32 The Rural Home and Character Development 



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. 



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 pres- 

 sure 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 recita- 

 tion 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 



