List at least two pieces of supporting evidence from the passage, and briefly explain how they support the claim you have identified in task 1. FREMONT, Neb. — Summer break 1985 was defined by my 4:30 a.m. alarm. The bus rolled up at 5, and my friends and I stumbled on, fighting off sleep until we arrived at the fields. Detasseling corn was a rite of passage in this Nebraska town: In order to cross-pollinate top-notch seed corn in those days, you needed people, lots of them, to walk through the fields to pull corn tassels manually from individual rows.
The job stank. It’s wet and chilly in the field that early. Giant sprinklers called center pivots often got stuck and flooded acres with ankle-deep cold water. We’d start out wearing sweatshirts underneath trash bag ponchos, but by 10, as temperatures approached triple digits, we’d shed layers. For the rest of the day, our bare skin would brush against sharp corn leaves until it was marked with innumerable paper cuts.
We would get home covered in nasty rashes, caked in mud and bone-tired. I’d go to bed in the late afternoon and sleep straight through till the alarm sounded again, for weeks on end.
That was our summer vacation. What do our kids do today?
It’s not an idle question. Nearly a quarter-century on, when I became the president of Midland University back in this same Nebraska town, one of the first things I noticed was how few of our students had done any hard physical work before college. Detasseling corn, like a lot of agricultural work, is now done mostly by machine.
And parents, on the whole, had fewer household labor needs and could afford to spare their kids the less pleasant experiences of their own childhoods, while providing them with things they wish they’d had, as well as opportunities to cultivate new skills. The time our students didn’t spend in school was mostly spent consuming: products, media and entertainment, especially entertainment.
Another thing I noticed was an unnerving passivity. When I saw students doing their campus jobs, they seemed to have a tough time. Over and over, faculty members and administrators noted how their students’ limited experience with hard work made them oddly fuzzy-headed when facing real-world problems rather than classroom tests.
I was worried. How would these kids survive once they left home for good? And how would an America built on self-discipline and deferred gratification survive?
Adolescence is a great thing, but we’ve made it too long. It’s supposed to be a protected space in which kids who’ve become biologically adult are not obligated to immediately become emotionally, morally and financially adult. Done right, adolescence is a greenhouse phase, but adolescence should not be an escape from adulthood; it should be when we learn how to become adults.
We’re parenting too much, too long. Our efforts to protect our kids from hurt feelings, tedious chores, money worries and the like are well intentioned. But many of us, perhaps especially middle-class parents, are unwittingly enabling many of our kids to not grow up.
What can we do about it — especially during these long summer months when our kids expect to be entertained? What’s the modern equivalent of detasseling corn?
My wife, Melissa, and I, together with our neighbors, try to create experiences for our kids that build character. We want our kids to exercise their muscles and their minds.
Last year, we sent our eldest child, Corrie, then 14, to spend a month working on a cattle ranch. When we dropped her off, she was nervous but eager. Between checking cows for pregnancies—a job that involves a shoulder-length glove—and bottle-feeding orphaned heifers, she loved it and hated it. But she knew that her mild suffering was also a formative experience for a lifetime.
Not everyone lives in a big cattle state, and younger kids require more parental supervision. I also don’t romanticize agrarian life—there’s too much manure around for it to be truly idyllic—but meaningful work for kids is less about any particular task than the habits the hours teach. The effort involved and the struggles, once overcome, become the scar tissue of future character.
Look around your neighborhood and see what ways your kids could serve their community. Even in this digital age, lawns need to be mowed and lemonade stands can break even.
Older folks will benefit from the help, and your kids will gain from the perspective of people who’ve been on the planet longer than they have. Younger kids can work alongside Mom and Dad, too (just know that everything will take twice as long). The point isn’t how perfect your neighbor’s lawn looks; the point is that your kids can learn to work toward making a contribution to their community.
from “What to Do With the Kids This Summer? Put 'Em to Work” by Ben Sasse © 2017 by Ben Sasse. Used by permission.
Supporting evidence:
1. "Detasseling corn, like a lot of agricultural work, is now done mostly by machine."
This statement supports the claim that fewer students have done hard physical work before college. It shows that the traditional manual labor of detasseling corn has been replaced by machines, indicating a decline in the opportunities for students to engage in physical work.
2. "Over and over, faculty members and administrators noted how their students’ limited experience with hard work made them oddly fuzzy-headed when facing real-world problems rather than classroom tests."
This statement supports the claim that limited experience with hard work can lead to difficulties in problem-solving and facing real-world challenges. It suggests that students who have not engaged in physical labor may struggle with applying their knowledge and skills outside of a classroom setting.
One piece of supporting evidence from the passage is the author's observation that students who have limited experience with hard work struggle when facing real-world problems. This supports the claim that children who are not exposed to hard physical work and responsibilities may have difficulties transitioning into adulthood. The passage states, "When I saw students doing their campus jobs, they seemed to have a tough time. Over and over, faculty members and administrators noted how their students’ limited experience with hard work made them oddly fuzzy-headed when facing real-world problems rather than classroom tests." This shows that without prior experience in hard work, students may struggle with real-world challenges.
Another piece of supporting evidence is the author's example of sending their 14-year-old daughter to work on a cattle ranch for a month. This supports the claim that meaningful work for kids builds character and teaches important life lessons. The author states, "Between checking cows for pregnancies—a job that involves a shoulder-length glove—and bottle-feeding orphaned heifers, she loved it and hated it. But she knew that her mild suffering was also a formative experience for a lifetime." This example shows that engaging in challenging work can be both difficult and rewarding, teaching children important lessons about perseverance and the value of hard work.
The claim in the passage is that many children today are not gaining valuable experiences through hard physical work, which can hinder their ability to face real-world problems.
Evidence 1: "Detasseling corn, like a lot of agricultural work, is now done mostly by machine."
Explanation: This evidence supports the claim by showing that the manual labor that was once a common summer job for kids, like detasseling corn, has been replaced by machines. This means that fewer children are engaging in this kind of physical work and missing out on valuable experiences.
Evidence 2: "Over and over, faculty members and administrators noted how their students’ limited experience with hard work made them oddly fuzzy-headed when facing real-world problems rather than classroom tests."
Explanation: This evidence supports the claim by highlighting the observations made by faculty members and administrators at the university. They noticed that students' lack of experience with hard physical work made them less prepared to face real-world problems outside of the classroom. This implies that the absence of physical work experiences has a negative impact on problem-solving skills and adaptability.