Changes in Occupation

CHANGES IN OCCUPATION By President F. S. Harris of the Brigham Young University A number of years ago I wrote an article for the Improvement Era showing the changes of occupations in Utah and in the United States during the last forty years. In the present article I wish to bring these figures up to date. Many people seem to be greatly concerned over the trend of the times. They look longingly to the "good old days" when all were independent because they raised everything they needed on their own farms. People who have this point of view naturally have misgivings when they see the world being industrialized as it is in recent years. Let us see what are the changes that have taken place in occupa- tions during the last fifty years. First let us see what proportion of the total population is actually engaged in gainful occupations. This is shown in the following table: Percentage of Population — Male and Female — Engaged in Gainful Occupations During Fifty Years 1880 1890 1900 1910 1920 In the U. S. Males 29.4 30.8 3 1.2 32.7 3 1.3 Females 5.3 6.4 7.1 8.9 8.1 Total _____34.7 37.2 38.3 41.6 39.4 In Utah Males 25.8 29.4 26.7 30.2 28.4 Females 2.0 3.4 3.9 4.9 4.8 Total 27.8 32.8 30.6 35.1 33.2 It will be seen that on an average something more than 1/3 of the total population is engaged in earning money. The others are children, old people or the housewives who, while they are helping with the living, are not primary earners. The table shows that in 1920, 33.2% of the people of Utah were thus engaged, whereas in the whole United States there were 39.4%. This may probably be accounted for by the fact that in Utah a larger proportion of the population have not yet reached the age of working for pay. One noteworthy item of these figures is that the proportion "of women wage earners gradually increased from 1880 up until 1910, but had fallen down by 1920. This latter condition is shown in spite of the fact that during the world war many women went into the various industries; but even at the close of the war there was not so large a proportion of women earning money as in 1910. In Utah the pro- portion of women workers is only about one-half that for the entire United States. An examination of the diagram will show the occupational changes in the major industries. The solid black portion of each

CHANGES IN OCCUPATION 427 column shows the relative number engaged in agricultural pursuits of all kinds. The dotted portion directly above indicates the number engaged in professional service, including teachers, authors, editors, physicians, civil and mining engineers, etc. The diagonal lines repre- sent the proportion of the workers engaged in domestic and personal service such as waiters, barbers, hotelkeepers, and servants. Those who devote their time to trade and transportation, including such activities as merchandising, banking, insurance, railroading, express and street car service, are represented by the horizontal lines. In the KXaH Manufacturing and Mecrianica/ /nduitries I 1 Trade and Trans/>°rt«Tior\ ^sA Domestic and persona/ Service Liiiil Professional Service BB A^rici/ffurjy Pursuits Diagram, showing the occupational changes in Utah and the United Statets during the last fifty years manufacturing and mechanical industries group are included mechanics, builders, stationary engineers, and manufacturers of all kinds. An analysis of the diagram shows that in general the changes that have taken place throughout the United States have also taken place in Utah, but this is not true in all cases. For example, in 1880 Utah had relatively fewer people engaged in agriculture than the whole United States, whereas in 1920, for the first time, Utah shows relatively more farmers than the whole United States. Utah has also increased in professional service, and in 1920 this division was greater than at any previous time, and was considerably greater than the aver- age for the whole United States. A division that has decreased most is that of domestic and personal service. This probably comes about as a result of the fact that in these days we have more mechanical conveniences and therefore it is not so necessary to have servants in the home, and people are getting more away from the idea of having servants to wait on them personally.

428 , IMPROVEMENT ERA In 1910 Utah and the United States had about the same propor- tion of workers engaged in manufacturing and mechanical industries, but during the last ten years the State has fallen far behind in this respect. While manufacturing seems to have been developing, Utah has not kept pace with the rest of the country in this respect, although in general commercial lines it is holding its own. The decrease in the relative number engaged in agriculture is looked on by some as being a bad condition, and they are all the time talking about "back to the farm" and of keeping the boys on the farm. As a matter of fact, the condition that has developed is prob- ably the most wholesome that could exist, because, in these days of machinery, it is possible for one farmer to produce as much as several farmers could previously, and this leaves the other workers free to manufacture such commodities as will raise the general standard of living. As a result of this condition, articles that could previously be afforded only by the rich are now available to the average family; and, since the decline of prices that has been so evident during the last two or three years, it would appear that even at the present time there is a slight over-production in agriculture, with the result that those who are now on the farms fail to make the kind of a living to which they are entitled. So that rather than to mourn at the fact that there are relatively fewer farmers, we should really welcome this condition, since it means that those who are farming will have a much better opportunity to make a living wage than if the old high percentage of farmers were maintained. Provo, Utah Don't Be a Monkey A trick cat in a cigar store in Ashtabula, Ohio, passed away on Friday, Sept. 14, 1923, according to a local paper, with every symptom of dying from poisoning. Everything possible was done to save the cat, but without avail. The mother of the cat died in the same store, in the same way, a year before. This was considered a deep mystery. It should not be thought so. One drop of pure nicotine will kill any cat, any time, any place. Living in the cigar store all the time was simply absorbing more poison than the cats could stand. Now please get this: Many children, living in tobacco-soaked homes, where fathers smoke in the house as freely as if in a cigar store, become pale, sickly, and finally pass away, in spite of all that doctors can do to save them. At least one father, when told by his physician that his smoking in his home was the cause of his little girl's poor health, not only quit smoking in his home, but for all time. A farmer in the South this year planted a row of to- bacco between each row of cotton, and claims that his cotton crop was bothered but little by the boll weevil. A Southern paper, commenting on the incident, says: "So far as known, aside from the bug and worm, there are only mankind, monkeys and goats to use tobacco." Thinking men should resolve to cut out a rank poison from their lives, and not be a part of the tobacco menagerie. Leave the weed to bugs, worms, monkeys and goats. Let's no longer make monkeys out of our boys and men, nor make them goats for the profit of the tobacco dealers. — Will H. Brown, Oakland, Cal.

HELPS IN TEACHER-TRAINING Written for the General Board of Education By L. John Nuttall, Brigham Young University Sex Instinct and Mating (To accompany Lesson XXIII, How We Learn, Teacher-Training Text, 1923-24) The study of these tendencies in children has two purposes. The first is the very much discussed control of the expression of sex and of directing the mating process in harmony with social standards. The second purpose is the use of these most powerful impulses and interests in motivating instruc- tion and leadership in all lines. In order for a teacher to fit in properly to the program of sex educa- tion needed for any boy or girl, she must know what the general history of the development of the tendency is. To this must be added a knowledge of the possibilities of education and training during this period of development. Any study of sex education must also include the relative effectiveness of various social agencies, in doing this work. Any proposed device needs to be tested by the information now known in these three fields of study. In early childhood there is practically no development of sex. Begin- ning about the eighth year, sex begins to grow. Psychically this is shown by the many close attachments formed for other children or for adults of eithet sex. The physiological development progresses during this period of later childhood although there does not seem to be any close conscious connection between the affection for others and the sensations gradually appearing and being localized. The full maturity of the sex function generally occurs before the bodily changes at adolescence. This fact is strongly emphasized by Norseworthy and Whitely in their description of the child of eleven. Adolescence is to be considered as a period of developed sex life when the "love feeling" is closely associated with the physiological processes of sex and the object of affection is one of the opposite sex. The most significant conclusion to be kept in mind is "the gradual development of the tendency." "We know now that the sex instinct is of long and slow development, all through childhood rather than bursting into being during adolescence." The possibilities of training are similar to those of any other tendency. Proper habits should be developed as the instinctive impulses tend to express themselves. One of the first guides in this work is the knowledge that the sex organs need not be especially emphasized nor their significance over- stressed during childhood. Habits of thorough cleanliness are fundamental. The childish love for other people should require no special care except that continued close physical contact should be avoided. Plenty of exercise and play in the open and plenty of wholesome entertainment or work, when indoors, will avoid the danger of too much attention going to the new sensa- tions which accompany the gradual development of the new functions. Frankness in providing proper instructions in the natural function of the sex organs will tend to avoid the nasty, bad habits often formed in childhood because of the over stimulation of the sex organs which results in a secretive shameful attitude. Closely associated with this training is the need for so-called sex in- struction. Moll's rather complete discussion of this problem recognizes three possibilities in this teaching. First, the processes of reproduction in plants and lower animals may be taught in later childhood. Second, the opportu- nities afforded in hygiene and other classes to warn against social diseases

430 IMPROVEMENT ERA should be utilized. Third, when the child reaches the stage of full develop- ment and asks questions, "effective enlightenment" concerning individual sex life should be given. "It should be borne in mind that the instruction should be positive and constructive, dealing with the normal and leading to high ideals and principles, not negative with the emphasis on perversion and the need of avoiding disease," is the summary of Norseworthy and Whiteley. It seems clear that a great help on this work is found in the development of a parallel parental tendency which expresses itself through childhood and in adolescence. Where should this educative process occur? The schools can contribute indirect suggestions of control in connection with science, and can elevate romance, love, and mating to the level of beauty and purity through its s:- lection and treatment of literature and art and music. The Church teachers can avoid negative warnings which often result in harmful suggestions and can give a religious sanction to the proper expression of sex by glorifying marriage and parenthood, and by building ideals of general morality. But the home is the place for formal instruction, the parents are the teachers, the time may vary but will be determined by each young person. The other institutions may supplement this or may, in individual cases, assume this parental right, but this is not the most effective way. No matter when the teaching occurs there are several dangers. The instinct itself is very strong. Too much emphasis leads either to a morbid self-consciousness or to a desire to experiment. Too much stress of the evils of sex life causes young people to misinterpret the natural expression and develop a lack of self respect which is very harmful. Mating is the ultimate expression of sex. Society has prescribed certain limitations in the way this should be done. These need to be taught as positive factors in becoming a social being rather than as inhibitors of nature's processes. Schools and churches can teach these. The home as the institution of marriage needs emphasis to young people. As a general rule the natural tendencies to shyness, coyness, and retreat on the part of the girl will result in an aggressive display on the part of the boy. These will bring about satisfactory choices unless our recreational activities or the interference of other people force an unusual contact of the young persons. The above discussion is brief and general but reviews the field. Teach- ers can appeal through this instinct to make vital much of what we teach to young people. Science which unfolds the world to the widening curiosity of the adolescent is satisfying. Literature can be made a source of the loved pleasures if its selection of romance and adventure clothed in beautiful ex- pression is made appropriate to the interests accompanying the development of sex. Items connected with vocational activities can be motivated through the mating and home building interests. Because sex expresses itself in display and self-adornment, lessons on personal care or artistic dressing are easily made to function vitally in th> lives of these young people. Sex is accompanied by strong emotions and passions and also with a certain bashfulnes or modesty. Often these clash with the conclusions of right conduct arrived at by the young person. The resulting uncertainty is very unpleasant and there is a reaching out for the sanction of higher authority in deciding what to do. Lessons on God and his laws and expectations as expressed in theological beliefs are therefore welcomed, if properly presented. Woodworth describes these possibilities as follows: "The sex impulse is like a strong but. skittish horse that is capable of doing excellent work but requires a strong hand at the reins and a clear head behind. It is a horse that does not always pull well in a team; yet it is capable of fine team work. It can be harnessed up with other tendencies, and when so combined contributes some of its motive force to quite a Variety of human activities." (Psy. p. 148.) Sex is a physiological process of "sensations, nerve disturbances, re-

HELPS IN TEACHER-TRAINING 43 1 flexes, secretions and the like." It is a complex of attractions, fallings in love and sentiments or emotions of modesty, shame, affection, etc. It is accompanied by a large, forceful group of native interests that really propel the individual into learning and doing in many effective ways. Often teachers and institutions have set themselves the task of controlling the physiological and mental expressions and have found this difficult so that they have looked upon sex as an impulse to be inhibited and forced to ex- pression in certain rule-of-thumb ways. This attitude has resulted in a wrong set of results. Let us look more at the accompanying interests and make them our ally in our teaching work. Man's Destiny It does me very little good For linked through all his days has To read of men so clever man Their names are now a platitude A c'estiny completing In all lines of endeavor. His scheme of life, each thoughtful plan Assisting or defeating. I've read the lives of many a one, Vidssitudes of Hfe must be Recorded through the ages, Jn ks wg ^ turni And found whatever they have done, Som£ d Qne ins his y- One truth alone presages: A$ evgr he [$ learning. That each somewhere in his career $0 do the best you can today, Was opportunely lifted Accept both joy and sorrow, O'er obstacles he couldn't clear He fares the best whose faith alway Against which he had drifted. Can serve him till tomorrow. 'Tis not so much superior mind There's only room for one on top Or pluck and knowledge blending, Though thousands seek to win it: That gives a man a place assigned A destiny we can not stop Where many are contending. Must place the man that's in it. Payson, Utah. JOSEPH LONGKING TOWNSEND. Song to Wedded Happiness Hearts-Twain! Be happy in your happiness! The fragrance of the bridal-sweet-bouquet, Breathes forth the incense of fair sacredness, Within your wedded lives to dwell for aye. Lo, unseen angels rise your souls to bless, Sweet Hearts, be happy in your happiness. True Hearts! Be happy in your happiness! The magnitude of love's fidelity, Doth temper every hour to tenderness, In understanding joy and harmony! God keep your barque secure through storm and stress — ■ Fond Hearts! Be happy in your happiness; Hearts-Twain! Be happy in your happiness! The fragrance of the bridal-sweet-bouquet, Breathes forth the incense of fair sacredness, Within your wedded lives to dwell for aye. Lo, unseen angels rise your souls to bless, Sweet Hearts, be happy in your happiness. Salem, Utah, MINNIE IVERSON HODAPP.