_HOW MUCH WORK FOR THE COUNTRY BOY_
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.
SEE THAT THE WORK IS FOR THE BOY'S SAKE
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.
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 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.
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.
NOT ENFORCED LABOR, BUT MASTERY
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.
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."
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 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.
"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."
"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."
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.
PROVIDE VACATIONS FOR THE BOY
It is unreasonable to expect the growing boy to have the same vital
interest in the work as that of 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.
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:--
"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
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."
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!
A TENTATIVE SCHEDULE OF HOURS
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--_both the quantity and the
quality of the work necessary for each age and grade are carefully
scheduled_. Now, why not the same forethought in planning the necessary
amount of the other exercises? And why not have this scheme made out by
_highly trained experts_ 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.
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.
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.
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.
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.
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 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.
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 _no
sort of work_ 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.
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.
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.
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.
[Illustration: PLATE XXI.
FIG. 27.--A tennis court in connection with the country boys' camp.
There should be more of these.
FIG. 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.]
Age 12.--Many 12-year-old boys are required to 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.
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.
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.
THINK OUT A REASONABLE PLAN
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.
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.
REFERENCES
Standards in Education. Arthur H. Chamberlain. Chapter III,
"Industrial Training: Its Aim and Scope." American Book
Company.
Child Labor and the Republic. Homer Folks. National Child
Labor Committee, N.Y.
Teaching the Boy to Work. (Pamphlet.) Wm. A. McKeever.
Published by the author, Manhattan, Kansas.
Half Time at School and Half Time at Work. F. P. Stockbridge.
_World's Work_, April, 1911. An interesting experiment at the
University of Cincinnati.
Care of the Child. Mrs. Burton Chance. Chapter X, "The
Awkward Age." Penn Publishing Company.