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.
[Illustration: Edward Bok at the age of six, upon his arrival in the United States.]
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 the short period that remained each afternoon after his household duties or his extra studies at school, and when he played it was with the same vim and energy with which he worked. He had little choice in the matter, but he often regrets to-day that he did not have more time in his boyhood for play.
Like most boys, Edward wanted a little money now and then for spending, but his mother was not always able to spare the pennies that he desired. So he had to fall back on his own resources to earn small sums by running errands for neighbors and in other ways familiar to boys of his age. One day he came across an Italian who was earning money in a rather unusual way. This Italian would collect the bright-colored pictures that adorned the labels of fruit and vegetable cans. He would paste these pictures into a scrap-book and sell it to a mother as a picture-book for her children. Edward saw that the Italian's idea smacked of originality and he asked the man where he got his pictures.
"From the cans I find on lots and in ash-barrels," was the reply.
"If you had more pictures, you could make more books and so earn more money, couldn't you?" asked Edward, as an idea struck him.
"Yes," answered the Italian.
"How much will you give me if I bring you a hundred pictures?" asked Edward.
"A cent apiece," said the Italian.
"All right," agreed Edward.
The boy went to work at once, and in three days he had collected the first hundred pictures, gave them to the Italian, and received his first dollar.
"Now," said Edward, as he had visions of larger returns from his efforts, "your books have pictures of only four or five kinds, like apples, pears, tomatoes, and green peas. How much will you give me for pictures of special fruit which you haven't got, like apricots, green-gages, and pineapples?"
"Two cents each," replied the Italian.
"No," bargained Edward. "They're much harder to find than the others. I'll get you some for three cents each."
"All right," said the vender, realizing that the boy was stating the case correctly.
Edward had calculated that if he would search the vacant lots in back of the homes of the well-to-do, where the servants followed the tidy habit of throwing cans and refuse over the back fences, he would find an assortment of canned-fruit labels different from those used by persons of moderate means. He made