Part 7 (1/2)

DEALEY: _The Family in Its Sociological Aspects_, pages 119-134.

POST: _Ethics of Marriage and Divorce_, pages 105-127.

HOWARD: _History of Matrimonial Inst.i.tutions_, III, pages 253-259.

THWING: _The Recovery of the Home._ A Pamphlet.

PART III--SOCIAL LIFE IN THE RURAL COMMUNITY

CHAPTER XIII

THE COMMUNITY AND ITS HISTORY

97. =Broadening the Horizon.=--Out of the kindergarten of the home the child graduates into the larger school of the community. Thus far through his early years the child's environment has been restricted almost entirely to the four walls of the home or the limits of the farm. His horizon has been bounded by garden, pasture, and orchard, except as he has enjoyed an occasional visit to the village centre or has found playmates on neighboring farms. He has shared in the isolation of the farm. The home of the nearest neighbor is very likely out of sight beyond the hill, or too far away for children's feet to travel the intervening distance; on the prairie the next door may be over the edge of the horizon. The home has been his social world. It has supplied for him a social group, persons to talk with, to play with, to work with. Inevitably he takes on their characteristics, and his life will continue to be narrow and to grow conservative and hard, unless he enlarges his experience, broadens his horizon, tries new activities, enjoys new a.s.sociations, tests new methods of social control, and lets the forces that produce social change play upon his own life.

Happy is he when he enters definitely into community life by taking his place in the district school. The schoolhouse may be at the village centre or it may stand aloof among the trees or stark on a barren hillside along the country road; physical environment is of small consequence as compared with the new social environment of the schoolroom itself. The child has come into contact with others of his kind in a permanent social inst.i.tution outside the home, and this social contact has become a daily experience. Every child that goes to school is one of many representatives from the homes of the neighborhood. He brings with him the habits and ideas that he has gathered from his own home, and he finds that they do not agree or fuse easily with the ideas and habits of the other children. In the schoolroom and on the playground he repeats the process of social adjustments which the race has pa.s.sed through. Conflicts for ascendancy are frequent. He must prove his physical prowess on the playground and his intellectual ability in the schoolroom. He must test his body of knowledge and the value of his mental processes by the mind of his teacher. He must have strength of conviction to defend his own opinions, but he must have an open mind to receive truths that are new to him. One of the great achievements of the school is to fuse dissimilar elements into common custom and opinion, and thus to socialize the independent units of community life.

98. =Learning Social Values in the Community.=--The school is the door to larger social opportunity than the home can provide, but it is not the only door. The child in pa.s.sing to and from school comes into touch with other inst.i.tutions and activities. He pa.s.ses other homes than his own. He sees each in the midst of its own peculiar surroundings, and he makes comparisons of one with another and of each with his own. He estimates more or less consciously the value of that which he sees, not so much in terms of economic as of social worth, and congratulates or pities himself or his schoolmates, according to the judgments that he has made. He stops at the store, the mill, or the blacksmith shop, through frequent contact becomes familiar with their functions, and thinks in turn that he would like to be storekeeper, miller, and blacksmith. He sees the farmer on other farms than his own gathering his harvest in the fall, hauling wood in the winter, or ploughing his field in the spring, and he becomes conscious of common habits and occupations in this rural community. He gets acquainted with the variety of activities that enter into life in the country district in which his home is located, and he learns to appreciate the importance of the instruments upon which such activity depends for travel from place to place. By all these means the child is learning social values.

After a little he comes to understand that the community, with its roads, its public buildings, and its established inst.i.tutions, exists to satisfy certain economic and social needs that the single family cannot supply. By and by he learns that, like the family, it has grown out of the experience of relations.h.i.+ps, and can be traced far back in history, and that as time pa.s.ses it is slowly changing to adapt itself to the changing wants and wishes of its inhabitants. He becomes aware of a present tendency for the community to imitate the larger social life outside, to make its village centre a reproduction in miniature of the urban centres; later he realizes that the introduction of foreign elements into the population is working for the destruction of the simple, unified life of former days, and is introducing a certain flavor of cosmopolitanism.

It is this growth of social consciousness in a single child, multiplied by the number of children in the community, that const.i.tutes the process of social education. A community with no dynamic influences impinging upon it reproduces itself in this way generation after generation, and at best seems to maintain but a static existence. In reality, few communities stand still. The principle of change that is characteristic of social life is continually working to build up or tear down the community structure and to modify community functioning. The causes of change and their methods of operation appear in the history of the rural community.

99. =Rural History.=--The history of the rural community falls into two periods--first, when the village was necessary to the life of the individual; second, when the individual pioneer pushed out into the forest or prairie, and the village followed as a convenient social inst.i.tution. The community came into existence through the bond of kins.h.i.+p. Every clan formed a village group with its own peculiar customs. These were primitive, even among semi-civilized peoples.

Among the ancient Hebrews the village elders sat by the gate to administer justice in the name of the clan; in China the old men still bask on a log in the sun and p.r.o.nounce judgment in neighborly gossip.

The village existed for sociability and safety. The mediaeval Germans left about each village a broad strip of waste land called the mark, and over this no stranger could come as a friend without sounding a trumpet. Later the village was surrounded by a wall called a tun, and by a transfer of terms the village frequently came to be called a mark, or tun, later changed to town. Place names even in the United States are often survivals of such a custom, as Charlestown or Chilmark. The Indian village in colonial America was similarly protected with a palisade, and village dogs heralded the approach of a stranger, as they do still in the East.

100. =The Mediaeval Village.=--The peasant village of the Middle Ages const.i.tutes a distinct type of rural community. A consciousness of mutual dependence between the owner of the land and the peasants who were his serfs produced a feudal system in which the landlord undertook to furnish protection and to permit the peasant to use portions of his land in exchange for service. Strips of fertile soil were allotted to the village families for cultivation, while pasture-land, meadow, and forest were kept for community use. Even in the heart of the city Boston Common remains as a relic of the old custom. On the mediaeval manor people lived and worked together, most of them on the same social level, the lord in his manor-house and the peasants in a hamlet or larger village on his land, huddling together in rude huts and in crude fas.h.i.+on performing the social and economic functions of a rural community. In the village church the miller or the blacksmith held his head a little higher than his neighbors, and sometimes the lord of the manor did not deign to wors.h.i.+p in the common parish church, but the ma.s.s of the people were fellow serfs, owning a common master, working at the same tasks, by custom sowing and reaping the same kind of grain on the same kind of land in the same week of the year. They attended the court of the master, who exercised the functions of government. They wors.h.i.+pped side by side in the church.

The same customs bound them and the same superst.i.tions worried their waking hours. There was thus a community solidarity that less commonly exists under modern conditions.

There was no stimulus to progress on the manor itself. There were no schools for the peasant's children, and there was little social intelligence. The finer side of life was undeveloped, except as the love of music was stirred by the travelling bard, or martial fervor or the love of movement aroused the dance. There was no desire for religious independence or understanding of religious experience. The ma.s.s in the village church satisfied the religious instinct. There was no dynamic factor in the community itself. Besides all this, the community lived a self-centred life, because the people manufactured their own cloth and leather garments and most of the necessary tools, and, except for a few commodities like iron and salt, they were independent of trade. The result was that every stimulus of social exchange between villages was lacking.

The broadening influence of the Crusades with their stimulus to thought, their creation of new economic wants, and their contact of races and nationalities, set in motion great changes. Out of the manorial villages went ambitious individuals, making their way as industrial pioneers to the opportunity of the larger towns, as now young people push out from the country to the city. New towns were founded and new enterprises were begun. Trade routes were opened up.

The feudal princ.i.p.ality grew into the modern state. Cultural interests demanded their share of attention. Schools were founded, and art and literature began again to develop. Even law and religion, most conservative among social inst.i.tutions, underwent change.

101. =The Village in American History.=--The spirit of enterprise and the disturbed political and religious conditions impelled many groups in western Europe to emigrate to new lands after the geographical discoveries that ushered in the sixteenth century. They were free to go, for serfdom was disappearing from most of the European countries.

The village life of Europe was transplanted to America. In the South the mediaeval feudal village became the agricultural plantation, where the planter lived on his own estate surrounded by the rude cabins of his dusky peasantry. The more democratic, h.o.m.ogeneous village life of middle-cla.s.s Englishmen reproduced itself in New England, where the houses of the settlers cl.u.s.tered about the village meeting-house and schoolhouse, and where habits of industry, frugality, and sobriety characterized every local group. In this new village life there came to be a stronger feeling of self-respect, and under the hard conditions of life in a new continent there developed a self-reliance that was destined to work wonders in days to come. The New World bred a spirit of independence that suited well the individualistic philosophy and religion of the modern Englishman. All these qualities prophesied much of individual achievement. Yet this tendency toward individualism threatened the former social solidarity, though there was a recognition of mutual interests and a readiness to show neighborly kindness in time of stress, and a perception of the social value of democracy in church and state.

102. =Individual Pioneering.=--The pioneer American colonies were group settlements, but they produced a new race of individual pioneers for the West. Occasionally a whole community emigrated, but usually hardy, venturesome individuals pushed out into the wilderness, opening up the frontier continually farther toward the setting sun. By the brookside the pioneer made a clearing and erected his log house; later on the unbroken prairie he built a rude hut of sod. On the land that was his by squatter's right or government claim he planted and reaped his crops. About him grew up a brood of children, and as the years pa.s.sed, others like himself followed in the path that he had made, single men to work for a time as hired laborers, families to break new ground, until the countryside became spa.r.s.ely settled and the nucleus of a village was made.

Such pioneers were hard-working people, lonely and introspective.

They knew little of the comforts and none of the refinements of life.

They prescribed order and administered justice at the weapon's point.