A clear helpful, +and inspiring text.</p> + +<p>The American Rural School. H. W. Foght. Macmillan. Covers the +entire subject carefully.</p> + +<p>The School and Society. John Dewey. McClure, Phillips & Co., New +York.</p> + +<p>The School and its Life. Charles D. Gilbert. Chapter XXII, “Home +and School.” McClurg.</p> + +<p>Efficient Democracy, Wm. H. Allen. Chapter VII, “School Efficiency.” +Dodd, Mead & Co. A most helpful and stimulating volume.</p> + +<p>The School as a Social Institution. Henry Suzzallo. Monograph. +Houghton Mifflin Company.</p> + +<p>Wider Use of the School Plant, Clarence Arthur Perry. Chapter VI, +“School Playgrounds.” Charities Publication Committee, New +York.</p> + +<p>Education in the Country for the Country. J. W. Zeller. Annual Volume +N.E.A., 1910, p. 245.</p> + +<p>Teachers for the Rural Schools; Kind Wanted; How to secure Them. +L. J. Alleman. Annual Volume N.E.A., 1910, p. 280.</p> + +<p>The State Board of Health of Maine (Augusta) issues a series of practical +pamphlets on health and sanitation in the school and the home.</p> + +<p>The Most Practical Industrial Education for the Country Child. +Superintendent O. J. Kern. Annual Volume N.E.A., 1905, p. 198.</p> + +<p>Among School Gardens. M. Louise Green, Ph.D. Charities Publication +Committee, New York.</p> + +<p>A Model Rural School House. Henry S. Curtis. Educational Foundations, +April, 1911. A. S. Barnes & Co. Dr. Curtis is a national +authority on the question of the school playground.</p> + +<p>Education for Efficiency. E. Davenport. D. C. Heath. A most able +plea for making the schools serve every worthy interest.</p> +<p><span class="pagenum"><a name="Page_128" id="Page_128">[Pg 128]</a></span></p> +<p>Changing Conceptions of Education. E. P. Cubberly. Monograph. +Houghton Mifflin Company.</p> + +<p>Methods of conducting Book and Demonstration Work in teaching +Elementary Agriculture. O. H. Benson. Bureau of Plant Industry, +Washington, D.C. An excellent guide.</p> + +<p>Report of Committee to investigate Rural School Conditions. Superintendent +E T. Fairchild and others. Address the Secretary N.E.A., +Winona, Minn.</p></blockquote> + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_129" id="Page_129">[Pg 129]</a></span></p> + +<h3>CHAPTER IX<br /> +<br /> +<i>THE COUNTY YOUNG MEN’S CHRISTIAN +ASSOCIATION</i></h3> + + +<p>Among the movements of first importance looking +toward the uplift of young men is that named at the +head of this chapter. Parallel with the intensive +and systematic effort to build up the commercial +life of the city and allow the country district to +take care of itself, has been a like effort to provide for +the care and development of the city boy and the +uniform neglect of the needs and interests of the +country boy. Now, here at last is a movement +that is proving a real means of salvation of the rural +youth, mind, body, and soul.</p> + +<p>President Henry J. Waters, of the Kansas State +Agricultural College, struck the keynote of this +young country-life movement most effectively in a +recent address when he said: “We believe in the +existence of a social renaissance. One needs only +to read the daily and weekly papers printed in +hundreds of prosperous villages and cross roads +corners, the faithful chroniclers of the community’s +activities, to find buoyant hope of the future of +farm life.</p> + +<p><span class="pagenum"><a name="Page_130" id="Page_130">[Pg 130]</a></span>“The dignity of labor; the close connection +between heads and hands; the monthly or weekly +meetings of farmers’ institutes in hundreds of +counties; the special lectures provided by agricultural +colleges; the movable schools; the farmers’ +winter short courses, in which thousands of men and +women and boys and girls participate; corn contests; +bread contests; sewing contests; play carnivals; +poultry-raising contests; stock-raising contests; conferences +on the country church, country school, good +roads—all these activities denote the growth of a +new and mighty spirit in the country life of America.</p> + +<p>“We need further demonstrations, together with +concrete thinking, a lot of constructive programs, +and a deal of hard work and self-sacrifice, in which +the county work department of the Young Men’s +Christian Association can have no little share, to +speed on the great epoch of rural social renaissance.”</p> + + +<h4><span class="smcap">Boys leave the farm too young</span></h4> + +<p>It is a tragic story when the whole truth is known, +that of the young boy running off to town in search of +some employment that will bring him a little ready +cash for spending money, and also in search of the +sociability so woefully lacking in the rural home +environment. Too long have the country parents +attempted to argue and scold and force their boys +to remain at home where they are confronted only +with the monotony of hard work and a very dim<span class="pagenum"><a name="Page_131" id="Page_131">[Pg 131]</a></span> +prospect of a possible land or other property inheritance. +So at last there is being raised the very important +questions, What is the matter with the +country boy? and What can be done to help him? +Knowledge of the fact that more than one-half of +the boys of the United States are living in farm +homes makes the problem of their individual salvation +assume momentous proportions.</p> + +<p>There can be no reasonable thought of holding +all the boys on the farm. Many of them are best +fitted by nature to go elsewhere and find suitable +employment, but there is every good reason for +preventing the great exodus of immature youths +who run off to the cities, not knowing what they are +to face and without any well-defined purpose. Yes, +the great concerns of the towns and cities must continue +to call many of the brainiest young men from +the rural districts. In fact, the country may with +every good reason be considered the proper breeding +ground for the virile minds destined to control the +great affairs of nation, state, and municipality. +But every reasonable effort must be put forth to +keep the boy in his country home until his character +is relatively matured and his plans for a future +career are fairly well defined.</p> + + +<h4><span class="smcap">Purposes of the County Y.M.C.A.</span></h4> + +<p>Doubtless the first chief purpose of the county +association is that of building up the boy’s character<span class="pagenum"><a name="Page_132" id="Page_132">[Pg 132]</a></span> +and finally perfecting his spiritual nature. But this +high aim is not sought in the old-fashioned, direct +manner. Instead, there is a studied effort to build +up the boy gradually through the enlistment of +his natural interests in matters that lie dormant in +his home environment. The truly scientific method +in this field is first concerned with providing means +whereby the boy may work out his own spiritual +salvation. Along with the farm labors, tedious and +irksome to him when undertaken as exclusive requirements, +the country boy is given an opportunity +to take part in certain athletic and social exercises +which appeal to his instincts and arouse the spontaneity +from the depths of his own nature.</p> + +<p>In carrying on the country work, an attempt is +made to approach the boy from the peculiar situations +of his home environment. What specific readjustments +are needed in his home life in respect to the +amount of work required of him? What of the recreation +he enjoys? The local society in which he +moves? The home church and Sunday school? +The temptations that may lie near about him? and so +on. These and many other such inquiries are made +with a view to dealing with the boy in an individual +way and reëstablishing his life for the better.</p> + + +<h4><span class="smcap">How to organize a county association</span></h4> + +<p>Unless it may chance that, after a brief survey of +the field, some person from the outside comes in<span class="pagenum"><a name="Page_133" id="Page_133">[Pg 133]</a></span> +to perfect the organization of the county association, +any interested person within the limits of the county +must make the start. Devotion to the cause, +persistence, and unfailing enthusiasm are perhaps +the best personal equipment for the local beginner +of this new work. His first concern should be that +of gathering a committee of men like himself from +different parts of the county. Doubtless these will +form themselves into a sort of brotherhood committee. +After such temporary organization, the next +important step is that of securing an able county +leader.</p> + +<p class="title"><span class="smcap">Plate XVII.</span></p> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_23" name="Fig_23"></a> +<img src="images/plate_xvii.png" width="500" height="349" alt="" title="Plate XVII" /> +<span class="caption"><span class="smcap">Fig.</span> 23.—These Y.M.C.A. members find time for play as well as work. Try a club like this +as a means of keeping the boy interested in the farm.</span> +</div> + +<p>1. <i>Choose a good leader.</i>—Now, the success of +the movement is to depend very largely upon the +character of the leader to be chosen. If the right +man be selected, no matter how hard the conditions, +he will be able finally to bring system and +order and spiritual progress out of it all. The +important characteristics of the ideal leader of +country boys are comparatively few. First of all, +he must, of course, be moved by a sense of devotion +to the cause of Christianity—the up-building +of the characters, especially the spiritual natures, +of young men. He should be a man who has been +trained in a good college, if possible a graduate, with +experience in the Y.M.C.A. and other like organizations. +He should have had some special +training in such subjects as psychology, sociology, +and economics, and should be fairly well versed in<span class="pagenum"><a name="Page_134" id="Page_134">[Pg 134]</a></span> +the literature of these subjects. He should be especially +fond of boys and boy life and interested in +the conduct of people of every kind and sort. He +should be somewhat trained in athletics and an enthusiastic +supporter of clean sports. He should +have what is known as good business sense. It +may not be essential, but it will certainly prove +advantageous, if the chosen leader has himself +been reared in the country.</p> + +<p>2. <i>Local leaders necessary.</i>—After the leader has +been selected, the next step is that of the appointment +of carefully chosen leaders for the local neighborhoods. +These may be men of almost any age from +middle life down, but perhaps the ideal age would be +that of a few years older than any of the boys of +the neighborhood. All must be enlisted if possible, +not one being slighted or offended.</p> + +<p>3. <i>A committee on finance.</i>—An able finance +committee is also of high importance. This should +consist of men chosen especially for their unusual +ability as solicitors and persuaders of men in a +financial way. Let these workers go over the county +soliciting funds for the organization, providing +from the first especially that the secretary shall be +well paid for his services. Close-fisted residents, as +well as all others, in every nook and corner of the +territory must be seen and asked to contribute. It +should be a comparatively easy matter to show men +who cannot appreciate the social and spiritual needs<span class="pagenum"><a name="Page_135" id="Page_135">[Pg 135]</a></span> +of the boys that the new movement will most certainly +increase general property values and bring +up the price of land.</p> + +<p>4. <i>Little property ownership.</i>—While new, the +county organization should guard against attempting +to own and control any considerable amount of +property or equipment. Not the material goods +possessed, but the strength and force of the spiritual +enthusiasm will have greatest value in carrying on +the work. It will be found quite satisfactory in +nearly every case to have the boys meet in some +farm home, village club room, or country schoolhouse. +And then, there is always danger of developing +a Y.M.C.A. too exclusively as a business organization. +There are many instances in the towns +and cities where this is deplorably true. The best +spirit of the work is submerged by the continuous +hounding of the people in the skirmish for funds to +keep going the over-heavy business machinery of +the institution. There often develops, in such +cases, a large body of men who regard the Y.M.C.A. +as an organization of loafers and easy-going money +spenders. Once such sentiment develops, it is desperately +difficult to eradicate it. So the country +Y.M.C.A. should preserve the semblance of humility, +and that partly by getting along with almost no property +or equipment other than what its own members +may provide in a crude fashion and what may be +necessary to furnish the office of the general secretary.</p> + +<p><span class="pagenum"><a name="Page_136" id="Page_136">[Pg 136]</a></span></p> + +<h4><span class="smcap">How to conduct the work</span></h4> + +<p>One of the first steps in conducting the new work +is that of making a survey of the entire county. +The names, ages, and location of all the boys must +be secured, together with some items respecting +their present social and religious affiliations. In +fact, the more personal items included in the first +survey, the better. Some boys will at first look +with disfavor upon the new movement, believing +that it is merely another scheme to convert them +to religion and get them into a church. Care must +be taken to disabuse the boy’s mind of this thought +from the very beginning. Therefore, it may be well +not to try to hustle him into a Bible-study class the +first time he is invited out. While the main issue, +namely, that of spiritual development of the boy, +is not to be forgotten, he must nevertheless be led +to this goal through the path of many very common +instrumentalities. A Y.M.C.A. athletic meet would +most probably prove a better opening number than +a Bible-study class or merely a religious service. As +the work proceeds, the occasions for a great variety +of exercises and programs will present themselves. +Among these perhaps there would be the following:—</p> + +<p>1. <i>Local and county athletic clubs.</i>—The athletic +event is one of the easiest to put on in a newly +organized boys’ club. An able leader, perhaps the<span class="pagenum"><a name="Page_137" id="Page_137">[Pg 137]</a></span> +county secretary, should be present to preside over +the event, inducing the boys to form a baseball +club, or a basketball team; or at least to arrange +for some event in which they can all participate, +although that may be as simple a thing as swimming +or jumping. Introduce at once the thought of +practice and the development of skill, holding out +the plan of a county organization and a county +field meet in the future, which all may attend and +in which the ablest shall have promise of a conspicuous +part.</p> + +<p>2. <i>Debating and literary clubs.</i>—There is always +the possibility of a literary society, provided the thing +be carefully instituted. The secret of successful +debates among persons of any class is to find a +“burning” question. So, avoid such matters as +Tariff Reform and the World Peace Movement +and come right down home to some perplexing +problem in the lives of the boys of the club. Something +about their work, their lack of recreation, +their chances against those of city boys, and so on, +will arouse interest and bring out rough debating +material. Find latent talent of other sorts in the +club. Some boy can sing; perhaps another can play +a musical instrument; still another one may be a +natural-born storyteller; a fourth may be an expert +acrobat and tree climber; a fifth a shrewd hunter or +trapper of wild animals. In this way, nearly every +boy can be led to take part in a general program.</p> + +<p><span class="pagenum"><a name="Page_138" id="Page_138">[Pg 138]</a></span>Thus, while contributing something toward the +entertainment of all, each boy’s active participation +will go far by way of awakening his personal interest +in the new life.</p> + +<p>3. <i>Receptions and suppers.</i>—After the boys get +fairly under way with their club, they may need +to arrange an oyster supper or some such affair +at which they will discuss their many mutual problems. +On some such occasions they may desire +to invite their parents to come and enjoy the program, +also to participate in the discussion of their affairs. +This form of close association will be found especially +enticing to the boys, giving them a good, clean +place to go for social enjoyment and something +to look forward to in their thoughts during the somewhat +prosaic hours of the day in the field.</p> + +<p>4. <i>Educational tours and problems.</i>—The boys +may find it feasible to go in a body once or twice a +year on an educational tour—to the state fair; to +study some particular thing in the city; to gather +data for the solution of some local problem; to +make a study of the habitat of some bird or animal; +to gather specimens of rocks or plants; and +so on. In case of any such trip there is not a little +necessity of some college-trained person as overseer, +so that the study may be made intensive and not +become dissipated in mere sport and fun. It is +usually advisable to make a careful study of only +one thing at a time.</p> + +<p class="title"><span class="smcap">Plate XVIII.</span></p> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_24" name="Fig_24"></a> +<img src="images/plate_xviii.png" width="500" height="313" alt="" title="Plate XVIII" /> +<span class="caption"><span class="smcap">Fig.</span> 24—A great Y.M.C.A. Convention in Ohio. Let the boy attend one of these great gatherings if +possible, and he will return with a year’s supply of enthusiasm.</span> +</div> + +<p><span class="pagenum"><a name="Page_139" id="Page_139">[Pg 139]</a></span>5. <i>Camping and hiking.</i>—The boys of the county +should be brought together at least once a year in a +summer camp. Farmers will soon learn to appreciate +the value of such things in the life of the boy and will +gladly allow him a few days’ vacation for the purpose. +The boy who enjoys such a privilege will more than +pay it back through the extra amount of work his +enthusiasm will naturally prompt him to perform. +For the camp site there should be selected some +shady woodland with a good stream of water for +fishing and swimming. A crude lodge may be constructed +and all the necessary crude camp equipment +provided. Each boy will want to carry his own +blanket and extra clothing.</p> + +<p>One matter must be considered in all seriousness; +namely, the sanitation of the camp. Even at the +outlay of a comparatively heavy expense, the camp +food supplies, including the dining table, should be +screened off from flies. The garbage therefore will +all be scrupulously buried, and it will be ascertained +with certainty that the drinking water is free from +disease organisms. Then, the boys may sleep on +the ground, wallow in the dirt, splash in the water +and mud as they please and return home in the +best of health.</p> + +<p>6. <i>Exhibitions.</i>—It has been found practicable +to have the boys prepare during the season for +coming together with a county exhibit, including +a wide variety of things peculiar to their interests.</p> + +<p><span class="pagenum"><a name="Page_140" id="Page_140">[Pg 140]</a></span>This exhibition should be made as a big annual +event, if possible, such as will attract all manner +of persons and make friends for the county association. +In its ideal arrangement the money expense +will be kept down to a minimum. Also keep out +the idea of premiums. The contest plan of promotion +will some day receive its desired consideration +and lose its place as a means of promoting +social and spiritual well-being. As a matter of +fact it fosters much envy, ill-feeling, and bitter strife +and thus strikes at the root of the good-fellowship +which you are striving to encourage. <i>But, urge +every boy to bring something for the sake of the help +he may contribute and let the honor of this service +and the approbation of his fellows be his high reward.</i></p> + +<p>One boy may come with a mammoth pumpkin; +another with a device of his own invention for catching +ground squirrels; still another with a new +method of tying a knot; another with a bushel +of highly bred corn; others with farm and garden +produce of the same attractive nature; others with +wild grasses, curios, or geological specimens; others +with the parts of a miniature menagerie. One +boy may have caught a badger alive; another +a coyote; another a jack rabbit; another a huge +turtle. Another may bring a cage of rattlesnakes +or a box full of snakes of all sorts; another a set of +original plans and specifications—for an ideal +farmhouse, or farm barn and surroundings; for<span class="pagenum"><a name="Page_141" id="Page_141">[Pg 141]</a></span> +making the well sanitary; for a milk house; for +keeping flies out of the house or barn; a recipe +for driving ants and other insects from the house. +The boys in one family may come with a lot of +samples of soil, showing how differently each must +be treated for the same general crop results. Others +may bring specimens of “cheat” and noxious weeds, +and the like, with a scheme for destroying them. +Another may have a plan for a patent churn or a +labor-saving device in the kitchen.</p> + +<p>Thus there may be brought to the boys’ fair an +interesting and most instructive variety of objects, +plans, and devices, all looking toward the improvement +of home conditions. Such a gathering as this +will bring not only the parents and other adults from +the home county, but great flocks of outsiders +will also come in and learn and become deeply +interested in the affairs of the County Young Men’s +Christian Association.</p> + + +<h4><span class="smcap">Spirituality not lost sight of</span></h4> + +<p>It ought to be easy for the average thinker to +appreciate the fact that all the foregoing rough-and-ready +work in the lives of the boys can be made a +practical means of the salvation of their souls as well +as of their bodies and intellects. Spiritual perfection +is not reached at a bound. There must be +much doing of the crude yet worthy things which +grow naturally out of his inner nature before the boy<span class="pagenum"><a name="Page_142" id="Page_142">[Pg 142]</a></span> +can finally achieve a degree of spiritual development +that may prove a permanent and fixed part of his +adult life. Yes, there will be some Bible study, an +occasional short prayer, and now and then a real +sermonette in connection with the work of the organization, +but much more frequently the Christian +life and character will come as a sort of discovery in +the boy’s life and that through his own conduct.</p> + +<p>Through all this wholesome exercise of his better +and cleaner interests, the youth will gradually be +led away and kept away from those things which +contaminate both the body and the spirit and introduce +the individual to a coarse, debauched life. In +other words, Christianity will be a thing achieved and +that through the young man’s efforts rather than a +thing instantly caught in some emotional revival +meeting only gradually to waste away in the months +immediately following. One well-built specimen of +Christian manhood—a character of the sort which +the ideal work of the County Y.M.C.A. may finally +construct—is worth a dozen of those suddenly converted +men whose secret lives are so often embittered +with the consciousness of backsliding and following +ever after the old evil ways.</p> + +<p>It will be observed at a glance that in the foregoing +outline there is an avoidance of the heavier work-a-day +tasks and problems. It is the thought of the author +that the boys have quite enough of such labor as it is +and that the County Y.M.C.A. can do its best serv<span class="pagenum"><a name="Page_143" id="Page_143">[Pg 143]</a></span>ice +if it provides a set of new activities of a more +recreative sort. The central idea—second to the +perfection of his spiritual nature—is that of giving +the boy a larger amount of social experience through +self-training in matters that will bring out his latent +unselfishness and his self-reliance. The heavier +problems of an economic sort suitable for discussion +among the boys and the girls of the country districts +will have due consideration in another chapter.</p> + +<p>In planning the various parts of the county work +and the club life of the boys, there must be extreme +care not to arrange for too many and too frequent +meetings. It is especially to be desired that the +boy do not acquire the runabout habit, even though +he may in every case go to a desirable place. Therefore, +in arranging the programs it will be seen to that +the meetings are held somewhat infrequently, but +that on each occasion the meeting be continued +until some intensive work has been done. For +example, it would be much preferable to have all or +a major part of one afternoon and evening of the +week for the exercises rather than to have brief +evening meetings a number of times during the week.</p> + + +<h4><span class="smcap">Work in a sparsely settled country</span></h4> + +<p>The following statement will show what was +achieved during the first year in the Y.M.C.A. of +Washington County, Kansas, which has a rural +population of about ten thousand people.</p> + +<p><span class="pagenum"><a name="Page_144" id="Page_144">[Pg 144]</a></span></p> +<p><i>General Statement</i>:—</p> + +<p>181 boys enrolled in Bible-study groups, meeting +weekly.</p> + +<p>35 men give time to the supervision and planning +of the work.</p> + +<p>236 boys attended ten boys’ banquets.</p> + +<p>51 out-of-town delegates attended the county +convention.</p> + +<p>175 men and boys attended the convention banquet.</p> + +<p>161 boys took part in the relay race.</p> + +<p>91 men and boys on baseball teams.</p> + +<p>24 boys played basketball.</p> + +<p>56 men attended 10 leaders’ conferences.</p> + +<p>65 men conducted one day financial canvass.</p> + +<p>200 boys given physical examination.</p> + +<p>26 took part in the annual athletic meet.</p> + +<p>13 young men’s Sundays conducted by secretary.</p> + +<p>6000 miles (approx.) traveled by secretary.</p> + +<p>283 citizens back of work.</p> + +<p><i>Financial Statement</i>:—</p> + + +<div class="center"> +<table border="0" cellpadding="4" cellspacing="0" summary="Financial Statement"> +<tr><td align="left">Pledges unpaid from previous year</td><td align="right">$120.25</td><td> </td></tr> +<tr><td align="left">Pledges for year</td><td align="right" style="border-bottom: solid 1px;">1568.25</td><td align="right">$1688.50</td></tr> + +<tr><td align="left">Received during year</td><td align="right">1386.15</td><td> </td></tr> +<tr><td align="left">Due unpaid pledges</td><td align="right" style="border-bottom: solid 1px;">302.35</td><td align="right">$1688.50</td></tr> + +<tr><td align="left">Amount paid</td><td align="right">1352.89</td><td> </td></tr> +<tr><td align="left">Due unpaid</td><td align="right">298.00</td><td> </td></tr> +<tr><td align="left">Available balance</td><td align="right" style="border-bottom: solid 1px;">37.61</td><td align="right">$1688.50</td></tr> + +</table></div> +<p><span class="pagenum"><a name="Page_145" id="Page_145">[Pg 145]</a></span></p> + + +<p class="title">REFERENCES</p> + +<blockquote><p>Neighborhood Improvement Clubs. Professor E. L. Holton. Agricultural +Extension Bulletin, Manhattan, Kan.</p> + +<p>Camping for Boys. H. W. Gibson. Association Press, New York. +Careful directions for camp life.</p> + +<p>Training for Boys; Symposium. <i>Harper’s Bazaar</i>, March, April, August, +September, November, 1910.</p> + +<p>Keeping Home Ties from Breaking. E. A. Halsey. <i>World To-day</i>, +January, 1911.</p> + +<p>Training Men to work for Men. E. A. Halsey. <i>World To-day</i>, March, +1911.</p> + +<p>The Organization and Administration of Athletics. Dr. Clark W. Hetherington. +Annual Volume N.E.A., 1907, p. 930.</p> + +<p><i>Rural Manhood</i>, issue of June, 1910. Rural Leadership Number.</p> + +<p>Social Activities for Men and Boys. Albert M. Chisley. Y.M.C.A. +Press, New York. A valuable book covering a wide variety of +activities.</p> + +<p><i>Rural Manhood.</i> Henry Israel, editor. 50 cents per year. A most +valuable exponent of the County Y.M.C.A. work.</p> + +<p>The Physical Life of the Boy. Dr. D. G. Wilcox. (Pamphlet.) Address, +Federated Boys’ Clubs, Boston.</p></blockquote> + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_146" id="Page_146">[Pg 146]</a></span></p> + +<h3>CHAPTER X<br /> +<br /> +<i>THE FARMER AND HIS WIFE AS LEADERS +OF THE YOUNG</i></h3> + + +<p>No less urgent and divine is the call for spiritual +aid and leadership in the rural districts to-day than +was that which came to the apostle Paul of old in +form of a vision and a voice crying, “Come over +into Macedonia and help us.” In the open country +field, far removed from church or social center, is the +demand for leaders and directors especially great. +Men engage for a lifetime in an enthusiastic endeavor +to amass wealth and to build up great business concerns. +But the man or woman who heeds the call +to go forth into the country districts and save the +bodies and souls of the young—that person will +not only experience exceeding great joy and enthusiasm +in his work, but he will thereby lay up for himself +in the memories of the redeemed a precious +treasury of golden deeds.</p> + +<p>Country parents as a rule are not in a position to do +the best things even for their own children, much +less to go out as leaders of the young at large. They +are sometimes lacking in the necessary means, more +frequently too busy, and most frequently not suffi<span class="pagenum"><a name="Page_147" id="Page_147">[Pg 147]</a></span>ciently +informed as to be fully awake to the meanings +and possibilities of any such undertaking. However, +in nearly every country neighborhood there is a man +or woman, or both, who possess many of the big +opportunities for enlisting in the service of the young. +Those who have no small children of their own to +care for would naturally be freest to get away from +the present home duties. Then, some parents having +children of their own not infrequently catch the +inspiration and heed the call. At any rate, it is entirely +fair and reasonable to assume that some one +of the neighborhood could do it were there the disposition.</p> + +<p>As a means of arousing any such persons to attempt +to do some constructive work among country boys +and girls, the following detailed suggestions are +offered. Those who feel at all called to undertake +this service may be assured that the interest grows +more intense with time and effort put forth, and that +the joy of accomplishing something in behalf of the +young people of one’s own vicinity is perhaps unsurpassed +by that of any other type of human endeavor. +In the discussions to follow we assume that some +farmer and his wife have heeded this divine call.</p> + + +<h4><span class="smcap">Preparation for the service</span></h4> + +<p>Since very few are sufficiently versatile to undertake +any and every kind of social work, perhaps the +first step is that of choosing a definite line of action.<span class="pagenum"><a name="Page_148" id="Page_148">[Pg 148]</a></span> +And let the choice be in the direction of the chooser’s +leading social interest. As a means of preparation +for efficient work a brief course of training is to be +much commended. It may be found practicable to +slip away from home during the winter months and +take a farmers’ short course in one of the agricultural +colleges. Or, one may find the peculiar instruction +and inspiration needed by attending a convention or +conference of the ablest leaders representative of the +work. One of the rural-life conferences now frequently +held might be found ideal. Go prepared to +take notes, to ask questions, and especially to obtain +a large number of literary references.</p> + +<p>The use of helpful literature is most important at +this stage. A magazine which admirably covers this +particular field is <i>Rural Manhood</i>, published by the +Association Press, New York City. Then, secure +the report of the Country Life Commission, and a +number of the latest works of a similar nature, some +of which are listed below. Write to the Department +of Agriculture at Washington for their bulletin on +the organization of boys’ and girls’ clubs. Also from +the extension department of the agricultural college +may be obtained for the asking all available literature +of this same general class.</p> + +<p>Now, make a careful survey of the neighborhood, or +the larger field, with a view to finding out the specific +conditions in relation to the chosen line of service. +Make lists of names and ages of the boys and girls,<span class="pagenum"><a name="Page_149" id="Page_149">[Pg 149]</a></span> +including all other data of a helpful nature. Proceed +with the thought that the work to be undertaken is +not to be merely a means of entertainment, but of +education for the young.</p> + + +<h4><span class="smcap">Work persistently for social unity</span></h4> + +<p>In his most instructive volume “The Rural Church +and Community Achievement,” President Butterfield +says: “We are in great need in this country of +an institution or institutions which have for their +definite objective the study of the conditions and +problems of farm home-life; not merely the matter +of home management, or home keeping, but the +fundamental relationships of the family to the development +of a better community life in the rural regions.” +Now, let the newly enlisted social worker assume that +he is to undertake something by way of bringing +about a fuller integration and unity of the people +of the neighborhood.</p> + +<p>Every new worker in the social field needs a word +of warning against the rebukes and discouragements +with which he may at first meet. To say the best, +the neighborhood will doubtless be indifferent in +regard to the newly proposed organization. But +let the social worker go on persistently, unmindful +of any such hindrance, even though scarcely a person +in the neighborhood seems ready to join in the +movement. In the typical case of valuable constructive +work of this sort, it will be found at first that the<span class="pagenum"><a name="Page_150" id="Page_150">[Pg 150]</a></span> +masses are practically all opposed to the plan. However, +as fast as it wins its way through unrelenting +effort and unswerving devotion, the doubters and +opposers will come over to its support. And after +the movement has established itself reasonably well +and achieved something worth while, the same people +who once stood out will then fall enthusiastically +into line and help with the undertaking.</p> + +<p>It will be impossible, of course, to point out definitely +to the local, self-appointed leader just what +plan of social endeavor to follow. Since there is +such a great variety of conditions, it seems advisable +here to make a somewhat extended list of possible +lines of work in the rural districts.</p> + + +<h4><span class="smcap">Corn-raising and bread-baking clubs</span></h4> + +<p>Perhaps among the easiest organizations to effect +among the young people of any farm district are the +clubs or contests in juvenile farm work and home +economics. The beginning of such a purpose will +consist of getting into communication with the extension +department of the state agricultural college. +After obtaining their literature and learning their +methods of procedure, call the boys and girls together, +asking their parents to come along. It may be +found practicable to call a general meeting of the +entire neighborhood, inviting old and young possibly +to a basket dinner, and there to lay before them the +plans of the organizations. While the contest in +<span class="pagenum"><a name="Page_151" id="Page_151">[Pg 151]</a></span>corn-raising or bread-baking has proved a marked +success where tried, if possible arrange matters so +that every earnest endeavor on the part of the young +shall receive a suitable reward, not merely the winners +of the first and second prizes.</p> + +<p class="title"><span class="smcap">Plate XIX.</span></p> +<div class="figcenter" style="width: 308px;"> +<a id="Fig_25" name="Fig_25"></a> +<img src="images/plate_xix.png" width="308" height="500" alt="" title="Plate XIX" /> +<span class="caption">(Courtesy of American Magazine.)<br /> +<span class="smcap">Fig.</span> 25.—Jerry Moore, the champion boy corn raiser of the United +States. He raised 253 bushels on a single acre of ground.</span> +</div> + +<p>It is usually an easy matter to secure funds for +paying the way of the boys to the state-wide farmers’ +institute or the boys’ institute usually held at the +agricultural college during the holiday season. Provide +that every boy who reaches a certain standard—say, +that of raising so many bushels of corn on an acre +of land—shall go at the expense of the fund. +Likewise, organize the girls into a bread-baking club +or something of the sort. Prizes may be offered for +the best bread, but all the girls whose home-making +work meets a certain fixed standard of requirement +should have promise of a suitable reward. Perhaps +they too may be sent without expense to themselves +to a state conference on home economics. In case +of these trips to the state meetings it will be necessary +to appoint responsible chaperons for the boys +and girls.</p> + + +<h4><span class="smcap">Other forms of contests</span></h4> + +<p>It may be found advisable to start a good-roads +contest among the boys of the home township, +offering an attractive prize to the one who shows the +best results at the end of a given period and a per +diem payment of money to every boy who faithfully<span class="pagenum"><a name="Page_152" id="Page_152">[Pg 152]</a></span> +takes care of his half mile or quarter mile of public +road.</p> + +<p>Then, there may be instituted on a small scale stock +shows and poultry shows in the hands of the boys of +the neighborhood. To this the girls too may come +with any such thing as display specimens of their +home sewing and fancy work, house plants, and the +like. In fact, these exhibitions may gradually +develop into a sort of neighborhood or township fair +for the special benefit of the young. To this display +may be brought, not only the items named immediately +above, but the larger variety of things mentioned +in the chapter on the Rural Y.M.C.A.</p> + + +<h4><span class="smcap">The improvement of the school situation</span></h4> + +<p>Rural leaders will nearly always find many opportunities +for improving the local school situation. +But let the organizer keep unfailingly in view the high +aims of all this rural work; namely, the awakening +of a deeper interest in the affairs that normally belong +to the neighborhood life, and the fuller measure +of joy and contentment to result from every such +achievement. So, there may be undertaken the +redirection of the work of the country school. For +example, bring forces to bear upon it that will result +in the introduction of the study of elementary agriculture +and the simple elements of home keeping +and home sanitation therein. Work for a better +class of teachers and a higher salary payment. En<span class="pagenum"><a name="Page_153" id="Page_153">[Pg 153]</a></span>deavor +to have the length of the school term extended +and the school attendance made more regular. Institute +a series of red-letter days for the school during +the year. It may be practicable to have a +“parents’ day,” an occasion on which all will be +invited to come out and join the pupils in a noonday +lunch and learn more about the progress and the +needs of the school. Provide a half-day for free and +open discussion of school matters and if possible organize +among the patrons a sort of “boosters’ club.”</p> + +<p>Another form of endeavor in behalf of the schools +is that of striving for improvement of the high school +facilities of the neighborhood. Perhaps there is not +a high school within riding distance of the homes. +Cannot one be instituted, say, for the township? +Or, what can be done to improve the present neighborhood +relations to the high school that may be +already within reach? Is there a prohibitive tuition +fee? Does the high school now in existence +actually serve through its courses the best interests +of young people who come in from the neighborhood? +Again, perhaps it would be feasible to organize the +grown boys and girls who have dropped out of the +country school into a neighborhood group and provide +a daily conveyance for taking them to and from +the town high school By this means, many may be +induced to go to school who are idling away the valuable +winter months.</p> + +<p>During the last decade, what has been the trend of<span class="pagenum"><a name="Page_154" id="Page_154">[Pg 154]</a></span> +the young men and women who have gone from the +home district to high school or college? Have any +of the best of them returned to the farm? Or, have +these institutions been a means of sending them away +as permanent city dwellers? Does this thing need +to continue? Cannot some movement be instituted +for bringing about a radical change? So long as the +country boys and girls attend the town high schools +and there be required to take the old-fashioned classical +courses—which have always served to introduce +their minds to the city life and to the professional +callings—the country districts will continue to be +depleted of their best brains and energy.</p> + + +<h4><span class="smcap">Home and school play problems</span></h4> + +<p>Start a movement in the interest of better provided +play opportunities for the children of the neighborhood. +The possibilities of enriching and extending +the young life through the avenue of better play are +just beginning to be understood. We have always +accepted the theory that young children must have +some time to play, but we have given little or no heed +to the matter of providing for their play such apparatus +as might furnish scientific contributions to the +development of their characters.</p> + +<p>Make a brief inquiry throughout the neighborhood +and you will perhaps find that not a single farm home +has apparently given this matter any definite attention. +Now, what playthings may easily be provided<span class="pagenum"><a name="Page_155" id="Page_155">[Pg 155]</a></span> +in such homes? After having determined that +matter, begin a campaign of education of the rural +parents. First, write to the Playground Association +of America in New York City and ask for a list of +their literature on play. From this source you will +obtain pamphlets and larger volumes giving specific +suggestions for installing rural play apparatus, and +details as to dimensions, prices, and the like. Now, +you are ready for work. Appeal to a centrally located +family for their coöperation in establishing a model. +Induce them to provide for their children a full set +of the apparatus, seeing to it that the expense is kept +down to the minimum. Nearly all of the materials +of construction are lying about the ordinary farm +home and need only to be assembled and put into +place. Once you have established your model home +playground, then invite your neighbors in to see it, +perhaps making a sort of picnic or holiday occasion +out of the affair. At any rate, you may be sure that +the parents of the neighborhood will begin at once +to copy the models and many will even improve upon +them.</p> + +<p>Along with your efforts there may be necessary a +campaign of instruction and admonition in relation +to the play of the children. Many parents may be +working their small boys and girls too hard and +allowing not enough time for play. In this respect +your persistent effort will in time show excellent +results.</p> + +<p><span class="pagenum"><a name="Page_156" id="Page_156">[Pg 156]</a></span>Let us suppose that the farm home selected for the +model playthings has at least one small boy and one +small girl therein. Then, the following might be set +up:—</p> + +<p>A swing, a seesaw, a sliding board or pole, a pair of +rings, a trapeze, and a horizontal bar. Have all +under shade if possible. Provide also a small play +wagon and a cart or two, with a sand box for the +small child.</p> + +<p>Inspect the district school in reference to play facilities +and you may find nothing other than the bare +ground with perhaps a baseball diamond. Here, +then, is a rare opportunity for constructive work. +Organize in your own way a boosters’ club and provide +play apparatus. In <a href="#Page_101">Chapter VIII</a> you will find +full details as to the equipment best suited for the +purpose. Provide in every case that the expense be +minimized. Nearly all of the apparatus may be +constructed free of cost by interested persons in the +home neighborhood or in the near-by village.</p> + + +<h4><span class="smcap">A neighborhood library</span></h4> + +<p>Another very enticing line of endeavor for the rural +leader is that of establishing the country library. +Some one in the neighborhood has a big house, one +room or more of which may conveniently be set +apart for the purpose. Induce the owners of this +house to clear up a room and remodel it, if need be, +and make their home a sort of intellectual center for<span class="pagenum"><a name="Page_157" id="Page_157">[Pg 157]</a></span> +the district. Of course the schoolhouse or rural +church may be available for the purpose, but the farm +home will be better for a great many reasons, among +them being the possibility of having the library open +at all hours of the day so that books may be exchanged +on the occasion of one’s passing the place. Now, go +after the well-to-do residents of the district and gather +a fund for the library. Paint in glowing terms the +visions you have of this thing when it has been set +on foot. Declare your purpose as that of helping +and uplifting the community life. Show the “close-fisted” +resident that the establishment of a neighborhood +library will attract desirable settlers into the +district and improve prices of land and produce.</p> + +<p>After having obtained a small fund, consult the +best authorities for advice in selecting the books. By +all means avoid cheap stories and trash of every other +sort. Since your work is in behalf of the young, +obtain a few attractive and instructive picture books. +There can probably be obtained a book which treats +and illustrates fully the bird life of the local state, +giving a brief description and pictures in their natural +color. Young people may be very much attracted +by authentic books of the nature-study class, +including those descriptive of wild animals and of +hunting and exploring tales. Consult the lists given +under the chapter on the literature in the country +home for additional titles and suggestions.</p> + +<p>If it be found difficult or impracticable to purchase<span class="pagenum"><a name="Page_158" id="Page_158">[Pg 158]</a></span> +books for the neighborhood library, then, the next +best thing will be the traveling library. Communicate +with the state library association and learn +definitely what may be obtained from that source. +Then, proceed to bring the best available volumes +into the neighborhood. In the selection of the library +do not forget the local interest. Secure every attractive +volume that will help to make the boys and +girls acquainted with the best meanings of their own +community life and more interested in staying by the +home affairs and building them up. Not the least +among the valuable elements of the neighborhood +library will be the periodicals, in the selection of +which expert advice is recommended.</p> + + +<h4><span class="smcap">Holidays and recreation for the young</span></h4> + +<p>In an ably written article published in <i>Rural +Manhood</i> of January, 1910, John R. Boardman, +International County Work Secretary, says: “A +new gospel of the recreation life needs to be proclaimed +in the country. Rural America must be compelled +to play. It has to a degree toiled itself into deformity, +disease, depravity, and depression. Its long +hours of drudgery, its jealousy of every moment of +daylight, its scorn of leisure and of pleasure must +give way to shorter hours of labor, occasional periods +of complete relaxation and whole-hearted participation +in wholesome plays, festivals, picnics, games, +and other recreative amusements. Better health,<span class="pagenum"><a name="Page_159" id="Page_159">[Pg 159]</a></span> +greater satisfaction, and a richer life wait on the wise +development of this recreative ideal.”</p> + +<p>A brief survey of the neighborhood will doubtless +show the lack of general method in dealing with the +farm boys’ and girls’ holidays and vacations during +the long summer months. Here, then, is apparent +another field for constructive leadership. In proceeding +to change the present situation, it may be +well to gather a considerable list of authoritative +statements like the one just quoted. Farm parents +gradually fall into the habit of over-working their +half-grown children. Now, if we can institute a +custom of weekly half holidays for the young people +of the neighborhood, a splendid work will be done +in behalf of a higher community life.</p> + +<p>Begin work by selecting an attractive central +location, and plan that the young, and the older ones, +too, may come to this place one afternoon every week, +or at least two afternoons every month, and have a +good time generally. Games may be played, local +clubs may meet in the shade of the trees, the sewing +society and other groups of women having their interests +served. The farmers’ clubs may have opportunity +for helpful exchange of ideas, while the little +children may play and romp about the premises. +Invite all to come early in the afternoon and bring +an evening lunch to be enjoyed in common. Thus, +you may give the young people who regard their +everyday work as drudgery, such interest and in<span class="pagenum"><a name="Page_160" id="Page_160">[Pg 160]</a></span>spiration +as to tone up their lives noticeably for every +hour of the long days of toil.</p> + + +<h4><span class="smcap">Many over-work their children</span></h4> + +<p>In connection with your efforts in behalf of the +holiday or weekly picnic, take up carefully the matter +of the proper amount of work for the farm boys and +girls of any given age. You will find such willingness +on the part of parents to do the right thing +by their children and a proportionate amount of +ignorance as to what ought to be done. Therefore, +you may be able to carry on most profitably to all a +campaign of instruction in regard to such thing. You +will, of course, first make out as best you can with the +aid of all available literature, an ideal schedule of +hours of work and play and recreation suitable for +the boys and girls of the different ages.</p> + +<p>At the holiday picnic it may be found advisable +to organize the boys into a club of their own and the +girls, likewise, for the promotion of their several +and mutual interests. Inspire all with your earnestness +and enthusiasm and lead them to consider the +latent possibilities of the neighborhood, of how it +might be transformed into a place of great worth and +attractiveness. At the same country picnic, look +to the practicability of organizing into a club the +tired mothers of the district. They are many. You +will know them by their careworn looks. Create a +sentiment in behalf of more frequent outings and<span class="pagenum"><a name="Page_161" id="Page_161">[Pg 161]</a></span> +more recreation for these women. Help them obtain +literature relative to their own affairs, to exchange +ideas and plans in behalf of their own betterment. +Show them especially the possibility of quitting the +work at stated times even though that work be less +than half finished, and getting away from the tedium +thereof—all in the interest of longer life for themselves +and better service for their homes and families. +Almost any sort of club which these mothers +can be induced to attend will achieve the purpose +desired.</p> + + +<h4><span class="smcap">Federation for country life progress</span></h4> + +<p>Federations for country-life progress are now +arising in many parts of the country. One of the +first was organized in New England, under the +leadership of President Butterfield. The Illinois +movement may be described, as an example.</p> + +<p>The Illinois State Federation for Country Life +Progress is composed of nearly half a hundred subordinate +organizations. Their platform of ten principles +given below sets forth a number of most important +and practical purposes, as follows:—</p> + +<p> +1. Local country community building.</p> + +<p>2. The federation of all the rural forces of the +state of Illinois in one big united effort for the betterment +of country life.</p> + +<p>3. The development of institutional programs of +action for all rural social agencies. This means a +<span class="pagenum"><a name="Page_162" id="Page_162">[Pg 162]</a></span>program of work for the school, another for the +church, another for the farmers’ institute, and +so on.</p> + +<p>4. The stimulation of farmer leadership in the +country community.</p> + +<p>5. The increase and improvement of professional +leadership among country teachers, ministers, and all +others who serve the rural community in offices of +educational direction.</p> + +<p>6. The perpetuation among all the people of country +communities of a definite community ideal, and +the concentrated effort of the whole community in +concrete tasks looking toward the realization of this +ideal.</p> + +<p>7. The recognition of the country school as the +immediate initiator of progress in the average rural +community of Illinois.</p> + +<p>8. The study and investigation of country life +facts and conditions.</p> + +<p>9. The holding of annual country life conferences.</p> + +<p>10. The protection of this federation and of all +country life from any form of exploitation. +</p> + + +<h4><span class="smcap">The vocations of boys and girls</span></h4> + +<p>A most commendable work for the rural social +leader would be that of showing the possibilities of +guiding country boys and girls more scientifically +in the direction of their coming vocational life. Too<span class="pagenum"><a name="Page_163" id="Page_163">[Pg 163]</a></span> +often, there may be found a mistaken farmer who is +attempting to force his boy to take up the farm life +when as a matter of fact the boy is in no sense fitted +for such vocation and should be trained for a distinctly +different line of work. Then, on another +occasion, you will meet a man who is farming simply +because he has to do it, and who is over-anxious that +his boy be guided in the direction of something else. +The point especially to be emphasized here is that +the parent cannot choose arbitrarily a vocation for +his child. The native interests of the latter must be +consulted again and again, while the child is growing +up, and in the end the young person must decide the +matter for himself.</p> + +<p>The world is full of wrecks of human character +who are such largely because of the single fault of their +never having been trained scientifically in a vocational +way. So advance as best you can the idea that +parents must be most patient in awaiting the development +of the various instincts and desires in their +growing children, and for the final decision of the +latter in respect to a calling. It should be made +clear that many of the best and ablest men in the +world floundered about not a little in deciding upon +the final choice.</p> + +<p>This very important matter of choosing a vocation +for the young man and the young woman +will be taken up in Chapters XVIII and XIX of +this book.</p> + +<p><span class="pagenum"><a name="Page_164" id="Page_164">[Pg 164]</a></span></p> +<h4><span class="smcap">Other local possibilities</span></h4> + +<p>It will be understood that the possibilities of church +and Sunday school work in a rural neighborhood are +not intentionally slighted. Little is said in regard +to them here simply because of the fact that there +is a country-wide organization with well-directed local +branches and with a flood of excellent literature +constantly at work in building up the church and +Sunday school life. The reader may be reminded, +however, that this field still presents many excellent +opportunities for serving the highest interests of +the home community.</p> + +<p>The matter of purely social gatherings for the +boys and girls is important. It will perhaps be +found that they are running to cheap, degrading +dances, either in the home neighborhood or in a +near-by town. If the rural leader can break this +thing up and substitute a literary club, a better form +of social intercourse, or any other gathering, for the +cheap dance and its resultant debauch, the effort will +certainly be most commendable. It is not as a rule +advisable to condemn and denounce these cheap +affairs, but rather to begin at once a movement in +the interest of the better substitute. Just as soon as +the latter begins to take form, the young people will +naturally discontinue their degrading affairs. <a href="#Page_197">Chapter +XIII</a> of this book will offer a more extended +discussion of the social problems of country youth.</p> + +<p class="title"><span class="smcap">Plate XX.</span></p> +<div class="figcenter" style="width: 460px;"> +<a id="Fig_26" name="Fig_26"></a> +<img src="images/plate_xx.png" width="460" height="381" alt="" title="Plate XX" /> +<span class="caption"><span class="smcap">Fig.</span> 26.—An example of the little lonely school in the woods, a problem of the +social worker. Not enough children to stimulate one another properly in +the lesson-getting and play activities.</span> +</div> + +<p><span class="pagenum"><a name="Page_165" id="Page_165">[Pg 165]</a></span></p> + +<h4><span class="smcap">The boy-scout movement</span></h4> + +<p>There is much to commend the boy-scout movement +as a country organization. It must be thought +of as an educative institution. In discussing its +best meanings and possibilities, Professor E. L. +Holton, of the Kansas State Agricultural College, +says: “Education as used here means habits of +health, of work, of thrift, of observation, and of research. +It is habit that determines the health of +an individual and the sanitary conditions of a +community; the social and moral level of the +worker and the quality of his work; the returns +from the farm and the ideals of the farmer; a man’s +bank account and his insight into the secrets of his +environment. Habit has its physical basis in the +flesh, the blood, and the nerve cells. There must +be actual first-hand experience and leadership +hitched up with text-book knowledge in educating +the boy. The old elemental instincts of adventure, +pugnacity, gang life, and following leadership must +be taken into account and made to work out into +life-compelling desires.”</p> + +<p>Before attempting the organization of the local +Boy Scouts, one is advised first to send to the national +organization and that of the state, if there be any, for +literature and directions. The only caution which +it seems necessary to give here is that there be connected +with the conduct of the organization some<span class="pagenum"><a name="Page_166" id="Page_166">[Pg 166]</a></span> +serious problems and requirements and that it be +not given over exclusively to merely doing wild and +daring “stunts” and “hiking” about the country.</p> + + +<h4><span class="smcap">Rural boy-scouts in Kansas</span></h4> + +<p>As an example of what is being done by way of +organizing the rural boy scout movement, the +Kansas plan under the direction of Professor E. L. +Holton is here given:—</p> + +<p>The Agricultural College Council is organizing +companies of Rural-Life Boy Scouts in all parts of +Kansas. The aim of the Council is “a company +in every community.” There are 160,000 boys +in Kansas eligible to membership. It seeks to encourage +boys to learn the secrets of the prairies, +the streams and the forests, and be able to read +nature as well as books; to have a growing bank +account, and to do some type of work better than it +has been done by anyone else.</p> + +<p>During the month of July or August there is to +be a five to ten days’ Rural-Life Camp of Instruction +in each county, which is to be attended by all companies +of the county. This camp of instruction will +be under the direction and management of the +County Council. The program will consist of:—</p> + +<blockquote><p>1. Games and athletic contests.</p> + +<p>2. Contest in judging farm crops and stock.</p> + +<p>3. Naming birds, wild animals, fish, flowers, trees, +shrubs, etc.</p> + +<p><span class="pagenum"><a name="Page_167" id="Page_167">[Pg 167]</a></span>4. Reporting on the savings bank accounts.</p> + +<p>5. Contests in any other line of work carried on +in the county.</p> + +<p>6. Talks on rural life subjects.</p></blockquote> + +<p>The duties of the individual scout are as follows:—</p> + +<p>For the Third Class—</p> + +<blockquote><p>1. Know by sight and call ten common birds.</p> + +<p>2. Know by sight and track ten wild animals.</p> + +<p>3. Know by sight five common game fish.</p> + +<p>4. Know in the fields ten wild flowers.</p> + +<p>5. Know by leaf, bark, and general outline ten +common trees or shrubs.</p> + +<p>6. Know the sixteen points of the compass.</p> + +<p>7. Know the elementary rules for the prevention +of typhoid fever.</p> + +<p>8. Plant and cultivate according to the latest +scientific methods not less than one-half acre of some +farm or garden crop. (The town boy may substitute +a town lot.)</p> + +<p>9. Own and care for according to the latest +scientific methods some type of pure bred domestic +animal. (This includes poultry.) Value not less +than $10.</p> + +<p>10. Maintain a bank account of not less than $15.</p> + +<p>11. Shall strive to graduate from the common +schools.</p></blockquote> + +<p>For the Second Class—</p> + +<blockquote><p>1. Know by sight and call twenty common birds.</p> + +<p>2. Know by sight and track twenty wild animals.</p><p><span class="pagenum"><a name="Page_168" id="Page_168">[Pg 168]</a></span></p> + +<p>3. Know by sight seven common game fish.</p> + +<p>4. Know in the fields twenty wild flowers.</p> + +<p>5. Know by leaf, bark, and general outline +twenty common trees and shrubs.</p> + +<p>6. Know the elementary rules for the prevention +of tuberculosis.</p> + +<p>7. Plant and cultivate according to the latest +scientific methods not less than one acre of some farm +or garden crop. (The town boy may substitute +town lots.)</p> + +<p>8. Own and care for according to the latest +scientific methods some type of pure bred domestic +animal. (This includes poultry.) Value not less +than $20.</p> + +<p>9. Maintain a bank account of not less than $20.</p> + +<p>10. Read the books of the Young People’s Reading +Circle for the eighth and ninth grades.</p></blockquote> + +<p>For the First Class—</p> + +<blockquote><p>1. Know by sight and call fifty common birds of +Kansas.</p> + +<p>2. Know by sight and track all wild animals of +Kansas.</p> + +<p>3. Know by sight all the common game fish of +Kansas.</p> + +<p>4. Know in the fields twenty-five wild flowers.</p> + +<p>5. Know by leaf, bark, and general outline all +common trees and shrubs of Kansas.</p> + +<p>6. Know by sight twenty-five common weeds.</p> + +<p>7. Plant and cultivate according to the latest<span class="pagenum"><a name="Page_169" id="Page_169">[Pg 169]</a></span> +scientific methods not less than two acres of farm +crops. (The town boy may substitute town lots.)</p> + +<p>8. Own and care for according to the latest +scientific methods some type of pure bred domestic +animal. (This includes poultry.) Value not less +than $25.</p> + +<p>9. Maintain a bank account of not less than $25.</p> + +<p>10. Shall read at least two of a list of books on +rural life.</p></blockquote> + +<p>The motto is: “Know the secrets of the open +country.”</p> + + +<p class="title">REFERENCES</p> + +<blockquote><p>See Rural Leadership Number of <i>Rural Manhood</i>, June, 1910.</p> + +<p>Play for the Country Boy. Clark W. Hetherington. <i>Rural Manhood</i>, +May, 1911.</p> + +<p>The Y.M.C.A. Socializing the Country. Farman S. Vance. <i>The Independent</i>, +April 15, 1911.</p> + +<p>Holiday Plays. Marguerite Merington. Duffield & Co. Suitable for +rural leaders.</p> + +<p>The County and Local Fair. L. H. Bailey. <i>The Country-Life Movement</i>, +1911. This article contains many practical and stimulating suggestions +for making a successful county fair, on a new basis.</p> + +<p>Farmers’ Institutes for Young People. Circular No. 99 of the U.S. +Department of Agriculture. (Free.) This circular gives a large +fund of details of all sorts of clubs and movements.</p> + +<p>Kindergarten at Home. V. M. Hillyer. Baker-Taylor Company. N.Y. +Contains much constructive work.</p> + +<p>The Young Farmer’s Practical Library. Edited by Ernest Ingersoll and +published by Sturgis-Walton Company, N.Y. (75 cents each.) +Contains some excellent matter. The following volumes are included:</p> + +<ul class="index"> +<li>From Kitchen to Garret. Virginia T. Van de Water.</li> +<li>Neighborhood Entertainments. Renée B. Stern.</li> +<li><span class="pagenum"><a name="Page_170" id="Page_170">[Pg 170]</a></span>The Farm Mechanic. L. W. Chase.</li> +<li>Home Waterworks. Carleton J. Lynde.</li> +<li>The Satisfaction of Country Life. Dr. James W. Robertson.</li> +<li>Roads, Paths and Bridges. L. W. Page.</li> +<li>Health on the Farm. Dr. L. F. Harris.</li> +<li>Farm Machinery. J. B. Davidson.</li> +<li>Electricity on the Farm.</li> +</ul> + +<p>County Superintendent J. F. Haines, Noblesville, Indiana, has a fund of +helpful data on agricultural fairs by young people.</p> + +<p>The Extension of Industrial and Agricultural Education. (Pamphlet.) +Extension Department, University of Wisconsin, Madison.</p> + +<p>Children’s Singing Games Old and New. Mari Ruef Hofer. A. Flanagan +Company. Chicago. Miss Hofer is an authority of national +reputation on the subject of play and games.</p></blockquote> + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_171" id="Page_171">[Pg 171]</a></span></p> + +<h3>CHAPTER XI<br /> +<br /> +<i>HOW MUCH WORK FOR THE COUNTRY BOY</i></h3> + + +<p>Over-work, poor pay, and little recreation are the +agencies which annually drive thousands of good, +promising youths from the rural districts into the +cities, where their splendid native abilities for serving +the world and society are most likely to become +subordinated. All too often it is a case of a young +man leaving the home place, surrounded by opportunities +which he has not been allowed to avail +himself of, and going into a place where he will take +up the monotonous round of merely “holding a job.” +In the former position, under intelligent care and +direction, he might have grown into a strong, self-reliant man, +full of resources, endued with good +purposes; and at last have taken rank among those +who are lifting the race to higher things. In the +position obtained in the city he is almost certain to +find his surroundings badly cramped, his spontaneity +largely restricted, and his power of initiative without +a motive for its indulgence. In short, his city +position will press him continually and insistently to +the end that he reduce himself to a mere machine, +or a mere cog in a great machine.</p> + +<p><span class="pagenum"><a name="Page_172" id="Page_172">[Pg 172]</a></span></p> +<h4><span class="smcap">See that the work is for the boy’s sake</span></h4> + +<p>One of the means whereby rural parents may assist +their boy to develop into that fullness of life which +the latter’s native abilities and excellent environment +guarantee him, is to provide a scientific relation +of the young life to the work which he may be required +to perform. First of all, what is the proper +way in which to regard the boy’s work? Ordinarily, +the farmer is inclined to think of the work rather +than the worker, and to ask himself what he can +put the boy at in order to make his services most +profitable to the business. Now, no evil intention is +charged here, but this erroneous point of view is +almost certain to lead gradually to an abuse of the +boy. Why not put the question in this way: How +much work and what sort of work will be most +conducive to the boy’s present development and to +his future welfare? The radical difference between +the two positions may be readily seen. And while +the latter may be less profitable in form of material +and monetary gain, it will prove to be far more +serviceable in the production of sterling manhood.</p> + +<p>It is not an easy matter to determine offhand as +to the amount of work a boy of any given age should +perform. Conditions vary greatly. The safest mode +of procedure is to study the individual boy carefully. +Let the parent first acquaint himself with the general +principles of human development through the<span class="pagenum"><a name="Page_173" id="Page_173">[Pg 173]</a></span> +service of suitable literature, as recommended in a +former chapter. Then, the boy’s physical strength, +his aptitudes, and his native interests should be +taken into account. Among other aims, seek that +of a happy adjustment of the boy to his work. Some +of the tasks required of him will be and should be +somewhat irksome, as a means of discipline. On +the other hand, much of the work he does should be +backed up by his hearty approval and good will.</p> + +<p>It is probably true that no boy is instinctively +fond of work and that the average boy must be held +to his tasks whether he chooses to perform them or +not. But the final pleasant relations of the boy to +his work can best be secured by means of counseling +with him on the subject. Explain to the lad the fact +that industry is the greatest factor in the world’s +progress and development. Point out to him +instances of worthy men, young and old, who are +faithful workers. Make him to see that he can the +better become an honorable man through an intimate +knowledge of labor. Point out to him instances of +men who are failures in life, and others who are +criminals, explaining—as statistics prove—that +the majority of these delinquent persons were never +trained during youth in the performance of any +specific work. Show him if possible how even +the wealthy person who has nothing important +to do, is a burden to himself and a menace to +society.</p> + +<p><span class="pagenum"><a name="Page_174" id="Page_174">[Pg 174]</a></span></p> +<h4><span class="smcap">Not enforced labor, but mastery</span></h4> + +<p>As stated above, no natural boy probably takes +up hard work willingly or voluntarily. Parents +may as well accept it as their peculiar duty to direct +and discipline their boys with required tasks. But +after considerable persistent and conscientious enforcement +of the boy’s labors the parent is almost +certain to be rewarded with the latter’s manifest +willingness and fondness in doing what was at first +thought of as pain and punishment.</p> + +<p>It is a serious matter, however, to observe how +many grown men there are who look upon their work +with the dread and disfavor natural to little boys. +One is inclined to wonder at this and at the cause of +it. So far as can be learned by inquiry among +workmen and those who dread their enforced labor, +their view of the situations is about as follows, to +render liberally the language of a stonemason-philosopher: +“Work is something no man is naturally fond +of. Every worker would quit if he could afford +to and take life easy. If I had ten thousand dollars +ahead, I would never work another day. Of course +somebody has to work or we should all starve, but my +advice to a boy is that he get a good education and +thus learn how to make a living some other way.”</p> + +<p>Here the parent who has true foresight in respect +to his child’s development is confronted with a serious +problem. It is not merely a matter of teaching the<span class="pagenum"><a name="Page_175" id="Page_175">[Pg 175]</a></span> +boy to work, but rather that of teaching him to +become master of his work in order that personal +pleasure may finally come from the performance +thereof. So, one must follow the boy most thoughtfully +in the latter’s initial steps toward satisfactory +industry. While it is sometimes advisable to take +him forcibly back to the place where he failed and +even to enforce obedience and effort with the rod, +it is most certainly the parent’s duty to praise the +small lad for his first light tasks well performed, and +otherwise to show appreciation thereof.</p> + +<p>“It took me a year to get this boy down to business,” +said the proud father of a fifteen-year-old +who had just won a second prize in a state-wide +corn-raising contest. “During the summer of his +sixth year I took him with me into the field on +occasions when he could do something light and learn +from it. But my chief plan was to train him in +garden work. I gave him a small plot to tend and +helped him lay it out and plant it. At first he showed +great interest, but I knew that it was of the playful +kind and that it would soon wane. Sure enough, +in a short time he was dodging and slighting his +garden work. Then, I began a more definite method. +At morning I would instruct him very carefully what +he must do for the day, and at each evening I required +him to compare results and instructions with me. +Punishment was necessary more than once, but +slowly he began to catch my point of view.”</p> + +<p><span class="pagenum"><a name="Page_176" id="Page_176">[Pg 176]</a></span>“I bought the boy’s first spring radishes for table +use and permitted him to spend half the money. +This seemed to open his eyes. Later I paid him for +his other produce. During the second season I +emphasized such matters as carefulness in selecting +seed and the arrangement and cultivation of the +garden produce. Several of the neighbors expressed +surprise and delight when they saw the attractive +garden. This merited approbation was noticeably +effective. Since that time I have had little trouble. +I can give that boy any ordinary farm problem to-day +and he will work it out most enthusiastically. +He has learned the joy of mastery in his work.”</p> + +<p>The foregoing somewhat lengthy statement is +given with the thought that it may furnish illustrative +material to others. It is a mistake to keep driving +boys to their work “just because they ought to do +it,” as one stern father put the matter. But it is +altogether fair and advisable that a series of rewards +be offered. The youth must be made to feel that +his work is to serve some worthy personal end. +This well-trained boy’s reward came gradually as +follows: (1) parental approbation. (2) a money +return. (3) the praise of the neighbors, (4) the +joy of self-reliance and mastery.</p> + + +<h4><span class="smcap">Provide vacations for the boy</span></h4> + +<p>It is unreasonable to expect the growing boy to +have the same vital interest in the work as that of<span class="pagenum"><a name="Page_177" id="Page_177">[Pg 177]</a></span> +his parents. The wise father will see to it that his +youthful son has some outside incentive for work, +as well as money payments and words of praise. +Vacation periods and holidays judiciously placed +will prove a splendid tonic for the working boy’s +mind. The schedule given below will indicate the +relative amount of time that should be given to such +recreative indulgences. Even in the matter of +holidays there is a tendency of some fathers to regard +them as so much stock in trade to exchange +for the boy’s extra effort. So, some farmers will +map out more than a reasonable week’s work and +say, “Now, boys, finish that up by Saturday noon +and you may quit.” In such case we have mere +exploitation of the boy’s strength and energy in +the interest of the work and the profits. The scheme +will fall flat sooner or later and leave the boy still +despising the work and mistrustful of his employer.</p> + +<p>The plan pursued by a prosperous farmer in dealing +with his two sons may serve to illustrate a very +good method. This thoughtful father reports substantially +as follows:—</p> + +<p>“The work on our place is never ended, but whenever +I find that the boys need a vacation they get it +just the same. They are fourteen and sixteen and +splendid help during the summer. I never permit +them to work more than ten hours a day, while they +are allowed a full half day off each week to use as they +please, and about once each month they have an<span class="pagenum"><a name="Page_178" id="Page_178">[Pg 178]</a></span> +entire day to themselves. Also during the hot +weather in the middle of the summer they have +from three days to a week for some special outing. +Last summer they camped out five days with some +other good boys. It is my theory that the boys who +are given such vacations will do more work and do it +better than those who are not.”</p> + +<p>The foregoing plan may seem to sacrifice the interests +of the work, but in fact it really does not. After +all, it is merely a question of the right point of view. +Is the boy for the sake of the work, or the work for +the sake of the boy? Answer the question conscientiously +for yourself, dear reader. And may the +boy be forever the gainer!</p> + + +<h4><span class="smcap">A tentative schedule of hours</span></h4> + +<p>Obedience may be regarded as a pre-requisite +for successful boy training. So, the first light +tasks required of the small lad will be intended as +merely a means of training him to obey and to feel +the meaning of responsibility. No one has thus +far seemed to think it worth while to attempt +to prescribe for the work and play of children. How +different in the case of the school requirements! +Even in the district schools the thing is reduced +to a system—<i>both the quantity and the quality of +the work necessary for each age and grade are carefully +scheduled</i>. Now, why not the same forethought +in planning the necessary amount of the other<span class="pagenum"><a name="Page_179" id="Page_179">[Pg 179]</a></span> +exercises? And why not have this scheme made +out by <i>highly trained experts</i> as is the case with the +school course? There seems to be no plausible +defense for this traditional expensive oversight on +the part of society.</p> + +<p>The schedule below is offered as merely schematic +and possibly suggestive. In any given case there +may be wide departures from it. But the thought is +that of training the whole boy, and that for the sake +of his own and society’s future good.</p> + +<p>Age 4 or younger.—May be taught the nature of +a required duty from being sent on an occasional +small errand about the place. Practically all the +time should be given to play.</p> + +<p>Age 5.—Use substantially the same methods as +for age 4, but add the requirement of one regular +light task daily and follow him up in the performance +of it.</p> + +<p>Age 6.—Continue as above, adding to the required +tasks slightly. If the lad now be taken to the field, +he must go more in the spirit of play than of work. +Of course he will learn much about farm matters +at this age, but his activities will be largely spontaneous. +Note the plan reported above.</p> + +<p>Age 7.—At this age, the boy should be required to +do light chores at evening after school—such as +carrying in wood and kindling and attending to the +stock. Or he may help in the house. During +vacation he may help for two to four hours daily<span class="pagenum"><a name="Page_180" id="Page_180">[Pg 180]</a></span> +with some easy tasks, preferably about the house. +Of course there is much work about the barn and +fields which is not too heavy for him.</p> + +<p>Age 8.—Some boys are put to plowing at this age, +but such a thing is little short of criminal. Moreover, +they should be held regularly to <i>no sort of work</i> +all day long at this age; that is, unless the parent +desires to reduce his boy to a little old dried-up man +before the age of twenty is reached, and perhaps +drive him from home.</p> + +<p>Age 9.—Intermittently half-day or all-day tasks +may now be imposed; provided the lad be taken +along as a mere helper and may, about two-thirds +of the time, either play at his work or regard it in the +light of a playful pastime. Do not work the joyousness +and spontaneity out of him at this young age.</p> + +<p>Age 10.—An average of five hours solid work per +day is all that the 10-year-old farm boy should be +required to do. Much play and recreation of the +rougher sort should supplement it. The desire to +construct something with tools is now strong and +should be indulged. Or, see that he has a pony to +ride as he hurries about the place in the performance +of his many errands.</p> + +<p>Age 11.—Increase the required tasks about one +hour per day with similar treatment as for age 10. +This is the age for training the boy to be a sort of +“page” in service of his mother and sister.</p> + +<p class="title"><span class="smcap">Plate XXI.</span></p> +<div class="figcenter" style="width: 600px;"> +<a id="Fig_27" name="Fig_27"></a> +<img src="images/plate_xxi_fig_27.png" width="600" height="415" alt="" title="Plate XXI Fig. 27" /> +<span class="caption"><span class="smcap">Fig.</span> 27.—A tennis court in connection with the country boys’ camp. +There should be more of these.</span> +</div> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_28" name="Fig_28"></a> +<img src="images/plate_xxi_fig_28.png" width="500" height="298" alt="" title="Plate XXI Fig. 28" /> +<span class="caption"><span class="smcap">Fig.</span> 28.—A country play festival. We cannot answer rightly the +question, How much work for the country boy? and at the same +time neglect to provide for his play.</span> +</div> + +<p>Age 12.—Many 12-year-old boys are required to<span class="pagenum"><a name="Page_181" id="Page_181">[Pg 181]</a></span> +do a man’s work every day. But such a thing is +done in the interest of the work and the profits and +not for the sake of the boy. A good way to measure +his worth at this age is to see that he does not earn +more than half as much as the full-grown man. +Give many half-holidays. His interest in fishing, +rowing, swimming, and the like, needs much indulgence.</p> + +<p>Age 13.—From this age to 15, watch the boy +for the beginning of adolescence and be unusually +careful not to over-work him. Most of his bodily +strength must go into making new bone and muscle. +Frequent intervals of rest and relaxation should +be the rule, together with avoidance of too long +and too heavy a day’s work. Even permit some +crops to be lost rather than abuse the boy.</p> + +<p>Age 14-16.—This is the time to begin to interest +the boy in working to serve his own ends. His +social instincts will now appear strong and he will +desire many new possessions not hitherto thought of. +Therefore, adjust his work to these new interests +and lead him to feel as much as possible that he is +working for his own advantage. There is still danger +of over-work. So see to it that rests and vacations +with opportunities for social experience are frequent. +It is a matter for parental concern if the farm boy +be not able to return to his labors at the beginning +of each new day with freshness of spirits and overflowing +energy.</p> + +<p><span class="pagenum"><a name="Page_182" id="Page_182">[Pg 182]</a></span></p> +<h4><span class="smcap">Think out a reasonable plan</span></h4> + +<p>Finally, the farmer is urged to take up the matter +for consideration early and make out what seems a +reasonable plan of relating the boy to his work, and +then to adhere persistently thereto. It has been +charged repeatedly that the typical well-to-do +farmer works his wife and children hard all day and +until late bed time in the evening; that heavy chores +are piled upon the boys after they have already +worked overtime in the field; that they are routed +out at four o’clock every morning, when they go +half asleep and moaning to their work again.</p> + +<p>If the foregoing accusation be at all true, its truth +must certainly be the result of carelessness and ignorance +of human rights, and not premeditative inhumanity +and criminality as it seems to be! The +reading of good farm literature, together with +some intensive study of books and periodicals on +the care and management of children—these will +most certainly prove corrective agencies of some +of the abuses named herein.</p> + + +<p class="title">REFERENCES</p> + +<blockquote><p>Standards in Education. Arthur H. Chamberlain. Chapter III, +“Industrial Training: Its Aim and Scope.” American Book Company.</p> + +<p>Child Labor and the Republic. Homer Folks. National Child Labor +Committee, N.Y.</p> +<p><span class="pagenum"><a name="Page_183" id="Page_183">[Pg 183]</a></span></p> +<p>Teaching the Boy to Work. (Pamphlet.) Wm. A. McKeever. Published +by the author, Manhattan, Kansas.</p> + +<p>Half Time at School and Half Time at Work. F. P. Stockbridge. +<i>World’s Work</i>, April, 1911. An interesting experiment at the University +of Cincinnati.</p> + +<p>Care of the Child. Mrs. Burton Chance. Chapter X, “The Awkward +Age.” Penn Publishing Company.</p></blockquote> + + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_184" id="Page_184">[Pg 184]</a></span></p> +<h3>CHAPTER XII<br /> +<br /> +<i>HOW MUCH WORK FOR THE COUNTRY GIRL</i></h3> + + +<p>Imagine a wedding scene in a rural home. The +only daughter, a young woman of ideal age for +marriage, is joining her heart and her hand, for +weal or for woe, to those of a young man of suitable +character. But strange and unexpected as it may +seem, there are many tears on the part of the immediate +relatives of the girl. Her parents are manifesting +the strange emotion of solemnity at a time +when gaiety might be expected. Why is it? you +ask. The whole situation has an interesting and +inspiring history. It is simply this: During all +her years the parents of this girl have watched her +grow up, through infancy, childhood, maidenhood, +and finally into the full maturity of a woman; and +every stage of her growth has been carefully safe-guarded +by them. They have made the home life +and the home work serve her needs and purposes in a +most beautiful and instructive manner. They seem +to have attempted at all times to put into their +daughter’s life just such experience as would become +a helpful part of her growing character. And what +a reward! What a splendid satisfaction to the +worthy parents to be able to contribute to society +such a product of their affectionate care and training!</p> + +<p><span class="pagenum"><a name="Page_185" id="Page_185">[Pg 185]</a></span></p> +<h4><span class="smcap">A balanced life for the girl</span></h4> + +<p>Should we follow it out, the biography of the +good young woman mentioned above would teach +many a valuable lesson to the parents of other girls—would +teach them that a growing girl has her specific +needs and her inherent rights, which must be provided +for by her parents through the proper kind of directing +and caretaking. A certain amount of restraint, +of work, of play, of recreation, of social experiences, +of practice in self-dependence, of opportunity for +service of others—yes, a certain amount of all these +things must be conscientiously supplied for the life +of the growing girl so that she may develop into a +well-rounded character.</p> + +<p>Parents are not accused of intentional wrong to +their daughters. Such cases are rare. The chief +sins against the daughters of the rural homes are +the sins of neglect, of indifference, and of ignorance as +to what were necessary to be done. So what we +may accomplish in this chapter is, first to arouse +parents to an appreciation of the seriousness of the +problem before them; and second, to offer some +specific aids to the better achievement of the task of +bringing up a girl to the rural home.</p> + +<p>It is a well-established principle in plant propagation +that certain nutrient elements must be present +in the soil before growth will go on properly. It +does not satisfy the needs of the plant for some of<span class="pagenum"><a name="Page_186" id="Page_186">[Pg 186]</a></span> +the chemical substances to be present in large amount +if the others be absent. There must be a sort of +balanced ration for the vegetable life. Similarly +in case of that tender plant of the household, the +young girl; she can be kept alive on work and +study alone, but for beautiful and symmetrical +growth other elements of character-nourishment are +necessary. What are they? The reader is referred +to <a href="#Page_1">Chapter I</a> for a general list.</p> + +<p>The hurry of work and the isolation of the ordinary +country home tend to foster an over-serious disposition +in girls. There is too little to provoke a smile +and not half enough practice in smiling. Laughter is +also too infrequent. A boy may grow up habitually +stern and sedate and yet be able to fight his way +through a successful manhood. But with the girl +it is different. Her habit of smiling and of being +pleasant and agreeable may prove to be one of +her most valuable charms. So, the early and continuous +training of the girl in sociability must be +considered among the parental duties to her; and +that by encouraging her to be sociable at home and +by providing that she have frequent companionship +with others of her age.</p> + + +<h4><span class="smcap">Work begins with obedience</span></h4> + +<p>One of the initial steps in the training of a child +is that of securing a willing obedience, a habitual +performance of required tasks and duties. It may<span class="pagenum"><a name="Page_187" id="Page_187">[Pg 187]</a></span> +prove an easy matter to drive the girl to the work. +But how about the problem of teaching her to take +up her daily tasks willingly and with a joyous heart? +Girls are little different from boys at this stage of +their education. They do not take naturally and +fondly to work. They will slight and neglect it. +Worse than that, if untrained in faithfulness to +household duties, they will lounge about the place or +run much in society and allow their mothers to +work themselves slowly to death—and scarcely seem +to realize what is taking place.</p> + +<p>Similarly as in case of the boy, some forcing, some +rebuke, and occasional punishment will be necessary +to initiate the girl into the work habit. But shortly +obedience and willingness will come, and with them +a deeper consciousness than is manifested in her +young brother. After that, the danger of over-work +will soon begin to be apparent to the watchful +mother, and be guarded against.</p> + +<p>Habit formation is a prominent factor in the first +lessons of obedience in work. It will be highly +advisable to start everything right. After a few +instances of slighting one kind of work or expending +too much energy upon another kind the young +character begins to take on these faults permanently. +Many women scrub floors and wash dishes unto +their death. Others perform these endless tasks +quite as well “in a jiffy” and go on their way singing. +Why is this? Is it not a matter which the mother<span class="pagenum"><a name="Page_188" id="Page_188">[Pg 188]</a></span> +should think about most seriously in relation to the +training of her daughter?</p> + + +<h4><span class="smcap">Working the girls in the field</span></h4> + +<p>Is there any justification for requiring a girl to +work in the field with the men and boys? Many +girls are doing so, whether required or not. Careful +consideration of the matter seems to bring out a few +suggestions. The farm girl while a child under ten +years may accompany the father or the brothers into +the field and there be permitted to do some light +work occasionally, provided she regard it in a +semi-playful way. On very rare occasions, when +older, she may be rightfully called on to drive a rake +for a day or take some similar part of the work in +order to help prevent the loss of a valuable crop.</p> + +<p>But the practice followed by some farmers, of often +requiring their daughters to do a man’s work in the +field, and excusing the fault with the thought that +it is for the sake of laying up wealth for her future +enjoyment—that is abominable and should be +prohibited by law. Among other objections, it is +probably most hurtful to the young woman’s pride +and self-respect to be forced to perform farm labor. +And then, during such time as she works in the +field her much needed opportunities for the practice +of the womanly arts and refinements are slipping +away.</p> + +<p>Of course we should not take away from the<span class="pagenum"><a name="Page_189" id="Page_189">[Pg 189]</a></span> +country-reared woman the poetic sentiment about the +days of her childhood when she helped rake the hay +and drive the cattle home, “just for fun.”</p> + + +<h4><span class="smcap">Some specific suggestions</span></h4> + +<p>It is difficult, of course, to lay down specific +rules here, because every case is a special one. But +nearly all intelligent parents can easily determine +whether or not they are fair to their girls. It would +seem reasonable that in addition to the affection and +interest properly bestowed upon her in the home, +the daughter should have at least the same measure +of value—money value—put upon her work +as is the rule with the hired helper. Certainly no +worthy parent would ask her to work for a smaller +sum.</p> + +<p>Too many of these good, promising girls are +cramped and limited in their lives until the self-pride +is crushed well-nigh out of them. Often such young +women will be seen moping about in a stooped +attitude of body, stiff and awkward in their manners, +lacking in self-confidence and in that beautiful +grace and ease of movement which mark the well-developed +young woman of twenty years. All of +this is more or less indicative of parental disregard +and mistreatment—indicative that some one has +cheated her out of the time that should have been +allowed for rest and recreation and social improvement +and given her in exchange an over-amount of<span class="pagenum"><a name="Page_190" id="Page_190">[Pg 190]</a></span> +grinding toil and enforced seclusion—<i>all for the +sake of the work and the profits</i>.</p> + +<p>It is a singular fact that so many country mothers +make no provision for throwing extra safeguards +around their young daughter during the monthly +period of physical drain and weakness. It could +probably be shown that her lowered vitality and the +increased susceptibility to fatigue at this time make +almost complete rest and relaxation highly advisable. +It is also most probable that the strain of work and +the exposure to inclement weather, so often allowed +during the monthly period, are the incipient causes +of life-long weakness and disease.</p> + + +<h4><span class="smcap">Do you own your daughter?</span></h4> + +<p>There are still not a few parents who are possessed +of the old-fashioned idea that their children belong +to them, that they have a proprietary right in +their own sons and daughters. Just now there is +thought of a father who is intelligent, in many +ways above the average man, but who seems to +regard his twenty-three-year-old daughter as a +sort of chattel. Being a widower, he needs her +services, so he would employ her at the least possible +wages, or none, to take charge of the home, rear the +two or three smaller children, and cook and keep +house for himself and three or four hired men. The +best excuse that may be offered for this man’s +attitude toward his daughter is sheer ignorance of<span class="pagenum"><a name="Page_191" id="Page_191">[Pg 191]</a></span> +the true meaning of the situation. But such treatment +of a mature daughter is little short of cruelty. +This young woman should have every possible opportunity +just now to prepare herself for the future. +Her conduct for the present may even have the +appearance of being somewhat selfish in order that her +future well-being and that of those dependent upon +her may be safe-guarded.</p> + +<p>Further details of the foregoing case need not be +given. The issue to be made out of it is this: The +parent who is doing the fair and square thing by +his daughter not only trains her to work and then +safeguards her life against an over-amount of work, +but he also sees to it that the labor she performs is +contributive to her enjoyment, to the strengthening +of her character, and to the perfection of her life for +the future. Parents are justified in using every +possible means as contributory to the future well-being +of their growing daughters, and all this for +the sake of the generations yet unborn. Thus, +perhaps without realizing the fact at all, the former +may return to the race life that measure of assistance +which they themselves received.</p> + + +<h4><span class="smcap">Difficult to make a schedule</span></h4> + +<p>It is difficult to make out a schedule of hours +for the growing girl as we did for the boy, but the +former chapter may be taken as a general guide. As +with the boy, so with the girl, the first step in disci<span class="pagenum"><a name="Page_192" id="Page_192">[Pg 192]</a></span>pline +is that of securing a willing obedience. Then +the tasks may be assigned in accordance with the +girl’s age and strength. There is no good reason +for attempting to get work out of the child through +a make-believe policy of play. Children had better +be made to understand from the first that the world +we live in is constructed largely through work; and +that labor is honorable and may even be made +pleasurable.</p> + +<p>“I should rather do the work myself than be +bothered with trying to get the children to do it,” is +a very common expression, and one which indicates +an erroneous idea of the problem we are considering. +So long as parents put their children at the tasks +merely for the sake of getting the tasks done, the +children will suffer as a consequence. But if the +thought of the child’s need of the discipline coming +from work be uppermost, then, the results are +likely to be wholesome.</p> + + +<h4><span class="smcap">Teach the girl self-supremacy</span></h4> + +<p>One of the greatest problems of the future of the +race is involved in the fact that many thousands of +the best young women in the land—young women +who are well fitted to be the mothers of a better +race of human beings than we now have—are +choosing an independent calling for themselves. It +is the author’s belief that one of the most tragic +experiences known to any considerable portion of the +<span class="pagenum"><a name="Page_193" id="Page_193">[Pg 193]</a></span>American people is this gradual starvation of the +maternal instinct usually necessary in the case of +the well-sexed young woman of the class just mentioned.</p> + +<p class="title"><span class="smcap">Plate XXII.</span></p> +<div class="figcenter" style="width: 600px;"> +<a id="Fig_29" name="Fig_29"></a> +<img src="images/plate_xxii.png" width="600" height="305" alt="" title="Plate XXII" /> +<span class="caption"><span class="smcap">Fig.</span> 29.—An industrial exhibit in a country school. If the boys and girls could enjoy frequently the refining +experience of having their work observed by approving eyes, their appointed tasks would seem lighter.</span> +</div> + +<p>And yet much of this fatal choice of an independent +vocation on the part of many young women doubtless +results from bad management of the growing girl. +In too many country homes especially, the work +is complete master of the housekeeper and not the +converse, as the case should be. As a result, thousands +of good women who ought to be in the pink +and prime of life are going pathetically to the only +rest which the conditions seem to allow—the grave. +It is an awful thing, this wreck of so many good lives +through over-work. Under such conditions, may +we reasonably censure the many young women who +foresee such a fate as a possibility for themselves +and avoid it through choice of an unmarried life +and independent support?</p> + +<p>Girls are more readily enslaved to work than boys. +It is comparatively easy to teach a young woman to +work, but it is an extremely difficult matter to teach +her when and how to quit work. Here, then, is +the point whereat we would center the attention of +the parents of the country girl. Make her mistress +of her work. Develop in her by actual concrete +lessons the ability to stop and rest or take recreation +at the necessary time, even though the work be +not half done.</p> + +<p><span class="pagenum"><a name="Page_194" id="Page_194">[Pg 194]</a></span></p> +<h4><span class="smcap">Summary</span></h4> + +<p>1. Give the girl a trifling daily task at four or five +years of age, merely for the sake of discipline. See +to it, however, that her young life be occupied chiefly +in play and enjoyment and outdoor recreation.</p> + +<p>2. Gradually increase the amount of work required, +but always with an eye single to the girl’s physical +growth and character-development. Some definite +thing to do as a regular daily requirement will prove +most helpful.</p> + +<p>3. Continue throughout the daughter’s growing +years to provide for her pleasure. Her schooling, +her personal belongings, her social advantages, and +the like, must all be made to serve the purpose of +making her life in the home a happy one. As she +grows in strength and years, she will assume the +increased amount of work with willingness and even +with pleasure, provided the assigned duties be vitally +related to her present purposes and her life +interests.</p> + +<p>4. Moreover, country parents must learn to think +of themselves as first of all engaged in bringing up +their children for a better human society; and secondly, +as engaged in farming and housekeeping. If +this point of view be held to persistently, the crops +may often suffer and the housework frequently remain +unfinished, but the vital interests of the +boys and girls will continue ever to be served.</p> + +<p><span class="pagenum"><a name="Page_195" id="Page_195">[Pg 195]</a></span>5. Finally, let us continue to appreciate the value +of outings and vacations as potent factors in relieving +the drudgery of work about the country household. +Women’s work in the country home naturally calls +for much isolation and seclusion. The pre-adolescent +girl should be taken out of the farm home once +or twice per week during the summer vacation. +It is good for her to go with her mother to the town +market and to the women’s club meetings. As soon +as she enters young womanhood, a square deal for +the girl who helps in the home will call for a weekly +outing of some kind and a careful provision for her +social needs. All of this outside intercourse will +serve to quicken the body and the intellect of the +girl as she goes daily about the household duties, +and to give her</p> + +<div class="poem"> +<span class="i0">“Thoughts that on easy pinions rise</span> +<span class="i0">And hopes that soar aloft to the skies.”</span> +</div> + + +<p class="title">REFERENCES</p> + +<blockquote><p>The author has been able to find little printed matter of worth on the +important problems outlined in this chapter. The industrial training +of the country girl is a neglected subject. It seems to have been taken +for granted that she needed none.</p> + +<p>Sex and Society. W. I. Thomas, pp. 149-175, “Sex and Primitive +Industry.” University of Chicago Press. Shows in outline the +emancipation of women from the bondage of work.</p> + +<p>Growth and Education. John M. Tyler. Chapter XII, “Manual +Training Needed for Girls.” Houghton Mifflin Company.</p> +<p><span class="pagenum"><a name="Page_196" id="Page_196">[Pg 196]</a></span></p> +<p>Mind and Work. Dr. L. H. Gulick. Chapter II, “The Habit of Success”; +also Chapter XIII, “The Need of Adequate Work.” Doubleday, +Page Company.</p> + +<p>Motive for Work. Margaret E. Schallenbeyer. Annual Report N.E.A. +1907.</p> + +<p><i>Wallaces’ Farmer.</i> Des Moines, Iowa. Weekly. This periodical prints +many articles, editorial and contributed, which discuss the subjects +treated in the foregoing chapter.</p> + +<p>The Mother of the Living. Mrs. Catherine Barton. Published by the +Author. Kansas City, Mo.</p> + +<p>The Girl Wanted. Nixon Waterman. Chapter VIII, “The Purpose of +Life.” Forbes & Co., Chicago.</p> + +<p>Life’s Day. William L. Bainbridge, M.D. Chapter VIII, “The +Irresponsible Age.” Frederic A. Stokes Company. N.Y.</p></blockquote> + + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_197" id="Page_197">[Pg 197]</a></span></p> +<h3>CHAPTER XIII<br /> +<br /> +<i>SOCIAL TRAINING FOR FARM BOYS AND +GIRLS</i></h3> + + +<p>We have been exceedingly slow in realizing the +social needs of our children, in the usual instance +depending on chance conditions to determine the +matter for us. The city and the rural communities +present a striking contrast in this respect. It does +not seem possible that both can be right, while there +is much to support the opinion that both are wrong. +That is to say, in the city community the majority +of the children are allowed to spend too much time +in the company of others. As a result, they take on +social manners and customs in a mere formal way and +by far too early for the good of their character-development. +The city ripens young life too fast. +It produces the manners and refinements of adult +life before the child becomes matured mentally. In +the ordinary rural community there is not enough +social experience for the young; and hence, a certain +amount of crudeness, awkwardness, and lack of +refinement tend to linger permanently in the character.</p> + + +<h4><span class="smcap">A happy mean is needed</span></h4> + +<p>What seems necessary, therefore, is the establishment +of a social life which will be a compromise<span class="pagenum"><a name="Page_198" id="Page_198">[Pg 198]</a></span> +between the excess of the city and the deficit of the +country. So far as can be learned, very little has +been achieved in the matter of establishing just such a +social order in the rural communities as will tend +to develop the lives of the boys and girls in an ideal, +symmetrical way. We may not feel very certain +as to just how this ideal juvenile society should be +constructed. Nevertheless, an attempt will be made +to sketch in this chapter a working plan therefor. +Some may see fit to adapt it, while others may improve +it through practice.</p> + +<p>What especially needs to be thought of in the development +of any normal young life is the problem +of rounding out the character on all sides. There +are certain fundamental character-forming experiences +and disciplines, such as work, play, recreation, +and social intercourse. Many parents seem to be +possessed of the idea that they can develop their +children through play and social training alone. +Others seem to believe that hard work and plenty of +it is all that is necessary for the development of a +substantial character in the young. Still others +appear to allow their boys and girls to roam at will +and to indulge them only in the recreative experiences. +But how indefensible the idea that anyone +should try to find permanent joy and satisfaction +through recreative experiences without first having +had as their counterpart the experience of work and +the responsibilities that pertain thereto!</p> + +<p><span class="pagenum"><a name="Page_199" id="Page_199">[Pg 199]</a></span>So, again, it may be contended that there is a happy +mean between the over-work and the absence of social +experience so common in the farming communities +and the lack of work and the extreme social excitement +that so often obtains in the life of the city child.</p> + + +<h4><span class="smcap">A social renaissance in the country</span></h4> + +<p>There is becoming more and more apparent the +necessity of not only a revival of the social life in the +country, but also the demand for its reconstruction. +It is especially to be desired that the reorganization +be effected under the guidance of sound principles of +psychology and sociology. That is, it must be based +on the fundamental fact of the sex instinct so prominent +during the adolescent period, and the further +fact of the imperative demand at this time for a large +amount of social intercourse. How differently this +point of view persistently held will shape the matter +as compared with the older ideal of merely “giving +the young folks a good time”! Yes, the social life +of adolescent boys and girls has its source in the sex +instinct then so predominant. It is not therefore +to be viewed as a piece of superficial sentimentality, +but rather as a profound law of nature.</p> + +<p>As suggested by two or three of the preceding +chapters, there may be organized a social center in +the church, or other such centers may develop independently +through the leadership of some mature +persons. But instances of this class of effective<span class="pagenum"><a name="Page_200" id="Page_200">[Pg 200]</a></span> +organization are as yet few and far between. Meanwhile, +the young are growing up and their present +social needs are very pressing. Individual farmers +cannot wait for neighborhood movements; and so +the parents of the children requiring the social life +must themselves take the initiative in the matter.</p> + + +<h4><span class="smcap">Conditions to guard against</span></h4> + +<p>Before proceeding to a detailed outline of various +plans for supplying the social needs of rural young +people, it may be well to point out a few of the pitfalls +to be guarded against. In reference to the latter, it +is not the purpose to advise parents to try to place +their children in an exclusive social set. Far from +that. The purpose is rather the converse; namely, +to urge parents to attempt to build up good, clean +characters in their boys and girls and yet permit the +latter to mingle freely with common humanity. An +aristocracy in the towns and cities is bad enough and +a thing wholly out of harmony with the best and highest +interpretation of our national life; but an aristocracy +in the country neighborhood is an abomination.</p> + +<p>But while the so-called best families must think +of their young as growing members of the entire social +community and not as belonging to an exclusive set, +there is nevertheless great need of constant watchfulness +in respect to certain evils that always threaten +the lives of farmers’ sons and daughters.</p> + +<p><span class="pagenum"><a name="Page_201" id="Page_201">[Pg 201]</a></span>1. <i>The social companionships of girls.</i>—Of course +it must be admitted that there is frequently present +in the country neighborhood some vile or wicked +young character whose influence is very pernicious. +On one occasion this person may appear in the guise +of an exemplary young man, smooth in manners, +stylishly dressed, and apparently interested in the +best affairs. But as a matter of fact, he may be +secretly an agent for some infamous institution in the +city. The records show that thousands of country +girls have been enticed away to the cities by such +characters only to meet an untimely and awful fate. +The parents of the country girl should therefore know +who the young man is with whom she keeps company. +Usually it is a comparatively easy matter to test his +worth. If he have no fixed local attachment in a +home, and no permanent business relations in the +community, he may be regarded with suspicion at +least, and may be compelled to furnish evidence of his +moral integrity.</p> + +<p>Another type of the young country man unworthy +of the company and companionship of the young +woman is the one who is known by the men of the +community as being habituated to the use of vile +and indecent language, or to the practice of drinking +intoxicants. If such be among his known characteristics, +the evidence is decidedly unfavorable, +making him unsuitable as a social companion of the +country girl. It is reasonable to predict that he will<span class="pagenum"><a name="Page_202" id="Page_202">[Pg 202]</a></span> +never change his ways very radically, and especially +that he will not develop into a desirable life companion +for the daughter. Some good parents make the +fatal blunder of allowing their girl to keep company +with such a coarse-grained young man simply because +he is so “good hearted,” and “means well,” +and the like. To say the least, a depraved social taste +will gradually develop in the girl’s life if she continue +in such company.</p> + +<p>Another contamination for the country girl sometimes +results from the depraved young woman who +has drifted into the neighborhood. The girl herself +will be in the best position to detect such a type, as +the latter will be marked by her coarse manners when +in the presence of the girls, and by her practice of +discussing obscene matters in private conversation +with them. This is the situation in which the innocent +young girl’s mind may become forever poisoned +and her wholesome faith in humanity entirely too +much unsettled.</p> + +<p>2. <i>Bad companionships for boys.</i> Similar warnings +as those given above need to be sounded with reference +to the young country boys, and others as well. +Farm boys are necessarily much in the company of +men of very common tastes and low ideals. They +hear not a little evil conversation and profanity, as +it is used by such men. As a result, there will be +need of much constructive teaching at home. Admonitions, +warnings, and advice will be necessary.</p> + +<p><span class="pagenum"><a name="Page_203" id="Page_203">[Pg 203]</a></span>In every instance it is well for the parents to remind +the boy of the great interest they have in his welfare, +of how deeply he may grieve them by taking up any +of the evil practices in question, and of the high ideal +which they hold in mind for his future.</p> + +<p>Farm parents will need to keep up an intimate and +frank exchange of ideas with their youthful son on +the general subjects discussed in this chapter. They +may ask him to repeat all he has heard and to relate +all he has seen, good and bad, they then offering +their corrections and admonitions. The especial +danger is that the boy may acquire evil forms of +speech, pernicious ideas for his secret thoughts, and a +too low estimate of the worth of humanity. The +vile companion is especially inclined to make the +youth believe that there is no purity of character +among girls and women—a most lamentable state +of mind for a boy or a man of any age.</p> + +<p>The boy in the country is not only very much in +danger of having his mind contaminated by the evil +speech and the evil misinformation mentioned above, +but there is always the possibility of his being enticed +by some older and depraved companion into the +company of evil women. Strange to say, there are a +few men who seem to plan deliberately this form of +downfall for innocent boys and to regard the success +of their vile plot in the light of a mere joke. It is +perhaps a fault of society that such men are permitted +to run at large. And it is especially the fault<span class="pagenum"><a name="Page_204" id="Page_204">[Pg 204]</a></span> +of fathers if such men keep company with their boys. +No matter how excellent the family history, how well-born +the boy may be, and how carefully he has been +admonished, there is always some danger of his +yielding to an evil sex temptation—a situation which +the parent should always be watchful about and ready +to meet.</p> + +<p>3. <i>Secret sex habits.</i>—It is probable that country +boys are more prone to secret perversions of their sex +life than are city boys. The enforced solitude of the +former and the increased opportunities for such secret +evil may be accountable for the difference. In any +event, there is necessity of constant watchfulness, +and that especially until the son has reached comparative +maturity of the physical body. The danger +is at its height at the beginning of the adolescent +period, fourteen to sixteen years of age. But the +preparation for meeting the possible sex perversion +should be begun very early and consist in frank talks +and admonitions. The small boy’s questions about +the origin of life must be answered frankly but only +to the extent of imparting to him enough information +to satisfy his present curiosity. Thus to satisfy +his childish curiosity will prove a means of counteracting +the evil influences of the bad companionships +referred to above. Then, the youth needs to be +shown some instances of the ruinous effects of sex +perversion in boys and men, together with the inculcation +of the idea that any such evil practice will cut<span class="pagenum"><a name="Page_205" id="Page_205">[Pg 205]</a></span> +off the possibility of his realizing the high standards of +moral character set for him. It is well also to remember +that prevention of the boy’s misuse of his sex +life is comparatively easy and that cure is extremely +difficult.</p> + +<p>4. <i>The so-called bad habits.</i>—When we speak of +the “bad habits” among boys and men we are inclined +to think of swearing, smoking, and the use of +intoxicants. Without thought of defending the +practice of profanity, we may say that it is often +acquired in an innocent fashion and that it ordinarily +implies no conscious or intentional evil. That is, it +is usually not so bad in its actual analysis as it sounds +to the listener. Moreover, it is a habit which many +boys take up and afterwards discontinue when once +they have set up for themselves high standards of +manliness.</p> + +<p>With juvenile smoking the case is different. Without +the thought of offending the adult smoker or +defending adult smoking, we may say with a high +degree of certainty that the use of tobacco is extremely +hurtful to growing boys. It weakens and +deranges the organic processes, leaves its deleterious +effects in the throat, eyes, and lungs, and breaks down +the natural constitutional defense so essential in +time of such diseases as pneumonia and typhoid +fever. On the mental side, tobacco lessens the boy’s +ability to study. Very wide investigations have +shown that the habitual smokers among school boys<span class="pagenum"><a name="Page_206" id="Page_206">[Pg 206]</a></span> +rank low in scholarship; that they are prone to fail +in their classes and quit the schools; that almost none +of them take high rank as students. The moral +effects are even worse. In times of temptation the +young boy who smokes is more inclined to yield +and to choose the worse form of conduct instead of +the better. He lacks especially that fine sense of +inner worth so necessary for the one who would +succeed in arousing his own moral courage sufficiently +to withstand the temptations that naturally beset +young life. The rural parents will not of course +despair about the boy or turn against him should +they discover that he has secretly become confirmed +in the use of tobacco. There are still possibilities of +his development into a substantial character; but +because of his smoking the problem becomes a much +more involved and difficult one.</p> + +<p>All that has just been said in reference to tobacco +may be emphasized many fold in respect to intoxicants. +To allow a growing boy to begin the use of +intoxicating drink in any form seems to be wholly +indefensible. However, if there are open saloons +in the adjoining town or city, even the best country +boys are always somewhat in danger of taking the +first false step. Rural parents must not be satisfied +with the thought that their boy is “too good” to +take up such a thing; they must be assured that he +is not doing so. Now, the only way to obtain such +assurance is by means of keeping in intimate touch<span class="pagenum"><a name="Page_207" id="Page_207">[Pg 207]</a></span> +with the boy and his movements—by knowing when +and where he goes, why he goes there, and whom he +meets in the various places visited on his rounds. +Thus, he may be saved from a life of debauch and +degradation, and that by means of providing carefully +that he reach his full maturity of mind and +body without any knowledge of the taste of intoxicating +drinks.</p> + + +<h4><span class="smcap">A center of community life</span></h4> + +<p>As explained in a number of preceding chapters, +there are being carried out several plans for bringing +about a social awakening in the farm districts. Some +of these are succeeding admirably, especially the +county Y.M.C.A., and in a few instances the rural +church. But presumably there are many thousands +of country districts wherein these helpful agencies +will not be found for many years to come. So, in +the following lines there will be an attempt to furnish +detailed methods and suggestions to rural parents +who are under the necessity of assisting their +own children in a social way. The discussion thus +far has been of a somewhat destructive order. Now, +something of a constructive nature will be offered.</p> + +<p>The first essential in the awakening of a clean social +life for the young is a center of effort. If there be +no church or clubhouse of any kind within easy access +of all, then the farm home may be made use of for +this service. There are many advantages in the<span class="pagenum"><a name="Page_208" id="Page_208">[Pg 208]</a></span> +common country home as a social center for the +young, among them being the probable presence of +some sympathetic parent to offer guidance and to +keep down unbecoming conduct.</p> + + +<h4><span class="smcap">Invite the young to the house</span></h4> + +<p>So, if country parents are really in earnest about +doing something to develop their own children in a +social way, let them throw open their own homes for +the purpose. In a certain Iowa home this thing was +done in an admirable manner. Let the father tell +the story in his own language:—</p> + +<p>“For years we had a room in the house which we +called the ‘parlor.’ It contained some expensive +furniture which the members of the family scarcely +ever saw, as the place was usually kept closed up and +dark. Why we reserved such a dark, musty room +for the ‘special company’ that came two or three +times each year, I do not know. At any rate, we +decided to make the place useful. In remodeling the +house we enlarged it to 16 by 20 feet in size and +added one very large window.</p> + +<p class="title"><span class="smcap">Plate XXIII.</span></p> +<div class="figcenter" style="width: 600px;"> +<a id="Fig_30" name="Fig_30"></a> +<img src="images/plate_xxiii.png" width="600" height="260" alt="" title="Plate XXIII" /> +<span class="caption"><span class="smcap">Fig.</span> 30.—An agricultural and domestic science club in Oklahoma. Without being so named, it is also distinctively +a social club, and a splendid socializing and refining agency.</span> +</div> + +<p>“Here we made a society room for the young people +of the neighborhood. Extra chairs were obtained, +also a large new stove and fixtures for gaslights. +There were also some simple wall decorations and +a small library and reading table. That was two +years ago. Since then our two boys and two girls +have given many parties in that room and no one +<span class="pagenum"><a name="Page_209" id="Page_209">[Pg 209]</a></span>has got more enjoyment out of the affairs than their +parents. We feel as if that room was the best investment +we ever made.”</p> + +<p>Not nearly all anxious parents may be so situated +as to follow the excellent plan described above, but +it is certainly worthy of a trial by all who can avail +themselves of its benefits. Best of all, the young +people in whose behalf this thoughtful endeavor is +put forth will most certainly grow to maturity confirmed +in the belief that the country life is not lacking +in its social enjoyments.</p> + + +<h4><span class="smcap">How to conduct a social entertainment</span></h4> + +<p>In giving a social entertainment to the young +people of the country, there are a few simple yet +common matters to be observed. First of all, there +is the frequent tendency toward reticence or backwardness. +It will be remembered, of course, that the +object of the occasion is not merely passing amusement +for the young, but also that of furnishing some +means of character-development. In fact, the author +wishes that every chapter of this book be thought of +as contributing something toward the building up of +young lives. So, in case of the home party, it will be +necessary to see that every one present takes some +active part. The bashful youth who is merely permitted +to sit by and look on will go home secretly +displeased, if not much pained, at his own backwardness. +He may even fail to appear again on such an<span class="pagenum"><a name="Page_210" id="Page_210">[Pg 210]</a></span> +occasion, and thus the availability of a most helpful +agency be permanently lost to him.</p> + +<p>It is not therefore so much a question of the dignity +and importance of the games played as it is a +question of the active engagement of every one present +in the amusements. Much will depend on leadership. +An able leader will have the group organized +before the several members realize what is being +done. An expert student and director of young +people was seen on a certain occasion to take charge +of a party of forty boys and girls ranging in age from +fifteen to twenty years. These were quickly placed +standing in two parallel lines of twenty each. Each +side was given a dish of unhulled peanuts and asked +to engage in a contest of passing the nuts down the +line one at a time, from hand to hand, the one at +the farther end of the line placing the nuts in a +receptacle. This simple game “broke the ice” for +the entire evening. After that it was easy to keep +the entertainment going.</p> + +<p>The supervisor of the social affair is advised to +discourage all games that tend to an over-amount of +silliness and that allow for undue familiarity of the +sexes. There is, however, a dignified form of fun +and merriment quite as enjoyable as the baser sort. +And, too, the leader of the evening need not be reminded +of the many little opportunities for inculcating +wholesome lessons in dignified manners. Many +a “green” and awkward country youth is started on<span class="pagenum"><a name="Page_211" id="Page_211">[Pg 211]</a></span> +the way to salvation through the courteous treatment +he receives from some older and much respected +person. Simply to treat him as if he were a dignified +young gentleman amounts to inciting him to put +forth his greatest effort to make a show of manliness. +A close student of young nature will often +observe that merely to address such a youth as +“Mister” So-and-So causes him to straighten up +and try to look the part.</p> + +<p>The hostess and guide at the rural party of young +people will err not a little if she feels under the +necessity of preparing a banquet or even a heavy +luncheon for the occasion. Something as simple as a +light drink and a wafer or two will be quite enough. +The object of the refreshments is not merely to feed +the young people to the point of stupefaction, but +rather to give physical tone to support the vivacity +of all.</p> + + +<h4><span class="smcap">What about the country dance</span></h4> + +<p>Unless the country dance can be radically reformed, +it must be very strongly advised against. There is +something about this occasion as usually conducted +which seems to invite coarse characters and disreputable +conduct. The country dance has so often +been the scene of vice, drunkenness, and other such +evils as to have received a permanent stigma of +cheapness. The only seeming possibility of making a +success of it is by the method of inviting a very +exclusive set to attend, and this thing is so suggestive<span class="pagenum"><a name="Page_212" id="Page_212">[Pg 212]</a></span> +of aristocracy and snobbishness as to cause not a +little ill feeling in the neighborhood. Under present +conditions the country dance cannot be so managed +as to make it contribute to the social and moral uplift +of country young people. There are many better +forms of entertainment which may be substituted +for it.</p> + +<p>Along with the country dance should be rated the +cheap professional entertainments that are so often +given in the country school houses. Many of these +are not only degrading but are morally evil in their +suggestions, while they tend to give the young a +depraved taste in respect to public shows and +theaters. The school trustees may well exclude all +such “shows” from the building.</p> + + +<h4><span class="smcap">Additional forms of entertainment</span></h4> + +<p>The farm parents most desirous of leading in the +young people’s entertainments, and best fitted to do +so, may find it impracticable to invite the young into +their home. In such case, there are several other +ways whereby the desired ends may be achieved.</p> + +<p class="title"><span class="smcap">Plate XXIV.</span></p> +<div class="figcenter" style="width: 600px;"> +<a id="Fig_31" name="Fig_31"></a> +<img src="images/plate_xxiv.png" width="600" height="286" alt="" title="Plate XXIV" /> +<span class="caption"><span class="smcap">Fig.</span> 31.—A rural scene in Canada, where the church and the school are situated together. The large barn +in the background is significant. Much of the daily thought and conversation is centered here.</span> +</div> + +<p>1. <i>The social hour at the religious services.</i>—It +is deemed quite advisable that those who plan the +religious service in the country have thought of a +social hour in connection therewith. The latter +may prove fully as helpful in a constructive sense as +the former, and it can in no wise detract from the +value of the religious meeting. This combination +<span class="pagenum"><a name="Page_213" id="Page_213">[Pg 213]</a></span>of events is already being successfully tried in a +number of places. For example, at the mid-week +evening service, there is given first an hour to the +prayer meeting or the discussion of the religious topics +and the church work. After that, the scene is +changed into one of clean, wholesome amusement +with the special thought of giving the young people +social entertainment and training. It has been +found that this very method of uniting the religious +and social service under a carefully planned program +sometimes more than doubles the attendance. Of +course the first essential for the success of such a +meeting is that an able leader be in charge of it.</p> + +<p>2. <i>A country literary society.</i>—In times gone +by the country literary society has played a mighty +part indirectly in the building of the nation. Many +a statesman or leader of the people has received his +first aid and inspiration at the little old country +“literary and debating society.” There is no good +reason why this same general form of society might +not continue to do its effective work. However, in +its best form, there will be some additions to the old +procedure of merely debating the important public +questions. The program makers may well have in +mind the ideal of bringing out every form of talent +latent among the young of the community. It is +especially advisable that every young attendant be +given an invitation to do the part of which he is most +capable, and that he be urged to do it. It is quite<span class="pagenum"><a name="Page_214" id="Page_214">[Pg 214]</a></span> +possible to arrange a program upon which only the +ablest and most capable young persons of the neighborhood +may appear. But such would be a violation +of the best purpose of the society; namely, not +merely to provide a first-class entertainment, but an +entertainment <i>which shall bring out the greatest possible +variety of talent and awaken interest and enthusiasm +on the part of every member</i>.</p> + +<p>Then, let the motto of the ideal country literary +society be, “Something worth while for every member +to do.” The old-fashioned country society, like +the older public school, was too narrow. It touched +life and awakened interests in only a few places. The +old school tested a boy in the three R’s and geography. +If he did well in these, he was “smart.” If he failed +in the traditional subjects, he was branded as a +dullard and crowded out of the school, although in +respect to some other untested activities he may have +been a slumbering genius. So with the primitive +“literary and debating society”; debating and +“speaking pieces” were practically the only numbers +on the program and usually only the ablest were +allowed to appear. Ordinary talent in debating +and reciting and all manner of promising talent in +other lines was allowed to slumber on in the lives of +many of the young people in attendance. Now, it +is practically a certainty that every member of the +young literary society can perform a part very acceptably, +provided the discerning leader know what<span class="pagenum"><a name="Page_215" id="Page_215">[Pg 215]</a></span> +that part is. And best of all, the bringing out of such +talent means the awakening of many other splendid +interests among the youthful members of the community, +and finally the development of moral courage +and other forms of manliness and womanliness.</p> + +<p>Now, to come to the point of a social result, the +so-called literary entertainment can easily be made +up in two parts, the literary and the social; and there +should be set apart an hour for the latter.</p> + +<p>3. <i>The social side of the economic clubs.</i>—In +many instances, there will be organized boys’ corn-raising +or crop-improvement clubs, and with them +country clubs of the girls interested in household +economy. These club meetings may be made the +occasion of not a little social improvement. The +boys and girls may meet at the same hour and place, +and after the business has been disposed of there +may be a coming together in a social way. Such +arrangement is highly advisable for two reasons. +First, it will certainly increase the membership of +the clubs; and, second, the social instincts of the +young people may be suitably indulged.</p> + + +<h4><span class="smcap">Some concluding suggestions</span></h4> + +<p>The leader interested in the foregoing plans may +again be reminded of the necessity of instituting a +social organization of such a nature as to touch all +the young lives in the neighborhood. The rules +and regulations governing the society should there<span class="pagenum"><a name="Page_216" id="Page_216">[Pg 216]</a></span>fore +be drawn on broad and liberal lines, not forgetting +the great possibilities of awakening slumbering +interests and aptitudes, and of building up a social +community that will draw young people to it.</p> + +<p>If one will take the time to drive for a hundred +miles in a direct line through the farm districts, as the +author has done, he will be not a little surprised at the +striking contrast in the social conditions of the various +neighborhoods passed through. In one instance he +will be told that there is absolutely nothing present +to invite the young—a dull, dead place with perhaps +many run-down farms and farm homes to keep +it company. He will learn that the young people +of such a community are running off to some neighboring +town where many of them find a cheap and +degrading class of entertainment. But the next +adjoining neighborhood may present a converse situation. +One will be told that the young people +are happy and contented there, that they have frequent +meetings of their social clubs and other forms +of organization; most probably the appearance of +the neighborhood will be likewise much better than +that of the other one mentioned. Attractive homes, +well-kept roads and hedges, and other evidences of +prosperity will meet one’s view.</p> + +<p>In one district visited, the author found that this +better situation had an interesting history and that +it was nearly all traceable to a quarter of a century +of public-spiritedness of one man. This resident had<span class="pagenum"><a name="Page_217" id="Page_217">[Pg 217]</a></span> +settled upon a quarter section of good land. While +he was reconstructing his own home and its surroundings +into a place of attractiveness, he was +continually engaged in awakening the entire neighborhood +in behalf of better things. He had led out +in establishing a well-attended Sunday school in the +district, had been instrumental in instituting regular +preaching service there twice each month, had +led the entire neighborhood out on more than one +occasion for a day’s work in improving and beautifying +the school grounds, had been the organizer and +director of the country literary society, and of more +than one club of farmers and their wives. During +all this time he was correspondent for one or two +county papers and used every occasion for advertising +the home community. All together, it was a +most commendable and far-reaching service which +this one man performed for his own neighborhood. +So, it may be said that wherever there is one inspired +leader in a country community, there is life.</p> + +<p>Finally, it may be urged that the biggest thing in +the rural community is not the big crop of corn or +wheat or the excellent breeds of live stock. Important +as these things are, the great concern of the +community should be the development of sterling +character in the lives of the growing boys and girls +and the cleanness and integrity of the personalities +of every one within the neighborhood limits. To +that end let this social center ideal be actualized,<span class="pagenum"><a name="Page_218" id="Page_218">[Pg 218]</a></span> +becoming a place toward which the thoughts of all +will go frequently and fondly during the hours of +care and toil. Let it be made a place the thought of +which will forever impart a full measure of good +cheer, of contentment, and of honest courage to the +mind of every member of the society thereabout. +Let it be a place so ordered and arranged that things +sacred and divine may reach down to the things +often thought of as very commonplace and mean, +and exalt the latter to their true and proper place. +Lastly, let it be earnestly desired and planned for +that every heart in the rural district shall be rekindled +with a living fire of enthusiasm in behalf of the general +improvement—of interest in the things that are +high and divine, and of affection and good will toward +all in the community. Let some local resident rise +up as leader and bring this order of things to pass, and +the social experiences of the young people will naturally +become of such a nature as to develop them into +men and women of great worth and efficiency.</p> + + +<p class="title">REFERENCES</p> + +<blockquote><p>Wider Use of the School Plant. Clarence Arthur Perry. Chapter IX, +“Social Centers.” Charities Publication Committee, N.Y.</p> + +<p>Chapters on Rural Progress. Kenyon L. Butterfield. Chapter XIV, +“The Social Side of the Farm Question.” University of Chicago +Press.</p> + +<p>Development and Education. M. V. O’Shea. Chapter XIV, “Problems +of Training.” Houghton, Mifflin Company.</p> + +<p>Social Control. Edward A. Ross. Ph.D. Chapters VII and VIII, “The +Need and Direction of Social Control.” Macmillan.</p> +<p><span class="pagenum"><a name="Page_219" id="Page_219">[Pg 219]</a></span></p> +<p>The Girl Wanted. Nixon Waterman. Forbes & Co., Chicago. A +wholesome and cheering book for girls.</p> + +<p>Confidences. Edith B. F. Lowry, M.D. Forbes & Co. Plain, helpful +talks regarding the sex life of girls.</p> + +<p>See the excellent editorial article, “Forces that Move Upward,” <i>Farmer’s +Voice</i>, June 15, 1911.</p> + +<p>Causes of Delinquency Among Girls. Falconer. <i>Annals American +Academy</i>. Vol. 36, p. 77.</p> + +<p>Democracy and Education. Dr. J. B. Storms. Annual Volume +N.E.A., 1907, p. 62.</p> + +<p>The Efficient Life. Dr. L. H. Gulick. Chapter III, “Life That is Worth +While.” Doubleday, Page Company.</p> + +<p>The Ideals of a Country Boy. A. D. Holloway in <i>Rural Manhood</i>, May, +1910.</p> + +<p>Why Not Education on the Sex Question. Editorial article. <i>Review +of Reviews</i>, January, 1910.</p> + +<p>Report of Vice Commission of Chicago. Chapter V, “Child Protection +and Education.” Guntorf-Warren Printing Co., Chicago.</p> + +<p>The Spirit of Democracy. Charles Fletcher Dole. Chapter XXIX, +“The Education for a Democracy.” Crowell & Co.</p> + +<p>The Education of the Boy of To-morrow. A. D. Dean. <i>World’s +Work</i>, April, 1911. Prize essay.</p> + +<p>College and the Rural Districts. W. N. Stearns. <i>Education</i>, April, 1911.</p> + +<p>The Boy Problem. Educational pamphlet No. 4. Society for Sanitary +and Moral Prophylaxis, N.Y. 10 cents. Treats ably the question +of social purity.</p> + +<p>Genesis. A Manual for Instruction of Children in Matters of Sex. B. S. +Talmey, M.D. Practitioners’ Publishing Company, N.Y.</p></blockquote> + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_220" id="Page_220">[Pg 220]</a></span></p> + +<h3>CHAPTER XIV<br /> +<br /> +<i>THE FARM BOY’S INTEREST IN THE +BUSINESS</i></h3> + + +<p>The theory that the boys and girls who grow up in +the country must in time become settled in farm +homes of their own has neither logic nor psychology +nor common sense to support it. It is never a question +of whether or not a boy will take up the work of +his father, but whether or not he will find at length +the true and only calling for which his nature is best +fitted. If the parents of the country boy will keep +the latter question clearly in mind, many a problem +in the latter’s rearing will be made much easier.</p> + +<p>In order to break the monotony of the style of +expression, much of this chapter will be addressed +somewhat directly to the father of the country boy.</p> + + +<h4><span class="smcap">What is in your boy?</span></h4> + +<p>If a man should come suddenly into possession of a +piece of land having a productive soil, one of his first +questions in regard to the soil would be, What will it +best grow? Farmers blundered and starved along +for generations in an attempt to make a first-class +farm produce the wrong crops, or to produce the right +crop through the wrong manner of treatment; and<span class="pagenum"><a name="Page_221" id="Page_221">[Pg 221]</a></span> +this simply because they used methods of tradition +and guess rather than those of science.</p> + +<p>Now apply the foregoing situation to the boy problem, +if you will. So long as we attempt to secure +from him the wrong results and deal with him by +wrong methods, we are likely to conclude that there +is “nothing in him.” Therefore, in order to act +intelligently and helpfully in the matter of giving the +young son a business relation to farm life, it is first +necessary to determine, as far as may be possible, +the bent of his mind, remembering that the great +artist, the great writer, or the great captain of industry +is just as likely to be born in the country home as +elsewhere. In fact, we shall learn in time, much to +our advantage, that there must be a careful sifting +process which will result in sending some of the +country-bred young men directly to their important +places in the city, and some of the city-bred youths +to the rural industries.</p> + + +<h4><span class="smcap">Much experimentation necessary</span></h4> + +<p>The one who undertakes to develop a boy’s interest +in business affairs has really before him a problem +in experimental psychology. Many of the youth’s +best aptitudes are necessarily still slumbering and +unknown to either himself or others. The fundamental +steps preparatory for a successful commercial +venture on the part of a young man are comparatively +few but none of them can safely be +omitted. They are as follows:—</p> + +<p><span class="pagenum"><a name="Page_222" id="Page_222">[Pg 222]</a></span>1. <i>Willingness to work.</i>—In this connection, perhaps +something will be recalled from <a href="#Page_129">Chapter IX</a>. +We may at least be reminded of the difference in the +attitude of mind of the boy who regards labor as a +painful necessity and the one who enjoys a willingness +to work. So long as the youth feels as if he +were driven to his tasks there is little hope of arousing +his interest in the business side of it. His mind +will continue too much on the problem of avoiding +work and on ways and means by which to get something +for nothing.</p> + +<p>There is probably a period of dishonesty in the life +of every normal youth. Following the dawn of +adolescence there is a great wave of new interest and +new meaning coming to him out of the business and +social world. The world is so full of interesting +enticements. Everything looks to be good and +within easy reach. He is especially prone to accept +material things at their advertised value. He spends +his dimes for prize boxes thought to contain gold rings +and other such finery. His quarters and half dollars +frequently go in payment for the “valuable” things +offered “free for the price of the transportation,” +the purpose of this tempting gift being “simply for +the sake of introducing the goods.”</p> + +<p>But it is well to see the boy safe through this period +of allurement. So long as the world seems to hold +out so many highly valued things which may be had +for a trifle the youth will see little need of his work<span class="pagenum"><a name="Page_223" id="Page_223">[Pg 223]</a></span>ing +to obtain them. So, attend him in his efforts +to get something for nothing. Permit him to be +stung a few times and thus teach him how and where +to look for the sting. Finally, impress him with the +thought that every material thing worth while represents +the price of somebody’s honest labor. At length +he will see the reasonableness of industry and settle +down with a purpose of making his way through life +by means of honest endeavor. You now have the +youth so far on his way to successful business undertaking.</p> + +<p>2. <i>Ability to save.</i>—All healthy boys are naturally +inclined to be spendthrifts. Saving a part of one’s +means is a fine art acquired only through judicious +practice. It is assumed that the young son is being +reasonably paid for certain required tasks. So the +next duty is to see that he saves a part of his earnings. +For the purpose of this training in saving, a +toy bank may be procured; or he may be directed in +depositing a small weekly sum in a penny savings +bank. Still another way is to teach him to keep a +book account of his earnings, giving him due-bills +for the amounts withheld from his wages.</p> + +<p>There is one small business practice, the importance +of which for the boy is too frequently overlooked; +that is, the practice of carrying a small amount of +change in his pocket. He must learn to use his +money thoughtfully and not merely on every occasion +of his being allowed to have it. He must acquire<span class="pagenum"><a name="Page_224" id="Page_224">[Pg 224]</a></span> +the habit of self-restraint in the use of money. To do +this is to learn to spend judiciously. To have reached +this stage of financial training is a sufficient guarantee +that the youth is proceeding well on his way toward +success in business enterprise.</p> + + +<h4><span class="smcap">Start on a small scale</span></h4> + +<p>Then, give your growing son as wide a variety of +experience in work and in watching business affairs +as the situation will permit of. During the process of +this mental growth help him to make a small investment +in something that will grow and increase under +his intelligent care. Let us assume that your specialty +is a certain strain of corn or a certain breed +of cattle. If the boy shows an interest in this matter, +start him in at an early age, say ten to fourteen, +on his own account. Give him in exchange for his +work a small plot of ground on which to grow corn, +perhaps with a view to his later entering the boys’ +contest for a prize. Or, help him to get a small +beginning in the cattle business.</p> + +<p>But in case the lad shows no interest in your business, +do not let the matter seriously trouble you for a +moment. Simply continue to give him his general +education, including the best school course available +and a training in the performance of work as well as +the judicious use of the spending money that may +come into his hands. Careful study of the boy may +indicate to you that his aptitude for business runs in<span class="pagenum"><a name="Page_225" id="Page_225">[Pg 225]</a></span> +the direction of something to which you are giving +little or no attention but to which you may in time +bring him.</p> + +<p>There is the case of a successful wheat raiser who +discovered his son’s fondness for thoroughbred cattle. +So the boy was carefully started on a small scale in +the business of raising short-horns. To-day that +son is known far and wide as an able specialist in this +line of stock breeding. Now, if the father in this +case had done as thousands of other farmers are still +doing; namely, if he had attempted to force the boy, +against the latter’s natural inclination, to take up +wheat raising or any other undesirable business, +then, the son would have most probably skipped off +for the city and secured a fourth-rate place for the +mere wages it would bring. Some day this tragic, +oft-repeated story of mismanagement and misdirection +of the growing boy will come out in all its +distressing details.</p> + + +<h4><span class="smcap">Give your son a square deal</span></h4> + +<p>Deal with your young son on business principles +from the beginning. Do not hastily and unwisely +give him a piece of property that will have to be +taken from him in the future because of its having +grown into a disproportionate value. This old form +of mistreatment of the country boy has been the means +of thwarting the business integrity of many a promising +youth.</p> + +<p><span class="pagenum"><a name="Page_226" id="Page_226">[Pg 226]</a></span>If the boy’s small beginning develops under his +care into a business of large proportions, the only +check or hindrance that the ethics of the case will +allow is that you treat with him on fair business terms, +just as you would with any good business man. +You may cause him to bear all his own personal expenses +and all the expense connected with the care +and development of his live stock or crop. Then the +matter of curtailing him must stop. And if the son +soon becomes able to buy you out, it is certainly an +affair to be proud of, not a thing to hinder by unfair +means.</p> + + +<h4><span class="smcap">Keep the boy’s perfect good will</span></h4> + +<p>It is a serious matter to lose the boy’s confidence +or in any way break faith with him, even though +there be nothing about the place in which you can +make him take a business interest. As he grows to +maturity his own inner nature must gradually guide +him into the way of a calling—and a divine calling +at that it may prove to be. It may not seem out +of place to quote the words of a religious teacher who +says: “Do you not know that if one’s inner nature +points out clearly and inspiringly what he should +undertake for a life work, such thing may be regarded +as the Voice of the Divine One speaking faithfully +through the instrumentality of one of his own creatures?”</p> + +<p>So it may prove at length that you will have to sell<span class="pagenum"><a name="Page_227" id="Page_227">[Pg 227]</a></span> +a load of corn in order to set up in the garret of your +house a miniature art studio of some kind for your +young son. Or, perhaps you may have to establish a +small machine shop as an adjunct to the barn or wood +shed, wherein the budding genius may blossom into +that beauty of manly power and efficiency which all +the world is glad to admire. Out of just such a wise +indulgence as that last named a certain Kansas boy +finally became enabled to revolutionize the old farm +home and the work done there through the installation +of an excellent motor power plant. Electric +light for the house and barn, power for operating +feed grinder, washing machine, grindstone, fanning +mill, and many other such machines—all this has +resulted from the rightly directed work of a youth +who could have easily been driven to the city into +some treadmill of mere wage earning.</p> + +<p>But, occasionally the boy will prove himself a +versatile character, succeeding in a measure in every +line of small business to which you introduce him, +yet showing a marked success in none. In such case +the advisable thing to do is to continue his general +education for a longer period than is necessary for +the boy who shows an early inclination toward a +given line of work.</p> + + +<h4><span class="smcap">Some will be retained on the farm</span></h4> + +<p>It is admittedly desirable, all things fairly considered, +that many of the very best boys remain on<span class="pagenum"><a name="Page_228" id="Page_228">[Pg 228]</a></span> +the farm and help develop rural life into what it +should be. Hence the necessity of finding a way to +interest such boys in some of the many business +affairs connected with the farm home. Perhaps there +is no better way to develop the lad’s interest in the +affairs of the place than that of allowing him to +participate in the practical business transactions as +the conditions may allow. Let the parents take him +to the store, the bank, and other such places for the +benefit of his experience. Send him in with the +produce with authority to sell and to invest a part +of the proceeds in whatever the family may need. +The father should have the boy with him when selecting +and buying machinery or live stock at public +sales. Send him to the bank with checks or drafts +to be deposited or collected. Give him an opportunity +to keep the family accounts, or at least to +keep his own recorded in a book.</p> + +<p>The ordinary farmer can think of more ways than +the foregoing whereby to give his growing son the +needed experience in money matters. The best result +of such practice is that if there be anything in +connection with the affairs of the farm in which the +boy will have a native interest this aptitude will be +discovered; and it can then be made the basis of the +young man’s introduction into a successful participation +in some practical business. The boy’s permanent +calling is seriously involved in this discussion. +On page 279 of this book will be found a description +of three methods of vocational training.</p> + +<p><span class="pagenum"><a name="Page_229" id="Page_229">[Pg 229]</a></span></p> +<h4><span class="smcap">The awakening often comes from without</span></h4> + +<p>Parents who find it difficult to arouse the farm +boy’s interest in any part of the home business may +sometimes easily secure the desired result by sending +the youth away on a trip to the county fair or +other such place. As a means of stimulating boys +in respect to some kind of productive home industry +the Oklahoma Agricultural and Mechanical College +instituted a school of agriculture for country youths +at the state fair. Each organized farmers’ institute +and each county superintendent was asked to send +one boy. A large tent was furnished by the college. +This served for a lecture and display room during +the day and a boys’ sleeping room during the night.</p> + +<p>At the first session 122 boys attended, coming +from 57 counties. The lectures covered such subjects +as farm crops, veterinary science, track and field +athletics. The displays at the fair were used for +illustrative matter. So far the results of the school +have been reported most favorable. An increasing +number of boys throughout the state are making +preparation for it.</p> + + +<h4><span class="smcap">An awakening in the south</span></h4> + +<p>It is most encouraging to observe the changing +ideals of business and industry now in progress +throughout the nation. The many vocational-training +schools and the increasing attendance at the<span class="pagenum"><a name="Page_230" id="Page_230">[Pg 230]</a></span> +mechanical and industrial colleges bear witness of +this fact. The American Negro, ever a faithful +laborer, is now being taught in such institutions as +Tuskegee and Hampton, not only to perform some +honest work well but also to plan and prepare for a +business of his own.</p> + +<p>The son of the southern planter is becoming more +and more imbued with the new spirit of efficiency +through personal industry. On this matter a member +of the faculty of the Louisiana Agricultural and +Mechanical College says: “It is a mistake to think +that the best of the country youth of the south are +continuing in the old-fashioned ideal of becoming +mere gentlemen of culture and leisure. In 1910 there +were nearly 50,000 boys living in a dozen of the +southern states, who astonished the entire country +with their achievements in corn-raising. They +ranged in age from fifteen to eighteen years. At the +national exhibit held in Columbus, Ohio, one hundred +of them showed an average yield of 134 bushels of +corn to the acre. This corn-growing practice is under +the direction of the national government, and is more +than a big, exciting contest, it is a splendid course in +rural home education.</p> + +<p class="title"><span class="smcap">Plate XXV.</span></p> +<div class="figcenter" style="width: 495px;"> +<a id="Fig_32" name="Fig_32"></a> +<img src="images/plate_xxv.png" width="495" height="342" alt="" title="Plate XXV" /> +<span class="caption"><span class="smcap">Fig.</span> 32.—A group of “coming” Kansans. Every boy pictured here carried away some sort of +prize at a state corn show.</span> +</div> + +<p>“We have at this college hundreds of young men +from the plantations and they are intensely interested +in working out the industrial problems that pertain +to their own home affairs. I have been surprised at +their eagerness to get into the soil and to do the me<span class="pagenum"><a name="Page_231" id="Page_231">[Pg 231]</a></span>chanical +work connected with their studies. All over +the south there seems to be an awakening among the +boys and young men, of an interest in the industrial +and commercial problems of the plantation.”</p> + +<p>The farm papers and the educational magazines in +the southern states give much evidence of this same +sort of awakening. The farmers’ and planters’ +organizations, the local improvement and school +betterment clubs, and many other movements, are +giving both incentive and direction to the country +youths who are at all inclined to find an interest in +the home affairs. The rural parents who desire outside +aid in arousing their boys’ interest in the home +business may well seek such assistance by bringing +the latter into closer touch with one of these progressive +organizations.</p> + + +<h4><span class="smcap">Partnership between father and son</span></h4> + +<p>After the farmer’s son has fully settled upon his +father’s business as an ideal one for himself, there +may be brought to the latter a gradual relief from +the worry of details, and that through a partnership +management. A. G. Hulting, Jr., of Geneseo, +Illinois, thus describes such a plan of coöperation +in a letter to Arthur J. Bill, the agricultural +writer:—</p> + +<p>“We have 160 acres of land in the farm. My +father owns the land. I do the work, provide all the +labor, horses, and machinery, and we have an equal<span class="pagenum"><a name="Page_232" id="Page_232">[Pg 232]</a></span> +interest in the live stock and we share equally in the +net returns.”</p> + +<p>Other terms of coöperation have proved successful. +In many cases, the son rents all or a part of the place +on terms similar to those allowed the outside renter; +excepting that he is usually given the advantages of +free board and the use of the home conveniences. +In all such business transactions between father and +son it is highly advisable that the contract be carefully +drawn in writing. The verbal contract is proverbially +a trouble maker, and that even among relatives.</p> + + +<h4><span class="smcap">Summary and concluding suggestions</span></h4> + +<p>1. Not nearly all promising youths can be encouraged +to take a vital interest in the father’s business.</p> + +<p>2. In case the boy cannot be induced to take a +permanent interest in anything on the home farm, +he may at least have much practice in the transaction +of the small business connected therewith.</p> + +<p>3. The ability to work willingly, the ideal that an +honest living is to be earned through personal effort, +and the practice of saving a part of the weekly or +monthly earnings—these will give any boy an excellent +start on the road to success and affluence.</p> + +<p>4. Deal with the young son on business principles +from the first, seeing that he shares reasonably in +the losses as well as in the gains. Although his +interest in any chosen line of work may not become +vital till he makes some money out of it,<span class="pagenum"><a name="Page_233" id="Page_233">[Pg 233]</a></span> +hold him persistently in line during the “lean” +years and thus allow him to learn the excellent +lessons of failure.</p> + +<p>5. It may prove unfair to the members of the +family to permit one of the sons to secure control of +the business of the home farm. Some pathetic instances +of this kind have really occurred. For the +sake of the peace and well-being of all, such an occurrence +must be prevented by careful forethought.</p> + +<p>6. On the other hand, in case where the boy has +started with a scrawny pig or through renting a piece +of the home place, and, after dealing fair and square +with all, has come into possession of considerable +property of his own, do not wrest it from him or in +any way take advantage of his minority. Such a +youth will in time most probably reflect high credit +upon the family.</p> + +<p>7. Finally, the farm parent needs to be warned +against the possibility of developing his son into a +mere money-maker. Such is a poor standard of +success. The man whose only aim in life is merely to +prosper financially is a poor citizen of any community. +Teach the boy to succeed in his business ventures, +but at the same time imbue him with the +thought that his money wealth must be regarded as +so much opportunity to help build up the community, +the state, and the nation. Teach him that financial +success is worthy of the name only when it is +linked with social efficiency.</p> + +<p><span class="pagenum"><a name="Page_234" id="Page_234">[Pg 234]</a></span></p> +<p class="title">REFERENCES</p> + + +<blockquote><p>Again we find the field of literature treating the subject directly an +exceedingly scant one. In forming a business partnership with his son +the farmer should be guided by well-tried precedent. A letter of specific +inquiry to one of the leading agricultural papers will most usually bring a +helpful reply.</p> + +<p>A First Lesson in Thrift. Horace Ellis. <i>Psychological Clinic</i>, March +15, 1910.</p> + +<p>Industrial Education for Rural Communities. Annual Volume N.E.A., +1907, p. 412.</p> + +<p>The Child’s Sense of the Value of Money. Dr. William E. Ashcroft. +<i>S.S. Times</i>, July 24, 1909.</p> + +<p>Psychology and Higher Life. William A. McKeever. Chapter XIV, +“The Psychology of Work.” A. Flanagan Company, Chicago.</p> + +<p>Industrial Education. Various Authors. (Pamphlet, 25 cents.) <i>The +Survey</i>, N.Y.</p> + +<p>Industrial Education. Kimball. No. 1, Educational Monograph Series, +School of Education, Cornell University.</p></blockquote> + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_235" id="Page_235">[Pg 235]</a></span></p> + +<h3>CHAPTER XV<br /> +<br /> +<i>BUSINESS TRAINING FOR THE COUNTRY +GIRL</i></h3> + + +<p>During a two-hour ride on a railway train the +author had as a seat companion a sixty-year-old +farmer and stock raiser, whose specialty was that of +raising mules for the market. And what of definite +information this good husbandman possessed about +the long-eared beast of burden would fill a volume of +considerable size. He knew just what time of year +the mule should be foaled, when weaned, when broken +to the halter and to work; how to feed and groom a +mule in order to get the best physical growth; how +to train the animal so as to develop all the latent good +qualities and repress the bad ones.</p> + +<p>After the natural life history of the faithful mule +had been carefully reviewed by the rural companion +the conversation was turned to the subject of girls. +Had he a daughter? “Yes, twenty-two years old.” +What did she know about money and the common +affairs of business? “Business! Mighty little any +woman knows about business,” said he. “We buy our +girl what she needs and have put her through the +town high school. I expect her to get married some<span class="pagenum"><a name="Page_236" id="Page_236">[Pg 236]</a></span>time. +Her mother has taught her how to do housework.” +Further than that the father seemed to +know very little about his daughter, and he showed +plainly that he did not consider this second topic +of conversation half so interesting as the first one.</p> + + +<h4><span class="smcap">Is the country girl neglected?</span></h4> + +<p>Inquiry will prove that the foregoing case of +parental ignorance and indifference about the daughter +is all too common, especially the ignorance. It +seems never to have occurred to many parents who +have growing daughters that unless the young +woman have a fair amount of knowledge of the value +and use of money her future happiness and well-being +and that of her family are in danger of becoming +seriously jeopardized. It is a singular and yet +lamentable fact that so many American parents,—parents +too who are intensely desirous that their +growing children have the best possible moral and +religious teaching—that these same good parents +fail to understand how one of the very foundation +stones of efficient moral and religious life is constituted +of a definite body of knowledge of common +business affairs. They do not seem to realize that +the young man or the young woman who knows +from experience just how money is earned, and how +it may be judiciously expended and profitably invested, +is far on the way to a high plane of moral and +religious living.</p> + +<p><span class="pagenum"><a name="Page_237" id="Page_237">[Pg 237]</a></span>However, there is probably no place of greater +opportunities for developing sober judgment in the +growing girl than that afforded by the ordinary +farm home. For here the business management of +the household and of the farm affairs are practically +merged. There is the further advantage of a considerable +variety of ways whereby the daughter may +be remunerated for what she does. But, how may we +best interpret this question? First of all, what in a +practical sense is a satisfactory business training for a +young woman, a farmer’s daughter in particular? +Do we desire that she become a shrewd money-maker +and successful a some sort of commercial life? Few +would take such a position. But in order that +the young woman may be fully prepared to fill her +heaven-ordained place as the center and source of +love and influence in a family, we must provide that +she be given just such instruction in the use of money +as will enable her to occupy her high position with +the greatest possible success.</p> + + +<h4><span class="smcap">Why the girl leaves the farm</span></h4> + +<p>Under the title above the Farmer’s Voice prints +portions of two letters which help to throw not a +little light on this much-neglected subject. Miss +Alta Hooper writes:—</p> + +<p>“The one great cry going out from the people, and +one also much in need of an answer, is ‘how to keep +the boy on the farm.’ It is very seldom that the girl<span class="pagenum"><a name="Page_238" id="Page_238">[Pg 238]</a></span> +of the farm is alluded to, although it may be that +she is included, in a general way, in the great amount +of literature concerning her brother. But, take it +from the farmer girl that she is a live one, and unless +money is coming into her pockets, unless she is +comparatively independent and has some interest +to keep her awake, she isn’t going to ‘stay put,’ but +will get out where she can earn some money of her +very own, to buy the little things so dear to the hearts +of girls; and she will not be questioned and lectured +and scolded over every little expenditure.</p> + +<p>“Oh, the girls on the farm have minds and pride +and ambition just as big as their brothers’ too; and +in many cases they are not given half a chance to +realize one iota of this ambition. It is then that a +career off the farm and away from the farm home +appeals to them. Then the thought comes that even +though the salary to be earned may be small, still it +is all one’s own, and there is no fear in planning +where and in what it shall be invested.”</p> + +<p>Likewise, Mrs. F. L. Stevens, writing for <i>Progressive +Farmer</i>, says:—</p> + +<p>“How often have we seen young girls leaving comfortable +farm homes to go into typewriting, clerking, +or bookkeeping, in order to have their own money. +An allowance for personal expenses in the beginning +would have solved this problem. But the father has +not seen it that way.</p> + +<p class="title"><span class="smcap">Plate XXVI.</span></p> +<div class="figcenter" style="width: 600px;"> +<a id="Fig_33" name="Fig_33"></a> +<img src="images/plate_xxvi.png" width="600" height="451" alt="" title="Plate XXVI" /> +<span class="caption"><span class="smcap">Fig.</span> 33.—At a tender age girls are instinctively fond of doing such work as is displayed here. +Strange to say, some mothers deny their little daughters the character-forming benefits +of this childish occupation.</span> +</div> + +<p>“It is not necessary that the daughter be given a +<span class="pagenum"><a name="Page_239" id="Page_239">[Pg 239]</a></span>monthly or yearly allowance of so much cash, but +the really better way, it would seem, would be to +start her in some special branch of work, say, poultry-raising. +Or perhaps she might be given a cow +or a horse or a pig, which would in time bring in +sums of money by careful management; and the +business, a small one perhaps in the beginning, +would easily develop. Many young girls like to +work in a garden as the produce is always a good +source of income and an interesting and educational +work.”</p> + + +<h4><span class="smcap">Certain rules to be observed</span></h4> + +<p>If we are to give up the idea that the young woman +naturally possesses the necessary business judgment, +and to substitute the better idea that she must be +taught how to manage her own affairs; then, What +are the fundamental steps necessary to impart such +instruction? It seems to the author that they are +these:—</p> + +<p>1. <i>Teach the girl to work.</i>—As was shown in +a previous chapter, the girl must be taught carefully +and conscientiously how to work. Even +though she may be so fortunate—or unfortunate—as +not to be compelled to do any of her own housework, +only a first-hand knowledge of how such work +goes on will enable her successfully to direct it. +The strength of our democracy is much dependent +upon the character of our women. The modern tendency +toward the development of a leisure class<span class="pagenum"><a name="Page_240" id="Page_240">[Pg 240]</a></span> +among the women and girls of the wealthier families +is quite as much a menace to social solidarity as +was the older order of keeping women in ignorance +and servitude.</p> + +<p>The problem of household help is much intensified +because of the disfavor with which the so-called +better classes of women look upon the vocation of +the domestic employee. The necessary inequality +of rank of the home mistress and her employees is +more a matter of tradition and imagination than +of reality. The social inequality which follows and +which drives many young women into less advantageous +places of employment will disappear just +as soon as all growing girls are conducted through +a carefully planned course of work and household +industry. No farm parents can afford to deny the +daughter the excellent disciplinary results of careful +training in the performance of every ordinary household +duty.</p> + +<p>2. <i>Teach her business sense.</i>—In cases where the +growing boy or girl is simply given spending money +for the asking—or the begging—there results a +perverted idea of the meaning of money. A girl so +trained during her youthful years is inclined to take +this same attitude toward her husband in the future. +That is, she will probably regard it as necessary to +beg for an allowance and deem it right and proper +to spend all she can obtain in this way. The seriousness +of such relations between man and wife is easily<span class="pagenum"><a name="Page_241" id="Page_241">[Pg 241]</a></span> +seen. But the growing girl can be taught that money +is merely a convenient unit of measurement of values +which are produced chiefly by means of work.</p> + +<p>Advanced students of our social life are putting +forth much effort to solve the divorce problem. +In their efforts to determine causes and to provide +cures for divorce, some of them have gone so far +as to advocate a school for matrimony, one of the ends +being that of preventing incompatible persons from +entering into the life union. Among the causes +contributing to the divorce evil have been the radically +different ideals of the use of money on the part +of the contracting pair. An attorney of long standing +experience with divorce cases says:—</p> + +<p>“As a rule the woman who alleges non-support in +her petition for divorce reveals the fact, before the +case is ended, that she is lacking in the proper idea +of the use of money, is often especially weak in +knowledge of how the family income should be +spent if the family affairs are to go on satisfactorily.”</p> + +<p>3. <i>Train her to transact personal business.</i>—Then, +begin early in her life to teach the girl to +transact business affairs that relate to her personal +interests and to the home life of women. Do not +buy all the little articles necessary for her, but allow +her, with money reasonably provided, to make her +own minor purchases under your advice and direction. +The intelligent farmer knows somewhat definitely +what his yearly income and outlay are. Why should<span class="pagenum"><a name="Page_242" id="Page_242">[Pg 242]</a></span> +not his daughter be told how these accounts run, +in the usual year, and she then be asked to keep an +account of all her own personal affairs for a year? +Such required practice will do more than all the +arithmetic lessons in the schools to inculcate an +intimate knowledge of the value of money in relation +to her own affairs—to say nothing of the good +business judgment likely to be acquired.</p> + +<p>Thus the country girl may receive a better business +training than her city cousin whose nearness to the +attractive stores and shops proves a constant incentive +for over-indulgence and wastefulness in the +use of money.</p> + +<p>4. <span class="smcap">Make her the family accountant.</span>—As soon +as she becomes old enough, take the daughter into +your confidence as regards the family expense +account. Make her acquainted with the items of +income and expenditure in detail. And also make it +appear to her that the business of the home is not +being conducted satisfactorily unless some portion +of the income be set aside for the emergencies of the +future.</p> + +<p>At this point there is offered an opportunity to +give the daughter some much-needed business +training. There is much being said of late by way of +urging the farmer to keep an accurate book account +of all his transactions. Out of the experiment +stations have come published letters and bulletins +urging that such things be done and showing methods.<span class="pagenum"><a name="Page_243" id="Page_243">[Pg 243]</a></span> +But the evidence goes to show that the majority of +farmers do not find time for it. So it will in many +cases be found practicable to turn this important +task of bookkeeping over to the growing daughter. +Among the many benefits to be derived will be +the excellent business training it will furnish her. +As a diversion from the common household duties +the accounting will prove most refreshing. And, +then, the farmer will soon find this service to the +farm business so important as to justify him in +paying his daughter reasonably for the work.</p> + +<p>5. <i>Miserliness to be avoided.</i>—While the habits +of a spendthrift are perhaps above all things else to +be avoided, a close second to this as an evil practice +is the habit of expending in a miserly and begrudging +manner. So, teach the girl to give her money +willingly for all the ordinary necessities and comforts +of life and for such luxuries as the conditions will +reasonably warrant.</p> + +<p>The far-sighted parent and the one really interested +in the future of his daughter will readily observe +how much enslaved adults finally become in the +use of money. There are perhaps as many well-to-do +persons who are miserly because they cannot help +it as there are improvident persons who are spendthrifts +because they cannot longer prevent it. Both +classes manifest the certain results of training and +habit. In his interesting chapter on the psychology +of habit Professor James explains so aptly how the<span class="pagenum"><a name="Page_244" id="Page_244">[Pg 244]</a></span> +man, long practiced in enforced economy, but at +length having ample means, goes to the store with +the determination of paying liberally for an article; +and how he finally comes away with something +cheap.</p> + +<p>A “golden mean” is therefore to be sought in +training the girl in the use of money. Not how to +save at all hazards, but how to spend judiciously, +with conscious thought of the right relation between +income and outlay—this is perhaps the more +acceptable ideal.</p> + +<p>6. <i>Teach her to give.</i>—While inculcating business +ideas into the mind of your growing daughter, +guard against her acquiring a mere passion for money-making +and the accumulation of wealth. For +example, one of the best means of achieving this end +would be to see that she gives a part of her earnings +to some worthy cause or other. Explain to her +again and again that she must keep up in her life a +sort of equipoise of receiving and giving, if the highest +sense of inner satisfaction is always to be her portion.</p> + +<p>The young must learn sooner or later that there is +other than a money profit to be derived from the +investment of money. Accordingly, it will not be +found difficult for the rural parents to point out to +their daughter some place merely where she may +invest a small part of her earnings in human welfare. +An orphan child living in the neighborhood may be +sorely in need of a new dress or school books, a<span class="pagenum"><a name="Page_245" id="Page_245">[Pg 245]</a></span> +lonely and aged widow may be cheered by the gift of +a wall picture, a crippled child may be accumulating +funds for hospital treatment, or another person may +have lost heavily from flood or fire. These and +many more like them may be made the occasion of +teaching the girl a beautiful lesson of sympathy and +sacrifice. And the sacrifice should come out of +what she has accumulated through her own small +business enterprise.</p> + +<p>7. <i>Teach the meaning of a contract.</i>—It is +often declared that women fail to appreciate the +obligations of a contract, that they will enter into a +strict agreement to buy an article or to pay for +another and then refuse to carry out such agreement. +Merchants have been so often called on to +deal with this feminine change of mind that they +have seen fit to establish a custom of taking back at +cost any article not found satisfactory upon trial. +This failure of women to adhere strictly to the terms +of an agreement has given currency to the opinion +that they are naturally dishonest. Weininger in +his volume “Sex and Character” even offers a line +of questionable proof to confirm the correctness of +the opinion.</p> + +<p>But Dr. G. Stanley Hall in many of his researches +shows that falsehood and deception are common +and natural practices among ordinary children. All +forms of honest and fair moral and business practice +are less natural than acquired. They must have<span class="pagenum"><a name="Page_246" id="Page_246">[Pg 246]</a></span> +actual experience, and much of it, as a basis for their +becoming a permanent part of character. Hence, +the so-called dishonesty of women in relation to the +obligations of a business agreement—that is probably +nothing more than a matter of sheer ignorance. +Farm girls are proverbially lacking in business +practice and in knowledge of the rights and obligations +of a contract. It is obligatory upon their +parents to remove such ignorance through business +training.</p> + +<p>8. <i>Prepare her to deal with grafters.</i>—“The +majority of his victims were women,” is the statement +so often read in connection with the fraudulent +schemes of the exposed money shark. Millions of +dollars are annually taken from credulous women by +the get-rich-quick money trader. This polite form +of theft has become so flagrant as to necessitate +much vigilance and many prosecutions on the part of +the national government. Widows and other dependent +women are especially the sufferers.</p> + +<p>The necessity of preparing the innocent young +woman to deal with the enticing business fraud is +very apparent. Two or three matters must especially +be attended to in giving the required instruction. +First, take advantage of many occasions +to explain to the girl just how a given case is being +worked, so that she may be on guard against such +allurements; second, it is well to advise the untrained +young woman against investing in any scheme<span class="pagenum"><a name="Page_247" id="Page_247">[Pg 247]</a></span> +of profit sharing that offers above a good current +rate of interest.</p> + + +<h4><span class="smcap">Should there be an actual investment?</span></h4> + +<p>Then, what if anything should be done in the +ordinary farm home by way of providing an investment +for the growing daughter so that she may daily +have some practice in business affairs, as well as an +income for use in meeting her personal expenses? +Before attempting to answer this question, let us +be certain that we have the correct point of view of +the growing daughter’s ideal relation to the practical +affairs in the rural home. It seems to the +author that there is only one safe rule of procedure +here and that is, whatever the investment,—if +there be any at all,—it must be understood that +the ideal is one of developing the girl into a beautiful +womanhood and not one of making the investment +pay in the mere money sense of the term. In other +words, the business of the farm and the farm home +must serve directly the highest interests of the members +of the household, even though money accumulations +cannot, as a result, go on quite so fast. Or, as +we have put it several times before: The farm and +the live stock and all that pertains thereto must be so +managed as to contribute directly to the development +of the high aspects of character in the boys and girls, +and not as materials which the growing boys and girls +are to help build up and multiply.</p> + +<p><span class="pagenum"><a name="Page_248" id="Page_248">[Pg 248]</a></span>Now, if it still be insisted upon that the country +girl have a definite business relation to the affairs of +the home, there are two or three ways whereby this +may be accomplished. One method is to give the +girl a fixed and reasonable sum of money for whatever +she may do by way of helping in the house. Another +is that of providing a small investment in something +that may be expected to increase reasonably in +value and finally bring her a money return. Of the +two methods of procedure mentioned, it would seem +that the first is the more desirable. If the daughter +be given an interest in anything like the live stock +or some farm crop, the thing will not appeal to her +directly, and whatever interest she may have in it +will be a purely borrowed one. On the other hand, +if she be given a generous allowance for her services, +and during the younger years be trained in the expenditure +of this allowance, good results may be expected. +Similarly as with the boy, the growing girl must be +taught to look toward the future. A system of restraints +must be placed against her tendency to +squander her small income, and gradually she may be +trained to set aside a small portion of what she has +with a view to its being applied upon something of +her own later in life. It is perhaps too much to ask +the girl to save enough money to pay her way through +college, but there are many advantages in training +her to save for a certain portion of that expense. +Perhaps she may be able to buy her own clothes.</p> + +<p><span class="pagenum"><a name="Page_249" id="Page_249">[Pg 249]</a></span>It is not reasonable to assume that every well-trained +country girl will find it advisable to take a +college course. So, instead of saving up for college +expenses, she may be taught to lay by something for +the day of her marriage and with the thought of +helping equip a home of her own. As a matter of +fact, it is not a question of the specific purpose for +which the money may be set apart. The main +issue is that of staying by her day after day and week +after week, and guiding and advising her until she +finally acquires good sense, mature judgment, +and self-reliance in regard to the business affairs +that may be expected to constitute a part of her +life as a keeper of a home of her own.</p> + +<p><i>How the southern girls earn money.</i>—One of the +most interesting and significant modern movements +in behalf of juvenile industry is that of the Southern +Girls’ Tomato Clubs, originated in 1910 by Miss +Marie Cromer, a rural school teacher of North Carolina. +Thousands of young girls are now participants +in the new work, each one tending a small +plat of tomatoes and canning the produce for the +market. One girl is reported to have cleared $130 +from one season’s crop raised on one fourth of an +acre. The General Education Board and the National +Department of Agriculture have given liberal +support to this tomato-growing work.</p> + + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_250" id="Page_250">[Pg 250]</a></span></p> + +<h3>CHAPTER XVI<br /> +<br /> +<i>WHAT SCHOOLING SHOULD THE COUNTRY +BOY HAVE?</i></h3> + + +<p>It is a well-known fact that rural life conditions +have been changing rapidly within the past decade +or more. It has taken us a long while to get away +from the thought that the farmer is to be anything +other than merely a plain, coarse man, comparatively +uneducated and innocent of the ways of the world. +But we are at last seeing the light in respect to this +and many another such traditional belief of a menacing +nature. We are now looking forward expectantly +to the time when the rural community +shall contain its proportionate share of people +educated or cultured in the full sense of either of +these words.</p> + + +<h4><span class="smcap">Changes in rural school conditions</span></h4> + +<p>Many of those now in middle life can easily +remember when the farmer boy was sent to school +only during the time when his services were not +required for the performance of the work about the +field and the home. This period was narrowed down +to about three months in the year. After the +corn was husked in the fall, he entered school, usually<span class="pagenum"><a name="Page_251" id="Page_251">[Pg 251]</a></span> +about December first. And at the first sign of +spring, about March first, he was called away to +begin preparations for the new season’s crop. During +these sixty days, more or less, the growing lad +was supposed to pick up the rudiments of learning +and by the time maturity was reached to have worked +himself out of the ranks of the illiterate. So he did, +for he learned to read falteringly, to write a scrawling +hand, and to solve a few arithmetical problems.</p> + +<p>We observe the new order of things. In practically +all the states there have been recently enacted laws +requiring every normal child to attend school during +the entire term and to continue for a period of +seven or eight years. The splendid results of this +provision have only begun to be apparent, but +another decade will reveal them in large proportions. +Back of this new legislation in behalf of the boys +and girls is the new ideal of the possibilities and +the worth of the ordinary human being. We are +just beginning to understand this splendid truth; +namely, that with very few exceptions all of our new-born +young have latent within them all the aptitudes +necessary for the development of beautiful and +symmetrical character. The modern ideal of public +education recognizes two things: first, the right of +the child to the fullest possible development; and +second, the duty of society to see that the child +receive such training whether the parent may wish to +accord it to him or not.</p> + +<p><span class="pagenum"><a name="Page_252" id="Page_252">[Pg 252]</a></span>The author is especially desirous that the reader +appreciate the situation sketched in the foregoing +paragraph. What does it mean? It means that +our children are at last to have more nearly equal +opportunities of development, that their worthy +aptitudes or traits are to be brought out through +instruction and made to do service in the construction +of a sterling character. It means that we shall have +cultured artisans as well as cultured artists; that the +plain man behind the plow or in the workshop +shall be capable of thinking the big, inspiring +thoughts as well as the little, puny ones. It means +that there will spring up everywhere among the +ranks of those once regarded as low and coarse, a +magnificent society of men and women who, as individuals, +will feel and realize a secret sense of power +and worth, and who will shine in the light of a new +inspiration.</p> + + +<h4><span class="smcap">The boy a bundle of possibilities</span></h4> + +<p>It has been proved beyond question that the ordinary +child contains at birth potentialities of development +far greater in amount and variety than any +amount of schooling can ever bring into full realization. +If you will make a list of one hundred different +and highly specialized vocations, and pause for +a moment to contemplate the matter, you will +doubtless agree that any common boy might be so +trained as to some degree in any one of the hundred<span class="pagenum"><a name="Page_253" id="Page_253">[Pg 253]</a></span> +that he might be made to do fairly well in several of +them; and that he might become an expert in at +least one of them.</p> + +<p class="title"><span class="smcap">Plate XXVII.</span></p> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_34" name="Fig_34"></a> +<img src="images/plate_xxvii.png" width="500" height="365" alt="" title="Plate XXVII" /> +<span class="caption"><span class="smcap">Fig.</span> 34.—Only whittling. But in the case of these country boys it is thought of as not mere +idling, but as a pastime that leads toward the world of industry.</span> +</div> + +<p>So, there is little need of being worried over the +thought that the boy is a natural-born dullard, +without native ability to learn and finally to make his +way in the world. It is true that there is occasionally +a real “blockhead” among children, but such +cases are quite as rare as imbecility and physical +deformity. Indeed, such cases are nearly always +connected with one or both of the defects just named. +Then, while in the usual instance the child is to be +assumed to possess an ample amount of native +talent, one of the specific problems of his parents and +teachers is that of learning in time what his best +latent talent is, so that it may give proper incentive +and direction for his vocational life.</p> + + +<h4><span class="smcap">Classes of native ability</span></h4> + +<p>Roughly speaking there are three classes of native +ability in the human offspring: the super-normal, +the normal, and the sub-normal. The first is constituted +of the geniuses—few and far between, +perhaps one in a hundred to five hundred. The second +is composed of the great mass of humanity upon +which the stability of the race is built and out of +which the geniuses—and the majority of the sub-normals—spring +through fortuitous variation. The +third class is constituted of the feeble-minded, the<span class="pagenum"><a name="Page_254" id="Page_254">[Pg 254]</a></span> +imbeciles, and the exceedingly rare natural-born +criminals—altogether, perhaps one in every two +hundred or more of the population.</p> + +<p>Now, what we are trying to get at here is a fair +estimate of what the parent may reasonably look +for by way of a stock of native ability in his child. +The natural-born genius will be known by one special +mark; namely, he will be so strongly inclined toward +one special line of work or calling as to need no outside +stimulus or incentive to make him take it up. +Indeed, in the usual case of a pronounced genius it is a +very difficult matter to prevent the individual from +following out his one over-mastering predisposition.</p> + +<p>The marks of feeble-mindedness or idiocy are too +well known to need description. Such cases are also +so rare and so special in their manner of treatment as +to call for no extended discussion.</p> + + +<h4><span class="smcap">The great talented class</span></h4> + +<p>The great masses of humanity are constituted of +what we mean here by the talented. That is, as +described above, at birth they possess a large and +abundant stock of potentialities of learning and +achievement—much more than can ever become +actualized because of the comparatively limited time +and means for education and training. Of course, we +recognize that among the talented classes there is an +endless variety of combinations of abilities. So are +there many degrees of ability.</p> + +<p><span class="pagenum"><a name="Page_255" id="Page_255">[Pg 255]</a></span>But in addition to the foregoing marks of latent +ability in the great middle classes we must note a +distinctive feature of the development and education +of such classes. It is this: <i>The two great conditions +necessary for the successful development of the ordinary +child are stimulus and opportunity.</i> Unless the +slumbering talents be awakened by the proper stimuli, +they may slumber on throughout the whole lifetime +and no one detect their presence; and unless +opportunities for development be given to satisfy +the awakened talent, it may return permanently to +its condition of quiescence.</p> + +<p>In attempting to furnish the necessary stimuli and +opportunities for the development of his boy, the +farmer has—if he will only use it—a great advantage +over the city father. The great variety of +work-and-play experience afforded by the rural +situation, the fairly good general schooling now coming +more and more into reach of all farm homes, the +many conditions contributory to self-reliance and +independent thinking in the case of the boy—all +these raw materials of stimulus and opportunity lie +hidden about the common country home. But the +parents must themselves become wider awake to the +meanings and purposes of such materials, or otherwise +their value is lost through disuse. And again, it is +urged that parents make the same careful study of +their children as they do of farm crops and live stock. +See the reference lists following the first five chapters.</p> + +<p><span class="pagenum"><a name="Page_256" id="Page_256">[Pg 256]</a></span></p> + +<h4><span class="smcap">Round out the boy’s nature</span></h4> + +<p>Fortunately, the new provisions of the schools are +furnishing more and more definitely the equipment +and the course of training most necessary for the +masses of the growing children. Fortunately, too, +the illiterate father is not to be permitted to dictate +as to what subjects his boy is to study in the school, +there being not only compulsory attendance, but +strict requirements that every child pursue the prescribed +course. The time is fast approaching when +the rural parent in any community can feel assured +that this course of study has been mapped out by +expert authority in just such a way as to serve the +highest needs of his boy, the idea being to teach and +awaken every side of the young nature into its highest +possible activity.</p> + +<p>In the usual case it is a waste of time to attempt +to predetermine the boy’s vocational life before he has +gone at least well up through the intermediate grades +of the common school; and even then, there is usually +not much indication of what he is best suited for. +So, one of the great purposes of the common school +course is that of sounding the boy on every side and +in every depth of his nature, so to speak, in order to +find what is there, and to determine what he is by +inheritance best suited to do as a life work.</p> + +<p class="title"><span class="smcap">Plate XXVIII.</span></p> +<div class="figcenter" style="width: 600px;"> +<a id="Fig_35" name="Fig_35"></a> +<img src="images/plate_xxviii.png" width="600" height="373" alt="" title="Plate XXVIII" /> +<span class="caption"><span class="smcap">Fig.</span> 35.—An illustration of how to keep the boy on the farm. Every boy needs to +acquire early an intimate knowledge of some great industrial pursuit.</span> +</div> + +<p>The usual inclination of the rural parent is that of +looking at his son’s education too strictly in terms of +<span class="pagenum"><a name="Page_257" id="Page_257">[Pg 257]</a></span>dollars and cents and to be impatient at the thought +of the boy’s taking a broad, fundamental course of +schooling. Such school subjects as language and +composition are especially thought of as a useless +waste of time. But fortunately, as indicated above, +the choice is no longer left either to the boy or his +father. The former must pursue the subjects assigned +him and allow time to prove the wisdom of such +a procedure, as it most certainly will. Wherefore, +let the rural father attempt to think of his boy, not +merely as a coming money-maker, but as a coming +<i>man</i>; a man of power and worth and influence in the +community in which he is to live, a man of whom his +aged father in future time will be most proud, and +by whom he will be highly honored.</p> + + +<h4><span class="smcap">Other important matters</span></h4> + +<p>As suggested above, the evidence is very overwhelming +in effect that it is the duty of rural parents +to give their children a broad, general course of +training as a foundation for efficient life in any place +or position. Moreover, it must not be thought for a +moment that the legacy of money or property will +in any wise furnish a satisfactory substitute for such +a course of training. Mean-spiritedness and narrow-mindedness +are almost invariably prominent traits of +the man who has been prepared to know nothing +outside of his business even though that may be a +big business. On the other hand, extensive culture,<span class="pagenum"><a name="Page_258" id="Page_258">[Pg 258]</a></span> +including a character well developed in all of its +essential elements, is by far the best equipment that +can possibly be furnished the boy for his start in +life.</p> + +<p>Now, while the growing boy’s education must not +be especially prejudiced in favor of any particular +calling, there is no good reason why the farmer’s +son should not be given the benefit of every possible +intimate and wholesome relation to the father’s +work and business. That is, he must not be forced +to take up the vocation of farming, but he must be +given every opportunity to know its best meanings +and advantages. And if he is finally to leave for +some foreign occupation, he must go with a profound +sense of the possible worth and integrity of the calling +of his father. Then, in order that there may be +maintained most friendly relations between the farm +boy and the farm life, see to it that he has an occasional +outing. Widen the scope of his home environment +by means of sending him outside occasionally. +Let him go off to the state and county fair and learn +what he can there. Let him participate in the grain +and stock judging contests, as heretofore recommended. +Let him attend some of the larger sales +of blooded stock and learn there to know more intimately +the possibilities of animal husbandry. Accompany +him on a trip to the big city occasionally—under +proper provisions and restrictions—and help +him to acquire some valuable lesson which may be<span class="pagenum"><a name="Page_259" id="Page_259">[Pg 259]</a></span> +taken back to the rural community and used to the +advantage of the latter.</p> + +<p>Also, what about the literature in the home? +Although a chapter has already been given to the +matter, for the sake of emphasizing its great importance +it is again referred to here. Why not see to it +that there be secured a few enticing volumes of the +clean and uplifting sort? A very few dollars will +furnish the nucleus of a library of which the boy will +soon become proud. Ask the school superintendent +or teacher to make out a list of ten of the best books +for your boy and then secure these at once. Bring +into the home also one or two of the best standard +magazines and keep constantly on the table one or +more of the best and cleanest newspapers. Then, see +to it that the boy’s life be not so nearly dragged out +during the day’s work that he cannot spend thirty +minutes or more of each evening at the reading table.</p> + + +<h4><span class="smcap">Develop an interest in humanity</span></h4> + +<p>All education is for the sake of human welfare. +The thing learned like the material thing possessed +is most worth while in proportion as it serves some +high human purpose or need. There is abundant +opportunity to teach the country boy that education +cannot well exist for its own sake or purely for one’s +own selfish uses. So it is well early to awaken the +youth’s interest in people. Have him compare his +own lot with that of others in very different circum<span class="pagenum"><a name="Page_260" id="Page_260">[Pg 260]</a></span>stances. +Take him occasionally to the orphanage, +the industrial (reform) school, the imbecile and insane +asylums, the prisons, and the sweat-shops in the +city. Thus through acquainting him with how the +other half lives you may cause the boy to reflect seriously +on the best meanings and possibilities of his +own life, and to plan in his mind a splendid ideal of +integrity for his own coming manhood.</p> + +<p>The boy’s education is not going on rightly if he is +not being introduced to the current affairs of the +world. The literature suggested above should be +made to serve the purpose of bringing his attention +to these matters. He should become interested in +the political welfare of his community, his state, and +his nation, and learn to feel his responsibility in regard +to such things. But he will probably not voluntarily +acquire these better relations to society at +large. It should therefore be regarded as the urgent +duty of the parent to give the necessary guidance +and instruction.</p> + +<p>Finally, we must again be reminded of the high +ideals of education and culture necessary to, and +consistent with, substantial country life. The greatest +of producing classes—the agronomists—must +and can in time rank at the head of all others in moral +and intellectual worth. So, let the rural parent look +ahead and formulate in his own mind the splendid +vision of his son grown up to full maturity of all his +best powers. Let him see this future citizen as a<span class="pagenum"><a name="Page_261" id="Page_261">[Pg 261]</a></span> +man of magnanimity, of splendid personal force, and +of great constructive ability in the important work of +budding up the affairs of the community in which he +is to live.</p> + + +<p class="title">REFERENCES</p> + +<blockquote><p>Chapters in Rural Progress. President Kenyon L. Butterfield. Chapter +VI. “Education for the Farmer.” University of Chicago Press.</p> + +<p>Education for the Iowa Farm Boy. H. C. Wallace. Pamphlet. (Free.) +Chamber of Commerce, Des Moines.</p> + +<p>Value during Education of a life Career Motive. C. W. Eliot. Annual +Volume N.E.A., 1910.</p> + +<p>To keep Boys on the Farm. M. E. Carr. <i>Country Life.</i> April 1, 1911.</p> + +<p>Education Best Suited for Boys. R. P. Halleck. Annual Volume +N.E.A., 1906. p. 58.</p> + +<p>The Training of Farmers. Dr. L. H. Bailey. The Century Company. +Contains a statistical study of why boys leave the farm.</p> + +<p>The Best Thing a College does for a Man. President Charles F. Tawing. +<i>Forum</i>, Volume 18. p. 570.</p> + +<p>The Care of Freshmen. President W. O. Thompson. Annual Volume +N.E.A., 1907. p. 723.</p> + +<p>Proceedings of Child Conference for Research and Welfare. Page 142. +“The Discipline of Work.” Frederick P. Fish. G. E. Stechert & +Co., New York.</p> + +<p>The Young Man’s Problem. Educational Pamphlet No. 1. Society of +Sanitary and Moral Prophylaxis. New York. 10 cents. Every +parent should read this excellent discussion on sex education.</p></blockquote> + + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_262" id="Page_262">[Pg 262]</a></span></p> +<h3>CHAPTER XVII<br /> +<br /> +<i>WHAT SCHOOLING SHOULD THE COUNTRY +GIRL HAVE?</i></h3> + + +<p>Perhaps it need not be urged that the country girl +be provided with the same general educational advantages +as those outlined for the country boy, as +the plain demands of justice would mean as much. +She, too, must be thought of as possessing all the +beautiful latent possibilities, and high ideals of personal +worth and character should be constantly +entertained for her in the minds of her parents. +And then, they must allow no ordinary business concern +about the farm home to stand in the way of her +unfoldment in the direction of these higher ideals.</p> + + +<h4><span class="smcap">Special problems relating to the girl</span></h4> + +<p>Over and above those provisions which relate to +the general development of the country boy there are +several special considerations in reference to his +sister. For example, she has a more delicate physical +organism which must be shielded, especially at times, +against the heavy drudgery that will naturally fall +upon her willing shoulders. And then, the standards +require of her rather more of refined manners +than they do of her brother. Moreover, it may be<span class="pagenum"><a name="Page_263" id="Page_263">[Pg 263]</a></span> +shown that a refined and attractive personality will +become a larger asset in her life than in his. Comeliness +and habitual cheerfulness and numerous other +like qualities must be thought of as necessary and +helpful characteristics of the well-reared country +girl. It will also be much to her advantage to have +some special training in at least one of the so-called +fine arts. Let her have her musical education or +some advanced work in literature or painting. A +sum of money invested in something of this sort while +the daughter is growing may be considered a far +better investment than if the same amount were laid +away to invest in a dowry.</p> + + +<h4><span class="smcap">Protecting the girl at school</span></h4> + +<p>It is not merely obligatory that the farmer send +his young girl to the district school regularly, and +thus round out her nature symmetrically through +instruction in all the common branches. The delicate +nature of the normal girl requires far more protection +than is often accorded it. Unlike the city +walks and pavements, the country road leading to +the schoolhouse is often menaced by muddy sloughs, +tall vegetation, and deep snow banks. Wading +through such places, especially in bad weather, gives +undue exposure, the feet frequently becoming wet +and the body thoroughly chilled. Many children sit +all day in the schoolroom in this condition. As a +result of the lowered vitality the incipient forms of<span class="pagenum"><a name="Page_264" id="Page_264">[Pg 264]</a></span> +various diseases enter the body, there perhaps to +return intermittently and with more serious effects +as the life advances.</p> + +<p>What may be done as preventive measures, it is +asked. Simply this: Prepare a better road from the +home to the schoolhouse, by putting in foot crossings +over ravines, by mowing weeds and grass, by filling +and draining low places, and the like. On stormy +days and on occasions when the young adolescent +girl is passing through her monthly period of weakness—one +especially endangering the health—it will be +advisable to provide a conveyance to school and back.</p> + +<p>Country parents also often need to be cautioned +in regard to over-working the school girl. Some even +require her to do practically the same amount of +work as she could well endure were there no extra +burdens at school. Manifestly, this is both unjust +and injurious. Observe the conduct of the young +school girl for a few days. If there is no song and +laughter in her life; if she is not ruddy in complexion +and buoyant of step; if she mopes and drones about +the place; do not censure her, but seek a constitutional +cause and watch for evidences of an over-requirement +of work.</p> + +<p>The close inspection of the health of school children, +now conducted in many cities, brings out the +somewhat startling fact that many boys and girls +come to the class room every morning fatigued and +depressed beyond the point of effective study. The<span class="pagenum"><a name="Page_265" id="Page_265">[Pg 265]</a></span> +old way was to call them dullards, to punish them, +to shame them out of the school, to humiliate their +parents. The new method of dealing with such children +calls for scientific measures. First, the exact +conditions are ascertained by experts; second, the +parents are urged and helped to provide for the child +more sleep, better food, more fresh air in the living +chambers, more recreation, a relief from over-work, +or some special medical care—as the particular case +may demand.</p> + +<p>If one wishes full evidence of the effective gain for +studentship that results from the new manner of +treatment of the dull and backward pupil, let him +examine the many reports of individual cases as published +in the <i>Psychological Clinic</i> at the University +of Pennsylvania, especially the issues of 1909-1910. +The indifference or the thoughtlessness of country +parents may easily allow for the existence of the +foregoing bad physical conditions in the case of their +own daughter, and as a result her otherwise promising +life may become permanently blighted.</p> + + +<h4><span class="smcap">Lessons in music and art</span></h4> + +<p>The ordinary farmer needs to learn to take more +pride in his daughter and in her accomplishments. +The time will come when he will be far more proud +of her wealth of character than he will be of her wealth +of material goods. A country father of moderate +means bought a first-class piano for his two girls and<span class="pagenum"><a name="Page_266" id="Page_266">[Pg 266]</a></span> +employed a music teacher. “You may think that +I cannot afford such things,” said he. “But I can. +I am running this farm for the good it will do my +family.” He was a true philosopher, as well as a +successful farmer.</p> + +<p>It is entirely practicable and most helpful to her +development to provide that the country girl be given +instruction in music, or art, or something special and +advanced in the form of needlework. In its best +sense this special instruction will not be thought of +as vocational training, but rather as a necessary +manner of giving permanent expression to her æsthetic +nature. The author believes that the matter +should be stated even more emphatically. That is, +not to give the normal girl some such means of indulging +her æsthetic tastes is seriously to neglect her +education, if not to do her a permanent wrong.</p> + +<p>While vocational training and economic advantages +are important secondary considerations in connection +with the daughter’s instruction in the fine arts, the +father who helps her become an amateur in one of these +lines thereby renders her a splendid service for life. +It is neither very difficult nor very expensive to +arrange to have the girl go to the near-by town or to +a neighbor’s once or twice per week where she may +receive competent instruction in music or painting. +To make the arrangement most effective there will +need to be a musical instrument in her own home, a +conveyance at her ready disposal, and a regular<span class="pagenum"><a name="Page_267" id="Page_267">[Pg 267]</a></span> +allowance of time for practice. No just and affectionate +parents can deny their young daughter any +fewer advantages than these, if the means for securing +them can at all be acquired.</p> + + +<h4><span class="smcap">The reward will come in time</span></h4> + +<p>The lessons in painting or fine needlework may be +provided for in the same way. If the expense seems +heavy, the far-sighted parents will think of their +declining days of the future and imagine the large +return the daughter may render them through the +skill which they have been instrumental in developing +in her.</p> + +<p>But without waiting for old age to overtake them +the father and mother of the girl artist may derive +some benefits from her work. She may furnish the +table service with hand-painted chinaware or adorn +the walls of the home with attractive paintings. And +also, as heretofore indicated, the daughter may herself +in time conduct a class of amateur students of the +fine art in which she has made preparation.</p> + +<p>One word of precaution must be offered in reference +to the training here considered. In the usual +case the girl is not started young enough. Her +advancement in the music, for example, is likely to be +much more rapid and her skill much more marked, +if the age nine to eleven, rather than five or six +years later, be chosen as the beginning time. The +author has witnessed many pathetic instances of<span class="pagenum"><a name="Page_268" id="Page_268">[Pg 268]</a></span> +adult girls in a desperate attempt to master the mechanical +part of the introductory music. The extra +amount of desire and effort possible at this more advanced +age do not nearly compensate for the better +memory and the greater facility of hand and finger +movement possible at the earlier age. This same +general law of early beginning probably holds good +in respect to the other fine arts.</p> + +<p>In relation to all the foregoing seemingly trivial +matters there comes to mind what is perhaps the +most serious problem that confronts practically +every well-reared young woman; namely, that of her +successful marriage to a worthy young man—a +subject to be discussed at length in another paper. +And so it is contended that if her future happiness or +well-being be a consideration, if the realization of +her fondest hopes and her instinctive desires be +worthy of the thought of her parents; then, they +must by all means see that some of the foregoing +refining qualities become woven into her whole +character during the formative period. Thus she +may be given practically every possible advantage +in finding that true life companion.</p> + + +<h4><span class="smcap">The mother’s office as teacher</span></h4> + +<p>In his usual familiar and straightforward way +“Uncle” Henry Wallace thus addresses the country +mother through the medium of an editorial in <i>Wallaces’ +Farmer</i>:—</p> + +<p><span class="pagenum"><a name="Page_269" id="Page_269">[Pg 269]</a></span>“It is the mother that shapes and molds the character +of the girl. If she is sweet spirited, looks out +upon the world hopefully and desirous of seeing the +best in men and women, her daughters will as a rule +have the same sort of outlook. If she permits gossip +and fault-finding at the table, her daughters may +reasonably be expected to do likewise. If she sharply +criticises the preacher’s sermon at the Sabbath +dinner, she need not expect her daughters to become +devout. If she is a poor housekeeper, how can she +expect her daughters to excel in that finest of all +arts? We know something of the depth and tenderness +of a mother’s love, how earnestly she seeks the +welfare of her daughter; but if she has a wrong conception +of what is best in life, even this unspeaking +affection may be the source of evil instead of good.</p> + +<p>“One of the first things you should consider about +that girl of yours is her health. Give her plain food +and plenty of it, sensible clothing, a well-ventilated +and well-lighted room, and all the exercise that she +wants, even if she does seem to be something of a +tomboy; and, barring accidents, she will usually be +healthy through early girlhood. When she begins +to develop into womanhood is the time for you, +mother, to do what no one else can. Tell her about +herself, about the changes that must come, and about +the care she must take of herself if she is to be a +healthy and happy wife and mother. A mistake +here through false modesty is often the source of +trouble for years to come.”</p> + +<p><span class="pagenum"><a name="Page_270" id="Page_270">[Pg 270]</a></span></p> +<h4><span class="smcap">Home-life education</span></h4> + +<p>This book is based on the assumption that every +good young woman is good for something of a practical +nature. In considering the make-up of such a +character, it seems reasonable to assert that no other +qualities stand out more prominently than the trained +ability to carry on successfully the work of the household. +The necessary drudgery of the home life seems +to be the greatest burden that modern society has +placed upon women. Proportionately great should +be the preparation to bear this burden. The ideal +to be realized is, perhaps, not that the girl may be +enabled to do more of such work, but that she may +be trained to be true mistress of it. Woman’s work +is never done, and it never will be, no matter how +many worthy women kill themselves in an attempt +to finish it. So the greatest thing to be desired in +respect to this unending round of toil and drudgery is +that of a well-poised, spiritually-minded character, +such as may enable its possessor to sit down at the +end of a working period unusually long and in spite +of the confusion and unfinished business restore the +composure and keep in touch with the higher implications +of life.</p> + +<p>It is not really a difficult matter to teach the ordinary +growing girl to work and perform faithfully all +of her assigned duties. It is more of a task to teach +her how to quit when she has worked long enough<span class="pagenum"><a name="Page_271" id="Page_271">[Pg 271]</a></span> +and thereby to preserve her health and prolong her +services.</p> + +<p class="title"><span class="smcap">Plate XXIX.</span></p> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_36" name="Fig_36"></a> +<img src="images/plate_xxix.png" width="500" height="313" alt="" title="Plate XXIX" /> +<span class="caption"><span class="smcap">Fig.</span> 36.—These country boys and girls supply the home neighborhood with the produce from the school +garden. Such work is first-class vocational training.</span> +</div> + +<h4><span class="smcap">Education for supremacy</span></h4> + +<p>It is unquestionably a splendid aid to successful +womanhood for the growing girl to be taught how to +cook and sew and take care of a house. But as a +guarantee of peace and happiness throughout life +she had better be taught many specific lessons in +self-mastery. And it seems certain that the farm +home offers many more advantages for developing a +poised character in the young woman than does the +city home. So let it be seen to by country parents +that their girls be trained from childhood to meet +life’s stress and storm with calm composure and sweet +serenity. Only such training will suffice to tide the +latter over the great crushing ordeals that tend at +some time to fall to the lot of every good woman.</p> + +<p>Conditions in the well-ordered country home may +be made to contribute to another form of self-mastery +in the growing girl. That is, she may be made supreme +over the conventionalities of dress and the +social customs that touch her life. By this it is not +intended to prescribe in respect to such things as the +style or appearance of the young woman’s clothing. +She may be first or last or medium in the list of the +well-dressed. But it is here contended that she can +be trained to subordinate these matters to a personal +charm that is her very own, and that emanates from a +beautiful and well-poised life within. It is quite as<span class="pagenum"><a name="Page_272" id="Page_272">[Pg 272]</a></span> +destructive to good character for one to be meanly +clothed through necessity and at the same time envy +and despise those who are better dressed as it is to be +among the richly adorned and try to make mere +adornment a mark of better and superior rank in +society, or a means of lacerating the feelings of one’s +associates.</p> + +<p>The country mother will let pass one of the rarest +forms of opportunity for refining and beautifying +the character of her daughter if she does not educate +the latter rightly in respect to these conventionalities. +Train her to be neat and attractive in appearance, +but at the same time teach her that no manner of +outer adornment can cover up or substitute for sweetness +and purity of the inner life. The splendid effects +of such an education will reveal themselves to best +advantage in the young woman when she has finally +entered a home of her own. If she cannot then and +there shine in a light that emanates from her own +soul, the sacrificial work of ministering to the needs +of her own household will never be well performed.</p> + + +<h4><span class="smcap">An outlook for social life</span></h4> + +<p>Provision will by all means be made that the growing +country girl be introduced to the best social life +within reach. She must mingle with those of her +own age and learn how others think and act. She +must attend parties and the other social gatherings, +especially the literary societies if there be any avail<span class="pagenum"><a name="Page_273" id="Page_273">[Pg 273]</a></span>able. +For the sake of her training, if for no better +reason, she may be brought into close relation to the +Sunday school and the church. It will be good, indeed, +if she find some congenial work in one or both +of these organizations. Let it be remembered that +the healthy-minded, well-matured woman is very +probably at her best and is most highly satisfied and +contented with life only when she has opportunities +to perform some kind of worthy social service. Farm +parents may well bring it about, therefore, that their +young daughter have some specific deeds of altruism +to perform. Let her carry a small gift or a word of +cheer to the door of the sick or the infirm. Let her +make with her own hands some simple, inexpensive +present to be carried to the one who needs it most and +whose heart will be made glad by it.</p> + +<p>Above all things else, it must be provided that something +more than the mere grasping nature of the +young country girl be indulged and developed. Some +there are who still contend that life for men is, at its +best, a game of chance and contention. But such an +ideal, if held up to the growing girl, will tend to check +or destroy all that is best and most beautiful in the +feminine nature. Young women especially must +learn through practice that the best and most beautiful +character is altogether consistent with the performance +of deeds of service and altruism.</p> + +<p>Finally, educate into the daughter as much habitual +cheerfulness as possible, let her heart be made glad<span class="pagenum"><a name="Page_274" id="Page_274">[Pg 274]</a></span> +again and again, not merely because of what she has, +and because of what she receives day by day, but also +and especially on account of what she gives out of +the best and sweetest of her own nature in behalf of +those whom she may find occasion to help and cheer +on their way over the journey of life. All this will +help to make her a creature of whom not only the +other members of her family, but also the entire community +will be most proud.</p> + + +<p class="title">REFERENCES</p> + +<blockquote><p>My Escape from Household Drudgery. Mary Patterson. <i>Success +Magazine</i>, August, 1911.</p> + +<p>Proceedings of Child Conference of Research and Welfare. Beulah +Kennard. Page 47, “The Play Life of Girls.” G. E. Stechert & +Co., New York.</p> + +<p>Women’s School of Agriculture. I. H. Harper. <i>Independent</i>, June 29, +1911.</p> + +<p>The Girl of To-morrow—Her Education. E. H. Baylor. <i>World’s +Work</i>, July, 1911. Prize essay.</p> + +<p>Education of Women for Home Making. Mrs. W. N. Hutt. Annual +Volume N.E.A., 1910, p. 122.</p> + +<p>Give the Girls a Chance. Canfield. <i>Collier’s</i>, March 12, 1910.</p> + +<p>The Durable Satisfactions of Life. Charles W. Eliot. Pages 11-57, +“The Happy Life.” Crowell.</p> + +<p>The Kind of Education Best Suited for Girls. Anna J. Hamilton. +Annual Volume N.E.A., 1907. p. 65.</p> + +<p>Parasitic Culture. Dr. George E. Dawson. <i>Popular Science Monthly</i>, +September, 1910.</p> + +<p>Training the Girl to help in the Home. William A. McKeever. Pamphlet. +2 cents. Published by the author. Manhattan, Kan.</p></blockquote> + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_275" id="Page_275">[Pg 275]</a></span></p> + +<h3>CHAPTER XVIII<br /> +<br /> +<i>THE FARM BOY’S CHOICE OF A VOCATION</i></h3> + + +<p>Turn which way you will upon the great broad +highway of life and there you will always be able to +find the wrecks and broken forms of humankind—men +and women who have failed in their life purposes. +Strange to say, that particular aspect of the +science of character-building which has to do with the +substantial preparation for vocational life has been +very much neglected. By what rule do men succeed +in their callings and by what different rule do +other men fail? Are some foreordained to success +and others to failure? Is there an inherent strength +in some and a native weakness in others? Is there a +type of education and training which specifically fits +and prepares for each of the native callings? None +of these questions has been thoroughly gone into +with a view to finding out what were best to be done +and what best to leave undone. So, we blunder +away, hit or miss, in the vocational training of our +boys and girls.</p> + + +<h4><span class="smcap">Should the farmer’s son farm?</span></h4> + +<p>In attempting to give helpful suggestions to farm +parents relative to their boy’s vocation, perhaps this<span class="pagenum"><a name="Page_276" id="Page_276">[Pg 276]</a></span> +question will first demand an answer. The tentative +reply to it is this: The farmer’s son, or any other +man’s son, should follow that calling for which he is +best suited by nature and in which he will thereby +have the greatest amount of native interest; provided +it be practicable to prepare him for such calling. +Some farm boys are destined by nature for mechanical +pursuits, others for social or clerical work, +others for captains of industry, and so on. Likewise, +the city boys may reveal in their natures a great +variety of instinctive tendencies and interests which +will be found of great worth in guiding them into a +successful life occupation.</p> + +<p>Yes, the farmer’s son should by all means take up +his father’s business; provided that at maturity he +may have both native and acquired interest in the +same and that to a degree predominating any other +native or acquired interest.</p> + + +<h4><span class="smcap">Impatience of parents</span></h4> + +<p>It can be proved that the country boy matures +more slowly than the city boy. For example, at the +age of sixteen, he is behind the latter in height, weight, +school training, and sociability. But while the city +boy matures more rapidly, the country boy makes +up for the loss by a longer period of development. It +is the author’s firm belief that this fact of slow growth +proves a tremendous advantage to the country youth +in that it allows for greater stability of character,<span class="pagenum"><a name="Page_277" id="Page_277">[Pg 277]</a></span> +and especially for a greater amount of courage and +aggressiveness in form of permanent life habits.</p> + +<p>But one might well wish that all rural parents could +realize the evil consequences of being impatient with +the son in respect to his choice of a life work. Many a +good boy yet in his teens is hounded and driven about +by the continuous nagging of his parents, who ignorantly +believe that he should have his future destiny +all planned and ready for its realization. As a +result, this same good boy is often driven to desperation +and to the point of leaving the home place—of +breaking away from the affectionate ties that bind +him to parents, and of seeking the position wherein +he might earn a living. As a matter of fact, few +young men have any very clear or reliable vision of +their future life at the age of eighteen, or even twenty. +Many of the best men in the world are faltering and +uncertain even as late as twenty-five. However, if +the relatives and friends would only exercise all due +patience, offering only such helps and suggestions +as can be given, and trusting the future finally to +throw upon the problem a light from within the +youth himself—then, we may be assured, practically +every man will finally come to some line of +effort that will bring him a comfortable living.</p> + + +<h4><span class="smcap">What of predestination?</span></h4> + +<p>The old-fashioned idea of a boy’s being marked +by the hand of destiny, “cut out for” some particular<span class="pagenum"><a name="Page_278" id="Page_278">[Pg 278]</a></span> +calling in life, still has a place in the minds of the +masses. The kindred belief that some men are +“natural-born failures” has also wide currency. +A third superstition is the very common opinion +that others are “just naturally lucky.” All these +traditional opinions are the outgrowth of ignorance of +human nature such as may be dispelled by means of +a course of instruction, or a carefully arranged +course of home reading, in modern psychology.</p> + +<p>None of the foregoing superstitions would be +worthy of our attention were it not for the gross injustice +which they entail upon children. Parents +everywhere—in both city and country—are dealing +with their children upon the assumption that one +and all of these fallacies are true. “My oldest boy +just naturally has no luck,” said the father of three +sons and two daughters. “He changes around from +one thing to another and fails every time.” But +what of this particular boy’s early training? Was +it the same as that of the others? Did he enjoy +equal advantages? Did his parents when married +really know anything about rearing children? or, did +they really mistreat their first-born through ignorance +and use him as a sort of practice material from which +they learned how to do better by the succeeding ones?</p> + +<p>Until the foregoing inquiries about the “unlucky” +son’s boyhood life be fully answered, we cannot +reasonably permit ourselves to condemn him. There +is nothing more in predestination than this; namely,<span class="pagenum"><a name="Page_279" id="Page_279">[Pg 279]</a></span> +it can be shown that the child is born with not +a few latent abilities—aptitudes for doing and +learning this and that—and that one of these +aptitudes is likely to have correlated with it more +than the average amount of nerve development +in the corresponding brain center. As a result, +that particular aptitude will require less training +than the others and will tend to predominate over +them as maturity is approached.</p> + +<p>The reply of the psychologist to the statement +that some men are “natural-born failures,” is +this: Few if any of those possessed of ordinary +physical and mental qualities at birth are necessarily +so. Excepting the feeble-minded and the like,—whose +marks of degeneracy are usually apparent to +all,—it may be asserted on the highest authority +that none are “natural-born failures” to any greater +extent than they are “natural-born successes”; but +that they have within the inherited nerve mechanisms +many possibilities of both success and failure.</p> + + +<h4><span class="smcap">Three methods of vocational training</span></h4> + +<p>We should be willing to overlook almost any other +interest in this discussion for the sake of inducing +in the farm father the belief that his young boy is +a potential success—the belief that this boy is +furnished by nature with the latent ability to shine +somewhere in the broad field of human endeavor—provided +he be rightly trained and disciplined during<span class="pagenum"><a name="Page_280" id="Page_280">[Pg 280]</a></span> +his growing years. Here, then, is probably the +greatest of all the human-training problems; namely, +the vocational one.</p> + +<p>Roughly speaking, there have been three methods +of vocational training.</p> + +<p>1. <i>The apprentice method.</i>—First, historically +there has been the apprentice method, the youth +being “bound out to learn a trade.” The chief +faults of this traditional way of teaching the boy +to be self-supporting were these: it made no allowance +for intellectual development, and it gave the +father too much authority to choose the calling for +the boy.</p> + +<p>A modern offshoot of the old-time apprentice +course is the trade school which flourishes in many +of the big cities to-day. This new institution has one +great advantage over its prototype. It offers such +a great variety of forms of training that the youth +may exercise much free choice. But it preserves +one of the serious defects of apprenticeship in its +neglect of the intellect of the learner. The modern +trade school can never hope to do more than prepare +young men and women to make a good living. It is +a get-ready-quick institution, and can never be +expected to give the student breadth of view and +depth of insight into the great problems of human +life.</p> + +<p>2. <i>The cultural method.</i>—The second-oldest +method of preparing men for a vocation is what<span class="pagenum"><a name="Page_281" id="Page_281">[Pg 281]</a></span> +has been called the cultural method. It has aimed +at high advancement in book learning with the +thought of finally enabling the student to enter a +professional class comparatively few in numbers +and supposed to possess a superior advantage over +the great mass of human kind. One fault of this +method has been to emphasize learning for its own +sake and to defer too long the training of the individual +in the material and practical side of his calling.</p> + +<p>But the chief fault of this cultural method has been +its contempt for common labor and ordinary industry, +its theory being that true education prepares one to +avoid such practices. If the young man wished to +prepare for law or medicine or teaching or the +ministry,—one of the “learned professions,”—then +the old classical school was at his service. But if he +would become a mere artisan or industrial worker, +there was no advanced course of schooling available.</p> + +<p>3. <i>The developmental method.</i>—The third and +newest method of preparing the young person for +his vocational life is in reality a compromise between +the first and second. It provides that the learner +shall have book instruction and industrial training +at the same time, and that both of these are to be +regarded as cultural, since taken together they +prepare for independence of thought and action, and +for the vocation, as well. This new method of +preparing young people for their life work would +call nothing mean or low. It aims to serve all<span class="pagenum"><a name="Page_282" id="Page_282">[Pg 282]</a></span> +impartially in their struggle for self-improvement +and vocational success. But its motto is the development +of head and hand together. It seeks +to produce cultured handicraftsmen as well as cultured +artists and professional men.</p> + + +<h4><span class="smcap">The farmer fortunate</span></h4> + +<p>Our justification for the foregoing somewhat +lengthy discussion of the different theories of education +is that of wishing to be certain of bespeaking +the father’s patience and forbearance in the preparation +of his son for the vocational life. The +farmer is most fortunate in having ready at hand a +large amount and variety of industrial practice +to supplement the boy’s book lessons. In this respect +he probably has a superior advantage over all other +classes.</p> + +<p>But in guiding his boy gradually toward the +vocational life the farm father can easily mistake +what is merely a passing interest on the former’s +part for a permanent one. The carefully kept +records of farm boys show that they take up many +different lines of work with great enthusiasm, and +yet soon tire of them and drop them. These serial +and transitory interests are usually mere juvenile +responses to the awakening of some new nerve +centers. They are not much different in nature from +the brief passing interest which the child has in his +various playthings.</p> + +<p><span class="pagenum"><a name="Page_283" id="Page_283">[Pg 283]</a></span>Now, the chief function of these transitory interests +in special forms of work and learning as shown by +the young growing boy is this: to furnish the +occasions for a great variety of activities and practices +for trying him out on all the possible sides of his +nature. Not one of these intense boyish interests is +necessarily very directly preparatory to his final +choice of a vocation, while all are indirectly so. +Therefore, if the fifteen-year-old son chances to +win in a corn-raising contest, or at a live-stock exhibition, +or if he manifests unusual interest in arithmethic, +declamation, or nature study, do not regard +any of these as necessarily pointing to his best +possible vocational work. Presumably, at such +an undeveloped age, he is still in possession of some +latent interests and aptitudes, one of which may +far outweigh any such thing hitherto awakened +in his life. Give him time to mature and, if at +all practicable, send him on to college.</p> + + +<h4><span class="smcap">What college for the country boy</span></h4> + +<p>It is the opinion of the author that the State +Agricultural College, as now situated and organized, +is the ideal institution of higher learning for the +country-bred youth. It offers him every reasonable +incentive and opportunity for continuing in the +calling of his father, if he be so inclined, while at +the same time it gives instruction in many other +departments of learning. Whether the state in<span class="pagenum"><a name="Page_284" id="Page_284">[Pg 284]</a></span>stitution +be a separate one or merely a college within +the organization of the state university matters +little. In either case the young man will be brought +within reach of a course in scientific farming, stock +raising, horticulture, and the like, either to choose +or let alone—and the so-called cultural work will +still be there for the taking.</p> + + +<h4><span class="smcap">The foundation in work</span></h4> + +<p>Many rural parents, weighted down with the over-work +of the farm, cherish and express a very earnest +desire that their sons may find some easier form of +earning a living. So they deliberately plan with +the boy the “easy” course to be pursued. Said +one such farmer: “Wife and I decided that there +would not be much in it for Henry except hard work +if he settled down on the home place, so we decided +to send him to college and educate him for something +that offered less work and more pay.” So they +shielded the son from the heavier duties of the farm +and encouraged in every way the boy’s thought of +an easy way to success.</p> + +<p>But one thing these well-meaning parents failed +to foresee. That is, when the boy entered college, he +began to look for that same sort of royal road to +learning. The assigned lessons and tasks soon took +the appearance of drudgery and he dodged and +avoided them wherever possible. In less than a year +the youth had failed at college and was back home.<span class="pagenum"><a name="Page_285" id="Page_285">[Pg 285]</a></span> +“The confinement of the college did not agree with +his health.” More than three years have passed +since, and the boy has spent the time drifting from +one “job” to another and all the while growing +weaker in character and integrity.</p> + +<p>Here we have but another instance of the old, old +story, with its tragic aspects. Yet, nearly all the +faltering, vacillating men now drifting about the +country might have been saved through careful training +in the performance of work. The boy who would +be insured success in his coming vocation must be +required to buckle down to solid work of a kind +and amount to suit his years and strength. He must +learn through the character-building experience of +toil, not only what it means to stay by an assigned +duty till it is performed, but he must also experience +the unfailing joy of work well done. He will thus +have the advantage of the spur of successful effort and +acquire the beginnings of that splendid self-reliance +which is a distinguishing mark of all successful men.</p> + + +<h4><span class="smcap">Clean up the place</span></h4> + +<p>But there is a sort of drudgery and of ugliness +against which the boy’s nature instinctively rebels, +and it ought to. By this we mean to refer to the +actual conditions of over-work and the accompanying +run-down appearance that characterizes so many +farm homes to-day. No wonder the boys hasten +away to the city to find a “job.”</p> + +<p><span class="pagenum"><a name="Page_286" id="Page_286">[Pg 286]</a></span>Why not clean up the place by cutting away the +underbrush and weeds, by planting shade trees +and repairing fences and out buildings, by painting +and renovating the house and barn?—and all +this as an investment in behalf of the children and +their possible future interest in the farm home as +the best place on earth in which to dwell? All +this and more might be urged as means of guiding the +thoughts of the farm boy towards the possibilities +of his taking up the calling of his father. And +while all these material advantages may not serve to +overcome the natural tendency of the young man to +seek a radically different type of occupation, they +will at least make it more certain that his natural +abilities for an agricultural pursuit were not left +unawakened.</p> + + +<h4><span class="smcap">Money value of an agricultural education</span></h4> + +<p>The College of Agriculture in Cornell University +some time ago made an inquiry into the educational +status of the farmers in a certain county of New +York. It was found that out of 573 farmers, 398 +had not advanced farther than the district school, +165 had attended high school one or more years, +and 10 had received a college education. The 398 +who had attended district school only were receiving +yearly for their labor $318; the 165 farmers of high +school education were receiving annually $622; +and the 10 who had attended college one or more<span class="pagenum"><a name="Page_287" id="Page_287">[Pg 287]</a></span> +years were receiving an average of $847 income for +their services.</p> + +<p>The foregoing investigation is at least suggestive +in its results. It tends to prove that there is an +actual earning-capacity value in the higher agricultural +education. While the matter has never been +extensively studied, it can doubtless be shown that +the graduates of the agricultural course are receiving +much larger incomes than any of the classes named +above. In addition it can doubtless be shown that +these graduates are better equipped, not only for +earning a livelihood, but for substantial citizenship. +Of course there are many notable exceptions to this +rule, but the rule is, nevertheless, general.</p> + +<p>Now, if the farm parent wishes to figure his boy’s +future on the basis of money-earning capacity, he can +easily be shown that the higher schooling in the +average case increases such capacity. In addition +there is abundant evidence of the fact that the +higher schooling gives the young man a much +better equipment for serving the society in which +he is to live.</p> + + +<h4><span class="smcap">A successful vocation certain</span></h4> + +<p>Finally, it may be said that the successful vocational +life of the ordinary country-bred boy may be guaranteed +as practically certain, provided he have every +ordinary advantage of development and training +of which he is capable. Train him early in lessons of<span class="pagenum"><a name="Page_288" id="Page_288">[Pg 288]</a></span> +obedience and work; make his life more wholesome +through ample play and recreation; see that he +learns how to earn money and how to save a part +of his earnings; provide that he attend the public +school regularly until at least the grammar grades +be finished; give him an opportunity to become personally +interested in the business side of the farm +life; allow him opportunities to mingle with the +cleanest possible society of his own age; and then +await patiently his own inner promptings as to what +line of work he should take up. A college course +may prove necessary in order to help him uncover +deeper and better levels that lie hidden in his nature. +Then, after he has chosen a calling in this careful +and reliable way, with all your might, mind, and +soul encourage and support him in his efforts! This +is practically the only way to make a big, efficient +man and citizen of your boy and to make his calling +a <i>divine</i> calling.</p> + + +<p class="title">REFERENCES</p> + +<blockquote><p><i>Vocational Education.</i> Published bi-monthly. $1.50 per year. The +Manual Arts Press, Peoria, Ill.</p> + +<p>Vocational Education. John M. Gillette. Chapter VI, “Importance +of the Economic Interest in Society.” American Book Company.</p> + +<p>Vocational Guidance of Youth. Meyer Bloomfield. Chapter II, +“Vocational Chaos and its Consequences.” Houghton, Mifflin +Company. The entire volume is most timely and helpful.</p> + +<p>The Problem of Vocational Education. David Snedden, Ph.D. Houghton, +Mifflin Company.</p> + +<p>New Type of Rural School House. W. H. Jenkins. <i>Craftsman</i>, May, +1911.</p> +<p><span class="pagenum"><a name="Page_289" id="Page_289">[Pg 289]</a></span></p> +<p>Vocational Direction, or The Boy and his Job. <i>Annals American Academy</i>, +March, 1910.</p> + +<p>Education for a Vocation. President’s address before the N.E.A. +Annual Volume, 1908, p. 56.</p> + +<p>Vocational Direction. E. W. Lord. <i>Annals Academy of Political and +Social Science</i> (Philadelphia), March, 1910.</p> + +<p>Social Phase of Education. Samuel T. Dutten. Page 143, “The Relation +of Education to Vocation.” Macmillan. The entire book is +sound and sane.</p> + +<p>Income of College Graduates Ten Years after Graduation. H. A. Miller. +<i>Science</i>, Feb. 4, 1910.</p> + +<p>Occupations of College Graduates as Influenced by the Undergraduate +Course. F. P. Keppel. <i>Educational Review</i>, December, 1910.</p> + +<p>Assisting the Boy in the Choice of a Vocation. Pamphlet. Wm. A. +McKeever. Manhattan, Kan.</p></blockquote> + + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_290" id="Page_290">[Pg 290]</a></span></p> +<h3>CHAPTER XIX<br /> +<br /> +<i>THE FARM GIRL’S PREPARATION FOR A +VOCATION</i></h3> + + +<p>What, may we ask, are rural parents doing in +regard to the careful preparation of their growing +daughters for the vocational life? The author has +frequently asserted that many a farmer is to-day +giving vastly more thought to the question of preparing +his live stock for the money market than to +preparing his girls for their life work. The seriousness, +the well-nigh cruelty, of this situation becomes +apparent only when we inquire into the facts. How +long must this carelessness continue? How long will +farmers remain indifferent to the tremendous responsibility +of giving their children every possible +aid in the direction of a high and worthy occupation? +Their chief concern continues to be centered too +exclusively upon the cattle and the hogs and the corn. +Are the boys and girls to be left to shift for themselves? +And are they to continue to have their +careers determined by mere chance and incident?</p> + +<p class="title"><span class="smcap">Plate XXX.</span></p> +<div class="figcenter" style="width: 600px;"> +<a id="Fig_37" name="Fig_37"></a> +<img src="images/plate_xxx.png" width="600" height="442" alt="" title="Plate XXX" /> +<span class="caption"><span class="smcap">Fig.</span> 37.—Country school girls learning the rudiments of cooking. In no distant future such +work will be required along with the traditional subjects.</span> +</div> + +<h4><span class="smcap">What is the outlook</span></h4> + +<p>So, if the country father having a young family +were here before us, we should ask him: What is the +<span class="pagenum"><a name="Page_291" id="Page_291">[Pg 291]</a></span>outlook in regard to a happy future for your growing +daughter? Do you want her to take her place among +the men and be forced to do some sort of man’s work +in order to obtain her bread? or, do you earnestly +desire that she find some sort of worthy woman’s +work? And if the latter be your choice, what helpful +agencies are you bringing to bear upon the situation? +In the midst of all your consideration of these +matters touching your daughter, we should have you +most earnestly and prayerfully consider at least one +thing; namely, with few possible exceptions, the +healthy, growing girl looks forward instinctively to +the time when she is to become mistress of a household +of her own. And in every case, if the girl fails +to become such a mistress, there is only one reasonable +alternative to be thought of and that is to +provide that she engage in some sort of work which +will give expression in the largest possible measure to +that which is best and truest in her feminine nature.</p> + +<p>Ordinarily, in planning for the future of their +daughter, parents might as well consider the problem +as having a two-fold aspect. Assuming first +of all that the girl instinctively desires to preside +over a home of her own, how can she best be prepared +for that place? Second, in case that, by some +miscarriage of plans, she fails to reach this most +worthy ambition, what may she safely fall back +upon as an adequate means of self-support? Now, +if this statement of the matter be a correct one, it<span class="pagenum"><a name="Page_292" id="Page_292">[Pg 292]</a></span> +seems that the general scope of the problem of +preparing a girl for her vocation ought to be fairly +clear. Still another way of putting the situation +is this: The girl must be carefully prepared, not only +for her first choice of an occupation, but also for her +second choice, because of grave danger of the failure +of her first choice to be realized.</p> + +<p>There is a perplexing aspect of the whole question +implied here, and every parent who has a daughter +should become aware of it and also prepared to +confront it. That is to say, almost any ordinary +man may go out into the open market and push his +quest for a life companion and be able to return +in the course of a very short period with one at his +side. But with the girl it is radically different. +Practically her only stock-in-trade consists of her +personal charm and her pecuniary advantages. +And many a young woman with both of these +qualities very strongly in her favor fails, by some +chance or other, to receive an acceptable offer of +marriage. Statistics widely gathered will show that +age is also a very positive factor in this matter, and +that the ratio of probability of marriage of a single +woman begins to fall very rapidly before she reaches +thirty.</p> + + +<h4><span class="smcap">Desirable occupations for women</span></h4> + +<p>While there is abundant evidence to prove that +the great majority of normal young women desire<span class="pagenum"><a name="Page_293" id="Page_293">[Pg 293]</a></span> +instinctively and above all things else a happy +marriage, including a contented home life and +children to care for, some alternatives must be now +pointed out in case of failure to realize the highest +ambition.</p> + +<p>1. <i>May teach the young.</i>—School teaching is +perhaps the most common, as well as the most +commendable, occupation for unmarried women. +In many a case, the farmer’s daughter will find it +greatly to her advantage to engage in this occupation +for one or more terms. Thousands of the +most worthy young women in our land are devoting +their lives to this highest of secondary vocations +for women. The work of teaching gives exercise +to the altruistic feminine nature and approaches in +a fair degree the satisfaction which comes to the +mother who is sacrificing for children of her own.</p> + +<p>But school teaching wears heavily on the vitality +of nearly all young women who follow it long. +Diseases peculiar to the sex are said to be very prevalent +among such teachers, probably resulting from +an excessive amount of standing. Tens of thousands +of girls are going from the farm home to the school +room, some of them to remain permanently in the +business, but the majority to earn money of their +own and to place themselves in better position for +successful marriage. So, perhaps the first duty of the +country parents to the daughter who takes up school +teaching is to see that the latter’s health be not<span class="pagenum"><a name="Page_294" id="Page_294">[Pg 294]</a></span> +seriously impaired thereby. After that, the young +woman’s proper advancement in the profession may +be thought of. The ungraded district school is +an excellent trying-out and testing position for the +young teacher. But if she continues many terms +in the school room, graded work will prove more +advantageous, especially in the important matter +of bringing the young woman into the company of +marriageable young men.</p> + +<p>2. <i>May take up stenography.</i>—A vast army of +young women now support themselves with the use +of the typewriter. This work pays slightly more +the year round than school teaching. It is somewhat +more confining; but, for various other reasons, it is +less deleterious to the general health. Such office +business, however, subjects the young woman to +many temptations. It is the opinion of the author +that stenography is not at all a desirable occupation +for the farmer’s daughter to enter. The continued +absence from home, the constant association with +people differing radically in tastes and manners from +the rural population, not to mention again the many +temptations to accept lower moral standards—these +and other matters will tend to estrange the +farm daughter from her parents and to make them +feel that something of the former charm of sweet +simplicity and home affection has passed permanently +out of her life.</p> + +<p>One thing at least is to be considered before the<span class="pagenum"><a name="Page_295" id="Page_295">[Pg 295]</a></span> +daughter be permitted to leave the country home for +an office position. That is, the work is not to be +considered as permanent, but rather as a possible +means of preparing for marriage and the contented +home life that should follow.</p> + +<p>3. <i>May do social work.</i>—Next to the work of +teaching, perhaps the social-service work now being +developed and carried on in the cities would make +its appeal to the true-hearted young woman. Here +again we have a sort of task that dips into the +affections and sympathies of the worker and furnishes +an opportunity for her to give freely out of the +best she has in her make-up. Among the fortunate +considerations of teaching and social work are the +opportunities they offer for the sympathetic care +and guidance of children—the indulgence of altruism +and the mother instinct in the young woman. +Parents will observe as a rule that their daughter +returns from such occupations as these with increased +affections for the home family and the home +life and a broader and more general interest in people.</p> + +<p>In recent years there has developed a new and remarkably +promising field of social work for both +young men and young women. Charitable, philanthropic, +and other social-welfare institutions have +been greatly multiplied, while their work has been +put on a scientific basis. The modern method of +securing employees in such places is that of calling +persons especially trained and fitted to do the work<span class="pagenum"><a name="Page_296" id="Page_296">[Pg 296]</a></span> +required, and to pay reasonably for the service. +Several new, first-class schools and institutions for +training workers in this human field have been recently +organized.</p> + +<p>Now, if country parents become anxious to have +their daughter go away to the city and find desirable +employment and that at living wages, the author +recommends this new line of social work most highly. +For reasons given above, and for others, it will +prove an excellent stepping-stone to the home life—the +work is in the general field of human betterment +so inviting to the natural instincts of the well-reared +young woman; the associates are persons likewise +interested in human welfare and ranking high in +moral and religious character; the required work is +usually of a nature to awaken the deepest sympathies +and affections and to make the countenance of the +worker shine with a new spiritual light.</p> + +<p>4. <i>May secure clerkships.</i>—Clerking and general +store work is much followed by young women to-day, +but such work may be put down in the list of hazardous +occupations for women of any age. Close economic +conditions in the cities force many thousands of +girls to leave home and seek clerkships at a wage so +low as indirectly to undermine the health and more +directly to impair the morals. Great armies of these +girls are compelled to live in dingy, cramped quarters, +to subsist on much less than the quantity of wholesome +food necessary for good health, to practice the<span class="pagenum"><a name="Page_297" id="Page_297">[Pg 297]</a></span> +strictest economy in matters of dress—to say nothing +of the constant temptation to sell their virtue as +a means of increasing the small income to the living +margin.</p> + +<p>Only in extreme cases, therefore, will intelligent +farm parents consent to their daughter’s leaving home +to take up a clerkship, and that when her home life +and her social surroundings can be satisfactorily +foreseen and arranged for in advance. Even then, +the question must be raised: Will this new position +probably prove helpful as an introduction to a better +form of occupation?</p> + +<p>No other possible occupations for the farmer’s +daughter will be listed here excepting that of trained +nurse—a position in which many young women are +doing a splendid service for humanity and at the +same time supporting themselves adequately. But +of course such a position should not be thought of +unless the girl feels an inner call to take it up. Practically +all other outside lines of work for women are +too masculine. Parents should by no means allow +their daughters to take up a life task that means +nothing other than mere money-making. Many +women, it is true, are succeeding to-day in business +callings, but they are doing so as a rule in violation of +certain laws of nature. Many of these business +women are masculine in their dispositions and they +become more so as the unnatural calling continues to +be pursued.</p> + +<p><span class="pagenum"><a name="Page_298" id="Page_298">[Pg 298]</a></span></p> +<h4><span class="smcap">A college course for the girl</span></h4> + +<p>At first thought it would seem that ability to prepare +a good meal and to do her own sewing might +constitute all the education in household economy +necessary for any young woman. But such proves +not to be the case. There are hundreds of home-making +problems, great and small, for which mere +knowledge of the two important affairs just named +will provide no answer. While the ability to cook +and sew well are doubtless essential characteristics +of the good housekeeper, they are not at all a guarantee +that their possessor is a good home maker.</p> + +<p>Parents must learn to take the larger and more +liberal view of the future of their children. Not +merely practice in the culinary art, but also a developed +and refined personality; not merely industrial +efficiency, but also constructive ability of a +social nature; not merely mechanical skill in managing +the details of housework, but a set of well-matured, +effective plans for making the home over +which she presides a place of joy and contentment +for the other members of the family—these are +some of the evidences of character which the wise, +far-seeing parent might well desire for his daughter. +Now, it is the thesis of this chapter that the normal +woman is at her best only when she has become mistress +of her own well-managed household. But such +an exalted position can scarcely be reached except +through a broad, general course of preparation.</p> + +<p><span class="pagenum"><a name="Page_299" id="Page_299">[Pg 299]</a></span>The one-sided, classical college training has spoiled +for life many otherwise good and happy women. +Such a course tends strongly to draw the mind and +the affections of the young woman away from the +home and from motherhood and other such matters +so fundamental to the well-being of the race. But in +seeking for an ideal school for the daughter the farmer +will find unsurpassed that institution which offers +extensive courses in household art and management, +supplemented fully with work in the so-called culture +subjects—language, literature, history, sociology, +psychology, and economics. This work constitutes +what might be called a balanced schedule of instruction +for the young woman. If pursued to its conclusion, +such a course of training enriches her personality +and multiplies her opportunities for future +usefulness many fold.</p> + + +<h4><span class="smcap">Associations with refined young men</span></h4> + +<p>If the young woman’s preparation for her life work +be satisfactory to all, she must have extensive experience +in the society of young men such as only the +co-educational college can give. As her position in +the rural home has been already too much isolated, +an exclusive women’s college is least to be desired as +a place to educate the country girl. But the domestic +science course in a state university or a state agricultural +college will be found almost ideal. Here the +girl may be held to a reasonable performance of her<span class="pagenum"><a name="Page_300" id="Page_300">[Pg 300]</a></span> +assigned duties, while at the same time she may +mingle freely in the society of both sexes.</p> + +<p>Indeed, if the thesis of this chapter be a sound and +tenable one,—namely, that normally woman’s highest +satisfaction is to be sought through helping her +attain efficient home life,—then, there is every reason +for agreeing with the late Professor James in his +contention that every young woman ought to be +taught how to know a good man. It is distinctively +the business of the young college woman, not only to +prepare well all her lessons in household economy +and the literary subjects, but also to keep her eye +out for a suitable life companion. And her father +should be made to realize that her opportunities for +marrying a man of high worth and ability are increased +many fold through the completion of a course +in the ideal form of co-educational college.</p> + +<p>Marriages among college mates are usually most +successful, both in the final establishment of substantial +home life and in point of resulting in a reasonable +number of well-reared children. Statistics +gathered widely show that the young woman college +graduate marries somewhat later than her non-attending +sister, that she has slightly better health, +that her children are somewhat fewer, but better +reared.</p> + +<p class="title"><span class="smcap">Plate XXXI.</span></p> +<div class="figcenter" style="width: 600px;"> +<a id="Fig_38" name="Fig_38"></a> +<img src="images/plate_xxxi.png" width="600" height="375" alt="" title="Plate XXXI" /> +<span class="caption"><span class="smcap">Fig.</span> 38.—a girls’ class in sewing. No girl of this age needs to wear any better garment than she can make +with her own needle if she be rightly trained. Such training is a part of real preparation for life.</span> +</div> + +<h4><span class="smcap">Make the daughter attractive</span></h4> + +<p>It may therefore be urged upon all rural parents, +as a cold business proposition, as well as a duty, that +<span class="pagenum"><a name="Page_301" id="Page_301">[Pg 301]</a></span>they take every reasonable precaution to develop in +their growing daughters both an attractive personality +and a beauty of the inner character, whether she +be so fortunate as to attend a good college or not. +All this must be done with a thought of rendering +the daughter as attractive as possible in respect to +any worthy young man who may in time seek her +heart and hand in marriage. It is time for parents +to cease passing this thing by as a mere piece of sentimentalism +and to begin to do the fair thing by +their girls. Why should it longer come to pass in +this enlightened age that some parents break down +the physical health of their girls with the burden of +over-work and thus consign them to a life of moping +and bitter disappointment for the future; that other +parents indulge their girls in the giddy, butterfly +type of life and thus blight their prospects of a substantial +and satisfactory place in human society?</p> + + +<h4><span class="smcap">Summary and conclusion</span></h4> + +<p>In summarizing and concluding this chapter we +wish to remind the reader of what has been said in +the preceding ones. There are a number of distinctive +elements that must be carefully wrought into +the character of the farmer’s daughter with a view to +laying a substantial foundation for her future career.</p> + +<p>1. First of all, the girl’s health must be kept in +mind. She must not have an over-burden of work +heaped upon her delicate shoulders, nor must she be<span class="pagenum"><a name="Page_302" id="Page_302">[Pg 302]</a></span> +allowed to expose herself unnecessarily to the inclemencies +of the weather so common in the ordinary +rural districts. There are many women moping +about to-day, ill and despondent much of the time +because of the negligence of parents who permitted +them when growing girls to wade about through mud +and slush and thus impair permanently their physical +well-being. Many of the minor ailments of mature +life recur habitually, and that because they were +permitted to be acquired when the organism was +young and sensitive.</p> + +<p>2. The daughter must be taught how to carry on +practically all the necessary details of the housework. +The plain cooking and sewing and the general care +of the home must be required as duties on the part +of every promising girl. It is especially obligatory +on the part of rural parents that they train the daughter +in such a way as to make her a true mistress of +the household over which she may sometime preside. +She must learn through specific guidance how +to subordinate the heavy home tasks to her spiritual +well-being.</p> + +<p>3. It is also essential that the girl learn how to +manage the business affairs of the home; especially, +how to purchase the supplies of the kitchen and +the larder in the most economic fashion. She must +also learn both how to secure her own personal belongings +at a reasonable cost and how to make them +serve her real needs without unnecessary expenditure<span class="pagenum"><a name="Page_303" id="Page_303">[Pg 303]</a></span> +of money. It will be a great achievement in her behalf +if the girl approach her marriage day thoroughly +imbued with the thought of coöperating with her husband +in the general business of maintaining a home.</p> + +<p>4. We would remind the reader again of the necessity +of giving attention to the development of an +attractive personality in the growing girl. Pleasing +manners, refined expressions, neat and attractive +apparel, kindliness and sympathy, frankness and +straightforwardness—all these should enter into +her make-up and be thought of as parts of her permanent +character. They will also go far toward +winning to her side a suitable life companion.</p> + +<p>5. The young girl on the farm should have much +advice in respect to the nature and character of men. +This will be achieved partly through her well-ordered +social life and partly through specific talks from +thoughtful parents. Country girls are probably +less informed in respect to the natures of men than +are city girls. Many beautiful and innocent young +women are led astray either before or after marriage +by evil and designing men; many of them consummate +marriages with men who have an outer appearance +of trustworthiness, but who harbor within some +most serious and insurmountable evil and disease. +Although she may not for a time be conscious of +what her parents are doing, the latter should be for +years purposely engaged in preparing their daughter +to know at sight a good man.</p> + +<p><span class="pagenum"><a name="Page_304" id="Page_304">[Pg 304]</a></span>Finally, it may be said that there is no greater +charm or thing of more superior beauty in this good +world of ours than the character of a woman who has +been well-born and well-reared, and who has been +safely guided into the home of her own wherein she +reigns as mistress supreme. In this ideal home the +love and sympathy and the kindly deeds of the true +home-maker will reveal themselves permanently in +the lives of her children and her husband and the +many others who come into contact with her constructive +personality.</p> + + +<p class="title">REFERENCES</p> + +<blockquote><p>Women’s Ways of Earning Money. Cynthia Westover Alden. A. S. +Barnes & Co.</p> + +<p>The Home Builder. Dr. Lyman Abbott. Houghton, Mifflin Company. +Sympathetic and cheering.</p> + +<p>Almost a Woman. Mary Wood Allen, M.D. Crist, Scott & Parshall, +Coopertown, N.Y. A plain talk to the young woman about her +sex nature.</p> + +<p>The Problem of Vocational Education. David Snedden, Ph.D. Chapter +XII, “The Problem of Women in Industry.” Houghton, Mifflin +Company.</p> + +<p>The Vocational Guidance of Youth. Meyer Bloomfield. Chapter I, +“The Choice of Life Work and its Difficulties.” Houghton, Mifflin +Company.</p> + +<p>Parenthood and Race Culture. Charles W. Saleeby M.D. Chapter X, +“Marriage and Maternalism.” Moffat, Yard & Co., New York.</p> + +<p>Should Women work for their Living? M. Yates. <i>Westminster +Review</i>, October, 1910.</p> + +<p>Social Diseases and Marriage. Educational Pamphlet, No. 3. American +Society of Sanitary and Moral Prophylaxis, New York. 10 +cents. Every parent should read this booklet.</p> +<p><span class="pagenum"><a name="Page_305" id="Page_305">[Pg 305]</a></span></p> +<p>Vocational Training for Girls. Isabelle McGlaufin. <i>Education</i>, April, +1911.</p> + +<p>A Healthy Race; Woman’s Vocation. C. M. Hill. <i>Westminster Review</i>, +January, 1910.</p> + +<p>Social Adjustment. S. Nearing. Pages 128-148, “Dependence of +Women.” Macmillan.</p> + +<p>Purposes of Women. F. W. Saleeby, M.D. <i>Forum</i>, January, 1911.</p> + +<p>Does the College rob the Cradle? H. Boice. <i>Delineator</i>, March, 1911.</p> + +<p>The College Woman as a Home Maker. M. E. Wooley. <i>Ladies’ Home +Journal</i>, Oct. 1, 1910.</p> + +<p>The American Woman and her Home. Symposium. <i>Outlook</i>, April 17, +1910.</p> + +<p>Teaching the Girl to Save. Home-Training Bulletin No. 7. 2 cents. +Wm. A. McKeever, Manhattan, Kan.</p></blockquote> + +<hr class="chap" /> +<p><span class="pagenum"><a name="Page_306" id="Page_306">[Pg 306]</a></span></p> + +<h3>CHAPTER XX<br /> +<br /> +<i>CONCLUSION, AND FUTURE OUTLOOK</i></h3> + + +<p>In concluding this volume we wish again to remind +parents of the necessity of working for specific results +in the rearing of their children. Modern man, unlike +his ancestor, who roamed over the earth, is a creature +of complex and highly refined make-up which no +primitive or natural environment could possibly +produce. The forces that work upon his character +development are so radically different from those +which formed the life of his remote forbears as possibly +to account for the contrasts in the two forms +of finished personality.</p> + +<p>Although there is evidence to support the theory +that man belongs to the general evolutionary scheme +of animal life, the progress of the race has been so +very slow that a thousand years of time can show no +very distinct improvement either in physical form or +mental quality. While the human young is exceedingly +plastic as an individual,—yielding easily from +one side of his inherent activities to another,—the +race is relatively fixed and stable.</p> + + +<h4><span class="smcap">Strive for preconceived results</span></h4> + +<p>Parents and other instructors of the young must +therefore accept their charges as made up of very com<span class="pagenum"><a name="Page_307" id="Page_307">[Pg 307]</a></span>plex +potentialities of learning and achievement—each +a bundle of latent characters transmitted to +him from the ancestral line. Many of these inherited +characters are too weak in any given individual ever +to show in his life conduct; many others will come +to the surface only in response to proper stimuli and +practice; still others will break out and show a predominance +almost in defiance of any training intended +to counteract them.</p> + +<p>But the teacher and trainer of the infant child may +accept the theory that the latter, if taken in time, can +be bent and modified many ways in his character +formation; that such plasticity is, however, always +subject to the relative strength or weakness of the +many inherited aptitudes and activities latent within +the individual.</p> + +<p>There is no good reason, therefore, why the parent +should not begin early to build up the character of +his child in accordance with a preconceived plan; +provided such plan do no violence to any of nature’s +stubborn and inexorable laws. The parent may also +accept this task as a long and tedious undertaking, +and expect to get results in proportion as he works +intelligently for them. The farmer does not even +think of producing good crop results from his land +without hard work and much thought; then, why +should he expect so delicate a plant as the human +young to reach satisfactory maturity without much +care and consideration? By far the greatest sin +against the child is neglect of his training.</p> + +<p><span class="pagenum"><a name="Page_308" id="Page_308">[Pg 308]</a></span></p> +<h4><span class="smcap">Consult expert advice</span></h4> + +<p>We must not be unmindful of the necessity of a +balanced schedule of activities for the child. The +vegetable plant must have air, sunlight, moisture, +nitrogen, and so on, to support its growth. If one +of these essential elements be lacking, the result is +fatal to the fruitage. So with the child. If the best +character results are to be expected, certain essential +elements must be put into use. We have named +them as play, work, recreation, and social experience. +But as one approaches the individual problem of child +training it does not prove so simple and easy as these +terms imply. When and how to give each of these +necessary exercises, how much of each to furnish, +the means thereof, and the like—these and many +other such questions begin to arise.</p> + +<p>When the parent reaches the point of perplexity in +dealing with his child, it is a fairly good indication +that his interest is aroused, at least. But what is to +be done? Simply the same thing he would do at the +point of perplexity in the wheat propagation, <i>consult +an expert</i>. If one of the work mules becomes lame or +reveals a bad disposition, should the owner take it to +an electrician for advice? If the family cow becomes +locoed or shows an unusual result in her milk product, +should one consult a piano tuner? Yet, strange to +say, parents are often known to do similarly in dealing +with the perplexing problems of child-rearing.<span class="pagenum"><a name="Page_309" id="Page_309">[Pg 309]</a></span> +Consult the popular magazines and the book shelves +any day and you will find many lengthy dissertations +on the boy and the girl, written not infrequently by +persons who have spent a lifetime studying <i>something +else</i>. But they are very fond of children and they +mistake this fondness for knowledge of an expert +kind; and worst of all, they offer it as such.</p> + +<p>The farm parents who wish to receive expert advice +in the treatment of their children must learn to consult +directly or through literature only those who +have made a long and intensive study of child problems. +And in the latter case they need not expect +to obtain all necessary help from one source alone. +Usually the child-study expert is a specialist in only +one certain part of the field. For example, at the +University of Pennsylvania under Dr. Lightner Witmer, +there has been made a specialty of the sub-normal +child. We should probably obtain from that +source more expert help in that one phase of child +welfare than from any other source in America. If +one wishes reliable help on the subject of diseases of +children, he should naturally expect to obtain it from +some medical authority, from one Who has spent long +years practicing in a general hospital for children. +One of the very few great sources of information on +the general psychology of child development is Clark +University, where many child-welfare problems have +been worked out by experts under the able direction +of Dr. G. Stanley Hall.</p> + +<p><span class="pagenum"><a name="Page_310" id="Page_310">[Pg 310]</a></span></p> +<h4><span class="smcap">Meet each awakening interest</span></h4> + +<p>A very reliable general rule of guidance for the +parent child trainer is to strive to furnish intensive +practice for each and every childish and juvenile +interest at the time of its awakening. As stated in +<a href="#Page_12">Chapter II</a> the most predominant interests in the +young emerge in response to the unfoldment of instincts +and the development of organic growths +within. Perhaps all do so. But the point of importance +for the parent is to meet each of these awakenings +at the time of its highest activity with intensive +training. The instinct to play, to fight, to steal, +to run away, to work (?), to fall in love, to engage +in some occupation, to marry and make a home, to +have children—these have been named as especially +important by virtue of their awakening successively +the individual’s interests in matters of great +consequence to character development.</p> + +<p>But instincts are blind. Their possessor does not +foresee the way they point. They come suddenly +and catch the subject unprepared to direct their force +in what we call intelligent ways. Hence, the extreme +necessity of there being present at the side of the +child, at the time of his instinctive awakening, some +mature and intelligent person who has been through +the experiences the former is about to begin, and who +will sympathetically point the right way and insist +that it be followed.</p> + +<p><span class="pagenum"><a name="Page_311" id="Page_311">[Pg 311]</a></span></p> +<h4><span class="smcap">Work for social democracy</span></h4> + +<p>One can scarcely become deeply interested in the +future of his own child without coming intimately +into touch with the child welfare problems at large. +Even country parents, isolated though they may be, +will discover that serious study of the matter of +bringing up a family of good children will require +that they study the lives of other human young. +Moreover, they will need the use of other children as +“laboratory” material for training their own. All +this will gradually lead the way to a fuller social +sympathy in such parents and to the inculcation of +more wholesome social ideals in the minds of their +offspring.</p> + +<p>Finally, the rural parents who are seeking a full +and adequate development of the young members of +their own family will most probably see their way +clear to assume a helpful leadership of the young +people of the neighborhood as advocated in <a href="#Page_146">Chapter +X</a> of this volume.</p> + +<p>While many agencies for the betterment of rural +youth have been discussed,—such as the County +Y.M.C.A., the Boy Scout Movement, and the Social +and Economic Clubs,—the neighborhood which has +at least one of these agencies intensively at work may +be considered fortunate. And it may be said that +such a neighborhood is well on the way to economic +improvement as well as social improvement.</p> + +<p><span class="pagenum"><a name="Page_312" id="Page_312">[Pg 312]</a></span></p> +<h4><span class="smcap">The outlook very promising</span></h4> + +<p>Throughout the United States there is being manifested +a general tendency to accept the theory that +our human stock is relatively sound. While there +are seemingly large numbers of the criminal, delinquent, +and dependent classes, they are in reality +comparatively few in proportion to the entire population. +And when we accept the estimate of the +experts that about ninety per cent of the cases included +in the classes just named are preventable through +wise foresight and training, the outlook for a better +race of human beings becomes most cheering.</p> + +<p>“The proper study of mankind is man,” says the +poet. But for many generations we have regarded +this statement as mere poetry and not necessarily +truth. Our policy up to the recent past has been +rather this: The proper study of mankind is everything +<i>except</i> man, leaving the all-important problems +of child-rearing to the decisions of wise old grand-mothers +and debating societies. But a radical change +has come, and that within this present generation. +Men and women highly trained in the colleges and +universities are now applying their scientific methods +to the study of man with no less zeal and earnestness +than that which has characterized the student of the +non-human problems for many generations of time.</p> + +<p class="title"><span class="smcap">Plate. XXXII.</span></p> +<div class="figcenter" style="width: 600px;"> +<a id="Fig_39" name="Fig_39"></a> +<img src="images/plate_xxxii_fig_39.png" width="600" height="443" alt="" title="Plate XXXII Fig. 39" /> +<span class="caption"><span class="smcap">Fig.</span> 39.—Sowing the seed, all by herself.</span> +</div> +<div class="figcenter" style="width: 500px;"> +<a id="Fig_40" name="Fig_40"></a> +<img src="images/plate_xxxii_fig_40.png" width="500" height="486" alt="" title="Plate XXXII Fig. 40" /> +<span class="caption"><span class="smcap">Fig.</span> 40.—Thinning the vegetables.<br /> +New York Scenes.</span> +</div> + +<p>Through the able conclusions of the painstaking +expert the so-called institutional life has been espe<span class="pagenum"><a name="Page_313" id="Page_313">[Pg 313]</a></span>cially +improved. The industrial (reform) schools are +now practicing a system of balanced activities—of +study, work, play, and the like—such as the findings +of these investigators have warranted. The method +of paroling the delinquent child, after he has spent +a term of preparation, was proved most helpful +through the careful tests of a large number of cases. +Recently the parole system has been effectively +applied to certain classes of penitentiary convicts. A +most productive agency for good now in use in many +of the prisons and all the industrial schools is that of +building up the waste places in the individual life +through specific training and instruction. The first +question raised in such cases is, What is the particular +moral defect of the individual? second, What +are the causes? third, What will reconstruct his +character and give permanent relief? That is, the +expert psychologist and the expert sociologist are +being called into service with the expert alienist +and physician. The purpose is to save and reconstruct +the whole man. Compulsory education and +trade schooling are now very common in state prisons.</p> + +<p>In the care and protection of the insane and the +feeble-minded our country can boast of but slow +progress. Many of the members of these classes are +permitted to run at large and even to marry and beget +their kind. Now, while our human stock is in its +mass very sound and sane, there are constantly being +thrown off from it these mentally defective classes.<span class="pagenum"><a name="Page_314" id="Page_314">[Pg 314]</a></span> +The complete obliteration of all such classes to-day +would not result in their complete disappearance from +the race. Others would be born as variants from +normal parentage. But the evil of it all lies in the +fact that we are still permitting many of these defectives +to multiply, and that in the face of the fact +that a normal child has never been reported among +the offspring of two feeble-minded parents.</p> + + +<h4><span class="smcap">The modern service training</span></h4> + +<p>Of all the institutions contributing to the direct +improvement of the race there is perhaps none +surpassing in importance the modern training school +for social workers. In New York, Chicago, Philadelphia, +St. Louis, and other large cities such may be +found usually affiliated with some university or college. +The general purpose is that of training men and +women to go into the field of social service and apply +the methods and conclusions worked out by the research +student. Hitherto, much of the social work +has been conducted by persons possessing merely +religious zeal and enthusiasm. Their efforts were +praiseworthy, but they lacked the training necessary +for coping with modern educational and economic +problems. The distinctive feature of the new methods +is that it is based on scientific and business principles. +That is, the social worker is trained in the +same methodical way as the prospective lawyer or +school teacher, and is also paid reasonably for his +services.</p> + +<p><span class="pagenum"><a name="Page_315" id="Page_315">[Pg 315]</a></span>The modern social worker not only proceeds with a +well-defined plan, but he usually makes or requires a +survey of his newly-opened field. The social survey—now +becoming more common as a means of +beginning a campaign of improvement in the cities—has +revealed some most interesting, as well as distressing, +situations in the submerged districts. The +housing situation, sanitary conditions, wages and +incomes of different classes, sweat-shop employment, +the protection of workmen in shops and factories, +child-labor conditions, and so on—these are examples +of the problems of the investigator, while his +tabulated reports serve to guide the social worker. +Now, the duties of the latter are many, but in general +they lie in the direction of improvement of the conditions +as found. Among the undertakings that often +fall to his lot are: establishing new social centers in +congested districts, providing for new parks and playgrounds, +locating reading and recreation rooms, +organizing self-help and home-improvement clubs +among the lower classes, conducting cooking and +sewing schools, and the like.</p> + +<p>Of special interest to the rural dweller is the fact +that the modern methods of first making surveys +and then applying remedial agencies is now being +extended into the country districts, giving many +marked results already and promising greater ones +for the future.</p> + +<p><span class="pagenum"><a name="Page_316" id="Page_316">[Pg 316]</a></span></p> +<h4><span class="smcap">The state doing its part</span></h4> + +<p>That the nation and the state are active participants +in these new forms of child-conserving and +man-saving endeavor is indicated on every side.</p> + +<p>The national government has encouraged the states +in the enactment of stringent child-labor laws. In +the usual instance children under fourteen to sixteen +years of age are prohibited from working away from +home at gainful occupations. Correlated with this +is the compulsory-education law in the several states.</p> + +<p>The national and state governments have also +coöperated in the enactment of laws prohibiting the +adulteration of foods and foodstuffs and in enforcing +better sanitation. As a result of such measures, state +and local, together with the help of greatly improved +hospital practice, the infant mortality in several of +the large cities has been reduced more than fifty +per cent in the past decade.</p> + +<p>Inspired by the splendid pioneer work of the +National Playground Association, the cities and towns +have recently made very rapid progress in the establishment +of playgrounds and recreative centers for +old and young. Many millions of dollars have already +been expended for such purposes. Now the +country districts are adopting the same means of +social improvement.</p> + +<p>The primary system of selecting candidates for +political office is proving to be a most potent agency<span class="pagenum"><a name="Page_317" id="Page_317">[Pg 317]</a></span> +for the general uplift. By means of it, better men +are being inducted into office. Better still, the old +corrupt practice of the ward politician, so deleterious +to the character of youth, is losing its once powerful +influence on government.</p> + +<p>The so-called social evil, so damaging to the health +and morals of thousands of our best young men and +young women, is now under fair promise of improvement. +The remarkable survey of the Chicago Vice +Commission and the work of the other well-planned +organizations looking to the solution of the same +general problem have proved most effective in revealing +the true conditions and of awakening the public +conscience. All of these activities in the interest of +putting down the sex evils point very clearly one +moral to all conscientious parents; namely, that the +best and most certain method of inculcating lessons +of purity in the case of the young is through preventive +measures, and through the practice of purity +during the years of growth. Open and frank discussion +of the sex problems as they arise normally out +of the experiences of the child, admonitions and prohibitions +in regard to impure associates, the insistence +upon a single, and not a double, standard of purity +for the two sexes—these are some of the specific +duties of parents.</p> + +<p>As an instance of what may be achieved by way of +helping the weak and depraved to defend themselves +against debasing habit, and especially of what may be<span class="pagenum"><a name="Page_318" id="Page_318">[Pg 318]</a></span> +done by way of prevention of a character-destroying +habit in time of youth, the Kansas prohibitory law is +cited. The longer this statute remains, the more +effective its work and the more unanimous the public +sentiment supporting it. So popular has this measure +become that no political party and no faction of +any other class has been able to take any effective +stand against it. It can be shown to any fair-minded +investigator that the great majority of the citizens +of Kansas are total abstainers from the use of intoxicants; +also that the state has brought up a new +generation of tens of thousands of men, now mostly +voters, who have no personal knowledge of the use +and abuse of alcoholic drinks and who have become +confirmed as total abstainers for life.</p> + +<p>Another unique Kansas measure—ignored and +derided at first only less than was the prohibitory +liquor law when new—is the statute forbidding the +use of tobacco in any form on the part of minors. +The wisdom of this statute is supported by the conclusions +of scientific study of the effects of tobacco +on the young. The general purpose of the law is to +prevent the youth from taking up the tobacco-using +habit before reaching full maturity of years and +judgment. The general result will be the gradual +development of a generation of total abstainers from +the use of tobacco.</p> + +<p><span class="pagenum"><a name="Page_319" id="Page_319">[Pg 319]</a></span></p> +<h4><span class="smcap">The new era of religion</span></h4> + +<p>Even into the sanctuary of the modern church is +the new scientific spirit finding its way. It has become +an accepted principle of procedure among +ministers and other church workers of late that the +best way to save souls is not to depend wholly upon +divine grace, but to assist this subtle power by means +of the constructive work of many human agencies. +Preventive measures that aim at safeguarding the +young against evil contaminations, the institution of +social improvement organizations and of literary and +economic clubs, the formation of good-fellowship +societies, of societies for conducting social surveys, +of committees for giving vocational guidance and for +the administration of spiritual healing—these and +numerous endeavors of the same class give evidence +of the great service which the modern church is +rendering young humanity. And all this splendid +work is being carried forward without doing any +violence to the essential doctrines of the great historical +institution so long engaged in its serious efforts +in behalf of human salvation.</p> + + +<h4><span class="smcap">Final conclusion</span></h4> + +<p>As a closing remark the author can only express +again his belief that no past age ever held out such +inspiring hope and such splendid encouragement to +the many parents who appreciate the needs of intelli<span class="pagenum"><a name="Page_320" id="Page_320">[Pg 320]</a></span>gent +care and training for their children. And because +of the natural advantages of the surroundings, +country parents have the greatest justification of all +for being enthusiastic over the outlook. Now, let +them go patiently and reverently at the work of +bringing up for the service of the world a magnificent +race of men and women—men who have brain +and brawn and moral courage and religious devotion; +women who have a profound sense of maternal responsibility, +an inspiring superiority over the perplexing +duties of the household, a deep and far-reaching +social sympathy, and such a poise and sublimity +of thought as to reveal the divinity inherent in +their characters. For lo! In the hidden depths of +the natures of the common boys and girls there lie +slumbering these splendid possibilities!</p> + + +<p class="title">REFERENCES</p> + +<blockquote><p>The Meaning of Social Science. Albion W. Small. University of Chicago +Press. An epoch-making book, restating ably the general +problem of social reconstruction.</p> + +<p>Report of Committee on Rural Social Problems, National Conference +Charities and Corrections. Address Porter R. Lee, Sec’y for Organizing +Charity, Philadelphia, Pa.</p> + +<p>Annual Report. Association for Study and Prevention of Infant Mortality, +1211 Cathedral Street, Baltimore.</p> + +<p>Government Report on Children as Wage-earners. Department of +Commerce and Labor, Washington, D.C. This department is +bringing out nineteen volumes in all, each covering a particular +problem of women and children as wage-earners. The following are +especially related to the subject matter of this chapter:—</p> + + +<p><span class="pagenum"><a name="Page_321" id="Page_321">[Pg 321]</a></span> +The Beginnings of Child Labor Legislation in Certain States;<br /> +A Comparative Study.</p> + +<ul class="index"> +<li>Conditions under which Children leave School to go to Work.</li> +<li>Juvenile Delinquency and its Relation to Employment.</li> +<li>Causes of Death among Women and Child Cotton Mill Operatives.</li> +<li>Family Budgets of Typical Cotton Mill Workers.</li> +<li>Hook Worm Disease among Cotton Mill Operatives.</li> +<li>Employment of Women and Children in Selected Industries.</li> +<li>Reports and Circulars National Christian League for Promotion +of Purity, 5 East 12th Street, New York.</li> +</ul> + + +<p>Annual Report of National Conference of Charities and Corrections, 1911. +Charities Publication Committee, New York. See this valuable volume +for reports of progress in the different lines of child-welfare effort.</p> + +<p>The White Slave Traffic. <i>Outlook</i>, July 16. 1910.</p> + +<p>The Rockefeller Grand Jury Report of White Slave Traffic. <i>McClure</i>, +May, August, 1910.</p> + +<p>Moral Research in Social and Economic Problems. G. Connell. <i>Westminster +Review</i>, February, 1910.</p> + +<p>My Lesson from the Juvenile Court. Judge Ben. B Lindsey. <i>Survey</i>, +Feb. 5, 1910.</p></blockquote> + +<p><span class="pagenum"><a name="Page_323" id="Page_323">[Pg 323]</a></span></p> + +<h3>INDEX</h3> + +<table style="width:75%;" border="1" summary="index"> + <tr> + <td align="right"> <a href="#IX_A">A</a></td> + <td align="right"> <a href="#IX_B">B</a></td> + <td align="right"> <a href="#IX_C">C</a></td> + <td align="right"> <a href="#IX_D">D</a></td> + <td align="right"> <a href="#IX_E">E</a></td> + <td align="right"> <a href="#IX_F">F</a></td> + <td align="right"> <a href="#IX_G">G</a></td> + <td align="right"> <a href="#IX_H">H</a></td> + <td align="right"> <a href="#IX_I">I</a></td> + <td align="right"> <a href="#IX_J">J</a></td> + <td align="right"> <a href="#IX_K">K</a></td> + <td align="right"> <a href="#IX_L">L</a></td> + <td align="right"> <a href="#IX_M">M</a></td> + </tr> + <tr> + <td align="right"> <a href="#IX_N">N</a></td> + <td align="right"> <a href="#IX_O">O</a></td> + <td align="right"> <a href="#IX_P">P</a></td> + <td align="right"> Q</td> + <td align="right"> <a href="#IX_R">R</a></td> + <td align="right"> <a href="#IX_S">S</a></td> + <td align="right"> <a href="#IX_T">T</a></td> + <td align="right"> <a href="#IX_U">U</a></td> + <td align="right"> <a href="#IX_V">V</a></td> + <td align="right"> <a href="#IX_W">W</a></td> + <td align="right"> X</td> + <td align="right"> <a href="#IX_Y">Y</a></td> + <td align="right"> Z</td> + </tr> +</table> + +<ul class="index"> + +<li><a id="IX_A" name="IX_A"></a>Acquired characters, not transmissible, <a href="#Page_7">7</a>.</li> + +<li>Agricultural education, money value of, <a href="#Page_286">286</a>.</li> + +<li>Agriculture, as a rural school subject, <a href="#Page_120">120</a> ff.</li> + +<li>Anger, a healthful instinct, <a href="#Page_16">16</a>;</li> +<li><span style="margin-left: 1em;">right treatment of, <a href="#Page_17">17</a> f.</span></li> + +<li>Aristocracy, fostered in the schools, <a href="#Page_103">103</a>, <a href="#Page_104">104</a>.</li> +</ul> + +<ul class="index"> +<li><a id="IX_B" name="IX_B"></a>Bank account, necessary for boys, <a href="#Page_223">223</a>.</li> + +<li>Bill, Arthur J., <a href="#Page_231">231</a>.</li> + +<li>Boardman, John R., advocate of rural play, <a href="#Page_156">156</a>.</li> + +<li>Books, for children, how to choose, <a href="#Page_74">74</a>;</li> +<li><span style="margin-left: 1em;">a selected list, <a href="#Page_75">75</a> ff.;</span></li> +<li><span style="margin-left: 1em;">on child-rearing, <a href="#Page_79">79</a>, <a href="#Page_80">80</a>.</span></li> + +<li>Boys, bad companionships for, <a href="#Page_202">202</a> f.</li> + +<li>Boy Scouts Movement, <a href="#Page_311">311</a>.</li> + +<li>Boy Scouts, Professor Holton’s definition of, <a href="#Page_165">165</a>;</li> +<li><span style="margin-left: 1em;">how to organize, <a href="#Page_165">165</a> f.;</span></li> +<li><span style="margin-left: 1em;">in Kansas, <a href="#Page_166">166</a> ff.</span></li> + +<li>Boys leave the farm, why, <a href="#Page_62">62</a>, <a href="#Page_63">63</a>.</li> + +<li>Bread-making clubs, <a href="#Page_150">150</a> f.</li> + +<li>Bread-winning, cultural, <a href="#Page_3">3</a>.</li> + +<li>Building site, suited to children, <a href="#Page_68">68</a>.</li> + +<li>Business career, instinct for, <a href="#Page_24">24</a>.</li> + +<li>Business, training for farm boy, <a href="#Page_220">220</a> ff.;</li> +<li><span style="margin-left: 1em;">finding the boy’s interest in, <a href="#Page_221">221</a> f.;</span></li> +<li><span style="margin-left: 1em;">dealing fair with the boy in, <a href="#Page_225">225</a>.</span></li> + +<li>Butterfield, President Kenyon L., <a href="#Page_140">140</a>, <a href="#Page_161">161</a>.</li> +</ul> + +<ul class="index"> +<li><a id="IX_C" name="IX_C"></a>Character-building, agencies of, <a href="#Page_28">28</a> ff.;</li> +<li><span style="margin-left: 1em;">must go on with schooling, <a href="#Page_90">90</a> f.;</span></li> +<li><span style="margin-left: 1em;">requires religious training, <a href="#Page_94">94</a>.</span></li> + +<li>Chicago Vice Commission, <a href="#Page_317">317</a>.</li> + +<li>Child-rearing, rural, <a href="#Page_90">90</a> ff.</li> + +<li>Children’s hour, recommended for evening, <a href="#Page_67">67</a>.</li> + +<li>Children’s room, good illustration of, <a href="#Page_64">64</a> f.</li> + +<li>Child study, a necessity, <a href="#Page_308">308</a> ff.</li> + +<li>Cigarettes, law against, in Kansas, <a href="#Page_318">318</a>.</li> + +<li>College education, for farm boy, <a href="#Page_283">283</a> f.</li> + +<li>Compulsory education, now general, <a href="#Page_251">251</a>.</li> + +<li>Consolidation of rural schools, illustrated, <a href="#Page_109">109</a>, <a href="#Page_123">123</a>.</li> + +<li>Cornell University, model rural school <a href="#Page_115">115</a> ff.</li> + +<li>Cornell University, <a href="#Page_286">286</a>.</li> + +<li>Corn-plowing, may be divine calling, <a href="#Page_98">98</a>.</li> + +<li>Corn-raising clubs, <a href="#Page_150">150</a> f.</li> + +<li>Corn Sunday, in rural church, <a href="#Page_95">95</a>.</li> + +<li>Country boy, the right schooling for, <a href="#Page_250">250</a> ff.;</li> +<li><span style="margin-left: 1em;">his interest in humanity, <a href="#Page_259">259</a>;</span></li> +<li><span style="margin-left: 1em;">must know current affairs, <a href="#Page_260">260</a>.</span></li> + +<li>Country church at Plainfield, Ill., <a href="#Page_87">87</a>;</li> +<li><span style="margin-left: 1em;">at Ogden, Kan., <a href="#Page_87">87</a>, <a href="#Page_92">92</a>;</span></li> +<li><span style="margin-left: 1em;">Commission management of, <a href="#Page_88">88</a>;</span></li> +<li><span style="margin-left: 1em;">too narrow, <a href="#Page_92">92</a>;</span></li> +<li><span style="margin-left: 1em;">as social center, <a href="#Page_94">94</a> ff.;</span></li> +<li><span style="margin-left: 1em;">at Danbury, N. H., <a href="#Page_96">96</a>;</span></li> +<li><span style="margin-left: 1em;">at Lincoln, Vt., <a href="#Page_96">96</a>;</span></li> +<li><span style="margin-left: 1em;">federated society in, <a href="#Page_96">96</a>.</span></li> + +<li>Country dwelling, its relation to juvenile character, <a href="#Page_54">54</a> ff.;</li> +<li><span style="margin-left: 1em;">plan it for the children, <a href="#Page_56">56</a>, <a href="#Page_57">57</a>.</span></li> + +<li>Country girl, business training for, <a href="#Page_255">255</a> ff.;</li> +<li><span style="margin-left: 1em;">why she leaves home, <a href="#Page_236">236</a> f.;</span></li> +<li><span style="margin-left: 1em;">rules for training in business, <a href="#Page_239">239</a>;</span></li> +<li><span style="margin-left: 1em;">not to be a money-maker, <a href="#Page_247">247</a>;</span></li> +<li><span style="margin-left: 1em;">earning money in the South, <a href="#Page_249">249</a>;</span></li> +<li><span style="margin-left: 1em;">schooling for, <a href="#Page_262">262</a> ff.;</span></li> +<li><span style="margin-left: 1em;">to be taught music, <a href="#Page_265">265</a> f.;</span></li> +<li><span style="margin-left: 1em;">vocation for, <a href="#Page_290">290</a> ff.</span></li> +<li><span class="pagenum"><a name="Page_324" id="Page_324">[Pg 324]</a></span></li> +<li>Country Life Commission, <a href="#Page_42">42</a> f., <a href="#Page_148">148</a>.</li> + +<li>Country mother, as teacher, <a href="#Page_268">268</a>;</li> +<li><span style="margin-left: 1em;">report of Country Life Commission, <a href="#Page_42">42</a>;</span></li> +<li><span style="margin-left: 1em;">conservation of her energies, <a href="#Page_44">44</a> ff.;</span></li> +<li><span style="margin-left: 1em;">conspiring with the children, <a href="#Page_51">51</a> f.</span></li> + +<li>Country school, to be redirected, <a href="#Page_152">152</a> ff.</li> + +<li>Crying, good for infants, <a href="#Page_14">14</a>.</li> +</ul> + +<ul class="index"> +<li><a id="IX_D" name="IX_D"></a>Dance, usually degrading, <a href="#Page_164">164</a>;</li> +<li><span style="margin-left: 1em;">hard to control, <a href="#Page_211">211 f</a>.</span></li> + +<li>Department of Agriculture, <a href="#Page_148">148</a>.</li> + +<li>Dickens, Professor Albert, <a href="#Page_110">110</a> f.</li> + +<li>Disease, relation to habit, <a href="#Page_3">3</a>;</li> +<li><span style="margin-left: 1em;">avoidance of by care, <a href="#Page_3">3</a>.</span></li> + +<li>Domestic economy, for girls, <a href="#Page_298">298</a> f.;</li> +<li><span style="margin-left: 1em;">in the rural school, <a href="#Page_122">122</a>.</span></li> +</ul> + +<ul class="index"> +<li><a id="IX_E" name="IX_E"></a>Exhibitions, by rural Y.M.C.A., <a href="#Page_139">139</a> f.</li> +</ul> + +<ul class="index"> +<li><a id="IX_F" name="IX_F"></a>Fairchild, Supt. E. T., <a href="#Page_108">108</a> f., <a href="#Page_118">118</a>.</li> + +<li>Farm barn, not to be better than the dwelling, <a href="#Page_62">62</a>.</li> + +<li><i>Farmer’s Voice</i>, <a href="#Page_60">60</a>, <a href="#Page_73">73</a>.</li> + +<li>Farm girls, danger of over-working, <a href="#Page_182">182</a> f.;</li> +<li><span style="margin-left: 1em;">working in the field, <a href="#Page_188">188</a>;</span></li> +<li><span style="margin-left: 1em;">sometimes misjudged, <a href="#Page_190">190</a> f.;</span></li> +<li><span style="margin-left: 1em;">work schedule difficult to make, <a href="#Page_191">191</a>;</span></li> +<li><span style="margin-left: 1em;">and self-supremacy, <a href="#Page_192">192</a> f.;</span></li> +<li><span style="margin-left: 1em;">social companions for, <a href="#Page_201">201</a>.</span></li> + +<li>Fear, nature and purpose of, <a href="#Page_16">16</a>, <a href="#Page_19">19</a>.</li> + +<li>Federation for country life in Illinois, <a href="#Page_161">161</a> f.</li> +</ul> + +<ul class="index"> +<li><a id="IX_G" name="IX_G"></a>Good health, fundamental to development, <a href="#Page_3">3</a>.</li> + +<li>Good life, definition, <a href="#Page_2">2</a>.</li> +</ul> + +<ul class="index"> +<li><a id="IX_H" name="IX_H"></a>Hall, Dr. G. Stanley, <a href="#Page_309">309</a>.</li> + +<li>Happiness, a part of the good life, <a href="#Page_6">6</a>;</li> +<li><span style="margin-left: 1em;">how obtained, <a href="#Page_6">6</a>.</span></li> + +<li>High school, rural provisions for, <a href="#Page_124">124</a> f.</li> + +<li>Holton, Professor E. L. on Boy Scouts, <a href="#Page_165">165</a>.</li> + +<li>Home conveniences, necessity for farm women, <a href="#Page_47">47</a>.</li> + +<li>Home life education, <a href="#Page_270">270</a>.</li> + +<li>Home sanitation, in the rural school, <a href="#Page_132">132</a>.</li> + +<li>“Homing” instinct, <a href="#Page_23">23</a>.</li> + +<li>House help, training the children for, <a href="#Page_49">49</a>.</li> + +<li>Human stock, mostly sound, <a href="#Page_7">7</a>, <a href="#Page_8">8</a>;</li> +<li><span style="margin-left: 1em;">potentially good, <a href="#Page_9">9</a>.</span></li> + +<li>Humble parentage and leadership, <a href="#Page_9">9</a>.</li> +</ul> + +<ul class="index"> +<li><a id="IX_I" name="IX_I"></a>Instincts, of children to be studied, <a href="#Page_310">310</a>;</li> +<li><span style="margin-left: 1em;">two are fundamental, <a href="#Page_12">12</a>;</span></li> +<li><span style="margin-left: 1em;">related to impulse, <a href="#Page_14">14</a>;</span></li> +<li><span style="margin-left: 1em;">for home life, <a href="#Page_23">23</a>;</span></li> +<li><span style="margin-left: 1em;">for business, <a href="#Page_24">24</a>.</span></li> +</ul> + +<ul class="index"> +<li><a id="IX_J" name="IX_J"></a>James, Professor William, <a href="#Page_300">300</a>.</li> +</ul> + +<ul class="index"> +<li><a id="IX_K" name="IX_K"></a>Kansas, Rural Boy Scouts in, <a href="#Page_166">166</a> ff.;</li> +<li><span style="margin-left: 1em;">a boy genius of, <a href="#Page_227">227</a>.</span></li> + +<li>Kansas State Agricultural College, <a href="#Page_165">165</a>.</li> + +<li>Kirk, President John R., quoted, <a href="#Page_112">112</a> f.</li> +</ul> + +<ul class="index"> +<li><a id="IX_L" name="IX_L"></a>Leadership, of farmer and wife, <a href="#Page_146">146</a> ff.;</li> +<li><span style="margin-left: 1em;">preparation for, <a href="#Page_148">148</a>;</span></li> +<li><span style="margin-left: 1em;">in Y.M.C.A., <a href="#Page_133">133</a> f.</span></li> + +<li>Library, for neighborhood in farm home, <a href="#Page_155">155</a>.</li> + +<li><i>Literary Digest</i>, <a href="#Page_73">73</a>.</li> + +<li>Literature, purpose of in country home, <a href="#Page_69">69</a> f.;</li> +<li><span style="margin-left: 1em;">best adapted to the child, <a href="#Page_71">71</a>, <a href="#Page_72">72</a>;</span></li> +<li><span style="margin-left: 1em;">types of, <a href="#Page_72">72</a> f.;</span></li> +<li><span style="margin-left: 1em;">on child-rearing, <a href="#Page_79">79</a>.</span></li> +</ul> + +<ul class="index"> +<li><a id="IX_M" name="IX_M"></a>Marriage, planning for the daughter’s, <a href="#Page_291">291</a> f.;</li> +<li><span style="margin-left: 1em;">to be studied, <a href="#Page_300">300</a> ff.;</span></li> +<li><span style="margin-left: 1em;">training the girl for, <a href="#Page_20">20</a>, <a href="#Page_21">21</a>.</span></li> + +<li>McNutt, Rev. M. B., and his work, <a href="#Page_86">86</a>, <a href="#Page_87">87</a>;</li> +<li><span style="margin-left: 1em;">church built by, <a href="#Page_87">87</a>.</span></li> + +<li>Mendel’s law, and human inheritance, <a href="#Page_8">8</a>.</li> + +<li>Minister, of city should preach in the country, <a href="#Page_85">85</a>;</li> +<li><span style="margin-left: 1em;">a country type, <a href="#Page_86">86</a> ff.</span></li> + +<li>Moral strength, an aim in character-building, <a href="#Page_4">4</a>;</li> +<li><span style="margin-left: 1em;">acquired through trial and error, <a href="#Page_4">4</a>.</span></li> + +<li>Mothers’ club, organization of, <a href="#Page_160">160</a> f.</li> +<li><span class="pagenum"><a name="Page_325" id="Page_325">[Pg 325]</a></span></li> +<li>"Mother’s hour," recommended, <a href="#Page_46">46</a>.</li> + +<li>Moving to town, to educate the children, <a href="#Page_36">36</a>;</li> +<li><span style="margin-left: 1em;">how it affects the farmer, <a href="#Page_36">36</a>, <a href="#Page_37">37</a>.</span></li> +</ul> + +<ul class="index"> +<li><a id="IX_N" name="IX_N"></a>National Corn Exhibit, <a href="#Page_230">230</a>.</li> + +<li>Native ability, three classes of, <a href="#Page_251">251</a> ff.;</li> +<li><span style="margin-left: 1em;">how stimulus and opportunity assist, <a href="#Page_253">253</a>.</span></li> + +<li>Newspaper, kind for the farmer, <a href="#Page_73">73</a>.</li> +</ul> + +<ul class="index"> +<li><a id="IX_O" name="IX_O"></a>Occupations for women, <a href="#Page_293">293</a> ff.</li> + +<li>Oklahoma Agricultural College, work at county fair, <a href="#Page_229">229</a>.</li> +</ul> + +<ul class="index"> +<li><a id="IX_P" name="IX_P"></a>Play, growing interest in, <a href="#Page_27">27</a>, <a href="#Page_28">28</a>;</li> +<li><span style="margin-left: 1em;">practical uses of, <a href="#Page_28">28</a> ff.;</span></li> +<li><span style="margin-left: 1em;">an excellent set of materials for, <a href="#Page_30">30</a>;</span></li> +<li><span style="margin-left: 1em;">sharply distinguished from work, <a href="#Page_31">31</a>;</span></li> +<li><span style="margin-left: 1em;">after Sunday School, <a href="#Page_97">97</a>;</span></li> +<li><span style="margin-left: 1em;">neighborhood center for, <a href="#Page_159">159</a>.</span></li> + +<li>Play apparatus, model in farm home, <a href="#Page_154">154</a>.</li> + +<li>Playground, apparatus for, <a href="#Page_118">118</a> ff.;</li> +<li><span style="margin-left: 1em;">for home and school, <a href="#Page_154">154</a> f.</span></li> + +<li>Playground Association of America, <a href="#Page_155">155</a>, <a href="#Page_316">316</a>.</li> + +<li>Population, decrease in country, <a href="#Page_83">83</a>.</li> + +<li>Prohibitory law, in Kansas, <a href="#Page_318">318</a>.</li> + +<li>Psychological clinic, <a href="#Page_265">265</a>.</li> +</ul> + +<ul class="index"> +<li><a id="IX_R" name="IX_R"></a>Recreation, meaning of misunderstood, <a href="#Page_33">33</a>;</li> +<li><span style="margin-left: 1em;">how related to farm work, <a href="#Page_34">34</a> ff.;</span></li> +<li><span style="margin-left: 1em;">for rural youth, <a href="#Page_139">139</a>.</span></li> + +<li>Religion, the new era in, <a href="#Page_319">319</a>;</li> +<li><span style="margin-left: 1em;">interest in a part of life, <a href="#Page_5">5</a>.</span></li> + +<li><i>Review of Reviews</i>, <a href="#Page_73">73</a>.</li> + +<li>Rural manhood, <a href="#Page_148">148</a>, <a href="#Page_156">156</a>.</li> + +<li>Rural school, changes in view-point of, <a href="#Page_102">102</a>;</li> +<li><span style="margin-left: 1em;">to serve all, <a href="#Page_103">103</a> f.;</span></li> +<li><span style="margin-left: 1em;">compulsory attendance upon, <a href="#Page_106">106</a>;</span></li> +<li><span style="margin-left: 1em;">model at Kirksville, <a href="#Page_112">112</a>.</span></li> + +<li>Rural schoolhouse, better ones needed, <a href="#Page_107">107</a>;</li> +<li><span style="margin-left: 1em;">location of, <a href="#Page_108">108</a>;</span></li> +<li><span style="margin-left: 1em;">in Kansas, <a href="#Page_105">105</a>;</span></li> +<li><span style="margin-left: 1em;">model at Cornell, <a href="#Page_115">115</a>.</span></li> +</ul> + +<ul class="index"> +<li><a id="IX_S" name="IX_S"></a>Saloons, a menace to boys, <a href="#Page_206">206</a> f.</li> + +<li>School grounds, size, and adoption of, <a href="#Page_109">109</a>.</li> + +<li>School playground, <a href="#Page_117">117</a> ff.</li> + +<li>Sex evils, to be studied, <a href="#Page_317">317</a>.</li> + +<li>Sex habits, secret, <a href="#Page_204">204</a>.</li> + +<li>Sex instinct, as socializing agency, <a href="#Page_199">199</a>.</li> + +<li>Sexual love, instructive and extremely helpful, <a href="#Page_20">20</a>;</li> +<li><span style="margin-left: 1em;">necessity of careful treatment, <a href="#Page_20">20</a> ff.</span></li> + +<li>Smoking, bad for boys, <a href="#Page_205">205</a> f.</li> + +<li>Social democracy, fostered by training, <a href="#Page_4">4</a>.</li> + +<li>Social efficiency, training for, <a href="#Page_5">5</a>.</li> + +<li>Social entertainment, how to conduct, <a href="#Page_209">209</a> f.;</li> +<li><span style="margin-left: 1em;">several forms of, <a href="#Page_211">211</a> ff.</span></li> + +<li>Social renaissance, in the country, <a href="#Page_199">199</a>.</li> + +<li>Social sensitiveness, a form of fear, <a href="#Page_18">18</a>;</li> +<li><span style="margin-left: 1em;">great value in training, <a href="#Page_19">19</a>, <a href="#Page_20">20</a>.</span></li> + +<li>Social training of farm youths, <a href="#Page_197">197</a> ff.;</li> +<li><span style="margin-left: 1em;">in economic clubs, <a href="#Page_215">215</a>;</span></li> +<li><span style="margin-left: 1em;">a working plan for, <a href="#Page_198">198</a> ff.;</span></li> +<li><span style="margin-left: 1em;">based on sex instinct, <a href="#Page_199">199</a>;</span></li> +<li><span style="margin-left: 1em;">menaces to, <a href="#Page_200">200</a> ff.;</span></li> +<li><span style="margin-left: 1em;">in ideal country home, <a href="#Page_208">208</a>.</span></li> + +<li>Social training schools, <a href="#Page_314">314</a>.</li> + +<li>Social work, for girls, <a href="#Page_295">295</a> f.</li> + +<li>Solitude, a means of culture, <a href="#Page_35">35</a>.</li> + +<li>Stenography, for girls, <a href="#Page_294">294</a>.</li> +</ul> + +<ul class="index"> +<li><a id="IX_T" name="IX_T"></a>Teaching, hard on young women, <a href="#Page_203">203</a>.</li> + +<li>Tuberculosis, is it inheritable? <a href="#Page_8">8</a>, <a href="#Page_9">9</a>.</li> +</ul> + +<ul class="index"> +<li><a id="IX_U" name="IX_U"></a>University of Pennsylvania, <a href="#Page_309">309</a>.</li> + +<li>Usefulness, as ideal of education, <a href="#Page_3">3</a>.</li> +</ul> + +<ul class="index"> +<li><a id="IX_V" name="IX_V"></a>Vacations, based on instincts and desires, <a href="#Page_163">163</a>, <a href="#Page_226">226</a>.</li> + +<li>Vacations, necessity of providing for, <a href="#Page_176">176</a> f.;</li> +<li><span style="margin-left: 1em;">a father’s plan for, <a href="#Page_177">177</a> f.</span></li> + +<li>Vocation, for farm boy, <a href="#Page_275">275</a> ff.;</li> +<li><span style="margin-left: 1em;">should it be farming, <a href="#Page_275">275</a>;</span></li> +<li><span style="margin-left: 1em;">go slow in choosing, <a href="#Page_276">276</a> f.;</span></li> +<li><span style="margin-left: 1em;">three methods of training for, <a href="#Page_279">279</a> f.;</span></li> +<li><span style="margin-left: 1em;">preparation of farm girl for, <a href="#Page_289">289</a> ff.</span></li> +<li><span class="pagenum"><a name="Page_326" id="Page_326">[Pg 326]</a></span></li> +<li>Vocational schools, in the South, <a href="#Page_229">229</a> f.</li> +</ul> + +<ul class="index"> +<li><i><a id="IX_W" name="IX_W"></a>Wallaces’ Farmer</i>, <a href="#Page_43">43</a>, <a href="#Page_44">44</a>, <a href="#Page_73">73</a>.</li> + +<li>Waters, President H. J., <a href="#Page_127">127</a>.</li> + +<li>Wealth, not evidence of substantial country society, <a href="#Page_84">84</a>.</li> + +<li>Witmer, Dr. Lightner, <a href="#Page_309">309</a>.</li> + +<li>Women, occupations for, <a href="#Page_291">291</a> ff.</li> + +<li>Work, as basis of society, <a href="#Page_171">171</a> ff.;</li> +<li><span style="margin-left: 1em;">for the boy’s sake, <a href="#Page_172">172</a> f.;</span></li> +<li><span style="margin-left: 1em;">wrong attitude of workmen toward, <a href="#Page_174">174</a>;</span></li> +<li><span style="margin-left: 1em;">a father’s method of training boy for, <a href="#Page_175">175</a> f.;</span></li> +<li><span style="margin-left: 1em;">a schedule of hours for, <a href="#Page_178">178</a> ff.;</span></li> +<li><span style="margin-left: 1em;">how much for the girl, <a href="#Page_183">183</a> ff.;</span></li> +<li><span style="margin-left: 1em;">foundation for vocation, <a href="#Page_285">285</a>;</span></li> +<li><span style="margin-left: 1em;">necessary as discipline, <a href="#Page_30">30</a>, <a href="#Page_31">31</a>;</span></li> +<li><span style="margin-left: 1em;">not liked by natural children, <a href="#Page_31">31</a>;</span></li> +<li><span style="margin-left: 1em;">acquired fondness for, <a href="#Page_32">32</a>;</span></li> +<li><span style="margin-left: 1em;">a part of the good school course, <a href="#Page_33">33</a>;</span></li> +<li><span style="margin-left: 1em;">spiritualized by country church, <a href="#Page_98">98</a>.</span></li> + +<li><i>World’s Work</i>, <a href="#Page_73">73</a>.</li> +</ul> + +<ul class="index"> +<li><a id="IX_Y" name="IX_Y"></a>Y.M.C.A., rural <a href="#Page_129">129</a> ff.;</li> +<li><span style="margin-left: 1em;">purposes of, <a href="#Page_131">131</a>;</span></li> +<li><span style="margin-left: 1em;">how to organize, <a href="#Page_132">132</a> ff.;</span></li> +<li><span style="margin-left: 1em;">leader for, <a href="#Page_133">133</a> f.;</span></li> +<li><span style="margin-left: 1em;">how to conduct, <a href="#Page_136">136</a>;</span></li> +<li><span style="margin-left: 1em;">example of rural in Kansas, <a href="#Page_143">143</a> f.</span></li> +</ul> +<ul class="index"> +<li><span class="pagenum"><a name="Page_327" id="Page_327">[Pg 327]</a></span></li></ul> + + + +<hr class="full" /> +<blockquote><p>The following pages contain advertisements of a +few of the Macmillan books on kindred subjects.</p></blockquote> +<p><br /> +<span class="pagenum"><a name="Page_329" id="Page_329">[Pg 329]</a></span></p> + + + +<p class="title">THE RURAL OUTLOOK SET</p> + +<p><span class="smcap">By Professor L. H. BAILEY</span></p> + +<blockquote><p>Director of the New York State College of Agriculture at Cornell University</p> + +<p><i>Four volumes. Each, cloth, 12mo. Uniform binding, attractively boxed +$5.00 net per set; carriage extra. Each volume also sold separately.</i></p> + +<p>In this set are included three of Professor Bailey’s most popular books +as well as a hitherto unpublished one,—“The Country-Life Movement.” +The long and persistent demand for a uniform edition of +these little classics is answered with the publication of this attractive +series.</p></blockquote> + +<p class="title">The Country-Life Movement</p> + +<p> +<i>Cloth, 12mo, 220 pages, $1.25 net; by mail, $1.34</i> +</p> + +<blockquote><p>This hitherto unpublished volume deals with the present movement +for the redirection of rural civilization, discussing the real country-life +problem as distinguished from the city problem, known as the back-to-the-land +movement.</p></blockquote> + +<p class="title">The Outlook to Nature (New and Revised Edition)</p> + +<p> +<i>Cloth, 12mo, 195 pages, $1.25 net; by mail, $1.34</i> +</p> + +<blockquote><p>In this alive and bracing book, full of suggestion and encouragement, +Professor Bailey argues the importance of contact with nature, a sympathetic +attitude toward which “means greater efficiency, hopefulness, +and repose.”</p></blockquote> + +<p class="title">The State and the Farmer (New Edition)</p> + +<p> +<i>Cloth, 12mo, $1.25 net; by mail, $1.34</i> +</p> + +<blockquote><p>It is the relation of the farmer to the government that Professor Bailey +here discusses in its varying aspects. He deals specifically with the +change in agricultural methods, in the shifting or the geographical +centers of farming in the United States, and in the growth of agricultural +institutions.</p></blockquote> + +<p class="title">The Nature Study Idea (New Edition)</p> + +<p> +<i>Cloth, 12mo, $1.25 net; by mail, $1.34</i> +</p> + +<blockquote><p>“It would be well,” the critic of <i>The Tribune Farmer</i> once wrote, +“if ‘The Nature Study Idea’ were in the hands of every person who +favors nature study in the public schools, of every one who is opposed +to it, and, most important, of every one who teaches it or thinks he +does.” It has been Professor Bailey’s purpose to interpret the new +school movement to put the young into relation and sympathy with +nature,—a purpose which he has admirably accomplished.</p></blockquote> + + +<p><span class="pagenum"><a name="Page_330" id="Page_330">[Pg 330]</a></span></p> + + + + +<p class="title">NEW BOOKS ON AGRICULTURE</p> + + +<p class="title">How to Keep Bees for Profit</p> + +<p> +<span class="smcap">By D. E. LYON</span></p> +<p><i>Cloth, 12mo, illustrated, $1.50 net</i> +</p> + +<blockquote><p>Dr. Lyon is an enthusiast on bees. He has devoted many years to +the acquisition of knowledge on this subject, and his book is a practical +one. In it he takes up the numerous questions that confront the +man who keeps bees, and deals with them from the standpoint of long +experience.</p></blockquote> + + +<p class="title">How to Keep Hens for Profit</p> + +<p> +<span class="smcap">By C. S. VALENTINE</span></p> +<p><i>Cloth, 12mo, illustrated, $1.50 net</i> +</p> + +<blockquote><p>Mr. Valentine is a well-known authority upon the subject. His knowledge +is extensive and accurate; the information that he gives will be +of service, not only to the amateur who keeps poultry for his own +pleasure, but to the man who wishes to derive from it a considerable +portion of his income.</p></blockquote> + + +<p class="title">Manual of Gardening</p> + +<p> +<span class="smcap">By L. H. BAILEY</span></p> +<p><i>Cloth, 12mo, illustrated, $2.00 net</i> +</p> + +<blockquote><p>This new work is a combination and revision of the main parts of two +other books by the same author, “Garden Making,” and “Practical +Garden-Book,” together with much new material and the results of +the experience of ten added years.</p></blockquote> + + +<p class="title">How to Grow Vegetables</p> + +<p><span class="smcap">By ALLEN FRENCH</span></p> + +<p> +<i>New edition.</i> <i>Decorated cloth, 12mo, illustrated, $1.75 net; by mail, $1.80</i> +</p> + +<blockquote><p>“It is what it purports to be, a practical handbook and planting table +for the vegetable garden. Its directions for growing in our northern +climate are detailed and explicit, and will be of invaluable assistance +to those who follow them intelligently.”—<i>Boston Budget.</i></p> + +<p>“The instructions are terse, yet complete, and cover everything as to +method of preparing the ground, sowing seed, cultivation, etc. Practicality +and clearness of direction are the dominant notes of Mr. +French’s book.”—<i>Brooklyn Eagle.</i></p></blockquote> + + +<p><span class="pagenum"><a name="Page_331" id="Page_331">[Pg 331]</a></span></p> + + +<p class="title">A Self-Supporting Home</p> + +<p><span class="smcap">By KATE V. ST. MAUR</span></p> + +<p> +<i>Cloth, 12mo, fully illustrated from photographs, $1.75 net</i> +</p> + +<blockquote><p>“Each chapter is the detailed account of all the work necessary for +one month—in the vegetable garden, among the small fruits, with +the fowls, guineas, rabbits, cavies, and in every branch of husbandry +to be met with on the small farm.”—<i>Louisville Courier-Journal.</i></p></blockquote> + + +<p class="title">The Earth’s Bounty</p> + +<p> +<span class="smcap">By KATE V. ST. MAUR</span></p> +<p><i>Cloth, 12mo, illustrated, $1.75 net</i> +</p> + +<blockquote><p>The present volume, though in no sense dependent on “A Self-Supporting +Home,” is in a sense a sequel to it. The feminine owner +is still the heroine, and the new book chronicles the events after success +permitted her to acquire more land and put to practical test the +ideas gleaned from observation and reading.</p></blockquote> + + +<p class="title">The Fat of the Land: The Story of an +American Farm</p> + +<p> +<span class="smcap">By JOHN WILLIAMS STREETER</span></p> +<p><i>Cloth, 12mo, $1.50 net</i> +</p> + +<blockquote><p>“The Fat of the Land” is the sort of book that ought to be epoch-making +in its character, for it tells what can be accomplished through +the application of business methods to the farming business. Never +was the freshness, the beauty, the joy, the freedom of country life put +in a more engaging fashion. From cover to cover it is a fascinating +book, practical withal, and full of common sense.</p></blockquote> + + +<p class="title">Three Acres and Liberty</p> + +<p> +<span class="smcap">By BOLTON HALL</span></p> +<p><i>Cloth, 12mo, illustrated, $1.75 net</i> +</p> + +<blockquote><p>Possibilities of the small suburban farm, and practical suggestions to +city dwellers how to acquire and make profitable use of them.</p></blockquote> + +<p><span class="pagenum"><a name="Page_332" id="Page_332">[Pg 332]</a></span></p> + + +<p class="title">The Feeding of Animals</p> + +<p>By WHITMAN HOWARD JORDAN</p> + +<p> +<i>Cloth, 12mo, illustrated, 450 pages, $1.50 net; by mail, $1.65</i> +</p> + +<blockquote><p>“A valuable contribution to agricultural literature. Not a statement +of rules or details of practice, but an effort to present the +main facts and principles fundamental to the art of feeding animals.”—<i>New +England Farmer.</i></p></blockquote> + + +<p class="title">Rural Hygiene</p> + +<p>By HENRY N. OGDEN, C.E.</p> + +<blockquote><p>Professor of Sanitary Engineering, College of Civil Engineering, Cornell +University, and Special Assistant Engineer of the New York +State Department of Health</p></blockquote> + +<p> +<i>Illustrated, decorated cloth, 12mo, $1.50 net; by mail, $1.68</i> +</p> + +<blockquote><p>“Farmers and other dwellers outside of cities will find Professor Henry +N. Ogden’s ‘Rural Hygiene’ an invaluable treatise on all matters pertaining +to the health of the individual and the community. The author, a +civil engineer in the faculty of Cornell University, deals with the structural +side of public hygiene rather than with the medical side. He tells how +houses and barns should be built so as to promote the good health of their +occupants; how to manage ventilation, drainage, water supply, etc.; how +waterworks should be built, what are the best kinds of power, how to arrange +the plumbing, guard against sewage, and so on. . . . It is an unusually +complete, practical, and readable treatise.”—<i>Chicago Record-Herald.</i></p></blockquote> + + +<p class="title">Law for the American Farmer</p> + +<p>By JOHN D. GREEN, of the New York Bar.</p> + +<p> +<i>Decorated cloth, 12mo, $1.50 net; by mail, $1.68</i> +</p> + +<blockquote><p>“The book is superior to any of its class.”—<i>Law Review.</i></p> + +<p>“Very comprehensive and valuable.”—<i>Kansas Farmer.</i></p> + +<p>“Written with great thoroughness and accuracy.”—<i>Chicago Inter-Ocean.</i></p></blockquote> + + +<p class="center gap4">THE MACMILLAN COMPANY</p> + +<p class="center"> +Publishers 64-66 Fifth Avenue New York</p> + +<hr class="full" /> +<p> </p> + +<div class="transnote">TRANSCRIBER'S NOTE: +<p>Punctuation has been made consistent without note.</p> + +<p>Archaic or alternate spellings have been retained.</p> + +<p>Plate X: 1st edition has a different caption for this plate: An illustration of "Corn Sunday," +as instituted by Superintendent George W. Brown in the rural churches in the vicinity of Paris, Illinois.</p> + +<p>Page 99, References: "Colton" changed to "Cotton" (John Cotton Dana).</p> + +<p>Page 127, References: 1st edition has 1906, not 1905, as publication date for "The Most Practical Industrial +Education for the Country Child."</p> + +<p>Page 140, "One boy may have have caught" changed to "One boy may have +caught"</p> + +<p>Page 329: "County-Life" changed to "Country-Life" ("The Country-Life Movement.")</p></div> + +<p> </p> +<hr class="full" /> +<p>***END OF THE PROJECT GUTENBERG EBOOK FARM BOYS AND GIRLS***</p> +<p>******* This file should be named 39483-h.txt or 39483-h.zip *******</p> +<p>This and all associated files of various formats will be found in:<br /> +<a href="http://www.gutenberg.org/dirs/3/9/4/8/39483">http://www.gutenberg.org/3/9/4/8/39483</a></p> +<p> +Updated editions will replace the previous one--the old editions +will be renamed.</p> + +<p> +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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