Farm Boys and Girls Part 17

6. Know the elementary rules for the prevention of tuberculosis.

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 subst.i.tute town lots.)

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.

9. Maintain a bank account of not less than $20.

10. Read the books of the Young People's Reading Circle for the eighth and ninth grades.

For the First Cla.s.s--

1. Know by sight and call fifty common birds of Kansas.

2. Know by sight and track all wild animals of Kansas.

3. Know by sight all the common game fish of Kansas.

4. Know in the fields twenty-five wild flowers.

5. Know by leaf, bark, and general outline all common trees and shrubs of Kansas.

6. Know by sight twenty-five common weeds.

7. Plant and cultivate according to the latest scientific methods not less than two acres of farm crops. (The town boy may subst.i.tute town lots.)

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.

9. Maintain a bank account of not less than $25.

10. Shall read at least two of a list of books on rural life.

The motto is: "Know the secrets of the open country."

REFERENCES

See Rural Leadership Number of _Rural Manhood_, June, 1910.

Play for the Country Boy. Clark W. Hetherington. _Rural Manhood_, May, 1911.

The Y.M.C.A. Socializing the Country. Farman S. Vance. _The Independent_, April 15, 1911.

Holiday Plays. Marguerite Merington. Duffield & Co. Suitable for rural leaders.

The County and Local Fair. L. H. Bailey. _The Country-Life Movement_, 1911. This article contains many practical and stimulating suggestions for making a successful county fair, on a new basis.

Farmers' Inst.i.tutes 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.

Kindergarten at Home. V. M. Hillyer. Baker-Taylor Company.

N.Y. Contains much constructive work.

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:

From Kitchen to Garret. Virginia T. Van de Water.

Neighborhood Entertainments. Renee B. Stern.

The Farm Mechanic. L. W. Chase.

Home Waterworks. Carleton J. Lynde.

The Satisfaction of Country Life. Dr. James W. Robertson.

Roads, Paths and Bridges. L. W. Page.

Health on the Farm. Dr. L. F. Harris.

Farm Machinery. J. B. Davidson.

Electricity on the Farm.

County Superintendent J. F. Haines, n.o.blesville, Indiana, has a fund of helpful data on agricultural fairs by young people.

The Extension of Industrial and Agricultural Education.

(Pamphlet.) Extension Department, University of Wisconsin, Madison.

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.

CHAPTER XI

_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 a.s.sist 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 apt.i.tudes, 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.