I BW!l|liJ i )i i ) i ,MII ' .l i y!i|l ! 
 
Boy-Stuff is the only Stuff ix the World 
 FROM WHICH Men can be Made 
 
BOYOLOGY 
 
 OR 
 
 BOY ANALYSIS 
 
 H, W. GIBSON 
 
 'Camping fob Boys," ' 
 Worship," "Qualities that Win," etc. 
 
 Author of "Camping for Boys," "Services of 
 
 ASSOCIATION PRESS 
 
 New York: 347 Madison Avbnub 
 1922 
 

 
 COPTKIOHT, 1916, BT 
 
 Thb Intkbnational Committee or 
 YoxTNG Men's Chbistiajj Associations 
 
 Printed in the United States of America 
 
To 
 MY MOTHER 
 
 584622 
 
Digitized by the Internet Archive 
 
 in 2007 with funding from 
 
 IVIicrosoft Corporation 
 
 http://www.archive.org/details/boyologyorboyanaOOgibsrich 
 
CONTENTS 
 Book I. — The Characteristics of Boyhood 
 
 PAGX 
 
 I. Physical 8 
 
 The thrill of living. Animal vs. man. 
 The awakening conscience. Decline and 
 acceleration of growth. The teen period. 
 Physical health a mental and moral asset. 
 Bodily cleanliness. Bathing and swimming. 
 Work and sleep. Food values. Normal 
 play life. Danger of overtaxation and over- 
 strain. Sacred power of reproduction. 
 
 II. Intellectual 29 
 
 The servant of the mind. Thought con- 
 trol. Sensori-motor system. The boy's ca- 
 pacity of mental development. Disciplining 
 imagination. Value of pictures. The power 
 of suggestion. Time of decision. Will. 
 Habit. The "ego" period. Doubt and 
 questioning. Disposition and temperament. 
 Cultivation of ideals through music, books, 
 pictures, drama, etc. "Slanguage." The 
 five senses or "Scouts of the Soul." 
 
 III. Emotional 63 
 
 "Hurt feelings." Four great types of 
 temperament. The dominant emotional in- 
 stincts — fear, aversion toward the strange, 
 anger, afifection, positive and negative self- 
 feeling, the sex instinct, inner freedom, the 
 instinct of eflBciency, sympathy, reverence, 
 the sense of dependence, surprise, and won- 
 der. Danger of stifling emotions. The boy 
 needs an interpreter of his emotions. 
 
 IV. Social 82 
 
 The hermit or recluse is an abnormal 
 being. The gang instinct necessary for the 
 proper social education of every boy. Social 
 consciousness. Indiscriminate chumship vs. 
 
vi CONTENTS 
 
 discriminate chumship. Misfits in society. 
 A boy's room. The home a social center. 
 Socializing value of the family meal. Play 
 as a social adjuster. Camping as a socializ- 
 ing influence. The recognition of the social 
 instinct by the Church. 
 
 V. Moral 100 
 
 The proper field for morals or moral 
 sentiment is voluntary human action. 
 Struggle between the higher and lower. 
 The three classes of control. Aim of moral 
 instruction is to teach a boy to know, to 
 live, and to do right. Personality. Moral 
 law vs. civil law. Syllabus of moral in- 
 struction for boys, 12 to 14 years, 14 to 16 
 years, 16 to 19 years. The high art of liv- 
 ing vs. making a living. 
 
 VI. Religious 117 
 
 The appeal of religion to a healthy, nor- 
 mal, happy boy. Religion a motive power 
 to give up wrong and to do right. A boy's 
 idea of God and duty and religious observ- 
 ance. Religious expression. The instinct 
 of worship. The stages of the evolution of 
 the religion of boyhood. Jesus Christ as 
 the world's greatest hero. Conscience. 
 Conversion. Loyalty to the Church. The 
 function of worship. 
 
 VII. Vocational 137 
 
 "What shall a boy do?" is a problem. 
 Harnessing aptitudes. Fitting a boy to a 
 calling vs. fitting a calling to a boy. Pre- 
 venting misfits. The business of education. 
 Parental personal ambition must often be 
 sacrificed for the salvation of the boy. 
 Dabbling in many things. Value of manual 
 training and technical studies. Danger of 
 neglecting the cultural. The motive of a 
 vocation. The spiritualization of work. 
 
 Table I. Chabactekistics of Childhood 158 
 
 Table II. Charactekistics of Adolescence 162 
 
CONTENTS vii 
 
 Book II. — General Characteristics 
 AND Observations 
 
 CHAPTEB PAQH 
 
 VIII. Taking His Measure 169 
 
 It is the unknowable which has always 
 baffled man. The grow time. Two skilled 
 builders — nature and nurture. The con- 
 tents of a boy. His unpurchasable quality. 
 A boy's ideal of a friend. Dangerous 
 "Model" boy. "Penrod." The first pair 
 of long trousers. His first shave. Exit 
 mother, enter father. Well governed cities, 
 eflicient schools, happy homes, vitalized 
 churches of the future, depend upon the 
 boys of today. Will they measure up? 
 
 IX. The Language of the Fence 185 
 
 A piece of chalk in the hands of an evil- 
 minded boy. Fence language is but the 
 reflection of the thought life of the boy. 
 Crimes of manhood begin during boyhood. 
 The impure joke. Results of 288 inter- 
 views. Parental cowardice. Brain impres- 
 sions made through the eye and ear. "Where 
 did I come from?" Mother the boy's first 
 teacher. Father's part in his sex education. 
 Sowing wild oats. Cleaning up the fence. 
 
 X. Parental Delinquency 204 
 
 Ideals of the city, the state, the nation, the 
 school, the church, will never rise higher than 
 the ideals of the home. Intensity of love of 
 home born in man. "Speeding up" of life. 
 Parental control. Parental delinquency re- 
 sponsible for juvenile delinquency. Results 
 of questionnaire sent to boys. Boy barom- 
 eters. Homecoming of father. All homeless 
 boys do not live in the slums. Boys more 
 valuable than carpets. A real home. The 
 cure. 
 
 XI. Skedaddling from Sunday School 223 
 
 "Man am I grown." "Skedaddle" means 
 to run away, to retire tumultuously. Older 
 
viii CONTENTS 
 
 PAoa 
 
 boys retiring from Sunday school. Statis- 
 tics. Millions growing up in America 
 without definite religious instruction and 
 needing an anchorage. Too big and too 
 old to attend. Not a "kid." Childish 
 songs and "opening" exercises. "Bunch" 
 don't go. "Hedonists." Appeal of service 
 demanding sacrifice. Sabbath irreverence. 
 Modern skepticism. Week-day interests. 
 
 XII. Stemming the Tide 236 
 
 There is a tide in the affairs of the Sunday 
 school if — . Testimony of a judge. Result 
 of questionnaire given to boys. Unprepared- 
 ness. Danger of producing "half-baked" 
 teachers. Sunday attendance a habit. The 
 quality of cheerfulness. "Something to do." 
 Class activities. Inter-church organiza- 
 tions. Community competition must be 
 changed to community cooperation. Sun- 
 day school changed into a Bible school. 
 
 XIII. The Church, the Preacher, the Sermon, 
 
 THE Boy 250 
 
 A parable. "Morbus Sabbaticus." A 
 diagnosis and the remedy. Churchless boys 
 and boyless churches. Seating capacity of 
 Protestant churches vs. attendance. Fill- 
 ing the pews a problem. Reasons given by 
 boys as to why they do not go to church. 
 Beatitudes for church goers. Instinct of 
 worship in every human being. "How can 
 a minister help a boy?" answered by boys. 
 The kind of sermons boys would preach to 
 boys if they were ministers. Uniting with 
 the Church. 
 
 BiBLIOGRAPHT 269 
 
 Index 281 
 
FOREWORD 
 
 These studies and observations of boy life 
 formed the material delivered in courses of 
 lectures on "Boyology" or Boy Analysis, before 
 the Young Men's Christian Associations of 
 Boston, Providence, Lawrence, Cambridge, and 
 at Mothers' Meetings, Parent-Teachers' Associa- 
 tions, and Women's Clubs, and are now presented 
 to that larger audience of parents, teachers, 
 and workers among boys, who are interested in 
 this intricate piece of human machinery known 
 as the boy. 
 
 Twenty-six years of actual contact with many 
 thousand boys has convinced the author that 
 many of the boy's ways remain as yet uninter- 
 preted as well as misinterpreted. He is the 
 original sulphite, keeping everybody awake and 
 interested when he appears upon the scene. He 
 will ever be a new subject for discussion and 
 analysis, and in need of friendly interpreters. 
 May this little volume introduce him to a host 
 of such friends, who will secure for him the 
 inahenable rights of boyhood and genuine sym- 
 pathy dinging the struggles of youth. 
 
 No attempt has been made to adhere to 
 
X FOREWORD 
 
 technical or scientific terms, but rather to the 
 language of those who may be short in psy- 
 chology, physiology, pedagogy, and sociology, 
 but who are long in conmion sense and "heart- 
 ology." 
 
 Acknowledgment of deepest gratitude is made 
 to the host of publishers and authors who so 
 generously permitted the use of quoted material. 
 *'Out of the mouths of many witnesses, the 
 truth shall be estabhshed." A bibhography of 
 helpful books and their publishers will be found 
 at the end of the book. 
 
 Boston, May, 1916. 
 
BOOK I 
 
 THE CHARACTERISTICS OF 
 BOYHOOD 
 
CHAPTER I 
 
 Physical Characteristics 
 
 "Oh! The joy of the measured strength! 
 To run with the fleet, and leap with the supple. 
 And strive with the strong. 
 
 To struggle with friendly foes, and to know at length. 
 By measuring strength with strength. 
 Where you stand as a man among men. 
 To reach with body and soul 
 For the wreath of bays, and then 
 To rejoice that the best man wins, 
 Tho' another be first at the goal. 
 Oh! Life is sweet." 
 
 This description of the physical expression of 
 boyhood quoted from Justin Stern's "The Song 
 of the Boy" is a real experience of every normal 
 boy. Where is the boy who does not feel a 
 new thrill of living as he competes in the sports 
 and the games? Plato, the Greek philosopher, 
 said, "Of all beasts, boys are the most unman- 
 ageable." To a certain extent this is true, for 
 when he starts out to be a boy, he is more like 
 a little beast, and many things that make the 
 difference between a man and a beast make no 
 difference with him. He is, though, a man 
 in the making. We are indebted to medical 
 3 
 
4' BOYOLOGY 
 
 science and psychology for a better understand- 
 ing as to how we may help this animal, as his 
 awakening conscience gets hold of the task of 
 controlling him. "The manifold physical hungers 
 and thirsts of the animal are all in his senses and 
 they keep all the sources of supply at work, day 
 and night. Through the wonderful nervous 
 system, the nexus between him and his body, 
 by which he expresses himself and initiates his 
 enterprises, his body is so tied up with the mental 
 and moral that its health and purity require 
 the same care as do the finest elements and 
 essences. His psychical elements are, of course, 
 the same, in number, as in grown people. Some 
 of them are in action, some dormant, some 
 quiescent; some subordinate, while others are in 
 control — such as love and hatred, hope and fear, 
 sense of justice, appreciation of the beautiful, 
 the sublime and the true, and all the powers of 
 thought and will. But even his most active 
 powers are immatiu*e and it is sometimes difficult 
 to distinguish one from another. His power of 
 observation is awake before that of decision, 
 his feelings control earlier than his reason, his 
 reason before his will, and his will before his 
 conscience.*'^ 
 
 "When the clock strikes his tweKth year, 
 instead of the blind impulses that have been 
 
 » Kirtley, "That Boy of Yovirs," p. 2. 
 
PHYSICAL 5 
 
 controlling him, his will power awakens and 
 assumes the control of his career." According 
 to the findings of Professor Tyler, a boy's growth 
 in weight between ten and twelve declines to 
 a minimum, the thirteenth year begins a marked 
 acceleration and lasts about four years, or from 
 the thirteenth to the seventeenth year. The 
 same holds good in height and chest develop- 
 ment. Acceleration begins with the pubertal 
 period. He now has an awakening. He is some- 
 times shocked by what he discovers, sometimes 
 awed, sometimes stricken with fear. If there 
 is any one time in his life when he needs a guide, 
 a counselor, and a real friend, it is now. Up to 
 this time he has been too busy being a boy. 
 From three to thirteen he is an interrogation 
 mark, a sort of combination of dirt, noise and 
 questions, mumps and measles, bumps and 
 broken bones. It is claimed that "between 
 eight and twelve, he is fighting for and adopt- 
 ing his constitution. The rest of the time till 
 he is twenty-five, he is evidently working out 
 his by-laws." 
 
 In the olden days, twelve years of age was 
 considered the "age of accountability," when a 
 boy was no longer considered a child, but as 
 one who had seriously begun his march man- 
 ward. It was at this age that the boy Jesus 
 was taken to Jerusalem by his parents. With 
 
6 BOYOLOGY 
 
 all the inquisitiveness of a boy he found his 
 way to the temple, and puzzled the learned 
 doctors with his many questions, as many a 
 twelve-year-old boy has done to this day. The 
 only record we have of Jesus' boyhood is that 
 significant statement — "He advanced in wisdom 
 and stature, and in favor with God and man." 
 After that come the silent years, the years when 
 many a boy gets lost in the "storm and stress," 
 when his questions are ignored or else silenced 
 and unanswered. Though he is but a boy, the 
 instincts of a man are already making them- 
 selves known, and he seeks information from one 
 who has been through the same experiences — a 
 man, naturally his father, but alas! father is 
 "too busy." How few fathers reaUze that it is 
 a serious business to start a soul voyaging toward 
 eternity and then to give up hold on the pilot 
 wheel when nearing the most dangerous shoals 
 in the voyage. A boy's questions are a father's 
 opportunity. **To suppress them is to suppress 
 him, to direct and answer them is to discipline 
 and develop him; to do it in the spirit of co- 
 operation is to enter into a sacred partnership 
 with him."^ The wise saying of Plato, that 
 it was **Better to be imborn than untaught; for 
 ignorance is the root of misfortune," surely is 
 applicable in modern life as in the days of old. 
 
 2 Kirtley, "That Boy of Yours," p. 26. 
 
PHYSICAL 7 
 
 No earthly object is so attractive as a well- ^ 
 built, growing boy. He is truly "fearfully and 
 wonderfully made." The teen period, John 
 Keats says, "is the space between the boy and 
 the man, in which the soul is in ferment, the 
 character undecided, the way of life uncertain.*' 
 Shakespeare puts into the mouth of Malvolio 
 these words concerning this age: "Not yet old 
 enough for a man, nor young enough for a boy; 
 as a squash is before 'tis a peas-cod, or a codling 
 when 'tis almost an apple. "^ He is growing 
 like the proverbial weed, he seems to be all 
 legs, he has a painful sensation of awkwardness. 
 "Up to the age of about fifteen the legs are 
 growing more rapidly than the trunk. After 
 fifteen the upper half of the body gains twenty- 
 five per cent, the lower hardly half as much."* 
 "By fifteen the brain stops growing. The 
 large arteries increase one third, the temperature 
 rises one degree, the reproduction organs have 
 functioned, the voice deepens, the stature grows 
 by bounds and the boy needs more sleep and 
 food than ever before."^ His heart nearly 
 doubles in size; at ten the heart weighs 115 
 grams, at seventeen it weighs 230 grams. The 
 blood is driven through his veins at double the 
 
 * Beck, "Marching Manward," p. 46. 
 
 * Tyler, "Growth and Edu-ation," p. 6 
 6 Forbush, "The Boy Problem," p. 18. 
 
8 BOYOLOGY 
 
 pressure. "Chest girth is at birth nearly two 
 thirds of the height. At nine it is almost exactly 
 one half. The ratio diminishes until the thir- 
 teenth or fourteenth year in the boy. After 
 this it rises continually, and at twenty should 
 exceed one half the height.*'® Increased girth 
 is always a sign of increased power. Increase 
 of vigor and decrease of sickness is marked at 
 fourteen and sixteen in the boy, and these years 
 are marked by a rapid increase in girth. Do 
 you wonder why this "new man'* is a revolu- 
 tionist? A new sense of power and self-life calls 
 out for expression. 
 
 "I must, I must: a voice is crying to me 
 From my soul's depths, and I will follow it." 
 
 He seeks out boys who are undergoing sim- 
 ilar experiences and feelings, a group or gang 
 is formed for weal or woe, for destructive or 
 constructive purposes, for worthwhile deeds or 
 damnable doings. He must find some form of 
 expression. He is now determining his destiny. 
 Now is the critical time of his life, for "Buoy- 
 ancy and hopefulness of youth accompany the 
 rise in blood pressure. Courage, vitality and 
 the temperature of the body sink together dur- 
 ing the hours before dawn. The tides of religious 
 feeling are at their flood at fourteen and sixteen 
 
 " Tyler, "Growth and Education," p. 67. 
 
PHYSICAL 9 
 
 years when the girth and lung capacity have 
 their accelerated increase."^ To help harness 
 this energy so that manhood may be conserved, 
 is the duty as well as the privilege of workers 
 among boys, for as Herbert says, "No sooner 
 is a temple built to God, but the Devil builds 
 a chapel hard by." 
 
 "The glory of young men is their strength." 
 A wise leader will take advantage of the boy's 
 natural desire for physical struggle and prowess. 
 Instead of frowning upon his enthusiasm for ** 
 things physical, he will direct it along lines of 
 wholesome self-knowledge and help him to under- 
 stand that the things he so much desires may, 
 if not skilfully controlled and directed, prove 
 his greatest peril and unmaking. Recreation 
 does not always re-create. Any form of dis- 
 sipation is a waste of vital material which will 
 be needed in some emergency. Physical health 
 is a mental and moral asset. When Wendell 
 Phillips started off for college, his mother gave 
 him this advice, "My son, keep your linen 
 clean, read your Bible every day, and let plenty 
 of fresh air into your room." "Conservation of ^ 
 bodily strength through cleanliness and fresh 
 air, is the first thing needed."^ Therefore a 
 
 7 Tyler, "Growth and Education," p. 201. 
 
 8 Kirtley, "That Boy of Yours," p. 10. 
 
10 BOYOLOGY 
 
 boy should be taught the value of keeping his 
 body clean, that it is important for his mental 
 and moral, as well as physical good, to keep 
 the nasal passages open, to keep his finger nails 
 and toe nails trimmed and clean, and to look 
 after his eyes and ears and especially his throat. 
 The boy should understand that he has about 
 1,700 square inches of skin, each square inch 
 containing about 3,500 sweating tubes, or res- 
 pirating pores, which must not become clogged 
 and must be given a chance to breathe. It is 
 difficult to make a young boy understand that 
 "cleanliness is next to godliness," for too often 
 he desires to be neither clean or godly. The 
 appeal of a strong, healthy, athletic body grips 
 him quicker than the appeal of moral well being. 
 The value of bathing should be explained to him 
 in such a tactful manner as to create within 
 him a "hankering'* for a bath. To bathe daily 
 with warm water to keep clean, and to follow 
 with a quick cold bath and then a vigorous 
 rub-down will not only increase vitality but do 
 much to keep clean his thought life. "Cold 
 bathing sends the blood inward partly by the 
 cold which contracts the capillaries of the skin 
 and tissue immediately underlying it, and partly 
 by the pressure of the water over all the dermal 
 surface, quickens the activity of kidneys, lungs, 
 and digestive apparatus, and the reactive glow 
 
PHYSICAL 11 
 
 is the best possible tonic for dermal circulation. 
 It is the best of all gymnastics for the involun- 
 tary muscles and for the heart and blood vessels. 
 This and the removal of the products of ex- 
 cretion preserve all the important dermal func- 
 tions which are so easily and so often impaired 
 by our modern life, lessen the liability to skin 
 diseases, and promote freshness of complexion. "• 
 Swimming is the amusement or sport 'par 
 excellence among boys. This information was 
 secured by testing 322 boys in many cities and 
 towns, through the questionnaire method. They 
 were requested to check off on a card provided 
 them, the amusements named which they liked 
 best and in order of preference. The figures in 
 front of each line of the chart indicate first, 
 second, and third choice and the figures at the 
 end of each line give the number of boys voting 
 for that particular amusement. Several tests 
 and studies made with these same boys will 
 appear in other chapters of this volume, as they 
 represent a type of boy found in every com- 
 munity. 
 
 Swimming 1 B9 
 
 2 44 
 
 3 48 
 
 Camping 1 57 
 
 2 60 
 
 ^ 8 84 
 
 •HaU, "Youth," p. 105. 
 
U BOYOLOGY 
 
 Baseball 1 44 
 
 2 82 
 
 8 84 
 
 Music 1 87 
 
 2 29 
 
 3 80 
 
 Football 1 28 
 
 8 28 
 
 Basketball 1 28 
 
 « 31 
 
 8 26 
 
 Track Athletics 1 26 
 
 e 20 
 
 8 18 
 
 Gymnasium 1 19 
 
 2 23 
 
 8 22 
 
 Hiking 1 13 
 
 « 15 
 
 8 32 
 
 Boating 1 11 
 
 2 21 
 
 8 25 
 
 Dancing 1 11 
 
 2 12 
 
 8 17 
 
 Parties 1 9 
 
 2 17 
 
 8 13 
 
 Theaters 1 8 
 
 2 11 
 
 8 12 
 
PHYSICAL 13 
 
 Movies 1 1 
 
 2 10 
 
 3 10 
 
 Ages 13 14 15 16 17 18 19 20 over 20 
 
 4 15 68 99 66 34 19 10 7 
 
 "Swimming strengthens the lungs, because it 
 causes deep breathing; it strengthens the nerv- 
 ous system, because it induces natural sleep; 
 it strengthens the spine and enlarges the chest, 
 because it causes the head to be thrown back 
 and the chest out; it strengthens and sets right 
 the pelvic organs, because the body is in motion 
 on the horizontal plane. By the wormhke mo- 
 tion of the trunk characteristic of swimming, 
 all the internal viscera are assisted in their nor- 
 mal functions; hence bowel, liver, and kidney 
 troubles disappear, and the danger from appendi- 
 citis is greatly lessened."^^ 
 
 Sleep, that great mystery, is most important 
 in the growth of a boy, yet how rebellious he is 
 when it comes to bed time. To sit up late is 
 to him a great privilege, and indulgent parents 
 many times are responsible for the fatigue and 
 nervous restlessness due to irregularity of sleep. 
 Without sleep the brain would soon wear out. 
 Wear and waste always go hand in hand with 
 activity. Sleep helps to renew and rebuild. 
 
 10 Corsan, "At Home in the Water," p. 12. 
 
14 BOYOLOGY 
 
 Warner" thinks the hours of work and sleep 
 should be as follows: 
 
 Age 
 
 Hours per week 
 
 Hours per night 
 
 
 of work 
 
 of sleep 
 
 Between 8- 9 
 
 15 
 
 12 
 
 9-10 
 
 20 
 
 11^ 
 
 10-11 
 
 25 
 
 11 
 
 11-12 
 
 30 
 
 lOK 
 
 12-14 
 
 35 
 
 10 
 
 14-15 
 
 40 
 
 93^ 
 
 15-17 
 
 45 
 
 9 
 
 17-19 
 
 50 
 
 8H 
 
 We grow mostly during sleep, for then the 
 products of nutrition, which during the day 
 are used in replacing the constant waste of the 
 system, are employed in building new tissue. 
 A boy eats and sleeps far more in proportion 
 than the adult; and this surplus of nutrition is 
 expended in building up, or growing. 
 
 There is a tendency to mouth breathing 
 among boys which should be corrected early. 
 '*The boy who sleeps with his mouth open not 
 only has disturbed sleep but disturbs other 
 sleepers, and lets the enemy in that dries up 
 the saliva of the mouth, injures the teeth, dis- 
 eases the throat and lungs, irritates the nerves, 
 and racks the brain."^ An Indian warrior sleeps 
 and hunts and smiles with his mouth shut, and 
 
 " Hall, "Adolescence," Vol. I, p. 263. 
 
 M Green, "Thoughts for the People," p. 239. 
 
PHYSICAL 15 
 
 with seeming reluctance opens it even to eat 
 or to speak. An Indian child is not allowed / 
 to sleep with its mouth open, from the very first 
 sleep of its existence; the consequence of which 
 is, that, while the teeth are forming, they take 
 their relative natural position, and form that 
 healthful and pleasing regularity which has se- 
 cured to the American Indians, as a race, the 
 most beautiful mouths in the world. The 
 nostrils were made to breathe through, and 
 their delicate and fibrous lining is necessary 
 to remove dust and other foreign substances, 
 to purify and warm the air in its passage, and 
 to stand guard over the lungs, especially during 
 the hours of repose. 
 
 Note also that Indian mothers do not swathe ^ 
 their children in tight-fitting and uncomfortable 
 garments. They do not put on growing feet, 
 tight-fitting, closely laced shoes, or cover their 
 heads with unventilated hats. The body is given 
 every encouragement to grow in a natural 
 manner. 
 
 A growing boy, when asked if he could name 
 the three graces, replied: "Yes, breakfast, dinner, 
 and supper." Someone has described the boy 
 as "an appetite with the skin pulled over it.'* 
 The boy very often sums up life in two words 
 of three letters each— "F-U-N" and "E-A-T." 
 Perhaps after all he has the real philosophy of 
 
16 BOYOLOGY 
 
 material existence, for when the real fun of 
 living begins to wane and our digestive apparatus 
 refuses to function properly, then we become of 
 "all men most miserable." 
 
 "Growth is a very expensive process, and de- 
 mands the combustion of a large amount of 
 nutriment, more than is consumed by active 
 muscular exercise. . . . The boy needs a liberal 
 supply of food and oxygen during the periods 
 of rapid growth or change. Kind and quality 
 also demand attention. It must be suited to 
 the needs of the epoch."^^ Atwater tells us that 
 the boy of fifteen or sixteen requires ninety j>er 
 cent the food ration of the adult man, engaged 
 in muscular work. A boy at twelve requires 
 seventy per cent. 
 
 Scientists in making an analysis of the human 
 body find that it is composed of lime, carbon, 
 hydrogen, nitrogen, phosphorus, iron, and other 
 ingredients, and they all go into the body as 
 food, except what comes in as air, which is 
 mainly oxygen. It is necessary that they be in 
 the right proportion. "If he gets too much lime 
 he runs to bones; or oxygen, he becomes flighty 
 and fighty; or too much phosphorus into a will 
 o' the wisp." Most of our diseases are due 
 in the last analysis to malnutrition or to lack of 
 assimilative power. 
 
 " Tyler, "Growth and Education," p. 86. 
 
PHYSICAL 17 
 
 Food has much to do with the boy's mind 
 and character. Chemical changes in the body, 
 due to food, are paralleled by changes in his 
 emotions. The conversion of meat into man, of 
 food into feeling, is an interesting process worth 
 studying. "Food becomes blood and blood builds 
 bones and muscles and nerves and brain tissues 
 and, from that physical basis, we get power to 
 think and feel and will and do." "The boy 
 has a right, then, to have good food and enough of 
 it and to have the wise oversight of those who 
 are over him. The values of the food may be 
 lost by too rapid eating. Haste and nervousness 
 lead to the galloping style of eating. The boy 
 may not Fletcherise, but he may be taught to 
 put himself into his eating, which is next in im- 
 portance to putting the eatables into himself. 
 He should chew as long as he can teach himself 
 to enjoy that particular mouthful. Eating is 
 an art which he must be taught, as he is taught 
 the art of painting or bookkeeping or printing 
 or engineering."^* 
 
 "A sound mind in a sound body" should be 
 forever the appeal as well as the ideal. Dr. 
 Hall says "Modern psychology sees in muscles, 
 organs of expression for all efferent processes. . . . 
 Muscle culture develops brain centers as nothing 
 else yet demonstrably does. Muscles are the 
 
 1* Kirtley, "That Boy of Yours," p. 21. 
 
18 BOYOLOGY 
 
 vehicles of habituation, imitation, obedience, char- 
 acter, and even of manners and customs. . . . 
 Skill, endurance, and perseverance may almost 
 be called muscular virtues; and fatigue, caprice, 
 languor, restlessness, lack of control and poise, 
 muscular faidts."*^ 
 
 "Not only is all muscle culture at the same 
 time brain-building, but a bookworm with soft 
 hands, tender feet, and tough rump from much 
 sitting, or an senemic boy prodigy, *in the morn- 
 ing hectic, in the evening electric,' is a monster. 
 Play at its best is a school of ethics. It gives not 
 only strength but courage and confidence, tends 
 to simplify life and habits, gives energy, deci- 
 sion, and promptness to the will, brings conso- 
 lation and i>eace of mind in evil days, is a re- 
 source in trouble and brings out individuality.*'^* 
 
 The normal play life of the boy is a challenge 
 to the Church. Football, baseball, soccer, and 
 other similar games may become schools of 
 mental and moral training. GuHck holds that 
 the reason why only some seven per cent of 
 the young men of the country are in the churches, 
 while most of the members and workers are 
 women, is that the qualities demanded are the 
 feminine ones of love, rest, prayer, trust, desire 
 for fortitude to endure, a sense of atonement — 
 
 16 HaU. "Youth," p. 8. 
 w HaU, "Youth," p. 76. 
 
PHYSICAL Id 
 
 traits not involving ideals that must stir young 
 men. The Church is just beginning to appeal 
 to the more virile qualities, as evidenced in the 
 Sunday School Athletic and Baseball Leagues. 
 
 Avoid unwise competition, which may spur ^ 
 the boy to overtaxation, and overstrain of heart. 
 "Safety first*' is superseding "take chances" and 
 the risk of sacrificing any boy for the sake of 
 the team, or of advertising himself and the 
 organization which he represents, must be elim- 
 inated from athletics. "To put a young boy 
 who is big and strong for his age, with older 
 boys, who may be no larger, or may be even 
 smaller, but who are much more strongly *knit' 
 and thus able to bear physical strain without 
 harm, may disable the younger boy for life. 
 We must be aware of the fact that a boy who 
 has grown very large and strong for his age, 
 generally has a heart a little small in proportion 
 to his size — a heart which should be given oppor- 
 tunity for normal growth, and which should 
 not be called upon for the great exertion needed 
 in football or in some of the more wearing track 
 sports. In this way many boys are injured."^^ 
 No growing boy should be permitted to play 
 on a football team or engage in track sports 
 without first undergoing a thorough examination 
 
 ^ Taylor, "The Physioal Examination and Training of Children/I 
 p. 58. 
 
20 BOYOLOGY 
 
 by a reputable physician. The goal of athletics 
 and sports should be: safe, sane, all-round physi- 
 cal development and fitness, with enough of the 
 competitive to develop that team work so neces- 
 sary in later life, courage, self-control, loyalty, 
 obedience, and, best of all, ability to play an 
 uphill or losing game, and to smile in the face of 
 discouragement or defeat. 
 
 Teach a boy the seriousness as well as the 
 foolishness of waste. When one takes in liquor 
 he wastes that much money, besides the injury 
 to his body or mind. The very meaning of the 
 word alcohol is interesting. It is derived from 
 the Arabic "al-kahol," which means "something 
 very subtle." Alcohol paralyzes the white blood 
 corpuscles so that they cannot attack disease. 
 Professor RosenufF in his investigations discovered 
 "that one half of the drunkards get the habit 
 before 21 years of age, and one third before 16 
 years of age, that about 2,000 men die a day who 
 are drunkards, and that one out of every four 
 admitted to insane asylums were brought there 
 by alcohol." Have the boy read several times 
 this Confession: 
 
 "I am the greatest criminal in history. 
 I have killed more men than have fallen in all the wars 
 
 of the world. 
 I have turned men into brutes. 
 I have made millions of homes unhappy. 
 
PHYSICAL 21 
 
 I have transformed many ambitious youths into hope- 
 less parasites. 
 
 I make smooth the downward path for countless millions. 
 
 I destroy the weak and weaken the strong. 
 
 I make the wise man a fool and trample the fool into 
 his folly. 
 
 I ensnare the innocent. 
 
 The abandoned wife knows me, the hungry children 
 know me. 
 
 The parents whose child has bowed their gray heads in 
 sorrow know me. 
 
 I have ruined millions and shall try to ruin millions more. 
 
 — I am Alcohol." 
 
 Longfellow well says: "He that drinks wine, 
 thinks wine, he that drinks beer, thinks beer.'* 
 Teach the boy that to turn down his glass at 
 a dinner or banquet is not a sacrifice, but an 
 evidence of self-mastery, for it is the first glass 
 and not the last glass that makes the drunkard. 
 A wine glass is never right side up until it is 
 upside down. 
 
 Abstinence has a distinct economic value to a 
 community, as is evidenced in the following 
 statement: 
 
 Petrograd, Via London, Sept. 30, 1914—10 p. m.— 
 Minister of Finance Bark to-day received an order that 
 the prohibition of the sale of vodka shall be continued 
 indefinitely after the end of the war. This order is based 
 principally on the tremendously improved condition of the 
 country since the Emperor issued the edict prohibiting 
 traffic in this liquor. 
 
22 BOYOLOGY 
 
 Visitors arriving from Southern Russia say there is 
 such a change in that region that the country is hardly 
 recognizable. Peasants, who before the war had fallen 
 into hopeless indolence and depravity, already have 
 emerged into self-respecting citizens. The eflFect on 
 character is already visible in neatly brushed clothes, 
 instead of the former dilapidated and slovenly attire. 
 Huts which were formerly dilapidated and allowed to 
 go without repairs are now kept in first-class condition. 
 
 The towns have become more orderly and the peasants 
 indulge in wholesome amusements. These people now 
 save 55 per cent of their earnings, which formerly was 
 spent for drink, and they have increased their earning 
 capacity through sobriety. This extra money is now 
 devoted to the necessities and comforts of life. This 
 startling regeneration of the peasantry is, in the opinion 
 of the Russian authorities, likely to have an important 
 effect on the social and economic conditions of all Russia. 
 A change in the large cities also is noticeable. Liquor 
 still is sold in first-class cafes, but these are virtually 
 empty. The Nevsky Prospect, once famous for its gay 
 midnight life, is now quiet, without a sign of revelry. 
 
 The Savings Bank reports of Russia show savings in- 
 creased 5,000 per cent (net) in the eight months follow- 
 ing the closing of the drink shops. 
 
 The United States Government reports on the 
 consumption of liquor show a decided decrease. 
 The consumption of liquor in 1913 was 143,220,- 
 056 gallons, in 1914 was 139,138,501 gallons, in 
 1915 was 125,155,178 gallons, a net decrease of 
 18 million gallons, in two years. 
 
 One hundred and eight distilleries went out of 
 
PHYSICAL 2S 
 
 business in 1915 and forty-one breweries ceased 
 to brew. The American Bankers Association 
 attribute this decrease to the wave of thrift which 
 seems to be sweeping over the United States. 
 
 Dr. Dennis of Cornell Medical School says: 
 "The tendency to beer drinking is greatly strength- 
 ened by cigaret smoking because this habit 
 becomes almost constant, causing a dryness of 
 the throat and fauces, and hence irritating the 
 throat." "The cigaret habit with its attendant 
 evils, the saloon and vice," says Mr. E. W. 
 Baines in an article on "The Hopeless Handi- 
 cap,"^® "is sapping the mental and moral stamina 
 of American young men, gnawing at the very 
 vitals of their physical well-being. Teachers 
 throughout the country recognize in the cigaret 
 the school's deadliest foe, and confess without 
 reservation that they find it practically impos- 
 sible to educate a cigaret-smoking boy." He 
 cites from the records of Harvard University 
 the fact that "for fifty years not one tobacco 
 user has stood at the head of his class, although 
 five out of six (83 per cent) Harvard students 
 use the weed. A city magistrate said recently, 
 *Out of 300 boys brought before me charged with 
 various crimes 295 were cigaret-smokers.' Ac- 
 cording to the findings of Dr. Shaw, 80 diseases 
 
 18 The Literary Digest, August 8, 1914. 
 
U BOYOLOGY 
 
 are traceable to tobacco, and 25,000 die annually 
 from it.'* 
 
 It is an economic waste, as declared by Dr. 
 D. H. Kress, an eminent physician, when he cal- 
 culated that the amount spent in the United 
 States alone for tobacco, annually, would enable 
 him to provide thirty thousand families each 
 with the necessities of life. In addition he says: 
 "I could grant an allowance of $5,000 to each of 
 ten thousand other families. To each of ten 
 thousand others I could give $10,000. To each 
 of one thousand other heads of families, I could 
 make a Christmas present of $50,000. To each 
 of another thousand I could give $100,000; and, 
 besides, to each of five hundred of my best 
 friends I could make an annual allowance of 
 $1,000,000. After doing all this, I would still 
 have left each year $200,000,000 to bestow on 
 charitable institutions, and at least $10,000,000 
 to keep the woK from the door." 
 
 Give the boy these facts, adding the advice 
 of Robert Burdette: "My son, as long as thou 
 hast in thy skull the sense of a jay bird, break 
 away from the cigaret, for lo, it causeth thy 
 breath to stink like a glue factory; it rendereth 
 thy mind less intelligent than that of a cigar 
 store dummy; yea, thou art a cipher with the 
 rim knocked off." 
 
 In twenty-seven years of personal friendship 
 
PHYSICAL 25 
 
 with many thousand boys, the author has yet 
 to meet the boy who did not have a moral let- 
 down in his life the moment he began using 
 tobacco. These are the two great foes of youth, 
 tobacco and alcohol — eliminate these, and you 
 eliminate myriads of other foes. 
 
 The most serious problem is to guide this ^ 
 coming man through the period when mind 
 begins to have control over body, for "as a boy 
 thinketh so is he.*' "About eight hundred 
 thousand boys come to maturity every year. 
 Every one is born a male animal, gifted by the 
 Author of Life with the germ of the sacred 
 power of begetting children born in His image. 
 The call to this power speaks in the boy so 
 early that it startles him. It finds him fatally 
 ignorant of its meaning. He turns this way 
 and that for guidance and finds anything but 
 satisfaction in the half-amused, half-scandalized 
 confusion of parents over his ingenuous queries. 
 His training consists of a stuffing process that " 
 results too often in an artificial rather than a 
 natural boy.''^^ 
 
 It is the unnatural, hot-house forcing that is ^ 
 responsible for the highly nervous and sexually 
 passionate adolescents, and there is a great 
 lesson as well as a gleam of humor in these verses 
 of Nixon Waterman: 
 
 w Wilson, "The Education of the Young in Sex Hygiene," p. 32. 
 
26 BOYOLOGY 
 
 "Hurry the baby as fast as you can. 
 Hurry him, worry him, make him a man, 
 OfiP with his baby clothes, get him in pants. 
 Feed him on brain foods and make him advance. 
 Hustle him, soon as he's able to walk. 
 Into a grammar school; cram him with talk. 
 Fill his poor head full of figures and facts. 
 Keep on a-jamming them in till it cracks. 
 
 **Once boys grew up at a rational rate; 
 Now we develop a man while you wait. 
 Rush him through college, compel him to grab 
 Of every known subject a dip and a dab. 
 Get him in business, and after the cash. 
 All by the time he can grow a mustache; 
 Let him forget he was ever a boy. 
 Make gold his god and its jingle his joy; 
 Keep him a-hustling and clear out of breath 
 Until he wins — nervous prostration and death." 
 
 In how few homes is sex instruction given by 
 fathers and mothers. The boy has the right to 
 be taught God's laws of reproduction and life 
 and those engaged in the business of human 
 culture, whether father or god-father, cannot 
 brush aside lightly this great responsibility. For 
 a parent not to know the boy's physical charac- 
 teristics and possibilities and powers is a kind 
 of negligence bordering on the criminal. Parents 
 should understand that building a clean, whole- 
 some character is much greater than erecting a 
 house of stone and mortar. The rephes from 169 
 churches received by the Commission appointed 
 
PHYSICAL «7 
 
 by the International Sunday School Association 
 to study Adolescence, to the questions regarding 
 the physical life of the adolescent,^" reveal a start- 
 ling lack of interest and knowledge concerning the 
 religion of the body and its relationship to the reli- 
 gion of the soul, and the twelve recommendations 
 made by the Commission should be considered 
 seriously by every church worker among boys. 
 Other organizations have for years recognized 
 this relationship, which in part is responsible 
 for their success in winning and holding boys. 
 
 "The Health Creed" distributed by the Massa- 
 chusetts State Board of Health among boys and 
 girls is proving a most effective method of win- 
 ning boys to self-preservation through the sane 
 observance of the laws of good health. The 
 creed is as follows: 
 
 "My body is the temple of my soul, therefore, 
 "I will keep my body clean within and without," 
 "I will breathe pure air and I will live in the sun- 
 light," 
 "I will do no act that might endanger the health of 
 
 others," 
 "I will try to learn and practice the rule of healthy 
 
 living," 
 **I will work and rest and play at the right time and in 
 the right way, so that my mind will be strong and 
 my body healthy, and so that I will lead a useful 
 life and be an honor to my parents, to my friends 
 and to my country." 
 
 «> Alexander, "The Sunday School and the Teena," p. 216. 
 
«8 BOYOLOGY 
 
 Through well conducted camps, exhilarating 
 hikes, interesting scout work, exciting games, 
 attractive lectures on health and hygiene, boys 
 have been led to reverence for their bodies and 
 to definite Christian Hving and service. Build- 
 ing boys is better than mending men. The com- 
 pensation for such work is clearly set forth in 
 the following verse: 
 
 "Who builds in Boys builds lastingly in Truth, 
 And 'vanished hands' are multiplied in power. 
 And sounds of living voices, hour by hour. 
 Speak forth his message with the lips of Youth. 
 
 Here, in the Home of Hope, whose doors are Love, 
 To shape young souls in images of right. 
 To train frail twigs straight upward toward the Light; 
 
 Such work as this God measures from above! 
 
 And faring forth, triumphant, with the dawn. 
 Each fresh young soul a missioner for weal. 
 Forward they carry, as a shield, the seal. 
 
 Of his example — so his work goes on. 
 
 Granite may crumble, wind and wave destroy. 
 Urn, shaft or word may perish or decay; 
 But this shall last forever and a day — 
 
 His living, loving monument — a Boy!" 
 
CHAPTER II 
 
 Intellectual Chaeacteristics 
 
 "Mind is the master power that molds and makes 
 And man is mind, and evermore he takes 
 The tool of Thought, and shaping what he wills. 
 Brings forth a thousand joys, a thousand ills — 
 He thinks in secret, and it comes to pass 
 Environment is but his looking glass." 
 
 — Benton. 
 
 The body is the servant of the mind. It 
 obeys the operations of the mind, whether the 
 thought be deliberately chosen or automatically 
 expressed. At the bidding of unlawful thought 
 the body sinks rapidly into disease and decay; 
 at the command of glad and beautiful thoughts 
 it becomes clothed with youthfulness and beauty; 
 therefore a "sound mind in a sound body" is 
 something more than a maxim, it is a reality. 
 "'Tis the mind that makes the body rich." 
 What is mind.-^ Mind is the feeling, thinking, 
 willing part of man. More exactly, the mind 
 is that which manifests itself in our processes 
 of knowing, of feeling, and of willing. What 
 mind is in itself we do not know. We know only 
 what it does. 
 
 29 
 
30 BOYOLOGY 
 
 The body is the means of communication be- 
 tween the mind and the outside world. The 
 part of the body most intimately connected 
 with the mind is the brain, and it is interesting 
 to note here that, according to the study made 
 by Kirkpatrick, "The weight of the brain of boys 
 at birth is 12.29 per cent of that of the body, 
 while at twenty -five years it is only 2.16 per 
 cent of the weight of the body."^ It is outgrown 
 by other organs. This brain mass bom with 
 the boy betokens his capacity for mental de- 
 velopment and it is this which to so large an 
 extent presents him to us for the making. 
 
 ''The organs of behavior, if one may use the 
 expression, are nerves and muscles. Acting con- 
 jointly they form the nervo-muscular, or as it is 
 now more often called, the 'sensori-motor* sys- 
 tem.'*^ The brain is the chief part of the nervous 
 system. A brief presentation of the nervous 
 system will help us imderstand the workings of 
 the boy's mind, for we are rapidly retreating 
 from the old mistaken idea that "children's heads 
 are hollow," and the following verse taken from 
 the London Post is a bit of irony in favor of the 
 more progressive educational movement, which 
 believes in natural and visualized methods in- 
 
 1 Erkpatrick, "Fundamentals of Child Study," p. 19. 
 * Mark, "Unfolding of Personality," p. 48. 
 
INTELLECTUAL SI 
 
 stead of the ready made and automatic methods 
 so much in vogue. 
 
 "Ram it in, jam it in, 
 
 Children's heads are hollow; 
 Slam it in, cram it in. 
 
 Still there's more to follow. 
 
 Hygiene and history- 
 Asiatic mystery. 
 Algebra, histology. 
 Botany, geometry, 
 Latin, etymology, 
 Greek and trigonometry. 
 Ram it in and cram it in 
 Children's heads are hollow. 
 
 Scold it in, mould it in. 
 
 All that they can swallow; 
 Fold it in, hold it in. 
 
 Still there's more to follow. 
 
 Faces pasty, pinched and pale 
 Tell the plaintive, piteous tale; 
 Tell of hours robbed from sleep. 
 Robbed from meals for studies deep; 
 All who 'twixt these millstones go 
 Tell the selfsame tale of woe; 
 How the teacher crammed it in. 
 Rammed it in, jammed it in. 
 Crunched it in, clubbed it in. 
 Pumped it in, stumped it in. 
 Rapped it in, slapped it in. 
 
 When their heads were hollow.'* 
 
32 BOYOLOGY 
 
 Someone has said, "You can lead a horse to 
 water, but you cannot make him drink; you 
 can drive a boy to school, but you cannot make 
 him think." All real education consists in the 
 use of facts rather than their accumulation, for 
 
 **The mind is not a garner to be filled. 
 But a garden to be tilled." 
 
 The nervous system consists of two parts: the 
 cerebro-spinal system and the sympathetic sys- 
 tem. The nervous tissue of the cerebro-spinal 
 system is of two kinds: white matter, consisting 
 of nerve fibers, and grey matter, consisting of 
 nerve fibers and nerve cells. The brain is en- 
 closed in the cranium or skull. It consists of 
 several parts, the chief of which are the cerebrum, 
 or the seat of sensation, reasoning, emotion, and 
 volition (these powers seem to reside in the 
 grey matter) ; the cerebellum, the regulator or co- 
 ordinator of muscular movement, and really the 
 servant of the cerebrum; and the medulla ob- 
 longata, or prolongation of the spinal cord, serv- 
 ing as a conductor between the spinal cord and 
 the cerebellum and cerebrum. 
 
 Maturity, or more properly great increase of 
 eflBciency, is marked by the appearance of the 
 medullary sheath or spinal marrow, surrounding 
 the nerve fibers in the centers. "At birth, there 
 is little medullation in the cerebrum, or upper 
 
INTELLECTUAL 33 
 
 part of the cranium. Here the sensory centers 
 mature first; first those of smell, then of sight, 
 last of all, those of hearing. The centers in the 
 cortex which preside over voluntary motion 
 seem to mature later. The child is at first sen- 
 sory and receptive; later an active, motor, pur- 
 posing, and voluntary being, "^ then these two 
 stages become united. During the period of 
 growth and of early development every organ 
 is plastic and easily modified. Then these mod- 
 ifications set and become permanent. The brain 
 forms no exception to the rule. There is a time 
 when it is easy to learn and acquire. If we de- 
 lay too long, we learn and acquire with diflBculty. 
 "It is hard to teach an old dog new tricks," and 
 "as the twig is bent the tree's inclined," are old 
 sayings, in perfect accord with deductions of 
 science. The sympathetic system is situated on 
 each side of the backbone or vertebral column. 
 Branches from this system ramify to the heart, 
 stomach, etc., and do much to control these 
 organs. The sympathetic system is concerned 
 more closely with the body than with our mental 
 life. The nervous system has thus been explained 
 in detail in order that the wonderful unfolding 
 of the boy's personality may be better understood. 
 "The mind of a young boy is apparently a 
 picture gallery of experiences, observations, and 
 
 * Tyler, "Growth and Education," p. 72. 
 
84 BOYOLOGY 
 
 products of the imagination. When very young 
 he wishes to handle everything. His eyes and 
 ears are wide open. His usual question is, 'What 
 is it?' There is much in a name to him. We 
 give him things to see what he will do with them. 
 He is really experimenting with himself and the 
 world, which is wonderfully fresh and fascinating 
 to him. These characteristics of the sensory 
 I>eriods last from infancy to perhaps the eighth 
 year. The second period, from seven to thir- 
 teen, is one of coordination of motion and emo- 
 tion. The sense organs are still improving, but 
 this is chiefly a motor epoch, when his interest 
 is in plays calling forth the use of the muscles 
 of the legs and arms."* Aroimd thirteen is the 
 age when boys begin to examine their evidence 
 critically, and when the reasoning power of the 
 mind appears as a dominant factor in the mental 
 life of the boy. 
 
 Imagination is a marked characteristic in the 
 mental development of a boy. Before thirteen 
 years of age, to him toys are symbols; a chair 
 becomes a horse, a car, or a boat; placed across 
 the corner of the room it forms a house, a cave, 
 or a wide field. As he grows older, imagination 
 becomes constructive. In the museum he sees 
 a knight's suit of armor; he calls up images of 
 man and horse, places the man, as it were, in- 
 
 * Tyler, "Growth and Education," p. 76. 
 
INTELLECTUAL 35 
 
 side the armor and spurs the horse, and begins 
 to unagme a knight ready for the tournament. 
 Here is activity involved in imagination, com- 
 bined with parts or whole of memory images, 
 made through reading or by looking at pictures. 
 His power of imagination plays an imp)ortant 
 part in mind development. Clear images can be 
 built up upon a sensory basis only. "Seeing 
 things at night" is tame compared with the 
 way a normal boy sees things with his eyes wide 
 open, things that are not — day dreaming, some 
 call it. It is not wrong either, for Alden says 
 "genius is creative imagination and ingenuity is 
 its power of insight." The Wrights, Curtiss, 
 Ferris, Edison are the product of imagination. 
 
 "Imagination gives wings to his hope, feet 
 to his reason, force to his decision and vivid- 
 ness to his memory. It furnishes him invisible 
 armor and victorious arms for his battle against 
 the false and vicious and vulgar; for he can 
 picture to himseK the ideal, true, and virtuous 
 •and good and then make them real. It enables 
 him to secure control of himself at the time 
 when he is becoming acquainted with his own 
 volatile and mysterious powers, for he can be 
 made to see the vast benefit to come from such 
 self-control. "5 
 
 Imagination is the means of bringing in sug- 
 
 » Kirtley, "That Boy of Yovirs," p. 39. 
 
S6 BOYOLOGY 
 
 gestions from the outside and taking them out 
 again into the life. We cannot estimate the 
 power of suggestion. It is putting the idea into 
 the mind of another which becomes an action. 
 This servant of the mind, is also capable of 
 playing havoc with a boy's life. A speaker, 
 when talking to a Sunday school class about 
 the fixedness of habits, said that if they would 
 write their names in the cement sidewalk while 
 it was soft, the writing would last as long as 
 the walks. Of coiu*se the boys did the writing 
 without any loss of time. 
 
 Someone has said, "the boundary line between 
 virtue and vice is situated in the imagination." 
 If the imagination is not disciplined, its very 
 power becomes the boy's weakness. Much of 
 the injury to boyhood is to be traced to an out- 
 raged imagination. In adolescence the boy longs 
 for comradeship which he can "idealize," and 
 therefore he affords his parents and men a rare 
 chance to help him transform ideas and ideals 
 into things, and change the golden dreams of 
 boyhood into the worthy deeds of manhood. 
 
 Too much stress cannot be placed upon the 
 educational value of pictures, such as Watt's 
 "Sir Galahad" with its impelling message, "My 
 strength is as the strength of ten because my heart 
 is pure"; Hofmann's "The Boy Jesus," with 
 purity of life gleaming from the eyes and every 
 
INTELLECTUAL 37 
 
 line of the face; and "Washington in Prayer at 
 Valley Forge,'* a reproduction of the bronze 
 tablet on the Sub-Treasury in Wall Street, New 
 York, which made such an impression on a Boy 
 Scout as he stood looking at it, that a writer 
 has immortalized the scene in the following verses : 
 
 "Wall Street rang and echoed with its traflSc; 
 A brown Boy Scout stood in his khaki there 
 Before the bronze which showed his Nation's father 
 Kneeling in anguish to his God in prayer. 
 
 The trim boy, hustled by the rushing thousands. 
 His bright eyes still kept fastened on That Face; 
 
 His lips, soft parted, like a sweet flower trembled; 
 He seemed exalted in his boyish grace. 
 
 He turned, his tanned cheek flushed with noble fervor. 
 While his brave eye with resolution flamed; 
 
 If Washington could kneel in supplication. 
 
 Then why should I, a mere boy, feel ashamed! 
 
 Whenever dangers in my life surround me, 
 I'll ever think of that bronze gleaming there! 
 
 Great Washington, who led our mighty Nation, 
 Shall be the leader of one boy in prayer." 
 
 Roark in his "Psychology in Education" says: 
 "Parents and teachers should set before boys 
 and girls the best characters in literature, his- 
 tory, and biography; not in any goody-goody 
 way, not with too much stress upon the de- 
 sirabihty of imitating them, but in a frank, 
 cordial, rational way. . . . What the imagination 
 
88 BOYOLOGY 
 
 habitually contemplates that will it form into 
 the ideals in whose image we make ourselves. *'• 
 
 It was a clever, actively thinking, handsome 
 boy of sixteen who said, "I sometimes think, I 
 often think, that perhaps it would be a good 
 idea for a fellow to be buried when he was fif- 
 teen and not dug up again until after he was 
 twenty. It's so hard for a boy to know just 
 exactly what is best to do." He had to come 
 to the point where he must begin to decide. 
 He is now battling his way through a chaos of 
 developments. "Before him stretch all the long 
 years of life, years of thought, of work, of attain- 
 ment, or years of blighted hope, of struggle, and 
 failure, and useless despair. Those years may 
 hold so much! Behind him lie his poor young 
 sixteen birthdays, more than half of them the 
 birthdays of a child, and his experience is all 
 that hes between them."' He must now decide. 
 Here is where most of life's tragedies are enacted. 
 Blessed is that parent or friend who can so in- 
 terpret the mind of the boy that he can sug- 
 gest a "way out." 
 
 Modern economic conditions have weakened 
 the power of the will. Luxury, over-heated 
 houses, rapid transportation, have produced a 
 physical laziness which is a disease of the will. 
 
 » Roark, "Psychology in Education," p. 216. 
 7 Bok, "Before He is Twenty," p. 35. 
 
INTELLECTUAL 39 
 
 In the olden days "will culture" was acquired 
 through authoritative direction of the parents. 
 Respect for authority must be a part of the 
 boy's mental development. "To obey is liberty." 
 Directing his will is better than breaking his 
 will. Outwardly the will manifests itself in 
 actions and deeds; inwardly it controls the 
 thoughts. There is nothing that will help de- 
 velop and strengthen the will hke responsibility 
 for given tasks or work. The boy's love of 
 activity, coupled with the joy of achievement, 
 may be the means of his mastering the secrets 
 of a strong will and prepare him to face his fu- 
 ture with increasing strength. Moral deteriora- 
 tion results from a weak will, which may be 
 explained partly by defective imagination and 
 partly by weakness of motive. Get the boy to 
 see that work brings pleasure, skill, approbation, 
 promotion, and the consciousness of increased 
 power. 
 
 There are about 13,000,000 young men in the 
 United States of the teen age. Were they to 
 march ten abreast, twelve feet apart, they would 
 form a column 2,800 miles long, almost the dis- 
 tance from New York to San Francisco. They 
 could start with the raw material and build the 
 Brooklyn Bridge in three hours. They could 
 build the Chinese Wall in five days. They 
 could build a railroad from New York to San 
 
40 BOYOLOGY 
 
 Francisco between the rising and setting of the 
 sun. The problem of saving them from habits 
 that wreck, from idleness, from atrophying lux- 
 ury, from misdirected energy, and helping them 
 to form habits that build character and that 
 make for efficiency and good citizenship, is 
 enormous. 
 
 Nearly all habits, mental and personal, are 
 formed before twenty years of age. "All authors 
 agree that habit has a physiological basis; that 
 the sensation which the nerve carries to the 
 brain for the first time cuts a path, speaking 
 figuratively, through the brain, and that the 
 same sensation, if repeated, and not prevented 
 from doing so, will follow the same path. When 
 this has been done so many times as to be re- 
 peated unconsciously, habit has been formed."* 
 The plasticity of the living matter of our nervous 
 system, in short, is the reason why we do a 
 thing with difficulty the first time, but soon do 
 it more and more easily, and finally, with sufficient 
 practice do it semi-mechanically, or with hardly 
 any consciousness at all — for example, the wind- 
 ing of one's watch, dressing and undressing, etc. 
 It is unfortunate that the word habit has been 
 popularly associated with evil rather than with 
 good. As James says: "We talk of the smoking- 
 habit, and the swearing-habit, and the drinking- 
 
 8 See, "Teaching of Bible Classes," p. 147. 
 
INTELLECTUAL 4l 
 
 habit, but not of the abstention-habit, or the 
 moderation-habit, or the courage-habit. But the 
 fact is that our virtues are habits as much as 
 our vices. "^ 
 
 Habit is character. Ex-President EHot re- 
 cently said: "I have seen for thirty years a steady 
 stream of youth coming to the University, eight- 
 een or nineteen years of age. In almost every 
 instance the character of the youth is determined 
 before he goes to college. He has determined the 
 way he faces before he is eighteen years old." 
 "A character," says J. S. Mill, "is a completely 
 fashioned will." The Bible recognizes the im- 
 portance of the habit of right thinking. "Thou 
 wilt keep him in perfect peace whose mind is 
 stayed on Thee." "Think on these things." 
 "As a man thinketh in his heart, so is he." 
 Thought determines character. 
 
 "Sow a thought and reap a deed. 
 Sow a deed and reap a habit, 
 Sow a habit and reap a character. 
 Sow a character and reap a destiny." 
 
 Gladstone said: "What is really wanted is to 
 light up the spirit that is within a boy. In 
 some sense and in some effectual degree there 
 is in every boy the material of good work in the 
 world; in every boy, not only in those who are 
 
 » James, "Talks to Teachers," p. 64. 
 
42 BOYOLOGY 
 
 brilliant, not only in those who are quick, but 
 in those who are stolid, and even in those who 
 are duU." 
 
 As the boy reaches the seventeenth and eight- 
 eenth years, his receptive powers quicken, and 
 there comes that period when the ego is at its 
 height, the time of self-assertion, self-sufficiency, 
 self-feeling, and braggadocio. Up until this 
 period he accepted things because he was told» 
 but now he begins to think for himself. It is 
 the period when doubts and questionings arise. 
 But remember that doubt is not the same as 
 unbelief; doubt is canH believe, unbehef is wonH 
 believe. Doubt often impUes intellectual strength. 
 He wants to go it alone. Here is where parental 
 authority and self-control, or rather freedom 
 from the control of parents, clash. If we under- 
 stand the individual dispositions of boys, we may 
 have a more correct idea of their motives. Dis- 
 position involves temperament, and both are 
 factors in the will. While many of the motives 
 of early boyhood are still present, yet those 
 which dominate now are those of vigorous im- 
 pulse and self-sufficiency, love of activity, love 
 of power, love of fame, seK-importance, and the 
 like. A wise parent or leader will seek the good 
 in each emotion and utilize it as a motive force. 
 Discipline is necessary in the formation of char- 
 acter, but it is only an aid, and requires other 
 
INTELLECTUAL 4S 
 
 forces to assist it. When penalties are inflicted, 
 their guiding principle should be their influence 
 on character. 
 
 Physical compulsion is not moral discipline. 
 Love and confidence are the great restraining 
 factors. "Love means patience when the boy 
 slips backward, appreciation when he steps for- 
 ward . . . and forgiveness for his stubbornness, 
 indifference, and ingratitude. Love substitutes 
 commendation for condemnation, prevention for 
 pimishment, and cooperation for coercion. "^° It 
 means the thirteenth chapter of First Corinthians 
 in action. 
 
 Consciously or unconsciously we have been 
 placing too much stress upon material things 
 rather than upon ideals, until the boy has a 
 confusion of ideas regarding life, instead of in- 
 spiring ideals. There is such a thing as a boy 
 growing into his ideal. Music, books, pictures, 
 help to create his ideals. Observation, imagina- 
 tion, discrimination, and judgment are all in- 
 volved in the cultivation of ideals. The re- 
 ceptive are far ahead of the creative and expressive 
 powers in boys of the teen age. As time goes 
 on, the desire for expression will grow and should 
 be encouraged, but with wisdom and tact. It 
 is at this point that memory comes to his aid. 
 Memory is not a special faculty, but a general 
 
 10 Raffety, "Brothering the Boy," p. 6. 
 
44 BOYOLOGY 
 
 condition of the mind. Without memory and 
 attention mental oj>erations would be impossible. 
 "When the mind acts in such a way that it 
 records, retains, and restores the ideas gained 
 by its own activity, it is said to perform an act 
 of memory." Memorizing passages in literature, 
 formulae in mathematics, definitions of important 
 terms in science is not only the acquisition of 
 knowledge, but as Ruskin says, is adding to the 
 storehouse which the boy is filling for future use. 
 What a wonderful language is music! It has 
 been called the "universal language of mankind." 
 "There is no feeling, perhaps, except the ex- 
 tremes of fear and grief, that does not find relief 
 in music — that does not make a man work or 
 play better." To hundreds of boys, however, 
 music is an unknown language. The boy*s 
 sensitive ears, capable of recognizing from forty 
 to thirty-eight thousand sounu vibrations per 
 second, will just as easily make a brain record 
 of the best as it will of the trash, and should 
 be trained early in life to distinguish the differ- 
 ence between the kind of music which exists 
 but for a day and that which abides in the soul 
 forever. The short life of a popular song or 
 tune is in itself an evidence of its worth lessness. 
 Compare with this the virility of the great 
 oratorios, symphonies, and hymns of the church. 
 Take for instance "The Messiah," written by 
 
INTELLECTUAL 45 
 
 Handel in 1742, increasing in beauty each time 
 it is sung, and enjoyed by thousands at the 
 Christmas festival season, or those old melodious 
 airs like "Home, Sweet Home," "Swanee River," 
 and scores of others that are not only melodious 
 but full of meaning, the words finding a response 
 in heart and soul, as the strains of melody and 
 the words come through the wide open doorway 
 of the ear. 
 
 Joseph Cook says: "Attention is the mother 
 of memory, and interest the mother of attention. 
 To secure memory, secure both her mother and 
 her grandmother." How many audiences to-day 
 can sing through two verses of "My Country! 
 'Tis of Thee" without getting the lines mixed, 
 or sing more than one verse of the "Star Spangled 
 Banner," without hesitation or uncertainty.'^ It 
 is because we do not think out the thing to be 
 remembered. Better thinking means always a 
 better memory. Getting a thing by heart as 
 well as by head will make a boy remember for- 
 ever, for he always remembers the thing his 
 heart is in. Hubbell says: "Too little emphasis 
 is placed on memory as a treasure house. The 
 wear and tear of daily life tends to rob one of 
 so much of the joy and beauty and freshness of 
 youth, that if in age he may lay under tribute 
 the treasures stored in a well-spent youth, he is 
 not only rich for all his life, but finds these 
 
46 BOYOLOGY 
 
 treasures developing new degrees of excellence 
 and reinforcing his mind in the hour of sorest 
 need. There comes a great temptation — ^and an 
 inspiring quotation, whether poetry or Scripture, 
 comes to make him strong. There comes a time 
 of discouragement — and the ray of hope bursts 
 through the clouded sky of his Ufe. There comes 
 an hour of doubt — and the high faith which has 
 been stored in the mind and heart is brought 
 back again, so that he mounts up as an eagle, 
 can run and not be weary, can walk and not 
 Mint."" 
 
 Language is the vehicle of thought, and the 
 necessary channel for both impression and ex- 
 pression, and yet, owing to the love for the 
 sensational and the desire to be original, "Slan- 
 guage" and not "language" is the modern boy's 
 vehicle of expression. Conradi some years ago 
 made a very interesting study of the origin 
 and use of "slang," and the results are printed 
 in Hall's "Adolescence," Vol. II. It appears 
 that between 14 and 16 years of age is when 
 its use is greatest. The reasons given were 
 that slang was more emphatic, more exact, 
 more concise, convenient, relieved formality, was 
 natural, manly, etc. Only a few thought it 
 was \iilgar. A somewhat striking fact is the 
 manifold variation of a pet typical form, for 
 
 u HubbeU,-"Up Through ChUdhood," p. 188. 
 
INTELLECTUAL 47 
 
 instance, "Wouldn't that you?" the blank be- 
 ing filled in by jar, choke, rattle, scorch, get, start, 
 etc., or instead of you, adjectives are devised. 
 Conventional modes of speech do not satisfy 
 the youth, so that he is often either reticent 
 or slangy. Conradi goes on to say that weak 
 or vicious slang is too feeble to survive and what 
 is vital enough to live fills a need. The final 
 authority is the people, and it is better to teach 
 youth to discriminate between good and bad 
 slang than to forbid it entirely. Emerson calls 
 it "language in the making, its crude, vital, 
 raw material. It is often an effective school 
 of moral description, a palliative for profanity 
 and expresses the natural craving for super- 
 latives." The antidote to the excessive use of 
 slang is to furnish opportunity and incentive 
 for the reading of good English through "a gener- 
 ous diet of books abounding in ideals, informa- 
 tion, adventure, incident, told in strong, accurate, 
 and appropriate language."^^ 
 
 In answer to the question, "What is your 
 favorite slang expression"? 349 boys representing 
 the Young Men's Christian Association and the 
 churches of 80 different cities and towns in 
 Massachusetts and Rhode Island gave the fol- 
 lowing replies. The slang expressions are grouped 
 
 " Burr, "Adolescent Boyhood," p. 17. 
 
48 
 
 BOYOLOGY 
 
 under the ages of the boys and arranged in order 
 of greatest prevalent usage. 
 
 "Gosh!" 
 "Good Nightr 
 "Oh Gee!" 
 "Gee Whizr 
 "Doggon it!" 
 "Hey yep!" 
 "Cheese it!" 
 "Darn it!" 
 "By goUy!" 
 "By jingles!" 
 
 Under 15 Yeabs 
 
 "You saphead!" 
 your 
 
 pageful, turn 
 the worst is yet to 
 
 You said 
 
 over." 
 Cheer up, 
 
 come!" 
 For the love of Mike!" 
 Ain't no sich thing, by heck. 
 
 Bub!" 
 Mein Gott in Himmel!" 
 
 AoE 15 Yeabs 
 
 "Oh gee!" 
 "Good Night!" 
 "Gee Whiz!" 
 "Gosh!" 
 
 "For the love of Mike!" 
 -^'Golding it!" 
 "Ding Bust it." 
 "Hang the luck!" 
 "Ge-e-e-e!" 
 "HuUy Gee!" 
 "Great Guns!" 
 "Gee Christmas!" 
 "Gosh Hang it!" 
 "Doggone it all!" 
 "Doggone it!" 
 "Ding all the luck!" 
 "Cheese it!" 
 "You go Fish!" 
 "Tough Cheese!" 
 "You poor ^sh!" 
 "All right!" 
 "Watch Out!" 
 "Come Across!" 
 "Ain't Cha!" 
 "Lie dead!" 
 "Cut it out!" 
 "Ar the dickens!" 
 
 "Oh lu lu!" 
 "Oh joy!" 
 "You bet!" 
 "You win!'* 
 "That's different!" 
 "You're full of coke!" 
 "You're foolish anyway!" 
 "You've got a fat chance!'* 
 "Yeal!" 
 "Coises!" 
 "Shoot!" 
 "Yah!" 
 "Jinks!" 
 "Glory be!" 
 "Fine dope!" 
 "Fat chance!'* 
 "Carnsarn it!" 
 "Jimminy Crickets!" 
 "Son of-a-gun!" 
 "Hang the luck!'* 
 "What the heck!" 
 "I should worry!" 
 "Rats, go to grass!" 
 "Hear yer, oh yes!" 
 "Run up a tree and branch off!" 
 "Hurry up, you're wasting 
 time!" 
 
INTELLECTUAL 
 
 49 
 
 "Oh shovel!" 
 "Oh Ham!" 
 "Oh Bull!" 
 ;'Can it!" 
 "Darn it!" 
 "Oh you goup!" 
 
 "What are you selling now, I 
 
 pass!" 
 "Do you like fruit? have an 
 
 onion!" 
 "Say for the love of Pete, have 
 
 a heart!" 
 
 Age 16 Years 
 
 "Good night!" 
 
 "Darn it!" 
 
 "Gosh!" 
 
 "Gee Whiz!" 
 
 "Cut it out!" 
 
 "For the love of Mike!" 
 
 "Bull!" 
 
 "Au fish!" 
 
 "Gee! you've got me!" 
 
 "Gosh!" 
 
 "Gosh ding it!" 
 
 "Gosh hang it!" 
 
 "Gol ding it!" 
 
 "Oh Baby!" 
 
 "Oh Shucks!" 
 
 "Oh heavens!" 
 
 "Oh thunder!" 
 
 "Oh can it!" 
 
 "Oh the devil!" 
 
 "Oh what a Ham!" 
 
 "Oh cuss it all!" 
 
 "Oh man, oh boy!" 
 
 "Blamed!" 
 
 "Bugger!" 
 
 "Whoops!" 
 
 "Ischkabibble !" 
 
 "Confound it!" 
 
 "Go to it!" 
 
 "Ruin did it!" 
 
 "The deuce!" 
 
 "The devil!" 
 
 "What the dickens!" 
 
 "Masser, Masser!" 
 
 "S'matter Pop! 
 "Lay dead!" 
 "Hey John!" 
 "Au crap!" 
 "She did!" 
 "Hey guy!" 
 "Great Scott!" 
 *' Believe me!" 
 "Tough cheese!" 
 "Nothing stirring!" 
 "Holy mackerel!" 
 "Fiddle sticks!" 
 "Whee doddy!" 
 "Whe-e-e-ee, Po-o-oo!" 
 "50-50!" 
 
 "Go and Hang!" 
 "For crab's sake!'* 
 "Hang it all!" 
 "Have a lemon!" 
 "Pass the pickles!" 
 "Cut the raw stuff!" 
 "Quit your kidding!" 
 "Forget the hot air!" 
 "Good night shirt!" 
 "Well, I'll be darned!" 
 "Go to the bugger!" 
 "Get, some pep in it!" 
 "You're full of coke!" 
 "For the love of Mike!" 
 "That's your tough luck!' 
 "Ain't it a great 'un!" 
 "Godfrey MacmuUen!" 
 
50 
 
 BOYOLOGY 
 
 Age 
 
 "Gee whiz!" 
 
 "Gosh!" 
 
 "Good night!" 
 
 "Gee!" 
 
 "For the love of Mike!" 
 
 "The deuce!" 
 
 "Gee, that's tuff!" 
 
 "Golly!" 
 
 "Golly Moses!" 
 
 "Bugger!" 
 
 "Heavens!" 
 
 "Bull!" 
 
 "Darn it!" 
 
 "Damm it!" 
 
 "Confound it!" 
 
 "Daugonit!" 
 
 "Oh, hang it!" 
 
 "The deuce with it!" 
 
 "By jove!" 
 
 "By George!" 
 
 "Oh, blue jay!" 
 
 "Oh, hake!" 
 
 "Oh, Murder!" 
 
 "Oh. Thunder!" 
 
 17 Years 
 
 "Oh, Christmas!** 
 "Tough luck!" 
 "Nothing doin*!" 
 "Nobody Home!" 
 "Doan, no!" 
 "Awfully nice!" 
 "Hi! Jack!" 
 "Cut it out!" 
 "Rackems up!" 
 "What the deuce!" 
 "ril be darned!" 
 "Son of a gun!" 
 "Thunder and Ice!" 
 "Good night, nurse!" 
 "For Gory sake!" 
 "Oh, hire a hall!" 
 "Have a heart, kid!" 
 "What do you mean, kid!" 
 "Au, cut your kiddin' !" 
 "That's nice, don't fight!" 
 "Slide your cow along!" 
 "You're so bright your mother 
 calls you son!" 
 
 Age 18 Years 
 
 "Oh War!" 
 
 "Damm it!" 
 
 "Ain't!" 
 
 "Whoa Bess!" 
 Have-a-heart!" 
 Fiddlesticks!" 
 You're full of coke!" 
 It's more gosh darn fun!" 
 
 •Good night!" 
 
 •Darn it!" 
 
 •Cut it out!" 
 
 •Gosh!" 
 
 •For the love of Mike! 
 
 •Gee!" 
 
 •Gee Whiz!" 
 
 •Gol ding it!" 
 
 'Oh Craps!" 
 
 Age 19 Years 
 
 •Gee!" •'The Hell with it!" 
 
 •Darn it!" ''Crackie!" 
 
 'For the love of Mike!" "Believe me Xantippe!* 
 
 'Gosh!" ••Jimminy Whiskers!" 
 
 •Believe Me!" **Good night!" 
 
INTELLECTUAL H 
 
 **Have a heart!" "Get your goat!" 
 
 "Gosh darn it!" "I should worry!" 
 
 "Gol darn it!" "What gets my goat!" 
 
 "Damm it!" "O, come on, cut it out!" 
 "Hang it!" 
 
 Age 20 Yeabs and Oveb 
 
 "Gosh!" "Oh Hell!" 
 
 "Gee Whiz!" "What's the idea!" 
 
 "By Chowder!" "You poor Simp!" 
 
 "Gosh hang it!" "Stop, you're kidding me now!'* 
 
 "Gee!" 
 
 "Darn it!" 
 
 It will be noticed that as the boys approach 
 the later teens, the expressions grow bolder and 
 border pretty close, in fact altogether in some 
 phrases, to accepted "swear words." 
 
 In the early ages of twelve and thirteen, in- 
 terest centers in story telling. "A camp fire, 
 or an open hearth with tales of animals, ghosts, 
 heroism, and adventure can teach virtue, and 
 vocabulary, style, and substance in their native 
 unity. "^^ As the boy grows older he becomes 
 interested in books of information and it is 
 encouraging to note how "Everybody's Library," 
 "The Book of Knowledge," "Popular Mechanics" 
 is rapidly displacing the "thriller." Guard against 
 too much reading, excessive use of slang, and 
 too great expenditure of nerve force in the "ab- 
 sorbing" book, and skilfully direct his language 
 and his reading so that he will enrich his mind 
 
 M HaU, "Youth," p. 258. 
 
52 BOYOLOGY 
 
 and store away rich and varied knowledge for 
 the future years. 
 
 In order to get first-hand information regard- 
 ing the kind of books and magazines boys ac- 
 tually read and enjoyed most, 326 boys were 
 asked the following questions: "Of all the books 
 you have ever read which two or three do you 
 like best?" and "What magazines do you enjoy 
 best?*' The repUes are surprising as well as 
 interesting. They are classified according to the 
 age of the boy and in the order of the greatest 
 preference. The largest proportion of the boys 
 were between 15 and 17 years of age. 
 
 Favorite Books and Magazines 
 
 Age 13 
 
 books magazines 
 
 Dan Monro Youth's Companion 
 
 The Boys of '76 Boys' Life 
 
 Two Little Savages Electrical News 
 
 The Cruise of the Cachalot 
 Up from Slavery- 
 Riders of the Purple Sage 
 The Best Man 
 
 Age 14 
 
 BOOKS Double Traitor 
 
 Pilgrim's Progress The Sea Wolf 
 
 The Phantom Ship The Book of Knowledge 
 
 Sherlock Holmes The Merchant of Venice 
 
 Kidnapped The Prince of the House of 
 
 Campmates David 
 
 College Days A Whaleman's Adventure 
 
INTELLECTUAL 
 
 5$ 
 
 Treasure Island 
 The Lost Gold Mine 
 Ivanhoe 
 
 Boy Scouts Books 
 Top Notch Library- 
 Lone Star Rangers 
 The Rainbow Trail 
 The Little Shepherd 
 Kingdom Come 
 
 of 
 
 MAGAZINES 
 
 Popular Mechanics 
 
 American Boy 
 
 Youth's Companion 
 
 Boys' Life 
 
 Scientific American 
 
 Life 
 
 Literary Digest 
 
 Agb 15 
 
 BOOKS 
 
 Ivanhoe 
 
 Treasure Island 
 
 Les Miserables 
 
 Tom Sawyer 
 
 The Last of the Mohicans 
 
 A Tale of Two Cities 
 
 A Man Without a Country 
 
 The Trail of the Lonesome 
 
 Pine 
 The Horseman of the Plains 
 The Spoilers 
 The Doctor 
 Ben Hur 
 The Rosary 
 
 Knights of King Arthur 
 Stover at Yale 
 Tennessee Shad 
 Around the World in 80 
 
 Days 
 The Shepherd of the HUls 
 Red Pepper Burns 
 David Harum 
 
 Kadet Kit Karey 
 Sir Nigel 
 The Spy 
 
 The Boss of Wind River 
 Lincoln 
 
 Corporal Cameron 
 Dave Darrin Series at An- 
 napolis 
 The Scarlet Letter 
 Captain Eric 
 Winning His Way 
 Silas Marner 
 Black Beauty 
 Tom Brown's Schooldays 
 Pollyanna 
 Dave Porter Books 
 Mr. Pratt 
 Kasan 
 
 Julian Mortimer 
 The Heritage of the Desert 
 The Amateur Gentlemen 
 Kim 
 The Call of the Wild 
 
54 
 
 BOYOLOGY 
 
 Freckles 
 
 The Little Shepherd of 
 Kingdom Come 
 
 The Story of a Bad Boy 
 
 Sherlock Holmes 
 
 Only an Irish Boy 
 
 Nicholas Nickleby 
 
 A West Point Yearling 
 
 Campus Days 
 
 The Sky Pilot 
 
 Ward Hill Series 
 
 Lorna Doone 
 
 Don Quixote 
 
 The Head Coach 
 
 Uncle Sam's Boys as Re- 
 cruits 
 
 Story of Panama Canal 
 
 Western Stories 
 
 Marvels of Modern Me- 
 chanics 
 
 Robinson Crusoe 
 
 Gold 
 
 Camping for Boys 
 
 Rolf in the Woods 
 
 The Blazed Trail 
 
 The Turmoil 
 
 The Count of Monte Cristo 
 
 The Three Musketeers 
 
 Rise of Roscoe Paine 
 
 By Right of Conquest 
 
 History of U. S. 
 
 As You Like It 
 
 Rover Boy Series 
 
 Hector's Inheritance 
 
 Riders of the Purple Sage 
 
 The Stroke Oar 
 Captains Courageous 
 Scottish Chiefs 
 Planting the Wilderness 
 Alger Series 
 The Sea Wolf 
 Life of Washington 
 Up from Slavery 
 The Talisman 
 Jane Gray 
 Ready Money 
 Truth 
 
 MAGAZINES 
 
 Popular Mechanics 
 
 American Boy 
 
 Life 
 
 Youth's Companion 
 
 Boys* Life 
 
 Cosmopolitan 
 
 Literary Digest 
 
 World's Work 
 
 Saturday Evening Post 
 
 St. Nicholas 
 
 Boys' World 
 
 Outlook 
 
 American 
 
 Judge 
 
 Motion Pictures 
 
 Baseball 
 
 Review of Reviews 
 
 Popular Electricity 
 
 Everybody's 
 
 Illustrated World 
 
 / 
 
INTELLECTUAL 
 
 55 
 
 Age 16 
 
 BOOKS 
 
 Treasure Island 
 Ivanhoe 
 Freckles 
 
 The Last of the Mohicans 
 Silas Marner 
 The Prospector 
 The Perfect Tribute 
 The Twisted Skein 
 Prince of Graustark 
 White Fang 
 Tim and Roy in Camp 
 Little Sir Galahad 
 Laddie 
 
 The Lay of the Last Min- 
 strel 
 Bob, Son of Battle 
 Blindness of Virtue 
 David Harum 
 O. Henry's Works 
 As You Like It 
 Julius Caesar 
 The Sky Pilot 
 Donald MacCrae 
 Tommy's Remington Bat- 
 tle 
 Pilgrim's Progress 
 Camp in the Foot Hills 
 Prescott at West Point 
 Campus Days 
 Dickens' Works 
 Rover Boy Series 
 Dave Porter Series 
 - Sea Wolf 
 
 V 
 
 A Tale of Two Cities 
 
 Harry Watson's High 
 School Days 
 
 Beltare the Smith 
 
 The Varmint 
 
 Boy Scout Series 
 
 The Mansion 
 
 Ramona 
 
 Leadership 
 
 Life of George Washington 
 
 Dorymate 
 
 History of U. S. 
 
 The Vicar of Wakefield 
 
 Hans Brinker 
 
 Captains Courageous 
 
 The Patrol of the Sun 
 Dance Trail 
 
 Macbeth 
 
 Crofton Chums 
 
 Robinson Crusoe 
 
 The Maid of the Whisper- 
 ing Hills 
 
 College Life (Dean Briggs) 
 
 Tom Swift Series 
 
 The Shepherd of the Hills 
 
 The Inside of the Cup 
 
 The Master of the Inn 
 
 Near to Nature's Heart 
 
 The Blazed Trail 
 
 The Spy 
 
 PoUyanna 
 
 Overland Red 
 
 Lorna Doone 
 
 Michael O'Halloran 
 
56 
 
 BOYOLOGY 
 
 A Final Reckoning 
 Ben Hur 
 
 Paul Leonard's Sacrifice 
 The Call of the Wild 
 Travels with a Donkey 
 Ninety-Three 
 The Lost Prince 
 Compelled Men 
 The Other Wise Man 
 Glengarry School Days 
 Life of Benjamin Franklin 
 The Merchant of Venice 
 A Man Without a Country 
 The Lure of the Labrador 
 
 Wild 
 The Winning of Barbara 
 
 Worth 
 Les Miserables 
 The Valley of Fear 
 Riders of the Purple Sage 
 On Your Mark 
 The Head Coach 
 The Little Shepherd of 
 
 Kingdom Come 
 Puddin'head Wilson 
 White Fang 
 
 The Girl of the Limberlost 
 Ungava Bob 
 The Talisman 
 Frank Hunter's Peril 
 Penrod 
 
 Winning His Way 
 Wolf Hunter 
 The Three Musketeers 
 Tom Sawyer 
 
 The Harvester 
 The Golden Hope 
 Sheridan's Memoirs 
 Lookout Island Campers 
 Sherlock Holmes 
 Kim 
 
 On the Wings of the Morn- 
 ing 
 Fighting in Flanders 
 
 MAGAZINES 
 
 Popttlar Mechanics 
 
 American Boy 
 
 Boy Life 
 
 Literary Digest 
 
 Youth's Companion 
 
 Scientific American 
 
 Saturday Evening Post 
 
 Popular Science Monthly 
 
 Outlook 
 
 Top Notch 
 
 Popular 
 
 Baseball 
 
 Everybody's 
 
 Atlantic Monthly 
 
 World's Work 
 
 Review of Reviews 
 
 Collier's 
 
 Geographic 
 
 St. Nicholas 
 
 House and Garden 
 
 Photoplay 
 
 Pictorial Review 
 
 Outing 
 
INTELLECTUAL 
 
 57 
 
 Natural Sportsman 
 
 Automobile Trade Journal 
 
 Leslie's 
 
 Life 
 
 All Story 
 
 Age 
 
 BOOKS 
 
 Ivanhoe 
 
 Silas Marner 
 
 The Call of the Wild 
 
 Treasure Island 
 
 The Last of the Mohicans 
 
 A Man Without a Country 
 
 The Trail of^the Lonesome 
 
 Pine 
 The Golden Silence 
 The Girl of the Limberlost 
 Winning His Way 
 The Last Days of Pompeii 
 The Merchant of Venice 
 Lorna Doone 
 Boy Pilot of the Lake 
 Tom the Telephone Boy 
 The Blazed Trail 
 The Heritage of the Desert 
 A Tale of Two Cities 
 Henry Esmond 
 David Harum 
 Julius Caesar 
 Oliver Twist 
 Freckles 
 The Christian 
 The Harvester 
 Lone Star Rangers 
 
 Cosmopolitan 
 Physical Culture 
 Farm Journal 
 Technical World 
 Home Journal 
 
 17 
 
 Scottish Chiefs 
 
 Motor Boat Series 
 
 Sherlock Holmes 
 
 Robinson Crusoe 
 
 Stover of Yale 
 
 The Speedwell Boys 
 
 Black Rock 
 
 White Fang 
 
 Boys of Lakeport Series 
 
 The Deerslayer 
 
 Captain Carey 
 
 Desert Gold 
 
 Hiawatha 
 
 The Lady of the Lake 
 
 Tom Afloat 
 
 The Turmoil 
 
 Tom Sawyer 
 
 20,000 Leagues Under the 
 
 Sea 
 The Riders of the Purple 
 
 Sage 
 Rover Boys' Series 
 Boy Aviator Series 
 Bruce Douglas 
 David at Oak Hill 
 Following the Ball 
 Gulliver's Travels 
 The Vagabond 
 
58 
 
 BOYOLOGY 
 
 The Chambered Nautilus 
 
 The Two Gun Men 
 
 Kidnapped 
 
 Kasan 
 
 The Shepherd of the Hills 
 
 The Virginians 
 
 Captain Eric 
 
 In the Valley of the Moon 
 
 The Talisman 
 
 MAGAZINES 
 
 Popular Mechanics 
 American Boy 
 Youth's Companion 
 Boys* Life 
 Scientific American 
 
 National Sportsman 
 
 Cosmopolitan 
 
 Munsey*s 
 
 St. Nicholas 
 
 Outlook 
 
 Moving Picture 
 
 Hearsfs 
 
 Photoplay 
 
 All Story 
 
 Everybody's 
 
 Saturday Evening Post 
 
 Top Notch 
 
 Architectural Record 
 
 Short Stories 
 
 Literary Digest 
 
 Inland Printer 
 
 Popular Science Monthly 
 
 AoE 18 
 
 BOOKS 
 
 Treasure Island 
 
 The Call of the Wild 
 
 Silas Marner 
 
 Freckles 
 
 The Little Shepherd of 
 
 Kingdom Come 
 Spoilers 
 
 Happy Hawkins 
 The Steering Wheel 
 Winning His W^ay 
 Sink or Swim 
 How the Other Half Lives 
 Tramping with the Tramps 
 The Shepherd of the HiUs 
 King Spruce 
 
 John Halifax, Gentleman 
 
 Penrod 
 
 Laddie 
 
 Tom the Bootblack 
 
 The Landloper 
 
 The Harvester 
 
 Big Tremaine 
 
 The Inside of the Cup 
 
 Pollyanna 
 
 The Birds' Christmas Carol 
 
 At the Home Plate 
 
 Ivanhoe 
 
 The Trail of the Lonesome 
 
 Pine 
 The Merchant of Venice 
 Williams of West Point 
 
INTELLECTUAL 
 
 59 
 
 The Cricket on the Hearth 
 
 Dickens' Works 
 
 Les Miserables 
 
 The Count of Monte Cristo 
 
 Oliver Twist 
 
 Lorna Doone 
 
 The Crisis 
 
 The Light that Failed 
 
 The Three Musketeers 
 
 Quo Vadis 
 
 The Manhood of the Master 
 
 Overland Red 
 
 David Copperfield 
 
 The Virginian 
 
 Satan Sanderson 
 
 Jack Hall 
 
 A Man Without a Country 
 
 MAGAZINES 
 
 Popular Mechanics 
 
 American Boy 
 
 Literary Digest 
 
 Photoplay 
 
 Independent 
 
 Collier^s 
 
 Youth's Companion 
 
 Motion Pictures 
 
 Outing 
 
 Top Notch 
 
 Sportsman 
 
 McClure's 
 
 Cosmopolitan 
 
 Physical Culture 
 
 Life 
 
 Baseball 
 
 Age 19 
 
 BOOKS 
 
 Treasure Island 
 
 The Call of the Wild 
 
 Lorna Doone 
 
 The Virginian 
 
 Two Years Before the Mast 
 
 The Mansion 
 
 The Other Wise Man 
 
 The Efficient Life 
 
 Acres of Diamonds 
 
 Gene-Stratton P,o r t e r' s 
 
 books 
 Freckles 
 
 Life of Abraham Lincoln 
 Ivanhoe 
 Hamlet 
 
 The Deserted Village 
 The Bishop's Shadow 
 The Man in the Iron Mask 
 Plain Tales from the Hills 
 Up from Slavery 
 The Three Musketeers 
 The Shepherd of the Hills 
 Macbeth 
 Ben Hur 
 
 MAGAZINES 
 
 Popular Mechanics 
 Literary Digest 
 American 
 Scientific American 
 
60 
 
 BOYOLOGY 
 
 St. Nicholas 
 Association Men 
 Century 
 Everybody's 
 
 AoB 20 
 
 BOOKS 
 
 Dynamic Sociology 
 
 The Last of the Mohicans 
 
 The Half Back 
 
 The Making of an Ameri- 
 can 
 
 Ivanhoe 
 
 The Trail of the Lonesome 
 Pine 
 
 The Manhood of the Master 
 
 The King Behind a King 
 
 The Shepherd of the Hills 
 
 A good history of the 
 World 
 
 Adam Bede 
 
 The Efficient Life 
 
 Penrod 
 
 Two Little Savages 
 
 In His Steps 
 
 How the Inner Light Failed 
 
 The Man Christ Jesus 
 
 Some Epochs of Life 
 
 Life of Christ 
 
 Boys' Life 
 Youth's Companion 
 American Boy 
 World's Work 
 
 AND Over 
 
 The Meaning of Prayer 
 The Man from Glengarry 
 The Choir Invisible 
 
 MAGAZINES 
 
 World's Work 
 
 American 
 
 Life 
 
 Pictorial Review 
 
 Personality 
 
 Everybody's 
 
 Popular Mechanics 
 
 Independent 
 
 McClure's 
 
 Top Notch 
 
 Successful Farming 
 
 Association Men 
 
 Collier's 
 
 American Youth 
 
 Outing 
 
 Century 
 
 National Sportsman 
 
 The camera, magnifying glass, plays, manual 
 training, travel, all have their value in the 
 development of the mind, so that the boy may- 
 know himself. The power the mind has for 
 knowing itself, its own acts, states, and pur- 
 
INTELLECTUAL 61 
 
 poses, is called "consciousness." Consciousness 
 is the ultimate fact of mental life. It is a charac- 
 teristic of the mind. "Consciousness also in- 
 cludes the power of the soul to know itself as 
 the knower. This is the great central fact of 
 the mind. Indeed it is so fundamental that it 
 is often regarded as being synonymous with 
 the mind itself. It is this that gives me my 
 sense of personal identity, that gives me the 
 knowledge that I am I, without which there 
 would be no basis for other mental operations. 
 Consciousness is the general name for all mental 
 operations. The soul gains knowledge through 
 the five senses: sight, hearing, smell, taste, touch. 
 One sense helps another. At a railroad crossing 
 we read, *Stop, look, listen.' The senses have 
 been called *Scouts of the soul.' "" They are 
 the windows through which the mind looks out 
 on the material world. Sensations crowd in upon 
 the boy's experience and the range of his utter- 
 ance is constantly enlarging. In genuine man- 
 hood, manhood of the largest measure, there is 
 a longing of the soul for knowledge, an intel- 
 lectual trend, positive and intense, that is cease- 
 less in its pursuit of truth. It is our privilege 
 to open up to youth the world of truth and 
 reality in which he dwells, so that he will see 
 beauty where there is beauty, his heart will 
 
 1* See, "The Teaching of Bible Classes," p. 93. 
 
62 BOYOLOGY 
 
 respond to all that is pure and noble, his sym- 
 pathies be aroused by every wail of distress, he 
 will delight in all that is good and spurn all 
 that is evil, he will be keenly alive to the moral 
 qualities of every act, he will realize that every 
 violation of the moral law gives pain — ^he will 
 be the complete man, considerate of the feelings 
 of others and responsive to all the calls of hu- 
 manity. 
 
 "Know thyself as the Lord of the chariot. 
 The body as only the car. 
 Know also the reason as driver. 
 The horses our organs are. 
 
 "There's always a lower, a higher choice. 
 And it's thine to choose, to shun; 
 To list to the tempter or hear the voice. 
 
 With cheer in its tones, *Well done.' 
 Your loss or your gain, and 'tis yours to say. 
 Which voice you shall hearken from day to day. 
 
 **The safe course? Need I repeat the thought? 
 
 The higher your choice, 'tis plain. 
 The clearer the vision the mind has caught. 
 
 The sweeter the song's refrain. 
 And upward mounting the soul's sure flight 
 Is bathed in the grander celestial light. 
 
 "For what is all that time can give. 
 Unless in tune we truly live? 
 And what at end is human gold. 
 Unless when life's full story's told. 
 Some soul's been purged because of touch 
 Of our life's gift." 
 
CHAPTER m 
 
 Emotional Characteristics 
 
 "For there are moments in life, when the heart is so full 
 of emotion. 
 That if by chance it be shaken, or into its depths like 
 
 a pebble 
 Drops some careless word, it overflows, and its secret 
 Spilt on the ground like water, can never be gathered 
 together." 
 
 Longfellow — The Courtship of 
 
 Miles Standish — Part VI. 
 
 There are some people who think that a boy 
 has but little feeling and they trample upon 
 many of the things which he deems holy as if 
 they were mere bubbles. A careless word, an 
 unsympathetic attitude, an unfortunate laugh 
 has caused a kind of grief to the boy which time 
 itself has failed to heal. Boys call it "hurt 
 feelings." Failure to understand a boy's feel- 
 ings or emotions, often accounts for the in- 
 ability of older people to "hold" him during 
 his "storm and stress" period. 
 
 "Feeling," says H. Thiselton Mark, "is the 
 quality of pleasurableness or painfulness which 
 attaches in some degree to practically all our 
 
64 BOYOLOGY 
 
 experiences." We feel hungry, feel tired, feel 
 rested, feel well, feel angry, feel afraid. "To 
 say that we are born with definite capacities for 
 feeling is but another way of saying that we 
 are bom with one of the first essentials of con- 
 scious personality."* 
 
 "Feelings which have a basis in intelligence 
 are generally called emotions, and are sometimes 
 sub-divided and designated passions^ emotions^ 
 and sentiments. With this classification, emo- 
 tions occupy the middle ground, as medium in 
 intensity, while passions are violent emotions, 
 emotion which has passed beyond restraint, and 
 sentiments are emotions of a mild type. Pas- 
 sions are the whirlwind of feelings, sentiments 
 are a gentle breeze, while emotion is a word 
 which stands for the general body of feelings, 
 capable of passionate excess on the one hand 
 or a gentle flow on the other. "^ 
 
 The emotional life of boys between thirteen 
 and eighteen years of age undergoes great and 
 sudden changes, a series of paradoxes. These 
 peculiarities may be the better understood if we 
 have a definition of the four great types of tem- 
 perament. First the weak motor temperament, 
 formerly called the sanguine. This is the lively, 
 excitable, enthusiastic, "red headed" or "tow 
 
 1 Mark, "The Unfolding of Personality," p. 82. 
 * Fiak, "Man Building," p. 134. 
 
EMOTIONAL 65 
 
 headed** boy with blue eyes, fair skin, and 
 animated face, a boy with respiratory and cir- 
 culatory system well developed, requiring very 
 little stimulation to exertion, but, unfortunately, 
 the eflPects of stimulation soon die away. He 
 depends largely upon his feelings, a sort of 
 "Georgie Giveup." Second, the strong motor 
 temperament, or the choleric, the intense, hot- 
 tempered boy of action, energetic, full of deter- 
 mination, self-reliance, and confidence, with the 
 will generally uppermost; a boy with well-de- 
 veloped muscular system, hair and eyes dark, 
 complexion sometimes sallow, face impassive. 
 He has slower reaction and is more enduring 
 than the boy of sanguine temperament. Third, 
 the strong sensor temperament, or sentimental or 
 perhaps better still "reflective*' type, usually a 
 boy of thought, reflection, and sentiment, who 
 has great love of poetry, music, and nature; not 
 very practical, the dreamer, a boy with slender 
 figure and delicate, motions quick, head large, 
 eyes bright and expressive. Fourth, the weak 
 sensor temperament, or phlegmatic, a slow-and- 
 steady, patient, self-reliant boy, somewhat slug- 
 gish, with mind heavy and torpid, sometimes 
 stupid; a boy with face round and expression- 
 less, lips thick, abdomen large, body generally 
 disinclined to exertion, ready for the "eats'* 
 at all times and hours. While boys generally 
 
66 BOYOLOGY 
 
 may be classified into these groups, you will 
 find that probably no boy has a temperament 
 purely weak motor or strong motor, or weak 
 sensor or strong sensor. This is particularly 
 true as boys reach maturity. During adolescence, 
 however, temperamental differences assert them- 
 selves with full vigor, and there is a broad and 
 readily traceable distinction between the "motor" 
 and "sensory" or the "active" and "sensitive" 
 boy. 
 
 Having before us these four general types of 
 boys let us trace some of their emotional in- 
 stincts. Ribot in his "Psychology of Emotion" 
 gives the following dominant emotional instincts: 
 Fear, aversion toward the strange, anger, affec- 
 tion, positive and negative self-feeling, the sex- 
 instinct, inner freedom, the instinct of efficiency, 
 sympathy, reverence, the sense of dependence, 
 surprise, and wonder. "Our emotional instincts 
 are at the very heart of our personality; accom- 
 panied, as they are, by instincts to behavior and 
 intellectual impulses, they are the motive forces 
 within us tending to make us what we are."^ 
 
 Fear is an emotional instinct which manifests 
 itself very early in a boy's life — ^fear of noises, 
 strange people, the darkness, solitude, etc. That 
 great interpreter of child life, James Whitcomb 
 
 » Mark, "The Unfolding of Personality," p. 104. 
 
EMOTIONAL 67 
 
 Riley, senses this emotion in his "Little Orphant 
 Annie" : 
 
 **Onc't they was a little boy wouldn't say his prayers — 
 An' when he went to bed at night, away up stairs. 
 His Mammy heerd him holler, an' his Daddy heerd him 
 
 bawl. 
 An' when they turn't the kivvers down, he wasn't there 
 
 at all! 
 An' they seeked him in the rafter-room, an* cubby-hole, 
 
 an' press. 
 An' seeked him up the chimbly-flue, an' ever'wheres, I 
 
 guess; 
 But all they ever found was thist his pants an' round- 
 about! 
 An' the Gobble-uns'U git you 
 Ef you 
 Don't 
 Watch 
 Out!" 
 
 At this awful threat you can see the tiny 
 listeners crouch with fear as they inwardly re- 
 solve to say their prayers for fear of the "(xobble- 
 uns." The hardest fears to control are the 
 fears that are purely of the imagination. Have 
 you ever whistled when you were afraid? What 
 we consider foolish fears are in reality very 
 serious to a child and are the gift of heredity. 
 Even weaker animals have this sense of fear; 
 when one faces a danger it cannot overcome, 
 it flees for safety. As the boy grows older and 
 becomes wiser and stronger, fear becomes a 
 
68 BOYOLOGY 
 
 great educational factor in his life. During the 
 teens, fear becomes a reasonable guide because 
 of knowledge and experience. Fear of being lost 
 passes over to fear of losing the points of the com- 
 pass; fear of great animals and "Gobble-uns" 
 diminishes. Fear becomes increasingly less physi- 
 cal and more social, and manifests itself in 
 shyness, blushing, giggling, chewing the nails, 
 awkwardness, twisting, trembling. 
 
 At this period the relation between parent and 
 boy should be of the closest character. Fear of 
 being misunderstood has kept many a boy from 
 confiding to his parent the secret things of his 
 life. A father's stem face and angry voice has 
 caused more than one boy to lie, for fear that 
 if the truth were told imjust punishment would 
 be meted out to him. For a boy has his fail- 
 ings, and, if sympathetically guided, they will 
 disappear as do warts and freckles and childish 
 features. Discipline is necessary in directing a 
 boy's life, and he should be made to imderstand 
 the meaning of "Whatsoever a man soweth that 
 shall he also reap." Then fear becomes a positive 
 force in his moral development, such as the 
 fear of giving pain or disappointment to those 
 whom he loves or esteems, and the kind of fear 
 that begets respect. Remove fear of wrong 
 doing from the world and you would have pande- 
 monium. Fear begotten of knowledge is the 
 
EMOTIONAL 69 
 
 great moral safeguard of youth and should al- 
 ways be encouraged. 
 
 Aversion toward the strange is a deep- 
 rooted instinct or emotion. It is the dislike 
 to the unaccustomed or the strange, and has 
 much to do with the "tribal" or "gang'* con- 
 sciousness. It is the "do not feel at home" 
 element in the boy. "We do not like a man 
 'whose character is such that we may reasonably 
 expect injuries from him or in whom there is 
 such an element of the unknown that we cannot 
 be sure of ourselves in his presence. This emo- 
 tional instinct shows itself in the framing of 
 codes of conduct whereby men somewhat sternly 
 ostracize those who do not conform to standard."* 
 This instinct wisely directed will help a boy 
 choose the right sort of companions, but if un- 
 directed will make him a snob of the worst sort. 
 
 In "Forward Pass" Dan Vinton's father gives 
 him this advice on the night before he starts 
 for a preparatory school in the east. "Don't 
 make your friendship too cheap; if a fellow wants 
 it, let him pay the price, if he has the making 
 of a real friend, he will do it." It is the definite 
 standing aloof from anything which is unworthy, 
 or behavior not based upon high standards of 
 living, which should be encouraged in every boy 
 during this period of adolescence. Egotistic 
 
 * Mark, "The Unfoldimj of Personality," p. 86. 
 
70 BOYOLOGY 
 
 emotions have a place in the life of a boy, espe- 
 cially in connection with his personal desires and 
 ambitions, such as the pursuit of scholarship, 
 satisfaction in the duty performed, feeling of 
 esteem based on right living and acts of unself- 
 ishness, but unworthy egotistic emotions, such 
 as pride, vanity, love of approbation, jealousy, 
 self-conceit, haughtiness, should at their first 
 appearance in a boy, be stifled. 
 
 Anger is one of the first emotional instincts 
 to manifest itself in a boy. Its legitimate purpose 
 is defense. Anger which degenerates into un- 
 controlled brutal passion is criminal. G. Stanley 
 Hall says, "Anger should be a great and diffused 
 IX)wer in life, making it strenuous, giving it 
 zest and power to the struggle for survival and 
 mounting to righteous indignation."^ The rapid 
 growth of a boy's body coupled with lack of poise 
 and judgment seems to account for the develop- 
 ment of the fighting instinct. In his great desire 
 to "show off" his physical powers he makes state- 
 ments regarding his achievements which arouse 
 resentment in his hearers. Then comes the 
 battle of words followed by the battle of fists, 
 for like his savage ancestry he settles his dis- 
 putes in the primitive physical fashion. Arbitra- 
 tion has not yet come into his vocabulary or 
 understanding. The boy in the grammar grade 
 
 * HaU, "Adole8oenoe,'^VoL I, p. 355. 
 
EMOTIONAL 71 
 
 is a natural scrapper and squabbler, who carries 
 a chip on his shoulder most of the time, inviting 
 "some boy his size" to knock it off. Anger is 
 generally explosive and brief. Teasing and tanta- 
 lizing a boy to excess during these years is often 
 the cause of irritability and a hysterical condi- 
 tion. A boy's anger is sometimes aroused by a 
 sense of injustice in being over-punished for 
 minor wrongs, or it may be aroused through 
 indulgence. When he can't have what he wants, 
 temper — "high spirits joined to nerves and 
 will" — ^ goes off guard and then follows a scene 
 of anger which is really passion, for which the 
 boy is after all not to be blamed. "Fathers, 
 provoke not your children to anger," or, as Wey- 
 mouth translates it, "Fathers, do not fret and 
 harass your children or you may make them 
 sullen and morose" (Colossians 3:21) is an 
 ancient biblical admonition still applicable to 
 parents of today. 
 
 Usually at about sixteen years of age the 
 boy begins to win real victories over bad temper 
 and uncontrolled anger. "The attainment of 
 full growth and of large muscular power, the 
 large heart and lungs, the well oxygenated blood 
 driven at high pressure, the activity and young 
 vitality of all the tissues and organs give buoy- 
 
 • Mrs. Chenery. 
 
7« BOYOLOGY 
 
 ancy and courage and a sense of power. "^ The 
 fighting instinct now becomes a strong impulse 
 to do great things. Thomas M. BaUiet says: 
 "If you crush the fighting instinct you get the 
 coward; if you let it grow wild, you get the 
 bully; if you train it, you have the strong, self- 
 controlled man of will." 
 
 A boy attending a preparatory school caused 
 his father considerable surprise when his report 
 card reached home, by having under "deport- 
 ment" the mark "good-plus." It was somewhat 
 unusual, in fact, so much so that the father 
 visited the school to ascertain the reason for 
 this unexpected outburst of goodness. Upon 
 reaching the school, the father went to the 
 office of the Head Master. After exchanging 
 greetings, the father said, "Won't you frankly 
 tell me how my boy got *good-plus' in deport- 
 ment?" "Gladly," said the Head Master. "The 
 other afternoon your boy was with a group of 
 boys on the campus and one of the group started 
 in to tell a dirty story. Almost immediately 
 your boy walked up to him and said, *Look here. 
 Bill, if you keep on telling that story I'll knock 
 you down.' Bill thought he was joking and 
 continued to tell the story, when your boy 
 made good his promise. He not only knocked 
 Bill down, but gave him a good thrashing as 
 
 'T Tyler, "Growth and Education," p. 183. 
 
EMOTIONAL 7S 
 
 well. Naturally the news of the fight reached 
 my office and I sent for your boy. When he 
 came I requested him to tell me all about the 
 affair on the campus and he told what I have 
 been telling you, only he added this, *I'll knock 
 down any fellow who tries to tell me that kind 
 of a story, for I have too much love and respect 
 for my mother and sister to permit that kind 
 of filth to be poured into my ears.' When the 
 report card was made out I felt that your boy 
 deserved *good-plus' in deportment, and. Sir, I 
 would like to have about one hundred boys 
 like your boy in my school." This boy was 
 never told in his early boyhood, "You must never 
 fight, only naughty boys fight," but, on the 
 contrary, he was instructed that it was the 
 proper thing to defend the pure name of mother 
 and woman. Righteous indignation or anger 
 controlled is often a manifestation of chivalry. 
 If the fighting instinct aroused by righteous 
 anger is cultivated in a boy we have the de- 
 fender of home, church, and country. Fifty 
 years ago the Union was saved by an army of 
 boys. The prayer of every youth should be: 
 
 "When from the field of mimic strife. 
 
 Of strength with strength, and speed with speed, 
 We face the sterner fight of life 
 
 As still our strength, in time of need, 
 God of our youth, be with us then. 
 
 And make us men, and make us men!'* 
 
74 BOYOLOGY 
 
 '"The instinct of affection," says Ribot, "im- 
 plies spontaneous attachment to its object and 
 often the rendering of spontaneous forms of 
 service, as is seen most clearly in maternal 
 affection. ... It is an unbreakable thread of 
 gold running through and through our social 
 life. It is the very soul of home-life and the 
 family relationship. It is the root-element in 
 friendship, loyalty, patriotism, comity of na- 
 tions, the enthusiasm of humanity."* 
 
 Love is a social feeling, a desire for others, a 
 "chmnminess." Did any boy ever run away 
 from home who enjoyed the privilege of a father- 
 chum? Affection or love is the greatest of the 
 emotions. There is no other feeling that is of 
 equal force in the development of a boy*s char- 
 acter. **The heart of a boy — God made it and 
 made it like Himself, and when we locate it," 
 says Dr. Lilburn, "we shall find, I think, that 
 it is the largest part of the boy."® You cannot 
 measure its affection, therefore 
 
 "Seek to shape it outwardly. 
 Whatever moves the heart of a child 
 Because even the child's love can decay 
 If not nourished carefully." 
 
 The love of a boy is to be tested always by 
 its effect upon the will. It most shows itself 
 
 * Mark, "Unfolding of Personality," p. 88. 
 
 • Lilburn, "Winning the Boy," p. 36. 
 
EMOTIONAL 75 
 
 in deeds aroused by a capacity for doing. Love 
 without service becomes a sentimental bubble. 
 There is great danger lest parents, blinded by 
 foolish love, encourage selfishness by doing too 
 much for the boy. Selfishness is the great sin 
 of the world, sacrifice its antidote. "There is 
 a physical love which expresses itself in the 
 mere kiss and hug, and word of endearment. 
 This is not the all-purifying, all-glorious love, 
 so elevating to every life; it is but the door or 
 entrance to that other higher form of love which 
 manifests itself in service and self-sacrifice. "^° 
 
 There comes a time when there is a great 
 danger of love becoming "mushy" sentimental- 
 ism, the period when "spells are frequent and 
 fleeting, furious and funny. Mumps and measles 
 and whooping cough may be evaded, but sweet- 
 hearts never."" This is the time when heart 
 trouble comes frequently, when Marys and 
 Marthas, and Susies and Sallies pass m pro- 
 cession until one day "she" comes along; then 
 oh! how the boy longs to talk with some one 
 about this new experience! Blessed is that boy 
 whose father and mother have always shared 
 in his every experience and who can go to them 
 for that help, of which at this critical time of 
 his life he is so much in need. 
 
 w Mrs. HarriBon, "A Study of Child Nature," p. 77. 
 " Kirtley, "That Boy of Yours," p. 109. 
 
76 BOYOLOGY 
 
 Positive and negative self-feeling is a dis- 
 tinguishable emotional instinct, which reveals to 
 the boy two dispositions, sometimes buoyant 
 and sometimes diflSdent. Each form of self- 
 feeling has its place and meaning in the develop- 
 ment of character. Adult guidance and influence 
 is needed to give him balance and to protect 
 him from excess in either direction. He needs 
 the right kind of activities and experiences. 
 
 The sex-instinct is an emotion which will 
 require more space than the limits of this chapter 
 permit, and it will therefore be discussed in a 
 future chapter. ' -— "— -- '^^v.^;..! 
 
 Inner freedom is the longing within a boy 
 to do great things. Courage is perhaps a better 
 definition. "I am Youth, I can do all things!" 
 cries Peter Pan. It is the breaking out of the 
 shell into a large life of freedom. It is the oppo- 
 site of cowardice. The coward is the unfree 
 man. Inner freedom says to a boy "function, 
 do something worth while." This emotion is at 
 its height during the later teens. It is the con- 
 sciousness of mission. "One of the great acts 
 in the drama of youth," says McKinley, "is the 
 discovery of life. Going forth master of himself 
 and of his own affairs, the youth makes trial 
 of life on his own responsibility. He *sees life,' 
 he discovers what life is, and his first discovery 
 is tragic, for while none can be a man until his 
 
EMOTIONAL 77 
 
 soul has achieved its freedom, yet none is wise 
 enough to make faultless use of freedom when 
 secured."*^ 
 
 The boy who has been taught to think 
 great thoughts and be ready to function or act 
 them out when the time comes, becomes the 
 Washington, Lincoln, Gordon, and Grenfell of 
 tomorrow. 
 
 Efficiency or perfection is the presence within 
 the mind of the demand for adequacy. "Growth," 
 says Herbert, "is the child's natural destiny." 
 Coming to this fulness of being, a boy some- 
 times forgets and we reprove him, when really 
 what he lacks is self-control and he needs read- 
 justment. As he grows older there should come 
 that impulse within himseM to remedy defects, 
 to make up for shortcomings. "Inner freedom" 
 says "function" — "Efficiency" says "function to 
 the full." The boy calls it "doing your best" 
 and "making good." This is the emotional in- 
 stinct which can be used in arousing his am- 
 bition for an education, counteracting his desire 
 to leave school and go to work, in creating in 
 him a respect for his body and its proper care, 
 in molding his moral and religious life, so that 
 he may enjoy an all-round, efficient manhood. 
 
 Sympathy is the emotion or instinct which 
 enables the boy to understand and enter into 
 
 . J2 McKifiiey, "Educational Evangelism," p. 30. 
 
78 BOYOLOGY 
 
 the feelings of others, and for the benefit of 
 others, even at the expense of personal pain. 
 Evidences of sympathy manifest themselves very 
 early in the life of a child. An infant two months 
 old will smile at his mother's face. A child of 
 two years is capable of feeling pity. Later there 
 comes a consciousness of his relation to others. 
 **I'* becomes "we." This emotion may also be 
 called the "altruistic feeUng." "Unselfishness and 
 active kindness," says E. P. St. John, "is stirred 
 by the realization of another's need."^^ At six- 
 teen or seventeen years of age this feeling of 
 unselfishness or altruism may become a strong 
 motive in helping him to determine the choice 
 of a life work, especially the altruistic professions 
 such as those of the physician, the minister, the 
 missionary, the social worker, the teacher, the 
 Association Secretary. There is great danger 
 in arousing sympathy unless there is a corre- 
 sponding opportunity for expression. Give the 
 boy a chance to do a kind act, a chance to re- 
 heve suffering, or to bestow a gift. Teach him 
 to put himself into his giving and doing. Service 
 is an essential in the salvation of a boy. 
 
 Reverence, because of the higher ideas with 
 which it is associated, is an emotion which 
 affects us most profoundly. The highest instinct 
 in man is the religious. A boy's most tangible 
 
 " E. P. St. John, "Child Nature and Child Nurture," p. 68. 
 
EMOTIONAL 79 
 
 conception of God the Father is his own father. 
 The love of a heavenly Father is best understood 
 when he sees evidences of love in his own earthly 
 father. Justice, mercy, kindness, truth, and 
 other attributes of God the Father are best 
 comprehended when his own flesh-and-blood 
 father exemplifies these attributes in his daily 
 life and conduct. Hero worship in a large degree 
 is the boy's reverence. Regard for a leader, a 
 friend, a parent, always manifests itself by an 
 attitude of respect. A boy, however, demands 
 of his hero something worthy of his respect and 
 reverence, for there comes a time when mere 
 physical power or a "stunt act" no longer appeals 
 to him. A boy would rather be interested than 
 amused. He demands heroism born of moral 
 or religious principles. Livingstone dying in the 
 heart of Africa; Gordon on his knees in China; 
 Stanley, the explorer, reading his Bible daily, 
 although lost in darkest Africa; Washington in 
 prayer at Valley Forge; Jesus Christ upon the 
 Cross, God's visible love for the world — these 
 are the heroes who satisfy his ideals, and call 
 from him the deepest reverence and devotion. 
 The lack of expression of this emotion is the 
 failure of adults to respond to his needs. Exam- 
 ple speaks louder than precept. When parents 
 themselves set the example of reverence for that 
 which makes for nobility of character, such as 
 
80 BOYOLOGY 
 
 worship, prayer. Sabbath observance, and the 
 sacred things of life, then the boy will not be 
 found wanting. 
 
 The other three emotions: sense of dependence, 
 surprise, and wonder are somewhat minor emo- 
 tions, and are embodied to some degree in those 
 already discussed. 
 
 Stifled emotions lead to coldness, barrenness, 
 and hardness in living. The parent who tries 
 to help the boy interpret and organize his emo- 
 tions will have his reward. This will require 
 much patience, prayer, and perseverance as well 
 as tact and activity. Keep before the boy God's 
 great heroes, those who were all-round men, 
 emotion-controlled men, representatives of the 
 world's greatest hero — Jesus Christ, men such as 
 Chinese Gordon. 
 
 ** 'I want a hero' — well, that wish is wise; 
 
 Who hath no hero lives not near to God; 
 For heroes are the steps by which we rise 
 
 To reach His hand who lifts us from the sod. 
 I'll give you one. You've heard of Chinese Gordon, 
 
 Who laid the hot-brained Mongol low. 
 Strong, shod with peace or with sharp-bladed sword on. 
 
 To gain an ally or to crush a foe. 
 
 And reap respect from both. How came it so.?* 
 He used no magic, and he owned no spell. 
 
 But with keen glance, strong will, and weighty blow. 
 Did one thing at a time and did it well; 
 
 And sought no praise from men, as in God's eye. 
 
 Nobly to live content or nobly die. 
 
EMOTIONAL ai 
 
 'Some men live near to God, as my right arm 
 Is near to me, and thus they walk about 
 
 Mailed in full proof of faith, and bear a charm 
 That mocks at fear, and bars the door on doubt. 
 
 And dares the impossible. So Gordon, thou. 
 Through the hot stir of this distracted time 
 
 Dost hold thy course, a flaming witness how 
 To do and dare, and make our lives sublime 
 
 As God's campaigners. What live we for but this. 
 Into the sour to breathe the soul of sweetness. 
 The stunted growth to rear to fair completeness. 
 
 Drown sneers in smiles, fill hatred with a kiss. 
 And to the sandy waste bequeath the fame 
 That the grass grew behind us where we came." 
 
 — J. S. Blacblie. 
 
CHAPTER IV 
 
 Social Characteristics 
 
 "There are hermit souls that live withdrawn 
 In the place of their self-content; 
 There are souls like stars, that dwell apart. 
 
 In a fellowless firmament; 
 There are pioneer souls that blaze their paths 
 
 Where highways never ran — 
 But let me live in a house by the side of the road 
 And be a friend to man." 
 
 — Sam Walter Fobs. 
 
 The hermit or recluse is always regarded as 
 an abnormal being, for it is a law of nature for 
 bees to go in swarms, cattle in herds, birds in 
 flocks, fishes in schools, and boys in gangs. "This 
 gang instinct is absolutely necessary for the 
 proi>er social education of every boy. There is 
 no other way . . . whereby he must be saved 
 from narrowness of mind, selfishness and self- 
 conceit.'*^ "The gang instinct itself,'* says Dr. 
 Hall, "is almost a cry of the soul to be influ- 
 enced." Up until about eleven years of age the 
 boy is still self-centered and must be dealt with 
 individually. While he likes to be with other 
 
 1 Forbush, "The Boy Problem," p. 63. 
 82 
 
SOCIAL 8S 
 
 boys, yet the competitive motive is strong, and 
 he has no adequate conception of subordinating 
 self for the good of the group. As he enters the 
 teen period this form of selfishness gradually 
 disappears, and a new social consciousness takes 
 its place. It is the desire for fellowship. The 
 most interesting thing to a boy is another boy. 
 Homesickness is a universal disease for which 
 there is no better medicine than a sympathetic 
 friend, a father, or a mother. 
 
 In the preceding chapters we traced the boy 
 through his physical, intellectual, and emotional 
 changes and developing instincts until, through 
 the senses, he awakens to the consciousness of 
 being an integral part of human society. He is 
 now becoming acquainted with the world out- 
 side himself. His life is widening out. Indis- 
 criminate chumship is beginning to wane and 
 gives way to the gang. After the gang days 
 chumship sets in again and has in it the element 
 of endurance and discrimination. This main 
 chum period is usually at the age of fifteen or 
 sixteen. 
 
 G. E. Johnson has called attention to the fact 
 that a very large part of our life is spent in pre- 
 paring to live. He says that a cat is a kitten 
 for about half of its life; a dog is a puppy for 
 about one tenth of its life; it takes a horse one 
 seventh of its life to come to maturity; but it 
 
84 BOYOLOGY 
 
 takes a human being almost one third. Why 
 this one third? And if there is a Divine purpose 
 in it, should not more attention be given to the 
 way these years are spent? 
 
 Misfits in society are the result of neglected 
 and, many times, abandoned boyhood. Human 
 derelicts are products of a misguided youth. 
 Rosenkrantz says that moral culture is the essence 
 of social culture. The moral idea grows out of 
 the social. According to Prof. James, "By the 
 age of fifteen or sixteen the whole array of human 
 instincts is complete." Unless the boy is con- 
 sidered as a part of society now, as a boy, and 
 as a citizen in the making, to be related later to 
 social facts, he is hable to get lost in the midst 
 of conflicting social conditions. Many social 
 forces are pressing in upon him which make it 
 imperative that an adult come to his rescue, 
 before the destructive social forces claim him as 
 their prey. 
 
 "The social instincts are those concerned with 
 relations to other persons. This class includes 
 sociability, shyness, sympathy, affection, altru- 
 ism, modesty, secret iveness, love of approbation, 
 rivalry, jealousy, envy."^ 
 
 Desire for sociability, or the friendly instinct, 
 is the link that binds man to man, the fire that 
 warms an otherwise dead and cheerless world. 
 
 * Weigle, "The Pupil and Teacher," p. 67. 
 
SOCIAL 85 
 
 It is this instinct which decides the choice in the 
 exercise of the "pairing" tendency. "The choice 
 of friends," says Hugh Black, "is one of the most 
 serious affairs in life, because a man becomes 
 moulden into the likeness of what he loves in 
 his friend," for 
 
 " 'Tis thus that on the choice of friends 
 Our good or evil name depends.'* 
 
 —Gat. 
 
 He who tactfully guides a boy in the selection 
 oi his chums or intimate friends is his benefactor. 
 It is not only sociability which creates within a 
 boy a desire for chumship, but the confiding 
 instinct is also developing, and he is now grow- 
 ing secretive. He is the possessor of newly 
 awakened powers and he is not sure of himself. 
 Another boy discovers he is in the same con- 
 dition. The two come together and they under- 
 stand each other. The things they talk about 
 are naturally the things of their daily life, sports, 
 ambitions, and — ^girls. They have a peculiar 
 whistle, mysterious signs, and even a code lan- 
 guage with each other. After awhile, this chum- 
 ship emerges into the larger combination of 
 congenial spirits and becomes the "gang." 
 
 It is as natural for gangs to come into being 
 and as much a part of boy nature, as is the 
 •desire to swim or play baseball. "It is safe to 
 
86 BOYOLOGY 
 
 say that three boys out of four boys," declares 
 Puffer, **belong to a gang," and in a study which 
 he made of one hundred and forty-six boys of 
 the Lyman Industrial School he found one 
 hundred and twenty-eight were in gangs. "Boys 
 organize," says Swift, **because it is their nature 
 to herd together. Self-protection was probably 
 the incentive to gregariousness in the lower 
 animals, and with the app)earance of man this 
 same impulse to unite in bands gained increased 
 strength from his helplessness against the fierce 
 animals by which he was surrounded."^ 
 
 Dr. Sheldon's study of spontaneously organized 
 "gangs" to the number of six himdred and 
 twenty-three, which he fully described, revealed 
 the fact that 1}^ i>er cent were philanthropic, 
 3}^ per cent secret, 434 P^r cent social (for "good 
 times"), 434 per cent devoted to literature, 
 music or art, S}/^ per cent industrial, 17 per cent 
 predatory (for hunting, fighting, building, camp- 
 ing, etc.) and 61 per cent athletic. It will be 
 noted that physical activity is the keynote of 
 by far the larger number — 863^ per cent, if we 
 add the industrial to the predatory and athletic 
 clubs. 
 
 To capture the gang and not work against it, 
 is to use it in the boy's social education, for 
 some of the greatest lessons in loyalty, the 
 
 » Swift, "Youth and the Race," p. 258. 
 
SOCIAL 87 
 
 brotherhood of man, and idealism he learns in 
 the school of the gang. A wise parent will pro- 
 vide a place for the gang to meet. "He needs 
 a room of his own,'* says Kirtley, "in his business 
 of being a boy. If he does not get it at home 
 he always wants to establish headquarters some- 
 where else — on the street corner, or a vacant lot, 
 or in another boy's home. His self-respect and 
 social standing require that he have a place 
 where he can bring his friends; if he brings them 
 to his home, they will be in a respectable place 
 and not be apt to get their relatives in trouble. 
 He will be proud to have his parents become 
 honorary or sustaining members of the Club; 
 that will give those parents a chance to take the 
 sting out of all mischief and renew the joys of 
 long ago. His room is a social center, training 
 him for life."* In the October, 1914, issue of the 
 Mothers* Magazine is told a true story of how a 
 boy of well-to-do parents was literally driven to 
 evil companionship, because his parents refused 
 to welcome his friends to their home. Several 
 paragraphs are here quoted from the story. 
 "When I was a boy of ten, my playmates were 
 sons of well-to-do families in my little home 
 city. Like myself they had their bicycles, their 
 tennis courts, their ponies and dogs, and their 
 parents dressed them in clothes of good quality. 
 
 < Kirtley, "That Boy of Yours," p. 190. 
 
88 BOYOLOGY 
 
 In my outdoor sports I had plenty of chums, 
 but in mdoor amusements it was different. This 
 was not my fault. I loved fun and study, and I 
 liked to be with my boy friends and have them 
 with me. Outdoors we were all chums, but we 
 seldom met indoors, because my mother refused 
 to let my boy friends visit my home, and, natu- 
 rally enough, my invitations grew fewer and 
 farther between, and finally vanished almost 
 altogether. 
 
 "My mother was opposed to parties, because, 
 she said, they made too much work. They al- 
 ways disturbed her furniture. . . . My mother's 
 idea of the proper place for boys to play was 
 on some vacant lot or in the barn — anywhere 
 except in her house. She sacrificed me and my 
 whole life on the altar of her painful neatness, 
 and condenmed me to become an outcast and 
 a criminal, rather than run the risk of having 
 my boy friends and me scratch the varnish on 
 some precious chair, or leave dust from our 
 boots on her treasured carpet. 
 
 "Home conditions were such that I gradually 
 dropped out of the company of my earlier boy 
 chums, and I began to go with boys of a lower 
 grade in society, for I could not with relf-respect 
 keep the company of boys who invited me to 
 their homes and expected to be invited to mine.'* 
 
 Then follows a tale that is heart-breaking. 
 
SOCIAL 89 
 
 He and his new found gang were found guilty 
 of stealing. He was sent to the State Reform 
 School until he should be eighteen years of age. 
 In stating the case the father said to the Judge: 
 "For six months or more Jerry has been unman- 
 ageable and wild; we have given him every oppor- 
 tunity at home and done everything we could 
 for his good, but I am convinced that strict 
 discipline is all that can save him. We have 
 given him the best of homes and he has had a 
 nice room, good clothes and good books. We 
 have read the Bible with him and tried to keep 
 him home, but he hasn't shown a bit of appre- 
 ciation. I came here to ask you to send Jerry 
 to the Reform School until he is eighteen." 
 
 "I have hated my father and mother since 
 that moment." 
 
 "During a wakeful, remorseful night at the 
 police station, I had made up my mind that my 
 father would pay my fine, that I would leave 
 school, give up my bad companions, go to work 
 and behave myself. My father's hard words, 
 and the hard face he turned to me turned my 
 heart to stone." This is a terrible indictment 
 against house-keeping instead of home-making. 
 When home becomes more than a house with 
 four walls and a roof, and is a genuine social 
 center, then there will be fewer true tales like 
 this to tell. 
 
90 BOYOLOGY 
 
 Have you ever thought of the family meal 
 as a great socializing factor? At no one time 
 does the family really come together except at 
 the dining table. The gravest peril confronting 
 our American homes is the passing away of the 
 family life that had a place in its daily program 
 for three meals, when there were not only good 
 things to eat but also an opportunity to talk 
 over current events and family interests. It 
 is this inner social environment which shapes 
 very vitally a boy's character. Luxuriously 
 furnished hotel dining rooms and restaurants, 
 quick lunch counters, and boarding houses can 
 never be a substitute for or even meet the social 
 needs to be found only in a home, be it ever 
 so humble. 
 
 Play forms a very large part in the social 
 adjustment of boyhood. Van Dyke says, "If 
 I can teach these boys to study and play to- 
 gether, freely and with fairness to one another, 
 I shall make them fit to live and work together 
 in society.'* Play is not only the most vital 
 thing about the boy, but also the most normal. 
 It is a preparation for life. One of the laws 
 in a social group in play is, "If I want to share 
 with the rest I must do my share." Social 
 initiative begins when a boy first feels his help- 
 fulness in a common play or task, and it assumes 
 constantly larger control with the coming of 
 
SOCIAL 91 
 
 adolescence. It begins in games and with rules 
 and plays that call for team work. If boys are 
 "taught to submit to laws in their playing, love 
 for law will enter into their souls." 
 
 "The effect of play upon the boy's social 
 nature is perhaps of even greater significance 
 than its effect upon either his intellect or his body. 
 It is the socializing instinct of the boy. By it 
 he is perfectly revealed, for it shows his true 
 self not only to those around him, but it is the 
 best method of revealing to himself his own inner 
 disposition and ability. By his play you shall 
 know the boy, and through his play he comes 
 best to know himself."^ 
 
 Play teaches a boy loyalty, team work, co- 
 operation, the philosophy of sacrifice, humility, 
 respect for the rights of others, promptness, 
 self-mastery, subordination to leadership, courage, 
 and many other virtues necessary to make him 
 a useful and worthy member of society. Lessons 
 learned on the playground prepare for the serious- 
 ness of the greater game of life itself, one phase 
 of which is so vividly described by Henry New- 
 bolt in his "Vital Lampada": 
 
 "There's a breathless hush in the Close tonight — 
 Ten to make and the match to win — 
 A bumping pitch and a blinding light. 
 An hour to play and the last man in. 
 
 * Beck, "Marching Manward," p. 70. 
 
92 BOYOLOGY 
 
 And it's not for the sake of a ribboned coat. 
 Or the selfish hope of a season's fame. 
 
 But his Captain's hand on his shoulder smote — 
 *Play up! play up! and play the game!' 
 
 "The sand of the desert is sodden red — 
 
 Red with the wreck of a square that broke — 
 The Gatling's jammed and the Colonel dead. 
 
 And the regiment blind with dust and smoke. 
 The river of death has brimmed his banks. 
 
 And England's far, and Honor a name. 
 But the voice of a schoolboy rallies the ranks: 
 
 Tlay up! play up! and play the game!' 
 
 **This is the word that year by year. 
 
 While in her place the school is set. 
 Every one of her sons must hear. 
 
 And none that hears it dare forget. 
 This they all with a joj'ful mind 
 
 Bear through life like a torch in flame. 
 And falling fling to the host behind — 
 
 'Play up! play up! and play the game!' " 
 
 Play and work are team mates in the business 
 of socializing the boy. Altruism is no longer a 
 vague ideal. The boy comes to a period in his 
 life when he seeks definite forms of social service 
 and wants to see results. "Give him respon- 
 sibility; couple him up to the real work of social 
 betterment; make him feel that he is a worker 
 along with you toward the same ends, instead 
 of being himself the object of your endeavor 
 
SOCIAL 9S 
 
 — and you need not work to make a man of 
 him. He will make a man of himself."® This 
 new desire to be of service has given him a new 
 sense of power. He has now definite recognition 
 of social values. He feels the worth of unselfish- 
 ness. He is glad to endure hardships and to 
 make sacrifices for the sake of others. The 
 secret of the success of the Phi Alpha Pi Fra- 
 ternity which the author founded in 1903 is the 
 following Covenant: 
 
 "We believe the best and happiest life is the 
 one spent not for self, but for others. With this 
 for our ideal, we pledge our hearty loyalty to 
 our fraternity and to its principles. We will 
 be earnest seekers after truth, we will be friends 
 not only to each other, but to all, and we will 
 do our utmost to advance in true Christian man- 
 hood. We will stand everywhere and always 
 for purity and manliness, and strive to make 
 our fraternity a power among the boys of (name 
 city or town)." 
 
 "Helping the Other Fellow," the motto of the 
 fraternity, is the boy's definition of altruism. 
 However, the natural esoteric instinct of adoles- 
 cence, unless wisely directed, may become a dan- 
 gerous social motive, as exhibited in many of 
 the secret fraternities and sororities which have 
 crept into the public high schools. Exclusiveness, 
 
 « Weigle, "The Pupil and the Teacher," p. 63. 
 
94 BOYOLOGY 
 
 snobbery, cliquishness seem to be marked charac- 
 teristics of these social organizations. It is a 
 perversion of the gang spirit, for, as somebody 
 has said, "If you suppress a bad fraternity, you 
 still have a bad gang/' The fact that a number 
 of states have legislated these fraternities out of 
 existence, and college fraternities have voted to 
 exclude from membership those who were mem- 
 bers of high school fraternities, is in itself a con- 
 demnation of the principles upon which they are 
 organized. High school fraternities and purely 
 social organizations are responsible for what an 
 educator calls "social inebriety" and parents are 
 to blame for allowing boys and girls to take part 
 in social affairs that destroy health and nerve 
 force. 
 
 When the social motive expresses itself in 
 service for others, then society is made better 
 and humanity receives an uphft. "No man liveth 
 unto himself'*; we are indeed "Every one members 
 one of another." The conscience of the older 
 boy must be awakened to the duty of social 
 betterment. To be doing something is the pas- 
 sion of youth. One of the fundamental law^ of 
 scouting is "To do a good turn each day." Baden- 
 Powell writes: "The boy has a natural instinct 
 for good if he only sees a practical way to exer- 
 cise it, and this 'good turn' business meets it 
 and develops it, and in developing it brings out 
 
SOCIAL 95 
 
 the spirit of Christian charity toward his 
 neighbor."^ 
 
 Sociologists tell us that the highest form of 
 cooperation is choral singing. It is perfect team 
 work. Only as the members cooperate with 
 each other will there be harmony and the product 
 be beautiful. Glee Clubs may become an effective 
 means of developing social cooperation among 
 boys. "Singing is the most universal language, 
 because it is the language of feeling. Piety, 
 patriotism, all the social and domestic senti- 
 ments and love of nature can be thus trained. 
 Teachers of singing have drifted very far from 
 the intent of nature in this respect. Love, home, 
 war, religion, country, and rhythm generally, it 
 is their first duty to perform in the heart. The 
 merely technical process of reading notes is a 
 small matter compared with the education of 
 the sentiments. Their function is to direct a 
 gymnastics of the emotions, to see that no false 
 feelings are admitted, to open the soul to sympa- 
 thy and social solidarity. . . . Melody, harmony, 
 the dynamism of soft and loud, quality and 
 cadence, are the purest epitome and vehicle of 
 the higher moral qualities. . . . Song should ex- 
 purgate every evil passion and banish care and 
 fatigue. Even the Chinese call their crude music 
 the science of sciences, and think harmony con- 
 
 7 Scouting, November 1, 1914. 
 
96 BOYOLOGY 
 
 nected with the function of government and 
 the state; as Plato said, *a reform in music would 
 mean a political revolution,' and Melanchthon 
 called it the theology of the heart. . . . Aristotle 
 said music molded character as gymnastics do 
 the body."« 
 
 Narrow-mindedness in a boy is sometimes due 
 to shyness or drawing away from the society 
 of others, sometimes to devotion to a few fellows 
 of his own temperament. What he needs is 
 social broadening, the meeting of people in vari- 
 ous walks of life, of varying religious and political 
 views, travel, and the experience of camping with 
 other boys. A summer in a well-conducted boys' 
 camp will do much to broaden his social horizon. 
 By being placed among strange boys and men 
 who do not look after his selfish comfort and 
 cater to his whims as his mother often does, 
 he is thrown upon his own resources and forced 
 to become self-reliant and considerate of others. 
 Scores of boys have returned home from camp, 
 new men in every sense of the word. 
 
 Life's real problems are social, its true values 
 are those of personal relationship and leadership, 
 
 for 
 
 "It takes a soul 
 
 To move a body; it takes a high-souled man 
 To move the masses, even to a cleaner stye: 
 It takes the ideal to blow a hair's breadth o£F 
 
 8 HaU, "Adolescence," Vol. II, p. 31. 
 
SOCIAL 97 
 
 The dust of the actual. Ah, your Fouriers failed 
 Because not poets enough to understand 
 That life develops from within." 
 
 — Mbs. Browning — 
 "Aurora Leigh," Book II. 
 
 The social instincts bring a new sense of law. 
 Conscience awakens. Right is conceived, no 
 longer as from an external authority, but as 
 resting upon inward grounds of obligation. 
 Leadership of the gang becomes the stepping 
 stone to leadership of the masses. Boys' ideals 
 of altruism develop into service for country, 
 home, and the church — Whence the great need of 
 wise adult guidance during the plastic period 
 of youth. Choice of companions, choice of books, 
 choice of pictures, choice of music, choice of 
 sports — all share in determining ideals which be- 
 come the realities of manhood. Low ideals 
 mean a low plane of living. High ideals mean 
 a high plane of living. Society needs the leader- 
 ship of men who have lofty ideals. These leaders 
 are now in the making. Social instincts and 
 impulses of boyhood must be harnessed to altru- 
 istic service and worth-while action. The Church, 
 as well as the home and the school, must realize 
 that it is dealing with the future citizen who 
 must be related to the ends of social endeavor, 
 as well as a soul to be saved for eternity, for 
 
98 BOYOLOGY 
 
 the only stuff in the world out of which you 
 can make a man is boy stuff. 
 
 "Give us men! 
 
 Men from every rank! 
 
 Fresh, and free, and frank; 
 Men of thought and reading. 
 Men of light and leading. 
 Men of loyal breeding. 
 Men of faith and not of faction. 
 Men of lofty aim in action. 
 
 Give us men — I say again. 
 Give us men! 
 
 "Give us men! 
 
 Strong and stalwart ones; 
 Men whom highest hope inspires. 
 Men whom purest honor fires. 
 Men who trample self beneath them. 
 Men who make their country wreathe them. 
 
 As her noble sons. 
 
 Worthy of her sires! 
 Men who never shame their mothers. 
 Men who never fail their brothers. 
 True, however false are others, 
 
 Give us men — I say again. 
 Give us men! 
 
 "Give us men! 
 Men who when the tempest gathers. 
 Grasp the standards of their fathers. 
 
 In the thickest fight; 
 Men who strike for home and altar, 
 (Let the coward cringe and falter,) 
 
 God defend the right! 
 
SOCIAL 99 
 
 True as truth, though lorn and lonely. 
 Tender — as the brave are only; 
 Men who tread where saints have trod. 
 Men for country and their God; 
 
 Give us men! I say again, again. 
 Give us such men!" 
 
 Bishop of Exetbb. 
 
CHAPTER V 
 
 Moral Characteristics 
 
 "life's more than breath and the quick round of blood; 
 *Tis a great spirit and a busy heart. 
 We live in deeds, not years; in thoughts, not breaths; 
 In feelings, not figures on a dial. 
 
 "We should count time by heart-throbs. He most lives 
 Who thinks most, feels the noblest, acts the best." 
 
 — Bailey. 
 
 Action is one of the major laws of boyhood. 
 The proper field for morals or moral sentiment 
 is voluntary human action. Unwilled action has 
 no moral quality. Activity is, to a very large 
 degree, the test of intelligence. Morality is a 
 growth from within, rather than anything that 
 can be put on from without. 
 
 Development is an uphill process. The strug- 
 gle between the higher and the lower is a war- 
 fare in which every boy must engage. 
 
 "When the fight begins within himself, 
 
 Man's worth something. God stoops o'er his head; 
 
 Satan looks up between his feet. Both tug: 
 
 He's left himself the middle; the soul awakes 
 
 and grows." 
 
 — Browning. 
 
 100 
 
MORAL ioi 
 
 "As soon as the activities of any being be- 
 come acts for ends, they have moral quality. 
 Non-moral action is action on the plane of mere 
 instinct or impulse, where consideration plays 
 no part." 
 
 "It is the consideration, or the end aimed 
 at, that makes an act morally good or morally 
 bad. An act directed toward a bad end is im- 
 moral, though ignorance of its badness on the 
 part of the boy may modify our judgment of 
 his character. Similarly, action for any good 
 end is moral action, though the character of 
 the boy be only partly expressed therein.'*^ 
 
 Early childhood is especially the period of 
 sensuous growth, and early adolescence the 
 period of deep moral and religious questionings. 
 "To train a boy in the science of numbers, and 
 not to teach him that he is not to make false 
 combinations; to train him in the art of writing 
 and not to teach him that he is not to forge his 
 employer's name; to train him in the secrets 
 of chemistry and not to train him to respect 
 his hidden and mysterious power over the life and 
 welfare of his fellows; to give him intellectual 
 judgment only, and not to train moral judg- 
 ment,'* says Robson, "would be an abomination 
 and curse to the world. "^ 
 
 1 Coe, "Religious Education," Vol. Ill, p. 161. 
 « Robson, "Religious Education," 1905, p. 239. 
 
102 BOYOLOGY 
 
 Early boyhood, say from eight to twelve years 
 of age, is really the formative period in the 
 acquirement of moral distinctions. When the 
 boy reaches the turning point, the teen period, 
 profound changes in mental as well as physical 
 functions take place and he enters the final 
 * 'finishing period, ' ' that precedes maturity. Moral 
 sensibiUties are now quickened, and moral con- 
 trol is needed. When he was a child, fear kept 
 him many times from doing wrong, because of 
 the i>enalty; this was negative, but as he grows 
 older, observation teaches him that there are 
 not only bad acts attended with pain, but that 
 good acts are expected and recognized or ap- 
 proved. In this way feelings are aroused, and 
 moral sentiment formed, as well as moral 
 judgment. 
 
 Moral character can be interpreted in terms 
 of tendencies to conduct, and to develop char- 
 acter means to develop the various capacities 
 that control or govern conduct. These controls 
 may be roughly grouped in three classes: First, 
 instinctive control, or inborn tendencies toward 
 certain types of conduct. The moral instincts 
 are indefinite and modifiable. They impel boys 
 to form ideals and to feel obligations, but what 
 particular ideals they shall have or what obliga- 
 tions they shall feel is left to be determined by ex- 
 perience. Conscience needs to be educated. Second, 
 
\ 
 
 MORAL 103 
 
 habit-control, or automatic tendencies that are 
 consciously acquired and then through repetition 
 reduced to an automatic or unconscious basis. 
 It is here where emphasis must be laid. Third, 
 Judgment-control, or ideas, standards, and prej- 
 udices that consciously direct human conduct 
 in situations to which habit and instinct are 
 inadequate. This period is during the age of 
 from sixteen to nineteen years. 
 
 Harold Begbie in "Twice Born Men" says, 
 "Life without conscience becomes a destroying 
 animalism, and conscience without religion has 
 neither force nor justification for its restraint." 
 Granting that religion is the basis of all morals, 
 we will confine ourselves, however, in this chap- 
 ter to a presentation of the moral characteristics 
 of boyhood and leave the religious characteris- 
 tics for a future chapter. 
 
 The aim of moral instruction is to teach the 
 boy to know, to live, and to do right. Character 
 is organic. The virtues must be built into our 
 very system. "Sometimes eyestrain reacts upon 
 the moral nature, and, if not relieved, may re- 
 sult in a permanently perverted disposition. 
 Boys become irritable, capricious, obstinate, bad, 
 because of physical weakness. A pair of glasses 
 may often prove a means of grace. "^ Many 
 moral weaknesses are traceable to physical 
 
 » Fisher, "Physical Education," Vol. IV, p. 397. 
 
104 BOYOLOGY 
 
 causes. Health is wholeness or holiness of body. 
 Flabby muscles usually make for flabby morals, for 
 muscles are definitely related to feelings. Muscles 
 are the organs of the will. Poise, control, and 
 deep feeling are intimately related with strong 
 muscle. Moral energy has its root in feeling, 
 and without this a boy is not stirred to action. 
 
 When a boy loses control of himself, you have 
 an exhibition of anger and passion which leads 
 to abuse and intolerance, pathways of control 
 are established through the nervous system and 
 a bad habit is formed. Long continued action 
 of the right sort will result in controlled im- 
 pulses, instincts, and emotions. "A moral ad- 
 vance is only made when a thing is actually 
 done," says Prof. Butler, "and a new pathway 
 of discharge made in us." "We learn to swim 
 by swimming, not by studying charts and dia- 
 grams and mathematical demonstrations. We 
 learn the Ten Commandments by keeping them, 
 not by committing them to memory." Stand- 
 ards of right doing are not established by pre- 
 cept but by right living. Rugby boys in the day 
 of Dr. Arnold were known by their moral thought- 
 fulness. Personality is woven into the very fiber 
 of morals, and it was Dr. Arnold*s own life of 
 sympathetic thoughtfulness, rather than his pre- 
 cepts, which really inspired the boys of Rugby to 
 be and to live their best. 
 
MORAL 105 
 
 While all boys have a moral conscience, yet 
 what is right and what is wrong must be taught 
 to them the same as other facts. The best 
 place to teach morals is in the home, but unfor- 
 tunately modern home conditions are such that 
 the moral training of boys is complex and diflS- 
 cult. Moral obligation or "oughtness'* is essential 
 in creating moral sentiment. Moral law, unlike 
 the law of the state and other laws, is not im- 
 posed upon us by external authority, but by 
 self. It is internal and is expressed by "be this" 
 and not "do this." Thus a boy becomes the 
 agent of his own conduct. "Moral law is distinct 
 from civil law. It is wider in its application 
 and loftier in its aims. Many things may be 
 legally right which are morally wrong. . . . The 
 moral law deals with motives or intentions, the 
 civil law with actions. You can enforce physical 
 actions by physical compulsion, but you cannot 
 thus compel conviction and belief. The civil 
 law in days gone by compelled a man to go to 
 church, but it could not compel him to believe."* 
 
 It is during the middle teen period of boy- 
 hood, when thoughtfulness and reasoning are 
 maturing, that there is often a serious break 
 between the ideals and beliefs of childhood and 
 those of approaching maturity, as well as serious 
 breaks between the boy and his parents. Morals 
 
 * Dexter and Garlick, "Psychology in the Schoohoom," p. 270. 
 
106 BOYOLOGY 
 
 can no longer be "driven" or "nagged" into 
 him, they must now express themselves from 
 within outward. He now becomes the general 
 manager of his own moral conduct. The moral 
 nature, which is inborn, is now coming to its 
 own, and the boy recognizes not only a personal 
 standard of morals, but a common standard of 
 morals as well, and that there are obligations 
 which he cannot lightly brush aside. "The 
 adolescent period brings a greater sensitiveness 
 to social relations, which gives the basis for a 
 more direct interest in moral relations." While 
 parents and teachers may instruct, yet the boy 
 must by experience work out his own ideas and 
 translate them into self-governing laws. The 
 initiative must come from within. Knowledge 
 of a moral law is non-effective unless there is 
 energizing power or driving force within the boy 
 to enforce and obey it. "The function of desire 
 in the moral life," says John Dewey, "is to arouse 
 energy and stimulate the means necessary to 
 accomplish the realization of ends otherwise 
 purely theoretical or esthetic." If the early 
 training of the boy has been sane and whole- 
 some, the appeal of conscience, which has been 
 defined as "reason concerned with moral issues," 
 will be obeyed. "When I was a child, I talked 
 like a child, felt like a child, reasoned like a child : 
 when I became a man, I put from me childish 
 
 / 
 
MORAL 107 
 
 ways." (1 Cor. 13:11.) Becoming a man, or 
 crossing the threshold into the long-desired 
 Canaan or "Manland" is a period which every 
 boy longs for and eagerly anticipates. 
 
 During this period respect and affection will 
 serve as powerful restraints against wrong con- 
 duct, rather than "nagging," "scolding," or even 
 rewards and prizes. Appeal constantly to his 
 highest motives and ideals. Obedience may be 
 taught without a code of "don'ts" and pro- 
 hibitions, for a boy is not a "sort of croquet 
 ball that must be forced through certain wickets 
 by the insistent use of the mallet of authority, 
 which expresses itself in Don't."^ Let a father 
 share the life of obedience with his boy. The 
 firm of "Father and Son" should now be estab- 
 lished upon a definite basis, a firm dealing in 
 everything that equips for physical, social, men- 
 tal, moral, and religious manliness. This new 
 situation of cooperative partnership in life making, 
 may mean a serious readjustment in living on 
 the part of the senior member of the firm, for 
 the junior member will require skilful handling, 
 but the father who can keep in step with his 
 boy will never experience the pain of the ever- 
 widening gap which many fathers find between 
 themselves and their boys. 
 
 Wundt classifies standard regulations, moral 
 
 6 Beck, "Marching Manward," p. 92. 
 
108 BOYOLOGY 
 
 principles, or maxims, into three groups, as 
 follows : 
 
 I. Principles relating to self — 
 
 (1) So act as to preserve thy self-respect. 
 
 (2) Fulfil all thy duties to others. 
 n. Principles relating to Society — 
 
 (1) Respect thy neighbor as thyself. 
 
 (2) Serve the community in which thou 
 
 livest. 
 m. Principles relating to humanity — 
 
 (1) Feel thyself to be an instrument in 
 
 the service of the moral ideal. 
 
 (2) Sacrifice thyself for the end thou 
 
 hast recognized to be thine ideal 
 task. 
 
 "Out of these unchanging imperatives there 
 grow all minor rules and maxims of life; from 
 them we can deduce the relative validity of 
 each, and explain all duties, ends, and mottoes. 
 Here we can find the true meaning of the advice 
 of Polonius to his son: 
 
 "To thine own self be true. 
 And it must follow, as the night the day. 
 Thou canst not then be false to any man " 
 
 for the self of every man is a social one, getting 
 its significance from its relation to others. To 
 be true to self, then, is to be true to the social 
 self that society has created. Even the lower 
 
MORAL 109 
 
 aspects of moral life are therefore dependent 
 on the higher."® 
 
 The youth always demands a rational basis 
 for morality and it is the business of his home 
 and his teachers to give him that basis. Throttled 
 investigation and shackled thought have caused 
 moral atrophy in many boys, particularly older 
 ones. Work out carefully with the boy these 
 principles of Wundt and help him to understand 
 the reasonableness of living a moral life. 
 
 This may be accomplished by instruction 
 such as is suggested by the Moral Education 
 League, London, England, which the author has 
 taken the liberty of adapting to needs of boys. 
 
 BOTS FROM 12 TO 14 TEARS: 
 
 Cleanliness in person and clothing, in home, school and 
 street, disease caused by uncleanliness, bad air, impure 
 water, etc. 
 
 Manners. Courtesy and respect toward all, decency 
 and refinement of speech, sincerity in manners — avoidance 
 of mere formality, thoughtfulness toward others, respect- 
 fulness toward the aged, women and girls, table etiquette, 
 politeness, punctuality, etc. 
 
 Truthfulness in speech, in exactness, promises, con- 
 fidence, love of truth for its own sake, danger of com- 
 promising with error, its injurious eflFect on character, 
 living for truth, readiness to receive new truths. 
 
 Courage. Moral courage in speaking the truth, in 
 enduring ridicule, and in being true to one's convictions, 
 chivalry, devotion of the strong to the weak, manliness, 
 heroism in the duties of every day life. Follow good 
 example and resist bad example. 
 
 Honesty in judging one's own conduct, in giving others 
 their due, preserving and protecting property at home» 
 
 « DeGanno, "Religious Education," 1904, p. 145. 
 
110 BOYOLOGY 
 
 at school, in public parks, etc. In work: restoration of 
 lost property, etc. 
 
 Thrift. Money: its uses and abuses. Importance of 
 economy in little things, time, energy, etc. Avoidance of 
 extravagance, and wastefulness. Temperance a form of 
 thrift. 
 
 Order. The value of system. "A place for everything and 
 everything in its place." Value of punctuality and prompt- 
 ness. Evils of disorder in the home, school, and street. 
 
 Perseverance. In work: hard and distasteful tasks, 
 mastery gained in perseverance. In play: in fighting out 
 a lost game. In forming good habits and overcoming bad 
 ones. In self-improvement. In well-doing. 
 
 Justice. The love of justice; the resolve to be just 
 to others, even when public opinion is against us. Mercy. 
 Just and unjust relations between employers and em- 
 ployed; between government and peoples. The rights of 
 animals. 
 
 Generosity. Forgiveness, remembering our own faults. 
 Forbearance. Charitableness in thought. Rejoicing at 
 another's success. 
 
 The Family. What we owe to the home. Duties to- 
 ward parents. Relations between brothers and sisters. 
 *'Give and take." Mutual service in the home, politeness 
 and consideration in dealing with servants. 
 
 Social Organization. Individual and collective owner- 
 ship. Responsibilities of ownership. Care of our clothes, 
 books, etc. Respect for the rights of others. Coopera- 
 tion in the home, in trade, in professions, between citi- 
 zens, etc. 
 
 Patriotism. Love of country; national emblems. Duty 
 we owe to our country; how we may serve our country. 
 Law and order. 
 
 Work. Pride in thorough work. Use of leisure time. 
 The value of work in overcoming difficulties, etc. 
 
 Boys fhom 14 to 16 years: 
 
 Self-respect. Honoring the best that is in us. Impor- 
 tance of self-respect in act, word, and thought. Self- 
 respect undermined by servility and eye service. Regard 
 for self-respect of others. Moral dangers that follow any 
 loss of self-respect. "Toadyism" and snobbishness. The 
 need for a higher standard of self-respect. 
 
MORAL 111 
 
 Justice. In judging others to make allowance for 
 temperament, and for their ignorance, temptations, and 
 prejudices. To redress wrongs and champion the right. 
 A knowledge of magistrates, their duties and respon- 
 sibilities. Courts of justice: their constitutions, value, 
 and limitations. Equality of all before the law. 
 
 Work. The necessity for and dignity of labor. Hum- 
 drum work. Systematic and strenuous labor, its bracing 
 effect — physical, intellectual, and moral; the demoraliz- 
 ing effect of idleness. Earning a living; responsibilities 
 and social value of different pursuits. The wealth of the 
 country: how it is produced. Work as a sure expression 
 of the worker's character. 
 
 Thrift. Forethought enables us to provide for unfore- 
 seen events and difficulties, strengthens independence, 
 promotes self-improvement, and enables us to advance 
 worthy causes. 
 
 The Will. The training of the will. The right to be 
 done intelligently. Moral laziness, indecision, putting off, 
 gradual deterioration. 
 
 Patriotism. The vote, its nature and responsibilities; 
 the ballot. The machinery of government and the duty 
 of the individual citizen. True patriotism, devotion to 
 our country's highest interests. America's greatness and 
 her obligations to other nations. 
 
 Peace and War. Duty of citizens when war threatens: 
 control of passions and avoidance of panic. War, when 
 justifiable; self-defense against aggression. In support 
 of oppressed peoples. The evils of war. The value 
 of peace. 
 
 Recreation. The need for recreation and pastimes. 
 Games as an outlet for friendly rivalry and emulation. 
 Value of play as a socializing factor. Hobbies. The 
 development of the body and its powers. **A sound mind 
 in a sound body." The value of athletics in developing 
 character; playing the game. Danger of giving too much 
 thought to athletics. Sports, beneficial and injurious; 
 avoidance of cruelty. 
 
 The Development of Personal Relationships. Children and 
 parents, brothers and sisters, other relatives. Friendship, 
 choice of friends, loyalty and candor in friendship, com- 
 radeship. The duty of understanding those outside our 
 own circle. 
 
112 BOYOLOGY 
 
 Temperance in Drink. Physiological effects of alcohol. 
 Effects of intemperance on the body, character, and 
 career. Effects of intemperance on the home, on society 
 — e. g., lunacy and crime. Value of temperance in all 
 things. The same treatment in regard to tobacco. 
 
 Honesty. In business: mutual confidence essential. In 
 social and public life. Bribes and secret commissions in 
 commercial life. Honest service for wages paid; fair pay 
 for honest work. Profession and practice. 
 
 Conscience. The claim of conscience, individual and 
 social. The enlightenment of conscience; the letter and the 
 spirit of the moral law. The development of conscience. 
 
 Humanity. Personal obligation to help the old, young, 
 weakly, unfortunate, oppressed. Love for mankind; its 
 inspiring power, self-sacrifice. 
 
 Boys fbom 16 to 19 tears: 
 
 The Family. How the separateness of the family has 
 intensified human feeling; joy and sorrow in the home. 
 Restraints of the home, their wholesomeness and obliga- 
 tions. Family pride and family honor; love of home. 
 The duties which members of the family owe to their 
 wider community, e. g., neighbors, locality, state. 
 
 Social Organization. Economic necessity for industrial 
 combinations; collective bargaining. Responsibilities of 
 industrial combinations. Origin and usefulness of capital. 
 Trades unions: scope and work, power and danger. Im- 
 portance of a high standard in public opinion; what each 
 can do to secure it. Municipal and state ownership and 
 enterprise. 
 
 Cleanliness. As a type of moral purity — thought, 
 word, deed. 
 
 Honor. Pledges, promises, confidence, fidelity. False 
 ideas of honor: duelling, menial work, etc. Acting honor- 
 ably under the influence of anger, in the midst of heated 
 contest, and while engaged in competition. 
 
 Peace and War. Aggression: its injustice and evil con- 
 sequences. International relations; how nations can help 
 each other. The value of arbitration. 
 
 Patriotism. The sacrifice of individual to national 
 interests; national heroes and reformers. Respect for 
 the nationalities of other peoples. The evolution of so^ 
 ciety; the ideal state. 
 
MORAL 113 
 
 The Development of Social Relationship. The instinct of 
 sociability in insects, birds, and animals, leading to — mu- 
 tual protection, social services. Exemplified by tribal 
 savages, barbarians, village communities, ancient and 
 medieval cities. How tribes and states coalesced into 
 nations. International Brotherhood: the interdependence 
 and solidarity of the human race. 
 
 Self-regard and Social Service. The two fundamental 
 instincts in animal and human nature: self-preservation 
 and mutual aid. Duties of self-regard and self -develop- 
 ment. Dependence of the state on the character of its 
 individual citizens. The value of social service to the 
 individual who performs it. Dependence of individual 
 welfare on the prosperity and good order of the community 
 or State; the existence and security of private property 
 dependent upon protection by the State and laws. 
 
 The Will. The duty of educating the will; the value 
 of self-denial in little things. Persistence in right-doing; 
 firmness in resisting temptations. Devotion to noble 
 aims; strength, beauty, and nobility of character. 
 
 Recreation. The use and abuse of social entertain- 
 ments, dancing, theaters, etc. The enjoyment of the 
 beauties of nature, music, and the arts. The pleasure 
 of reading. The recreative study of science. Making 
 the means of enjoyment generally accessible. 
 
 Toleration. Respect for the opinions and religious be- 
 liefs of others. Respect for all sincere opponents. The 
 duty of examining into the views of others. Distinction 
 between toleration and indifference. The growth of 
 toleration. Magnanimity. 
 
 Betting and Gambling. Factitious excitement. Dis- 
 honesty of gaining money without giving real value. 
 The demoralizing effects of betting and gambling on 
 character. The disastrous effects of betting and gam- 
 bling on sports, the home, and national life. 
 
 Responsibility of Older Boys. To prevent bullying or 
 teasing. To put down evil talk. To organize games, 
 recreations, etc., for younger boys. To enforce school 
 rules, moral laws, etc. Example of older boy more in- 
 fluential than precepts of adults. The far reaching future 
 effects of the influence of older boys for good or for evil. 
 
 Ideals. The value of an ideal for life; the choice of 
 a calling. The danger of accepting the average standard 
 
114 BOYOLOGY 
 
 of good as the best. The growth of our ideal; childhood, 
 youth, etc. Perfection of character. Growth of social 
 ideals; a perfected humanity. Growth of religious ideals; 
 a perfected life. The retrospect of a noble life. 
 
 This syllabus of moral instruction can only 
 be of value in helping the boy in developing 
 moral characteristics, when used in a tactful 
 and wise manner, and not in a dry, mechanical 
 manner. Moral color-blindness, and low moral 
 admirations, can only be eliminated from boys 
 through the "expulsive power of a new afiFection." 
 Character depends partly upon moral perception 
 or insight, partly upon habit. 
 
 "Doth not the soul the body sway? 
 And the responding plastic clay 
 Receive the impress every hour 
 Of the pervading spirit's power? 
 
 "Look inward if thou wouldst be fair: 
 To beauty guide the feelings there. 
 And this soul-beauty, bright and warm. 
 Thy outward being will transform." 
 
 — Bertha Hasseltine. 
 
 An act of good moral character should receive 
 its return of honor. "Humanity," says Colin 
 A. Scott, "is almost instinctively ready to 
 oblige, to serve and to receive honor from those 
 really felt to be on a higher level. And . . . when 
 those who are looked up to by others receive 
 a service without returning honor and admira- 
 
MORAL 115 
 
 tion . . . they are meanly and proudly attempting 
 a fraud upon human nature. If the Good Samar- 
 itan cared nothing for the feelings that would 
 be awakened in the traveler to Jericho, but 
 was only serving God, he missed the point." 
 It is this failure of recognition of the good within 
 the boy on the part of older people which has 
 discouraged many older boys and made them 
 indifferent to the appeal of the best. 
 
 "The responsiveness of the soul and body in 
 the domain of morals is a law of our nature, in 
 which are consequences of the greatest moment. 
 The soul can be corrupted by the body and the 
 body by the soul." As a boy thinketh in his 
 heart so is he, therefore the mental association 
 with everything that is pure and wholesome, 
 means living up to one's best. Dr. Philip S. 
 Moxom in his "Moral Education" says: "It is 
 a greater and more difficult thing to live, in the 
 true, deep sense, than it is to get a living. Boys 
 must be made to feel and then to see that honesty 
 is better than brilliancy, that integrity is more 
 than riches, that good character is a prize val- 
 uable beyond the power of all material means 
 to measure. ... A clever intellect without a ten- 
 der conscience makes a Mephistopheles. We are 
 seeking to make men who shall know their duty 
 to the world, and have the will to do it. That 
 is an end to call forth our deepest wisdom and 
 
11« BOYOLOGY 
 
 our strongest endeavors. On the achievement 
 of that end depends the soundness and permanent 
 prosperity of the nation." Let us see the man 
 in the boy. 
 
 "In the acorn is wrapped the forest. 
 
 In the little brook, the sea; 
 The twig that will sway with the sparrow today 
 
 Is tomorrow's tree. 
 There is hope in a mother's joy. 
 
 Like a peach in its blossom furled. 
 And a noble boy, a gentle boy. 
 
 And a manly boy, is king of the world. 
 
 **The power that will never fail us 
 Is the soul of simple truth; 
 The oak that defies the stormiest skies 
 
 Was upright in its youth. 
 The beauty no time can destroy 
 
 In the pure, young heart is furled; 
 And a worthy boy, a tender boy, 
 
 A faithful boy, is king of the world." 
 
 — Geoeqe Shepabd Bubleigh. 
 
CHAPTER VI 
 
 Religious Characteristics 
 
 "You hear that boy laughing? You think he's all fun; 
 But the angels laugh, too, at the good he has done." 
 — Oliver Wendell Holmes — The Boys. 
 
 Underneath the fun and mischief, noise and 
 dirt of a boy, beats a heart that responds quickly 
 to the appeal of religion, especially if the appeal 
 is in the form of doing rather than being. Re- 
 ligion to a boy means motive power to give up 
 wrong and do right. The Sunday school was 
 singing, *T want to be an angel and with the 
 angels stand," when Billy's teacher discovered 
 that he was not singing. "Why aren't you 
 singing, Billy.^" asked the teacher. "I'm sing- 
 ing the way I feel," responded honest Billy. 
 Being an angel did not appeal to Billy, and he 
 refused to tell an untruth even in his singing. 
 What Billy wanted to be was a man, a red- 
 blooded man of heroic action, and not a cherub. 
 Rehgion to a boy is not sitting still and being 
 good, it is doing worth-while deeds. Somehow 
 a boy resents being called good, and many times 
 he is the other kind of hypocrite in that he 
 117 
 
118 BOYOLOGY 
 
 would have you believe he was bad when really 
 not bad. He is the victim of modern discus- 
 sions, in which people seem to feel sorry for 
 the boy who is not a tough or a delinquent. 
 The delinquent seems to get the attention, the 
 kind words, and the flowers, while the really 
 first-class boy who lives a normal wholesome 
 life of right doing is passed by. It is the "lonely" 
 age when the religious emotion instinct is at 
 its height. His heart is hungry for the best, 
 but he doesn't always know when or how to 
 find it, and therefore he attracts attention by 
 bluffing badness. The eariy adolescent age, be- 
 tween the ages of twelve and sixteen, is the 
 period of misunderstanding, the time when sym- 
 pathy, love, patience, hopefulness, and firmness 
 are required from those who are responsible 
 for him. 
 
 "Ideas of Gk)d and duty and religious ob- 
 servance have been external to the child during 
 his eariier days, but now they take root in his 
 life and have a vital significance. Heretofore 
 they have been embodied in precept or custom 
 in his own playful imagination. Now they 
 have begun to be his own."^ 
 
 His "clarification," as Starbuck terms it, occurs 
 around thirteen years of age when rehgious 
 "forms" begin to lose attraction and the desire 
 
 1 Starbuck, "The Psychology of Religion," p. 196. 
 
RELIGIOUS 119 
 
 for spiritual life deepens. The religious awaken- 
 ing seems to supplement puberty. Stature in- 
 creases, "then muscular strength increases; new 
 interests, new passions arise, new dangers, of 
 course; and it is the time of greatest prevalence 
 in the line of crime. Later statistics show that 
 before the close of the years of adolescence most 
 of the crimes are committed — not the deepest 
 and darkest crimes, but the most. So that it 
 seems as though good and evil struggle together 
 for the mastery of the human soul at no other 
 time of life so much as at this time."^ Statis- 
 tics also show that if conversion has not occurred 
 before twenty, the chances are small that it 
 ever will be experienced; that the age of deepest 
 religious conviction is between twelve and four- 
 teen years; the age of conversion between sixteen 
 and eighteen years and the age of imiting with 
 the Church is around sixteen years. 
 
 When we know that eleven men imited with 
 the Church between the ages of ten and twenty- 
 five to every one that united with the Church 
 outside these years, when we know that hardly 
 thirty per cent of the Sunday school enrolment 
 is made up of boys and young men in their 
 teens, then we begin to recognize the need of 
 giving our best thought and effort to discover- 
 ing the cause of these conditions, and earnestly 
 
 * Hall, "Principles of Religious Education," p. 182. 
 
120 BOYOLOGY 
 
 seeking a remedy. One way of changing this 
 condition is by the establishment of higher 
 standards of teacher requirements which will 
 enlist men who will pay the price of this par- 
 ticular kind of leadership, for leadership of this 
 type costs more than a mere desire and a sym- 
 pathetic attitude. The standard set by G. 
 Stanley Hall is not beyond reach when he says 
 "our churches are coming to realize now as 
 never before that ... it requires higher talent, 
 greater capacity, more genius, more full mastery 
 of knowledge to teach children than adults. . . . 
 Mastery in the knowledge of religion, sympathy 
 with Christ, that makes us reaUy interested in 
 His mind and will, is best tested by capacity 
 to lead and minister to childhood."^ 
 
 K reUgion, as Dr. Liddon defines it, is "personal 
 communion with God, yielding fruit in action, 
 or the bringing spiritual sanction to bear on 
 ordinary life," then we cannot begin too early 
 to teach reUgion as a motive power in a boy's 
 life. This cannot be done in the phraseology 
 and formulas of the pulpit, but through tact 
 and sympathy which will see instuictively how 
 to catch the impressionable moments in a boy*s 
 life, and then in a few words, to engrave upon 
 the mind the thought of a high ideal and the 
 greatness of living a Christ-controlled life. "Boys 
 
 3 Hall, "Principles of Religious Education," p. 189. 
 
RELIGIOUS 121 
 
 and grandmothers,'* says Kirtley, "have the 
 same religion, even as they may eat the same 
 food at the same table. But in her that food 
 reappears in a bent body, soft, babylike flesh, 
 beautiful grey hair, and extensive wrinkles, 
 while in him it becomes an erect body, knotted 
 muscles, stubby hair, and smooth skin. They 
 get their religion in the same way — the same 
 loving Father, the same gracious Saviour, the 
 same instructing and inspiring Bible, but in 
 one it reappears as grandmother, in the other 
 as boy."^ Too long we have been looking for an 
 adult type of religious expression in the boy 
 instead of a natural boy expression. A boy has 
 a hunger for God as he has for food and friends 
 and fun, but he does not always know what 
 it means or how to express himself. Objective 
 righteousness is the thing he is looking for and 
 which we must help him find. Religion to him 
 is a life rather than a philosophy. Boys are 
 the greatest radicals and at the same time the 
 greatest conservatives on earth. 
 
 The instinct of worship is inherent in the 
 instincts of the human race. Oiu* ancestors 
 worshipped and we inherit, by a race impulse, 
 a powerful tendency toward religion. All men 
 from the lowest to the highest have been seekers 
 after God. Plutarch says: "I have seen people 
 
 * Kirtley, "That Boy of Yours," p. 240. 
 
122 BOYOLOGY 
 
 without cities and organized governments or 
 laws, but people without shrines and deities I 
 have not seen," and Ratzel says: "We cannot 
 analyze a single race on its spiritual side with- 
 out laying bare the germs and rootfires of re- 
 ligion. Ethnography knows no race devoid of 
 reUgion.** 
 
 A boy passes through three stages in the 
 evolution of religious expression. The first stage, 
 up until about twelve years of age, is the im- 
 pressionistic period. Grod is a venerable man 
 seated in the clouds or upon a great throne, 
 and heaven is a beautiful garden or a golden 
 city. He has definite ideas of that which later 
 becomes vague and mystical. It is the period 
 when he unquestionably accepts statements by 
 those whom he trusts. His faith in the great- 
 ness and goodness of God, and his dependence 
 upon Him is unshakable. His religion is pure, 
 simple, and real. His first impression of prayer 
 which came to him as he kneeled by his mother's 
 side in the quiet of his bedroom and as he saw 
 her bowed head, and heard her reverent tone 
 of voice, never can be erased from memory's 
 page. Here the training of faith begins. It 
 is the mother's opportunity to begin to impress 
 upon him the great truth that behind all visible 
 manifestations of life is a great invisible Power. 
 "Science may call it Force; Art may call it 
 
RELIGIOUS 193 
 
 Harmony; Philosophy may call it World Order; 
 various religions have called it God, but Chris- 
 tianity calls it *Our Father.' " Says Mrs. Harri- 
 son: "This is an important moment in his life, 
 the first groping after the unseen. Are not 
 the great, the powerful, the lasting things of 
 life all invisible? Turning to nature for illustra- 
 tions, we find the great attractive and repulsive 
 forces have thrown up the vast mountain ranges 
 and cleft them in twain; gravitation has settled 
 their crumbling fragments into level plains, and 
 caused the water courses to sweep in given 
 directions; capillary attraction has drawn the 
 water up into the seed cells and caused plant 
 life to germinate and vegetation to cover the 
 plains; chemical action and assimilation have 
 changed vegetable and animal food into human 
 blood; appetites have caused the human being 
 to seek food and shelter and the opportunity to 
 propagate his kind; parental instinct has given 
 rise to family life; public sentiment has maintained 
 the sanctity of the marriage tie and the safety 
 of family possessions; business credit has made 
 trade life possible; patriotism has banded these 
 communities of civic life into national life; 
 religion is yet to unify the nations of the earth 
 into one common brotherhood. All these are 
 invisible forces. What is the tribute paid to 
 character over and above wealth and beauty, but 
 
124 BOYOLOGY 
 
 a tribute to the unseen? Without friendship, 
 sympathy, love, aspiration, ideality, what would 
 life be worth?"^ "First impressions are the root- 
 fibers of the child's understanding, which is 
 developed later," says Froebel. 
 
 The boy naturally evolves from the first stage 
 into the second, the p>eriod when through nature 
 he learns to find God as the ever-living Creator 
 and Ruler of the Universe. The very beauty 
 and grandeur of nature reveal the character 
 of God, for, says Martin Luther, "God writes 
 the gospel not in the Bible alone, but in trees 
 and flowers and clouds and stars." At Camp 
 Becket, the writer's laboratory, is a "Chapel- 
 by-the-Lake," 
 
 "A Cathedral, boundless as our wonder. 
 Whose quenchless lamps the sun and moon supply. 
 Its choirs the winds and waves, its organ thunder. 
 Its dome the sky," 
 
 where hundreds of boys have experienced the 
 nearness of God through the mysterious touch 
 of the wind, or through gazing at the towering 
 mountains with their suggestion of strength, or 
 in the very quietness of the eventide. 
 
 A camp fire becomes a mighty factor in the 
 development of a boy's rehgious life. Not only 
 may great moral lessons be taught as boys, with 
 the charm of fire-gazing in their faces, sit around 
 
 * Mrs. Harrison, "A Study of Child Nature," p. 194. 
 
RELIGIOUS 125 
 
 the crackling wood, but through the fire is 
 symbolized the purification and refining process 
 of life. "Tried as by fire." Fire was the emblem 
 of the gift of the Holy Spirit. It is the stim- 
 ulant of the imagination. Camping should have 
 as its great objective that of leading boys "through 
 nature to nature's God." 
 
 "Nature worship," says Prof. Fiske, "is often 
 an important stage in the natural religion of 
 early boyhood. The growing love for the beau- 
 tiful in form and color, added to the sense of the 
 mystical, centers the child admiration in the 
 world of nature which God has made so beau- 
 tiful. Particularly strong is this religious im- 
 pulse in early springtime in normal childhood 
 in the country. As the miracle of the spring 
 resurrection returns, the healthy boy often finds 
 keen delight in his real communion with nature. 
 Daily he consults her oracles, listens to her 
 secrets, and worships at her shrine. The Heav- 
 enly Father has many wonderful lessons to 
 teach the growing boy just at this time, and 
 unless the boy has a chance to learn them, his 
 imagination is never again so strong, his sense 
 of the beautiful dwindles and with it much of 
 the aesthetic power which should enrich his heart 
 life with the poet's vision and the artist's per- 
 spective and proportion. Just now with a mi- 
 croscope you may help the boy to find God. 
 
126 BOYOLOGY 
 
 The larger aspects of nature, as well as the more 
 minute, have their grand messages for the boy 
 soul. Renan has reminded us that the clouds 
 and the thunder and the mountains had a vast 
 influence in shaping the religious ideas of the 
 Hebrews. ... It is from the grandeur of nature 
 that we learn the majesty of God. While the 
 clouds lure the boy's imagination through sky 
 pastures of riotous fancy and suggest to him 
 the boundless riches of space, it is from the 
 mountains he learns his littleness and from the 
 thunder he learns his weakness. Both suddenly 
 teach him to be humble in the presence of their 
 sublimity."* 
 
 Around fourteen years of age he evolves into 
 the third stage, which, for the want of a better 
 term, may be called the ethical stage. There 
 now comes a great longing for a larger spiritual 
 life, which must find its expression in aspira- 
 tions, longings, adoration, service, the Knights 
 of King Arthur or the Sir Galahad period. He 
 is beginning to outgrow his egoism and selfishness 
 and his interests broaden. We must be careful 
 now that religion does not become a mere habit, 
 or automatic, or a dead formalism. 
 
 Personal loyalty and hero worship are in the 
 ascendency. He is searching for a great leader. 
 "The only religion which will appeal to him is 
 
 " Fiflke, "Boy Life and Self Government," p. 249. 
 
RELIGIOUS 127 
 
 one of heroism, endurance, and of powerful, 
 lofty, and masterful personality." "His king," 
 says Prof. Tyler, "must be presented to his 
 mind as stronger as well as better than he, and 
 as altogether worthy of his unswerving loyalty, 
 obedience, and service. He will have no other. "^ 
 Here is the supreme opportunity of the teacher 
 as well as parent to encourage the boy in his 
 natural decision to yield his loyalty and devo- 
 tion to Jesus Christ, the world's greatest hero. 
 His religious awakening is natural, and should 
 not be repressed but given opportxmity for ex- 
 pression. Conscience is now becoming his guide. 
 To make conscience robust instead of morbid 
 and hypersensitive is the real problem. Help 
 him develop a healthy outward glance, take 
 advantage of his undaunted courage and ambi- 
 tion. The very audacity of his faith and the 
 belief in his ability to do big things should be 
 recognized as an asset rather than a liability. 
 Now is the time for him to harness to worth- 
 while activities, this inner feeling for functioning 
 and this desire for expression in service. "It 
 is the epoch of the reign, not of cold judgment, 
 but of feeling and of the heart, 'out of which 
 are the issues of life.' Paul, places love, with 
 faith and hope, far above knowledge, which 
 Vanisheth away, for we know in part.' Perhaps 
 
 7 Tyler, "Growth and Education," p. 185. 
 
128 BOYOLOGY 
 
 Paul was right after all. The heart is often 
 fully as wise as the head. Do not undervalue 
 or curb too closely his generous impulses."® 
 
 Naturally conversion follows his spontaneously 
 religious awakening, as statistics show conclusively 
 that "storm and stress" and conviction are close 
 kin. "If there is no resistance to the great 
 expenditure of the new energy, then results a 
 burst of life, fresh consciousness and apprecia- 
 tion of truth, a personal hold on virtue, joy and 
 the sense of well being; but if there is no channel 
 open for its free expression, it wastes itself 
 against imyielding and imdeveloped faculties, and 
 is recognized by its pain accompaniment, distress, 
 unrest, anxiety, heat of passion, groping after 
 something, brooding, and self-condemnation. This 
 stage of adolescence is the j>eriod of most rapid 
 physiological readjustments, and consequently is 
 characterized by great instability."^ 
 
 The wonderful narrative of the facts concern- 
 ing the Welsh Revival by the late W. T. Stead, 
 who was at the time the editor of the London 
 Review of Reviews is significant. In it he gave 
 to the public for the first time the account of 
 his own conversion in 1859 at the age of eleven 
 years. 
 
 He tells how one night in bed he was seized 
 
 8 Tyler, "Growth and Education," p. 187. 
 
 9 Starbuok, "The Psychology of Religion," p. 227. 
 
RELIGIOUS 129 
 
 with an appalling sense of his own sinfulness. 
 He sobbed and cried in the darkness over his 
 wrong-doing. Then there came to him a pas- 
 sionate longing to escape from condemnation and 
 be forgiven. At last his mother overheard him, 
 took him into her arms, and told him comfort- 
 ing things about the love of God, and how it 
 was made manifest by Jesus Christ, who had 
 suffered in our stead, to save us from condemna- 
 tion and make us heirs of heaven. Mr. Stead 
 says: "I have no remembrance of anything be- 
 yond the soothing caress of my mother's words. 
 When she left me the terror had gone, and I 
 felt sufficiently tranquil to go to sleep." A year 
 later when he was twelve, his experience at 
 Silcoates Hall, a private boarding school, is 
 interesting, when a half dozen of the boys met 
 each day in a summer-house in the garden, 
 to read a chapter, and pray. Again, quoting his 
 words, he says: "Suddenly one day, after the 
 prayer-meeting had gone on for a week or two, 
 there seemed to be a sudden change in the at- 
 mosphere. How it came about no one ever 
 knew. All that we did know was that there 
 seemed to have descended from the sky, with 
 the suddenness of a drenching thunder-shower, 
 a spirit of intense, earnest seeking after God, 
 for the forgiveness of sins, and the consecration 
 to his service. How well I remember the solemn 
 
130 BOYOLOGY 
 
 hush of that memorable day and night, m the 
 course of which forty out of the fifty lads pub- 
 licly professed conversion." 
 
 A few days after reading this account there 
 came in my mail a letter from a boy who 
 had just reached his sixteenth birthday, a boy 
 who had tasted sin in all its hideousness, even, 
 for a few hours, behind prison bars. He was 
 at a meeting which I conducted in the city 
 where he lived, and after a struggle he made 
 the decision to accept Jesus Christ as his Saviour 
 and Friend. For about ten days he succeeded 
 nobly but in a moment of weakness he sought 
 the old gang and was back in the old ways. On 
 his birthday I wrote him a letter. This was 
 his reply: 
 
 "My dear Friend: 
 
 I was much surprised and very pleased to 
 hear from you today. Your letter came just in 
 time to strengthen the decision I had come to 
 last week. Being inspired by the conference 
 meetings to win the fight and become one of 
 Jesus Christ's own boys. . . . You ask me in your 
 letter to go to my room, think the thing over, 
 and then get down on my knees and pray to 
 the only One who knows every thought in my 
 heart. I have already done this. I have lain 
 in my bed night after night, thinking the matter 
 over and despising myself because I could not 
 come to a firm decision. Then I would get out 
 of bed and pray God, through the Saviour, to 
 
RELIGIOUS 181 
 
 give me strength. And now I feel that my 
 prayers have been answered, as I have come 
 to a decision, and that decision is to lead hence- 
 forth a true Christian life. I have told my 
 father and mother of this, and they were very 
 much pleased, and promised to do everything 
 in their power to help me. . . . This is the first 
 letter I remember having written to anyone 
 except my parents and I may not have ex- 
 pressed myself as I should wish, but I feel that 
 you can understand my feelings when I say I 
 have won the great fight and intend to remain 
 a winner." 
 
 This boy, forty-seven years after the experience 
 of Mr. Stead, was led into a decision for Chris- 
 tian living in practically the same way — an 
 illustration of what is meant by the psycholog- 
 ical moment, and the great opportunity for an 
 adult to render the needful service. Parent 
 and teacher should be on the alert to discern 
 this critical moment in the boy's deep religious 
 struggle. To help a boy to win this struggle for 
 religious expression and to decide for his loyalty 
 to Jesus Christ and His standard of living, is 
 a form of life-saving service fully as important 
 as pulling him out of a whirlpool of angry waters. 
 
 Loyalty to Jesus Christ should naturally lead 
 to uniting with the Church. Through careful 
 guidance and instruction, the boy during the 
 age period of fourteen to seventeen years should 
 
132 BOYOLOGY 
 
 be led to make a public confession of his alle- 
 giance to Jesus Christ. This should be in a 
 normal manner, not by some outburst of enthu- 
 siasm, but by an act of the will. Decisions are 
 made in adolescence. Expanding life compels 
 a youth to come face to face with many issues. 
 It will include either uniting with the Church 
 or postponement until a more convenient time. 
 To refuse to decide is in itself a decision. 
 
 The attitude of the youth toward church mem- 
 bership will to a large degree be determined by the 
 attitude of his parents, and older people with 
 whom he is acquainted. Many boys have come 
 to this important stage of their religious life, 
 only to find a barricade to church membership 
 erected by over-cautious parents who believe he 
 is "too young'* or that "he does not understand 
 what he is doing," or "that he may not hold 
 out." Here is the cause of the down grade of 
 many a boy, as well as the heartaches of scores 
 of pastors. No matter what the human mis- 
 takes of the Church have been in the past, the 
 boy needs the Church and the Church needs 
 the boy. Prof. Votaw puts it in this manner: 
 "I wish to say that the boy needs church mem- 
 bership from the age of twelve on. It is one 
 of the greatest expedients devised for helping 
 a boy through the storm and stress period of 
 life. BUs church membership may be, in many 
 
RELIGIOUS 133 
 
 cases it has been, a sheet anchor to windward 
 holding him off the rocks. Belonging to the 
 Church during the adolescent period, holding 
 oneself to the pledge of membership, standing 
 out positively for the Christian life, seems to 
 me the most important social, moral, and religious 
 relationship a boy can enter upon. The essential 
 thing is that in the adolescent years he assume 
 the individual responsibilities of his life, put his 
 trust in God, commit himself to God*s ideal for 
 men, take up such work as he can do, enter 
 into the larger relationships that now open to 
 him, set himself to achieve the finest manhood, 
 to render the highest service, and to make his 
 life as great a success as possible. He will no- 
 where find so high an ideal as the Christian 
 ideal; he will nowhere find so much companion- 
 ship and help in his course as among Christian 
 people."^*^ 
 
 Never criticize their church, the pastor or the 
 members in the presence of boys, but encourage 
 them to love their church, to be loyal and full 
 of faith, ready to answer to its great call for 
 service. 
 
 The function of worship is somewhat over- 
 looked in the development of a boy*s religious 
 life. "In worship, as an expression of the re- 
 Hgious state of mind," says Hartshorne, "the 
 
 ^ Hartshome, "Worship in the Sunday School," p. 22. 
 
134 BOYOLOGY 
 
 highest values are symbolized and sought. They 
 are here brought clearly to consciousness and 
 renewed in vitahty. Worship thus becomes a 
 means of social control, for it serves to cultivate 
 and revitalize in the individual the appreciation 
 of objects which in its best moments society has 
 come to regard as of the highest value." The 
 Church is beginning to recognize the necessity 
 of adapting its services to the needs of childhood 
 and youth. The musical features, the responsive 
 readings, the prayer, and the spoken word all 
 appeal to him, especially when they are so ar- 
 ranged that action and right living will result 
 rather than mere formalism. 
 
 When the youth enters into his eighteenth or 
 nineteenth year, there comes over him a mental 
 turmoil. Doubts of beliefs and ideals are com- 
 mon. He is now thinking, as well as working 
 out his own salvation with fear and trembling. 
 He is no longer a boy. The struggle for man- 
 hood is now on and he is finding out that the 
 conflict between good and evil is no summer's 
 play. It cannot be evaded. It is now difiicult 
 to keep him in the Sunday school and in church. 
 "He feels a revulsion from all sorts of religious 
 emotionalism and you cannot touch him with a 
 year of prayer meetings, even of the quiet, 
 modern type," observes Prof. Fiske. Boyhood 
 visions have been disillusioned — ^he is tinctured 
 
RELIGIOUS 135 
 
 with a certain kind of cynicism and doubt. It 
 is during this terrific struggle for character — 
 Christian character — that he needs friendship, 
 constant, abiding, sympathetic friendship, rather 
 than criticism. He is now looking for the real 
 thing, and honors above everything else real 
 nobility of character that is devoid of sham. 
 He is usually silent about it, for he is afraid of 
 being misunderstood. He has his own ideas on 
 religion and plenty of doubt as well. Again 
 quoting that master interpreter of boy-life. 
 Prof. Fiske: "He needs a rational basis for his 
 life creed, and he needs it soon, or he never will 
 get it. It must be proved to him in some natural, 
 undogmatic way (or better, flashed upon his 
 intuitions) that the well-rounded manhood which 
 he covets needs culture on the spiritual side to 
 complete its symmetry. In short, he needs, not 
 the effeminate sort, but a man's religion, which 
 will appeal to his whole manhood. For the 
 young man is not all spirit. He has a body to 
 keep strong and well, and he welcomes any 
 means which will help him in his life problem. 
 He needs the right kind of fellowship, the heart 
 of good friendship and the moral backbone of 
 upright comradeship. . . . Above all he needs 
 to be on friendly terms with Jesus Christ. Give 
 him the great protection of the Christ love, the 
 high incentive of the Christ ideals, the mighty 
 
186 BOYOLOGY 
 
 impulse of the Christian purpose, the Christ 
 loyalty — with the brotherly comradeship of the 
 Christian Church; and you have armed him with 
 all the panoply of God. He will win his fight."" 
 
 **A creed is a rod. 
 
 And a crown is of might; 
 But this thing is God: 
 
 To be man, with thy might; 
 To stand straight in the strength of thy spirit 
 And live out thy life as the light." 
 
 — Pbesidbnt William DeWitt Htob. 
 
 11 Fiake, "Boy Life and Self Govenunent," pp. 268, 269. 
 
CHAPTER VII 
 
 Vocational Characteristics 
 
 **The world has work for us; we must refuse 
 No honest task, nor uncongenial toil: 
 Fear not your feet to toil nor robe to soil 
 Nor let your hands grow white for want of use." 
 — Allen Palmer Alleeton. 
 
 What shall a boy's life be? This is a most 
 serious problem with both the boy and his 
 parents. "As the twig is bent the tree is in- 
 clined," goes an old saying. Judging from the 
 large number of vocationally "bent" individuals 
 in the world, one is led to believe that much 
 of the bending was inclined downward during 
 the moldable period of their youth or else, like 
 Topsy, "they just growed," whithersoever in- 
 clined. "As the boy is started so the man prob- 
 ably will be." Many of the failures in life as 
 well as much of the unhappiness and discontent, 
 and shall we say crime, is traceable to our ap- 
 parent inability to harness the aptitudes in the 
 boy to definite vocations. Ask the boy of today, 
 "What do you want to become?" or "What 
 
 137 
 
188 BOYOLOGY 
 
 are you going to do?" and invariably you get 
 the reply, "I don't know,'* or, "Oh, anything 
 that comes along," or else they plan to capture 
 a job with big pay and little work. 
 
 In answer to the question: "What occupation 
 or profession are you going to follow as a life 
 work?" 375 boys gave the following replies: 
 
 Undecided 
 
 107 
 
 Electrical Engineering 
 
 42 
 
 Young Men's Christian Association Work 
 
 S6 
 
 Business 
 
 29 
 
 Farming or Forestry 
 
 19 
 
 Chemistry 
 
 15 
 
 Machinist 
 
 14 
 
 Law 
 
 14 
 
 Civil Engineering 
 
 IS 
 
 Medicine 
 
 13 
 
 Ministry 
 
 7 
 
 Draughtsman 
 
 7 
 
 Architecture 
 
 6 
 
 Art 
 
 4 
 
 Dentist 
 
 4 
 
 Textiles 
 
 4 
 
 Mechanical Engineering 
 
 4 
 
 Jewelry Trade 
 
 8 
 
 Musician 
 
 S 
 
 Accountant 
 
 8 
 
 Journalism 
 
 2 
 
 Carpenter 
 
 2 
 
 Navy 
 
 2 
 
 Army 
 
 2 
 
 Stenography 
 
 2 
 
 Banker 
 
 2 
 
 Insurance 
 
 2 
 
 Cotton Manufacturing 
 
 1 
 
 Wool Manufacturing 
 
 1 
 
 English Professor 
 
 1 
 
 Private Secretary 
 
 1 
 
 Detective 
 
 1 
 
VOCATIONAL 139 
 
 Teacher 
 
 Printer 
 
 Mining Engineer 
 
 Geologist 
 
 Plumber 
 
 Civil Service 
 
 Clerk 
 
 Embassy Work 
 
 Marine Architect 
 
 107 were undecided. 268 chose forty professions, trades 
 and occupations. 
 
 Ninety per cent of the boys were over sixteen 
 years of age and attending high school. They 
 were the representative boys of 86 different 
 cities and towns in two states. One reason 
 why so large a number were considering the 
 work of the Young Men's Christian Association, 
 was that they were Association boys and in 
 attendance at a conference of older boys con- 
 ducted by the Association. Forty different 
 professions, trades, and occupations were named 
 by the boys. The fact that 107 of the 375 had 
 not yet decided is evidence of the need of voca- 
 tional guidance and advice by parents and 
 schools, so that boys may be steered away from 
 "blind alley" jobs and "any old thing that 
 comes along." 
 
 Aptitude comes as much from special training 
 as from natural gifts. Inclination is largely a 
 matter of desire and of the will; it is habituated 
 desire. 
 
140 BOYOLOGY 
 
 "Give the boy a hammer and 
 
 A pocketful of nails. 
 Turn him loose at making things — 
 
 Soon there will be wails. 
 Sobs, then sniffles — then he's out 
 
 Trying it anew; 
 That's the thing that counts in life — 
 
 Grit to see it through. 
 
 "Guess we're boys most all our lives; 
 Only sometimes we 
 Lay our hammers down too soon. 
 
 Wishing we could be 
 Smooth at things as some one else. 
 
 Folks are mighty few 
 Who are born all- wise; the rest 
 Stuck, and saw it through." 
 
 — Chicago News. 
 
 To make things is a natural desire. Working 
 with tools is common among boys. A jack- 
 knife is a valuable p>ossession to be found in 
 the pK)cket of every normal boy. If this desire 
 or aptitude for working with tools is encouraged 
 or wisely directed, nothing else will so clearly 
 demonstrate the difference between right and 
 wrong as constructive work, which enables the 
 boy to discover for himself any error which he 
 may make. He learns to test the result of his 
 own work and to despise inaccuracy. It encour- 
 ages neatness, accuracy, and honesty. A lie 
 in wood can be seen. Jacob Riis once said: 
 "When I first saw the Viking Ship dug out in 
 
VOCATIONAL 141 
 
 Norway, the thing which most impressed me was 
 the mark of a lazy carpenter's axe upon the 
 prow of the ship. He had been too lazy to grind 
 his axe and the record was there plain to be 
 seen after a thousand years." 
 
 The "playing store" of early chDdhood soon 
 changes into the bartering and trading of boy- 
 hood. A boy's pockets are the index of his 
 wealth. Fifty-seven varieties of articles traded or 
 "swapped" with other embryo merchants, or 
 tradesmen, may be foimd in this wonderful 
 treasure house of the boy — ^his pockets. Whether 
 he will become the honest tradesman or a tricky 
 merchant of the future is determined very largely 
 by the busmess ethics of boyhood. Honesty, 
 genuineness, fairness, and the square deal are 
 business virtues first learned in the school of 
 youth. A newspaper route has been not only 
 a financial asset but a means of developing in 
 the boy the habits of promptness, accuracy, 
 perception, and honesty. 
 
 Every boy should be studied and watched. 
 Analyze each action and inclination and apti- 
 tude. It will be a great mistake to force him 
 or hurry him to decide upon his life work. "Do 
 not fit him to a calling," says Fowler; "find a 
 calling that fits him. There are a thousand 
 means of livelihood. The boy has but one 
 prominent ability. Discover that ability, and 
 
142 BOYOLOGY 
 
 feed it with the kind of food it needs, that it 
 may develop into a good thing for the boy and 
 a good thing for the community.*'^ 
 
 "Physically and mentally the human offspring 
 begins at the lower stratum of animal hfe. What 
 he will be, not what he is, gives him the right 
 of consequence. K he has characteristics, he 
 does not show them. If he thinks, he does not 
 know what he thinks, and therefore he presents 
 little perceptible indication of mind — capacity. 
 His only marked characteristic, or rather, his 
 one display of instinct, is a continual desire for 
 food. He can eat, if food be given him. He 
 doesn't know enough to forage for it. Unkept 
 and unfed, he dies. To eat is the substance of 
 his ambition, and when he is not eating, or 
 trying to eat, he is doing nothing, or is smiling, 
 or crying, or sleeping. He is of importance, not 
 for what he is, but for what he may be, or is 
 likely to be, or it is hoped he will be. He is a 
 Kttle, round, helpless, thin-skinned lump of ex- 
 pectation; entirely helpless, completely dependent, 
 and in a present state of total worthlessness. 
 Yet the maiden aunt and sentimental mother 
 may think that they see in the just-born boy 
 every conspicuous trait from every branch of 
 two family trees." 
 
 "When the boy is a few years old, family 
 
 1 Fowler, "The Boy— How to Help Him to Succeed," p. 13. 
 
VOCATIONAL 143 
 
 pride and parental conceit, correctly and in- 
 correctly, and often dangerously, discover in 
 him everything they desire to discover." "Up 
 to the tenth or twelfth year-point, the boy's 
 physical condition deserves the first attention 
 with, of course, the absorption of the *Three R's* 
 of school." 
 
 "The boy now begins to show some permanent 
 likes and dislikes. The keen observer . . . may 
 discover the beginning of some definite charac- 
 teristic, or some particular ability, or some 
 specific tendency." 
 
 "At the age of ten years, the boy is old enough, 
 and mentally strong enough, to begin to appre- 
 ciate and to be materially influenced by his 
 surroundings. . . . He is mature enough to reason, 
 he is old enough to choose his associates and 
 he does. He is beginning to travel upon the 
 high-road of his life."^ 
 
 It is just here that many times he is left with- 
 out intelligent guidance to sink or swim. For 
 at about fourteen y^rs of age there is a great 
 outpouring of boys from school to go to work. 
 Then follows the sad tale of "from one job to 
 another" like the rudderless vessel upon the 
 great ocean of life. Do you wonder why? "The 
 time is coming," says Everett W. Lord, "when 
 we will not allow a near-sighted boy to become 
 
 2 Fowler, "The Boy— How to Help Him Succeed," p. 18. 
 
144 BOYOLOGY 
 
 a chaufiFeur, a dull-eared girl to become a stenog- 
 rapher, a chronically careless youth to become 
 a druggist, or an intellectual lightweight to be- 
 come a preacher," but on the other hand, some 
 effort will be made to guide the boy of construc- 
 tive mind, artistic bent, and mechanical skill 
 into something which will afford him a wider 
 range for his powers than the clerical position 
 in a candy shop or as a soda water dispenser, 
 which may happen to be the first opening he 
 finds."^ 
 
 The home and the school must cooperate in 
 helping the boy become adjusted to his new 
 unfolding environment. The power of self- 
 control and self -propulsion called "will*' is now 
 in process of formation. **The positive dislike 
 for book-study which comes at the age when 
 it is the tendency of the boy to doy and not to 
 study, coupled with the ineffectiveness of the 
 school to meet the natural demand of the boy," 
 is the cause of the boy's hunting a job. This 
 is the reason why there are 16,000,000 boys 
 and girls in the elementary schools of America 
 and only 776,000 in the high schools. 
 
 "If moral education is to prepare for life," 
 says Edward Howard Griggs, "it must train 
 both the desire for earnest work and the habit 
 of its performance. . . . Hard effort is the one 
 
 » Lord, "Vocation Direction," p. 10. 
 
VOCATIONAL 145 
 
 path to a self-control, positive, not negative, 
 that makes it possible for us to trust ourselves 
 and to utilize all our forces for the ends we 
 consider worth while."^ 
 
 A boy needs help in the choice of a vocation 
 along these three lines: first, he should have a 
 clear understanding of himself, his aptitudes, 
 interests, ambitions, abilities, resomrces, and lim- 
 itations; second, he should have a knowledge 
 of the requirements and conditions of success, 
 the advantages and disadvantages, the compen- 
 sation, opportunities for advancement, social 
 standing, and peculiar demands of different lines 
 of work; third, he should be clearly taught the 
 spiritualization of work, the joy of service, to 
 make the best always the goal, not for self, but 
 for the good of humanity, to believe the mind of 
 the worker must be set eternally upon the attain- 
 ment of a high spiritual goal. 
 
 A boy is capable of being reasoned with, and 
 the observant parent or teacher will watch for 
 every opportunity to talk with him about the 
 prospect of a life work. It is the boy that finally 
 must make the decision and not his parents. 
 Parental personal ambitions for their boy must 
 often be sacrificed if the boy is to succeed. Forc- 
 ing a boy to take up a business or profession 
 
 4 Griggs, "Moral Education," p. 86. 
 
146 BOYOLOGY 
 
 if he has no inclination or aptitude for it, is sure 
 to end disastrously. 
 
 Close friendship and confidence will reveal 
 sooner or later, that which "in response to 
 inner nerve growths and new features of his 
 environment, will lead him to assert himself 
 most positively in the direction of some kind 
 of useful occupation." What he needs at this 
 time is encouragement and not criticism. 
 
 Put into the boy's hands to read, especially 
 when he reaches fifteen or sixteen years of age, 
 such books as "Choosing a Career," by Orison 
 Swett Harden, "What Shall Our Boys do for 
 a Living?" by Wingate, "Profitable Vocations 
 for Boys," by E. H. Weaver, or some sanely 
 written book which will stimulate as well as 
 direct his thinking. Benjamin Franklin in his 
 autobiography says of his father "that he there- 
 fore sometimes took me to walk with him, to 
 see the joiners, bricklayers, turners, braziers, 
 etc., at their work, that he must fix my inclina- 
 tion, and endeavor to fix it on some trade or 
 other on land." 
 
 Freedom is needed as well as flexibility in 
 helping a boy decide his life work. If the boy 
 enjoys working with the soil and outdoors, 
 better than any other kind of work and has 
 a desire to be a farmer, let him be one, only im- 
 press upon him the advantage of being a good 
 
VOCATIONAL 147 
 
 fanner, and not a mere drudge; show him that 
 being a graduate of an agricultural college will 
 enable him to work the land much more intel- 
 ligently and successfully. With this natural 
 tendency to the soil, endeavor to arouse within 
 him a desire for increased education, so that 
 he may become a master of the soil instead of 
 its slave. 
 
 A boy who has an inclination toward business 
 should be told of the need of uprightness and 
 sterling character in business life, how an educa- 
 tion is essential to success, how psychology, soci- 
 ology, scientific salesmanship, and economics all 
 enter into business efficiency, how personal effi- 
 ciency largely determines business efficiency. If he 
 is a student and loves study, show him the differ- 
 ence between memorized learning and thinking 
 out a subject, how a good sound body must 
 accompany a well-developed intellect, how 
 knowledge combined with health gives power 
 and wealth. The boy who has a decided prefer- 
 ence for some profession, should be helped to 
 understand the status of that profession, its 
 advantages as well as disadvantages; tell him 
 the bad as well as the good, how an education 
 is absolutely necessary if he is to become some- 
 thing more than a mere member of the profession. 
 The boy's ability and desire for building, the 
 instinct of workmanship or love of machinery 
 
148 BOYOLOGY 
 
 may cause him to look favorably upon the trades 
 as a life work. If so, point out to him the differ- 
 ence between a mere worker and one who 
 understands the scientific asp>ects, such as the 
 application of physics, chemistry, etc., to the 
 trades and industries. By this reasoning process 
 direct his decision and conclusion rather than 
 force him to become what you want him to be. 
 Help him to see the value of education, and 
 that no matter what may be his future voca- 
 tion, with an education his earning capacity 
 will be more than doubled and his chances for 
 success trebled. 
 
 In a study of former pupils of the Pittsburgh 
 schools made by Mr. Burroughs, he gives the 
 following findings: 
 
 Those leaving school below the eighth grade, average 
 age 14 years 6 months, started to work at a weekly wage 
 averaging $4.96; at the end of four years were earning 
 $10.79, and after eight years $13.25. 
 
 Those graduating from the eighth grade but not going 
 to high school started to work at $5.96 a week; four years 
 later were making $13.86, and after eight years $16.23. 
 Their ages averaged 15 years and 4 months when they 
 started to work. 
 
 High school graduates, average age 18 years and 3 
 months, started at an average pay of $10.73 weekly; after 
 four years it went up to $17.77, and after eight years to 
 $23.44. 
 
 Give these facts to the boy, and help him see 
 
VOCATIONAL 149 
 
 the force of such a statement. A great weak- 
 ness in youth is the spirit of discontent, or the 
 habit of moving aimlessly from one thing to 
 another, the unwillingness to take time to ,work 
 out a life plan, or to stick to a given task until 
 something is accomplished. The wise parent or 
 teacher will endeavor to get the boys to see the 
 value of "this one thing I do" instead of "these 
 many things I dabble in" as being the only way 
 to develop concentration. Perhaps this dabbling 
 may be due to adult insistence upon a boy's do- 
 ing something for which he has no inclination 
 and intuitively knows he is not adapted, and 
 therefore he starts out on a term of experimenta- 
 tion hoping to find the one thing of absorbing 
 interest to demand his life, or he may be the 
 victim of a system of education which insists 
 upon the boy being fitted to the school rather 
 than fitting the school to the boy. The attempt 
 to develop concentration or will-power through 
 arbitrary requirements has proven not only a 
 failure, but is largely responsible for dishonesty 
 in studies and truancy. Interest and aptitude 
 are the prime factors in the development of 
 concentration. Marietta L. Johnson, who is work- 
 ing out a most interesting experiment in educa- 
 tion in her school at Fairhope, Ala., holds that 
 an institution has no right to ask, "What do 
 you know?" "Where are your credentials?" 
 
160 BOYOLOGY 
 
 It should require instead, "What do you need?'* 
 "How may we serve you?" The "standards'* 
 of an institution are thus measured by its ser- 
 vices, not by its requirements. 
 
 "Mrs. Johnson's standards are a healthy body, an alert 
 and active mind, and a sweet spirit. . . . For the health 
 of the body there is an out-of-door activity adapted to 
 the development and the strength and the needs of the 
 child. For the mind there are the acquaintance with 
 nature at first hand, the solving of problems in the making 
 of things, the controlling of forces and of materials, the 
 mastery of quantity in the measuring and weighing and 
 calculating, the learning of stories from history and from 
 literature, with their instinctive dramatization. There 
 is constant translation of words into thoughts and actions. 
 Finally the health of the spirit is ministered to by the 
 provision of 'sincere experiences' in relation to other 
 children and in relation to the forces and materials of 
 nature and industry. There is joy in the work because 
 the work has meaning. Mrs. Johnson sees very clearly 
 that half-hearted work is insincere."* 
 
 Netta M. Breckenridge interprets this desire 
 for freedom in education in her poem, "The 
 Child Ciy:" 
 
 "I am a child — oh, do not tie me up 
 
 To schools, and desks, and books misunderstood. 
 When I am yearning to run out a-field. 
 
 To search the quiet of the dim, sweet wood. 
 
 "And — oh — sweet Mother — do not set me sums. 
 And those stiff, staring copies of some word. 
 Let me count meadows full of clover blooms. 
 And learn the sweet, free singing of a bird. 
 » The Scientific American Supplement, Nov. 14, 1914. 
 
VOCATIONAL 151 
 
 "For I have found a Teacher to my mind. 
 She whispers sweet instruction when at rest 
 I stretch brown arms — bare feet in cool, deep grass 
 That feels the heart throb 'neath her great warm breast. 
 
 "Then when the trees, the flowers, the sky, the birds. 
 Have taught their true, strong lessons, I'll come in 
 With eager, hungry questioning, and say, 
 
 'The books — sweet Mother — quick, I must begin!' " 
 
 "Spontaneity is absolutely necessary to orig- 
 inality," says Dr. Harden. "The enterprising 
 side of his nature, the enthusiastic, natural side, 
 is absolutely crushed in many a youth before 
 he reaches his majority.'*** 
 
 Naturalness and self-expression should be en- 
 couraged instead of being repressed. If a boy 
 does not show interest or enthusiasm in his 
 studies there is something wrong, for these char- 
 acteristics are as natural to a boy as play is to 
 a young dog or song to a bird. It is a very 
 easy thing to crush ambition and interest and 
 enthusiasm in a boy. This may be done through 
 a lack of sympathy, through indifference, or 
 through neglect. He is hungry for encourage- 
 ment, for direction, and for leadership. It is 
 the duty of the parent and the teacher to en- 
 deavor to understand the boy, his natural ex- 
 pression and his bent, and then let him know 
 your interest and willingness to help achieve 
 his heart's desire and purpose. 
 
 • Marden, "Chooeing a Career," p. 4. 
 
152 BOYOLOGY 
 
 Statistics show that about five out of every 
 100 boys go from the public schools to college, 
 yet we compel the other 95 who do not or camiot 
 go, to prepare for college just the same. This 
 blundering process has caused many misfits in 
 life. Cities are beginning to feel the drain of 
 the unemployed, many of whom are the products 
 of this inefficient system of education. 
 
 Recently some of the thoughtful citizens of 
 Memphis made a careful study of their school 
 system and discovered that Memphis invited 
 every youth in the city to become a teacher or 
 lawyer, a doctor or minister, but she encouraged 
 none to prepare in school for efficient service in 
 her hundreds of factories and thousands of 
 offices. They became convinced that Memphis 
 needed more skilled workers in her shops, fac- 
 tories, and homes instead of university grad- 
 uates, some of whom were prepared for nothing 
 more than holding down an engineering job 
 tending a peanut roaster. They respected the 
 peanut vender who sells honest measures at 
 fair prices, provided he was unprepared to 
 render more useful service to the community; 
 they also agreed that a man who received from 
 twelve to sixteen years of schooling at public 
 expense should make a greater return to society 
 than is possible as a street vender. 
 
 When a boy leaves school, the world wants 
 
VOCATIONAL 153 
 
 to know what he can do, how well he can do 
 it, and how soon he can get it done. This means 
 that the school must adapt its course of study 
 to the needs of the boy, as well as to changing 
 conditions. By their overcrowded enrolment, 
 manual training schools, technical schools, and 
 schools of applied art reveal the appreciation 
 of the home and the boy. In these schools a 
 boy sees a chance for self-expression, or at least 
 an opportunity for a "try-out." The public 
 schools of tomorrow will incorporate many of 
 the ideas being tried out today by private schools 
 such as the Interlaken School at Rolling Prairie, 
 Indiana, and by courageous municipalities, as at 
 Gary, Indiana. The future method of impart- 
 ing instruction will be through vizualization; it 
 wiU be more human and natural and less book- 
 ish and artificial; it will be individual instead 
 of class work; it will be made so interesting that 
 boys will look upon education as something to 
 be desired and school a place of delight instead 
 of something to run away from; it will teach 
 boys how to live. 
 
 "Educational experts contend that our schools 
 should be made still more efficient in preparing 
 the youth of the community for citizenship, and 
 many are reaching the conclusion that this may 
 be done by devoting more time to subjects 
 which prepare students for entering upon some 
 
154 BOYOLOGY 
 
 remunerative pursuit," says John W. Curtis, in 
 a recent article on vocational education.^ "It 
 is certainly desirable that our future citizens be 
 better workers, and that future workers be 
 better citizens.'* All are agreed that every boy 
 should become a useful worker and a reliable 
 citizen and many believe that manual training 
 is aiding materially in securing this result. It 
 has afforded a means of stimulating the dormant 
 creative instinct with which most boys are en- 
 dowed and has aided in developing it into cre- 
 ative genius, which may be defined as the ca- 
 pacity for hard work or, as Edison says, is com- 
 posed of "2 per cent inspiration and 98 per cent 
 perspiration." This may mean less Latin and 
 more civics, less of the non-essential and more 
 of the essential, fewer elective and more selective 
 studies. 
 
 In this demand for a newer type of vocational 
 education there is the danger of neglecting the 
 cultural side of education. Dr. David Snedden 
 in his book, "Problems of Educational Readjust- 
 ment," divides education into two parts, namely, 
 vocational and liberal, and defines them briefly 
 as follows: '^Vocational education is designed 
 to make of a person an efficient producer; Ub- 
 eral education may be designed to make a person 
 an efficient consumer or user." The great task 
 
 7 Ctirtis, Manual Training Magazine, Dec, 1913, p. 89. 
 
VOCATIONAL 155 
 
 of the school authorities is so to harmonize the 
 vocationalizing and liberalizing materials that all 
 will work together in developing the strongest 
 possible type of individual and the best kind of 
 a citizen. "We are learning that work and in- 
 dustry are not inconsistent with culture," writes 
 William A. McKeever, "but that they are a 
 necessary part of it; cultured artisans as well 
 as cultured artists constitute a part of this 
 new age of progress." 
 
 Motives are incentives to the will. Love of 
 activity, love of power, love of fame, are mo- 
 tives which may be appealed to in shaping a 
 boy's future motives vocationally. Make clear 
 to him the difference between a right and wrong 
 motive. Many methods are being used in dis- 
 covering the motives of a boy, such as the "Know 
 YourseK" campaigns and personal interviews 
 with men who have the ability of winning the 
 confidence of boys and to whom they will re- 
 veal their problems. Methods used in dealing 
 with large numbers of boys are always in danger 
 of becoming formal and automatic, and there- 
 fore ineffective. The method should always be 
 a means to an end, namely, the arousement 
 within a boy of that spirit which will lead him 
 into a larger life of usefulness, happiness, and 
 service. 
 
 Hanging upon the walls of my library is a 
 
156 BOYOLOGY 
 
 framed photograph of Edwin Markham, and 
 underneath in his own handwriting this sentence: 
 "WTiile we are making a living let us not fail 
 to make a life." WTiatever the life call may be 
 to a boy, make sure that he understands the 
 imp>ortance of reverencing his work "to make 
 of it a way of life.'* Vocation then becomes 
 something more than a means of getting a liv- 
 ing. It is this spiritualization of work, the joy 
 of service that makes the livelihood of life worth 
 while. A boy cannot be impressed too early 
 in life with the glorification of work, whether 
 mental or muscular. "Seek ye therefore the 
 motive with its associating results and all the 
 rest shall be added unto you.'* 
 
 "Vocations are then 'higher* or 'lower' only 
 as they express more or less of the ideal and 
 consecration of the spirit, and any honest voca- 
 tion may express it all. Shoes into which a 
 man has sewn character are worth wearing; 
 they will keep the water out. A house into 
 which a man has built character is good to live 
 in; it wiQ be weather tight. Books into which 
 a man has written character are worth reading; 
 they will contain sound thought.**^ This was 
 the spirit of Moses whose prayer to God is re- 
 corded in the 90th Psalm, especially verses 16 
 and 17. "Let thy work appear unto thy ser- 
 
 8 Grigga, "Self Culture through the Vocation," p. 71. 
 
VOCATIONAL 157 
 
 vants and thy glory unto their children. And 
 let the beauty of the Lord our God be upon us; 
 and establish thou the work of our hands upon 
 us; yea, the work of our hands establish thou it." 
 To prevent greed and avarice and selfishness, 
 so much in evidence in the money making of to- 
 day, the bo^ must be taught from the very start 
 the joy of serving or doing some work for no 
 other pay than that of gratitude and love, ser- 
 vice to be given freely, out of the heart's de- 
 sire, gladly, without money and without price. 
 There is a saying in the Koran, that when a 
 man dies the people say, "What has he left 
 behind him.^" but the recording Angel says^ 
 "What good deeds has he sent before him?" 
 
 "Let me but do my work from day to day. 
 In field or forest, at the desk or loom. 
 In roaring market-place or tranquil room 
 Let me but find it in my heart to say 
 When vagrant wishes beckon me astray, 
 'This is my work; my blessing, not my doom: 
 Of all who live, I am the one by whom 
 This work can best be done in my own way.* 
 
 "Then shall I see 'tis not too great, nor small: 
 To suit my spirit and to prove my powers; 
 Then shall I cheerful greet the laboring hours. 
 And cheerful turn, when the long shadows fall 
 At eventide, to play and love and rest 
 Because I know for me my work is best." 
 
 — Henry van Dyke, 
 
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 a 
 
 g 
 
 Slow growth in height and 
 
 weight. 
 Brain growth slow. 
 Restlessness — energy. 
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 out of doors. 
 An energy storing period for 
 
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 Memory at its best. 
 Attention weak. 
 Perception strong. 
 Imagination of practical turn. 
 Reasoning developing rapidly. 
 , Imitation of adults — with a 
 
 purpose to be like them. 
 Suggestibility strong. 
 Will stronger. 
 
 g 
 
 Rapid growth of brain and 
 
 muscle. 
 Peculiarly liable to disease. 
 
 Impulsive. 
 
 Memory increasing. 
 
 Perception keen. 
 
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 stage. 
 Imagination active. 
 Will begins to develop. 
 Imitation of adults strong. 
 Suggestibility. 
 
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 g 
 
 Very rapid rate of growth. 
 Skin highly sensitive — learns 
 
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 No coordination of powers. 
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 keen. 
 Memory for concrete things. 
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 Imitation unconscious. 
 No real thought power. 
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 Open to suggestion. 
 
 
 fux>*^^^<^ 
 
 ^IZiHWHJHJWUHP^hJ 
 
 158 
 
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 Imaginative "fears." 
 Sympathy, love, affection. 
 Crude sense of humor. 
 Shyness. 
 
 Social impulses increasing. 
 Pugnacious nature. 
 Sense of right of property de- 
 velops. 
 Altruism prominent. 
 Less selfishness. 
 Love of order increases. 
 
 g 
 
 CO 
 
 Fears prominent and are im- 
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 Anger, pride, jealousy. 
 
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 Pugnacious. 
 
 Disregard for dress. 
 
 Love of order. 
 
 Rebels against restraint of any 
 kind. 
 
 1 
 
 g 
 
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 Anger, jealousy. 
 
 Sympathy begins at close to 
 
 three. 
 Instinctive emotional feeling. 
 Many emotions imitative. 
 All emotions superficial. 
 Fears are imaginative. 
 
 Fear prompts desire for com- 
 pany. 
 Selfishness common. 
 Generosity sometimes found. 
 Imitates unconsciously. 
 
 
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 CO 
 
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 Health better in most cases. 
 
 Heredity asserts itself. 
 
 Creative imagination. 
 
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 outlet. 
 Power of influence strong. 
 
 
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 165 
 
BOOK n 
 
 GENERAL CHARACTERISTICS AND 
 OBSERVATIONS 
 
CHAPTER VIII 
 
 f 
 Taking His Measure 
 
 **Flower in the crannied wall, 
 I pluck you out of the crannies, 
 I hold you here, root and all, in my hand, 
 Little flower — but if I could understand 
 "What you are, root and all, and all in all, 
 I should know what God and man is." 
 
 — Tennyson. 
 
 It is the unknowable which has always baffled 
 man. The most mysterious period in life is the 
 period of adolescence, or the growing time. 
 The chief business of a boy is to grow. Boy 
 stuff is the only stuff in the world from which 
 you can grow a man. If the actual process of 
 growing was as easy as the building of a house, 
 boys would be spared many a "growing pain;" 
 but, alas! the yawning, the stretching, the kick- 
 ing, the crawling, the climbing, the running, 
 and the resisting he must go through to attain 
 physical stature; then add to all this the mental 
 struggle and the pangs of social adjustment he 
 must undergo in the wonderful phenomena of 
 growing into a man, and you begin to appre- 
 ciate the seriousness of the process of growth, 
 
 169 
 
170 BOYOLOGY 
 
 which parents fail to understand and scientists 
 have not yet succeeded in making much easier. 
 Two skilled builders. Nature and Nurture, how- 
 ever, are on the job, one as the architect and 
 the other as the worker, a firm, which when in 
 harmony and not on a strike, usually succeeds 
 in making 
 
 '*Man of soul and body, formed for deeds of high resolve." 
 
 What is a boy? George Allen Hubbell de- 
 scribes him as follows: 
 
 "In the language of chemistry, he is a shovelful of earth 
 and a bucketful of water. 
 
 "In the language of physics, he is a wonderful machine, 
 a combination of various bands, cords and levers, ad- 
 justed in due relation and operating for a specific purpose. 
 
 "In the language of physiology, he consists of a bony 
 framework covered with flesh and skin, and supplied 
 with various organs whose functions are to preserve the 
 life of the individual and to perpetuate the species. 
 
 "In the language of sociology, he is a unit in the organ- 
 ism of human society and has his specific functions in 
 the life of the social whole, just as the organs of the 
 body have specific functions in the life of the body. 
 
 "In the language of psychology, he is a mind man- 
 ifesting various phenomena, all of which occur in harmony 
 with law. 
 
 "In the language of theology, he is the dust of the 
 ground and the breath of God, a spark struck from the 
 divine anvil, a life enclosed in a clod of clay, a son of 
 the Most High, afar from his Father's house, but when 
 true to himself, seeking his eternal home. 
 
TAKING HIS MEASURE 171 
 
 "In the language of education, he is a being constituted 
 of body and mind, a bundle of possibilities from which 
 the developments may be marvelous. He is born in 
 weakness, yet destined to strength; promising noble 
 things, yet often falling short of fulfillment. He is the 
 hope of the good and the great."* 
 
 According to the recent findings of a German 
 scientist, the intrinsic value of the constituent 
 elements of the body of a person weighing 150 
 pounds is $7.50. This value is represented in 
 the phosphorus, lime, iron, sulphur, and albumen 
 in a body. The fat is worth about $2.50; of the 
 iron there is hardly enough to make even a 
 small nail an inch long. There is enough lime 
 to whitewash a pretty good-sized chicken house. 
 The phosphorus would be sufficient to put heads 
 on about 2,200 matches and the magnesium enough 
 to make a splendid "silver rain*' for a firework 
 display. The average human body contains 
 enough albumen for one hundred eggs. There 
 is possibly a small teaspoonful of sugar and a 
 pinch of salt. The whole is worth commercially 
 $7.50. 
 
 One does not fancy the human body as an 
 electrical dynamo, but if the heat and muscular 
 energy expended by an average man of sedentary 
 habits were converted into electrical units, he 
 would find himself in possession of quite a val- 
 
 1 HubbeU, "Up Through ChUdhood," p. 121. 
 
172 BOYOLOGY 
 
 uable asset. It is proved that a man uses up about 
 two and one-half kilowatt hours of electrical 
 energy in a working day. Approximately one- 
 half of this amount is used up to keep the tem- 
 perature of the body constant, while the other 
 half is expended in muscular energy. This 
 amount of electricity may not seem great, but 
 when one considers the things that can be done 
 when it is efficiently apphed, the power of the 
 human body is more clearly seen. Two and one- 
 half kilowatt hours of electrical energy is sufficient 
 to maintain four 25-watt tungsten lamps of 
 twenty candlepower each for twenty-five hours; 
 or heat an electric flatiron for six hours; run a 
 sewing-machine motor for 100 hours; heat an 
 electric toaster for four hours; an electric heater 
 for two hours; an electric curling iron for 100 
 hours; run a large fan for thirty-two hours, or 
 warm a chafing dish for six hours. All this is 
 accomplished without voluntary effort, and merely 
 comes in the course of the day's work, and does 
 not represent the energy of a laboring man. 
 It is an astounding revelation of the efficiency 
 and endurance of the human machine. 
 
 Physicians have measured this complex and 
 ingenious human machine to a dot. A normal 
 boy, fifteen years or more old, has 200 bones 
 and 500 muscles; his blood weighs 25 pounds; 
 his heart is nearly five inches in length and three 
 
TAKING HIS MEASURE 173 
 
 inches in diameter. It beats 70 times a minute, 
 4,200 times an hour, 100,800 times a day, and 
 36,792,000 times a year. At each beat a little 
 over two ounces of blood is thrown out of it; 
 each day it receives and discharges about seven 
 tons of that wonderful fluid. It is the most 
 remarkable pump in the world. 
 
 His limgs contain a gallon of air, and he in- 
 hales 24,000 gallons a day. The aggregate sur- 
 face of the air-cells of his lungs, supposing them 
 to be spread out, is 20,000 square inches. The 
 weight of his brain is three pounds or more. 
 His nerves exceed 10,000,000. His skin is com- 
 posed of three layers, and varies from one-eighth 
 to one-fourth of an inch in thickness. The area 
 of the skin is about 1,700 square inches and is 
 subjected to an atmospheric pressure of 15 
 pounds to the square inch, a total of 12.7 tons. 
 Each square inch of his skin contains 3,500 
 sweating tubes, or perspiratory pores, each of 
 which may be likened to a little drain tile one- 
 fourth of an inch long, making an aggregate 
 length in the entire surface of his body of 201,160 
 feet, or a tile ditch for draining the body almost 
 40 miles long. Truly he is "fearfully and won- 
 derfully" made. 
 
 There is a clever invention known as the 
 "phrenometer" operated by electricity which 
 scientifically (?) measures, delineates, prints, and 
 
174 BOYOLOGY 
 
 delivers on a sheet of paper the degree of develop- 
 ment of every faculty of the brain. 
 
 Taking his measure in a more popular way, 
 some one has depicted a boy as "a complex piece 
 of machinery consisting of 
 
 "I. One large boiler, conmionly called the 
 brain, capable of standing a very high pressure. 
 
 "II. One special sized furnace, with a capacity 
 of several tons, sometimes spoken of as the 
 stomach. 
 
 "III. Two powerful headlights right in front of 
 the boiler which will not let anything come in 
 their path unnoticed. 
 
 "IV. Five exhaust valves, namely, two arms, 
 two legs and one mouth. 
 
 "The whole engine is put together in such a 
 way as to prove the most powerful machine 
 that the world has ever had." 
 
 Thus physicians have measured him, psychol- 
 ogists have charted him, scientists have analyzed 
 him, volumes have been written about him, 
 libraries are filled with sound advice to him, 
 conferences innmnerable have discussed him, but 
 he still remains a complex problem and as yet 
 inaccurately measured. 
 
 No matter how others size him up, to his 
 parents he is just a lovable, contrary, fun-loving, 
 patience-provoking youngster who is always 
 wanting something ranging from "eats" to sym- 
 
TAKING HIS MEASURE 175 
 
 pathy, whose clothes are usually wearing out 
 or becoming too small and whose bringing up 
 is the greatest responsibility in the world. 
 
 To help the boy grow "in wisdom and stature, 
 and in favor with God and man," is the supreme 
 function of every parent and boys' worker, 
 and the person who faithfully and sympathetically 
 guides the growing boy in right paths, who meas- 
 ures up to the boy's ideal of a friend, whose 
 life speaks louder than his words, is performing 
 a greater service for humanity than in the erec- 
 tion of a "sky scraper" or the digging of a canal. 
 These things perish with time, but a boy is a 
 soul representing eternity. 
 
 To the psychologist must be granted the honor 
 of arriving nearest to the solution of the boy 
 problem. His patient study and painstaking 
 research work have given to parents and teachers 
 a new understanding of the boy: a knowledge of 
 the powers of the mind, the emotions and im- 
 pulses, the ambitions, and the cause and effect 
 in the development of character. To his scien- 
 tific knowledge has been added the experience 
 of workers — a happy blending of theory and 
 practice, which means a square deal in the fu- 
 ture for misunderstood boys. 
 
 In the endeavor to understand or "measure" 
 the boy this fact should always be kept in mind, 
 that he is also "taking your measure." His 
 
176 BOYOLOGY 
 
 great ambition is to grow into manhood, and 
 his conception of manhood he gets from observ- 
 ing "grown ups." As he emerges from one stage 
 of growth into another, he becomes more con- 
 scious of himself and of increasing powers within 
 him, he begins to draw comparisons, to discrim- 
 inate, to form his own conclusions. This is 
 his divine right, but woe to that individual who 
 has set before the boy wrong standards of life, 
 who becomes a stumbling block. "It were 
 better for him that a millstone were hanged 
 about his neck, and that he were drowned in 
 the depth of the sea," for memory will always 
 mirror unfaithful leadership and guidance. 
 
 The thing which makes the body worth more 
 than $7.50 and has caused laborious and pains- 
 taking research, is that mysterious something 
 called "life," or the "soul." The visible mani- 
 festation of soul-life is character, for the process 
 of growth involves the development of character. 
 "As a man thinketli, so are his head and face; 
 and as in our younger years we tend in this 
 direction and that, so the brain will develop, 
 and the bony structure will conform to the needs 
 of the growth within."* 
 
 Certain standards are held before a growing 
 boy to which he is expected to measure up. 
 Sometimes these standards are so insistently 
 
 2 Fosbroke, "Character Reading," p. 2. 
 
TAKING HIS MEASURE 177 
 
 forced upon him that inward rebellion soon be- 
 comes outward rebellion. A "model*' boy is 
 looked upon with disgust by a red-blooded, 
 mischievous boy. Nothing so completely mad- 
 dens a boy as the holding up before him one of 
 these "model" boys. In that delightful story 
 of boyhood, "Penrod," by Booth Tarkington, 
 when Penrod is being initiated into the mystic 
 maze of the dance by Professor Bartel, he seems 
 to have considerable difficulty in acquiring the 
 rhythmics of the waltz, and after his many awk- 
 ward attempts to glide in the right direction the 
 Professor calls out before the class George Bas- 
 sett, who is the "Best Boy in the Town,** to 
 demonstrate how it should be done properly. 
 Now Penrod had a clear title of being the Worst 
 Boy in the Town (Population 135,000). "Teach- 
 er's pet," whispered Penrod hoarsely to Georgia 
 as he passed by, after demonstrating the proper 
 way. He had nothing but contempt for Georgie, 
 and of course something happened later to the 
 "model boy." A boy needs ideals, not models. 
 Mothers make many errors of this sort. Fathers, 
 having gone through the experience of boyhood, 
 know better, unless time has shortened memory. 
 
 The critical moment in a boy's life is the time 
 when he doffs the knee pants and puts on long 
 trousers. Mother wants to keep him a little 
 boy as long as possible, while he wants to be 
 
178 BOYOLOGY 
 
 big, and many battles royal have been fought over 
 what he considers to be an inalienable right. 
 There are two epochs in a boy's life which tug 
 hard at the mother's heart-strings; one is when 
 he has gotten too old to wear the curls or long 
 "dutch" locks, and he "wants them cut off so 
 he can go with bigger fellows," and the other 
 when he reaches the long trouser period. The 
 second epoch means even more than the first, 
 both to mother and boy. Mother realizes that 
 her "little boy" is a little boy no longer. It 
 is hard for her to understand that nothing in 
 God's Kingdom has ever stood still. To him 
 it is reaching the "grown up" goal, an event of 
 great moment, eagerly and longingly anticipated. 
 Some time ago a boy in one of our eastern 
 cities, having reached what he believed to be 
 the long trouser period, naturally broached the 
 matter to his parents, but alas, his parents said 
 nay, so he appealed to his class mates in the 
 high school. Though of small stature, he was 
 a member of the senior class, and it was hu- 
 miliating for him to wear the knee pants. His 
 class mates in coimcil drew up the following 
 and sent it to his parents: 
 
 Whereas, Samuel Smith having reached the years of 
 discretion, being a senior in the High School, desires now 
 to further demonstrate his dignity by performing that 
 feat known as wearing long trousers, and 
 
TAKING HIS MEASURE 179 
 
 Whereas, his parental relative has taken a determined 
 opposition to this proposed change of costume, therefore 
 
 Resolved, that in the unanimous opinion of the pupils 
 of the Blank High School, said Samuel Smith has demon- 
 strated his ability to wear above mentioned type of trousers 
 and has been campaigning along that line all summer. 
 
 We, the undersigned, therefore petition that recog- 
 nition of the above resolution be given by stern parent 
 in granting the necessary permission and desired type 
 of trousers. 
 
 It is needless to add that the long trousers 
 came and the goal was reached. 
 
 Some one has called this long trouser period 
 the "pin feather age." How significant is the 
 first shave! Well do I remember my first shave! 
 The peculiar sensation of having cool, creamy 
 lather artistically spread over my downy jaw 
 and upper lip, the electrical feeling as the steel 
 blade carefully gathered up the fuzz with the 
 cool lather, the application of hot towels, the 
 penetrating aroma of Bay Rum and the fragrance 
 of the "powder," was a never-to-be-forgotten 
 experience. Another notch had been reached 
 in the measuring rod of manhood. 
 
 Parents need have no fear now about dirty 
 hands and face or uncombed hair; the problem 
 will be how to keep the boy away from the 
 mirror, for you are almost sure to find a small 
 one nestling with a comb in his vest pocket. 
 How important becomes the crease in the trouser. 
 
180 BOYOLOGY 
 
 and the "turn up" at the bottom, the shade of 
 his tie, and the shape of his hat! He is now re- 
 lieved from the tyranny of having mother buy 
 his clothes, as T. A. Daly so vividly describes 
 it in the following verses: 
 
 "Mom always makes me mad clean through 
 
 The way she buys my clothin'; 
 She always picks out things fur you 
 
 That fills yer soul with loathin.' 
 It's happened time an' time again 
 
 When I want something sporty, 
 She sets her mind on somethin' plain, 
 
 'Real cheap at seven-forty.' 
 I try a suit that fits me right — 
 
 A fit there ain't no doubt of — 
 An' blamed if she don't say: 'Too tight! 
 
 Too easy to grow out of.' 
 She sez I'm just a 'little brute' 
 
 An' 'drive her to distraction,* 
 But she ain't never bought a suit 
 
 That's gave me satisfaction. 
 
 "I may be bad, but, Jimminee! 
 
 I ain't a goin' to bear it. 
 I guess I know the suit fur me. 
 
 Since I'm the one to wear it. 
 I kicked so hard to-day, O my! 
 
 You bet I jist raised thunder. 
 An' she went home an' told Pop I 
 
 Wuz 'gitten quite beyond her.' 
 Then Pop he sez a word, sez he. 
 
 That filled my soul with laughter; 
 He sez he's goin' along o' me 
 
 To buy my clo'es hereafter!" 
 
TAKING HIS MEASURE 181 
 
 He has now reached the point of "exit Mother" 
 and "enter Father," when the comradeship of 
 father becomes the real means of his measuring 
 up to manhood's standards. Now is the time 
 for father to talk to him intimately of the 
 things men must meet in the busy world, the 
 temptations, the struggles, the victories of the 
 stronger sex. One father in telling of his talk 
 with his boy said, "We discussed honor in all 
 its phases — ^honor in finance, honor in the family 
 relations, and honor in love. We dwelt on the 
 fact that money may be used to measure a 
 man, we were emphatic about the necessity of 
 being exact in the smallest business matters, 
 including those that concern the home. . . . On 
 the last night of our vacation we sat before a 
 wood fire and talked of life as the Great Oppor- 
 tunity. Looking into the flame we saw visions 
 of years in which it was possible to accomplish 
 something which would justify our existences. 
 My boy smiled in the calm, contented way 
 which assured me that he had lofty dreams, 
 and would be ready for the hand-to-hand en- 
 counter with the world. "^ 
 
 **How beautiful is youth! how bright it gleams 
 With its illusions, aspirations, dreams! 
 Book of Beginnings, Story without End. 
 Each maid a heroine and each man a friend." 
 
 » Carl Werner in The Outlook, Oct. 18, 1913. 
 
mt 
 
 BOYOLOGY 
 
 A boy is capable of measuring up to great 
 resp)onsibilities. This nation of ours was saved 
 by boys, just as the great war across the seas 
 is now being fought by boys. According to 
 the statistics of the United States Government, 
 of the 2,500,000 soldiers enlisted in the Civil 
 War, including 600,000 reenlistments, 
 
 1,159,789 were under 21 years of age 
 
 1,151,438 
 
 844,897 
 
 231,051 
 
 104,987 
 
 1,523 
 
 300 
 
 278 
 
 Well governed cities 
 
 18 
 17 
 16 
 15 
 14 
 13 
 12 
 
 efficient schools, happy 
 homes, and vitalized churches of the future de- 
 pend upon the boys of today. Preparation for 
 these greater responsibilities of the later teens 
 and early manhood is made by the sharing of 
 smaller resx>onsibilities during boyhood, in the 
 home, in the Sunday school, in the public school, 
 in the camp, in the Association, on the play- 
 ground. When the appeal of the larger loyalty 
 and responsibility comes, he will measure up to 
 the best that is in him. 
 
 "Every boy who comes to maturity," says T. 
 A. Craig, 'Tias cost the state — that is you and me 
 
TAKING HIS MEASURE 183 
 
 — one thousand dollars. Some boys go wrong. 
 When a boy goes wrong, we not only lose our 
 thousand dollars, but we have to spend another 
 thousand to protect ourselves against him." 
 Responsibihty inspires a boy to measure up to 
 his best and naturally prevents wrong doing. 
 Standards of right doing are established also by 
 a knowledge of evil, just as the value of fresh 
 air is taught by being told something of the 
 evil of the lack of it. Ignorance of the dark 
 and seamy side of life is not always a help to 
 boys who are on the edge of a world in which 
 good and evil are mixed. If boys are to be 
 equipped with permanent standards of productive- 
 ness and to measure up to their potentialities, 
 they must be given hard things to do, they 
 must be saved from the sin of selfishness through 
 service for others, and the parent or friend who 
 can guide them into paths of right doing will 
 ever be remembered. Memory never forgets the 
 friends of boyhood. "I had a friend*' is the 
 secret of the manly, virile character of many 
 men. 
 
 "Earth's future glory and its hopes and joys 
 Lie in the hearts and hands of growing boys. 
 The world is theirs, to do with as they will; 
 The world is theirs, for the good results or ill. 
 We soon must give into their outstretched hands 
 The mighty issues of our changing lands. 
 
184 BOYOLOGY 
 
 In Earth's large house they soon shall take their place, 
 
 A menace or a glory to the race. 
 
 Tremendous issues on Time's threshold wait; 
 
 We need strong men to guide the Ship of State 
 
 Into the harbor of the next decade. 
 
 Look to the boys from whom strong men are made." 
 
CHAPTER IX 
 
 The Language of the Fence 
 
 "There was a child went forth every day and the first 
 object he looked upon, that object he became, and that 
 object became part of him for the day or a certain part 
 of the day, or for many years or stretching cycles of 
 years." — Whitman. 
 
 The language of the fence speaks more effec- 
 tively in the molding of sentiment and morals 
 among boys than does the eloquence of the 
 pulpit. A piece of chalk in the hands of an 
 evil-minded boy will cause the fence, side wall 
 of a house, and even the pavement to blossom 
 forth in pictures and language which the law 
 forbids tongue to utter or artist to paint. This 
 language is but the reflection of the thought life 
 of the boy. As the boy grows older these thoughts 
 become actions and society receives a shock. 
 Frequently a school house may be located by 
 the language chalked on nearby fences, and 
 walks. It is appalling how thoroughly even 
 immature boys and girls understand this lan- 
 guage. It is a language not printed in books 
 
 185 
 
186 BOYOLOGY 
 
 but passed on from community to community 
 in about the same way as marble playing, and 
 the games of youth. The only difference in 
 each community is the degree of vileness. Coun- 
 try villages frequently exhibit more shocking 
 drawings and sentences of filthy verse than the 
 congested sections of the city. A traveler from 
 Maine to California will not find a community 
 where "the language of the fence" cannot be 
 seen and read. 
 
 The preponderance of its influence is evidenced 
 by the records of the Juvenile Courts. The 
 crimes of manhood begin during the habit-making 
 period of youth. A mental photograph of the 
 fence language was made through the lens of 
 the eye, thought was stimulated, and action 
 determined. Through a succession of uncon- 
 trolled thoughts, habits were strengthened and 
 hardened, until the mature criminal was pro- 
 duced. Why are parents so blind and com- 
 munities so self-centered upon material progress 
 and success that they cannot read the language 
 of the fence, or see its effect upon these citizens 
 of tomorrow? Why are boys and girls per- 
 mitted to be taught by others the vile names 
 given to parts of their body before first learning 
 their real names from their Grod appointed 
 teachers — ^Mother and Father.? 
 
 With a view to verifying these statements I 
 
THE LANGUAGE OF THE FENCE 187 
 
 interviewed 288 boys, all of whom were fifteen 
 years of age and over and who represented good 
 homes — ^homes of culture and education — in about 
 forty different cities and towns. The answers 
 to my first question, "How old were you when 
 you were first told by anyone about sex mat- 
 ters?" is shown in the following tabulation 
 and chart. 
 
 Age 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 
 
 No. 
 
 boys 2 10 5 1 25 13 40 26 56 29 37 21 7 2 2 
 
 My second question, "From whom did you 
 first receive such information?" revealed the fol- 
 lowing: 
 
 From Mother 75 
 
 " Father 9 
 
 " Other adults 45 
 
 " boys 144 
 
 " Girls 15 
 
 288 
 
 My third question, "What was the character 
 of the information, pure or impure?" brought 
 out the fact that whenever the parent was the 
 first teacher in the boy's school of life, the in- 
 formation was naturally pure, but when the 
 "other boy" was the instructor the information 
 was of the vilest sort. It was only after twelve 
 years of age, when older boys of the right sort 
 
188 
 
 BOYOLOGY 
 
 A6E,4 5 e 7 6 9_I0JI 12 13 14 15 16 17 18 
 
 The age when boys received first information 
 
 on matters op sex 
 
 288 boys replied to the questionnaire 
 
THE LANGUAGE OF THE FENCE 189 
 
 became Big Brothers, and saw the need of cor- 
 rectional advice that the information given by 
 boys was pure. The adults and parents came 
 into the boy*s life too late. His mind was al- 
 ready poisoned and his habits formed. One 
 boy said, "When I was hardly out of the kinder- 
 garten all kinds of impure jokes and information 
 began to pour into my ears from the mouths of 
 other boys. My father, when he found out my 
 condition, informed me in a very direct and 
 emphatic, though kindly way about the true 
 facts and taught me to abhor rigidly even the 
 slightest suggestion of impurity, but he came 
 into my life too late." The schoolyard was the 
 place where a ten-year-old boy found out the 
 wrong side of life. A farm hand was the in- 
 structor in evil for an eleven-year-old boy. An- 
 other boy said, "My honest opinion is that the 
 parents of today do not give the necessary 
 information to their boys about such a vital 
 matter. I know of many fellows who have 
 fallen into immoral habits because their parents 
 have not told them." 
 
 The Young Men's Christian Association in 
 one of our American cities, desiring to be of 
 service to the parent as well as the boy, in the 
 matter of sex instruction, sent the following 
 letter to one thousand parents inclosing ad- 
 dressed reply envelope: 
 
190 BOYOLOGY 
 
 To the Fathers of our Boys. 
 Subject ! — Sex Education. 
 
 Dear Sir: The Educational Committee of the 
 Boys' Division is desirous of obtaining the opinions 
 of the parents on the subject of Sex Education. 
 The CoHMnittee realizes that many parents are 
 reluctant about giving their boys instruction in 
 this subject and it is anxious to help them over- 
 come this reluctance if possible. 
 
 If the replies received on cards similar to the 
 one inclosed, indicate that the parents are will- 
 ing to give this instruction, the Committee may 
 arrange to give a course of talks or readings to 
 assist the parents. If, however, the returns 
 indicate that the parents prefer to have their 
 boys instructed by those who are thoroughly 
 famiUar with every phase of the subject, the 
 Committee will plan a course of talks and read- 
 ings for the boys, dividing them into groups 
 according to their physical development. 
 
 It is the Committee's intention that all instruc- 
 tion shall be based upon the sacredness of God's 
 laws as exemplified in nature through reproduc- 
 tion in plant, bird, fish, and animal life. Wher- 
 ever the boy, through right thought, is led to 
 make analogies in human life, his questions will 
 be truthfully answered. All morbid details will 
 be avoided in answering these questions and the 
 boy's curiosity will be thoroughly satisfied. 
 
THE LANGUAGE OF THE FENCE 191 
 
 We hope you will be prompt in filling in the 
 inclosed card and in mailing same in the addressed 
 envelope provided. 
 
 The Educational Committee 
 
 Boys' Division. 
 
 A card was also inclosed upon which was 
 printed the following: 
 
 Please answer the following questions by 
 marking an (X) in either column under Yes 
 or No. 
 
 1. Do you prefer to give all the Sex In- 
 
 struction to your boy yourself? 
 
 2. Are you willing to have your boy given 
 
 Sex Instruction in accordance with 
 the intentions of the Committee? 
 
 3. Would you be willing to meet with 
 
 other parents to discuss this subject? 
 
 4. Do you feel that your boy knows all 
 
 he ought to know about the subject? 
 
 Yes No 
 
 After a lapse of one week 105 replies were 
 received or about 10 per cent of the number of 
 parents addressed. 
 
 The replies were as follows: 
 
 To question No. 1 "yes" 7 "No" 90 8 made no reply 
 
 " 2 " 99 " 6 
 * 3 " 60 " 21 24 made no reply 
 
 «( <« tf ^ t( ^ « Q^ J t< « « 
 
 The replies received tell the same sad story 
 
192 BOYOLOGY 
 
 of parental willingness to shift responsibility 
 uix)n other shoulders for the instruction of their 
 boys in matters of sex. The replies to No. 3 
 reveal an attitude of indifference that is stag- 
 gering, as well as appalling. 
 
 In talking with parents upon this subject they 
 exhibit an attitude of fear lest their boy be not 
 old enough to understand. It is better for 
 parents to tell the facts to their boy two years 
 too early than ten minutes too late, for if the 
 wrong boy comes into the boy's life ten minutes 
 before father or mother becomes his confidential 
 adviser it is too late. Already the author of the 
 "language of the fence'* has poisoned his mind. 
 The fact that one hundred and forty-four boys 
 received their first information in sex matters 
 from other boys instead of their parents is a 
 serious indictment against parenthood. **0h, 
 why didn't my parents tell me!" is the pitiful 
 wail of the habit-boimd boy. "Ah, how for- 
 tunate for me!" is the satanic reply of the quack 
 who harvests a rich crop of unfortunate students 
 of this fence language. Who is the real sinner, 
 the boy or his parent.' 
 
 "The City Beautiful" agitation has aroused 
 civic conscience to such an extent that even if 
 the bill board has not been done away with, it 
 is at least better censored. In many cities or- 
 dinances forbid the posting of vulgar show bills 
 
THE LANGUAGE OF THE FENCE 193 
 
 or scenes depicting murder, but the "language 
 of the fence," in the terms of advertising, is not 
 yet as clean or as honest as it should be. False 
 statements concerning food products and liquids 
 are attractively presented on bill boards which 
 the boy reads on his way to school or work. In 
 many cities the bill board is still the corrupter 
 of morals. Thrilling lithographs in front of 
 moving-picture shows excite scores of boys to 
 criminal acts. These are but other forms of 
 "the language of the fence," greatly influencing 
 the morals of every boy who stands and reads. 
 Many sermons and heart-to-heart talks will be 
 required before the boy will forget the language 
 lesson of the fence. 
 
 How can we abolish this school of "fence 
 language.'^" The destruction of chalk or the 
 voting of bill-board ordinances "won't do the 
 trick." It can only be done through the boy 
 himself. A movement for clean speech, clean 
 sport, and clean living has been quietly influencing 
 thousands of boys in our public schools. Just 
 as boys are responsible for the existence of the 
 language of the fence, so must they be made 
 responsible for its abolishment. Already in 
 many towns the "fence" has received a thorough 
 scrubbing through a very simple process. A 
 boy leader in the school gets another boy to 
 stand with him on the following platform: 
 
194 BOYOLOGY 
 
 I resolve to stand for clean speech, clean sport, and 
 clean living, and will endeavor to spread these principles 
 among my companions, and try to help my fellow students 
 in every other possible way. 
 
 Signed. 
 
 Witnessed by. 
 Date 
 
 Wherever a group of determined boys have 
 stood together upon this platform, the entire 
 school has felt its influence, and where teachers, 
 school directors, and city authorities have failed, 
 the boys have succeeded in accomphshing a 
 "clean up." 
 
 The Japanese very cleverly teach three im- 
 portant truths to their boys through the use 
 of three monkeys known as "The Three Wise 
 Monkeys.'* One monkey has covered his eyes 
 with his hands and is called "See no evil," the 
 second monkey is holding his hands over his 
 ears and is called "Hear no evil," the third has 
 his hands placed over his mouth and is called 
 "Speak no evil." In this unique manner boys 
 are taught the seriousness of mental photography 
 and brain impressions through the lenses of the 
 eye, and the recording power of the ear, as well 
 as the lesson of controlled speech. 
 
 What a wonderful thing is the eye! According 
 to the findings of Prof. Tyndall, light analyzed 
 
THE LANGUAGE OF THE FENCE 195 
 
 is compounded of the colors of the rainbow; the 
 length of the longest light wave, the red, is thirty- 
 nine one-thousandth of an inch. Light travels 
 at the rate of 192,000 miles a second. Multiply 
 the length of the wave of red hght by the rate 
 of miles traveled by light in a second and you 
 have 474 trillions of red waves that strike the 
 eye every second. This wonderful as well as 
 powerful lens is making brain impressions that 
 eternity alone can erase. A very young child will 
 follow a moving light with his eye, thus showing 
 the early (perhaps the instinctive) tendency to 
 connect sight proper and the muscular sensation. 
 
 Pictures have always had an appeal. The 
 child mind is able to understand pictures long 
 before words. The words he hears are instinc- 
 tively formed into internal pictures. "Let the 
 eye have something to rest upon and his mental 
 powers are relieved from the task of internal 
 picture making."^ Here is the pedagogical value 
 of the "Three Wise Monkeys." 
 
 Boys have a great interest in pictures of 
 human beings. Ninety-nine per cent of the 
 drawings of very young children are of people, 
 crude in detail, just a few strokes of the pencil. 
 Adolescents pay much attention to details. This 
 is evidenced in the drawings made by boys and 
 girls of the high-school age seen in popular mag- 
 
 1 Freeman, "The Use of lUustration," p. 16. 
 
196 BOYOLOGY 
 
 azines and in the "Young People's Column" of 
 metropolitan newspapers. Style is depicted in 
 minutest detail, such as the latest collar, cut of 
 coat or dress, combing of hair, etc. Imagination 
 plays an important part in these iUustrations. 
 "Adolescence is the golden age for picture-study." 
 In these days of idealism it is Dr. G. Stanley 
 Hall's opinion that "Art should not now be for 
 art's sake, but for the sake of feeling and char- 
 acter, life and conduct,"^ "such an opportunity 
 for infecting the soul with vaccine of ideality, 
 hope, optimism, and courage in adversity, will 
 never come again. Art is the chief regulator 
 of the heart, out of which are the issues of life." 
 
 Those who would destroy boyhood know how 
 to use pictures. A picture reaches to a boy's 
 depths; and what he sees is very apt to repro- 
 duce itself in an action. It is dm-ing the develop- 
 ment of the sex instincts that the language of 
 the obscene picture speaks in siren-like tones. 
 The currents of new impulses may sweep him 
 off his feet with wrong doing. 
 
 Sane instruction in matters of sex cannot be- 
 gin too soon. The questions of the child are 
 the mother's opportunity. What to say, and 
 how to say it, is the concern of both mother 
 and father. "Secrecy," says Dr. Chadwick, "witJb 
 its companion, prurient curiosity, is the cause 
 
 2 Hall, "Adolescence," Vol. I, p. 186. 
 
THE LANGUAGE OF THE FENCE 197 
 
 of much unrest and sin in later life." "As a 
 man thinketh in his heart so is he" is particularly 
 true of sex life, inasmuch as the sex organism is 
 so peculiarly under the influence of the sym- 
 pathetic nervous system, that system which re- 
 sponds so strongly to thought and emotion. 
 
 "Where did I come from?" is a racial question 
 every boy repeats in various stages of his de- 
 velopment. Too long the stork myth and 
 the policy of repressing this vital question 
 has prevailed, and in the boy's growing desire 
 for a definite, honest answer, much misinforma- 
 tion is gotten from those who are not squeamish, 
 which is the cause of unnecessary sorrow and 
 perpetual pain to the seeker after truth. Parental 
 hypocrisy in sex matters has caused much wreck- 
 age of boy life. The boy has the right to know 
 the truth, for verily the truth shall make him 
 free. The first teacher in the boy's school of life 
 must be his mother. 
 
 "Where have I come from, where did you pick me up?'* 
 the baby asked its mother. 
 
 She answered half crying, half laughing, and clasping 
 the baby to her breast — 
 
 "You were hidden in my heart as its desire, my darling. 
 
 "You were in the dolls of my childhood's games; and 
 when with clay I made the image of my god every morn- 
 ing, I made and unmade you then. 
 
 "You were enshrined with our household deity, in his 
 worship I worshiped you. 
 
 "In all my hopes and my loves, in my life, in the life 
 of my mother you have lived. 
 
198 BOYOLOGY 
 
 "In the lap of the deathless Spirit who rules our home 
 you have been nursed for ages. 
 
 "When in girlhood my heart was opening its petals, 
 you hovered as a fragrance about it. 
 
 "Your tender softness bloomed in my youthful limbs, 
 like a glow in the sky before the sunrise. 
 
 "Heaven's first darling, twin-born with the morning 
 light, you have floated down the stream of the world's 
 life, and at last you have stranded on my heart. 
 
 "As I gaze on your face, mystery overwhelms me; you 
 who belong to all have become mine. 
 
 "For fear of losing you I hold you tight to my breast. 
 What magic has snared the world's treasure in these 
 slender arms of mine?" 
 
 — The Crescent Moon 
 by Rabindbanath Tagobe. 
 
 It is a mother's privilege to translate the 
 poetic into the scientific fact. Much publicity 
 and discussion upon this question has produced 
 a literature of available books written in terms 
 readily understood. One of the best books to 
 read to very young children is "Blossom Babies," 
 by M. Louise Chadwick, M.D. Through the 
 story of reproduction in flowers, insects, and 
 animal life, the way of approach to later in- 
 formation is made easier and as puberty ap- 
 proaches the boy is ready to receive the biological 
 facts. 
 
 It is most unwise to put books which deal 
 with sex life into the hands of a growing boy. 
 Much of the value of such books is destroyed 
 by "Prefaces," "Forewords to Parents," "Bibli- 
 ographies," and advertisements of other books. 
 
THE LANGUAGE OF THE FENCE 199 
 
 Nine times out of ten, the boy reads this informa- 
 tion before he reads the book itself. A careful 
 study of scores of books and hundreds of 
 pamphlets revealed the truth of this statement, 
 and a book for boys, free from everything except 
 the message itself, is yet to be produced. It 
 is much better to read the book yourself and 
 then by word of mouth tell the truth and the facts 
 in your own language, face to face, and eye to 
 eye. 
 
 When the story has been told, don't repeat 
 it. Repetition makes the boy blase and hardened 
 and sophisticated. I hope the time will never 
 come when sex instruction will be incorporated 
 in the curriculum of the public school. Sex 
 instruction, if placed in the same curriculum 
 with Latin, Algebra, and other school studies, 
 will lose its effectiveness. Knowledge alone is 
 not enough. Responsibility must be stirred and 
 noble emotions must be aroused. The routine 
 of the school system does not lend itself to this 
 sympathetic, vital, and spiritualizing type of 
 instruction. The home is the God appointed 
 school for sex instruction. God, who holds 
 the parent responsible for bringing the boy into 
 the world, will hold that parent equally respon- 
 sible for the boy's instruction as to how he came 
 into the world. Parents who feel their inability 
 to impart this important knowledge should learn 
 
900 BOYOLOGY 
 
 how; it is a part of their business of being a 
 parent. Mothers' Congresses, parent-teachers' 
 associations, women's clubs and medical socie- 
 ties are providing the way for parental instruction. 
 It is too sacred a matter for parents to shift to 
 the shoulders of another person or an institu- 
 tion. 
 
 Mother love must be explained to a boy by 
 his father or his god-father. Tell him how for 
 months he was a part of mother, how every morsel 
 of food she ate helped to feed him, how in every 
 step she took great care was exercised, how every 
 book and picture was read and looked upon with 
 relation to his well-being, for she was anxious 
 that he come into the world without a spot or 
 blemish. Tell him how there came a time when 
 he was to be delivered, how mother's hfe hung 
 in the balance, and how joy followed the pain of 
 deUvery, as she looked upon his face for the first 
 time and heard the cry that escaped from his hps, 
 and there came into her heart and life a love that 
 only mothers experience, a love that never leaves 
 nor forsakes, a love that never lets go, a love that 
 leads her to speak to her son in the following 
 language of motherhood: 
 
 "Do you know that your soul is of my soul such part 
 That you seem to be fibre and core of my heart? 
 None other can pain me as you, dear, can do; 
 None other can please me or praise me as you. 
 
THE LANGUAGE OF THE FENCE 201 
 
 •'Remember the world will be quick with its blame 
 If shadow or stain ever darken your name. 
 'Like mother, like son,' is a saying so true. 
 The world will judge largely of mother by you. 
 
 "Be yours, then, the task, if task it shall be. 
 To force this proud world to do homage to me. 
 Be sure it will say, when its verdict you've won, 
 'She reaps as she sowed. Lo! this is her son.' " 
 
 Love of this sort awakens within the boy a 
 kind of chivalry or knightly devotion, which is 
 a sure anchor in the whirlpool of sex consciousness. 
 
 He should be taught to ignore the literature 
 of the quack and to refuse books upon the sub- 
 ject unless given to him by his parents. He 
 should be taught the danger of stimulation of 
 the sex hunger through certain forms of social 
 pleasure such as "animal dances,*' "high-keyed" 
 amusements and other types of harmful pleasure. 
 He should be taught to look forward to the time 
 when he will become a home maker, and shown 
 how purity of life determines future happiness. 
 
 A seventeen-year-old boy was traveling with 
 Prof. John B. DeMotte in Germany. When 
 they arrived at Heidelberg they climbed to the 
 top of the cliff to view the ruins of the old castle. 
 As they sat upon the castle wall, facing the 
 setting sun, the boy, who was unusually quiet 
 and thoughtful, turned to Prof. DeMotte and ex- 
 claimed, "Right over there, where the sun is 
 
202 BOYOLOGY 
 
 going down, is the girl I love, and I am keeping 
 pure for her sake." 
 
 Unless this kind of instruction is given, the 
 influence of the "fence language" will cause the 
 boy to "sow more wild oats in one night than 
 he can reap in a life time, and his children will 
 continue to reap the crop to the third and fourth 
 generation." The boy in his teens needs to 
 realize how his future is largely determined by 
 his present deeds, so that when the temptation 
 comes to "sow wild oats," he may hear the 
 plea of the future child, so vitally given by 
 Angela Morgan to the man of pleasure: 
 
 "At the terrible door of your beautiful sin 
 I am standing within; 
 Your portal of rapture is fated for me 
 In the harvest to be. 
 Do you hearken my cry? 
 It is I; it is I; 
 I who suffer and weep 
 For the revels you keep; 
 I who struggle and plead 
 For the body I need — 
 Strong, splendid, and whole 
 And fit for my soul! 
 
 I plead that my blood may be cleanly and red; 
 I plead that my tissues be cherished and fed. 
 Wherever you enter, or early or late, 
 There am I at the gate. 
 Wait— think. 
 On the brink 
 
THE LANGUAGE OF THE FENCE 203 
 
 Of your perilous pleasure! 
 What will it measure? 
 What will it garner of anguish for me 
 In the future to be? 
 Don't you see, don't you know 
 I must reap where you sow? 
 You may revel tonight; 
 But the poison, the blight. 
 The terrible sorrow 
 
 Are mine on the morrow."* 
 
 • The Cosmopolitan, January, 1915. 
 
CHAPTER X 
 
 Parental Delinquenct 
 
 "At night returning, every labour sped. 
 He sits him down, the monarch of a shed; 
 Smiles by his cheerful fire, and round surveys 
 His children's looks, that brighten at the blaze: 
 "While his lov'd partner, boastful of her hoard. 
 Displays her cleanly platter on the board." 
 
 — Goldsmith — The Traveller 1. 191. 
 
 The ideals of the city, the state, the nation, 
 the school, and the church will never rise higher 
 than the ideals of the home, for the home is 
 the foundation of society as well as the most 
 ancient of all God-ordained institutions. "No 
 creature is so gregarious as man, and we can 
 hardly conceive him except as a member of 
 the family. . . . One of the best measures of 
 domestication in animals or of civilization in 
 man is the intensity of love of home. This is 
 a very complex feeling and made up of many 
 ties, hard to dissect, or even to enumerate. 
 Kline attempts to analyze the factors of love 
 of home, in order of their intensity, as follows: 
 love of parents, scenery, house, familiar ways, 
 freedom of opinion and conduct, relatives and 
 friends, animals, pleasant memories, sympathy^ 
 204 
 
PARENTAL DELINQUENCY 205 
 
 etc. We also find specified the room, articles 
 of furniture, the garden, hills, trees, rocks, 
 meadow, streams, frankness of expression, leisure 
 to do as one pleases, liberty to arrange things 
 to one's taste. All these make up the content 
 of that magic word, home, of which the hearth 
 with its altar-fire is the heart. It inclines to 
 settled habits of life, is the converse of the rov- 
 ing instinct, and is largely woman's creation."^ 
 
 The great problem demanding a satisfactory 
 solution is the problem of maintaining the whole- 
 some home ideals which make the American 
 home the nation's bulwark. Life today is speeded 
 to the eight-cylinder capacity, whether the scene 
 of action be Fifth Avenue or the East Side. The 
 ceaseless pursuit of wealth at the sacrifice of 
 honesty, and at the expense of health and real 
 happiness, the lowering of the morals of society 
 through a double standard of morality, the 
 false ambition of parents to force their children 
 into maturity before the charm of childhood 
 has even manifested itself, the struggle of pov- 
 erty, overcrowded housing conditions in the 
 modem cities, are all the evidences of a wrong 
 standard of living and largely responsible for 
 the spirit of imrest in human society. 
 
 "Parents control the bodies and minds, the 
 hearts and souls of their children, not so much 
 
 1 Hall, "Adolescence," Vol. II, p. 375. 
 
206 BOYOLOGY 
 
 by what their ancestors were as by what they 
 themselves do and think," says Oppenheim. An- 
 cestor worship will not vitally affect the present 
 or the future generation unless the spirit of 
 the past remains alive and is a dominating in- 
 fluence in home making and character building. 
 The spirit of the home maker who is conscious of 
 responsibility will manifest itself in a kind of 
 happiness and contentment found only in a 
 real home, whether humble or pretentious. 
 
 Somebody has said that homes are workshops 
 into which God sends little babies for parents 
 to fashion into men and women fit for His ser- 
 vice in the great world's work, and yet how 
 many home methods invite fatal disaster, as 
 \he countless number of half-built human taber- 
 nacles testify. "The three 'Modern Furies* are 
 insanity, suicide, and divorce," says John Horace 
 Lockwood. "The appalling rapid rise of the 
 divorce rate is due to faulty training of children, 
 morbid and unnatural views and habits of life, 
 and exaggerated sex-consciousness. This is clearly 
 shown by the uniformity with which insanity 
 and suicide keep pace with the divorce court. 
 Here are the figures: 
 
 Suicide Persons divorced 
 
 Insane in per 100,000 per 100,000 
 
 Institutions Population Population 
 
 In 1890 74,000 4.19 144 
 
 In 1910 187,791 15. 216 
 
PARENTAL DELINQUENCY 207 
 
 "The population of the United States in 1910 
 was 46.77 per cent greater than in 1890, but 
 the divorce rate had increased 50 per cent, the 
 suicide rate 258 per cent, and, while there is no 
 means of knowing the increased insanity rate, 
 the number of inmates of institutions for the 
 insane had jumped up 152 per cent."^ Accord- 
 ing to recent statistics, fifty-one per cent of the 
 boys in the reformatory schools of California 
 have come there through the breaking up of 
 homes by divorce. Many believe that this is 
 due to the lack of fixed ideals and obedience in 
 the bringing up of children, to fathers and 
 mothers who have been delinquent in their respon- 
 sibility, to a lack of "home" spirit, and the 
 failure of parents to recognize the child of today 
 as the home maker of tomorrow. Juvenile 
 delinquency is a by-product of parental de- 
 linquency. Juvenile Courts would be unneces- 
 sary if parents would stop letting out the training 
 of their children to others. 
 
 Parental delinquency does not always mean 
 the failure to provide clothes, food, shelter, and 
 an education, but rather the failure to recognize 
 the rights of boyhood and girlhood as well as 
 their potentialities; the failure to give sympathetic 
 companionship; to give time to answering the 
 serious questions; and to give love to heart- 
 
 2 The Mothers' Magazine, May, 1914, p. 9. 
 
208 BOYOLOGY 
 
 hungry adolescents. "It may be true that *man 
 is the architect of his own future,' yet the parent 
 is the architect of the child's character, and 
 society is coming more and more to hold the 
 parent accountable."^ Fathers cannot have a 
 vital part in the business of building their boys 
 into right kind of men by the use of the "absent 
 treatment" method. There is much truth, even 
 if written in the vein of satire, in the following 
 verses printed id the London Sunday School Times: 
 
 "He was a dog 
 
 But he stayed at homep 
 And guarded the family night and day. 
 He was a dog 
 
 That didn't roam. 
 He lay on the porch or chased the stray — 
 
 The tramps, the hen away; 
 For a dog's true heart for that household beat 
 At morning and evening, in cold and heat. 
 He was a dog. 
 
 "He was a man 
 
 And didn't stay 
 To cherish his wife and his children fair. 
 He was a man. 
 
 And every day 
 His heart grew callous, its love-beats rare. 
 He thought of himself at the close of day. 
 And, cigar in his fingers, hurried away 
 To the club, the lodge, the store, the show. 
 But — he had a right to go, you know! 
 He was a man." 
 
 » The Mother*' Magazine, October, 1914, p. 7. 
 
PARENTAL DELINQUENCY 209 
 
 Much could be said also in criticism of mothers 
 who become so absorbed in the uplift of other 
 people's children and humanity in general that 
 they wofuUy neglect their own flesh and blood. 
 
 Remembering Robert Burns' line, "A > chiel's 
 amang you taking notes," a questionnaire was 
 sent to a number of boys, requesting frank 
 replies to the following questions: 
 
 1. What one thing do you hke best about 
 your father? 
 
 2. What one thing would you like to have 
 your father do that he does not do? 
 
 3. What one thing do you like best about 
 your mother? 
 
 4. Wliat one thing would you like to have 
 your mother do that she does not do? 
 
 The replies from 259 boys from good homes 
 are significant of the way a boy "takes notes." 
 
 The replies to question Number 1 were as 
 follows: 
 
 "Honesty.;' 
 
 "That he is a Christian man." 
 "Interest in my doings." 
 "He treats me good." 
 "His generosity." 
 
 "His cheerfulness and kindness at times." 
 "His fatherly love for the children." 
 "His willingness to give me advice on any 
 subject." 
 
 "Shows me things that will help me in life." 
 "His help and knowledge in my work." 
 
210 BOYOLOGY 
 
 "His purity in talking." 
 
 "He is like an older brother." 
 
 "His temperance." 
 
 "Anxious to give me the best of education." 
 
 "He never si)eaks disrespectfully of any 
 woman." 
 
 "Patience." 
 
 "He is such a good comrade ^ 
 
 "He is my best friend and chum." 
 
 "He treats me as a brother." 
 
 "He lets me do anything that I want that is 
 good and clean." 
 
 "He is a home-loving man." 
 
 "He gives me a square deal." 
 
 "His clean living." 
 
 "He gives me money." 
 
 "His help to support me." 
 
 "He does not smoke or drink." 
 
 Comradeship, cheerfulness, interest in the boy's 
 doings — in short it was the way father lived 
 rather than his preaching which made the deep- 
 est impression upon the boy. 
 
 The replies to question Number 2 were: 
 
 "I would like to have him go to church." 
 "Not to do any different because I have the 
 best father a fellow can have." 
 "Stop smoking." 
 
 "I would like to have him play games with me." 
 **To be a father to me in all ways." 
 "Join the church." 
 
 "Hold the family to better religious attitude." 
 "Talk with me." 
 
PARENTAL DELINQUENCY 211 
 
 "Give his heart to Christ." 
 
 "Be home Sundays." 
 
 "Enter into social Ufe." 
 
 "Not to be so close with his money and be a 
 little more broad minded." 
 
 "Pay more attention to the Y. M. C. A." ^^ 
 
 "I would like to have him take a vacation." 
 
 "He drinks intoxicating liquors at times and 
 I wish he would do away with it." 
 
 "Help me understand something of his business 
 and teach me to transact business as he does." 
 
 "Be more of a chum." 
 
 "Take more interest in athletics which I love." 
 
 "He's all right as far as I know." 
 
 "Be able to hold his temper better." 
 
 "Be more industrious." 
 
 "Show more interest in me." 
 
 Actions, the right kind of living, form the basis 
 of the boy's desire for his father. "Watch your 
 step" would be an excellent cautionary signal 
 for fathers. 
 
 The replies to question Number 3 were as 
 follows: 
 
 "Her loving care for me." 
 
 "Her interest in everything I do." 
 
 "Her unfailing care and kindness." 
 
 "She is a good mother." 
 
 "She is a good Christian." 
 
 "Her tireless working for the uplift of the 
 home." 
 
 "Knows how to care for us when sick." 
 
 "Her love and a person to confide in." 
 
 "Forgiveness." 
 
212 BOYOLOGY 
 
 "Her loving example." 
 
 "Knowledge." 
 
 "That she brought me into the world to find 
 the love and happiness of the fellowship of Jesus 
 Christ." 
 
 "Her self-sacrificing manner." 
 
 "She is modest yet modem." 
 
 "She confides in me." 
 
 "She tries so much to please me." 
 
 "Her patience and loving-kindness." 
 
 "Her love for us kids." 
 
 "Good natured." 
 
 "She is so thoughtful." 
 
 "She tries to make home what it should be." 
 
 "Kindness." 
 
 "She has good common sense." 
 
 "Her devotion toward me." 
 
 "Kind, the best mother any boy would want." 
 
 "She is not in society.^' ' 
 
 **Her never-failing faith in God" (father dead). 
 
 **That she is not cross." 
 
 "She stands up for me." 
 
 **Her hospitaUty." 
 
 These are the silent ways in which a real mother 
 guides her boy to manhood, and because 
 
 "She has taught him matters of honor his part. 
 Her influence gentle is deep in his heart." 
 
 DOLSON. 
 
 The replies to question Number 4 were: 
 
 "Nothing; I have the best mother any boy 
 can have." 
 
 "Go to church." 
 
PARENTAL DELINQUENCY 213 
 
 **To be a mother to me in all ways." 
 
 "I would like to have her belong to the King's 
 Daughters in my church." 
 
 "A better religious attitude in the home." 
 
 "Join the church." 
 
 "Think more of herself." 
 
 "Give her heart to Christ." 
 
 "Take more part in mid-week prayer meeting." 
 
 "To rest Sundays and do no work." 
 
 **To go out to see some of her friends." 
 
 "Npt pay so much attention to trivial things." 
 
 "To have her not work so hard." 
 
 "Be just a trifle more equal in her attention 
 to my brother and me; she favors the younger 
 boy slightly in many ways." 
 
 "Stop worrying." 
 
 "Recognize the faults of her family." 
 
 "Let me have a little more freedom in the 
 evenings." 
 
 "Be less industrious in cleaning." 
 
 "Not be so nervous." 
 
 "Be a better housekeeper." 
 
 "Take more time for herself." 
 
 "Get out into the air more." 
 
 "Be more thoughtful in her ways toward us 
 as children." 
 
 "Be neater." 
 
 "Treat me as if I was not a baby." 
 
 If mothers would only give their boys an 
 opportunity for ^Tieart-to-heart" confession, not 
 fault finding, but expressions of genuine love 
 and interest, many anxious moments would never 
 happen. 
 
214 BOYOLOGY 
 
 •*0h the years we waste and the tears we waste. 
 And the work of our head and hand, 
 Because of the mother who did not know 
 (And did not care that she did not know) 
 And did not understand." 
 
 The moral standard of boys may be improved 
 by improving the moral standards of parents, 
 for as Judge John H. Mayo of the Manhattan 
 Children's Court says, "Once operated, the prin- 
 ciple will automatically work out its own salva- 
 tion — child bettering parent, parent bettering 
 child — and in turn will extend its influence to 
 the next possible circle or combination of child 
 and parent, or in other words, the home, which 
 is in fact, the *circle' figuratively and literally." 
 
 The incivility and discourtesy too often dis- 
 played by boys is but the reflection of home life. 
 Boys are clever imitators. Perhaps father does 
 not always extend to mother the courteous con- 
 sideration which a father would naturally expect 
 of others toward his wife. Oral teaching is non- 
 effective unless backed up by example. The 
 occasional family "scene" does much damage, 
 but the daily "call down" breeds discontent 
 which destroys the ideal home life. As the 
 sensitive film fastens the picture exposed upon 
 it by the camera lens, so the boy's eyes drink 
 in every action, and it is most difficult for him 
 to understand why father and mother should 
 
PARENTAL DELINQUENCY 215 
 
 not be fair and just and considerate of each 
 other. 
 
 "As a barometer gauges the pressure of at- 
 mosphere so do boys display to the outside world 
 all the elements that characterize the more in- 
 timate family life,*' says a social writer. "Com- 
 pany manners are an ill-fitting garb when a 
 healthy young body is not accustomed to such 
 a garment for every day wear, and for that reason 
 boys are often embarrassing to their parents." 
 The little or big barometer has displayed the 
 fact that politeness is not the ordinary rule of 
 the family life. How easy it is to point out 
 the "only child," the "bully," the "spoiled boy." 
 "Respect thy father and mother" is an injunc- 
 tion for parents as well as for children. "Old- 
 time courtliness and graciousness of manner have 
 been gradually disappearing before the brusque 
 way of our modern life," says Hope Hammond. 
 "Family ties are dissolving, and it seems we are 
 leaving behind us the sweetest thing that this 
 old world has given us — fellowship — and fellow- 
 ship, in its deepest sense, is a relation between 
 mothers and fathers and their own children." 
 
 Sometimes I think that a healthy, normal 
 specimen of a boy is made up of fifty per cent 
 noise and fifty per cent dirt. The boy who is 
 never noisy and never gets dirty is abnormal, 
 and should be taken to a physician at once. 
 
216 BOYOLOGY 
 
 From the moment of his entrance upon the 
 stage of life until the final exit, noise is a part 
 of man's normal makeup. Observe a group of 
 small boys playing baseball — three fourths of the 
 time is sp>ent in noisy scrapping. The indi- 
 vidualistic instincts are in control. Team work 
 is a dormant quality. The high school boy has 
 organized his noise into a school yell, which he 
 uses to spur the team on to victory. Individual- 
 ism is here merged into the larger group of 
 humans. What would the Harvard- Yale football 
 game be without noise, without its cheering 
 sections, without its battery of cheer leaders? 
 Noise is psychologically necessary to the success 
 of the game. 
 
 If, however, a nervous, grouchy father comes 
 home in the evening, and this small edition of 
 noise has on hand an unexpended surplus and 
 gives even as much as a "yip," at once there is 
 an explosion on the part of father and the boy 
 is suppressed. Again, if the boy should happen 
 to be in one of his rare moods of quiet, mother 
 anxiously inquires, **What is the matter, Charlie, 
 you're so quiet? Don't you feel well?" If he 
 is noisy, he is called down; if he is quiet, he 
 causes anxiety! What is a boy to do? Why, 
 he instinctively seeks the gang, that coterie of 
 sympathetic souls, who have many secrets, nu- 
 merous codes of mysterious signs and calls, and 
 
PARENTAL DELINQUENCY 217 
 
 whose loyalty is the admiration of all social 
 service experts and church workers. More 
 opportunity at home for sane expression and 
 less insane repression would save many boys 
 from the evil influence of misled gangs. 
 
 When the home-coming of father becomes an 
 event to be looked forward to with delight, in- 
 stead of anticipated with fear, on the part of 
 the boy, there will take place a wonderful change 
 in our rapidly deteriorating American home life. 
 Making a Hving has become so problematic that 
 many fathers are failing to take enough time to 
 make a life, either for themselves or their boy. 
 Will the time ever come when a father will 
 close his oflSce door at night and say: "Good 
 night, business, you can't go home with me. I 
 have a boy who needs me tonight more than 
 you do. So long until morning;" or the industrial 
 worker lay down his tools at the close of the 
 day's work and say: "Good night, old pard, 
 here's where we part. The kids at home are 
 looking for their dad. I'll see you in the morn- 
 ing"? When that time does come, home, be it 
 ever so humble, will then become in fact, the 
 sweetest place on earth, instead of a place of 
 jars and contentions. 
 
 Not all homeless boys live in the slums. The 
 most homeless boy in the world is the boy who, 
 from the moment of his birth, is put into the 
 
218 BOYOLOGY 
 
 hands of a nurse, from a nurse goes to a gov- 
 erness, from a governess to a private tutor, from 
 a private tutor to a private school, from a pri- 
 vate school to a private camp, then on to college; 
 he has plenty of houses to live in, but no home. 
 Money can buy him luxm-ies and conveniences 
 and a following, but can never buy genuine 
 heart-love which only a father and mother can 
 supply. A philanthropic trustee of a well-con- 
 ducted foundling asylum told me that ninety per 
 cent of the babies who die in the asylums, die 
 not from the want of food and careful nursing, 
 but from the lack of "mothering," that peculiar 
 something which mothers, alone, can furnish 
 their babies. 
 
 Boys and dirt have an affinity for each other. 
 The short-trousered boy looks upon soap as an 
 oppressor. He will never be accused of wearing 
 out doormats, for he is an expert in doormat 
 evasion. Mothers worry much over the dirt he 
 brings into the house, and cari>ets will show 
 the effect of his hard usage — but boys are more 
 valuable than carpets, and if the latter wear 
 out they can be replaced or done away with; 
 not so with a lost boy; he is a different proposi- 
 tion and not so easily handled. Many a boy 
 has been driven away from home because of the 
 continual war waged with broom and duster. 
 
 This is not a plea for a slovenly, dirty boy or 
 
PAEENTAL DELINQUENCY 219 
 
 a slovenly, dirty home, but for sane sanitation 
 that saves boys, even if it does ruin carpets. 
 This dirt period lasts but a short time in a boy's 
 life, for almost in the twinkling of an eye he 
 merges into the fastidious period. It usually 
 occurs on a Saturday night when he evolves 
 from the short pant stage into the realm of long 
 trouserdom, and on Sunday morning he appears 
 in the garb of a real man — long trousers and all 
 the "fixings." Solomon in all his glory was not 
 arrayed like one of these long-trousered adolescent 
 youth. 
 
 It is at this period that the boy confuses 
 mannishness with manliness. He is inclined 
 toward the vices rather than the virtues. Father 
 should now be his chum and deftly steer him 
 clear of the shoals of life. 
 
 "It is a wise father that knows his own boy" 
 is an old saying containing much truth, but 
 conditions have changed in such a conspicuous 
 way that today it is a wise son that knows his 
 own father, intimately, lovingly, and with ac- 
 curacy. Too often the boy is compelled to go 
 to others outside the home for advice. A boy 
 wanted to talk with someone about a life problem, 
 so he sought the Boys' Work Secretary of an 
 Association in the Middle West. Before the 
 secretary suggested a way out, the question was 
 asked, "What is thought of the matter at home?" 
 
220 BOYOLOGY 
 
 "Well, Mamma thinks thus and so, and Papa 
 don't give a darn." Very little poetry but much 
 truth. It would be well for fathers to keep the 
 following in mind: 
 
 "It is good to have money 
 And the things that money can buy. 
 But it's good, too, to check up once in a while 
 And make sure you haven't lost 
 The things that money can't buy." 
 
 For father "not to care" is the rankest kind 
 of injustice to the boy as well as a glaring form 
 of parental dehnquency. Hugh Latimer once 
 said, "He who cannot give justice to a child 
 will never be just with himself." 
 
 No institution can ever take the place of home. 
 The boy's first and foremost need is the sym- 
 pathetic companionship of fathers and mothers. 
 He should not be "servantized," for no hireling, 
 however high-priced and discreet, can be as 
 good a companion as father or mother. Enter 
 into his feelings, respect his "crazes," share his 
 enthusiasm over sports, listen seriously to his 
 troubles, enjoy the out-of-doors with him, treat 
 him with respect, give him a distinct place and 
 part in the family life, encourage team work, 
 trust him. An eminent divine said in an address: 
 "The boy wants to find in his home, not a dor- 
 mitory, or club, but a place where all the home 
 sentiments are blessed and dominant. He also 
 
PARENTAL DELINQUENCY 221 
 
 wants consistency. No deception need to be 
 tried on him. He also looks for piety in his 
 home, also simplicity; that is, he wants it to be 
 simply a home. He looks for the kind of piety 
 which means the recognition of that Other One 
 who is called the great Father, through grace 
 said before meals and the observance of the old- 
 fashioned virtue — family prayers." 
 
 Dean Bosworth hopefully writes: "I believe we 
 are on the eve of a great revival of family wor- 
 ship, not the old type, perhaps, formal and per- 
 functory, but simple, brief, frank, and natural. It's 
 a great thing for children to hear their fathers 
 pray." Here is the cure for parental delinquency 
 — a return to a normal home life, where love 
 rules supreme, where mutual sharing of joy and 
 sorrow is recognized, where family worship is 
 natural, and where parental honor and respect 
 is paid by children and the rights of children are 
 honored and respected by parents. 
 
 The Family 
 
 "Two great, strong arms; a merry way; 
 A lot of business all the day; 
 And then an evening frolic gay. 
 
 That's Father. 
 A happy face and sunny hair; 
 The best of sweetest smiles to spare; 
 The one you know is always there. 
 
 That's Mother. 
 
222 BOYOLOGY 
 
 A bunch of lace and ru£By frocks; 
 
 A Teddy-bear; a rattle-box; 
 
 A squeal; some very wee pink socks. 
 
 That's Baby. 
 A lot of noise; a suit awry; 
 A wish for candy, cake and pie. 
 My grammar may be wrong, but, my! 
 
 That's me!" 
 
 — B. E. W. 
 
CHAPTER XI 
 
 Skedaddling from Sunday School 
 
 "Man am I grown, a man's work must I do. 
 Follow the deer? follow the Christ, the King. 
 Live pure, speak true, right wrong, follow the King — 
 Else, wherefore born?" 
 
 — Tennyson. 
 
 Thus spake Gareth of old. The twentieth 
 century youth, however, seldom gets beyond the 
 first four words — "Man am I grown," for the 
 ideals of life have somewhat changed, and he 
 is inclined to follow the crowd in its mad search 
 for pleasure and financial success. Gareth 's ideals 
 are still the ideals of the Sunday school and they 
 clash with worldly ideals, so he "skedaddles." 
 
 Skedaddle means to run away. It is taken 
 from the Greek word "skedannumi" meaning to 
 retire tumultuously. In Scotland "skedaddle" is 
 used in the sense of spilling. If we are to take 
 seriously the reports which come from what are 
 considered reliable sources, older boys are liter- 
 ally retiring from Sunday school — if not tumul- 
 tuously, they are at least "spilling" out. One 
 of the largest Protestant denominations recently 
 reported a loss of thirty-one thousand children 
 223 
 
224 BOYOLOGY 
 
 from the Sunday school in one year. This start- 
 ling statement raised the query — Why? Accord- 
 ing to the findings of the Commission for the 
 Adolescent Period appointed by the International 
 Sunday School Association the proportion of boys 
 between 13 and 16 years of age, and that of 
 girls of the same age who dropped out of Sunday 
 school was 62 per cent, from 17 to 19 years of 
 age, 77 per cent. In other words, 62 out of every 
 100 younger boys — 13 to 16 — and 77 out of 
 every 100 older boys— 17 to 19— "skedaddle" 
 from the Sunday school at the time when they 
 need this anchorage most. Since the banishment 
 of definite moral and religious training from our 
 public schools and higher schools of education, 
 particularly those supported by state funds, the 
 only remaining institution for definite religious 
 instruction is the Sunday school. Pres. W. H. 
 P. Faunce makes this significant statement: 
 
 "In the exclusion of religious instruction from 
 the public schools and the failure of the church 
 to meet the consequent demand upon it for 
 religious education, I see a problem, the gravity 
 of which it is impossible to exaggerate. Our 
 National peril is that the supremely important 
 task of our generation will fall between the church 
 and the state and will be ignored by both. Mil- 
 lions are for this reason growing up in America 
 today without any genuine religious training. If 
 
TOO BIG FOR SUNDAY SCHOOL 225 
 
 the home and the church shirk their responsi- 
 bility, our people will be in fifty years, a nation 
 without religion, i. e., a nation disintegrating 
 and dying. "^ It is therefore important that the 
 cause of this "spilling" should be located. To 
 get first-hand information the following question 
 was put to several thousand boys in conferences 
 of older boys, held in connection with the Men 
 and Religion Movement: "Why don't boys be- 
 tween 15 and 20 years attend Sunday school?" 
 Their answers, in the order of the largest number 
 of replies, were as follows: 
 
 "Too big and too old to go." 
 
 "Sunday school not interesting." 
 
 "Lessons uninteresting." 
 
 "Sunday school too *kiddish.' " 
 
 "Other attractions like *moving pictures.' " 
 
 "Not interested." 
 
 "Nothing to do." 
 
 "Only for girls." 
 
 "Other boys make fun of them." 
 
 "Indifference." 
 
 "Feel it unnecessary." 
 
 "Don't like women leaders." 
 
 "Too lazy to go." 
 
 "Not required by parents." 
 
 "No older boy classes." 
 
 "Not invited to go." 
 
 "Too tired." 
 
 "Parents don't go." 
 
 Faunce, "Religious Education Association" address. 
 
226 BOYOLOGY 
 
 *T)on't want to go." 
 
 "Good enough now." 
 
 "Know it aU." 
 
 **Teacher too strict." 
 
 "Old-fashioned ideas taught." 
 
 "Church service enough." 
 
 'Teachers don't understand older boys." 
 
 "They outgrow it; teachers leave them." 
 
 "Absence of social life." 
 
 *The *rest of the bunch' don't go." 
 
 "Boys' sentiments are choked by teachers." 
 
 **Teachers irregular in attendance." 
 
 The majority of boys seemed to think that 
 they were too old and too big to attend Sunday 
 school. An elder in a Presbyterian church once 
 said, **We have lost a generation of men from 
 our church." 
 
 "How do you account for it.'^" 
 
 "Years ago we let the boys that are now men 
 slip out of our Sunday schools." 
 
 The big boy is a problem and for that reason 
 is all the more interesting. Sunday schools 
 which have tackled the problem intelligently and 
 in a statesmanlike manner have found that, like 
 all problems, it has a solution. No "big" boy 
 wants to be classified with the "kids." It is 
 not because of a lack of interest in religion that 
 he drops out, but largely because of misclassi- 
 fication. Childish songs do not appeal to him, 
 and there are op>ening exercises which cause 
 
TOO BIG FOR SUNDAY SCHOOL 227 
 
 irritation, so he usually waits on the outside 
 until the agony, as he terms it, is over. This 
 waiting outside usually makes his real exodus 
 from the school easy. "The average boy is 
 short on long prayers, long sermons, and long 
 faces," and he tires, as well as retires, quickly 
 when these "virtues" are prominent in services 
 and worshipers. 
 
 Another "Why" is, that the "gang" or the 
 rest of the "bunch" don't go. If Sunday school 
 attendance is unpopular with his gang, his 
 loyalty to the standards of the gang is stronger 
 than his loyalty to the school. The gang, as a 
 rule, are hedonic; that is, they regard enjoyment 
 as the chief good in life. They are not passive 
 but active during this period of "hedonhood"; 
 the motto "Have a Good Time" governs their 
 actions. This is the reason why trouble is always 
 brewing in the older boys' class. Their inter- 
 pretation of a good time is different from that 
 of the teacher and superintendent. "Hedonists" 
 are made up of two parts impulse to one part 
 reason, and therefore go in the direction of the 
 strongest pull. If the gang says, "Let's go fishing," 
 why fishing they go. To capture the gang and 
 line them up for active service is the solution. 
 
 Inefficient teachers is another "Why." A 
 teacher who is irregular in attendance soon dis- 
 covers he has no class to teach. A boy quickly 
 
228 BOYOLOGY 
 
 loses interest and is gone. Some teachers treat 
 a boy as if he were a machine rather than a hfe. 
 True, he is fearfully and wonderfully made, but 
 he is not an automaton. "Boys will not be 
 mechanically filled on Sundays from a teacher's 
 big *hopper-head.' " The boy soon tires even of 
 talking machines. A carelessly prepared lesson 
 is easily recognized by a wide-awake boy. He 
 is an X-ray machine and he can i>enetrate into 
 the very depths of a teacher. Nothing escapes 
 his eyes. A teacher who loses his temper will 
 soon lose his boys. "A misfit teacher ere long 
 means a missing boy." Boys are attracted by a 
 personality rather than by an institution or an 
 abstract principle, and as some one has wisely 
 said, "The teacher who does not enter in spirit 
 the strange *Big Boy world,' see there what he 
 sees, and feel, as nearly as possible, what he 
 feels, and then try to interpret to him the mean- 
 ing all these things hold for him, will lose him." 
 Much depends upon the teacher if older boys 
 are to be kept in the Sunday school. 
 
 The irrehgious atmosphere and indifferent re- 
 ligious influence of some homes is another "Why." 
 Father and many of the business men do not 
 go to Sunday school, why should he.'* "Stepping 
 in the steps of father" is not so much a fancy as 
 a fact. When father says "Come" instead of 
 "Gro," more boys will step in the path to the 
 
TOO BIG FOR SUNDAY SCHOOL 229 
 
 Sunday school blazed by fathers, instead of 
 skedaddling away in the opposite direction. 
 "How shall we keep our older boys?" was once 
 asked at a conference. "Build a wall of men be- 
 tween them and the door'* was the reply. If this 
 wall be made up of fathers, so much the stronger. 
 
 Criticism or active opposition is another pa- 
 rental "Why'* that is responsible for scores of 
 boys leaving the Sunday school. Criticism of 
 minister, church, Sunday school, superintendent 
 or teacher which some boys hear in some homes 
 loosens the boy's grip on all things religious. 
 Church gossip in home conversation paralyzes 
 many a Sunday school's chance to hold and help 
 the boy." 
 
 Lack of definite things to do is another "Why." 
 The Sunday school that is a "society for sitting 
 still" will soon find many vacant chairs which 
 were once occupied by growing boys. Youth 
 is a period of "doing things." There is a lack 
 of the appeal for service demanding sacrifice. 
 The boy is an earnest seeker after goodness, but 
 despises the "goody-goody." To come Sunday 
 after Sunday and hear about the "good, the beau- 
 tiful and the true" does not find a ready response 
 in the heart-blood that is coursing through his 
 veins and in the tremendous energy stored up 
 in his body throbbing for some definite form of 
 expression. 
 
230 BOYOLOGY 
 
 Irreverence for the Sabbath is another reason 
 "Why." One of America's greatest sins is irrever- 
 ence; irreverence for the Bible, the Church, the 
 ministry; irreverence of children for parents, of 
 younger for older, of Christians for sacred things. 
 "No Sabbath, no worship; no worship, no religion; 
 no religion, no morals; no morals, then — pandemo- 
 nium" is the deduction made by an observing 
 writer. The "Automobile" Sunday is a poor 
 substitute for the Puritan Sabbath, for while 
 the latter was perhaps devoid of joy, the former 
 is surely not a day of rest. Boys are whirled 
 away by parents in automobiles to some pop- 
 ular resort or distant parts, stuffed with food 
 and excitement, and brought back late at night 
 physically, mentally, and morally "tired out." 
 Only one experiment with this new form of 
 Sunday excitement is required to make the 
 Sunday school seem tame ever after. 
 
 Modern sensationalism is an irresistible pulling 
 force. The bulky, ill-smelling, poorly printed 
 Sunday paper invades the home at an early 
 hoiu*, and the boy is soon lost in the mess, for 
 it is indeed too often a queer "conglomeration 
 of hideous colors, crude drawings and cheap 
 humor." "They are the unfunniest pictures 
 ever conceived by the mind of man," says Lind- 
 sey Swift. "It is impossible to describe the 
 vulgarity and inanity of these drawings and 
 
TOO BIG FOR SUNDAY SCHOOL 231 
 
 colorings." "These pictures," says The Nation, 
 "are more tragic than comic and more barbaric 
 than either." A Kbrarian says: "They are a cheap 
 travesty of real fun. The chief motifs are physi- 
 cal pain and deceit. They make fun of old age, 
 physical infirmities, of other races and religions 
 and undermine respect for law and authority." 
 G. Stanley Hall says that the Sunday news- 
 paper causes those who read it to "strike" the 
 key note of the day on a very low level. The 
 publicist, the journalist, the educator, the min- 
 ister, all agree that pictures of this sort produce 
 a low standard of life values. 
 
 Cheap motion picture entertainments on the 
 Sabbath attract many older boys into a kind of 
 environment which dulls all the ideals taught 
 in the Sunday school he may have attended 
 earlier in the day and takes the edge off any 
 zest he might otherwise have for things religious. 
 It is hard to throw off the spell of the "Movies" 
 and easy to cast away the influence of the Sun- 
 day school. 
 
 Industrialism which robs a boy of his Satur- 
 day afternoon of recreation and forces him into 
 Sunday pleasure is another "Why." Many 
 older boys are literally worn out at the end of 
 the week because of the grind of office, store, or 
 factory, and Sunday is the only time they have 
 to re-create and regain vitality. Sunday also 
 
BOYOLOGY 
 
 is a profitable day for the soda fountains, and 
 hundreds of older boys are lost to the Sunday 
 school because of their engagements to dispense 
 liquid refreshments to the tired and thirsty "rest- 
 seekers." A "day of rest" is a misnomer to the 
 victims of Sunday industrialism. 
 
 Another "Why" is a peculiar kind of modern 
 skepticism which blatantly derides everything 
 that is religious. The older boy who is just 
 beginning to be independent in his thinking 
 hears this cheap, street-corner scoffing at religion 
 and sacred things and his whole view of life 
 becomes poisoned. His reasoning faculties have 
 not yet matured sufficiently to determine for 
 himself the difference between intellectuality and 
 slander. With this kind of conversation pouring 
 into his ears six days of the week, his attitude 
 toward the Sunday school is not friendly, and it 
 requires a strong personality and a program full 
 of sane intellectualism to counteract this vicious 
 influence. 
 
 Failure to understand the older boy is per- 
 haps the greatest "Why." A superintendent 
 tactlessly separated a class of fifteen older boys 
 into two classes, without consulting them, with 
 the result that the enrolment of the school was 
 reduced by fifteen. After considerable persuasion 
 of friends and some coercion of parents five of 
 the boys returned to the school. A sympathetic 
 
TOO BIG FOR SUNDAY SCHOOL 233 
 
 man teacher succeeded in interesting and holding 
 the class and it grew to ten boys. Just when 
 this class reached its height a second time this 
 same superintendent repeated his action and 
 separated the class. It took a conference between 
 the pastors, the teacher, and the ten boys to 
 win them back to the school. Gangs refuse to 
 be separated and a failure to understand this 
 by-law of boy life is fatal. 
 
 InsuflScient time during the Sunday school 
 period for the study of the lesson is another 
 "Why." Older boys enjoy a discussion, but 
 the time given does not permit of this interest- 
 holding method. In the Child Welfare Exhibit 
 held in New York several years ago, the follow- 
 ing statement printed upon a huge standard 
 impressed me very much: "Thirty minutes a 
 week for religious instruction in Protestant 
 churches, whereas in the day school the instruc- 
 tion in mathematics would be equivalent to 
 forty-one years of Sunday school instruction." 
 When the significance of this statement is realized 
 we wonder that so few boys have "skedaddled" 
 instead of so many. Even this thirty minutes 
 is often frittered away and many times seems 
 difficult to occupy fully. If the boy has added 
 to this thirty minutes an hour's study of the 
 Bible in a Young Men's Christian Association, 
 as compared with the time spent in the secular 
 
234 BOYOLOGY 
 
 schools, he is receiving but a small proportion 
 of the religious education which will fit him to 
 live not only upon this earth, but for eternity. 
 "Only thirty minutes.** How many teachers 
 look upon this thirty minutes as a supreme 
 opportunity? 
 
 Many Sunday schools are not yet aware of 
 the seven days a week hold upon the boy and 
 therefore make no provision for his week-day 
 interests. There are one hundred and one varie- 
 ties of activities for boys which may be legit- 
 imately developed by the Sunday school. While 
 church vestries and Sunday school rooms were 
 not erected to abuse, yet their efficient use re- 
 mains to be demonstrated. 
 
 How to stem the out-going tide of boys from 
 the Sunday school will be discussed in the next 
 chapter. There are many problems to consider. 
 The youth looks forward. What he shall do in 
 life is a question of vital concern to him. The 
 Sunday school must give him that inspiration 
 and counsel or else he will seek elsewhere. If 
 a boy is lost to the Sunday school he is lost to 
 the Church and to society. 
 
 BROTHER, SAVE THE BOY 
 
 "Brother, save the boy — 
 The boy of the early teens. 
 Thirteen on to sixteen years. 
 
TOO BIG FOR SUNDAY SCHOOL 235 
 
 Land of strange, foreboding fears, 
 Land of heartaches, sighs, and tears — 
 Save the boy. 
 
 "Brother, save the boy — 
 The boy of the early teens. 
 Boy no longer, boyhood gone, 
 Now approaching manhood's dawn. 
 Adolescent brain and brawn — 
 Save the boy. 
 
 "Brother, save the boy — 
 
 The boy of the early teens. 
 Immature, emotions rife. 
 Choppy waves on lake of life. 
 Time of stress and storm and strife — 
 
 Save the boy. 
 
 "Brother, save the boy — 
 
 The boy of the early teens, 
 Growing fast and faster still. 
 Stomach like a sausage-mill. 
 Lack of judgment, stubborn will — 
 
 Save the boy. 
 
 "Brother, save the boy — 
 The boy of the early teens. 
 Love for freedom, love of might. 
 Love of justice, 'honor bright,' 
 Love of food and fun and fight — 
 Save the boy.'* 
 
 — Raffety. 
 
CHAPTER Xn 
 
 Stemming the Tide 
 
 "There ia a tide in the affairs of men. 
 Which, taken at the flood, leads on to fortune; 
 Omitted, all the voyage of their life 
 Is bound in shallows and in miseries." 
 
 — Shakespeare. 
 
 Just as truly there is a tide in the affairs of 
 the Sunday school, which, if taken at the flood, 
 will permanently hold the boy, but if omitted, 
 the older boys, at least, will silently pass out 
 into life's ocean like ships without rudders. In 
 eight years 11,000,000 scholars passed through 
 the Sunday schools of the United States without 
 manifesting any definite decision for the Chris- 
 tian life.^ While we do not believe that every 
 scholar who gave up Sunday school attendance 
 had a moral decline, yet it is safe to say that 
 they were unable to resist the waves of tempta- 
 tion, which buffeted them from every side, with 
 the same spirit of confidence and faith as in the 
 days when they were supported by the moral 
 strength of Sunday school attendance. A Brook- 
 
 1 Statistics 12th Int. S. S. Con., Louisville, Ky., 1908. 
 236 
 
STEMMING THE TIDE 237 
 
 lyn judge in sentencing a young man of nineteen 
 to a term in Elmira for burglary said: "Of all 
 the undesirable professions, that of burglary is 
 the worst. No matter how good a burglar you 
 may be, you will be caught and sent to prison 
 sooner or later. I have seen your friends who 
 wished to speak to me about you and I find that 
 all attempts to have you go to Sunday school 
 have failed. In the five years I have been sitting 
 on this bench I have had two thousand seven 
 hundred boys before me for sentence, and not 
 one of them was an attendant of a Sunday 
 school. Had you gone there I am sure you would 
 not be before me today." 
 
 In 1910 appeared a statement by a social 
 worker, regarding the chances of a boy's going 
 astray under modern living conditions, which 
 challenges not only attention but thought. His 
 deductions were as follows: 
 
 Penitentiary 1 to 240 
 
 Tramps 1 to 300 
 
 Drunkards 1 to 13 
 
 Vicious 1 to 17 
 
 Couple these deductions with the experience 
 of those who come daily in contact with the 
 misery and crime of life as seen in the police 
 courts, and you have presented for serious con- 
 sideration a condition and not a theory, which 
 
«38 BOYOLOGY 
 
 religious organizations cannot ignore nor lay on 
 the table for future palaverings. 
 
 The same boys who were questioned as to the 
 excuses and reasons older boys give for not 
 attending Sunday school, were asked the ques- 
 tion, '*Why do older boys go to Sunday school 
 and remain there?" From hundreds of replies 
 written and verbal we give the following: 
 
 "Personality and attachment for teacher." 
 
 "Got the habit." 
 
 "Cordial greeting." 
 
 "Was given something to do." 
 
 "Organized classes." 
 
 "Athletics." N 
 
 "Interesting discussions." 
 
 "Parents' wish." 
 
 "Desire for religious teachings." 
 
 "Meets their ideals." 
 
 "Socials." 
 
 "Because of nice girls." 
 
 "Because of music." 
 
 "Employment Bureau." 
 
 "Graded lessons." 
 
 "Men teachers." 
 
 "Loyalty to the class." 
 
 "Attendance rewards." 
 
 "Clubs." 
 
 "Like it." 
 
 "Driven to it." 
 
 "Interesting talks." 
 
 The Sunday schools which considered the above 
 in their policy and program of work succeeded in 
 
STEMMING THE TIDE 239 
 
 stemming the outgoing tide of boys to the extent 
 of 43 per cent of boys between thirteen and six- 
 teen years, and 44 per cent between seventeen 
 and nineteen years. A serious effort is being 
 made to understand the boy better and to pro- 
 vide intelligently for his moral and religious 
 growth through the Sunday school. The returns 
 to the Church made by the Sunday school are 
 all out of proportion to the investment made 
 by the Church in the Sunday school. 
 
 75 per cent of all churches, 
 
 95 per cent of all preachers, 
 
 95 per cent of all church workers, 
 
 85 per cent of all church members, 
 have come up through and are products of the 
 Sunday school. These are marvelous results 
 when we remember that: pastors give it not over 
 ten per cent of their time; parents give it not 
 over ten per cent of their time; theological sem- 
 inaries give it not over one per cent of their 
 time; religious papers give it not over one per 
 cent of their space and the Church gives it not 
 over one per cent of its money. In other words, 
 for about five per cent of its investment of time 
 and money, the Church gets about ninety per 
 cent of its highest and best results from the 
 Sunday school. 
 
 The answers received from the boys reveal 
 how personality proves to be the great staying 
 
240 BOYOLOGY 
 
 force. Whenever a man of character and virility 
 is selected as a teacher of boys between twelve 
 and nineteen, eighty per cent of the difficulties 
 in holding boys to the Sunday school are re- 
 moved. Never has the call for strong, forceful. 
 Christian men of education to invest their per- 
 sonality in teaching a class of boys in the Sunday 
 school, been sounded so loudly as today. Boys 
 have demonstrated their willingness to follow 
 this kind of leadership. Religious education is 
 now left completely to the Church and the home. 
 The awakening to the responsibility of this 
 great task is seen throughout the various branches 
 of the Church. The unpreparedness to measure 
 up to her opportunity is causing Institutes for 
 Teacher Training to spring up almost as rapidly 
 as the proverbial mushrooms and with about 
 as much stability. There is great danger of 
 producing "half baked*' teachers who have a 
 book knowledge or Correspondence Course cer- 
 tificate, but who are void of heart and a genuine 
 desire to win the boy to the Master, and lacking 
 most in that fine quality of life called balance. 
 "Of all subject matters," says Prof. Home, "re- 
 ligion is both the most important and the worst 
 taught: most important because it brings men 
 into relations with the most real Being; worst 
 taught, perhaps both because least understood 
 and requiring most from the teacher. The 
 
STEMMING THE TIDE 241 
 
 opportunity confronting the Sunday school is 
 unique among educational institutions." 
 
 If the answer of the boy "Personality of and 
 attachment for teacher'* which was given as the 
 reason for remaining in the Sunday school was 
 analyzed, the summing up would be, "His in- 
 terest in me." "Where the teacher's life is 
 guided by the idealism of a true Christian faith," 
 says Franklin McElfresh, "where Christ himself 
 is the object of the heart's deepest loyalty, this 
 inner life will be felt and appreciated by the 
 boys, though they will seldom express it. These 
 are the days when life comes to climaxes, when 
 the will makes its great decisions. ... If the 
 teacher fails to win the boy to Christ, to the 
 Church, to the clean life, and to a noble purpose, 
 he has lost the days of richest opportunity; for 
 never again will the boy be so free from prejudice 
 or influence from without."^ 
 
 Without this interest, teaching will be non- 
 productive. "To call forth the native powers 
 of the soul into the world of action" is the pur- 
 pose of education. 
 
 "We teach and teach. 
 Until like drumming pedagogues, we lose 
 The thought that what we teach has higher ends 
 Than being taught and learned." 
 
 If what is taught is the Gospel, then will the 
 
 2 McElfresh, "The Training of S. S. Teachers," p. 143. 
 
242 BOYOLOGY 
 
 soul respond, for the words of Jesus are spirit 
 and are life. Lifeless teaching cannot produce 
 action and desire for service. 
 
 "Got the habit" was another answer by the 
 boys. Someone has said that habit is very hard 
 to get rid of, for if you rub out the **h" you still 
 have "abit," and if you rub out the "ab" you 
 still have "it." 
 
 "How did you form the Sunday-school-going 
 habit.''" was asked a number of boys by the 
 writer, and the following answers are typical of the 
 large number of replies: 
 
 "Parents taught me to go." 
 
 "The habit was formed when a Sunday School 
 Indoor Baseball League was started by the 
 Y. M. C. A.; a rule was that only one Sunday 
 could be missed out of every three. I go now with- 
 out missing one if I can help it." 
 
 "A certain man asked me to come one Sunday, 
 so I went, and I have been pretty steady ever 
 since." 
 
 "Kept going until I enjoyed it." 
 
 The boy who has the Sunday-school-going habit 
 should be encouraged to keep it healthy and 
 vigorous and not be permitted to have "it" be- 
 come weak and anemic through the non-attend- 
 ance of a teacher or the lack of interesting les- 
 sons. By some strange process of nature good 
 habits die much younger than bad habits, and 
 yet some good habits live to a good old age. 
 
STEMMING THE TIDE 243 
 
 It was the habit of the Master to go regularly 
 to the Synagogue. 
 
 First impressions are always lasting impres- 
 sions. A cordial greeting has proven to be the 
 best kind of a holding attraction. To be re- 
 ceived by a human icicle results in a "freeze 
 out." A hearty, warm handgrasp, coupled with 
 a straight look in the eye of the stranger, has 
 won many to the Sunday school and Church. 
 The reason why a boy went to a Sunday school 
 several miles from his home in preference to the 
 one located on the block near his house was, he 
 said, "Because they Uke a fellow down there." 
 Beware of the man who greets strangers with 
 the "clammy" handshake, and a bromidic phrase. 
 He can do much harm. Put the cheerful man 
 in front, the man who, as Addison says, has 
 "a cheerful temper, which, joined with innocence, 
 will make beauty attractive, knowledge delight- 
 ful, and wit good natured." The Sunday school 
 should be a cheerful place. "Cheerfulness is an 
 excellent wearing quality; it has been called the 
 bright weather of the heart." "Be of good 
 cheer" was a favorite expression of Jesus Christ, 
 and worthy of emulation by His ambassadors. 
 
 "Was given something to do" has been the 
 salvation of thousands. What are some of the 
 things Sunday school classes are doing? A 
 popular way to describe class activities is known 
 
244 BOYOLOGY 
 
 as the fourfold type of activities: physical, such 
 as athletics, games, camping, lectures on hygiene, 
 etc.; social, such as home and church socials, 
 entertainments, game tournaments, exhibitions, 
 musicals, etc.; mental, such as practical talks, 
 life-work talks, educational trips, citizenship, etc.; 
 spiritual, such as organized Bible classes, church 
 membership, cooperation in church activities, 
 winning others, etc., etc."^ 
 
 Service was the great appeal of Jesus Christ. 
 It was His definition of greatness. "He that 
 would be greatest among you, let him be servant 
 of all." The kind of service which challenges, 
 especially older boys, is that which demands 
 sacrifice. "Self-seeking brings chaos." "Jealousy 
 is nitrogen," and "Service saves from self," 
 are sentences which should be reiterated until 
 they become dynamic in the lives of men and 
 boys. Inter-church organizations promote fellow- 
 ship and strengthen the Brotherhood idea. "No 
 man liveth imto himself"; neither should a 
 church be self -centered. Community competi- 
 tion should be changed into community coopera- 
 tion. This does not always mean federation, 
 but it does mean unity and harmony in work 
 that promotes righteousness and community 
 betterment. 
 
 « Alexander, "The Boy and the Sunday School" — list of activities, 
 pp. 107-109. 
 
STEMMING THE TmE 245 
 
 This can best be done through the organized 
 class. Boys are enthusiastic "joiners." Numer- 
 ous buttons displayed on coat lapels or on vests 
 are the sign of belonging to something. It is 
 easier to organize boys than to organize any 
 other kind of business. Micawber-Hke, they are 
 waiting for some new organization to turn up. 
 The boy is the patron saint of many industries 
 which are kept busy turning out celluloid buttons, 
 watch fobs, fraternity pins, society stationery, 
 scout suits, camping outfits, and the hundred 
 and one things needed in equipping his many 
 organizations. 
 
 Some time ago I made a study of the various 
 organizations of boys and discovered forty-four 
 to be in existence. Many of them have three 
 degrees, each of them having insignia and ritual. 
 Some were educational, some altruistic, some 
 semi-reHgious, and a large proportion religious. 
 The "get-together" instinct demands expression 
 and the Sunday school which wisely and tact- 
 fully encourages organized classes and week-day 
 societies will find them to be a great ally in 
 holding boys. Every organization should lead 
 to the building up of Christian character, for 
 after awhile, the uniform regalia and scout cos- 
 tume loses its attraction, and the little button 
 on the coat lapel or watch fob is the extent of 
 his outward identification of membership. His 
 
246 BOYOLOGY 
 
 work now should mean more to him than his 
 uniform. If he is tied up to an organized Bible 
 class, he has something permanent and which 
 he cannot outgrow. At fifteen scouting and 
 knighthood cease to interest him, and at eighteen 
 or twenty he is usually through with fraternities 
 and orders, or else he is in college, where the 
 fraternity means something of a different nature. 
 He outgrows this type of organization as he out- 
 grows a suit of clothes. Graduation from these 
 orders very often means graduation from the 
 Sunday school and Church. All kinds of activ- 
 ities may be injected into an organized Bible 
 class, and the class organization kept flexible 
 enough for an adjustment to every stage of boy 
 development and all its physical, social, mental, 
 and spiritual needs. 
 
 Many Sunday schools are finding that the 
 organization of a Boys* Department is another 
 method of holding boys. The idea originated 
 some years ago in Holyoke, Mass., and is known 
 as the Holyoke plan. It is the grouping to- 
 gether of organized classes for the sake of imity 
 and team work among the adolescent boys. The 
 classes are composed of boys between twelve and 
 eighteen years of age, and meet as a separate 
 department of the school, having its own superin- 
 tendent, its own opening and closing services 
 and those activities in which boys would naturally 
 
STEMMING THE TIDE 247 
 
 be interested. In some Sunday schools the 
 department meets once a month with the com- 
 bined departments and participates in the pro- 
 gram. Wherever this plan has been tried it has 
 increased the attendance of boys and created a 
 genuine interest and enthusiasm for the entire 
 church Hfe. The Boys' Department is not merely 
 a system of sex segregation, although a good 
 many educators are urging the segregation of 
 the sexes in public education; it is a clear under- 
 standing of the gang principle which clamors 
 for club or organization. The neglect of the 
 Sunday school to recognize the organizing or 
 "joining" instinct was the reason why so many 
 boys' organizations sprang into existence outside 
 the Church. 
 
 The adolescent period of life cannot be treated 
 as a unit, for 
 
 "As each new life is given to the world. 
 The senses — like a door that swings two ways — 
 Stand ever twixt its inner waiting self 
 And that environment with which its lot 
 Awhile is cast. 
 
 A door that swings two ways: 
 
 Inward at first it turns, while nature speaks. 
 Then outward, to set free an answering thought." 
 
 "Childhood learns the world and conforms to 
 it. With adolescence comes the consciousness 
 
248 BOYOLOGY 
 
 of a new self within the soul. The mysteries of 
 his own personality now challenge him to search 
 them out. He finds himself occupied with the 
 problems of a free person. Toward persons he 
 begins to act as a person, no longer imitatively, 
 but freely, independently. Later he discovers 
 that he is a member of society. The self-centered 
 life is being transformed into the socialized life 
 of the man and the claims of the social order 
 are one by one enforced upon him. The long 
 and passionate struggle of a youth's restless years 
 is to get a correct adjustment of personal and 
 social relations with the persons who make up 
 the human world about him and the Supreme 
 Person above. On correct adjustment here, the 
 blessedness or the perdition of life depends; the 
 burden of responsibility cannot be shifted; each 
 must make his own adjustment, with fatal re- 
 sults, for weal or woe; and that is why," says 
 McKinley, "the hopes of youth are such bound- 
 ing hopes, the sorrows of youth such poignant 
 sorrows."* It is here that the graded lessons 
 prove so helpful, and so effective in stemming 
 the tide of outgoing boys from the Sunday 
 school. What was good for them two years ago, 
 is now full of barren platitudes, mere goody- 
 goodiness, because their souls are ready for a 
 deep)er, and a more personal religion. Such 
 
 * McKinley, "Educational Evangelism," Chap. VII. 
 
STEMMING THE TIDE 249 
 
 courses as "The World: A Field for Christian 
 Service," "The Problems of Youth in Social 
 Life," "The Books of Ruth and James," a series 
 prepared by Sidney A. Weston, Ph.D., of the 
 Pilgrim Press, and "Athletes of the Bible," by 
 Brink and Smith (Association Press), and other 
 similar courses, have in them the service appeal, 
 and afford opportunity for discussion. 
 
 "There are four chief instruments of education," 
 says McKinley — "impression, instruction, asso- 
 ciation, and self-expression. These answer in a 
 general way to the four principal forms of re- 
 ligious exercise, worship, disclpleship, fellowship, 
 and service: and from the use to be made of 
 these instruments to promote the religious ad- 
 justments of the soul to God, the primary prin- 
 ciples governing the agencies and methods of 
 religious work for youth may be deduced."^ 
 
 When the Sunday school becomes the Bible 
 school, with its carefully planned and graded 
 departments, with its services of worship, then 
 a new respect will be shown by the older boys 
 and a loyalty, not even dreamed of, will be 
 evidenced. 
 
 • McKinley, "Educational Evangelism," p. 227. 
 
CHAPTER XIII 
 
 The Church, the Preacher, the Sermon, 
 THE Boy 
 
 A PARABLE 
 
 "Two men went up into the Temple of God. One 
 went to listen to the music critically, as he would listen 
 at a concert, and to see if the preacher would be able to 
 say some new thing that day. The other went to wor- 
 ship God, and the music seemed to him fitted to help 
 the soul rise as on eagle's wings; and the simple word of 
 the preacher seemed to him the word of God coming 
 from the Father through a brother's heart. And all the 
 week God seemed nearer to him because of that hour 
 in the Father's House." — From a Church Calendar. 
 
 "Morbus Sabbaticus, or Sunday sickness," de- 
 scribed by an unknown author, "is a disease 
 peculiar to the male portion of the conununity. 
 The symptoms vary, but it never interferes with 
 the appetite. It never lasts more than twenty- 
 four hours. No physician is ever called. It 
 always proves fatal in the end — to the soul. 
 It is becoming fearfully prevalent, and is destroy- 
 ing thousands every year. 
 
 "The attack comes on suddenly every Sunday; 
 no symptoms are felt on Saturday night; the 
 patient sleeps well and wakes feeling well; eats 
 250 
 
THE CHURCH AND THE BOY 251 
 
 a hearty breakfast, but about church time the 
 attack comes on and continues until services 
 are over for the morning. Then the patient feels 
 easy and eats a hearty dinner. In the afternoon 
 he feels much better and is able to take a walk 
 or a motor ride, and read the Sunday papers; 
 he eats a substantial supper, but about church 
 time he has another attack and stays at home. 
 He wakes up Monday morning refreshed and able 
 to go to work, and does not have any symptoms 
 of the disease until the following Sunday.'* 
 
 The spread of this peculiar disease — "Morbus 
 Sabbaticus'* — has been so prevalent that the 
 Church has become alarmed and has instituted 
 a campaign to stamp it out, known as the "Go- 
 to-Church" Sunday; also stereopticon pictures, 
 moving pictures, religious dramas, augmented 
 music, and other devices of drawing power, have 
 been used with varying effect, the patient rally- 
 ing for a time only to relapse into a state of 
 innocuous lassitude. Easter and Christmas are 
 hypodermic injections, stimulating church at- 
 tendance for the day only. There comes a time 
 in the treatment of chronic cases when heroic 
 measures must be resorted to if the life of the 
 patient is to be saved. A thorough diagnosis is 
 made of the patient and the disease. After 
 consultation between the attending physicians a 
 decision is reached. This decision may mean to 
 
252 BOYOLOGY 
 
 operate or to send the patient away for a change 
 of environment, or the use of auto-suggestion to 
 release the patient from the power of hallucination. 
 
 This analogy between physician and patient 
 may not be absolutely the same as between 
 Church and people, yet there is a similarity, 
 for today there exist too many churchless boys 
 and boy less churches. There was a time when 
 parents not only attended church but took the 
 children with them, when the family pew was 
 occupied by the family, when the Sabbath was 
 looked forward to as a day of worship and rest, 
 when the preparation for the Sabbath began 
 on Saturday by the doing of many things on 
 that day which would free the Sabbath from 
 even household cares, in order that the spirit 
 of rest might envelop the home. 
 
 According to the figures of H. K. Carroll, the 
 seating capacity of the Protestant Churches in 
 the United States in 1910 was 40,082,237, while 
 the total communicant membership was 14,229,- 
 940. This leaves room for 25,852,297 additional 
 men, women, and children who may care to 
 attend worship on Sunday without disturbing 
 the communicants."^ The average increase since 
 1913, for all religious bodies, great and small. 
 Christian and non-Christian, is 2 per cent.^ 
 
 1 Carroll, "The Religious Forces of the United States," p. 393. 
 * "Churchmen Afield," Boston Transcript, February 13, 1914. 
 
THE CHURCH AND THE BOY 253 
 
 In order to find out why the older boys don't 
 go to church, 243 older boys were questioned. 
 These boys were Sunday school attendants in 
 some 70 cities and towns. The replies and the 
 number giving them were as follows: 
 
 49 "Services not interesting." 
 
 26 "There is nothmg to do." 
 
 24 "Not interested." 
 
 23 "Don't understand the sermons." 
 
 13 "Appeal of other influences." 
 
 12 "Companions don't go." 
 
 12 "Don't feel the need." 
 
 9 "Sunday amusements." 
 
 8 "Outside attractions." 
 
 8 "Too big." 
 
 7 "Don't get up early enough." 
 
 7 "Not welcomed." 
 
 6 "Not encouraged to go." 
 
 6 "Parents don't go with them." 
 
 4 "Other boys laugh at them." 
 
 3 "Not invited." 
 
 3 "Too tired." 
 
 3 "Only for women." 
 
 2 "Sunday school enough." 
 
 2 "Services too dry." 
 
 2 "Preacher not friendly." 
 
 2 "Because parents urge." 
 
 2 "Ignorance of the service." 
 
 2 "Too lazy." 
 
 2 "Stay home and read." 
 
 2 "Rather be out of doors." 
 
 1 "Unable to sit still." 
 
 1 "For old people." 
 
254 BOYOLOGY 
 
 1 "So few men attend." 
 1 "Feel out of place." 
 1 "Not started right." 
 
 The instinct of worship is inborn in every 
 human heart. Everybody worships something, 
 a dog, a black pipe, a stone god — something. 
 Christians worship the triune God — the Father, 
 the Son, and the Holy Spirit. To keep worship 
 alive and make it a vital factor in the everyday 
 life of the individual is the supreme function of 
 the Church. "Instincts and desires and tenden- 
 cies, it is found, do not educate without the 
 appropriate materials for their satisfaction. Nor 
 is it enough that there should be materials with- 
 out instincts." Reverence is one of the regulative 
 instincts. Worship is the reverence and homage 
 which is, or ought to be, paid to God and should 
 include adoration, sacrifice, praise, prayer, thanks- 
 giving, song, and silence. Worship should mean 
 something more than mere forms and ceremonies. 
 "Let us Pray" too frequently means "Let him 
 Pray," to congregations who sit with eyes wide 
 open, head erect, and in a non-participating atti- 
 tude. Many times the collection plate is given 
 the vacant look instead of a cheerful gift. These 
 are acts of worship now in great danger of atrophy. 
 
 Personally, I am a firm believer in the family 
 pew system. With the going out of the family 
 pew, also went the family. Free pews do not 
 
THE CHURCH AND THE BOY 255 
 
 seem to attract great audiences of staying quality. 
 Boys and girls worshiping with their parents at 
 the morning service on Sunday are a rare sight 
 today, except in churches which have come to 
 beUeve that the service should be made to appeal 
 to the children as well as adults. In the Central 
 Congregational Church of Worcester they have a 
 Go-to-Church band. While it originally was 
 started for children, it has broadened out. The 
 band is divided into two classes, i. e., thirteen 
 years old and younger, and fourteen years old 
 and older. It is not considered anything un- 
 usual to have at a morning service a hundred 
 children. In England they have what is called 
 a League of Worshiping Children which has 
 revolutionized church attendance. 
 
 In reply to the question, "What is your Best 
 Habit; how did you form it?" Eighty-six replied 
 "Going to Church." The answers they gave to 
 the second part of the question are interesting. 
 
 "By going to the boys' club and meeting boys 
 who went to church, and who I was very intimate 
 with and went around with, therefore, I started 
 going to church and attend fairly regular." 
 
 "My parents took me to church and Sunday 
 school as long as I can remember. I am now 
 sufficiently interested in church to attend of my 
 own wish." 
 
 "By attending Sunday school and Young 
 People's meetings." 
 
256 BOYOLOGY 
 
 **Most of my friends went and they induced 
 me to go. I went, liked it, and have joined." 
 
 "By beginning when I was young. Many 
 Sundays I ahnost hated to go, but my parents 
 made me go when younger; now I enjoy it and 
 can hardly wait for Sunday. I also teach a class 
 of five boys of 12 years average age in the Sunday 
 school." 
 
 *'My father was janitor and I always went 
 with him." 
 
 "Through being a member of the choir." 
 
 "By continued going and because of the 
 minister." 
 
 "By the *Go to Church Band.' " 
 
 "My father is a minister." 
 
 "I made up my mind to go." 
 
 "When I joined the church two years ago, 
 the minister said in taking us into the fellowship 
 of the church that it was our solemn duty to be 
 present at as many meetings as possible, so from 
 that have fallen into the habit of going to church 
 every Sunday." 
 
 "From my early childhood I was taught to 
 go to church but was not forced. I used to 
 hate to go, but as I grew older I enjoyed it more, 
 therefore I get more out of it." 
 
 "By joining it and becoming active in its work." 
 
 "At the death of my mother I went to no 
 church. Shortly after that I was asked by a 
 boy to go to Sunday school with him. I did and 
 continued to go steady now for about six years." 
 
 "I started one Sunday when the Boy Scouts 
 had exercises and then about one year after that 
 I joined the church." 
 
 "Well, I just like it." 
 
THE CHURCH AND THE BOY 257 
 
 "My experience in forming this habit was 
 strange enough. I got so grouchy about home 
 that my mother and father sent me to church 
 every Sunday, to get rid of my grouchiness. 
 So this way I got the habit formed, so now I 
 like to go." 
 
 "By attending Older Boys' Conference." 
 
 "Will power." 
 
 "Through my Sunday school teacher." 
 
 "Through the Knights of King Arthur." 
 
 The attendance of boys and girls at the morn- 
 ing service may mean the rearrangement of the 
 family plans for Sunday morning. One pastor 
 found it necessary to publish in the church 
 calendar the following: 
 
 BEATITUDES FOR CHURCHGOERS 
 
 "Blessed are those who rise early Sunday morning, 
 for they get to church on time." 
 
 "Blessed are those who get to church on time, for they 
 arrive in the spirit of worship.'* 
 
 "Blessed are those who are never late, for they cause 
 the minister and choir to love them." 
 ■ ''Blessed are those who must be late, who do not enter 
 during the Scripture lesson or prayer." 
 
 "Blessed are those who come even at the eleventh hour, 
 but church begins at quarter before eleven." 
 
 It is unnecessary to add that the number desir- 
 ing to be classified with the first "blesseds" be- 
 came increasingly large. 
 In answer to the question, "What is keeping 
 
258 BOYOLOGY 
 
 you from joining the Church?" a few of the 
 many replies given by boys are as follows: 
 
 "Not old enough." 
 "Not ready to join." 
 "Bashfuhiess." 
 "Too much responsibility." 
 "Nothing." 
 
 "Because the other boys have not." 
 "I want to see if I can live up to it first." 
 "I am too young." (He was sixteen years old.) 
 "My parents think I am too small to under- 
 stand what I am doing." 
 "No reason." 
 
 "Haven't had time to consider." 
 "I do not think I am good enough." 
 "My parents prefer that I should wait." 
 "Some of the pleasures of the world which I 
 am undecided about giving up." 
 
 "I am not sufficiently instructed in things as 
 I should be." 
 
 "Good enough outside the Church." 
 "Because I cany Sunday morning papers." 
 **The pastor at the church my parents attend 
 has been there forty years, and is a little bit 
 stale. I would join another one but I know they 
 would like to have me join that one, so I am 
 waiting to see if he won*t resign or do something 
 else." 
 
 In the chapter on the religious characteristics 
 of boyhood we dealt very thoroughly with the 
 "why" a boy should join the Church, making 
 it unnecessary to enlarge upon the subject in 
 
THE CHURCH AND THE BOY 259 
 
 this chapter, except to add that "to make a 
 Sunday school boy instead of a church boy is 
 a net loss." The Church must provide in its 
 services of worship a place for the boy and it 
 is here where the minister has an important task 
 to perform. In the struggle for the body and 
 soul of a boy there is no aid that is comparable 
 with religion. "Thousands of honest, serious- 
 minded men frankly confess that in modern 
 conditions they see little hope of this battle 
 being won without religion as a sanction of 
 right conduct. The boy needs God, a God to 
 whom he can pray in the hour of temptation. 
 He needs to regard his life with all its powers 
 as God's investment, which he must not squander 
 or pervert,*' says Prof. Hoben. 
 
 To reach a boy, the minister must not depend 
 alone upon the formal work of the pulpit. He 
 must understand boys. Not every minister real- 
 izes the value of a boy. Well-governed cities, 
 efficient schools, happy homes, vitalized churches 
 of the future, depend upon the boys of today. 
 The boy is the key to the future and the chief 
 problem before the minister is the winning of 
 the next generation for Christ and his Church. 
 "Boys' work then," says Prof. Hoben, "is not 
 providing harmless amusement for a few trouble- 
 some youngsters; it is the natural way of cap- 
 turing the modern world for Jesus Christ. It 
 
260 BOYOLOGY 
 
 lays hold of life in the making, it creates the 
 masters of tomorrow; and may preempt for the 
 Kingdom of God the varied activities and star- 
 tling conquests of our titanic age."^ 
 
 Again, going to the "source of wisdom" — the 
 boy — for an answer to the question of "how a 
 minister can help a boy," the following replies 
 were given: 
 
 "Have confidence in him." 
 
 "By doing what is right." 
 
 "By sticking to him and tell him when he does 
 a wrong thing." 
 
 "To pray for him." 
 
 "By writing him helpful letters." 
 
 "Encouraging him to do right." 
 
 "Teaching him the difference between right and 
 wrong." 
 
 "Being kind to him." 
 
 "By being a boyish man with the boys and 
 making the boys manly boys." 
 
 **Taking interest in the things that the boys 
 are interested in." 
 
 "By example and advice." 
 
 "By keeping him away from bad companions." 
 
 "When a boy is in trouble tell him what to do." 
 
 "By teaching the Bible to him." 
 
 "Be a true Christian friend to him." 
 
 "By not doing anything in front of a boy that 
 the boy ought not to do." 
 
 "Don*t holler at him when he does wrong, but 
 speak kindly." 
 
 » Hoben, "The Minister and the Boy," p. 5. 
 
THE CHURCH AND THE BOY 261 
 
 "By gaining his confidence." 
 "By answering a boy*s questions." 
 "By realizing that he was a boy once and 
 sympathizing with him." 
 
 How quickly the boy analyzes the make-up 
 of a grown man. He has no time for shams, 
 make-believes, and mask-wearers. "To be 'rev- 
 erend' means such character and deeds as compel 
 reverence and not the mere *laying on of hands.* 
 Work with boys discovers this basis, for there 
 is no place for the holy tone in such work, nor for 
 the strained and vapid quotation of Scripture, 
 no place for excessively feminine virtues, nor for 
 the professional handshake and the habitual 
 inquiry after the family's health. In a very 
 real sense many a minister can be saved by the 
 boys; he can be saved from that insidious class- 
 ification of adult society into *men, women and 
 ministers,' which is credited to the sharp insight 
 of George Eliot."' 
 
 The minister who schools himself in the art 
 of leading others into paths of service is the 
 minister who will not only fill the pews of his 
 church but save souls from a sordid selfishness. 
 On a church calendar appeared the names of 
 four "Minister's assistants." This was so un- 
 usual, especially as the church was located in 
 a small town of less than five thousand inhab- 
 
 * Hoben, "The Minister and tlie Boy," p. 9. 
 
262 BOYOLOGY 
 
 itants, that inquiry was made of the pastor 
 at the close of the service; and it was found that 
 these assistants were four boys who stood ready 
 to do whatever the minister required. Their 
 names on the church calendar helped to impress 
 upon them their responsibility and the boys 
 considered it a great honor to be selected for 
 such a position of service. On the last page of 
 the calendar was printed this paragraph: 
 
 THE WORK OF THE CHURCH 
 There is a place and work for everyone in the many 
 departments of our church activity. Each one is there- 
 fore earnestly invited to share in the responsibility as 
 well as in the joy and privilege of this work. 
 
 In another church the minister used the Sun- 
 day school class organizations by making them 
 responsible for the Wednesday evening services. 
 One night the Baraca class led the meeting; 
 another the Philatliea class conducted it; another 
 night the older boys' class discussed Cabot's 
 book "What Men Live By— Work, Play, Love, 
 Worship"; another night the Dorcas class as- 
 sumed the responsibility for the service; and on 
 another occasion the Choir was in charge and 
 discussed the Ministry of Music. This minister 
 had learned the art of using others in conducting 
 services, as well as in rendering service. 
 
 "What do You Like Best About Your Minister 
 
THE CHURCH AND THE BOY 263 
 
 and His Sermons?" was a question put to a 
 large group of boys. A few of the replies are 
 here given: 
 
 "Ability to tell stories and to illustrate truth." 
 "Interesting sermons." 
 "Unique presentation." 
 "Special sermons to older boys." 
 "Minister who was a man, human being, not 
 too holy — holier than thou attitude." 
 
 "Short sermons — not over forty minutes." 
 "Power as speaker. Oratorical." 
 
 In answer to the question as to what kind of 
 sermons they would preach to boys if they were 
 ministers, these replies were received: 
 
 **The Church and Its History." 
 
 '*The Church and Its Principles." 
 
 "Boys and the Church." 
 
 "Bible as History." 
 
 "The Boy and His Opportunity." 
 
 **Temptations of Boyhood." 
 
 "Benefits of Church attendance." 
 
 "Why join the Church." 
 
 "Bible characters applied to older boyhood." 
 
 "What boys can do for the Church." 
 
 "Lives of Great Men." 
 
 "Bible Cities." 
 
 To sum it up in the words of Charles E. Mc- 
 Kinley: "We must deal with youth in vital, not 
 formal, ways. They are to be regarded, not as 
 factors in the parish organization, but as actors 
 
264 BOYOLOGY 
 
 in its life. The very first thing required is that 
 the Church itself shall take cognizance of its, 
 youth; as a worshiping body, it must be aware 
 of them, sensitive to their presence, responsive 
 to their needs. Youth should be in our congre- 
 gations as in our homes; their place is not the 
 nursery, but the family hving-room. There is 
 no call to order either the church or the home 
 life entirely to suit them, for they are only a 
 part of the family, but it is a righteous demand 
 that they shall not be ignored." 
 
 "It would be natural to say, in the next place, 
 that the church services should be adapted to 
 youth; but this has been already done. No 
 violent reconstruction of our methods of worship, 
 no radical change in the style of preaching, is 
 required by the interests of youth; all that is 
 necessary is to be true to the ideals now cher- 
 ished. The nearer we come to the ideal church 
 service, the nearer we come to what youth wants. 
 Dull sermons, tedious prayers, ^ballooning' by 
 the choir, are no more profitable for age than 
 for youth. But the perennial freshness of the 
 gospel imparts a youthful spirit to the very na- 
 ture of Christian worship. We all go to church 
 to have renewed in us the hopefulness and con- 
 fidence, the courage and assurance, the fresh 
 enthusiasm and glad anticipations, that are 
 youth's own property. Surely if this atmosphere 
 
THE CHURCH AND THE BOY 265 
 
 is in the service, youth will feel at home there. 
 And when it comes to the teaching, the doctrine, 
 the sermon, there is hardly a greater homiletic 
 mistake than to suppose that the best thought 
 of a mature mind presented in the most effective 
 way to reach earnest men is not the proper food 
 for the youth. Children's sermons may be very 
 well for children now and then, but they are 
 an abomination to boys in long trousers; what 
 they need is the preacher's best thought, put in 
 his most business-like way. If a sermon is pre- 
 pared for those who are fond of some special 
 type of thought or method of discourse, it is 
 hkely to miss the youth; but not if it is a vital 
 utterance of substantial truth addressed to serious 
 men and women. That is all youth asks, for 
 it is what youth loves. "^ 
 
 * McKinley, "Educational Evangelism," p. 193. 
 
BIBLIOGRAPHY 
 AND INDEX 
 
BIBLIOGRAPHY 
 
 Here is a Six Foot Shelf of 103 books and 
 pamphlets written about boys or subjects analo- 
 gous to boy life. There are scores of other 
 books printed upon the subject equally good, 
 but the author found these to be especially 
 helpful and can therefore commend them to 
 students of "Boyology" and parents. 
 
 Books op a General Character for Parents 
 
 Kirtley, James S. "That Boy of Yours." New York: 
 George H. Doran Co., 1912. 
 A series of sympathetic studies of boyhood. 
 
 Beck, Frank Orman. "Marching Manward." New 
 York: Eaton & Mains, 1913. 
 A plea for the boy, not simply a chronicle of his doings. 
 
 Forbush, William Byron. "The Boy Problem in the 
 Home." Boston: The Pilgrim Press, 1915. 
 
 <h ' Dealing solely with home government, sex discipline, and re- 
 Ugious nature. 
 
 Forbush, William Byron. "Guide Book to Childhood." 
 Philadelphia: George W. Jacobs & Co., 1916. 
 An encyclopedia of 557 pages on child training. 
 
 Clark, Kate Upson. "Bringing up Boys." New York: 
 Thomas Y. Crowell Co., 1899. 
 A book of old fashioned, therefore, good common sense. 
 
 Abbott, Ernest Hamlin. "On the Training of Parents." 
 Boston: Houghton, Mifflin & Co., 1908. 
 
 Good sound advice to parents, written in a witty way, yet 
 filled with sound reasoning. 
 
 269 
 
270 BOYOLOGY 
 
 Burbank, Luther. "The Training of the Human Plant." 
 New York: The Century Co., 1912. 
 
 An interesting study of similarity between the organization 
 and development of plant and human life. 
 
 Herrick, Christine Terhune. "My Boy and I." Boston: 
 Dana Estes & Co., 1913. 
 
 A chronicle of incidents occurring in the home life of nor- 
 mal boys. 
 
 Moon, E. L. "The Contents of the Boy." New York: 
 Eaton & Mains, 1909. 
 Full of helpful suggestions of a practical character. 
 
 Dickinson, George A., M.D. "Your Boy, His Nature and 
 Nurture." New York: Hodder & Stoughton. 
 
 A plea for a better understanding of the real, healthy, nor- 
 mal boy. 
 
 Wood, Mary Buell. "Just Boys." New York: Fleming 
 H. Revell Co., 1909. 
 
 West, Paul. "Just Boy." New York: George H. Doran 
 Co., 1912. 
 
 Tarkington, Booth. "Penrod." New York: Doubleday, 
 Page & Co., 1914. 
 
 Tarkington, Booth. "Seventeen." New York: Harper 
 & Company, 1916. 
 Four books to take up and read when you are tired and dis- 
 couraged, e8i)ecially if you are the parent of a real, lively, imag- 
 inative boy between thirteen and seventeen years of age. 
 
 Mothers in particular should become members of "The 
 American Institute of Child Life." William Byron For- 
 bush. President, 1764 Chestnut Street, Philadelphia, Pa. 
 The books and pamphlets printed and issued by the 
 Institute are valuable in helping parents solve the many 
 daily problems of the home life. 
 
 Advanced Study 
 
 Hall, G. Stanley. "Adolescence." Two vols. New York: 
 D. Appleton & Company, 1905. 
 
 An exhaustive study of Adolescence, its psychology and ita 
 relation to physiology, anthropology, sociology, sex, crime, 
 religion, and education. 
 
BIBLIOGRAPHY 271 
 
 Hall, G. Stanley. "Youth: Its Education, Regimen and 
 -^-i Hygiene." New York: D. Appleton & Company, 
 
 1906. 
 An epitomized edition of "Adolescence." 
 
 Tyler, John Mason. "Growth and Education." Boston: 
 Houghton, Mifflin & Co., 1907. 
 Gives an account of the growth of all the systems in the nor- 
 mal or average child and its relation to educational problems. 
 
 Kirkpatrick, Edwin A. "Fundamentals of Child Study." 
 New York: The Macmillan Co., 1915. 
 A discussion of the instincts and other factors in human de- 
 velopment with practical application. 
 
 Hubbell, George Allen. "Up Through Childhood." New 
 York: G. P. Putnam's Sons, 1904. 
 A study of some principles of education in relation to Faith 
 and Conduct. (Out of priat; may be seen in Ubraries.) 
 
 Swift, Edgar James. "Youth and the Race." New York: 
 Charles Scribner's Sons, 1912. 
 Attempts to show how the schools ma3j help to transform into 
 intellectual and moral forces the racial instincts which, as man- 
 ifesting original sin, distressed our forefathers. 
 
 Swift, Edgar James. "Mind in the Making." New 
 York: Charles Scribner's Sons, 1908. 
 
 A study in mental development and a plea for the personal 
 element in education. 
 
 Forbush, William Byron. "The Coming Generation." 
 New York: D. Appleton & Co., 1912. 
 
 Deals with the betterment of boys and girls in their homes 
 by means of a fair start through education, through preventative 
 measures, through religious and social nurture. 
 
 James, William. "Talks to Teachers." New York: Henry 
 Holt & Co., 1906. 
 Chapters on psychology and some of life's ideals. 
 
 Thorndike, Edward Lee. "Notes on Child Study." New 
 York: The Macmillan Co., 1903. 
 Especially prepared for teachers and originally used in the 
 author's classes at Columbia University. 
 
 Warner, Francis. "The Study of Children." New York: 
 The Macmillan Co., 1.902. 
 A study of brain-power and m(»ntal expression. It is a descrip- 
 tion of the author's personal observation covering a period 
 of twenty years. 
 
272 BOYOLOGY 
 
 King, Irving. "The Psychology of Child Development." 
 Chicago: The University of Chicago Press, 1911. 
 
 Psychology from a genetic-functional standpoint is expounded 
 and illustrated. The author attempts to give a solution of the 
 controversy about the relationship of child and adult psychology. 
 
 Barnes, Earl. "The Psychology of Childhood and Youth." 
 New York: B. W. Huebsch, 1914. 
 The outlines of thirty lectures given by Mr. Barnes, and con- 
 taining the results of the more recent individual and group 
 studies on the physical, mental, moral, social, sesthetic, and 
 religious life of Childhood and Youth. 
 
 Fiske, George Walter. "Boy Life and Self Government." 
 New York: Association Press, 1910. 
 
 A sympathetic interpretation of boy life and a plea for self- 
 expression and self-government among older boys. 
 
 Burr, Hanford M. "Studies in Adolescent Boyhood." 
 Springfield: Seminar Publishing Co., 1907. 
 
 The conclusions of physiologists and psychologists applied to 
 practical education and philanthropy. 
 
 Taylor. A. R. "The. Study of the Child." New York: 
 D. Appleton & Co., 1910. 
 A brief treatise on the psychology of the child, written in plain 
 language and remarkably free from technical terms and scien- 
 tific formulae. 
 
 McKeever, William A. "Outlines of Child Study." 
 New York: The Macmillan Co., 1915. 
 Contains 112 programs and the plan of organization and man- 
 agement of Child Study Clubs. 
 
 Patrick, G. T. W. "Psychology of Relaxation." Boston: 
 Houghton, Mifflin & Co., 1916. 
 
 A book showing how the higher nerve centers find relief from 
 the unaccustomed demands of civilization. Contents: The 
 Psychology of Play, of Laughter, of Profanity, of Alcohol, 
 of War. 
 
 Mark. H. Thiselton. "The Unfolding of Personality." 
 Chicago: The University of Chicago Press, 1912. 
 
 A study of some of the main bearings of psychology upon 
 education in the light of the constantly developing life of the 
 child. 
 
 Sex Instruction 
 
 A safe book of instruction upon sex matters which can 
 be put in the hands of a boy for reading, has not yet been 
 
BIBLIOGRAPHY 273 
 
 published. The books given in the following list are 
 recommended to parents for their own information and 
 digestion, so that they may become the instructors of their 
 own boys by word of mouth rather than by the printed 
 page. 
 
 Chadwick, Dr, M. L. "Blossom Babies." New York: 
 Eaton & Mains, 1913. 
 
 A series of nature stories to tell little children, through which 
 the great story of life may be taught. A book of beginnings. 
 
 Howard, Dr. William Lee. "Start Your Child Right.** 
 New York: Fleming H. Revell Co., 1910. 
 
 Confidential talks to parents and teachers which point out 
 clearly what should be taught children. 
 
 Smart, Dr. I. Thompson. "What a Father Should Tell 
 His Little Boy," "What a Father Should Tell 
 His Son." New York: Funk & Wagnalls Co., 
 1911. 
 
 Two small books written in the form of letters to boys which 
 it is questionable if boys would understand; yet the books 
 are full of good suggestions, showing the way of approach to 
 a boy. 
 
 Chapman, Mrs. Woodallen. "How Shall I Tell My 
 Child?" New York: Fleming H. Revcll Co., 1912. 
 
 A mother's viewpoint, written in practical style and whole- 
 some in tone. 
 
 Bisseker, H. "When a Boy Becomes a Man." New 
 York: Fleming H. Revell Co., 1913. 
 
 Accurate and scientific information to give to boys who are 
 in their teens. 
 
 Willson, Dr. Robert N. "The Education of the Young 
 in Sex Hygiene." Published by the author, 
 1913. 1827 Spruce Street, Philadelphia, Pa. 
 
 An exhaustive text book for parents and teachers. Written 
 from a medical and moral standpoint. 
 
 Hall, Dr. Winfield S. "From Youth into Manhood,'* 
 "Reproduction and Sex Hygiene." New York: 
 Association Press, 1909. 
 
 Two well known and extensively endorsed books which every 
 parent and teacher should possess. 
 
 Pamphlets: "The Boy Problem," "The Young Man's 
 Problem," "How my Uncle, the Doctor, In- 
 
274 BOYOLOGY 
 
 stnicted Me in Matters of Sex." Published by 
 the American Society of Sanitary and Moral 
 Prophylaxis, N. Y. 
 
 Three pamphlets of an educational nature and written in a 
 clear and sane manner. 
 
 Pamphlets: "John's Vacation" (for boys from 10 to 15), 
 "Chums" (for boys from 16 to 18). Published 
 by the American Medical Association, 536 Dear- 
 born Street, Chicago. 
 
 Written in story form by Dr. WinBeld S. Hall. Full of in- 
 terest and scientific facts. 
 
 Vocational Guidance 
 
 Weaver, E. W. "Profitable Vocations for Boys." New 
 York: Association Press, 1915. 
 
 A book describing the various trades, professions, and occupa- 
 tions, prepared with the idea of directing a boy's attention 
 to the vocational facilities in bis community, and showing 
 him how to utilize them. 
 
 Babson. Roger W. "The Future of Us Boys." Boston: 
 Babson's Statistical Organization, 1915. 
 A most \inique description of a plan of introducing boys to 
 the industries of their city and a method of analyzing the 
 comparative value of each occupation. 
 
 Fowler, Nathaniel C, Jr. "The Boy— How to Help 
 Him to Succeed." Boston: Oakwood Pub. Co., 
 1902. 
 
 Symposium of successful experiences of many men. Written 
 in common sense style and very practical. 
 
 Parsons, Frank. "Choosing a Vocation." Boston: 
 Houghton, Mifflin & Co., 1909. 
 
 Written by the originator of the "vocational guidance" idea 
 for those who desire to be of real help to a perplexed boy. 
 
 Snedden, David. "The Problem of Vocational Education." 
 Boston: Houghton, Mifflin & Co., 1910. 
 
 A monograph showing the relation of the public school sys- 
 tem to the problem of vocational education. 
 
 Eliot. Charles W. "Education for Efficiency." Boston: 
 Houghton, Mifflin & Co., 1909. 
 A definition of the cultivated man. 
 
BIBLIOGRAPHY «75 
 
 Bloomfield, Meyer. "The Vocational Guidance of Youth." 
 Boston: Houghton, Mifflin & Co., 1909. 
 A practical book for parents. 
 
 Robinson, Clarence C. "The Wage Earning Boy." New 
 York: Association Press, 1912. 
 An interesting study of the boy who works and a plea for his 
 betterment. 
 
 Griggs, Edward Howard. "Self Culture Through the 
 Vocation." New York: B. W. Huebsch, 1914. 
 
 A little classic showing how life is something more than making 
 a living. 
 
 Sunday School and Church Work 
 
 Schauffler, A. F. "God's Book and God's Boy." New 
 York: Fleming H. Revell Co., 1915. 
 
 Helpful teaching suggestions based upon common sense and 
 practical expierience. 
 
 Rishell, Charles W. "The Child as God's Child." New 
 York: Eaton & Mains, 1904. 
 A plea for the religious rights of the child. 
 
 St. John, Edward Porter. "Child Nature and Child 
 Nurture." Boston: Pilgrim Press, 1911. 
 
 Particularly adapted as a text-book for the study of child life 
 and the training of yoimg children. 
 
 Layard, Ernest B. "Religion in Boyhood." New York: 
 E. P. Dutton and Co., 1896. 
 
 Hints for the religious training of boys. Especially helpful 
 to parents. 
 
 Starbuck, Edwin B. "The Psychology of Religion." 
 New York: Charles Scribner's Sons, 1900. 
 
 The author calls the book "an empirical study of the growth 
 of religious consciousness." A book for the student of religion. 
 
 McKinley, Charles E. "Educational Evangelism." Bos- 
 ton: Pilgrim Press, 1905. 
 A book which shoxild be read by every teacher of boys who 
 are in the teen age. 
 
 Burton and Mathews. "Principles and Ideals for the 
 Sunday School." Boston: Pilgrim Press, 1907. 
 Written with the idea of widening the horizon of Simday school 
 teachers and introducing better methods of biblical study. 
 
276 BOYOLOGY 
 
 Lectures: "Principles of Religious Education." New 
 York: Longmans, Green & Co., 190L 
 The Christian Knowledge course of lectures by many prom- 
 inent clergymen and laymen upon religious education. 
 
 Men and Religion Messages: "Boys' Work in the Sunday 
 School." New York: Association Press, 1912. 
 
 Prepared by a commission which incorporated the best ex- 
 perience and practice in work among church boys in this volume. 
 
 Alexander, John L. "The Boy and the Sunday School." 
 New York: Association Press, 1913. 
 
 A compendium of methods for work among older boys in the 
 Simday school. 
 
 Alexander, John L. "The Sunday School and the Teens.'* 
 New York: Association Press, 1913. 
 
 The rei>ort of the Commission on Adolescence authorized by 
 the International Sunday School Association. Contains the 
 latest findings as to how to deal with adolescents. 
 
 McKinney, A. H. "Our Big Boys and the Sunday School." 
 New York: Fleming H. Revell Co.. 1910. 
 Particularly helpful to teachers. 
 
 Weigle, Luther A. "The Pupil and the Teacher." New 
 York: George H. Doran Co., 1911. 
 A text-book for teacher training classes. 
 
 Mark. H. Thiselton. "The Teacher and the Child.'* 
 New York: Fleming H. Revell Co.. 1903. 
 A rare and stimulating combination of theory and practice. 
 
 McCormick, William. "Fishers of Boys." New York: 
 Fleming H. Revell Co., 1915. 
 Written by a newspaper man who has given years of service 
 to boys' work. It is written in an informal and interesting 
 manner. 
 
 Richardson and Loomis. "The Boy Scout Movement 
 
 Applied by the Church." Charles Scribner's 
 
 Sons, 1915. 
 
 A handbook for Scout Masters of Church boys' troops- A 
 
 real contribution toward the solving of a deUcate church problem. 
 
 Quin. Rev. George E. "The Boy-Saver's Guide." New 
 York: Benziger Brothers. 1908. 
 A book of methods used by a successful Catholic priest in his 
 work among the boys of his parish. 
 
BIBLIOGRAPHY 277 
 
 Hoben, Allan. "The Minister and the Boy." Chicago: 
 University of Chicago Press, 1912. 
 A book of practical value to ministers who are really desirous 
 of understanding and helping the boys of their parish. 
 
 Foster, Eugene C. "The Boy and the Church." Phila- 
 delphia: Sunday School Times Co., 1909. 
 
 One of the best books upon this subject. 
 
 Forbush, William Byron. "Church Work with Boys." 
 Boston: Pilgrim Press, 1910. 
 Designed as a text-book for classes of men who are preparing 
 to be of service among boys. 
 
 Hartshorne, Hugh. "Worship in the Sunday School." 
 New York: Teachers College of Columbia Uni- 
 versity, 1913. 
 
 A comprehensive and thoughtful study of the theory and 
 
 practice of worship. 
 
 Hartshorne, Hugh. "The Book of Worship of the Sunday 
 School." New York: Charles Scribner's Sons, 
 1915. 
 
 Meant to be used by the Sunday school as a book of worship. 
 Contains responses, prayers, hymns, etc. 
 
 Hartshorne, Hugh. "Manual for Training in Worship." 
 New York: Charles Scribner's Sons, 1915. 
 
 For pastors, superintendents, organists, and those who are 
 desirous of making the "opening exercises" of the Sunday 
 school more devotional and inspiring. 
 
 Gibson, H. W. "Services of Worship for Boys." New 
 York: Association Press, 1914. 
 A book of topically arranged services of hymns, prayers, and 
 
 Hunting, Harold B. "The Story of the Bible." New 
 York: Charles Scribner's Sons, 1915. 
 Fascinatingly written and sure to hold the attention of boys. 
 Gives the story of how we got oxir English Bible. 
 
 Plat and Games 
 
 Johnson, George E. "Education by Play and Games." 
 Boston: Ginn & Company, 1907. 
 
 Discusses the meaning of play and gives a suggestive course 
 of plays and games graded from infancy to the middle teens. 
 
278 BOYOLOGY 
 
 Lee, Joseph. "Play in Education." New York: The 
 Macmillan Co., 1915. 
 
 A true picture of the child and youth in play, written by a sym- 
 pathetic observer and champion of child liie. 
 
 Hoffman, M. C. "Games for Everybody." New York: 
 Dodge Pub. Co., 1905. 
 
 Full of choice games for all occasions. 
 
 Baker, G. Cornelius. "Indoor Games and Socials for 
 Boys." New York: Association Press, 191S. 
 
 Contains hundreds of roUicking good games and socials espe- 
 cially adapted for boys. 
 
 Heath, L. M. "Eighty Good Times Out of Doors." New 
 York: Fleming H. Revell Co., 1902. 
 
 Attractive and easy games for playing out of doors at all seasons 
 of the year. (Out of print; may be seen in libraries.) 
 
 Chesley, A. M. "Social Activities for Men and Boys." 
 New York: Association Press, 1910. 
 
 Two hundred and ninety-five interesting suggestions and 
 •'stunts" for the relief of those who are searching for things 
 to do. 
 
 Gibson, H. W. "Camping for Boys." New York: Asso- 
 ciation Press, 1911. 
 
 Contains chapters on "Rainy Day Games," "Campus Qsmes," 
 "Water Sports," etc. 
 
 Cheley-Baker. "Camp and Outing Activities." New 
 York: Association Press, 1915. 
 The best book of its kind for camp leaders and Scout Masters 
 who have active boys in search of fun and harmless sport. 
 
 Miscellaneous 
 
 Hyde, William DeWitt. "The Quest of the Best." New 
 York: Thomas Y. Crowell Co.. 1913. 
 An original and stimulating discussion upon boy ethics. 
 
 Johnson, Franklin W. "The Problems of Boyhood." 
 Chicago: University of Chicago Press, 1914. 
 A course in ethics for boys of the High School age. * 
 
 Pearson, Edmund L. "The Believing Years." New 
 York: The Macmillan Co., 1911. 
 
 A book of recollections of boyhood. Full oi humor and re- 
 freshing in style. 
 
BIBLIOGRAPHY 279 
 
 White, William Allen. "The Court of Boyville." New 
 York: Grosset & Dunlap, 1910. 
 Hiunorous stories of happenings to boys in a country town. 
 
 Travis, Thomas. "The Young Malefactor." New York: 
 Thomas Y. Crowell Co.. 1908. 
 
 The best study published in juvenile delinquency, its causes 
 and treatment. 
 
 Addams, Jane. "The Spirit of Youth and the City 
 Streets." New York: The Macmillan Co., 1909. 
 
 A plea for the social claims and needs of youth for wholesome 
 recreation. 
 
 Clopper, Edward N. "Child Labor in the City Streets." 
 New York: The Macmillan Co., 1912. 
 
 A discussion of a neglected form of child labor, its conditions, 
 
 its causes, and its effects. 
 
 Buck, Winifred. "Boys' Self Governing Clubs." New 
 York: The Macmillan Co.. 1903. 
 
 A very practical treatise upon the organization of clubs among 
 
 boys of the streets. 
 
 McCormick, William. "The Boy and His Clubs." New 
 York: Fleming H. Revell Co., 1912. 
 Written out of a rich experience with all kinds of boys' clubs. 
 He tells the "why" and "how" in as few words as possible. 
 
 Stelzle, Charles. "Boys of the Streets." New York: 
 Fleming H. Revell Co., 1904. 
 
 The author was niimber "8" in the famous St. Mark's Boys' 
 Club of New York City, and is therefore qualified to champion 
 the claims of this type of imperiled boy. 
 
 Russell and Rigby. "Working Lads' Clubs." London: 
 The Macmillan Co., 1908. 
 A presentation of the management of English Lads' clubs. 
 
 Merrill, Dr. Lilburn. "Winning the Boy." New York: 
 Fleming H. Revell Co., 1908. 
 A plea for misunderstood boys. 
 
 Taylor, Charles K. "Character Development." Phila- 
 delphia: John C. Winston Co., 1913. 
 A practical graded school course correlating lessons in physical 
 training, general morals, vocational guidance, etc. 
 
280 BOYOLOGY 
 
 Taylor, Charles K. "The Physical Examination and 
 Training of Children." Philadelphia: John C. 
 Winston Co., 1914. 
 A handbook for physical directors, teachers, parents, and 
 medical inspectors, giving in minute detail the physical train- 
 ing work outlined in "Character Development." 
 
 The Personal Service Bureau conducted by the Mothers* 
 Magazine, Elgin, 111., is a clearing house under the direc- 
 tion of Prof. M. V. O'Chea, of the University of Wis- 
 consin, for modern mothers. Programs and loan papers 
 upon every phase of child study and child training have 
 been prepared and will be furnished free to interested 
 parents and Mothers' Clubs. "A Key to Child Training" 
 is a valuable pamphlet issued by the Bureau. 
 
INDEX 
 
 PAGE 
 
 Ability 141 
 
 Abstinence 21 
 
 Acceleration of growth 5 
 
 Achievement 39 
 
 Action, a law of boy- 
 hood 100 
 
 Adolescence, Report of 
 
 Committee on 27 
 
 Adolescence and com- 
 radeship 36 
 
 Advice to smokers .... 24 
 Affection, Instinct of . . 74 
 Age of accountability. . 5 
 
 Age of conversion 119 
 
 Age of deepest religious 
 
 conviction 119 
 
 Aim of moral instruc- 
 tion 103 
 
 Alcohol 20,25 
 
 Altruism 92, 97 
 
 Altruistic feeling 78 
 
 Amusements 11 
 
 Amusements, Q u e s- 
 
 tionnaire on 11 
 
 Analysis of human 
 
 body 16 
 
 Analyzing a boy 170 
 
 Ancestor worship 206 
 
 Anger 70,71,73,104 
 
 Animalism 103 
 
 Appeal of conscience . . 106 
 
 Appeal of religion 117 
 
 Appendicitis 13 
 
 281 
 
 PAGE 
 
 Aptitude 139 
 
 Arbitration 70 
 
 Art and adolescence. . . 196 
 
 Arteries 7 
 
 Assimilative power. ... 16 
 
 Athletics, Dangers of.. 19 
 
 Athletics, Goal of 20 
 
 Attention 45 
 
 Attitude of boys to- 
 ward Church mem- 
 bership 132 
 
 Authority, Parental ... 39 
 
 Authority, Respect for 39 
 Aversion toward the 
 
 strange 69 
 
 Awakening conscience . 4 
 
 Baraca classes 262 
 
 Bathing 10 
 
 Beatitudes for church 
 
 goers 257 
 
 Beautiful, Apprecia- 
 tion of 1 
 
 Beer drinking 21 
 
 Beer drinking among 
 
 students 23 
 
 Betting and gambling . 113 
 Bible study, Y. M. C. 
 
 A 233 
 
 Big boys and the Sun- 
 day school 226 
 
 Blood pressure. . .8, 71, 173 
 
 Boarding houses 90 
 
282 
 
 INDEX 
 
 PAGB 
 
 Body, Anatomy of. . . . 172 
 " Constituent ele- 
 ments of 171 
 
 " Muscular energy 
 
 of 171 
 
 " the servant of 
 
 the mind .... 29 
 Books, Questionnaire 
 
 on 47,52 
 
 Books on vocational 
 
 subjects 146 
 
 Books, Sex instruction 
 
 through 198 
 
 Bones 172 
 
 Bowels 13 
 
 Boyhood of Jesus 6 
 
 Boyless churches and 
 
 churchless boys 252 
 
 Boys and literature ; . . 37 
 Boys and vocational 
 
 decision 38 
 
 Boys* Department in 
 
 the Sunday school . . 246 
 Boy's philosophy of life 15 
 Boy's room in the home 87 
 Boy Scout on Wall 
 
 Street 37 
 
 Boy's trousers pockets 141 
 
 Brain impressions 195 
 
 Brain, Racking of 14 
 
 Brain, Weight of 30 
 
 Breathing, Deep IS, 27 
 
 " during sleep 15 
 
 " through the 
 
 mouth. ... 14 
 through the 
 
 nose 10 
 
 " through the 
 
 pores 10 
 
 Business ethics of boy- 
 hood 141 
 
 Busy fathers 219 
 
 FAQB 
 
 Buying the b o y's 
 clothes 180 
 
 Camp fires 61,124 
 
 Camps help Christian 
 
 living 28,96,124 
 
 Carpets and boys 218 
 
 Cerebellum and cere- 
 brum 32 
 
 Cerebro-spinal system . 32 
 Characteristics of ado- 
 lescence . 162, 163, 164, 165 
 Characteristics of child- 
 hood. ..158,159,160,161 
 Character and food. .. 19 
 
 Cheerfulness 243 
 
 Chest, Enlarging the . . 13 
 
 Chest, Girth of 8 
 
 Chewing of food 17 
 
 "Children's heads are 
 
 hollow" 31 
 
 Chivalry. . 201 
 
 Choral singing 95 
 
 Choosing a vocation 
 
 78, 145 
 
 Chumminess 74, 219 
 
 Chumship, Indiscrim- 
 inate 83 
 
 Church and adoles- 
 cence 27, 97, 239 
 
 Church attendance. . . . 252 
 Church, Criticizing 
 
 the 133,229 
 
 Church membership. . . 
 
 113, 119, 132, 239 
 Church, Play life a 
 challenge to the .... 18 
 
 Church services 264 
 
 Churches, Seating ca- 
 pacity of 252 
 
 Churchless boys and 
 boyless churches. . . . 252 
 
INDEX 
 
 283 
 
 PAGE 
 
 Cigarets and educa- 
 tion 23 
 
 Cigarets and moral 
 
 decline 24 
 
 Cigaret smoking 
 
 among students .... 23 
 Cigaret smoking and 
 
 crime 23 
 
 Citizens in the making 84 
 Civil law vs. moral 
 
 law 105 
 
 Civil war fought by 
 
 boys 182 
 
 Cleanliness of body . . 10, 27 
 Cleanliness, Moral. 109, 112 
 Clean speech campaign 193 
 
 Codes of conduct 69 
 
 Cold bathing 10 
 
 College, Boys who go 
 
 to 152 
 
 College yell 216 
 
 Companions 69, 85, 97 
 
 Company manners. . . . 215 
 Community competi- 
 tion vs. community 
 
 cooperation 244 
 
 Competition in sports 
 
 and games 3 
 
 Concentration 149 
 
 Conduct, Tendencies 
 
 to 102 
 
 Conscience .... 97, 103, 
 
 106, 112, 115, 127 
 
 Consciousness 61 
 
 Constituent elements 
 
 of the body 171 
 
 Constructive imagina- 
 tion 34 
 
 Control, Habit of 103 
 
 Control, Instinctive. . . 102 
 Control, Judgment and 103 
 Conversion 119, 128 
 
 PAGE 
 
 Cooperation, Highest 
 
 form of. 95 
 
 Coordination of mo- 
 tion and emotion. . . 34 
 Correspondence course 
 in Sunday school 
 
 teaching 240 
 
 Cost of wrong doing. . . 182 
 
 Courage 109 
 
 Creation of ideals 43 
 
 Creative powers .... 43, 154 
 Crime, Time of great- 
 est 119 
 
 Cultural side of educa- 
 tion 154 
 
 Dabbling 149 
 
 Dangers of athletics. . . 19 
 
 Decision 4 
 
 Decision for Christian 
 
 living 127 
 
 Decrease of sickness. . . 3, 8 
 Defective imagination . 39 
 
 Delinquent boys 118 
 
 Dependence, Instinct 
 
 of 80 
 
 Desire for fellowship . 83, 84 
 Desire, Function of . . . 106 
 Digestive apparatus. . . 10 
 Dirt and noise . 117, 215, 218 
 
 Dirty stories 72 
 
 Discipline 2, 68 
 
 Discipline, Moral 43 
 
 Discipline and charac- 
 ter formation 42 
 
 Discontent, Spirit of.. 147 
 
 Discourtesy 214 
 
 Disease and mind 12 
 
 Disease and tobacco, . 23 
 
 Dissipation 9 
 
 Divorce and the home. 206 
 Doing a good turn .... 94 
 
284 
 
 Es[DEX 
 
 PAGE 
 
 Dominant emotional 
 
 instincts 66 
 
 Dreams 15 
 
 Drunkards 20 
 
 Dust hunters vs. home 
 
 makers 218 
 
 Ear, The 194 
 
 Eating 15 
 
 Eating, The art of 6, 17 
 
 Economic waste 
 
 through smoking ... 24 
 Education, Cultural 
 
 side of 154 
 
 Education and cigarets 23 
 Education, Progres- 
 sive 12,30,77 
 
 Education, Social 86 
 
 Education, Value of. . . 148 
 Education, Visualized . 
 
 150, 153 
 
 EflSciency, Instinct of . 77 
 
 Ego period .42,69 
 
 Emotional characteris- 
 tics 63 
 
 Emotional instincts ... 65 
 Emotion-c ontrolled 
 
 men 80 
 
 Emotions 64,80 
 
 Energy, Harnessing of. 4 
 
 Energy, Moral 104 
 
 Energy, Physical 172 
 
 Esoteric instinct 93 
 
 Esteem 70 
 
 Ethical period 126 
 
 Ethics taught through 
 
 play 18 
 
 Example, Power of . . . . 79 
 Exit mother and enter 
 
 father 181 
 
 Eye, The care of the . . 4 
 
 Eye, Wonders of the . . 194 
 
 PAGE 
 
 Faith 122. 127 
 
 Family, The 110,112 
 
 " meal. The so- 
 cializing val- 
 ue of 90 
 
 pew 252,254 
 
 " quarreling. . . . 214 
 
 " worship 221 
 
 Father and son. Firm 
 
 of... 107 
 
 Father's opportunity , . 
 
 6, 26, 181 
 
 Fatigue 13,18 
 
 Fear 66 
 
 Fear an educational 
 
 factor 68 
 
 Feeling. . . 29, 63, 64, 70, 127 
 
 Feelings, Hurt 63 
 
 Fighting.. ...70,72,78,100 
 First impressions . . 124, 243 
 
 First shave. The 179 
 
 Food and character. . . 17 
 
 Food, Chewing of 17 
 
 Formation of habits . . 40 
 Fraternities, Value 
 
 of 93,94 
 
 Freedom to decide 146 
 
 Finger nails 10 
 
 Fresh air 9 
 
 Friendships 69, 85, 
 
 124, 146, 175, 183 
 
 Functioning 77, 127 
 
 Fun and mischief 117 
 
 Fun of living 15 
 
 Function of desire. ... 106 
 Function of worship. . . 133 
 
 Gambling and betting . 113 
 
 Gang leadership 97 
 
 Gangs 8,68,82,85, 
 
 97, 226, 233 
 Gangs, Study of 86 
 
INDEX 
 
 285 
 
 PAGE 
 
 Generosity 110 
 
 Generous impulses..!" 128 
 
 Genius 35 
 
 Glee clubs 95 
 
 Goal of athletics 20 
 
 God, A boy's concep- 
 tion of 79 
 
 God and nature 124 
 
 Go-to-Church band . . . 255 
 Go- to-Church Sunday . 251 
 
 Gregariousness 86 
 
 Growth, Accelerat ion 
 
 of 6 
 
 in chest 5 
 
 in height 5,71 
 
 in legs ....... 7 
 
 in weight 5 
 
 and nutrition. 16 
 
 and sleep 13 
 
 Grow time 169 
 
 Habit 242 
 
 " control 103 
 
 ** and character . . 41 
 " Formation of. 40, 486 
 Habits, Mental and 
 
 moral 40 
 
 Harnessing energy .... 9 
 
 Health creed 27 
 
 Heart hunger 118 
 
 " as a pump 173 
 
 " strain 19 
 
 " Weight of 7 
 
 Hedonists 227 
 
 Heroism 117, 127 
 
 Hero worship 79, 126 
 
 High School fraterni- 
 ties 93 
 
 Holyoke plan 246 
 
 Home a school of 
 
 morals 105 
 
 Home a social center . . 89 
 
 PAGE 
 
 Home and public 
 
 schools 144, 199 
 
 Home life 74,87, 
 
 205,206,220 
 H o m e-making vs. 
 
 house-keeping 89, 218 
 
 Home, Peril of 90,205 
 
 Home sickness 217 
 
 Home the foundation 
 
 of society 204 
 
 Homeless boys 217 
 
 Honesty 109,112,115 
 
 Honor 112 
 
 Hotel vs. home 90 
 
 Hours of sleep 14 
 
 Hours of work 14 
 
 Hot house forcing of 
 
 boys 25, 38 
 
 Humanity, Obligation 
 
 to 112 
 
 Hurt feelings 63 
 
 Ideals ..97,113,177 
 
 Ideals, Creation of ... . 43 
 
 Idealism 15 
 
 Ignorance of badness . . 101 
 
 Imagination 34, 35, 1 18 
 
 Imagination, Defective 39 
 
 Immature powers 1 
 
 Impressionistic period. 122 
 
 Impulse, Blind 2 
 
 Impulses 128 
 
 Incivility 214 
 
 Increased girth 8 
 
 Indiscriminate chum- 
 ship 83 
 
 Individuality 18 
 
 Indulgent parents .... 13 
 Industrialism, Sunday . 231 
 IneflScient Sunday 
 
 school teaching 227 
 
 Injustice 71 
 
286 
 
 INDEX 
 
 PAGE 
 
 Insanity 115 
 
 Insanity through drink 20 
 Instinct of afiFection ... 74 
 Instinct of aversion to- 
 ward the strange. ... 69 
 Instinct of dependence 80 
 Instinct of efficiency . . 77 
 
 Instinct of fear 66 
 
 Instinct of inner free- 
 dom 76 
 
 Instinct of positive and 
 
 negative self feeling. 76 
 
 Instinct of reverence . . 78 
 
 Instinct of sex 76 
 
 Instinct of surprise. ... 80 
 
 Instinct of sympathy. . 77 
 
 Instinct of wonder .... 80 
 Instinct of worship .121, 254 
 
 Instinctive control .... 102 
 
 Instincts, Emotional . : 66 
 
 Integrity 115 
 
 Intellectual character- 
 istics 29 
 
 Inter-church organiza- 
 tion 244 
 
 Interpretation 
 
 of morals 102 
 
 Interpreters of boy- 
 hood 17 
 
 Inward rebellion 176 
 
 Irregularity of sleep. . . 13 
 
 Irreverence 230 
 
 Jesus, Boyhood of ... . 6 
 
 Judgment control 103 
 
 Justice 11, 110 
 
 Juvenile courts 186, 207 
 
 Juvenile delinquency. . 
 
 207, 237 
 
 Kidneys 10, 13 
 
 Kneepante 177,218 
 
 PAGE 
 
 Knights of King Arthur 
 age 126,257 
 
 "Know Yourself Cam- 
 paign" 155 
 
 Language the vehicle 
 
 of thought 46 
 
 Laziness 141 
 
 Leadership 96, 176 
 
 Leadership of gang. ... 97 
 "League of Worshiping 
 
 Children" 255 
 
 Leaving school 152 
 
 Likes and dislikes 143 
 
 Liquor, Decrease of 
 
 consumption of 22 
 
 Liver 13 
 
 Lonely age 118 
 
 Long sermons and long 
 
 prayers 227 
 
 Long trouser period. . . 
 
 177. 179 
 Love a social feeling. . . 74 
 
 Love in action 43 
 
 Love of home 204 
 
 Loyalty 126, 182 
 
 Lungs 10, 13, 173 
 
 Lying 140 
 
 Making a living vs. 
 
 making a life 156, 217 
 
 Making things 140 
 
 Manland 106 
 
 Manners 109, 215 
 
 Mannishness vs. man- 
 liness 219 
 
 Maxims of life 108 
 
 Meal, The family 90 
 
 Medulla oblongata. ... 32 
 
 Medullary sheath 32 
 
 Memory 43, 104, 183 
 
 Memorizing 44, 45 
 
INDEX 
 
 287 
 
 PAGE 
 
 Mental habits 40 
 
 Mental photography . . 194 
 
 Mental turmoil 134 
 
 Mind, a picture gal- 
 lery 33 
 
 Mind, Reasoning power 
 
 of 34 
 
 Minister, Assistants to 
 
 the 261 
 
 Ministers and the boys 259 
 Ministers' sermons to 
 
 boys 263 
 
 Mischief and fun 117 
 
 Misfits on society. . . 84, 136 
 Misunderstood boys, . 
 
 118, 232 
 
 "Model" boy 177 
 
 Modern sensationalism 230 
 
 Modern skepticism. . . . 232 
 
 Moral characteristics. . 100 
 
 " colorblindness.. 114 
 
 " culture 84 
 
 " destruction. . . . 101 
 " deterioration ... 39 
 
 " discipline 43 
 
 " energy 104 
 
 ** instruction. Aim 
 
 of. . 103 
 
 ** instruction for 
 
 boys 12 to 14. 109 
 ** instruction for 
 
 boys 14 to 16. 110 
 " instruction for 
 
 boys 16 to 19. 112 
 
 " judgment 101 
 
 " law vs. civil law 105 
 
 ** qualities 62 
 
 ** teaching. Home 
 as the school 
 
 of 105 
 
 Morality, A growth 
 from within 100 
 
 PAGE 
 
 Morality, A rational 
 
 basis for 109 
 
 Morals, Religious base 
 
 of 103 
 
 Morbus Sabbaticus . . . 250 
 Mother and her oppo- 
 sition to boy friends. 88 
 Mother and uplift so- 
 cieties 209 
 
 Mother buying the 
 
 boy's clothes 180 
 
 Mother love 200 
 
 Mothers' Congress. . . . 200 
 Mother's opportunity. 122 
 
 Motion pictures 231 
 
 Mouth breathing 5, 14 
 
 Muscle and morals. . . . 104 
 Muscular virtues and 
 
 faults 18 
 
 Muscles, Involuntary. 11 
 Music 43, 44, 95,97 
 
 Nagging. 106,107 
 
 Narrowmindedness. ... 96 
 
 Nasal passages 10, 15 
 
 Nature and God 124 
 
 Nature and nurture . . . 170 
 
 Nature worship 125 
 
 Neglected boyhood. ... 84 
 Need of vocational 
 
 guidance 139 
 
 Nervo - muscular sys- 
 tem 30 
 
 Nervous fathers 216 
 
 Nervous system 
 
 4, 13, 14, 30, 32, 33, 173 
 
 Newspaper route 141 
 
 Noise and dirt 117,215 
 
 Number of young men 
 
 in U. S . 39 
 
 Nutrition 14 
 
 Nutrition and growth . / 16 
 
288 
 
 INDEX 
 
 PAGE 
 
 Obedience . 7 . . .t. 107 
 
 Objective righteous- 
 ness 121 
 
 Observation, Period 
 
 of 4,102 
 
 Older boys. Responsi- 
 bility of 113 
 
 Open hearth 51 
 
 Order. . 110 
 
 Organization for boys . 245 
 Organized Sunday 
 
 school classes 245 
 
 Oxygen 16 
 
 Pairing tendency 85 
 
 Parental ambition . 145, 205 
 Parental authority. . . , 
 
 39, 42, 89, 207 
 Parental delinquency.. 
 88, 192, 204, 207, 214, 220 
 
 Parental respect 215 
 
 Parents, Indulgent. ... 13 
 Parents and sex in- 
 struction. . .187, 190, 197 
 Parents and the Sun- 
 day school 228 
 
 Parent-Teacher Asso- 
 ciation 200 
 
 Passions 64 
 
 Patriotism 110, 111. 112 
 
 Peace and war. . . . Ill, 112 
 
 Pelvic organs 13 
 
 Peril of the home. . .90, 205 
 
 Period of doubt 42 
 
 Period of misunder- 
 standing 118 
 
 Perseverance 110 
 
 Personal habits 40 
 
 Personal relationship to 
 
 others Ill 
 
 Personality, The boy's. 
 
 33, 248 
 
 PAGE 
 
 Personality of leaders. 
 
 104, 228, 239, 241 
 Phi Alpha Pi fraternity 93 
 
 "Phrenometer" 173 
 
 Physical examinations . 20 
 
 Physical laziness 38 
 
 Physical struggle and 
 
 prowess 9 
 
 Physical weaknesses. . . 103 
 Pictures, The appeal of 
 
 195, 196 
 
 Pin feather age 179 
 
 Plato 3,6 
 
 Play a school of ethics 18 
 Play a social adjuster. 90 
 
 Play and work 92 
 
 Play life a challenge to 
 
 the Church 18 
 
 Playing store 141 
 
 Pleasure of work 89 
 
 Pores 10 
 
 Power of example .... 79 
 Power of observation. . 4 
 Power of suggestion. . . 36 
 
 Prayer 122,254 
 
 Preparation for life . . 83, 90 
 Principles relating to 
 self, society, and hu- 
 manity 108 
 
 Progressive education. 30 
 Prohibition of the sale 
 
 of vodka 21 
 
 Protestant Sunday 
 
 schools 223 
 
 Psychical elements. ... 4 
 Public schools and the 
 
 home 144 
 
 Public schools and sex 
 
 instruction 199 
 
 Public schools and re- 
 ligious instruction. . . 224 
 Punishment 68, 71. 105 
 
INDEX 
 
 PAGE 
 
 Quacks 20 
 
 Questionnaire 
 on amusements 11 
 
 Questionnaire on books 
 and magazines 52 
 
 Questionnaire on father 211 
 
 Questionnaire on habit 253 
 
 Questionnaire on how a 
 minister can help a 
 boy . . 260 
 
 Questionnaire on join- 
 ing the church 258 
 
 Questionnaire 
 on mother 209 
 
 Questionnaire on sex 
 instruction 187, 189 
 
 Questionnaire on slang 47 
 
 Questionnaire on Sun- 
 day school attend- 
 ance 225 
 
 Questionnaire on vo- 
 cational desire 138 
 
 Questionnaire on why 
 boys don't go to 
 church 253 
 
 Questionnaire on why 
 boys go to Sunday 
 school 238 
 
 Questions, A boy's .... 
 
 6, 14, 207 
 
 Rapid eating 17 
 
 Rational basis for mor- 
 ality 109 
 
 Reasoning power of 
 
 mind 34 
 
 Rebellion, Inward .... 177 
 
 Recreation 1, 111, 113 
 
 Reform schools 207 
 
 Regulative principles.. 108 
 Religion as motive 
 power 117,120 
 
 PAGE 
 
 Religion the base of 
 
 morals 103 
 
 Religious awakening. . 
 
 119, 128 
 Religious characteris- 
 tics 117 
 
 Religious clarification. 118 
 Religious expression. . . 
 
 121, 122 
 
 Religious feeling 8 
 
 Religious instruction . . 233 
 Religious instruction 
 
 and the public schools 224 
 Religious observance . . 1 18 
 Religious questionings. 
 
 101, 135 
 Reproductive organs . . 7 
 Respect for authority. 39 
 Respect for others .... 108 
 Respect jfor self. 108, 110, 113 
 
 Responsibility 
 
 39, 92, 113, 182 
 
 Restlessness 13 
 
 Reverence, Instinct of . 78 
 
 Right thinking 41 
 
 Room, A boy's 87 
 
 Sabbath observance . 80, 230 
 
 Sacrifice 108 
 
 Saliva 14 
 
 Savings banks in Rus- 
 sia 22 
 
 School, Boys' leaving. . 
 
 143, 148, 152 
 
 School yell 216 
 
 Self centered boys .... 82 
 
 control 144 
 
 expression 152 
 
 feeling. Instinct of 76 
 
 government 106 
 
 respect. . .108,110,113 
 Selfishness 75,183 
 
290 
 
 INDEX 
 
 PAGE 
 
 Sensitiveness to social 
 
 relations 106 
 
 Sensori-motor system. . 30 
 
 Sensory centers 33 
 
 Sensuous growth. Pe- 
 riod of 101 
 
 Sentiments 64 
 
 Sentimentalism 75 
 
 Service 75,76,108. 
 
 127, 229, 244 
 
 Servantized boys 220 
 
 Services of worship. . . . 
 
 249, 259, 264 
 
 Sex instinct 76 
 
 Sex instruction .... 25, 
 
 26, 187, 189, 196 
 
 Shave, The first 179 
 
 Sickness, Decrease of. . 3, 8 
 Singing, a universal 
 
 language 95 
 
 Singing, Church 95 
 
 Skedaddling from Sun- 
 day school 223 
 
 Skepticism, Modern. . . 232 
 
 Skin ..10,11,173 
 
 Slang expressions .... 46, 47 
 Sleep and growth .... 13, 14 
 Sleep, Breathing dur- 
 ing 13,15 
 
 Sleep, Hours of 14 
 
 Sleep, Irregularity of . . 13 
 Smoking and beer 
 
 drinking 23 
 
 Smoking and economic 
 
 waste 24 
 
 Social center. The boy's 
 
 room a 87 
 
 Social characteris- 
 tics 82 
 
 Social education 86 
 
 Social initiative 90 
 
 Social instincts 84, 97 
 
 PAGE 
 
 Social organizations. . . 
 
 94, 110, 112 
 Social relationships. . . 113 
 Social service. . .92, 113, 114 
 Socializing value of the 
 
 family meal 90 
 
 Spinal cord and mar- 
 row 32 
 
 Spirit of discontent , . . 149 
 Spiritualization of work 156 
 
 Spontaneity 151 
 
 Stages of religious ex- 
 pression 122, 240 
 
 Stemming the tide 236 
 
 Stifled emotions 80 
 
 Strong motor and sen- 
 sor temperaments. . , 65 
 Struggle for manhood . 134 
 Storm and stress pe- 
 riod 63, 128 
 
 Spine 13 
 
 Study of gangs 86 
 
 Suggestion, Power of . . 36 
 
 Suicide 206 
 
 Sunday newspaper . . . 230 
 Sunday school activi- 
 ties 243 
 
 Sunday school and 
 adolescence. . 27, 119, 
 
 134, 152, 223, 233 
 Sunday school and big 
 
 boys 226,236 
 
 Sunday school and 
 
 parents 228 
 
 Sunday school and 
 
 week day activities. 234 
 Sunday School Ath- 
 letic League 19, 242 
 
 Sunday school Boys' 
 
 Department 246 
 
 Sunday school indus- 
 trialism 231 
 
INDEX 
 
 291 
 
 PAGE 
 
 Sunday school lessons . 233 
 Sunday school teachers 120 
 Surprise, Instinct of. . . 80 
 
 Sweating tubes 10 
 
 Swimming 11, 13 
 
 Syllabus of moral in- 
 struction 109 
 
 Sympathetic system.33, 197 
 
 Sympathy 124 
 
 Sympathy, Instinct of . 77 
 
 Teacher training insti- 
 tute 240 
 
 Teachers, Inefficient 
 
 Sunday school 227 
 
 Team work 91 
 
 Teasing 71 
 
 Teeth 14,15 
 
 Temper 228 
 
 Temperature of body. . 7, 8 
 Temperance in drink . . 112 
 Temperament, Weak 
 
 and strong motor . . 64, 65 
 Temperament, Weak 
 
 and strong sensor ... 65 
 Tendencies to conduct. 102 
 The Church, the 
 preacher, the ser- 
 mon, and the boy. . . 250 
 The greatest criminal 
 
 in history 20 
 
 The language of the 
 
 fence 185 
 
 The three modern 
 
 furies 206 
 
 The teen period 7 
 
 Thinking right 41,176 
 
 Thought life of a boy. . 
 
 25, 115, 185 
 Three wise monkeys of 
 
 Japan 194 
 
 Thrift 110.111 
 
 PAGE 
 
 Throat 10,14 
 
 Tight fitting clothing. . 15 
 Time of conversion. ... 119 
 
 Time of crime 119, 186 
 
 Time of uniting with 
 
 the church 119 
 
 Tobacco and disease . . 23 
 
 Toenails 10 
 
 Toleration toward 
 
 others 113 
 
 Truthfulness 109 
 
 Unfolding of personal- 
 ity 14 
 
 Uniting with the 
 Church 131,119,258 
 
 Unselfishness 78 
 
 Value of an education . 
 
 148, 154 
 
 Vertebral column 33 
 
 Virile qualities 7 
 
 Virtue and vice 15 
 
 Visualized education . . 153 
 Vocation, Choosing a. . 
 
 78, 144 
 Vocational characteris- 
 tics . 137 
 
 Vocational schools .... 152 
 Voluntary human ac- 
 tion 100 
 
 Vulgar show bills 193 
 
 War and peace. . . .111, 112 
 
 Waste 13,14 
 
 Willculture....39, 111, 113 
 
 Will, The 139,155 
 
 Wine drinking 21 
 
 Wonder, Instinct of . . . 80 
 
 Work 110,111,140,155 
 
 Work and play 92 
 
 Work, Hours of 14 
 
292 
 
 INDEX 
 
 PAGE 
 
 Work. Pleasure of. .39, 157 
 Work, Spiritualization 
 
 of 156 
 
 Worship, Family 221 
 
 Worship, FunctioQ of. . 133 
 
 PAGE 
 
 Worship, Instinct of. 121, 154 
 Worship and nature.. . 124 
 
 Wrong doing 102 
 
 W u n d t ' 8 regulative 
 principles 108 
 
 Index of Authors 
 
 PAGE 
 
 Addison, Joseph 243 
 
 Alexander, John L . . . . 245 
 
 Baden-Powell. Sir Rob- 
 ert S. S 94 
 
 Baines. E. W 23 
 
 Beck, F. 7.91,107 
 
 Begbie, Harold 103 
 
 Black, Hugh 85 
 
 Bok, Edward 38 
 
 Bosworth, E. 1 221 
 
 Burdette, Robert 24 
 
 Burr, H. M 47 
 
 Butler, Prof 104 
 
 Carroll, H.K 252 
 
 Chad wick. Dr. M. 
 
 Louise 196 
 
 Coe, George A 101 
 
 Cook, Joseph 45 
 
 Corsan, George H . . . . 13 
 
 Craig, T. A 182 
 
 Curtis, John W 153 
 
 De Garmo, Charles. . . 108 
 
 De Motte, John B 201 
 
 Dennis, Doctor 23 
 
 Dewey, John 106 
 
 Dexter and Garlick . . . 105 
 
 Eliot, Charles W 41 
 
 PAGE 
 
 Faunce, W. N 224 
 
 Fisher, George J., M.D. 103 
 Forbush, William 
 
 Byron 7,82 
 
 Fosbroke, Gerald E . . . 176 
 Fowler, Nathaniel, Jr. . 
 
 141, 143 
 Freeman, James M. . . . 195 
 
 Gladstone, William E. . 41 
 Green, Reuben, M.D.. 14 
 
 Hall, G. Stanley 
 
 11, 14, 18, 46, 51, 
 71, 96, 119, 196, 
 
 205 231 
 
 Hoben, Allan 259, 261 
 
 Home, H. H 240 
 
 Hubbell, George Allen . 
 
 45, 46. 170 
 
 James, William. . .40, 41, 84 
 
 Johnson, G. E 83 
 
 Johnson, Marietta L. . 149 
 
 Kirkpatrick, E. A 30 
 
 Kirtley, James S . . 4, 6, 
 
 10, 17, 35, 75, 87, 121 
 Kress. D. H.. M.D.... 24 
 
INDEX 
 
 dOS 
 
 PAGE 
 
 Latimer, Hugh 220 
 
 Lockwood, John Hor- 
 ace 206 
 
 Longfellow, Henry W. 21 
 
 Lord, Everett W 143 
 
 Luther, Martin 124 
 
 McElfresh, Franklin . . 241 
 McKeever, William A . 155 
 McKinley, Charles E. . 
 
 76, 248, 263 
 Harden, Orison Swett. 151 
 Mark, H. Thistleton . . 
 
 30, 63, 66, 69, 74 
 
 Markham, Edwin 156 
 
 Mayo, Hon. John W . . 214 
 Merrill, Lilburn, M. D. 74 
 
 Mill, John Stuart 41 
 
 Moxom, Philip A 115 
 
 Oppenheim, James. . . . 206 
 
 Puffer, J. Adam 86 
 
 Raflfety, W. E 43 
 
 Ribot, Th 66,73 
 
 Riis, Jacob E 140 
 
 Roarke, Prof 37 
 
 PAGE 
 
 Robson, Frank 101 
 
 Rosenkrantz, Dr 84 
 
 Rosenufif. Dr 20 
 
 Ruskin, John 44 
 
 St. John, E. P 78 
 
 Scott, Collin A 114 
 
 See, Edwin F 40 
 
 Sheldon, D 86 
 
 Snedden, David 154 
 
 Starbuck, E. D.... 118, 128 
 
 Stead, W.T 128 
 
 Swift, Edgar J 86 
 
 Tarkington, Booth 177 
 
 Taylor, Charles K 19 
 
 Tyler, J. M 7,8,9, 
 
 33, 34, 72, 127, 128 
 Tyndall, John 194 
 
 Van Dyke, Henry 90 
 
 Votaw, Prof 132 
 
 Warner, Francis 14 
 
 Weigle, Luther A ... .84, 93 
 
 Werner, Carl 181 
 
 Wilson, R. N., M.D... 25 
 Wundt, W. M 107 
 
 FiBST Lines of Poetby 
 
 PAGB 
 
 'A Cathedral, boundless as our wonder" 124 
 
 'A creed is a rod." Hyde 136 
 
 'As each new life is given to the world" 247 
 
 *At night returning, every laborer sped." Goldsmith 204 
 
 *At the terrible door of your beautiful sin." Morgan 202 
 
 'Brother, save the boy." Raffety 234 
 
 •Doth not the soul the body sway" 114 
 
 'Do you know that your soul is of my soul such part" 200 
 
 'Earth's future glory and its hopes and joys" 183 
 
 'Flower in the crannied wall." Tennyson ... * 169 
 
294 INDEX 
 
 PAGE 
 
 "For there are moments in life when the heart is so 
 
 full of emotion." Longfellow 63 
 
 **Give the boy a hammer." Chicago News 140 
 
 "Give us men." Bishop of Exeter 98 
 
 "He was a dog, but he stayed at home." London 
 
 S. S. Times. 208 
 
 "How beautiful is youth! how bright it gleams." 
 
 Longfellow 181 
 
 "Hurry the baby as fast as you can." Waterman. . . 26 
 "I am a child — oh, do not tie me up to schools." 
 
 Breckenridge 150 
 
 "It is good to have money" 220 
 
 "It takes a soul." Mrs. Browning 96 
 
 "I want a hero." Blackie 80 
 
 "Know thyself as the Lord of the chariot" 62 
 
 "Let me but do my work from day to day." Van 
 
 Dyke 157 
 
 "Life's more than breath." Baily 100 
 
 "Man am I grown." Tennyson 223 
 
 "Mind is the master power that moulds and makes." 
 
 Benton 29 
 
 "Mum always makes me mad clean through." Daly 180 
 
 "Oh, the joy of measured strength." Sterns 3 
 
 "Oh the years we waste and the tears we waste" .... 214 
 
 "Onc't they was a little boy." Riley 67 
 
 "Ram it in, jam it in." London Post 31 
 
 "Seek to shape it outwardly" 74 
 
 *'Sow a thought and reap a deed." Hale 41 
 
 "There are hermit souls that live withdrawn." Foss 82 
 
 *'There is a tide in the affairs of men." Shakespeare 108 
 "There's a breathless hush in the Close tonight." 
 
 Newbolt 91 
 
 "The world has work for us." Allerton 137 
 
 **To thine own self be true." Shakespeare 108 
 
 "Two great, strong arms; a merry way." B. E. W. . 221 
 
 "Wall Street rang and echoed with its traffic" 37 
 
 "We teach and teach" ^ 241 
 
 "When from the field of mimic strife" 73 
 
 "When the fight begins within himself." Browning.. 100 
 
 "Where have I come from." Tagore 197 
 
 "Who builds in boys builds lastingly in truth" 28 
 
 "You hear that boy laughing" 117 
 
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