MOOSEHEART MAGAZINE
4
With Superintendent Adams at Mooseheart
boys and girls receive pay is extra and outside of that period of two and a half hours which they give to home duties and chores. This is work away from the hall where they live. In general it is work for which an adult would have to be hired. Pour or five students working “part time” often replace the services of one employee. The total money paid the students is always far less than that which would have been paid the adult employee.
A sliding scale of pay from five to twenty-five cents per hour is the rule. In exceptional cases where the student really earns much more through replacing a high paid employee, he is paid more with the special permission of the Board of Governors.
The actual money earned is sent to the “Student Saving Fund.” It is credited to the student’s account and used at the student desires—under supervision of the officers of the school.
Outside work, not connected with their family duties or chores, is easy to find. Here are a few examples of work for pay, which may be done for the school, outsiders, or started by the student as an individual.
Clerical work. Typewriting.
Switch board work. Watch man work.
Care of furnaces. Collecting old paper. Taking in sewing. Shining shoes.
Making and selling candy.
Making and selling souvenirs.
Selling fresh fish. Selling animals trapped Selling eggs, raised Selling fur, trapped.
Paper route. Magazine route. Work in store. Work in shop. Work in garden. Driving wagon. Driving auto. Raising poultry. Raising pigeons. Crocheting. Knitting.
Cement work. Pearl fishing.
Old iron sale.
Old rag sale. Farm work.
The whole question of “earning” is a complicated one, for the child should go through “in little” what will be his experience “in big•” when he goes out in the world. Boys and girls should be taught in their family or school how to:
1.	Earn money.
2.	Save money.
3.	Spend money.
4.	Give money.
Children are more apt to be spendthrifts or misers than adults. Unless they actually save money and get into the habit of doing it as children, they never will as adults. A careless lender is just as much to be discouraged as an easy borrower. The meaning of “a penny saved is a penny earned” should be made plain. Many adults don’t get the full meaning of this wise saying.
“No boy ever became great as a man, who did not in his youth learn to save money”—John Wanamaker.
At the present time there are great inducements for a child to save, that hardly existed a few years ago. Consider the large number of banks and savings funds—taking from a penny to five cents at a time. There is the Postal Savings Fund, Thrift Stamps, Government Bonds, Building Loans, etc.
No child should be allowed to grow up without keeping a cash account— which is regulated and watched by his parents or guardians. There is a priceless training in a personal cash account. The children at MOOSE-HEART keep them.
No one can learn to drive an automobile or play a violin from reading a book on “How to Do It”—unless they also practice on the real thing. No one ever learned how to spend money well unless they spent real money and usually they were more successful at spending it well, if they earned it themselves and then went shopping—first with an older person and then little by little by themselves. Suppose they do get “taken in” when they first start to do their own purchasing. It will be a valuable lesson and thereafter they will be more careful purchasers. It will be experience secured at a small loss, at their time in life.
(Continued on page 29)
Directing, filling and stamping envelopes for Supreme Lodge.
Playing in Orchestra at Motion Pictures, Sunday School and at Dances.
Errands to Post Office.
Washing enamel iron beds.
Helping little children to School, Church, Assembly, Picture Show.
Serving at tables.
Feeding pets.
Girls wash, starch and iron, colored clothes, and window curtains.
Errands to store to get Eggs, Fresh Fruit, Vinegar, etc.
Giving music lessons to other students. Teaching school Teaching Sunday School.
Working four hours daily on farm . during vacation.
The normal boy avoids work that he feels is not worth while or does not serve a useful purpose. He rarely shirks a piece of work because he thinks it is hard—for that is a challenge to him. He wants the hard and difficult. Usually he has to be repressed till he knows the easier and less complicated jobs, before he tackles the harder and more complicated. His sister has her ideals somewhat similarly set.
At a recent meeting of the Federation of Mothers’ Clubs at Cincinnati, members told of paying their children for “mopping up the kitchen, scrubbing the porch, running errands to the grocer”, etc. This is wrong. A child should learn that there are home tasks and chores which he must do as one of the family, as one contributing to the necessity for such work
product of a good family. In such a home the children all do their part of the necessary work. Happy is the father, mother and household where this is true and the parents give the children a happy inheritance. Blessed is the wife who secures her husband from such a well brought up family and blessed is the husband who secures such a wife—who has the knowledge and ideal that her own boys and girls should participate in the family duties.
Some people say that boys should not be trained in necessary household duties, that their time is too valuable. A girls time is just as valuable. When the boy grows up and has a home of his own, it will be a happier one if he does his part. All his life he will “sit in judgement” on the way household work and tasks are done. Will he not have a more comprehending view point, if he has been through the experience and knows how it is done? Won’t he be a more sympathetic husband and father?
The household work which the boys and girls at MOOSEHEART do as a part of their regular daily tasks or chores is as follows:
Washing and wiping dishes.
Preparing vegetables.
Setting tables.
Sweeping, scrubbing, mopping and polishing floors.
Dusting furniture, etc.
Washing windows.
SUPERINTENDENT ADAMS AND STUDENT COUNCIL
being done. A child who is not trained to do this work willingly and to be proud of doing it well, is being• cheated of part of his heritage.
Mooseheart Boys and Girls May Work for Pay
The great interest of today—unfortunate as it may be—is a financial one. This being so, it behooves the family and so the school to make it possible for its members to work for pay.
The only way to prepare children for life is to have them live through “life” experiences. We can tell them what they ought to do, how they ought to behave, etc. when they get out in life—but unless they actually live through somewhat similar experiences in their home or school, they will not know how to act out in the world, when thrown on their own resources.
This is one of the reasons why good boys and girls from fine but sheltered homes—when not having had experience in self determination and life problems—often go astray when the home ties and influences are severed.
Work for which the MOOSEHEART
Gleaning electric bulbs.
Washing electric shades.
Mending clothes.
Pressing clothes.
Cleaning boiler room.
Enameling beds.
Cleaning wood wor1•־.
Helping to clean school rooms. Helping to clean in Assembly Hall. Mowing lawns.
Watering lawns.
Answering telephone.
Picking up about the house. Polishing silver.
Care of sick in hall.
Helping younger ones with lessons. Scouring wash room fixtures. Cleaning bath rooms.
Cleaning basement.
Cleaning attic.
Cleaning porches.
Cleaning walks.
Keeping yards clean.
Shoveling snow from walks. Beating rugs.
Dressing little children.
Assisting in cooking.
Care of linen room.
Care of laundry.
Airing bedding.
Carrying out waste.
Making beds.
Counting linen.
Distributing linen.
Washing milk cans.
Washing garbage cans.
Washing cooking utensils.
Caring for vegetable garden. Caring for flower garden Partly replacing officers on leave. Clerical work in Hall.
(Note—At the request of the Editor of the Mooseheart Magazine, Superintendent Adams will edit a page in the Magazine each month. The Superintendent of Mooseheart will write on problems having to do with children and their care. These will he valuable reading not only because they will show the ideals of those who have charge of our boys and girls at MOOSEHEART but will contain important suggestions as to the training and care of children in ones own family).
Work of Mooseheart Boys and Girls
Work at MOOSEHEART, aside from that at school and in the vocational classes, is of two kinds: First, household tasks or chores know as “Assigned Work”; Second, that for which the boys and girls receive pay.
Daily Program
Hours Given to Each Activity
Hours at School		6 to 12 yrs. 3	12	to 13	yrs 31	13 to . is yrs. 3i
Vocational Classes . . .	0	1	2
Supervised Study ....	0	1	3
Drawing, Nature-study	2	2,	0
Music (Rehearsal and Practice) 		1	1	1
Hours of Household work, (school cleaning, central diningroom, family duties, chores, etc.) 		2	2|	21
Hours of Home Study	0	0	11
Meals and Personal Attention 		2	2	2
Supervised Play and • Athletics 		1	1	1
Unassigned Time . . .	21	1	0
General Assembly of Students 		1	1	1 ■
Hours of Sleep		10	10	9
Total Hours . . .	24	24	24
From the above it is seen that the hoys and girls are constantly engaged in some activity. All of these tax their mental, physical and moral powers—yet, they do not get “tired” of them—for the range and change furnish the relief, as they go from one to the other.
A busy boy or girl is usually a good one. You remember that there is a certain person who usually “looks after” idle hands. Think of the harm that comes to the boy or girl in many homes where there is no work nor responsibility outside of the four or five hours spent in school.
The wide range of experience such as the children at MOOSEHEART get in their school, their vocational work, and in their household duties and chores, together with the outdoor country life that they lead, is most valuable at the present time as a fitting preparation for the highly specialized forms of industry into which the boys and girls will go when they leave the institution.
Somebody has said that one of the reasons why the farmer boy or at least the boy from the country is more apt to succeed in the city, is because his early education and training has been with a wider range of practical experience than that of the child brought up in the city. He has always been busy and has been taught to work and work hard.
Naturally where almost eight hundred children live there are many and even more complicated problems of household management and work, than in the ordinary family home. All have to “set to” and help. Since all the boys and girls help about all the work of the house there is no feeling that anybody is doing more than their share nor that it is “sissy” employment. The work is graded according to age and strength. Even the four and five year olds have a p rt in the household duties. They take great pride in shining door knobs, washing finger prints off the p int, dusting, etc.
A good boy or girl is the natural