A Dutch Boy Fifty Years After, Edward William Bok [best book reader .TXT] 📗

and people.

A third son, scorning his own safety, plunged into the boiling surf on one of those nights of terror so common to that coast, rescued a half-dead sailor, carried him to his father's house, and brought him back to a life of usefulness that gave the world a record of imperishable value. For the half-drowned sailor was Heinrich Schliemann, the famous explorer of the dead cities of Troy.

The first daughter now left the island nest; to her inspiration her husband owed, at his life's close, a shelf of works in philosophy which to-day are among the standard books of their class.

The second daughter worked beside her husband until she brought him to be regarded as one of the ablest preachers of his land, speaking for more than forty years the message of man's betterment.

To another son it was given to sit wisely in the councils of his land; another followed the footsteps of his father. Another daughter, refusing marriage for duty, ministered unto and made a home for one whose eyes could see not.

So they went out into the world, the girls and boys of that island home, each carrying the story of their father's simple but beautiful work and the remembrance of their mother's message. Not one from that home but did well his or her work in the world; some greater, some smaller, but each left behind the traces of a life well spent.

And, as all good work is immortal, so to-day all over the world goes on the influence of this one man and one woman, whose life on that little Dutch island changed its barren rocks to a bower of verdure, a home for the birds and the song of the nightingale. The grandchildren have gone to the four corners of the globe, and are now the generation of workers--some in the far East Indies; others in Africa; still others in our own land of America. But each has tried, according to the talents given, to carry out the message of that day, to tell the story of the grandfather's work; just as it is told here by the author of this book, who, in the efforts of his later years, has tried to carry out, so far as opportunity has come to him, the message of his grandmother:

"Make you the world a bit more beautiful and better because you have been in it."

EDWARD W. BOK

MERION

PENNSYLVANIA



A DUTCH BOY FIFTY YEARS AFTER

CHAPTER I


THE FIRST DAYS IN AMERICA

The leviathan of the Atlantic Ocean, in 1870, was _The Queen_, and when she was warped into her dock on September 20 of that year, she discharged, among her passengers, a family of four from the Netherlands who were to make an experiment of Americanization.

The father, a man bearing one of the most respected names in the Netherlands, had acquired wealth and position for himself; unwise investments, however, had swept away his fortune, and in preference to a new start in his own land, he had decided to make the new beginning in the United States, where a favorite brother-in-law had gone several years before. But that, never a simple matter for a man who has reached forty-two, is particularly difficult for a foreigner in a strange land. This fact he and his wife were to find out. The wife, also carefully reared, had been accustomed to a scale of living which she had now to abandon. Her Americanization experiment was to compel her, for the first time in her life, to become a housekeeper without domestic help. There were two boys: the elder, William, was eight and a half years of age; the younger, in nineteen days from his landing-date, was to celebrate his seventh birthday.

This younger boy was Edward William Bok. He had, according to the Dutch custom, two other names, but he had decided to leave those in the Netherlands. And the American public was, in later years, to omit for him the "William."

Edward's first six days in the United States were spent in New York, and then he was taken to Brooklyn, where he was destined to live for nearly twenty years.

Thanks to the linguistic sense inherent in the Dutch, and to an educational system that compels the study of languages, English was already familiar to the father and mother. But to the two sons, who had barely learned the beginnings of their native tongue, the English language was as a closed book. It seemed a cruel decision of the father to put his two boys into a public-school in Brooklyn, but he argued that if they were to become Americans, the sooner they became part of the life of the country and learned its language for themselves, the better. And so, without the ability to make known the slightest want or to understand a single word, the morning after their removal to Brooklyn, the two boys were taken by their father to a public-school.

The American public-school teacher was less well equipped in those days than she is to-day to meet the needs of two Dutch boys who could not understand a word she said, and who could only wonder what it was all about. The brothers did not even have the comfort of each other's company, for, graded by age, they were placed in separate classes.

Nor was the American boy of 1870 a whit less cruel than is the American boy of 1920; and he was none the less loath to show that cruelty. This trait was evident at the first recess of the first day at school. At the dismissal, the brothers naturally sought each other, only to find themselves surrounded by a group of tormentors who were delighted to have such promising objects for their fun. And of this opportunity they made the most. There was no form of petty cruelty boys' minds could devise that was not inflicted upon the two helpless strangers. Edward seemed to look particularly inviting, and nicknaming him "Dutchy" they devoted themselves at each noon recess and after school to inflicting their cruelties upon him.

Louis XIV may have been right when he said that "every new language requires a new soul," but Edward Bok knew that while spoken languages might differ, there is one language understood by boys the world over. And with this language Edward decided to do some experimenting. After a few days at school, he cast his eyes over the group of his tormentors, picked out one who seemed to him the ringleader, and before the boy was aware of what had happened, Edward Bok was in the full swing of his first real experiment with Americanization. Of course the American boy retaliated. But the boy from the Netherlands had not been born and brought up in the muscle-building air of the Dutch dikes for nothing, and after a few moments he found himself looking down on his tormentor and into the eyes of a crowd of very respectful boys and giggling girls, who readily made a passageway for his brother and himself when they indicated a desire to leave the schoolyard and go home.

Edward now felt that his Americanization had begun; but, always believing that a thing begun must be carried to a finish, he took, or gave--it depends upon the point of view--two or three more lessons in this particular phase of Americanization before he convinced these American schoolboys that it might be best for them to call a halt upon further excursions in torment.

At the best, they were difficult days at school for a boy of seven who could not speak English. Although the other children stopped teasing Edward, they did not try to make the way easier for him. America is essentially a land of fair play, but it is not fair play for American boys and girls to take advantage of a foreign child's unfamiliarity with the language or our customs to annoy that child or to place difficulties in his way. When a foreign pupil with little knowledge of the English language enters an American school the native-born boys and girls in that school can accomplish a useful service in Americanization by helping the newcomer, thus giving him a true idea of American fairness at the start. No doubt many American boys and girls gladly do this little kindness for the young foreigner, but Edward Bok and his brother suffered tortures at the hands of those who should have helped them.

Fortunately the linguistic gift inherent in the Dutch race came to Edward's rescue in his attempt to master the English language. He soon noted many points of similarity between English and his native tongue; by changing a vowel here and there he could make a familiar Dutch word into a correct English word. As both languages had developed from the old Frisian tongue, the conquest of English did not prove as difficult as he had expected. At all events, he set out to master it.

Edward was now confronted by a three-cornered problem. Like all healthy boys of his age he was fond of play and eager to join the boys of his neighborhood in their pastimes after school hours. He also wanted to help his mother, which meant the washing of dishes, cleaning the rooms in which the family then lived, and running various errands for the needed household supplies. Then, too, he was not progressing as rapidly as he wished with his school studies, and he felt that he ought to do everything in his power to take advantage of his opportunity to get an education.

Methodically he worked out a plan which made it possible to accomplish all three objects. He planned that on one afternoon he should go directly home from school to help his mother, and as soon as he had finished the necessary chores that would make her life easier he would be free to go out and play for the rest of that afternoon. On the following day he would remain in school for an extra hour after the class had been dismissed and would get the teacher's help on any lessons that were not clear to him. When that task had been accomplished he would still have part of that afternoon left for play. He broached his plan for work at home and study at school on alternate afternoons to his mother and his teacher. Both approved of the idea and agreed that it had been well thought out.

Thus Edward Bok learned early in life the valuable lesson of a wise management of time. Instead of attempting to accomplish various results in some haphazard fashion, he planned to do only one thing at a time, yet his plan was so comprehensive that it provided for the necessary housework, study, and play--the three things that he wanted to do and felt he should do.

As his evenings were also devoted to various tasks and duties, this young American-to-be, by using each bit of spare time for some useful purpose, became early in life the busy person that he has remained to the present day. Of Edward Bok it may truly be said that he began to work, and to work hard, almost from the day he set foot on American soil. He has since realized that this is not the best thing for a young boy, who should have liberal time for play in his life. Of course, Edward made the most of