Perrysburg journal. (Perrysburg, Wood Co., O. [Ohio]) 186?-1965, 1869-01-08
fsrln aud Auussaold.
How TO Keep Farmers Boys at Home.
From Henrth and nnmn

chusetts Agricultural College, who asks
the pertinent question above, aud an.
swers Is in the article which follows, is as
competent to handle Il as any of our
agriculturists As the manager of the
State Arm he has displayed tact and wis
dom In getting cheerful work out of the
boya One secret of his success Is not al.
luded 30 in the article. He does not saw
"Go, boys" but "Come, BOYS" When
there is work TO be done, his coat is on the
fence and he leads the gang:
ITO answer this question understand.
lngly and effectively, II is bcst first 10 OK.
anime and define some Of the causes that
are operating to induce our boys to leave
the farm for other pursuits. In the irst
place, some boys, like some men, do not
possess an active, energetic temperament
but are inclined 20 be indolent. The in
stincts OF such prompt them TO select a
pursuit which they think will give them a
liberal support without much exertion Of
mind or body. But the boy, from the
first dawn of his intellect has perhaps
had II impressed upon his mind inefTacea.
bly, that life on the farm is one of exhaust.
ing labor, hardship, and toll. He hears
no other idea respecting II advanced in
the family and community where he re.
sides and accepts Il az a matter of course,
and forms his plans accordingly.
" But, again; man Is an accumulative
animal. He possesses the desire TO hoard.
If not for itself alone, yet for the gratih.
cation which his accumulations will sc.
cure him. The boy possesses this faculty
equally with the man, and Is not directed
by Judgment and experience. Now, the
very father who Is complaining that he
cannot keep his boy on the farm has very
far tF,H II. A..
farming is poor business, that itdoes not pay
for the care and labor bestowed that II Ia
only by the strictest economy, perbaps
self denial, that he can make his ends
meet and IL he gets ahead at all, it Is
little by little, few dollars in year.
and lifetime Of labor on the farm Is
necessary to secure sufficient for support
In the decline of age. The boy learns the
lesson, and he remembers t. But he sees
merchants, traders, spectators, and pro.
fessionals rolling in apparent wealth, &C.
quired quickly, and he thinks, easily, and
with longing, he desires to 90 and do
likewise. Another fruitful cause of the
evil complained of is, that very many of
our farmers are ignorant Of or do not
fully appreciate the character of their
boys, in all its nobleness, in the breadth
and scope OF their nature, and are equally
ignorant of what their calling is, and of
the great and varied store of knowledge
necessary for its successful, intelligent
prosecution. They are not aware that
their boy thinks, and reasons, and thirsts
for knowledge, and desires to know the
why and wherefore of all the mysterious
changes and operations that are going ON
around him. while they are only intent on
his performing an allotted task of labor.
AS they take the STRIPPING TO the field, they
impress upon him the hard fact that he has
something TO do and not something to
learn. This impression is strengthened
with his strength, and grows with his
growth, until he comes to feel that he is
valuable and useful In the business of the
farm precisely as are the horses and cat.
tle that his toughness of muscle and
power of endurance are the measure of
his Importance, and not the intelligent
understanding and comprehension of his
calling. He becomes aware that the best
part Of his nature is being smothered or
crushed out OF him, and his soul revolts at
the idea and the business which begets 1t.
But home influences, and those of ma
ture and ignorance, are not the only ones
that are doing their baleful work in this
line, In many cases, the teacher In the
primary-school is the first TO give the evil
lesson and the wrong incline. The boy
pupil there, II he is quick to learn and
intellectually active, Is often distinctly
taught that he is too smart and good to
DO farmer; that tilling the soil is too
mean business for one SO bright that no
can do better in some other way, for hy
culture he may hope TO obtain an honor.
aple position, do good TO mankind, and
make Tor himself name The same les.
son is taught him in every grade of school
10 the university, and however correct the
nome teaching and influence Is, these ideas
OBTAIN lull possession of him, and he
really believes agriculture to be a groyel.
ing pursuit, and II he would be man and
attain to influence, he must leave IT,
These are the principal causes which
influence our boys away from the farm.
II one would countoract them, and keep
them in this sphere, which may be ono of
honor, usefulness, and every good, they
must be taught, first the great truth that
IN this world of ours, there Is no true sue
cess In any pursuit. profession, or occupa-
uon Whatever but what comes as the re-
ward of close application and labor; that
although a life on the farm is not and ought
not to be exempt from this, yet its constant
variation and change are an actual relaxa.
tioni that IL has seasons of rest and enjoy.
ment unknown to others; that its labors
are not so wearing and exhaustive te the
whole being; that 1t brings less of oorrod.
ing care, and more of real satisfaction as
the hours of life go by.
Again, the boys must be taught that all
is not gold that glitters; that the display
OF real or spurious wealth, the result of
mercantile or speculative hazard, does not
indicate the solid acoumuiations of the
trading and speculative portion of the
community that while, as In lottery,
one in hundred has drawn a splendid
prize, and displays il ostontatiously, the
ninety nine have met with disappointment
aud failure, and, after passing through
bankruptcy, are spending life of shifts
and changes, dissatisfied with themselves
and the world. They must be taught that
more property will be accumulated by fifty
young men engaged in agriculture than in
any other pursuit. though no one of them
may acquire large fortune; and so sure
as seed-time and harvest continue so sure
Is 1t that well-directed, intelligent labor on
the land viii bring an ample competence,
Whlle in other pursuits there is always
doubt, and nine times in ten failure.
Again, the young farmer must be edu-
Gated TO know that his profession is not
one in which the hand alone is TO do the
work, while the mind has no part to per.
form. He must learn that, in agriculture,
he is dealing with all the great principles
OF nature that his calling is an art and
science, and 20 understand its mysteries,
and TO be able TO work in harmony with
natures teachings, will call into exercise
the highest and strongest powers of his
nature, and give full play to his every
faculty; that in IL there Is full scope
Tor the highest laudable ambition, aud
abundant qualification for his whole being.
His early agricultural labors should be
performed solely for instruction; to
make him acquainted with the practical
application of taught truths of art
and science, and he should always have in
his hand the best possible implements of
their kind, and those suitable for his age
and strength And, though last not least,