Another example: at the present time a high school senior 
has a class of four small boys twice a week. This young lad, 
with his four helpers, is preparing cuttings of all sorts of plants, 
so that our greenhouses may offer rich opportunities for other 
boys and girls. His work, he distinctly understands, is to train 
those others into useful people who can do independent work. 
No work is truly successful until out of it comes an independence 
of thought and action. 
The enjoyment test is evident on the face of things. We either 
like or we do not like that piece of work which is appor- 
tioned to us in this life. A wonderful lesson is learned when it 
is possible for a child to pick up whatever task comes to him 
and be able to feel that he is going to be able to enjoy that 
special thing. This sounds like enjoyment with a big stick held 
over it, but it is not so. When work may be entered upon be- 
cause we want to do it, and when, if it is not entered upon, some 
one else is bound to want to do it, immediately the prcbltm of 
enjoyment is solved. Psychologically we should arrange our 
work so that young people are standing on tiptoe with eagerness 
to be a part of any given work. It is understood by all boys and 
girls who come here that there are many, many other boys and 
girls waiting— just waiting for them to drop out and give the 
others a chance. You could not possibly drop out under such 
conditions ! 
Work planned for children should always be planned with a 
definite thought that it is important. We have no business to be 
placing before our young people, in this time of the world, any 
work that is not very seriously important; ard there is nothing 
in the world more important than to learn how to live happily 
and wisely. There is no finer tribute to work than the boy’s 
reply, “I am here because I tike to be here.” 
Ellen Eddy Shaw. 
