Dodgeville chronicle. [volume] (Dodgeville, Wis.) 1862-current, 1869-01-08
farti aud ztausetala.
How to Keep Farmers Boys at Home.
From Hearth and Home.

the pertinent question above, and an
swers it in the article which follows, is as
competent to handle it as any of our
agriculturists. AS the manager Of the
State farm he has displayed tact and wis
dom in getting cheerful work out of the
boys. One secret of his success Is not al
luded to in the article. He does not say,
SEQ, boys" but I" 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
ingly and effectively, it is best first to ex-
anime and define some of the causes that
are operating to induce our boys to leave
the farm for other pursuits. In the first
place, some boys, like some men, do not
possess an active, energetic temperament,
but are inclined to be indolent The in
stincts of such prompt them to select q
pursuit which they think will give them
liberal support without much exertion of
mind or body. But the boy, from the
first dawn of his intellect, has perhaps
had it impressed upon his mind ineffacea-
bly, that life on the farm is one of exhaust
ing labor, hardship, and toll. He hears
no other idea respecting it advanced in
the family and community where he re-
sides, and accepts it as 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 gratifi-
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
likely taught him from his infancy up, that
farming is poor business, that it does not pay
for the care and labor bestowed, that it
only by the strictest economy, perhaps
self denial, that he can make his ends
meet and If he gets ahead at all, it is
little by little, a 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 it. But he sees
merchants, traders, spectators, and pro-
CURED quickly, and he thinks, easily, and
with longing, he desires to go 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 it's 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 ne is
valuable and useful In the business of the
farm precisely as are the horses ard cat
tie; 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 it.
"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, if he is quick to learn and
intellectually active, is often distinctly
taught that he is too smart and good to
be a farmer; that tilling the soil is too
mean business for one so bright, that he
can do better in some other way, for by
culture he may hope to obtain an honor.
able position, do good to mankind, and
make for himself a name. The same les
son is taught him in every grade of school
to the university, and however correct the
home teaching and Influences these ideas
obtain full possession of him, and he
really believes agriculture to be grovel-
ing pursuit. and if 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 counteract them, and keep
them in this sphere, which may be one 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-
ton 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.
ton; that it has seasons of rest and enjoy
ment unknown to others; that its labors
are not SO wearing and exhaustive to the
whole being; that it brings less of corrod-
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 accumulations of the
trading and speculative portion of the
community: that WHILE as in lottery,
one in a hundred has drawn splendid
prize, and displays it SYSTEMATICALLY, the
ninety-nine have met with disappointment
and failure, and, after passing through
bankruptcy, are spending life of shifts
and changes, dissatisfied with themselves
and-th 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
e as seed-time and harvest continue, so sure
is it that well-directed, intelligent labor on
the land will bring an ample competence,
while 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 viii CHI 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 a
science, and to understand it's mysteries.
and TO be able to work in harmony with
natures teachings, will call into exercise
the highest and stroopast y,orrorc &c Ia,