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PART III
CHILD LABOR

The subject of Child Labor is one of the vital questions of to-day, and every woman should study and know the conditions, particularly in her own State. Begin with an introductory paper on child labor in the mills of England in the nineteenth century. Read from Mrs. Browning's "Cry of the Children."

Study the present conditions in America; the mining, canning, glass-blowing, and factory work occupations, particularly in the South; the tenement-house trades, such as nut-shelling and the making of artificial flowers. Discuss the many evils to which the children are exposed, the lack of rest and exercise, the unsanitary surroundings. Study the street trades; boot-blacking, newspaper selling, peddling, and the work of the messenger boy; also that of the child on the stage, the conditions under which he must work; the legislation governing these, and the enforcement of the laws.

Take up the causes of child labor, the poverty, and the need to increase the family income; the employer's attitude toward child labor; the indifference to school. Discuss, How can the school obtain and hold the child? and the vital importance of education. Find out whether the compulsory education law is enforced in your own locality. Speak of the teaching of trades in schools; industrial education by the State; the economic value of education. Read and discuss the state laws on child labor. Are they enforced? Should public opinion against child labor be aroused? Read the reports of exhibitions: Could the club have some sort of an exhibit?

I – THE FAR-REACHING EFFECTS

The effects of child labor are of far-reaching importance. Read the statistics of accident and disease, the stunting of growth, the effect on the child's mentality and morals from articles in Survey. What percentage of child criminals come from the laboring classes? The effect of child labor on the home should be discussed, its tendency to disintegrate; note the physical deterioration, and the unfitness for parenthood in the child who has labored, the loss of vital force in the children mentally and physically in the following generations, and the lowering of standards of American citizenship which must follow.

On each point have readings from pamphlets published by the National Child Labor Committee, 105 East Twenty-second Street, New York City, which will be sent to any one who writes and asks for them. The following will be especially helpful: Child Employing Industries, Child Labor, Child Problems, Child Workers of the Nation, Compulsory Education in the South.

The Survey has quantities of articles on all the topics. In addition, read from these books:

"Child Labor in City Streets," E. N. Clopper. (Macmillan.) "The Cry of the Children," Mrs. B. Van Vorst. (Moffat, Yard.) "Solution of the Child Labor Problem," S. Nearing. (Moffat, Yard.) "The Children in the Shadow," E. K. Coulter. (McBride, Nast & Co.) "Through the Mill," F. K. Brown. (Pilgrim Press, Boston.) "Juvenile Offenders," W. D. Morrison. (Appleton.)

PART IV
AMERICAN NATURE WRITERS

Toward spring clubs which have taken a heavy subject all winter will enjoy a program of ten meetings on our own writers about nature. The life of each should first be fully studied, and there may be many readings from books.

The story of John James Audubon is as interesting as the most romantic novel. Study this in full and describe his great book, "Birds of America"; read from his granddaughter's (Maria B. Audubon) "Life of Audubon" (Scribner).

Henry David Thoreau is a unique figure in our literary history. Read some of his poems; also Stevenson's sketch in "Familiar Studies;" and from "Thoreau," by F. B. Sanborn (Houghton Mifflin Co.).

John Burroughs is the most popular of our nature writers. Read "Wake Robin," "Birds and Poets," and "Indoor Studies" (Houghton Mifflin Co.).

John Muir though not an American by birth, was our chief scientific writer about nature. Read from "The Mountains of California" (Century Co.); "Our National Parks" (Houghton Mifflin Co.).

Stewart Edward White writes of the mountains and forests. Read: "The Forest" (Doubleday, Page), and "The Pass" (Outing Co.).

Select chapters from Ernest Thompson Seton's "The Biography of a Grizzly" (Century Co.), "Lives of the Hunted" (Scribner).

Read from Theodore Roosevelt's "The Hunting Trips of a Ranchman," "Hunting the Grizzly" (Putnam), and "Good Hunting" (Harper).

Read briefly of Henry C. McCook's life, and then from "Nature's Craftsmen" (Harper), and "Tenants of an Old Farm" (Jacobs).

Read selections from the books of Mabel Osgood Wright and Olive Thorne Miller.

Have readings from "The Nature Lovers' Treasury," by Carrie T. Lowell (The Page Company).

CHAPTER X
Central and South America and the Canal

There is a certain romantic interest about the history of Central and South America and a uniting of ancient and modern history there which makes its study peculiarly attractive. Sufficient material is given for an entire year's work, and the many books written recently upon them give ample references.

I – THE BEGINNINGS

Starting with Central America, the first meeting may be upon its physical features, illustrated with a map. It is believed that originally there may have been a great archipelago uniting the two continents, earthquakes possibly throwing them together. The Cordillera, or mountain chain, which lies the length of the peninsula, is of unusual wildness and beauty, with volcanoes here and there. The long slopes from the sea to the mountain tops give great variety of climate and productions, remarkable in so small a country. Describe at length the flora and fauna.

This will introduce the great subject of the ancient remains of a highly civilized race. There are huge pyramids, vying with those of Egypt, walls built without plaster yet of amazing durability, temples with carvings and colored picture-writing of wonderful beauty, all the subject of great interest to archæologists. Show photographs of these, and discuss whether they were connected with the remains in Egypt or were a spontaneous development of an aboriginal race.

After this take up the coming of the European and the result. In 1513 Balboa saw the great Pacific Ocean spread out before him. Wading into its water he took all the land upon its shore in the name of Spain – which was the entire territory from Alaska to Cape Horn. Read: – Keats's sonnet "On first looking into Chopman's Homer," with its reference to the "peak in Darien."

Spain proceeded to take possession of the country to the immediate north and south, and kept it until 1821; it stamped its peoples indelibly with its mark and made it more Spanish than Western in customs, religion and morals. Notice the curious fact that a canal across Panama was suggested by Spain in 1551. Follow the history of these centuries until Spain lost its ownership; then speak of the federal republic, and later of the founding of the different republics as they are to-day. This will take several meetings.

II – THE CENTRAL AMERICAN REPUBLICS

From this point study each little republic by itself, beginning with Guatemala, the farthest north, adjoining Mexico, and resembling it in many ways.

Here the feature of prime importance is the natural forests of rare woods; the soil is also unusually fertile and can be made to produce remarkable crops under cultivation. The cities are modern; Guatemala City has tree-planted avenues, a beautiful plaza, electric lights, schools and churches. Manufactures and trades are interesting, especially the wood-carving and embroidery work. Give an idea of the people, native and foreign, the government, education, and relation with other countries.

Nicaragua, territorially the largest of the little republics, is interesting because of its connection with the early plans for the great canal. It was chosen in 1876 in Washington, President Grant determining upon it after many years of investigation. Read in "Panama," by Bunau-Varilla, of this period. Mention also the three interesting towns connected by railway, and the great plantations near them.

Honduras is a remarkable place in many ways; describe its capital, with its law courts, its university and schools of industry; also the wonderful mines, so few of them developed.

British Honduras is by no means so interesting; but its form of government should be noticed. One curious little fact is that it is recorded that one year all the pine trees on crown lands were sold to an American for a cent apiece.

Salvador is a wild, mountainous, picturesque place, situated in a district which volcanoes constantly threaten. Its main city, San Salvador, has many buildings of note.

Costa Rica has a history of absorbing interest. Its great wealth of minerals, trees, pearl fisheries and other resources early made it famous in Spain. Its climate is delightful, its population mostly foreign, education is free, and there is complete religious liberty. Discuss what causes the difference between this republic and some of the others.

III – PANAMA AND THE CANAL

Panama, the little republic of only ten years, is sufficiently important commercially to be noticed, yet its fame will always rest upon its great canal. Clubs should give a number of meetings upon this subject, for it is of world-wide interest, and the future of South America, and largely our own, is closely connected with it.

The early dream of such a canal should first be followed out from its inception till the time of the formation of the early company by De Lesseps in 1881, through the failure of this with its disastrous financial effect in France. New plans were made which were to enlist the help of Russia, but these failed also. Study the idea of the Nicaraguan canal, its abandonment; the negotiations with Colombia; the treaties made; the difficulties with the different South American countries; the recognition of Panama by the four great powers; the ratification by the Senate of the Hay-Bunau-Varilla treaty, the making of plans for the canal on different lines, and, last, its actual beginning.

Here there should be a paper on the physical conditions at Panama, the deadly climate, the yellow fever, the malarial mosquitoes, the lack of sanitation, and all that was carried out under Goethals and Gorgas to make it possible for the work to be done. Read descriptions of the town of Panama after the new conditions were established. Show a map of the Canal and describe its principal features and also show pictures from magazines and books. Close these meetings with a discussion on two questions: the tolls, and the possible fortifying of the Canal. Give some idea also of the result of the building of the Canal upon the different nations.

IV – SOUTH AMERICA

The study of South America should be taken in a leisurely way, for each part is valuable. Begin with a map talk, pointing out the divisions, the mountains, rivers and cities, and the great fertile plains.

The ancient history of the land will come first. Read from Prescott the description of the Incas in Peru and their remarkable civilization, and show pictures of the remains of temples and walls. Contrast these with the ruins in Central America and point out the striking differences.

Then give several meetings to the coming of the Spaniards and the results, not only to the Incas but to the entire country. Read of the Buccaneers and other adventurers, and have read some chapters from Charles Kingsley's "Westward Ho!"

After this, take each of the countries in turn and thoroughly study its history down to to-day. There are certain divisions which it will be well to follow: first, the Republics of the River Plate, Argentina, Uruguay and Paraguay; the Republics of the Andes, Peru, Ecuador, Bolivia and Chili; the Republics of Colombia and Venezuela; the United States of Brazil; and last, the Guianas.

The River Plate is of remarkable interest; it makes the great prairies or pampas fertile and so is the basis of the wealth of the country.

Argentina, and, in a lesser degree, Uruguay and Paraguay, are dependent upon it.

V – ARGENTINA

Argentina is one of the wonders of the new world, so rapid has been its rise from obscurity to immense material importance. It is considered the first of the South American states. Study the singular mingling of the races which has produced an entirely new type of nationality and patriotism.

The subject of ranches and the life there may be the topic of one paper; another may take up the life in the capital, Buenos Ayres, with its contrasts between great poverty and greater wealth, for the ports are filled with steamers from all parts of the world, and the docks crowded with the very poorest Italian immigrants. The wide boulevards, theaters, opera house, clubs, newspaper offices, and public buildings are on a scale of unusual magnificence. Notice that in many respects the city is like Paris.

Speak of the pleasure-loving character of the people, of horse-races and lotteries, of extravagance in all kinds of sport. Notice the excellent sanitation and the unusually high cost of living. Follow with a description of the other two river republics, and compare with Argentina. Have a paper here on Patagonia.

VI – PERU

The republics of the Andes are less important commercially than those of the lower lands, but in many respects they are of greater interest. The mountains give to them their distinctive character and importance; they are the great storehouse of the people, giving them mineral wealth, forests, and, on the slopes, fertile tracts of land, except on the coastward side, where the peculiarity of the lack of rain makes the country sterile. In Peru the whites and Indians and half-breeds form three distinct classes, and this is true of all the republics of the Andes.

Give a description of Lima, the quaint city which dates from the time of Pizarro, show pictures of the old cathedral and the plaza of infamous memories of persecutions, existing from 1573 until 1813. Contrast this simple, and by no means wealthy, city with those of the Plate country.

Close with a sketch of Cuzco, the capital of the old Inca empire, built almost twelve thousand feet high on a mountain top, and speak of the railroad which goes there, and of the wonderful mountain bridges.

VII – ECUADOR

Ecuador, the smallest of the mountain republics, is a land of contrasts: of volcanoes, mountain gorges, tropical forests and snowfields, bleak plains and fertile valleys. Its chief city, Quito, lies exactly on the Equator; it is a city built in the old Moorish style, with red-tiled roofs and narrow streets. The character of its people is interesting, for picturesque Indians in native dress throng the town on feast days, mingling with the very poor natives and the richer class who wear Paris costumes. The republic is not in a high state of development, but the Panama Canal is expected to bring prosperity to it.

VIII – BOLIVIA

Bolivia is a place of great possibilities; its mineral wealth, its commerce, its forests, all mean that sooner or later it will be developed. To-day it is much like its neighbor, Ecuador. One of its chief interests lies in its history. Read of Simon Bolivar and what he did for his country; he is often called the Washington of South America.

IX – CHILI

Chili is the most progressive of the mountain republics; the people call themselves the "British," or the "Americans" of their continent. It is the most united of the South American republics, with a strong patriotic feeling. The education, the customs, even the navy, are all on European lines. Unfortunately, it is held back in every way by an enormous illiterate and very poor class, the bulk of the population. Describe Valparaiso. Read of its early history, and of Drake and Hawkins. Speak briefly also of the suburb which has gardens, casinos, concert halls and all the effect of European life, and the sea-side resort near it, Vina del Mar.

X – COLOMBIA AND VENEZUELA

Colombia and Venezuela are of great importance, far more so commercially than the republics of the Andes. Notice their commanding position, and describe Bogota, with its university, its mint, library, and botanical gardens, and Caracas in Venezuela, even more modern in every way, and more beautifully situated. The story of Bolivar is closely connected with Caracas. The wealth of both these northern states, however, lies largely in pastoral industries and the great river which waters the country will mean much when its powers are developed. But economically and in point of education, neither yet are what one would expect from their situation and opportunities.

XI – BRAZIL

Brazil is a land associated with romance; one of great rivers and mighty forests, of wealth, of slavery, of misery and of progress. It is larger than the United States (not including Alaska), and its future must be of immense importance. Its history includes that of its empire, which should make the topic of one meeting, for it is of great interest. The early struggles of the republic, the abolishment of slavery, and the establishment of a government founded on our own, may all be studied.

The influence of the Portuguese in Brazil has been marked, especially in its literature, music and art. Notice how beautiful the situation is of the city of Rio Janeiro, and show pictures of its streets and great buildings, with their over-ornamentation.

Study the River Amazon in one meeting; the coffee plantations, and the cotton and rubber industries in another.

Follow these meetings with one on the Guianas, another on the various islands which lie along the coast, especially the Falkland Islands and Tierra del Fuego.

XII – LATIN AMERICA

Among the many topics which will suggest themselves for discussion are these: What can be said of education in Latin America? What is the percentage of those who can read and write, and why is it so low? What of higher education? What is the relation between church and state and what has the church done for education? What can be said of the morals of the Latin Americans? What is the position of woman? How is she educated and trained? What is her home efficiency? Compare South American cities with those of France, England and America and point out the great differences.

What can be said of literature, art, music and science? Where does South America show her strength, and where her weakness?

Among the many excellent reference books these are suggested: "The Republics of Central and South America," by C. Reginald Enock (Scribner). "Panama, the Creation, Destruction and Resurrection," by Philippe Bunau-Varilla (Constable and Sons, London). "Panama and the Canal To-day," by Forbes Lindsay (The Page Company). "The Panama Canal," by J. Saxon Mills (Thomas Nelson, London and New York). "South America," by James Bryce (Macmillan). "Conquest of Peru," by W. H. Prescott (Lippincott).

CHAPTER XI
The Work of the Rural Club

I – A CLUB FAR FROM LIBRARIES

Letters have come from the Far West, from Nova Scotia, from remote districts in the South, and from ranches in Canada asking much the same question: "Is it possible to carry on a women's club when we are far away from any public library and have few books, if any, in the community?"

If any group of women need a club it is the women on farms and ranches and in little villages, whose lives are monotonous, who have no lectures or concerts to attend and few magazines or new books to read. They, above all the rest of us, need intellectual stimulus. And their question may be answered with a positive affirmative: Yes; it is perfectly possible to have a club, one doing excellent work, with no library at hand. Many examples of what can be done might be given, but one will stand for them all: In a singularly isolated spot in New England a club was began ten years ago with a handful of farmers' wives and daughters living within an area of a dozen miles. They used what material they had at hand; they added to it; they studied simple things at first, and later took up more difficult subjects; and then they did practical work for their community. To-day that club is made up of many well-read women of all ages who have acquired what may truly be called a liberal education, and the whole neighborhood has been raised and enlightened by what they have done for it in a hundred ways. And they had nothing more to begin with than any group of women has under similar conditions. Any woman who feels the need of a club can start one, and once started it will grow of its own volition and justify its existence.

II – HOW TO START A RURAL CLUB

Let us suppose that some country woman decides to start a club. She is not quite sure what steps to take, but she invites some of her neighbors to meet with her and talk it over. Probably they will agree to begin very simply, merely meeting once a week or so and reading aloud – feeling their way to other things. This is the right sort of a beginning, for in a very short time they will have gained sufficient confidence in themselves to plan something better. At this point some one may suggest that at the next meeting each woman shall bring in a written list of the books she owns. When this is done it will probably be found that there are many good ones to use. There will probably be a set of Dickens, volumes of Longfellow, Tennyson, and Whittier, a few biographies, including one of General Grant, a book or two of travel and scattered volumes of all kinds, novels, histories, and school books, and possibly an encyclopedia.

This list has great possibilities for club study, especially if there is the encyclopedia, so essential for reference. With a very small membership fee, perhaps five cents a month, one new book may be bought every three months; with ten club members this can be done.

When the club is fairly going it may decide to select Dickens's novels to study, as a sort of popular beginning; a simple plan of work would be as follows:

Divide the club into committees of two, and to each give one novel to read and thoroughly master. Meanwhile the president may study the life of Dickens. If she has no book to use she should write to the State Librarian and try to secure a traveling library with this and other needed books in it; or at least she may get, if not a library, one or two volumes, sent by mail. At the first regular meeting she should give a sketch of Dickens's life and show any pictures of the author in the book. She should also try to find in an English history pictures of Canterbury, London, and other places associated with his life, and Westminster Abbey, where he is buried.

By the next meeting the first committee should be ready to give an afternoon program on one novel, say "David Copperfield." One member may tell the story of the book, mentioning the various characters; another may take these up in part and describe them. Then there should be readings, not only by these two members but by others to whom they have been given, illustrating the main points of the story. After the meeting the book should be loaned to some one who will read it and pass it on to the rest. And so with each novel in turn. There should be a discussion at each meeting, and members should tell why they admire or dislike this character or that, and what great moral lesson Dickens points out in each book, and so on. Such a study might well occupy an entire year and be extremely interesting.

Or suppose the club decided to study Longfellow's poems. Again the first meeting is to be on the life of the poet; the second will take up the first of the group of American poems, "Hiawatha," and have it read aloud; the discussion following may be on the types of Indians drawn by Longfellow and inquire: Are they true to life? The next meeting will be on "Miles Standish," with a paper or talk on the Puritans in England and America, and a description of the first winter in the colony.

The third meeting will take "Evangeline," with a paper on the Acadians. Later should come other poems of our own country, on slavery, and on village life, with readings from these, and from "The Wayside Inn." Later still, his translations should be read and discussed, and his little dramas. The season should close with an afternoon in which each club member should read her favorite poem. If clubs can buy one book it will be found delightful at this point to read aloud "A Sister to Evangeline," by Chas. G. D. Roberts (The Page Company).

Or, if the autobiography of General Grant were to be studied, a committee should go over the table of contents and divide it up into several parts; his early life; his experiences at West Point; the years between that and the Civil War; the great campaigns and battles in which he took part, and the great men on both sides with whom he came in contact, especially Lincoln and Lee; his Presidency; his trip around the world; his business venture, its ending; the writing of his book; his death and burial. All of these points should be illustrated with pictures where that is possible, and each meeting should have a discussion on the period presented. The one copy of the book must of course be loaned in turn to the different committees, but each one is not to read it all but only the part assigned, so there would be plenty of time for preparation. Such a study would open many different topics, especially those bearing on the war and on Grant's trip, and would be of a definitely educational nature.

Of course every magazine the club can get should be searched for articles of value for reference. One member might make it her work to go over them each month and make out a list, copying the titles on a large sheet of paper, which could be hung up on a door at each club meeting; or a card catalogue might be kept. In a short time this would make a real, if small, reference library. History, essays, articles on science, sketches of travel, and poems would all be of some use sooner or later.

Other subjects may be treated in the same way as those suggested. History, especially different periods in English history, makes delightful study, and books on nature, and travel, and phases of woman's life and work are easy to get and interesting. Nature study, gardening, bee raising, the care of poultry and other practical subjects may be introduced with the other work.

III – VALUE OF COMMUNITY WORK

And then, aside from working for their own development, there is the other work a club can undertake, that for the community, which is of immense value. The newly coined phrase one hears to-day in connection with farm life is: Better farming, better business, better living. How to help bring about these three great ends is one of the best things a club can study.

The first subject which will come up will be: What are the principal difficulties we have to meet in our homes, and how can we overcome them?

At this point a book should be read aloud in the club, a chapter at a meeting, with discussion afterward; it is, "The Report of the Commission on Country Life," and is a presentation first, of the farm problems, and, second, of how to meet them. The chapters on the work of the farmer's wife, with its difficulties, will be of especial interest, but all of it is important to read, for hygiene in the home, gardening, the school and church, social life, and many other topics of practical interest are dealt with there and will suggest lines of study for the club.

The first topic to treat is that of home hygiene: discussion of how better ventilation of sleeping rooms, better protection from flies, better cooking, better sanitation can be secured. This will probably occupy several meetings. Then will come the topic of beautifying the home, and this will suggest the cleaning up of the farm yard as the first step to take. Later on, when community work is begun, this will lead to a house-to-house visitation with the request that all the neighborhood should make their premises more inviting in the same way.

IV – IMPROVING THE PUBLIC SCHOOL

After this the public school will be studied. The building may need repairs and modernizing, especially the outbuildings, the playground and the surroundings of the schoolhouse. A chapter in the Report will be of inestimable value next, for it points out the need of a redirected education, one which will give the child of the farm some study of nature, of agriculture, health, sanitation, domestic science and similar subjects which fit his life. It suggests that the school-teacher and district superintendent should be called to conferences on this subject and asked to help in carrying out plans for the betterment of the school.

The next thing for the club to do is to make a social center of the schoolhouse. The crying need of farmers' families is for social life. True, the grange tries to supply this, but the women's club can also help by having lectures and concerts and addresses at the schoolhouse, with stereopticon shows, dances, tableaux, and whatever will make the community happier and better. They may also carry out the suggestion of the Commission that the school should be brought into direct contact with the State Agricultural College, and professors should come to give demonstrations on farms, and traveling lectures on orchards, dairies, farm pests and other topics should be given.

V – TALKS BY EXPERTS

When the time for the county fair comes the club may have, as one Illinois club did, a series of talks on all sorts of live topics, given by experts to all who would come, the men as well as the women. Farm Life in the Old World, The Farm Boy and the Farm Problem, Bringing Home and School Together, Home-Making for Men and Women, were given, and also practical demonstrations on preserving, bread and butter making, and other domestic subjects. Besides these there was a fruit and vegetable show with prizes, given by the children.

Then there is the beautifying of the little village. The club may clean it up, plant shade trees and shrubbery, freshen up the paint of the railroad station and make its driveway attractive, take charge of the cemetery lots which are neglected, make a common in the middle of the town if possible, and have flowers and trees there, and, most important of all, create a sentiment among the people which will lead to abolishing the loafing places about town.