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قراءة كتاب A Stake in the Land

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A Stake in the Land

A Stake in the Land

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دار النشر: Project Gutenberg
الصفحة رقم: 5

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VIII. Percentage of population in Arizona, six to     twenty-one years of age, in schools and not     attending school, 1915–16 213

ILLUSTRATIONS

  Long, Hard Months of Work Separate the  
  Rough Shanty from White Clapboards and  
  an Automobile Frontispiece
  Land Is Not the Only Stake in America for  
  These Polish Parents Facing p. 4
  The Owner of this Farm, Settled in 1917, Has  
  Persuaded Six Members of His Family to  
  Buy Farms in the Neighborhood "      14
  Friendly Assistance Makes Pioneering Less  
  Baffling "      44
  The Wisconsin Colonization Company Sees the  
  Need of Community Centers "      54
  This Two-year-old Wisconsin Farm Is Just  
  Ready to Care for Its Newly Acquired  
  Shropshire Ewes "      64
  This Settler Started Ten Years Ago with No  
  Money "      136
  These Children and Teachers in New Mexico  
  Join Forces to Wipe Out Illiteracy "      146
  The Largest Girl Won a Prize for Scholarship "      146
  Immediate Returns from Child Labor Do Not  
  Make Up for Loss of Schooling "      214
  The Arrival of an Immigrant Settler in 1883  
  Was Shown in a Community Pageant "      242
  The Same Man Is Working for Land and Community  
  Development "      242
  A Rural Community Center Plan Was Developed  
  by the Wisconsin Colonization  
  Company for Southern Sawyer County "      252

INTRODUCTION

Students of economics know that the roundabout methods of capitalistic production are far more fruitful than the direct methods of the primitive economy. As we advance, we introduce new intermediaries between the beginning and the end of production. This thought occurs to one in the study of Americanization. If we would Americanize the immigrant we must seek him out in his daily economic life and see to it that the influences under which he works are calculated to give him the right feeling toward his new home. A large part of our waking life is spent in gaining a livelihood, and our work brings with it most of our associations. School and church have their place for young and old, and they likewise must be considered. Their effect is direct and immediate and is more likely to attract attention than are the elements making up the economic life.

Doctor Speek has done well in taking up the immigrant as a settler in the newer and developing parts of our country. The settlers are very largely immigrants who are trying to acquire a home and livelihood on the land. The writer of this Introduction has been studying this same subject for many years, and has done so in many different parts of the United States. The conclusion which we might reach deductively is confirmed by observation—namely, that the man who settles on the land in the right way is, with the rarest exceptions, likely to become a good American, as are also his children.

But what do we mean by the right way? We mean that he must be on a farm of suitable size, of good productivity, with needed help in learning how to farm in the new country and with sufficient time in which to pay for his farm. These are not the only considerations, but they are the main ones, and to these Doctor Speek has given his

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