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 MANUAL 
 i for LEADERS 
 
 I PIONEERS 
 
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Cornell University Library 
 HS3313.Y64A32 
 
 Manual for leaders, pioneers; a program o 
 
 3 1924 014 549 954 
 
Cornell University 
 Library 
 
 The original of this book is in 
 the Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924014549954 
 
MANUAL FOR LEADERS 
 
Sweater Emblems 
 
 Uppur flcsigns — Pioneers 
 
 Center designs — Coniraelos 
 Buttons 
 
 IVoneer— C'onirailt — Leader 
 
 l''or vnhii' of colnrs, inoniiinR of colored colds, mimrrals, und lull 
 cxplanauiin of iiisiKiiia ;la> soculul section ol Aiipendix. 
 
MANUAL FOR LEADERS 
 
 PIONEERS 
 
 A Program of Christian Citizenship 
 
 Training for Boys Twelve to 
 
 Fourteen Years of Age 
 
 REVISED EDITION 
 
 ASSOCIATION PRESS 
 
 New York: 347 Madison Avbnub 
 1920 
 
Copyright, 1920, by 
 
 The International Committee of 
 
 Young Men's Christian Associations 
 
CONTENTS 
 
 Foreword v 
 
 I. Why This Program and What It Is . . . i 
 II. The Significance and Explanation of the 
 
 Intellectual Training Program 7 
 
 III. The Significance and Explanation of the 
 
 Physical Training Program . 20 
 
 IV. The Significance and Explanation of the 
 
 Devotional Training Program 32 
 
 V. The Significance and Explanation of the 
 
 Service Training Program 44 
 
 VI. The Service Recognitions ... -55 
 
 VII. Building Your Mid-Week Calendar .... 59 
 
 VIII. The Boy from Tvitelve to Fourteen ... 68 
 
 IX. The Personal Interview and Charting . . 72 
 
 X. Efficient Leadership 92 
 
 XI. Fundamental Relationships ... 96 
 XII. The Country Boy . .100 
 
 XIII. Track and Field Athletics ... . . 109 
 
 XIV. Aquatics ... .... . . 138 
 
 XV. Group and Mass Games . ... 181 
 
 XVI. Selected Books for Younger Boys . ... 219 
 XVII. A General Classified Bibliography of All 
 
 Boy Activities and Interests 234 
 
 XVIII. A Complete List of Practical Talks . . 254 
 
 Appendix . . 263 
 
 Historical Statement 
 Insignia and Registration 
 Physical Examination Blank 
 
 Index 2gi 
 
FOREWORD 
 
 Special attention has been given to make this program as 
 acceptable and as usable as possible by volunteer leaders of boys 
 who desire a Christian citizenship training program, whether in 
 the Young Men's Christian Association, the Sunday school, or 
 elsewhere. 
 
 Every suggestion for the still further improvement of it will 
 be welcomed and the largest possible cooperation and partner- 
 ship are sought, both in the using of the present program and 
 in any further revisions or substitutions that may be desirable 
 from time to time. 
 
 It is hoped that a joint commission will be appointed to 
 develop a program of boys' work which will be representative of 
 the best ideals, standards, and methods of the forces which are 
 directly responsible for the religious education of adolescent 
 boys. 
 
 ACKNOWLEDGMENTS 
 
 This program represents the labors of many men and has 
 taken several years of experiment and study as will be seen by 
 reference to the Historical Statement. 
 
 We wish to express our grateful appreciation to the National 
 Council of the Young Men's Christian Association of Canada 
 for the use of material from "Manual for Trail Rangers" and 
 "Manual for Tuxis Boys"; to B. Deane Brink for chapter on 
 "Aquatics"; to George O. Draper for chapter on "Games"; to 
 L. K. Hall and D. C. Drew for chapter on "The Country Boy"; 
 to A. N. Cotton, C. C. Robinson, C. J. Carver, H. I. Baker, C. H. 
 Hagenbuch, and other members of the International Committee 
 staff for chapter material and constant suggestions in the prepara- 
 tion and revision of material; to F. H. Cheley and Eugene C. 
 Foster especially for their constant and untiring attention in 
 connection with the preparation, editing, and production of the 
 volume ; to the many men who have attended conferences and at 
 other times given valuable help in the production of the program. 
 
 International Committee of 
 Young Men's Christian Associations 
 347 Madison Avenue, 
 Edgar M. Robinson, New York City. 
 
 Secretary, Boys' Work Division, 
 
CHAPTER I 
 WHY THIS PROGRAM— AND WHAT IT IS 
 
 The boy of twelve to fourteen is facing the critical character- 
 building years of life. Certain habits have by this time been 
 acquired, but many have not been firmly fixed. Good habits may 
 yet be acquired, bad ones yet be replaced by good ones ; and new 
 habits, of critical character content, are certain to be formed in 
 the years just ahead. Formation here saves the necessity for 
 reformation later. 
 
 This boy is marked by well-defined characteristics. His 
 mental growth and his bodily development, his group conscious- 
 ness, and his spiritual yearnings, are matters of abundant 
 observation and scientific understanding. He will develop, very 
 generally, along lines chosen carefully for him by others, or in a 
 haphazard way according to his own instincts and interests. In 
 which of these two ways he will develop is a matter for careful 
 adult concern. 
 
 The Program represents the experience of many skilled workers 
 with boys through decades of work. It is a broad plan of re- 
 ligious education, designed to meet a growing boy's needs in a 
 manner which appeals to his own likings and personal interests. 
 
 The average boy gets his training in sections, not usually cor- 
 related. At school he is trained mentally, with physical, social, 
 and moral training as by-products. The church ordinarily has 
 been content to train him spiritually — as long as it held him; 
 true, there are by-products here also, and where there has been 
 adequate leadership by those who fully understand the boy, 
 these other training processes have been greatly enriched. Other 
 agencies have functioned in his recreational or spare-time inter- 
 ests. But correlation of these several efforts has usually been 
 missing, except a^ the somewhat exceptional home furnished it. 
 
 If one will stop to think this statement through with reference 
 to each of two or three boys who are best known to him, he will 
 see the significance of the fact stated. The school imposes one 
 
2 LEADERS MANUAL— PIONEERS 
 
 set of duties and appeals to one set of interests, the church to 
 another set, possibly some boy organization to another. The 
 complaint is made frequently that the boy has not time for home 
 duties; or, if these home duties and interests do find a place, fre- 
 quently they are not related vitally to the other interests men- 
 tioned. 
 
 All this tends to confusion in the boy's mind and commotion 
 and lack of order in his life. Certainly the agency to set all this 
 in order, and relate each set of interests to the others, is the home. 
 But many well-meaning and thoroughly conscientious parents 
 are at a loss to know how best to do this. 
 
 This Program seeks to help the home to coordinate the several 
 parts of the usual, everyday program of a normal boy, and weld 
 them into a balanced character-making whole, supplying the 
 elements that may be missing at any point in his life. It is de- 
 signed as a first-hand agent of the home at its best. 
 
 The first essential necessary to accomplish this end is a goal 
 set for achievement. Such a goal is the balanced or all-round 
 life. Any system of religious education which tends to produce a 
 man with part of his normal powers undeveloped is inadequate. 
 The present Program sets up the standard of a four-square 
 preparation of life. To carry out its purpose, three steps are 
 necessary: (i) To ascertain how the boy stands in relation to his 
 potential development; (2) to hold up, as an incentive, the chal- 
 lenge of a greater achievement; (3) to show him how to reach 
 his newly determined goal. How the Program does this may be 
 more clearly shown in a few paragraphs under the above nu- 
 merals. 
 
 I. What is the boy's present standing? In a brief talk with 
 the Leader the boy's present achievements are compared with 
 what might be expected of a boy of his age. How he compares 
 with these standards is shown by a credit system and this is 
 visualized on a simple chart. 
 
 The way in which the chart is used to help the boy to find out 
 how he stands may be seen in the following illustrations. 
 
 Fig. I. This boy has given a good deal of attention to his 
 physical development, but has greatly neglected the devotional 
 side of his life and averages only fairly well in the social and 
 mental realm. 
 
WHY THIS PROGRAM AND WHAT IT IS 3 
 
 ^Vl 
 
 Y 
 
 /^ 
 
 \ 
 
 
 Fig 
 
 a 
 
 
 ^ 
 
 ^ 
 
 
 
 \ 
 
 Fig. 3 
 
 Fig. 4 
 
 Fig. 2. This boy is strong on the mental side, but is self- 
 centered and lacking in qualities of service to others; with a fair 
 average physically and mentally. 
 
 Fig. 3. Here is a boy who is strong in his devotional develop- 
 ment, but below an average boy in other qualities. 
 
 Fig. 4. In this case the boy has been developed on the social 
 side of his nature but makes a very poor showing physically and 
 mentally. 
 
 The whole question of the first personal interview with a boy 
 is taken up in Chapter IX. 
 
 2. How may he be encouraged to desire a higher rating? The 
 fact that he falls below his own standard will be spur enough for 
 many a boy. There are, however, other elements of stimulus. 
 
4 LEADERS MANUAL— PIONEERS 
 
 He is a member of a group of boys; other boys, like himself, have 
 faced this issue ; they are eager, as he is, to make a good record. 
 There comes with this the stimulus of the group consciousness, 
 and he is urged on with the rest. 
 
 But the personal talk which brings these facts out will-deter- 
 mine, in a large measure, the boy's attitude toward going for- 
 ward. If each step in the study of the standard is held up as a 
 duty, harsh and uninviting, but insistent, he will quickly decide 
 he has had enough of it. If, on the other hand, each step is shown 
 as a possible achievement, hard rather than easy, but with the 
 best elements of sportsmanship in its attainment, the boy will 
 find within himself all the urge that is necessary to get him to 
 "carry on." Hence the next step in the Program. 
 
 3. How shall he reach his goal? This is answered by the 
 Program itself, as shown in chapters beginning on page 7. Here 
 are certain requirements, set in graded order of sequence. 
 These requirements are not set forth as burdensome duties, but 
 they are made attractive and interesting. There are many of 
 them, and at times they seem unrelated. Taken together, how- 
 ever, they constitute the system of religious education above 
 referred to; if they are followed with care the tendency will 
 certainly be toward a broadening of the boys' interests, making 
 for the all-round development which stands as the basis of all 
 successful specialization. 
 
 These requirements are divided into (i) intellectual, (2) physi- 
 cal, (3) devotional, (4) social or service. A boy cannot arrive 
 at the place he desires in this Program and unduly specialize on 
 one of these phases of development; indeed, he cannot fully 
 succeed if he omits even one. He is challenged, therefore, to all- 
 round boyhood — for his own best life as a boy and as a prepara- 
 tion for wholesome, complete manhood, with later specializa- 
 tion. 
 
 Each of the main divisions — intellectual, physical, devotional, 
 service — i? subdivided into seven tests. Each of these tests has 
 a required minimum, and a series of electives. Thus, under In- 
 tellectual is found the School Test (see page 9). The minimum 
 simply covers the boy's school record, and he can get credits up 
 to 150 for this. But to get more credits, up to the possible 300 
 he is allowed, he must choose from the electives. All boys in the 
 
WHY THIS PROGRAM AND WHAT IT IS 5 
 
 group take the minimum requirement; after meeting that, they 
 have certain choices or electives which are open to them. 
 
 The requirements of the several tests constitute the material 
 for the group program. Games, practical talks, athletic achieve- 
 ments, Bible study, and life problem discussion, social stunts, 
 service opportunities, all enter into the week-by-week program 
 of activity. Here is abundance of action to suit this boy reveling 
 in motor-energy, and this action is in the direction of his interests. 
 By the slightest touch of the guiding hand of this program, he is 
 encouraged to speed up a little here and there until his life, in 
 its definitely formative stage, tends toward the symmetrical. 
 
 For the Leader who wishes a particular name for this group, the 
 group name Pioneers is suggested, and a Declaration of Pur- 
 pose, for each Pioneer, may read: "As a Pioneer I purpose to 
 be manly in muscle, mind, and morals, as a foundation for 
 Christian living." 
 
 In addition, the Leader may wish to use a simple statement of 
 purposes and the following are suggested under the title: 
 
 The Aims of a Pioneer 
 
 1. As a Pioneer I aim to seek health, for the true American 
 Boy seeks to gain and to keep health. 
 
 2. As a Pioneer I aim to be self-controlled, for the true Ameri- 
 can Boy seeks to control himself. 
 
 3. As a Pioneer I aim to be self-reliant, for the true American 
 Boy, although he despises self-conceit, never says "can't." 
 
 4. As a Pioneer I aim to be absolutely reliable, for the true 
 American Boy is always honest in word and deed. 
 
 5. As a Pioneer I aim to play the game clean, for the true 
 American Boy is always fair. 
 
 6. As a Pioneer I aim always to do my duty, for the true 
 American Boy is never a shirker. 
 
 7. As a Pioneer I aim to be thorough, for the true American 
 Boy does the right thing in the right way. 
 
 8. As a Pioneer I aim to play a team game for the true Ameri- 
 can Boy always works in friendly cooperation with his fellow- 
 workers. 
 
 9. As a Pioneer I aim to be always kind, for the true Ameri- 
 can Boy is always thoughtful of his speech and acts toward others. 
 
 10. As a Pioneer I aim to be reverent, for the true American 
 Boy knows there is but one Creator and that He cares for all life. 
 
6 LEADERS MANUAL— PIONEERS 
 
 II. As a Pioneer I aim to be loyal in all my relationships, for 
 the true American Boy is always loyal to the very best he knows. 
 
 It should be remembered that the program for this group is but 
 a part of the entire program provided for the boy in the years 
 from twelve to twenty. After this three-year group comes the 
 second group, for the years fifteen, sixteen, and seventeen. 
 
 The insignia available for use with this program will be found 
 to be a great incentive to the boy. A boy who is following this 
 Program should be allowed to wear a pin or button indicating 
 that he belongs to the younger group, or Pioneers. 
 
 Felt sweater emblems are available which indicate more clearly 
 the boy's standing within his group. These are explained in 
 detail in the Appendix. 
 
 Beyond the regular tests there is a wide range offered in the 
 Service Recognitions. Here a boy may specialize in some par- 
 ticular line of service which appeals to him, and be awarded 
 recognition for the completion of the work he chooses for himself. 
 The Service Recognitions are described on the pages beginning 
 at page 55. 
 
 A more thorough discussion of the young adolescent boy and 
 his needs and the principles underlying this program will be 
 found in several special chapters later in this manual. This pre- 
 liminary chapter seeks merely to introduce the Leader to the 
 Program content and to acquaint him with its aims. In fact, 
 every chapter in the material beginning with Chapter VIII is of 
 extreme importance. The Leader who will read this material 
 carefully and get all possible help from it, will usually save him- 
 self a great deal of time and energy in dealing with his group and 
 will make possible a larger success as the result of his effort. 
 
 Note 
 
 The first step when q, boy takes up the program will probably be 
 the charting interview, or personal talk, with the Leader. This is 
 described in detail in Chapter IX, page 72. 
 
CHAPTER II 
 
 THE SIGNIFICANCE AND EXPLANATION OF THE 
 INTELLECTUAL TRAINING PROGRAM 
 
 "Jesus advanced in wisdom" — Luke 2:52. 
 
 "Thou shall love the Lord Ihy God, with all thy mind" — Luke 10:27. 
 "The fear of Jehovah is the beginning of wisdom" — Pr,ov. g:io. 
 " Ye shall know the truth and the truth shall make you free" — 
 John 8:32. 
 
 Among all the virtues the ancients put Wisdom first. Wisdom 
 for them was that quality of enlightenment that controlled and 
 guided the whole life. Care must be taken not to confuse wisdom 
 with knowledge. Though closely related, they differ. Knowledge 
 is the basis of wisdom, the raw material which wisdom utilizes in 
 adjusting the individual to the various situations in the life of 
 the world in which he finds himself. Knowledge is chiefly intel- 
 lectual; wisdom draws upon all the endowments of man — 
 intellectual, emotional, volitional. Knowledge comes first, and 
 relatively early; wisdom tarries, coming only with the years. 
 "Knowledge comes, but wisdom lingers," is the old proverb. 
 Moreover, like character, it is a matter of "storm and stress" — 
 knowledge can be imparted, while wisdom must be acquired. 
 
 Mind — the instrument of Wisdom — is, therefore, among the 
 foremost possessions of man. It is capable of wonderful develop- 
 ment, and the time for this development is largely in the years 
 of boyhood and youth. Through a developed mind we come to 
 know better ourselves, our fellows, God's truth, and the meaning 
 and purpose of Life. It makes for self-control, confidence, and 
 power; it directs the training of the body; it gives intelligence 
 to moral and social conduct; it exalts and strengthens faith ; it 
 makes a necessary contribution to the attainment of all-round 
 manhood. The leader, therefore, should encourage every boy 
 by means of his school, reading, public speaking, and in many 
 other ways so to improve his mind that he will be able to think 
 clearly, judge wisely, and act correctly in all the experiences of 
 life. 
 
8 LEADERS MANUAL— PIONEERS 
 
 No fair student of the New Testament can fail to note the in- 
 tellectuality of Jesus. He was broad-minded in every sense of 
 the term. The range of his knowledge was great, the quality of 
 it very rare. There was a certain remarkable universality about 
 His grasp of truth and a penetrating keenness about His under- 
 standing, that made it possible for Him to see clearly in the most 
 perplexing situations and to Judge rightly in the face of the 
 crucial test questions set for Him by the shrewdest scribes and 
 lawyers of His day. His replies in debate were like rapier 
 thrusts. He so disarmed his antagonists that finally "neither 
 durst any man from that day forth ask Him any more questions" 
 seeking to entrap Him. 
 
 Jesus recognized the place of the mind or intellect also in His 
 teaching. Perhaps the outstanding thing about His recognition 
 is the spiritual quality of the knowledge He desires men to have. 
 "Ye shall know the truth, and the truth shall make you free." 
 "Truth," according to Jesus, is clearly the ideal for the mind for 
 which men should strive, just as for the ancients it was "wisdom." 
 There is no premium placed on ignorance, but rather the greatest 
 emphasis on knowledge. "This is life eternal, that they might 
 know thee the only true God, and Jesus Christ, whom thou 
 hast sent." "Unto you it is given to know the mysteries of the 
 kingdom of heaven." This kind of knowledge comes only through 
 experience. Hence only the spiritual man can really get the 
 fundamental truth. "The fear of the Lord is the beginning of 
 wisdom." To be spiritual, therefore, on the intellectual side is to 
 conform to God's laws for the mind. It is but "thinking God's 
 thoughts after Him" and thus attaining truth, the ideal of all 
 right thinking; for all knowledge is ultimateh- knowledge of 
 God. The intellectual life has a spiritual significance; it, too, 
 is God's. 
 
 Note 
 
 Care should be taken by the Leader to grant full credits to Boy 
 Scouts and the boys of similar organizations for intellectual work 
 of corresponding nature already done by the boy, whether in regular 
 activity or on Merit Badges, provided such work was taken under 
 a registered or competent leadership and within a reasonable 
 period. 
 
INTELLECTUAL TRAINING PROGRAM 9 
 
 I. SCHOOL 
 
 In any all-round scheme of development the mental needs 
 must be fully recognized. 
 
 Mental growth as represented by school life and activity is 
 not always popular with the growing boy. Where the fault lies 
 is not here a matter of discussion ; the degree of school attainment 
 is at present the one measure by which we can trace quickly the 
 boy's mental advance, and we must use this until we get one 
 that is better. School and college represent, also, so much spe- 
 cific preparation for life, and we need to urge this preparation. 
 Hence, continued attendance and a right attitude toward edu- 
 cational courses are exceedingly important. 
 
 The principle which should guide the Leader in all his contact 
 with boys is to keep them mentally awake, eager, progressive; to 
 arouse a thirst for mental accomplishment and equipment which 
 will not be easily satisfied. He should also be constantly on the 
 alert for the boy who thinks he must quit school soon and go to 
 work. A personal interview at this point very often saves a boy 
 for more schooling. 
 
 The Leader should try to discover opportunities for his group 
 to combine their efforts in rendering service of this type to other 
 groups. A group might well undertake to coach some unfortu- 
 nate boy by each member of the group undertaking the responsi- 
 bility for one subject. Many outlets for group service will 
 suggest themselves if the subject is brought to the attention of 
 the group. 
 
 SCHOOL Total Credits— 300 
 
 REQUIRED TEST — Maximvun of Credits — 150 
 
 Normal attendance at school (one grade a year) — 10 credits. 
 Efiort — 30 for fair, 50 for good, 70 for excellent. 
 Scholarship — 30 for fair, 50 for good, 70 for excellent. 
 
 Elective Tests — 30 credits each up to 150 
 
 1. Participate in school athletic activities. 
 
 2. " " " dramatic activities. 
 
 3. " " " oratorical and debating activities. 
 
 4. " " " literary activities, orchestra, or choir. 
 
 5. " " " organized welfare activities. 
 
10 LEADERS MANUAL— PIONEERS 
 
 6. Attend an educational talk or discussion or read a book 
 
 on: 
 
 a. The Real Value of an Education (first year). 
 
 b. The Value of a High School Education to the Boy Who 
 
 Expects to Live on a Farm, or Why Go to High 
 School (second year). 
 
 c. How Can an Education Make Any Man a Better 
 
 Citizen? (third year). 
 
 IL HEALTH EDUCATION 
 
 Normal health is the foundation of all life. No boy can be 
 really educated who does not appreciate this fact. To build 
 and keep health a boy must know the laws of health. Health 
 habits will largely come as the result of health education. Boys 
 can be taught to live a normal, intelligent, physical life as well 
 as be taught the multiplication table or how to spell. The pity 
 of it is that the vast majority of them are not so educated. Many 
 a lad has a very much clearer conception of a gas engine than he 
 has of his own body. Because he understands the engine, he is 
 not willing to abuse it. He would not think of putting dish 
 water in the gasoline tank of his engine or of running on a dry 
 radiator. He knows that to do so would result in ruining the 
 efificiency of the machine. Too often when it comes to his own 
 human machine he just lets it run. Health education is funda- 
 mental to every growing boy. 
 
 A right conception of sex problems tones up one's whole 
 thought-life and gives life a glow and wholesomeness which is 
 contagious. Sex education is a normal part of health education. 
 The Leader should read to the entire group the recommended 
 books on sex education, one for each grade, or at least the essen- 
 tial parts. Try to cover each volume in two sessions. Answer 
 questions frankly, but avoid discussions which are likely to be- 
 come morbid. 
 
 It is highly preferable that the reading should be before the 
 entire group, rather than be done by individuals. Among the 
 many reasons that are apparent for this, perhaps the most im- 
 portant is the creating of a group consciousness of purity of 
 thought and wholesomeness in sex matters. 
 
INTELLECTUAL TRAINING PROGRAM ii 
 
 The Leader should remember that sex information is not sex 
 education, but only the first step toward it. Where sex talks 
 are given to groups of boys, only tried and experienced men 
 should be used. The average doctor may not be desirable be- 
 cause, unless coached beforehand, he will present the matter 
 from the abnormal side and illustrate from his experience. No 
 boy can long be frightened out of sex temptation. The worse that 
 conditions are painted, the more curious he is to "see for himself." 
 A wholesome business man with a family is more desirable and 
 can, by reading and study, quickly acquire the necessary infor- 
 mation. The whole matter of sex education should be treated 
 from the normal side by "do's" instead of "don'ts," and related to 
 all other regular, normal, bodily functions. Beware of the sex 
 crank. He is dangerous. A Leader should avoid developing into 
 jAiis type. 
 
 HEALTH EDUCATION Total Credits— 200 
 
 REQUIRED TESTS— Maximum of Credits— 100 
 Read Chapter Vm (Pioneer's Handbook) on Health and 
 
 Endurance — 50 
 Talk with parent or authorized substitute on Life's Origin — 50. 
 
 Elective Tests — 25 credits each up to 100 
 
 1. Name and explain five fundamental laws of health. 
 
 2. Name five vital functions of the body and describe the 
 process of each. 
 
 3. Investigate and write or tell in 200 words how your city 
 disposes of its garbage (first year). 
 
 4. Draw a diagram showing how the house-fly carries dis- 
 ease (second year). 
 
 5. Investigate and write or tell in 200 words the process of 
 pasteurizing milk (third year). 
 
 6. Attend two group meetings each year at which one of 
 the following books is read aloud: 25 credits each. 
 
 "Developing into Manhood" 
 
 Winfield S. Hall (first year). 
 
 "Truths" E. B. Lowrey (first year). 
 
 "Life's Beginnings" Winfield S. Hall (second year). 
 
 "Chums" Winfield S. Hall (second year). 
 
12 LEADERS MANUAL— PIONEERS 
 
 "From Youth into Manhood" 
 
 Winfield S. Hall (third year). 
 "Confidential Talks with Young Men" 
 
 L. B. Sperry (third year). 
 "Keeping in Condition" H. H. Moore (third year). 
 
 7. Attend an educational talk or discussion, or read a book on : 
 How to Build a Strong Body (first year). 
 How to Eat, When to Eat, and What to Eat (second 
 
 year). 
 How We Grow (third year). 
 
 IIL SPEAKING AND HOME READING 
 
 Confidence and self-control are acquired by practice in speak- 
 ing, reciting, telling stories, and debating before others. AIL 
 selections must be given before a group of at least four persons 
 and must be executed in a creditable manner, the topics for 
 speeches and debates to be selected by the boys in consultation 
 with their Leader. Cooperative efforts should be encouraged 
 through conducting some of the tests as oratorical contests and 
 debates with other groups. One group might entertain another 
 group at a banquet, where everyone present would either have 
 to propose or respond to a toast. The Leaders might allow these 
 speeches to count as tests. 
 
 Recognizing the character-building value of books, personal 
 interest should be taken in each boy's home reading. A night 
 spent on good books, during which the Leader, the boys them- 
 selves, or someone else, read selections or short re\dews, would 
 greatly encourage the boys to read books of high standard. 
 They should, moreover, be influenced to begin to build up a 
 library of their own, as well as to use any existing library. It 
 will help to develop the spirit of cooperation if the group estab- 
 lishes a little group library in the place where the club holds its 
 regular mid-week meetings. 
 
 Satisfactory evidence of having carefully read the required 
 book must be given to Ihc Leader. Use freely the material in 
 Chapter XVI, "Selected Books for Younger Boys." This is a 
 composite of the best lists made up by leading public librarians 
 of the country and can be counted upon absolutely. Books, 
 
INTELLECTUAL TRAINING PROGRAM 13 
 
 when well chosen, are a Leader's best ally. They teach the boy 
 high ideals, honesty and fair play, give him a true perspective 
 and a constructive philosophy of life, and give him the ability to 
 think straight and draw honest, logical conclusions, besides giving 
 him a desirable taste of many kinds of learning and science. 
 Books ^re condensed personality — use them freely. 
 
 SPEAKING AND. HOME READING. . . .Total Credits— 100 
 
 REQUIRED TESTS— Maximum of Credits— 50 
 Make a three-minute speech on an assigned topic. 
 Read one book each year from three of the main heads of the 
 
 selected list in Chapter XVI this manual. 
 
 Elective Tests — 25 credits each up to 50 
 
 1. Read regularly one first-class boys' magazine: such as. 
 Boy Life, American Boy, Youth's Companion, St. Nicholas, or 
 others. 
 
 2. For a period of three months, read all that you can find in 
 newspapers and magazines, along any specialized lines — -such 
 as, stock-raising, ship-building, wireless, aviation, corn-growing 
 — and make a scrapbook or file of the interesting material, 
 finally exhibiting it to your group. 
 
 3. Recite an acceptable poem or prgse selection of at least 
 one hundred words. 
 
 4. Compete in debate or oratorical or declamation contest 
 in your own group, or in group competition. 
 
 IV. NATURE INTERESTS 
 
 In the last fifty years our population has become more and 
 more urban. With this change from the open country to the 
 town and village, many boys are losing, very largely, their first- 
 hand intimate contact with nature and the big out-of-doors. At 
 any rate, the average boy is woefully ignorant of birds, trees, 
 flowers, and insects. The public schools have given a smattering 
 of biology, it is true, but too often it is taught from a decidedly 
 scientific angle and because of long names and classifications 
 loses vital interest to the average boy. On the other hand, a 
 very keen interest can be aroused in most boys for practical 
 
14 LEADERS MANUAL— PIONEERS 
 
 nature information, esjiecially when such information can be 
 directly related to life. 
 
 Civilization has progressed in exact proportion as man has 
 subjugated nature. Every bird, insect, and growing plant has 
 an economic aspect and boys should be stimulated to grasp such 
 facts and relate them to life. 
 
 Nature interests also have a very significant importance in 
 deciding whether a boy will be an "indoors" or an "outdoors" boy. 
 The most lonesome place in the world for a stranger is in a big 
 crowd, because he knows no one. The average boy does not 
 care for nature intently because he "knows no one." The trees, 
 flowers, birds, insects, and animals are all strangers to him, and 
 he is lost. Someone has said that if you can plant deep in a 
 growing boy a real nature love, you have given him one of the 
 best moral governors known. Walt Whitman says: "I know the 
 secret of great lives now — to live in the open and associate with 
 green growing things." G. Stanley Hall declares that the ideal 
 life for a boy is not in the city, for he should know of animals, 
 rivers, plants, and the great out-of-doors that builds for him the 
 real foundation of l^ter life. 
 
 Our Master was a student of practical nature study. He knew 
 the birds and flowers, the vines and the trees, and from them 
 drew His most striking lessons. A Leader can have no better 
 hobby than nature — or a boy, either. 
 
 Nature Interests Total Credits — loo 
 
 REQUIRED TEST— Maximum of Credits — 50 
 
 Collect thirty nattire specimens from water, woods, and fields 
 and name each correctly, telling briefly about each. (A written 
 report with specimens may be accepted if desired.) 
 
 Elective Tests — 25 credits each up to 50 
 
 1 . Attend an educational talk, discussion, or read a book on : 
 God's Great Out-of-Doors (first year). 
 
 The History of Fire and How to Make Fire with Rubbing 
 
 Sticks (second year). 
 Our Forests and Their Protection (third year). 
 
 2. Read any standard nature book. 
 
 3. Write or tell in some 200 words about some specific 
 
 nature observations of your own. 
 
INTELLECTUAL TRAINING PROGRAM 15 
 
 V. HANDICRAFT 
 
 Boys should be inspired to an appreciation of the fact that in 
 the making of useful and ornamental articles, they are co- 
 operating with the Creator of all things. By such work they 
 develop initiative, resourcefulness, perseverance, accuracy, hon- 
 esty, and many other splendid qualities. An evening should be 
 given to the discussion of the character-building value of hand- 
 work, during which every boy should agree to make at home 
 some article of his own choosing, and present the same for 
 examination on the night set apart for the Test. This article 
 might, later be used to decorate the boy's home or his clubroom, 
 or it might be sold and the proceeds devoted to some worthy 
 object. The spirit of team play may be developed by having the 
 group combine their efforts in fitting up a club room, erecting a 
 log cabin for the summer camp, or building a boat. 
 
 Credit for this may be given on certification of the teacher of 
 a school where manual work is taught; or a merit badge in 
 Craftsmanship in the Boy Scouts will be acknowledged for full 
 credit. 
 Note 
 
 The following is a suggested list of the articles that might be made 
 in connection with the assigned work of the several grades: 
 
 Wood-Working: Small table, chair, footstool, writing-desk, 
 screen, doll-house, bird-house, tabouret. 
 
 Wood-Carving: Designs on book ends or on tray, bellows, 
 chest, screen, clock-case, letter-opener, box, or tote pole. 
 
 Cement: Window-box, garden jar, garden seat, sundial, 
 hitching post, flower-pot, pedestal. 
 
 Pottery: Base, bowl, ornamental tile. 
 
 Basketry: Reed or raffia basket or tray, cane seat for stool, 
 rush seat for chair, cane chair. 
 
 Leather Work: Mat, blotter pad corners, bill-fold, magazine 
 covers, belt. 
 
 Metal: Desk set, candlestick, box, ink well, candle shade, 
 stationery holder, watch fob, escutcheon plate, hinges, tray, 
 bowl, spoon. 
 HANDICRAFT Total Credits— 100 
 
 REQUIRED TEST — Maxinmm of Credits — 50 
 
i6 LEADERS MANUAL— PIONEERS 
 
 Have the boy have access to at least eight different wood- 
 worldng or mechanical tools, give evidence that he understands 
 the care and use of each and that he has done a total of two hours' 
 work at home or for his neighbor that could properly be termed 
 handicraft. 
 
 Elective Tests — 25 credits each up to 50 
 
 1 . Read each year one of the "What to Do" books listed on 
 page 232. 
 
 2. Read regularly an applied mechanics magazine : such as, 
 Popular Mechanics, Popular Electricity, Motor Field. 
 
 3. Enrol in a manual training or arts and crafts class for a 
 three months' period. 
 
 4. Attend a practical talk or a discussion, or read a book on: 
 
 The Evolution of Tools from Primitive to Modern 
 
 Times (first year). 
 From the Apprentice System to the Age of Machinery 
 
 (second year). 
 The Effects of Machinery on the World (third year). 
 
 5. Construction 
 
 Manual Training. 
 
 A towel roller, broom holder, toothbrush rack, roll- 
 ing pin, milk stool, woodbo.x, tie-rack, or equivalent. 
 
 Bird Houses. 
 
 Construct and erect a bird house for a specific type 
 
 of bird. 
 
 Kites. 
 
 Build and fly successfully any given type of kite. 
 
 VI. OBSERVATION AND COLLECTION 
 
 While it may be true that interest in collections and the other 
 subjects here included is not equally developed in sdl boys, the 
 educational value of observation, in whatever form it is ac- 
 quired, is very great. Hence it is well worth while to stimulate 
 the powers of observation. Most boys never see half of what 
 happens right before their very eyes and, furtliermore, do not 
 early form the habit of classifying and mentally labeling for 
 future use what they do see. 
 
INTELLECTUAL TRAINING PROGRAM 17 
 
 It is very desirable to stimulate in every way possible habitual, 
 automatic, mental classification of observations of every sort and 
 kind. Collecting, sorting, investigating, and finally labeling 
 objects of different kinds greatly stimulate this thing. For in- 
 stance, the boy who learns to classify at a glance thousands and 
 thousands of different postage stamps, telling one from the other 
 by the slightest difference in color or detail of engraving, is get- 
 ting valuable training in observation and classification. Besides 
 this, he is acquiring in a very practical way some of the funda- 
 mental laws of logic by which to guide all his thought and con- 
 duct. The same might be said of boys collecting and pressing 
 flowers, observing leaves, bark, and stem of trees, and the like. 
 
 OBSERVATION AND COLLECTION. . .Total Credits— 100 
 
 REQUIRED TEST— Maximum of Credits— 50 
 
 Make a collection of one of the following and offer it for inspec- 
 tion at a regular meeting of the group : Coins, stamps, minerals, 
 noxious weeds, leaves of shade and forest trees, crops of your 
 section, pressed and mounted wild flowers, grains, clovers, grasses 
 and forage plants; relics, such as arrowheads or Indian imple- 
 ments; samples of wood, showing bark, grain, and cross grain; 
 kodak pictures taken and finished by yourself; insects, butterflies, 
 and moths. 
 
 The collection must contain at least twenty-five specimens 
 neatly labeled. 
 
 Elective Tests — ^25 credits each up to 50 
 
 1. Name and locate accurately ten office or public buildings 
 in your city or county. 
 
 2. Name ten consecutive streets in your city correctly, 
 other than numbered or lettered streets. 
 
 3. Place twenty-five small articles on a table, cover them 
 with a cloth, uncover them for one minute while the boy 
 observes them, then cover and have him write a list of the 
 articles. 
 
 4. Pass three shop windows, stopping half a minute to 
 observe the articles in each window, then write what you saw. 
 
 5. Go into an absolutely strange room, remain one-half 
 minute, and then write a list of observed articles. 
 
1 8 LEADERS MANUAL— PIONEERS 
 
 6. Take two checker-boards, the Leader using one board, the 
 boy the other. Let the Leader place five checkers in any de- 
 sign he wishes; allow the boy to observe it ten seconds, cover 
 the checkers, and allow the boy to reproduce the design on his 
 own board. Repeat five times. (Paper and pencil may be 
 used if boards are not handy.) 
 
 7. Take the boys to the top of a hill in the open country. 
 Let them observe the landscape for five minutes; on coming 
 down locate on a sheet of paper the houses, barns, woods, 
 water' courses, and other prominent features. 
 
 VIL EDUCATIONAL TALKS AND TRIPS 
 
 The value of educational lectures of the right type in any com- 
 munity is very great. The Leader of a group of boys should 
 watch for the announcement of such lectures and endeavor to 
 have his boys attend in a body. In the interest of community 
 life, the group of boys might well make themselves responsible 
 for putting on a course of such lectures, securing as lecturers 
 local or near-by men who will cooperate and keep the cost down 
 to a nominal admission fee. Local history, local geology, or ani- 
 mal and bird life, illustrated talks on art, descriptions of great 
 manufacturing processes, and other subjects are open for choice. 
 In many lines, moving picture films may be secured. Write 
 Industrial Department, International Committee, Young Men's 
 Christian Association, 347 Madison Avenue, New York City, for 
 circular on industrial and educational films, where and how to 
 get them; or communicate with the educational department of 
 any national film exchange. 
 
 Each year calls for an educational trip of a different type from 
 those previously taken. This will give the boy an opportunity 
 to get an insight into various lines of modern production and 
 may aid him in his choice of life-work. For convenience, the 
 following types are suggested ; the order in which they are visited 
 may be arranged at the convenience of the local Leader, or other 
 types may be substituted; these are merely suggestive: 
 
 A modern city water works with filtration or clarifying system; 
 or a modern city central fire alarm and police telegraph system. 
 
 A modern newspaper plant, including process of making illus- 
 trations. 
 
INTELLECTUAL TRAINING PROGRAM 19 
 
 A modern educational institution. 
 
 A modern institution for religious education. 
 
 A modern dairy farm, especially noting the processes of pas- 
 teurizing or otherwise treating the milk. . 
 
 A modern poultry farm, observing the handling of eggs and 
 dressing of poultry. 
 
 The home of a great artist, scientist, or musician. 
 
 A mechanical plant for the output of automobiles, or special 
 machinery, such as farm implements; including the foundry. 
 
 A manufacturing plant involving varied chemical processes, or 
 a paper manufacturing plant; or a modern general printing 
 plant. 
 
 A food manufacturing plant. 
 
 A garment manufacturing plant. 
 
 Any specialty producing plant, such as a plant which consti- 
 tutes the chief industry of your locality. 
 
 EDUCATIONAL TALKS AND TRIPS. .Total Credits— 100 
 
 REQUIRED TEST— Maximum of Credits— 50 
 
 Report briefly, verbally or in writing, the last educational talk 
 you heard or trip you took. 
 
 Elective Tests — 25 credits each up to 50 
 
 1. Attend an educational talk, or discussion, or read a book 
 on: 
 
 Early History of Your Locality (first year). 
 
 Wireless (second year). 
 
 Aviation, or other mechanical process (third year). 
 
 2. Attend a practical talk by some one qualified to speak on 
 exploration, invention, travel, science, being a soldier, and 
 give a brief review of the talk. 
 
 3. Make one trip a year to some sort of manufacturing 
 plant and write 150 words describing the product and how it is 
 made. 
 
 4. Travel at least 100 miles and spend one night away from 
 home. 
 
 5. Drive auto, motor cycle, or motor boat twenty miles on 
 any one trip, making all necessary tire changes, and at least 
 temporary repairs. 
 
CHAPTER III 
 
 THE SIGNIFICANCE AND EXPLANATION OF THE 
 PHYSICAL TRAINING PROGRAM 
 
 "Jesus advanced . . . in stature" — Luke 2:52- 
 
 "Thou shall love the Lord, thy God . . . with all thy strength" — 
 Luke 10:27. 
 
 "Knowyenotthatyourhody is a temple of the Holy Spirit? . . . 
 Clorify God therefore in your body" — i Cor. 6:iq, 20. 
 
 "I beseech you therefore . . . to present your bodies a living 
 sacrifice" — Rom. 12:1. 
 
 The basis of all development is physical. The muscles are the 
 instruments of the intellect, the feelings, and the -ttill. Ninety- 
 five per cent of all interests find physical expression. Seventy-five 
 per cent of boy gangs are organized for physical activity. Self- 
 control depends upon the proper interaction of nerves and 
 muscles. Adolescence is the age of nerve and muscle education. 
 Flabby-muscled boys become men who only talk. Well-devel- 
 oped boys become men who will say and act and produce re- 
 sults. A strong, healthy body inhibits wrong tendencies. A 
 physical weakling is apt to be selfish. Physical training should, 
 therefore, be encouraged, not alone for the sake of the body, but 
 for the sake of the soul. We must have regard for the body 
 because it is the instrument of the soul. 
 
 The ideal for the body is, therefore, the ideal of health, and 
 health can be attained only by conformity to God's laws for the 
 body — "Jesus advanced in stature." He was well physically. Of 
 Him it could be said truthfully, "A sound mind in a sound body." 
 He radiated health. He had great endurance. Much of His life 
 was spent in the open. He walked long distances. He worked 
 with His hands at the carpenter's bench. Vet He conserved His 
 strength by taking proper rest ("Come \e apart and rest awhile") 
 and sleep ("He was asleep in the boat"). He avoided the ex- 
 tremes both of athlctirism — giving the body undue attention as 
 an end in itself — and of asroiicism — neglecting the body — two 
 
PHYSICAL TRAINING PROGRAM 21 
 
 common ideals; but rather exemplified the ideal of health, or 
 fully developed manhood on the physical side. 
 
 He also recognized the place of the body in His work and 
 teaching. He cared for it, healed it, cured it of its diseases, re- 
 lieved its sufferings, and provided for its needs, as in feeding the 
 multitude, and in other ways. In His teaching, too. He gave it 
 its proper place, recognizing its functions and needs in food and 
 clothing. "The body," He pointed out, "is more than the meat," 
 but on the other hand, "the life is more than the body." The 
 physical is important, therefore, because of its spiritual relation- 
 ship. The spiritual life is not limited to one part of the man, but 
 is the whole of man on all sides of his nature in relation to God. 
 "Thou shalt love the Lord, thy God, with all thy strength," that 
 is, with all thy physical powers. "The glory of young men is 
 their strength." "Jesus advanced in . . . stature," that is, 
 physically. In the light of this it is not hard to see how Paul 
 could say, "Know ye not that your body is a temple of the Holy 
 Spirit? Glorify God, therefore, in your body," and "Present your 
 bodies a living sacrifice, holy, acceptable unto God, which is your 
 spiritual service." To be spiritual, therefore, on the physical 
 side is to conform to God's laws for the body; the physical life 
 has a spiritual significance — it, too, is God's. 
 
 The following tests in "Health Habits," that is, seeking to 
 know and obey God's laws for the body; "Campcraft," that is, 
 learning to live in the great out-of-doors with the God of the 
 open air; and the various games and athletic exercises, are in- 
 tended as a help to men and boys to attain the Christian ideal 
 for their physical life. 
 
 Note 
 
 Care should be taken by the Leader to grant full credits to Boy ■ 
 Scouts, and boys of similar organizations, for physical work of 
 corresponding nature already done by the boy, whether in regular 
 activity or on Merit Badges, provided such work was taken under 
 a registered or competent leadership and within a reasonable period. 
 
 I. HEALTH HABITS 
 The normal boy needs little stimulus on the part of a Leader 
 to get him to undertake some form of athletic program. But 
 there are many who are not quite normal who need some stimu- 
 
22 LEADERS MANUAL— PIONEERS 
 
 lating influence; and all need guidance. To play a game may be 
 a natural impulse; to train one's self to play where elements of 
 sacrifice enter in may not come so easily. Then, too, to achieve 
 athletically is one thing; to achieve athletically with a full un- 
 derstanding of the basic principles involved is another. There- 
 fore we have the broad principles of health education, with not 
 only conduct, but with the intelligence that makes conduct 
 appear the vital thing it is for life and character. 
 
 HEALTH HABITS Total Credits— 150 
 
 REQUIRED TEST— Maximum of Credits — 120 — 15 each up to 90. 
 
 (a) Make at least six of the following daily habits of life: 
 
 1. Fixed hour for rising and retiritig, allowing nine hours' 
 
 sleep with windows open. 
 
 2. Drinking one glass of water on arising. 
 
 3. Cleansing the teeth. 
 
 4. Regular exercise. 
 
 5. Bath twice a week. 
 
 6. Daily bowel movement at regular hour. 
 
 7. Evidence of care in personal appearance. 
 
 8. Temperance in sweets, sodas, ice cream, etc. 
 
 (b) Grade for posture and cleanliness, as follows: 
 
 Excellent— 30 credits. 
 Good — 20 credits. 
 Fair — 10 credits. 
 
 Elective Tests — 15 credits each up to 30 
 
 1. Attend an educational talk or discussion, or read a book 
 on: 
 
 The Value of Good Habits (first year). 
 
 Authoritative Physical Effects of Tobacco (second year). 
 
 Some Modern Facts about Alcoholic Drinks (third year). 
 
 2. Sign the following agreement each year — (15 credits each 
 year) : 
 
 "I will endeavor to live out the principles of clean speech, 
 clean sports, and clean habits for at least one year." 
 
 II. CAMPCRAFT 
 
 Life in the open is not only one of the most valuable factors in 
 securing health and physical vigor, but, when boys are in "God's 
 out-of-doors" with congenial companions, they are very sus- 
 
PHYSICAL TRAINING PROGRAM 23 
 
 ceptible to spiritual influences. A week or ten days with his 
 little group of boys "at camp" will give the earnest Leader the 
 finest opportunity to get at the very heart of the boys and in- 
 spire them to higher ideals of life and conduct. The Leader, who 
 should be ever anxious to develop the spirit of cooperation and 
 unselfishness in his boys, will find plenty of opportunity in camp 
 and on the outings. 
 
 Campcraft is in the minds of many Leaders so closely asso- 
 ciated with Nature Interests and Nature Study that some have 
 wondered why one should be under the Intellectual Training and 
 the other under the Physical. The only reason is that the con- 
 tent of the tests offered throughout the Program under Nature 
 Interests is largely one of the mental sort, while those offered 
 under Campcraft have to do more largely with physical exertion 
 — play, games, swimming, hiking, and the like. It is almost im- 
 possible to draw a hard and fast line between the two, yet the 
 Leader will readily understand the difference by carefully com- 
 paring the activities and tests offered under each. 
 
 Read the best available material on Camps and Camping. 
 See page 260; also see Chapter XI, page 160, "Pioneers' Hand- 
 book." 
 
 CAMPCRAFT Total Credits— 100 
 
 REQUIRED TEST — Maximum of Credits— 50 
 
 Take at least one six-tnile hike into the open country, build 
 suitable fire, and cook acceptably meat, potatoes, and cocoa. 
 
 Elective Tests — 25 credits each up to 50 
 
 1. Attend an educational talk or discussion, or read a book 
 on: 
 
 How and What to Eat on Hikes (first year). 
 Practical Campcraft for Boys (second year). 
 Things to Remember in Choosing a Camp Site, or The 
 Benefits of Camping (third year). 
 
 2. Sleep in the open air, on sleeping-porch, or under canvas, 
 at least three nights in a given season. 
 
 3. Demonstrate how to build a cooking fire, a smudge fire, 
 an all-night fire, and tell the "best sorts of wood obtainable for 
 each in your section. 
 
24 LEADERS MANUAL— PIONEERS 
 
 4. Demonstrate fire building with fire drill or rubbing 
 sticks. 
 
 5. Describe three poisonous snakes of the United States and 
 give range of each. 
 
 6. Tie, name, and give the common use for ten standard 
 knots. 
 
 7. Build, or describe with sketches, a sanitary camp latrine 
 and explain two ways of disposing of garbage. 
 
 8. Build a shelter, shack, or shanty to protect at least three 
 persons from the weather. 
 
 in. TEAM GAMES 
 
 The altruistic or "half-the-other-fellow" spirit is strongly de- 
 veloped through team play. As a boy plays, so will he live. 
 Play is God's way of teaching him how to live with others. 
 While even unsupervised play may develop many splendid qual- 
 ities, it is only when a boy's play is guided by a Christian young 
 man who encourages honesty and uprightness that it becomes 
 one of the greatest of all agencies for character development. 
 Any Leader of boys has here a great opportunity to inculcate, 
 through team games, the principles of self-control, initiative, 
 perseverance, courage, endurance, unselfishness, and coopera- 
 tion. Teams should be made up of the members of the group and 
 care should be taken to have every member in the game. 
 
 The recreational value of play is well worth considering also — 
 play for play's sake; the relaxing, healthful, and enjoyable 
 reaction that comes to every boy who really knows how to play. 
 Richard Cabot says, "Play has a soul of its own; even Jesus 
 played in the streets of His native town." 
 
 The spirit of fair play should dominate all team games. 
 Loyalty is the keystone of moral development and the bo>' who 
 cannot be taught loyalty to his team will probably ne\er be lo>al 
 to his community, his state, his nation, or his God. 
 
 Team games teach loyalty as do almost no other acti\-ity. 
 
 TEAM GAMES Total Credits— 150 
 
 REQUIRED TEST— Maximum of Credits— 75 
 
 Show reasonable profldeftcy in at least two team games, such 
 as baseball, football, soccer, volley ball, hockey, and participate 
 
PHYSICAL TRAINING PROGRAM 25 
 
 at least eight times in team games, showing self-control, gentle- 
 manly conduct, and good spirit. 
 
 Elective Tests — 25 credits each up to 75 
 
 1. Write or tell in 200 words about What I Get out of Team 
 Games. 
 
 2. Write or tell in 200 words about How to Keep Physically 
 Fit. 
 
 3. Belong to an athletic team competing for a city or county 
 championship. 
 
 4. Give evidence that you have studied at least one of the 
 latest official guides, on either 
 
 Baseball, Basket Ball, Volley Ball, or Football. 
 
 IV.. GROUP GAMES 
 
 Group and mass games have much the same value as team 
 games. They differ from them, however, in that they are occa- 
 sional, unscheduled, spontaneous, not played by standing teams, 
 and may be participated in by any number of players. In order 
 to stimulate cooperation and team work, these games should be 
 played in competition with other groups. The spirit of altruism 
 may find expression through having the group teach these games 
 to others. 
 
 GROUP GAMES Total Credits— 150 
 
 REQUIRED TEST— Maximum of Credits— 90 
 
 Know and play at least ten different group games. (See Chap- 
 ter XV, this Manual.) 
 
 Elective Tests — 30 credits each up to 60 
 
 1. Be able to teach at least six group games to boys. 
 
 2. Acceptably conduct an evening of group or mass games 
 for your group or some other, using at least eight games. 
 
 3. Bring two acceptable new games not already used by your 
 group, and teach them how to play them. 
 
 4. Read the whole of Chapter XV on Group Games. 
 
26 LEADERS MANUAL— PIONEERS 
 
 V. AQUATICS 
 
 Every boy should learn to swim. Even though it may be very 
 inconvenient because of lack of water privileges, it is well worth 
 while for boys periodically to go long distances to learn this great 
 art. Knowledge of swimming not only gives one poise and a 
 quiet personal assurance in times of danger, but also offers oppor- 
 tunities — rare it may be, but full of challenge — to put this 
 courage and heroism to the supreme test of rescuing others. It 
 is beyond doubt one of the most essential qualities in a boy's full 
 physical development. Not only should the boys who can swim 
 become responsible for teaching those in the group who cannot 
 swim, but as a group they should discuss their obligation to 
 other groups of boys and unite in an effort to promote this cause. 
 If when the test is made, one group will challenge another for 
 competition on the basis of the highest percentage of points, it 
 will stimulate every boy to take part and to do his best for the 
 sake of the group. 
 
 An alternate for boys who absolutely have no opportunity to 
 learn to swim because of no water may be arranged. Under no 
 circumstances should the Leader allow the use of this alternate, 
 if a suitable swimming place can be arranged for within reason- 
 able distance. Nothing can possibly be substituted satisfac- 
 torily in a boy's life for swimming; the alternative is only 
 offered to save unfortunate boys from falling too far short 
 physically. 
 
 AQUATICS Total Credits— 150 
 
 REQUIRED TESTS— Maximum of Credits— 50 
 Be able to dive into the water and swim at least fifteen yards. 
 Demonstrate at least three methods of rescue and release as 
 
 given on page 155. 
 
 Elective Tests — 20 credits each up to 100 
 
 1. Swim on the back 15 yards. 
 
 2. Scull on back (using hands only). 
 
 3. Tread water half a minute. 
 
 4. Swim 40 yards. 
 
 5. Plunge for distance of 20 feet. 
 
PHYSICAL TRAINING PROGRAM 27 
 
 Dive from surface and bring up object from bottom in 
 reasonable depth. 
 
 6. Teach one boy to swim 10 yards. 
 
 7. Demonstrate three methods of rescue and release in the 
 water. 
 
 8. Demonstrate Schafer method of resuscitation. 
 
 9. Tow person of rescuer's own weight 20 feet. 
 
 10. Swim 100 yards using crawl, breast, back, and side over- 
 arm stroke. 
 
 VI. ATHLETICS 
 
 The character-building influence of wisely conducted ath- 
 letics is far-reaching. Athletic events are thoroughly democratic. 
 They teach self-control and tend to keep one calm when others 
 are excited and alarmed. They help to establish habits of tem- 
 perance and develop honor, sincerity, honest effort, skill, en- 
 durance, courage, perseverance, self-reliance, and other clean- 
 cut, manly attributes and ideals. 
 
 "Moderation in all things" is a very good rule. It applies 
 especially well to athletics. Some boys are very apt to overdo. 
 The wise Leader will see to it that all of his boys participate in 
 an all-round program rather than specialize on any one or two 
 events. 
 
 Basis of- Grading for Athletic Events 
 
 The weight classification has been chosen because it is the 
 most simple, conforms to existing efficiency tests, and is most 
 practical for the Leader. The following is the weight classifica- 
 tion: 
 
 Class I. 60 to 80 lbs. inclusive 80 lb. class. 
 
 Class II. 81 to 95 lbs. inclusive 95 lb. class. 
 
 Class HI. 96 to no lbs. inclusive no lb. class. 
 
 Class IV. Ill to 125 lbs. inclusive 125 lb. class. 
 
 Class V. 18 years and under 
 
 Weight unlimited unlimited class. 
 
 In rare instances there are boys who are handicapped by a 
 straight weight classification, for instance, a boy twelve years 
 old weighing 120 lbs. would be outclassed in the 125 lb. class. 
 
28 LEADERS MANUAL— PIONEERS 
 
 There are a few boys who are given an undue advantage. , A boy 
 seventeen years old weighing lOO lbs. would outclass any boy of 
 fourteen or fifteen in the no lb. class. In competition with other 
 groups, the straight weight classification should be followed, but 
 in competition within the group the Leader, with the consent of 
 the group, could make exceptions of these boys and grade them 
 according to the following averages and classifications. 
 
 A summary of study of the average weight of 67,987 boys in 
 the United States gives the following results for the varying ages: 
 
 12 years — 69.8 lbs. 
 
 13 years — 75.2 lbs. 
 
 14 years — 82.3 lbs. 
 
 15 years — 91.4 lbs. 
 
 16 years — 11 1.9 lbs. 
 
 These averages, applied, result in the following age and weight 
 classification which may be used: 
 
 Class I. Boys 12 years, irrespective of weight. 
 
 Boys 13 years, under 81 lbs. 
 Class II. Boys 13 years, 81 lbs. and over. 
 
 Boys 14 and 15 years, under 96 lbs. 
 Class III. Boys 14 and 15 years, 96 lbs. and over. 
 
 Boys 16 and 17 years, under in lbs. 
 Class IV. Boys 16 and 17 years, in lbs. and over. 
 Class V. Boys 18 years, irrespective of weight. 
 
 ATHLETICS Total Credits— 200 
 
 Athletic Events Suinmaiy 
 
 Each event counts a maximum of 20 points 
 Total, 10 events, 200 points 
 
 Class I Class II 
 
 60 to 80 lbs. inclusive 81 to 95 lbs. inclusive 
 
 80 lb. Class 95 lb. Class 
 
 I . One Lap Potato Race i . One Lap Potato Race 
 
 * 2. Three Lap Potato Race * 2. Four Lap Potato Race 
 3. 50 Yard Dash 3. 75 Yard Dash 
 
 * 4. 75 Yard Dash * 4. 100 Yard Dash 
 
 5. Standing Broad Jump 5. Standing Broad Jump 
 
 * 6. Pull Up — Four Times * 6. Pull Up — Five Times 
 
 * 7. Running High Jump * 7. Running High Jump 
 8. Running Broad Jump 8. Running Broad Jump 
 
PHYSICAL TRAINING PROGRAM 
 
 29 
 
 * 9. One Day Hike 
 
 Eight Miles 
 
 * 10. Century Hike 
 
 100 Miles in a Year 
 II. Baseball Throw 
 
 * 9. One Day Hike 
 
 Ten Miles 
 
 * 10. Century Hike 
 
 100 Miles in a Year 
 II. Baseball Throw 
 
 The six starred events are required. Participants may pick 
 four of the remaining five to make ten events. 
 
 Note 
 
 No credit given for 6, q, or 10 unless full requirement is met. 
 
 Class III 
 
 96 to no lbs. inclusive 
 
 1 10 lb. Class 
 
 1. Two Lap Potato Race 
 
 2. Five Lap Potato Race 
 
 3. 75 Yard Dash 
 
 4. 100 Yard Dash 
 
 5. Standing Broad Jump 
 
 6. Pull Up — -Six Times 
 
 7. Running High Jump 
 
 8. Running Broad Jump 
 
 9. One Day Hike 
 
 Twelve Miles 
 
 10. Century Hike 
 
 100 Miles in 6 Mos. 
 
 11. Baseball Throw for 
 
 Distance 
 
 12. Shot Put 
 
 Class IV 
 
 III to 125 lbs. inclusive 
 
 125 lb. Class 
 
 1. Two Lap Potato Race 
 
 2. Six Lap Potato Race 
 
 3. 100 Yard Dash 
 
 4. 220 Yard Dash 
 
 5. Standing Broad Jump 
 
 6. Pull Up — Seven Times 
 
 7. Running High Jump 
 
 8. Running Broad Jump 
 
 9. One Day Hike 
 
 Fourteen Miles 
 
 10. Century Hike 
 
 100 Miles in 6 Mos. 
 
 11. Baseball Throw for 
 
 Distance 
 
 12. Shot Put 
 
 Class V 
 
 Weight unlimited 
 
 18 years and under 
 
 Unlimited Class 
 
 1. Three Lap Potato Race 
 
 2. Six Lap Potato Race 
 
 3. 100 Yard Dash 
 
 4. 220 Yard Dash 
 
 5. Standing Broad Jump 
 
 6. Pull Up— Eight Times 
 
 7. Running High Jump 
 
 8. Running Broad Jump 
 
30 LEADERS MANUAL— PIONEERS 
 
 * 9. One Day Hike 
 
 Eighteen Miles 
 
 * 10. Century Hike 
 
 100 Miles in 6 Mos. 
 
 11. Baseball Throw for Distance 
 
 12. Shot Put 
 
 The six starred events are required. Participants may pick 
 four of the remaining six to make ten events. 
 
 Full scoring tables are given in the chapter on Track and 
 Field Athletics, pages 1 17-126 
 
 Note 
 
 No credit given for 6, g, or 10 unless full requirement is met. 
 
 VIL PHYSICAL EXAMINATION 
 
 It is a patriotic duty of every American boy to be physically 
 fit. This means a sound body, good eyes, well-kept teeth, proper 
 posture, and all vital functions normal and propierly working. 
 The human body is the most wonderful machine in the world. 
 A healthy body is a body in which all adjustments are normal. 
 Modern Hfe often necessitates giving these many intricate and 
 involved adjustments skilful and scientific attention. 
 
 Everyone knows that even the best of automobiles, w^atches, 
 and adding machines need a thorough examination periodically 
 besides frequent minor adjustments. If this periodic examina- 
 tion is indefinitely postponed until a break-down occurs, it is 
 often serious and expensive. The same things hold true with 
 the human machine. It needs a thorough annual inspection by 
 a first-class doctor. In this way, difficulties of one kind and an- 
 other can be picked out before they become serious. 
 
 Many cities have compulsory physical examination in the 
 public schools. This is a good thing when efficiently handled. 
 Most physical privilege users of the Y. M. C. A. have such an 
 examination before they are allowed gymnasium and swimming 
 privileges. It sccins to be a fundamental necessity in a program 
 of this nature. 
 
PHYSICAL TRAINING PROGRAM 31 
 
 All examinations should be made by a thoroughly competent 
 doctor or Physical Director, satisfactory to the Leader. By all 
 means, the standard blank shown in the Appendix should be 
 used. These can be printed at small expense or purchased from 
 the supply department. 
 
 PHYSICAL EXAMINATION Total Credits— 100 
 
 REQUIRED TEST 
 
 Have a thorough physical examination by a reputable doctor, 
 approved by your Leader, using blank provided for same in the 
 Appendix. 
 
 Award credits as follows: 
 
 Fair Physical Condition 50 credits. 
 Good " " 70 " 
 
 A-i " " 100 " 
 
 Note 
 
 The boy should be reexamined physically each year, preferably at 
 the time 0/ the annual granting of chart honors. Use blank shown 
 in the Appendix. 
 
CHAPTER IV 
 
 THE SIGNIFICANCE AND EXPLANATION OF THE 
 DEVOTIONAL TRAINING PROGRAM 
 
 "Jesus advanced — in favor with God" — Luke 2:52. 
 
 "Thou shall love the Lord, thy God. .with all thy heart" — Luke 
 10:2'/. 
 
 "For as he thinketh within himself, so is he" — Prov. 23:7. 
 
 "One thing have I asked of Jehovah, that will I seek after, .to 
 behold the beauty of Jehovah, and to inquire in his temple" — - 
 Psalm 27:4. 
 
 Religion has universally had to do with cultivation of the heart- 
 life of man, the emotional nature; too often in the past this 
 aspect of life has been discounted. The emotional element has 
 been more or less apologized for. Christ and the Bible clearly 
 teach, however, tl^at.the affections and sentiments, the feelings 
 and desires, are of the very center of personality. They empha- 
 size the importance of the cultivation of love, affection, awe, 
 reverence, and gratitude. What would life be worth without 
 the rich endowment of the emotional nature? If the heart 
 desires are wrongly directed, we become slaves of passion; 
 if they are rightly trained, strong and noble men. "As a man 
 thinketh in his heart, so is he." "Jesus advanced in favor with 
 God," that is, in all the religious elements of his rich emotional 
 nature. "Thou shalt love the Lord thy God. .with all th>- heart." 
 "Keep thy heart with all diligence, for out of it are the issues of 
 life" (Prov. 4:23). "In the near future," says G. Stanley Hall, 
 "education will focus upon the feelings, sentiments, and emotions 
 and will do something for the heart, out of which are the issues 
 of life." Jesus gives us tlje perfect example of fully developed 
 manhood on the religious and emotional side of life. How rich 
 was that life; how tender His compassion; how deep His rever- 
 ence; how broad His sympathy; how complete His trust; how 
 warm His friendship; how unblamable His indignation; how 
 sincere His sorrow; how unflinching His courage; how patient 
 
DEVOTIONAL TRAINING PROGRAM 33 
 
 His endurance of pain; how high His sense of perfection, and how 
 true His appreciation of the beautiful! 
 
 In His teaching, no less than in His life, did Jesus recognize 
 the importance of the desires and feelings, as we have seen from 
 the Scripture references. His ideal of the emotional life is per- 
 haps best expressed by the word "hearty" or "perfection." 
 He appreciated the beautiful whether in nature or in man. 
 "Consider the lilies of the field," "Be ye therefore perfect as 
 your Father which is in heaven is perfect," express the joyous 
 admiration and aspiration of his heart. He entered heartily 
 into the temple worship and delighted in the ideals of beauty 
 and perfection expressed in the Psalms of Praise, such as, "Wor- 
 ship the Lord in the beauty of holiness." 
 
 The Church, too, in her teaching and practice has been 
 true to this fundamental principle in life. By all the arts at 
 her command she has endeavored to cultivate the heart-life of 
 man, using in her simple yet stately services of worship Scripture, 
 prayer, ritual, responses, music, poetry, art, and nature to 
 deepen and strengthen man's religious and emotional nature. 
 If it is important that we spiritualize the physical and intellectual 
 sides of our life and relate them to God, how much more important 
 is it that we seek to spiritualize the heart-life, too, and consecrate 
 all its rich and abundant powers to Him as Jesus did. That man 
 is spiritual on the emotional side of his nature, therefore, who 
 has brought his feelings and desires under the control of Christ 
 and is giving them full expression in His service. The feelings 
 and desires have a spiritual significance; the heart, too, in 
 God's. 
 
 It is highly important for us to remember in this connection 
 that it is during the adolescent years that we have the largest 
 expansion of the emotional nature and reach the high-water 
 mark of religious awakening. No boy or young man ought to 
 pass through these years so responsive to every emotional appeal 
 and so sensitive to religious impulses without the privilege of 
 coming to know and choose Jesus as his Saviour and as the Lord 
 and Master of his life, and of publicly acknowledging Him by 
 uniting with His Church. 
 
 The barriers to the proper religious development of a boy are 
 all too potent. The natural response of the boy to the spiritual 
 
34 LEADERS MANUAL— PIONEERS 
 
 awakening and growth should be safeguarded. The aim should 
 be several-fold: 
 
 a. To nurture the natural elements and eliminate the artificial. 
 
 b. To interpret spiritual things in terms of the boy's experi- 
 ence. 
 
 c. To provide the medium of active expression for every 
 impression. 
 
 d. To preserve a balanced life against the encro3.chments 
 which would crowd out the religious element. 
 
 _ Especial care should be taken to avoid giving the impression 
 that the religious life is a thing apart from the physical, intel- 
 lectual, emotional, or social. The Leader should at all times 
 seek to carry out the thought that all true life is essentially 
 spiritual, in every aspect, and the plan here outlined should 
 keep this thought clearly before the boy. 
 
 Note 
 
 Care should he taken by the Leader to grant full credits to Boy 
 Scouts, and boys of similar organizations, for devotional work of 
 corresponding nature already done by the boy whether in regular 
 activity or on Merit Badges, provided such work was taken under a 
 registered or competent leadership and within a reasonable period. 
 
 I. PUBLIC WORSHIP 
 
 Instruction. It is the duty of the church to provide food for 
 intelligent Christian thinking and to guide the minds of its 
 children in their growth and development. The aim of the 
 church's instruction should be to lead them to assume a filial 
 and reverent attitude toward God and His world, and to live in 
 Christian relations of love and helpfulness among their fellow- 
 men. To this end the church should make its >oung people 
 thoroughly familiar with the revelation of God as found in the 
 Bible and in nature, acquaint them with the main facts in the 
 history of the Christian Church and Christian missions, help 
 them to appreciate the religious customs, the religious beliefs, 
 and the religious needs of other peoples, and inform them con- 
 cerning the history and distinctive characteristics of their own 
 denomination as well as concerning the social and missionary 
 
DEVOTIONAL TRAINING PROGRAM 35 
 
 enterprises in which it is now engaged. The courses of study, 
 properly assembled and arranged in appropriate sequence, with 
 the agencies of instruction clearly designated, constitute the 
 Curriculum of Instruction. 
 
 Aim and Scope of the Church's Training 
 
 Training. All thought is accompanied by feeling which tends 
 to express itself in action. It is the duty of the church to provide 
 constant and appropriate opportunity for such expression, and 
 thus to train in Christian conduct. The religious life comes to 
 expression chiefly through two main avenues, worship and 
 service. 
 
 A Program of Training in Worship 
 
 Worship. It is natural for religious feeling to express itself 
 in worship. The church, however, should train its young 
 people to worship spontaneously and intelligently. They 
 need to become acquainted with the forms and language of 
 worship, both private and public, but these forms which are 
 employed by the church in the training of the young should be 
 suited to the experience of the worshipper. Little children, for 
 example, require simple forms, while adults may properly make 
 use of those which are more complex. Moreover, the material 
 of worship may be so related to the material of instruction as 
 to serve as a medium for expressing the feelings and enthusiasm 
 aroused during the teaching process. Thus, memory work — 
 psalms, proverbs, hymns, etc. — required in the course of instruc- 
 tion, may find its place at once in the order of worship, or ritual, 
 designed for use in the church school or Young People's Society, 
 provided it is adapted to the pupil's experience. This Program 
 of Training in Worship should be so presented as to indicate 
 clearly its relation to the Program in Instruction. 
 
 A Program, of Training in Service 
 
 Service. The ultimate aim of instruction is to reach the will 
 and lead to expression in action. Through exercise the will 
 grows strong. In order that its young people may grow up to be 
 efficient as well as intelligent Christians, their wills need to be 
 trained, through practice, to prompt and vigorous action. 
 
36 LEADERS MANUAL— PIONEERS 
 
 To provide opportunity for moral practice there should be a 
 Program of Training in Service, suited to the varying powers of 
 the growing life, and including not only such simple Christian 
 duties as pertain to the home and the immediate neighborhood 
 but more complex forms of community and social service and 
 Christian missions. These acts of service suggested in the Pro- 
 gram should be definitely related to the lessons in the Program of 
 Instruction, in order that theses lessons may habitually find 
 expression in conduct. For some of this training opportunity 
 will be offered through organized classes in the Sunday school; 
 in other cases special organizations will be utilized. All, taken 
 together, will constitute the Curriculum of Training, parallel 
 to the Curriculum of Instruction, both of which, together with 
 the Program for Training in Worship, make up the complete 
 curriculum of the Church School — this term being used to include 
 not only the Sunday school, but all other organizations in the 
 local church whose purpose is teaching and training. 
 
 PUBLIC WORSHIP Total Credits— 200 
 
 REQUIRED TEST— Maximum of Credits— 150 
 
 Attend regular Sunday church worship, participatiiig in service 
 — 2 credits for each service attended up to 100 credits. 
 
 Volunteer some definite service to your Pastor, involving at 
 least eight hours — 50 credits. 
 
 Elective Tests — 25 credits each up to 50 
 
 1. As an act of worship, aid the church in distributing food, 
 clothes, and so forth to poor at Thanksgiving, Christmas, or 
 other occasions. 
 
 2. As an act of worship, deliver church calendars or notices 
 or collection envelopes, involving at least eight hours' service. 
 
 3. Memorize 
 
 Five standard church hymns, and Scripture as desig- 
 nated by your Leader. 
 
 II. GOD IN NATURE AND ART 
 Nature 
 
 The purpose of these specific tests is to lead the boy to appre- 
 ciate God in nature, as evident in the world about him, and to 
 
DEVOTIONAL TRAINING PROGRAM 37 
 
 relate such impressions definitely to his regular religious instruc- 
 tion. He should be led to an ^ appreciation of God's great p lan 
 igri jrP T rt ir^— the- universe and establishing His Kingdom upon 
 this earth. The Leader should avail Fimself of the opportunity 
 to unfold to the boy the conception of God working in the world 
 that Jesus had, when He said, "My Father worketh hitherto, and 
 I work." 
 
 Music 
 
 There is something in the life of the normal teen-age boy that 
 responds to the best and loftiest in music. The tests outlined 
 are not to decide the boy's ability, but rather to bring him to an 
 appreciation of the divine in music. Where tj;ie boy cannot 
 himself render the selection, he should be able to identify it when 
 rendered by another. 
 
 Art 
 
 One of the ways by which man has given expression to the 
 promptings of his higher nature and related himself to an 
 attribute of Deity is in his attempts to beautify the work of his 
 hands. First manifested in the ornamentation that primitive 
 man applied to his belongings, this craving after beauty perhaps 
 found its highest expression in Greek temples and Gothic 
 cathedrals. 
 
 Any work that satisfies this desire for beauty we call Art, 
 whether the medium used appeals to the eye, as in architecture, 
 sculpture, and painting, or to the ear and mind, as in music and 
 poetry. 
 
 As Art came into being by its relations with handcrafts, so it 
 can really live only while it retains that connection; and we, who 
 in this age of machinery practically never make anything for 
 ourselves, are in danger of allowing this facility for producing 
 beauty, which is our heritage, to become atrophied from want 
 of use. The boys should be stimulated to exercise this faculty 
 of making things beautiful, even though it be by such simple 
 means as decorating the walls of their bedrooms. 
 
 Poetry 
 
 The value of storing the mind with adapted passages of poetry 
 both from Scripture and other literature is quite apparent. 
 
38 LEADERS MANUAL— PIONEERS 
 
 It is a recognized fact that if boys do not learn to care for 
 poetry as boys, in all probability they will never care for it. 
 Try reading choice selections of poetry to your group. If it is 
 well done they will respond enthusiastically; encourage them to 
 bring especially good bits of verse to the group meetings and read 
 them aloud. "Poems of Action," by David R. Porter, is one of 
 the best books to develop this interest. Invite good readers to 
 bring a few verse selections to your boys whenever possible. 
 Much that is finest and deepest in literature is missed by the 
 boy who "can't read poetry." See suggested books in Chapter 
 XVII under Poetry (page 250). 
 
 NATURE AND ART Total Credits— 100 
 
 NO REQUIRED TEST OFFERED 
 
 Elective Tests — 25 credits each up to 100 
 
 Make different choices each year from each heading. 
 
 1. Nature 
 
 Attend an educational talk on: 
 
 a. The Making of the Earth. 
 
 b. The Story of the Stars. 
 
 c. The Development of Plant and Animal Life. 
 
 2. Music 
 
 a. Identify five standard hymns or pieces of classical 
 
 music by ear. 
 
 b. Take lessons six months on some musical instrument. 
 
 c. Attend a high grade concert by an orchestra or a 
 
 choir that will render some famous oratorio. 
 
 3. Art 
 
 a. Natne two kinds of architecture and describe dif- 
 
 ferences. 
 
 b. Name five pieces of classic statuary. 
 
 c. Visit an art gallery of at least 100 pieces — note the 
 
 special things that appeal to your higher nature. 
 
 4. Poetry 
 
 a. Recite one standard poem. 
 
 b. Recite Psalm i:i-6; or 23:1-6; or 19:1-14; or 
 
 8:1-8. 
 
DEVOTIONAL TRAINING PROGRAM 39 
 
 III. CHURCH SCHOOL LOYALTY 
 
 If the Leader is not already familiar with the best books 
 on church school organization and management, at least one such 
 book should be carefully studied at this point. The subject is 
 too large to go into in detail in this manual. If you, are to 
 render the very best service, you should make a thorough study 
 of the church school organization and management, giving special 
 care to the details of the whole matter of curricula, in order that 
 you may perfectly understand the true significance of the various 
 main heads of the Devotional Training Program. 
 
 Such books as: 
 
 "The Church School"— W. A. Athearn. 
 
 "The Modern Sunday School and Its Present-Day Task" — 
 H. F. Cope. 
 
 "The Graded Sunday School in Principle and Practice" — 
 H. H. Meyer. 
 
 CHURCH SCHOOL LOYALTY Total Credits— 200 
 
 REQinRED TEST— ISO credits 
 
 Attend your church school regularly — 2 credits for each atten- 
 dance up to 100 credits. 
 
 Attitude toward your class work (study of lesson and your co- 
 operative spirit) — 25 credits. 
 
 Assume some definite class or church school responsibility, 
 covering a three months' period and requiring four hours' work, 
 to the satisfaction of your Leader (such tasks as serving as class or 
 departmental officer or on a working committee) — 25 credits. 
 
 Elective Tests — 25 credits each up to 50 
 
 1. Secure at least one new member for your church school. 
 
 2. Assist in church entertainment, social, or picnic, involving 
 at least three hours' service. 
 
 3. Assist in a definite piece of service, to the extent of four 
 hours, for any of the church organizations, such as the setting 
 up of banquet tables, decorating, or moving chairs. 
 
 IV. KNOWLEDGE OF THE BIBLE 
 
 "The Bible is like a telescope. If a man looks through his 
 telescope, then he sees worlds beyond; but if he looks at this 
 
40 LEADERS MANUAL— PIONEERS 
 
 telescope, then he does not see anything but a telescope. The 
 Bible is a thing to be looked through, to see that which is beyond; 
 but most people only look at it." 
 
 The Bible is not only the greatest book in the world, but the 
 most popular. There are seven times as many Bibles sold each 
 year as of the next best seller, all kinds of books included. This 
 is evidence that it is widely used and studied. No man is edu- 
 cated who does not know his Bible. John Ruskin, the great 
 Englishman, said that whatever there is of merit in anything 
 that he has written is due to the fact that, when a child, his 
 mother made him familiar with the English Bible. 
 
 Daniel Webster, the great American, said, "If there is anything 
 of eloquence in me it is because I learned the Scripture at my 
 mother's knee." Count Tolstoi, the great Russian, testifies, 
 "Without the Bible the education of the child today is impwssible." 
 
 Dr. G. H. Ferris, a great preacher of Philadelphia, said that 
 just so long as human beings have sorrows and sins, tears and 
 tasks, so long will the Bible keep its power and beauty, and be 
 enthroned in the human heart. 
 
 Dr. Henry Churchill King, President of Oberlin College, says 
 that we need three things in order to make the most of life^- 
 character, influence, and happiness — and that those three can be 
 gained by Bible study. W. T. Grenfell, the great medical 
 missionary in Labrador, says: "I believe the Bible contains all 
 necessary truth about the way a man should walk here below. 
 To me it means everything. Take it away and you can have all 
 else I possess." 
 
 Boys become enthusiastic students of the Bible when their 
 study is led by a teacher who knows boys as well as the Bible. 
 Graded curricula have been developed by the ablest educators, 
 so that a boy in a modern church school gets just the sort of 
 Bible study that he needs at just the proper period in his develop- 
 ment. 
 
 KNOWLEDGE OF THE BIBLE Total Credits— loo 
 
 REQUIRED TEST— Maximum of credits— 50 - 
 Ability to turn readily to a given chapter and verse — 20 credits. 
 Tell your group who is your favorite Bible hero and tell ex- 
 plicitly why — 30 credits. 
 
DEVOTIONAL TRAINING PROGRAM 41 
 
 Elective Tests — 25 credits each up to 50 
 
 1. Take a course of study on the Life and Teachings of. 
 Jesus. s 
 
 2. Take a course on Old Testament Heroes. 
 
 3. Take a course on Early Christian Leaders. 
 
 4. Write in your own words a designated portion of the 
 Sermon on the Mount. 
 
 V. STORY OF CHRISTIANITY 
 
 This is a part of organized religious instruction, that can be 
 made intensely interesting to boys. It should be taken up so 
 as to show that religion is not an accident or an incident of life, 
 but a universal fact permeating all life, present in all ages and 
 among all peoples. The studies used should center around the 
 great personalities at the heart of Christianity and also show the 
 development of religious ideas in the various stages of civilization. 
 
 Study courses offered might well be supplemented by reports 
 on various phases of Christian work both in this country and 
 abroad that will tend to show Christianity's transforming power 
 in the lives of men and nations. 
 
 STORY OF CHRISTIANITY Total Credits— 100 
 
 REQUIRED TEST— Maximvun of Credits— 30 
 
 Tell yoiir group in story form: 
 
 Some specified chapter out of the big story of Christianity 
 and tell why you chose that particular part or 
 
 Tell your group what the coming of Christianity has meant 
 to some special country as: Korea, China, India, Africa. Be 
 explicit. 
 
 Elective Tests — 25 credits each up to 50 
 
 1. Take a course of study on Christian Heroes. ' 
 
 2. Read the life of some outstanding leader in your particu- 
 lar branch of the Church. 
 
 3. Attend a stereopticon talk on The General Story of 
 Christianity. 
 
42 LEADERS MANUAL— PIONEERS 
 
 VL MY CHURCH AND I 
 
 If there ever was a time when we needed intelligent church 
 membership, it is now. It is not enough to lead a boy to the 
 Great Decision and church membership — we must help him to 
 understand what the Church has to do with the 'Kingdom 
 of God, and just how it is controlled, organized, financed, and 
 operated. We want a generation of boys who believe in church 
 membership, not because of what they can get out of it but 
 because of what they can put into it. 
 
 The boy should come quickly now at this period to see also 
 the whole great Christian Church at work in the world, and desire 
 to be related in a vital way not only to the particular local 
 branch of his choice, but also to the great world church move- 
 ments of one kind and another. Care should be taken not to use 
 this opportunity to teach only denominationalism but the 
 Church should be considered as a whole, united, Christian effort 
 for bringing in the Kingdom of God. 
 
 MY CHURCH AND I Total Credits— loo 
 
 REQUIRED TEST— Maximum of Credits— 50 
 
 Take a course of study on the following topics (or attend a 
 series of talks by your Pastor or some one delegated by Leader 
 which will include the following) : 
 
 a. Why Have a Church? 
 
 b. The Place of the Church in a Boy's Life. 
 
 c. A Boy's Right Attitude to the Church. 
 
 d. What Being a Christian Really Means. 
 
 Elective Tests — 25 credits each up to 50 
 
 1. Give five reasons, before your group, why a boy should 
 become a church member. 
 
 2. Attend the regular Pastor's class through one series of 
 talks. 
 
 3. Contribute regularly to the church and to benevolences. 
 
 4. Do some specific piece of service for your church, such as 
 suggested by Pastor or Leader. 
 
 VIL PERSONAL DEVOTIONS 
 
 The importance of establishing tlie habit of daily Bible read- 
 ing and prayer "during these tempestuous adolescent years can- 
 
DEVOTIONAL TRAINING PROGRAM 43 
 
 not be over-emphasized. The Leader should be especially 
 helpful in suggestions at this point, as the average boy is con- 
 fused when merely asked to "read his Bible and pray every day." 
 
 A set of prayer topics might well be developed by the Leader 
 and given to the boys once a week, so that unitedly they might 
 be praying for the same things. 
 
 The group should adopt for each year some course prepared 
 for daily devotional use, such as is issued by the various denomin- 
 ations. The daily devotional period will mean much more to the 
 average boy by so doing. In many cases whole families can be 
 led to participate in this same study. Where no special course 
 is followed by the group, the Leader should provide suggestions 
 from week to week for study. Choose such references as can 
 readily be applied to the daily life and conduct of a boy, some- 
 thing he can translate into action as he goes. Unless this vital 
 factor can be developed, the daily devotions will lack vitality 
 and die in spite of all effort. 
 
 DAILY DEVOTIONS Total Credits— 200 
 
 REQUIRED TEST— Maximum of Credits — 150 
 
 Give time regularly to daily Bible reading and prayer. (Any 
 standard book of Bible stories may be used in place of the Bible 
 if preferred or the use of any religious book prescribed by your 
 Leader or participation in regular family worship will be ac- 
 ceptable.) 
 
 Elective Tests — 50 credits (choose one each year) 
 Attend an inspirational talk on: 
 The Value of Daily Devotions or 
 What Is Worship? (first year). 
 Worship, a Universal Need (second year). 
 Christ as a Boy's Comrade (third year). 
 
CHAPTER V 
 
 THE SIGNIFICANCE AND EXPLANATION OF THE 
 SERVICE TRAINING PROGRAM 
 
 "Jesus advanced . . .in favor with . ■ . men" — Luke 2:52. 
 
 "Thou shall love the Lord, thy God . . . with all thy soul and 
 thy neighbor as thyself" — Luke 10:27. 
 
 "I am in the midst of you as he that serveth" — Luke 22:27. 
 
 "On earth peace, among men in whom he is well pleased" — 
 Luke 2:14. 
 
 "I seek not mine own will, hut the will of him that sent me" — 
 John 5:30. 
 
 "And why call ye me Lord, Lord, and do not ike things which I 
 say?" — Luke 6:46. 
 
 The crown of man's individuality is to be found in this last 
 aspect of his nature — the will. Will expresses itself in action. 
 Consciously, or unconsciously, all feelings and thoughts tend to 
 express themselves in action and conduct. Will and action are, 
 therefore, primary in time and importance. The ideal of conduct 
 is "goodness"; this goodness ought to express itself in a three- 
 fold way — in the man's skill in performing his life work, in his 
 own personal character, and in his relationship to his fellowman. 
 
 In this Service Training Program three kinds of goodness or 
 service are recognized; hence, "Thrift" and "Observing \'oca- 
 tions" find a place, so that boys may understand the right work 
 in the world for which they are fitted; "Home Service" and 
 "Service to the Other Fellow" will develop personal goodness; 
 while "Training for Service," "Citizenship," and "World Brother- 
 hood" will broaden the life out into the social and civil goodness 
 so much needed today. 
 
 It is scarcely necessary to point out how Jesus demonstrated 
 every phase of the "good will" in His life, work, and teaching. 
 He was a most diligent and efficient workman. "My Father 
 worketh hitherto and I work," he said. His personal goodness is 
 beyond dispute. "Which of you convinceth me of sin?" was His 
 challenge to His enemies. His attitude to social goodness is 
 
SERVICE TRAINING PROGRAM 45 
 
 expressed by others when they said, "He went about doing good," 
 and by Himself in the statement, "The Son of Man came not to 
 be ministered unto, but to minister." 
 
 No other teacher ever laid such emphasis on the will as ex- 
 pressed in conduct and action. He makes it the basis of knowl- 
 edge — "If any man ivilleth to do His will, he shall know of the 
 teaching whether it be of God" (John 7:17). He makes it the 
 test of right hearing — "Every one therefore that heareth these 
 words of mine, and doeth them, shall be likened unto a wise man, 
 who built his house upon the rock" (Matt. 7:24). He makes it 
 the very condition of judgment and destiny: "Inasmuch as ye 
 did it unto one of . . . these least, ye did it unto me" (Matt. 
 25:40). He set it up as a fundamental idea in a golden rule of 
 conduct — 'Whatsoever ye would that men should do unto you, 
 even so do ye also unto them" (Matt. 7:12), and joined it to the 
 first great commandment — "Thou shalt love the Lord thy God 
 . . . and thy neighbor as thyself" (Luke 10:27). He made it 
 clear to His still too selfish disciples that greatness consists not 
 in power and dominion over others, but in the service of others. 
 
 The purpose of these tests, therefore, is to help boys and men 
 to see that in serving others through the ordinary vocations of 
 life, through the home, the community, or in the wider national 
 and world life, they are building up the Kingdom of Jesus in the 
 world. These studies and activities will tend to stimulate in 
 every man and boy these impulses and ideals, and strengthen his 
 will for a life of real goodness and worth-while service. 
 
 The ideal boy, therefore, on the volitional side of his life is the 
 boy whose will and conduct are conforme'd to the will of God as 
 revealed in Jesus. "Our wills are ours to make them Thine." 
 How often this appears in the teachings of Jesus. It is repre- 
 sented as the purpose of His coming to this world, "On earth 
 peace, good will toward men" (Luke 2 :i4) ; as the object of his 
 life, "I seek not mine own will, but the will of the Father which 
 hath sent me" (John 5 :3o) ; as the basis of true human relation- 
 ships, 'Whosoever shall do the will of God, the same is my brother, 
 and sister, and mother" (Mark 3 :35) ; as the assurance of eternal 
 life, "He that doeth the will of God abideth forever" (I John 2:17). 
 Every action has thus a spiritual significance. The will, too, is 
 God's. 
 
46 LEADERS MANUAL— PIONEERS 
 
 Note 
 
 Care should he taken by the Leader to grant full credits to Boy 
 Scouts, and boys "of similar organizations, for service work of cor- 
 responding nature already done by the boy, whether in regular 
 activity or on Merit Badges, provided such work was taken under a 
 registered or competent leadership and within a reasonable period. 
 
 \. HOME SERVICE 
 
 Home is the logical place for a boy to demonstrate his socia- 
 bility and service. If it is not demonstrated there, probably he 
 has no real understanding of what service involves. In these 
 busy days, with our American way of living, there is a grave 
 danger that home will not function fully in a boy's life — ^first, 
 because of vastly changed conditions, and secondly, because we 
 do so much to attract the boy away from his home. He is a vic- 
 tini of a system that, in trying to serve him, robs him of his best 
 possession. The entire purpose of the tests and activities offered 
 under this heading is to give every boy an intelligent idea of what 
 home really is, and what home-making involves, and to seek to 
 improve the average home relations of the average boy. The 
 great heart of common interest must not stop beating in the home 
 if it is to" function for the boy. We must encourage the home to 
 take him more completely into partnership and must train the 
 boy to know how to use the privileges of that partnership for the 
 benefit of all. A boy intelligently loyal to his home rarely ever 
 goes bad. Bad boys come from bad homes. Let's encourage 
 boys to put more into' their homes so that, in turn, homes can 
 put more into them. 
 
 At the same time we must not forget that there are many boys 
 in every community who do not have normal home conditions. 
 Many times there is no father, very often there is no mother; 
 sometimes there are both, but they are separated. The Leader 
 should be very tactful at this point and even make special tests 
 for the boy, suited to the situation if necessary, bearing in mind 
 always that probably some day this very boy will be establishing 
 a home of his own and that then his boy training will bear fruit. 
 If he cannot function in his own home, perhaps he can in some 
 other home to the mutual advantage of both. 
 
SERVICE TRAINING PROGRAM 47 
 
 HOME SERVICE Total Credits— 200 
 
 REQUIRED TEST— Maximum of credits— 100 
 
 Give evidence from your parent that your home discipline and 
 relationsliips are satisfactory. 
 
 Elective Tests — 25 credits each up to 100 
 
 1. Accept responsibilities for regular home duties, such as, 
 chores, caring for yard, machine, chickens, garden, animals, 
 furnace, etc., task to be specified by parent and to represent 
 at least four hours' service a week. 
 
 2. Provide some useful article for the home, either of your 
 own construction or purchased with money you have earned, 
 article to have a value of at least two dollars. 
 
 3. Clean the grounds around the house of all unsightly 
 weeds and rubbish and keep it clean for a period of six months. 
 
 4. Remember your mother with a letter or flowers on 
 Mother's Day or attend a Father arid Son Banquet. 
 
 5. Assist parents ten hours with younger children, super- 
 vising play, taking walks, or reading aloud. 
 
 6. Improve the home in some way growing out of your own 
 suggestion; such as an easier way to handle routine or decorate 
 a room or build a shelf, furniture, ice-box drain, wood-box, or 
 flower-box. 
 
 7. Keep your own room or shop clean and in order for a 
 six months' "period, or its equivalent. 
 
 II. THE OTHER FELLOW 
 
 The ideal of each boy expressing his own life in some form of 
 unselfish service must be constantly aimed at, inasmuch as the 
 doing of such service stimulates the altruistic spirit to still 
 higher ideals and nobler efforts. Nothing less than some pur- 
 poseful activity in the interest of others can satisfy Christ's 
 purpose for any boy, or indeed can permanently satisfy the boy 
 himself. 
 
 Service to the Other Fellow is the keystone of democracy. A 
 democracy is ideal only in proportion as its members share the 
 common burdens and responsibilities. 
 
48 LEADERS MANUAL— PIONEERS 
 
 Modern cities could not exist if it were not for the .spirit of 
 service on the part of thousands of citizens. The community 
 is the enlarged family and the little nation. Every boy, as he 
 develops, should be imbued with the idea that he is a part of the 
 community and must either contribute definitely to its welfare 
 in service or become a community parasite. 
 
 THE OTHER FELLOW. , Total Credits— 150 
 
 REQUIRED TEST— Maximum of Credits— 75 
 
 Render some community service suggested by your Leader and 
 make a definite sacrifice in time money or labor for someone 
 more needy than yourself. 
 
 Elective Tests — 25 credits each up to 75 
 
 1. Report broken culverts, bridges, or dangerous road con- 
 ditions to proper authority, and remove nails, glass, etc., from 
 public thoroughfares. 
 
 2. Help with other boys of neighborhood in assisting with- 
 out charge, to harvest the crop or do needed work of sick or 
 disabled neighbor. 
 
 3. Contribute at least three dollars, which you have earned 
 during the year, to some worthy cause identified with work for 
 boys. 
 
 4. Know the exact location of: 
 
 a. Nearest fire alarm to your home. 
 
 b. Nearest fire plug to your home. 
 
 c. Nearest doctor to your home. 
 
 d. The local hospital, telephone office, telegraph office, 
 and police station. 
 
 5. Assist in keeping at least one-quarter mile of public road 
 in shape, or in some equally suitable service for your commu- 
 nity. 
 
 6. Take active part in a city-wide Clean-up Campaign or 
 some equally suitable service for your community. 
 
 7. Report to proper authorities undue abuse or neglect of 
 children or animals. 
 
 III. THRIFT 
 
 Some one has well said that the reason America is a nation of 
 spenders is that she has not taught her boys to save. Every boy- 
 has some money and many could earn much more if there were 
 
SERVICE TRAINING PROGRAM 49 
 
 some real incentive. A boy is not well educated until he knows 
 the value of money. "The test of success is the ability to save." 
 Every year a million working men become dependent either upon 
 their relatives or upon charity. Much of this national burden 
 could be averted if boys could be trained in thrift and steward- 
 ship. "Earn something, save part of It, and give part of it every 
 month" is good advice to every boy. , Ideally, every boy, even in 
 early adolescence, should "keep books," so that he can see in 
 monthly and yearly totals what he has earned and what he has 
 done with his earnings. 
 
 To those who look upon the world with the eyes of youth, 
 thrift is much. For what is thrift but happiness stored up for 
 future use, the stepping stone to wishes realized? Thrift is no 
 negative doctrine which preaches always, "Don't! Don't! Don't!" 
 It is a positive thing, a definite inspiration that urges you to do, 
 to accomplish, to make fact out of fancy. 
 
 Money is only a means to an end and this should be remem- 
 bered. The hoarding of it means no good to anyone. But money, 
 coupled with desires, ambitions, determinations, means things 
 accomplished. If you want a college education or a trip to 
 Europe, get it by saving for it. And you will get it, proyided you 
 have backbone as well as wishbone. 
 
 A great banker has said that most bad financial habits are 
 formed in youth. There is a very close relation between money 
 and a boy's character. What a boy earns in the daytime goes 
 into his pocket, but what he spends goes into his character. 
 Thrift does not mean to be miserly, but to be intelligent about 
 income and outgo. Do not fail to encourage each boy in your 
 group to start a bank account. 
 
 THRIFT Total Credits— 150 
 
 REQUIRED TEST— Maximum of Credits— 75 
 
 Show that each year you are earning, saving, and giving sys- 
 tematically, and that you have occasion to do certain necessary 
 spending under wise direction. 
 
 Elective Tests — 25 credits up to 75 
 
 I. Contribute regularly a definite amount to some good 
 cause from funds you have earned. 
 
50 LEADERS MANUAL— PIONEERS 
 
 2. Show a bank balance of at least ten dollars, all of which 
 you have earned. 
 
 3. Show that you have invested at least ten dollars of your 
 own earnings in some productive enterprise, such as garden, 
 poultry, or rabbits. 
 
 IV. OBSERVING VOCATIONS 
 
 One of the most serious problems that a teen-age boy faces is 
 that of understanding the advantages and disadvantages of vari- 
 ous life callings. The true meaning of the work of life, the prin- 
 ciples of success, should now be set forth. A wise presentation of 
 the opportunities for service in the various life callings should be 
 made. Each year, when this subject is dealt with, along with 
 the regular talk, the claims and opportunities for all sorts of 
 Christian ministry should be set forth, along with other profes- 
 sions and vocations. 
 
 See the list of suggested books in Chapter XVII under "Choice 
 of a Life Work." Round men in square holes is one of the unfor- 
 tunate things of modern life. We have been too busy making a 
 "living" to make a "life," and the boys are emulating us all too 
 perfectly. Next to a Christian Character Decision, the choice of 
 a life work is most essential in a boy's life. (Also see Suggestive 
 Vocational Talk Topics on pages 260, 261.) 
 
 OBSERVING VOCATIONS Total Credits— 100 
 
 REQUIRED TEST— Maximum of Credits— 50 
 
 Investigate ten vocations common to your locality and tell your 
 group which two interest you most and why. 
 
 Elective Tests — 25 credits each up to 50 
 
 1. Attend a practical talk or discussion, or read a book on: 
 
 The World as a Workshop (first year). 
 
 Testing the Success of a Man's Life Work (second yesir) . 
 
 Drifting or Rowing into a Life Work (third year). 
 
 2. Carry through to completion to the satisfaction of the 
 Leader any one of the projects promoted by the Government 
 through its Agricultural Club movement. 
 
 3. Make a list of ten Americans who you think made a suc- 
 cess of their vocations, and tell your group why. 
 
SERVICE TRAINING PROGRAM 51 
 
 4. Make a list of ten professions and ten trades and check 
 the one in each list in which you think you could succeed, also 
 the ones that interest you most. Give the reasons for your 
 choice. 
 
 V. CITIZENSHIP 
 
 Good citizenship manifests itself in making a community or 
 country or world a place where every boy has a fair chance to 
 make good in the largest sense, in a legitimate, chosen calling. 
 It has to do with the eradicating of social evils and the fighting 
 of social wrongs and, constructively, with the permeating of 
 business and trade policies and every other relationship of life 
 with the principles of freedom, good will, and righteousness. Our 
 country calls for young men of intelligence, integrity, strength, 
 and breadth of vision, to the end that we may have those who 
 will respond to the call to be leaders of groups of boys. The 
 Leader has perhaps no worthier task than to inculcate in the 
 minds of boys the real meaning of democracy and the principles 
 that make for true national greatness. To make of every boy an 
 American and world citizen is a challenge that should call for the 
 Leader's best powers of constructive leadership. The following 
 studies and a,ctivities are calculated to assist him in this splendid 
 work. 
 
 CITIZENSHIP ; Total Credits— 150 
 
 REQUIRED TEST— Maximum of Credits— 75 
 
 Give the origin and history of the American flag and explain 
 the respect "that is due it under different circumstances. 
 
 Elective Tests — 25 credits each up to 75 
 
 1. Name four national holidays, fly the American flag on all 
 four days, and tell the true significance of each. 
 
 2. Recite "America" and "The Star-Spangle'd Banner" (three 
 verses). 
 
 3. Know the principal features of the naturalization laws of 
 the United States. 
 
 4. Name ten' leading citizens of your country and tell why 
 you consider them so. 
 
52 LEADERS MANUAL— PIONEERS 
 
 5. Name the principal officers of your city government and 
 tell their major duties. 
 
 6. Name the principal officers of your county and tell their 
 major duties. 
 
 7. Give the history of the Constitution of the United 
 States, and recite the preamble. 
 
 8. Attend an educational talk or discussion, or read a 
 book on : 
 
 A State's Duty to Its Citizens (first year). 
 A Citizen'p Duty to His State (second year). 
 American Citizenship (third year). 
 
 VI. WORLD BROTHERHOOD 
 
 It is of the greatest importance that the boys of this generation 
 come to understand what brotherhood means. After the great 
 upheavals due to the War, there are bound to come very rapid 
 developments along the lines of world brotherhood. America, 
 as never before, is being looked to to lead. Race problems are 
 bound to become acute. Every boy should early be taught to see 
 the best side of every race and to have a real desire to help them 
 instead of to hinder. Then, too, there is the whole missionary- 
 idea. It should be interpreted from the point of view of world 
 brotherhood. 
 
 The greatest inspiration to a life of service will be found in the 
 study of great men whose lives have been spent in the ser\-ice of 
 their nation or of humanity. This will give the right opportunity 
 to encourage the investment of life in world service, and syste- 
 matic giving to missionary and benevolent enterprises. 
 
 It is a fact that our American boys are almost totally ignorant 
 of many of the finest, most heroic lives the world has ever pro- 
 duced. Out of more than one hundred boys of early adolescent 
 age who were asked to name the greatest man, in their opinion, 
 the world had ever produced, ninety-one of them said "Napoleon 
 Bonaparte"; five, "Abraham Lincoln"; and four, "George Wash- 
 ington." Livingstone, James Robertson, Willieim Duncan, 
 Horace Tracy Pitkin, William Johnson, Dr. Grenfell, Edward A. 
 Steiner, and scores of others were absolutely new names to 
 them. 
 
SERVICE TRAINING PROGRAM 53 
 
 WORLD BROTHERHOOD Total Credits— 100 
 
 REQUIRED TESTS— Maximum of Credits— 75 
 
 Name at least six of the various races that are now very common 
 
 in America and tell the group some of the splendid characteristics 
 
 of each race named — 50 credits. 
 Suggest two ways in which any boy can help promote a better 
 
 feeling of brotherhood — 25 credits. 
 
 Elective Tests — 25 credits each up to 75 (choose one each 
 year) 
 
 1 . Take a course of study in your church school or elsewhere 
 covering home and foreign missions, 
 
 2. Contribute regularly to the missionary enterprise from 
 your own earnings. 
 
 3. Be a party to providing food for some needy family. 
 
 4. Be a party to educating some boy in a mission school. 
 
 5. Follow up a definite piece of missionary work as directed 
 by your Leader. 
 
 VII. TRAINING FOR SERVICE 
 
 In recognition of the unfolding altruistic spirit of the adolescent 
 boy, progressive instruction should be given him in preparation 
 for some definite form of service, in order that his life may be not 
 only worth while, but most worth while. This subject, especially 
 in the later grades, following regular courses of study, should be 
 taken up at the mid-week study period. Examinations should be 
 held in these courses. 
 
 Full credit should be given for all such work done, no matter 
 under whose auspices. 
 
 TRAINING FOR SERVICE Total Credits— 150 
 
 REQUIRED TEST — Maximum of Credits— 7S 
 
 Attend at least five meetings of your group when a Tra inin g for 
 Service activity is conducted, such as First Aid, Safety First, or 
 Leader's Work. 
 
 Elective Tests — 25 credits each up to 75 
 
 I. Name four kinds of public service that are applicable to 
 your community, including two in which boys can participate. 
 
54 LEADERS MANUAL— PIONEERS 
 
 2. Take part in one such kind of service. 
 
 3. Be elected an officer of your class or club or captain o 
 your team or chairman of some service committee. 
 
 4. Show how to make emergency stretchers, splints, and 
 how to bandage head, ankle, or hand satisfactorily. 
 
 5. Tell what to do for horses in harness that fall on the street. 
 
 6. Tell in writing at least six principles of Safety First. 
 
CHAPTER VI 
 THE SERVICE RECOGNITIONS 
 
 Service is the very heart of our Program. It is the keystone 
 in the arch of worthwhile living. Every Pioneer should form 
 the habit of unselfish service to others. A boy may be unusually 
 bright mentally; may have a splendid physical development; 
 may attend public worship, church school, and all those things; 
 may even be considered thrifty and broadminded, and yet 
 not be intelligently interested in serving others. With this in 
 mind and with a firm conviction that a very large percentage of 
 boys may easily be led into forming service habits, the Service 
 Recognitions are given a very important place in this Program. 
 
 Ser\'ice tasks group themselves pretty well into six classes; 
 service rendered to individuals {Personal Service), service ren- 
 dered to the home and the home folks {Home Service), service 
 rendered to the church and its organizations {Church Service), 
 service rendered to the school or place of employment {School 
 or Employment Service), service rendered to general groups or to 
 the municipality {Community Service), service rendered to your 
 personal group or club or class {Group Service). A great many 
 service tasks, practical for all sorts of boys, are here classified 
 under each heading. In some cases it may be necessary for the 
 Leader to arrange even more choices, in order to meet the 
 requirements of his particular locality. If this should be the 
 case, you may work out satisfactory substitutes. 
 
 For each one of these rather clearly defined groups of service 
 a service recognition numeral is offered. (See chapter on Insignia.) 
 This recognition should be worn in the vacant square provided in 
 the very center of the insignia, but must not be worn until the 
 requirements of at least one of the types of service have been 
 fully met. It should be clearly understood that this addition to 
 the insignia is not a reward for service rendered, but merely a 
 recognition of service rendered. If your boys are not vitally 
 interested in rendering service, they must wear a blank square at 
 the heart of their emblem. The numeral worn indicates the total 
 
56 LEADERS MANUAL— PIONEERS 
 
 number of types of service rendered. For instance, if a boy has 
 rendered all the required service under the head of Home Service 
 and Service to the Goup he is entitled to wear the numeral 2. If 
 he should render all the required service suggested under all the 
 headings, he would be entitled to wear the numeral 6. 
 
 In the case of group insignia the numerals used will be the sum 
 total of all the individual Service Recognition numerals of all 
 the members of the group. These might total twenty-one or 
 seventy-five, according to the size of the group and the emphasis 
 that they have placed on service. 
 
 1. Personal Service 
 
 (Choice, two out of three tests) 
 
 Give satisfactory evidence that you have 
 
 a. Rendered ten hours of personal service to sick, lame, 
 blind, or to small children not in your own family, without 
 receiving pay for same. 
 
 b. Rendered acknowledged personal service in accident, 
 fire, wreck, runaway, or panic. 
 
 c. Returned lost article to rightful owner, or 
 Personally helped auto driver, teamster, or pedestrian 
 
 in any sort of trouble on the road, street, or in the country. 
 
 2. Home Service 
 
 (Choice, two out of three tests) 
 
 Give satisfactory evidence that you have 
 
 a. Rendered ten hours of special Home Service in putting 
 in coal or wood, picking fruit, canning fruit or vegetables, 
 housecleaning, painting, or remodeling other than prescribed 
 by regular tests, without pay. 
 
 b. Cared for younger brothers or sisters eighteen hou£s 
 during absence or sickness of pau-ents, other than prescribed 
 by regular tests, or 
 
 Aided in the support of tlie home from your own earn- 
 ings (spirit of the test to be honestly observed). 
 
 c. Kept your own room or shop clean and in order for a 
 six months' period. 
 
SERVICE P.ECOGNITIONS 57 
 
 Church Service 
 
 (Choice, two out of three tests) 
 Give satisfactory evidence that you have 
 
 a. Been a regular contributor to the support of your 
 church or its equivalent, to the satisfaction of your Leader. 
 
 b. Assisted in church entertainment, social, or picnic 
 involving fifteen hours' service, or 
 
 Delivered church calendars or notices or collection enve- 
 lopes, involving fifteen hours' service. 
 
 c. Acted as librarian, secretary's assistant, usher, for 
 period of six months, involving at least fifteen hours of ser- 
 vice (avoid accepting service that will make group instruc- 
 tion impossible), or 
 
 Beautified church building by planting trees, shrubs, 
 vines, or flowers, involving at least fifteen hours of service, or 
 
 Accomplished special piece of service for the church as 
 prescribed by your Leader or Pastor or church official, involv- 
 ing at least fifteen hours of service. 
 
 School or Employment Service 
 (Choice, two out of three tests) 
 Give satisfactory evidence that you have 
 
 a. Done special task, not included in your regular work 
 for your school or place of employment, such as, aided new 
 pupil or employe, represented school or firm in entertainment, 
 or captained athletic team. 
 
 b. Won special recognition for work unusually well done 
 at school or for place of employment (application left to 
 Leader). 
 
 c. Made three constructive suggestions for the betterment 
 of school or plant, either in favor of other scholars or employes 
 or for general efficiency of school, office, or plant, at least one 
 of these to be accepted and acted upon. 
 
 Community Service 
 
 (Choice, two out of three tests) 
 Give satisfactory evidence that you have 
 
 a. Taken active part in the boy leadership of some com- 
 munity-wide campaign — such as, clean-up, fly extermination, 
 community gardens. 
 
58 LEADERS MANUAL— PIONEERS 
 
 b. Ushered at some public gathering; helped patrol streets 
 on parade days; played in band or orchestra on public occa- 
 sions, or equivalent, or 
 
 Actively helped protect and provide for birds or have 
 become Government Bird Observer, or 
 
 Reported at least two instances of dirty lots or alleys, 
 garbage cans, broken culverts, damaged bridges or washed- 
 out highways to proper authorities. 
 
 c. Done special piece of service not before reported for 
 your community, sanctioned by your Leader, such as. Junior 
 Police, turning in fire alarms, cutting weeds on vacant lots or 
 along roads. 
 
 6. Service to the Group 
 
 (Choice, two out of three tests) 
 Give satisfactory evidence that you have 
 
 a. Been elected to office for six months, such as class or 
 group office, without electioneering on your part. 
 
 b. Captained or managed a group team in athletics or 
 swimming. 
 
 c. Secured five new members for your group, or 
 Provided equipment representing sacrifice — books, fur- 
 niture, rugs, pictures — for club or classroom, or 
 
 Made possible some special treat for the group (eats or 
 drinks not to count), such as a trip, special guest, uniforms. 
 
 7. Saving Human Life (Highest Recognition of the Program). 
 
 Any Pioneer who saves a human life from water, fire, or 
 accident may be awarded the Life SaA-ing Recognition. Cer- 
 tain required evidence must be offered to secure this honor. 
 
CHAPTER VII 
 BUILDING YOUR MID-WEEK CALENDAR 
 
 It is of the utmost importance that every Leader of a. group 
 using the Program of Christian Citizenship Training build for 
 his guidance at the very beginning of each season's work, whether 
 that be spring, summer, fall, or winter, a careful, detailed program 
 or calendar for each mid-week "get-together." This can be easily 
 done after carefully studying the tests offered for the year's 
 work. If it is possible for you to give one night each week to 
 your boys, then you must distribute your tests and special 
 events over fifty-two "get-together." If, on the other hand, 
 you can give but two nights a month and perhaps one Saturday 
 afternoon, then plan accordingly. Or, if you must depend on 
 only one night a month and such holidays as are to be yourSj 
 then your plan must be adjusted to fit circumstances. In anj' 
 event, if you expect to get real results, you must more or less 
 accurately forecast your season's work. 
 
 The following calendars are offered merely as suggestions. 
 They may be readily expanded to cover more evenings or 
 contracted to fit fewer evenings, just as the case may be. 
 
 You should also, at the very beginning, make a definite 
 schedule for personally interviewing (charting) each boy in 
 your group. The first charting, which is of the utmost import- 
 ance, should come as soon after the work is begun as possible. 
 The second charting should follow closely upon the completion 
 of one regular year's work. Sunday afternoon is a very desirable 
 time for this task. If your group is large enlist and train help 
 early in the game. Select the best possible setting for interview- 
 ing each boy, choosing an environment that will cause him to 
 feel absolutely free and at home. An interview that is in the 
 least forced or mechanical is valueless. 
 
 You should always announce at least one week in advance 
 just what tests will be called for at your next regular meeting. 
 Maintain a high standard- of work at all times. Don't hurry. 
 Remember you are building character, not running a side-show. 
 
6o LEADERS MANUAL— PIONEERS 
 
 In churches and Associations where several groups are taking 
 the program, joint meetings can be arranged to advantage for 
 group and mass games, aquatic nights, and practical talks. 
 Very often two or three Leaders of clubs can pool their responsi- 
 bilities to the advantage of everyone concerned, as well as arrange 
 for special help for many special occasions. 
 
 Whenever possible, plan some sort of an outing or camping 
 trip for your group in the summer. If you cannot go yourself 
 or cannot arrange for a church camp to which your group may go, 
 endeavor to attach your boys to some camp recognized as stan- 
 dard and good. A whole season's work can be brought to a 
 splendid finish with very definite results in a one-week well- 
 organized camp. 
 
 You will do well to post your detailed program of activities 
 where the boys can refer to it often. It stimulates interest very 
 materially. 
 
 A SUGGESTIVE CALENDAR OF MID-WEEK ACTIVITIES 
 FOR PIONEER GROUPS (First Year) 
 
 Mid-Week 
 
 1. Devotions and Business 
 
 A Look into the Future — Outlining Plans. 
 Group or Team Games — ^Announcement of Tests. 
 
 2. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject 
 
 of: The Real Value of an Education. 
 Group or Team Games. 
 
 3. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 The Value of Daily Devotions, or What Is \\'orship? 
 Physical examinations by doctors. 
 
 4. Devotions and Business 
 
 First reading of Sex Education Book. 
 Tests on Required Work. 
 
 5. Devotions and Business 
 
 Second reading of Sex Education Book. 
 Group or Team Games — Social Event. 
 
 6. Devotions and Business 
 
THE MID-WEEK, CALENDAR 6i 
 
 Mid-Week 
 
 Practice in learning to observe. 
 
 Display of collections and nature specimens. 
 
 7. Devotions and Business 
 
 Each boy, three minutes, "Your Hero." 
 Parents' or Visitors' Night. 
 
 8. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 God's Great Out-of-doors. 
 Tests on Required Work. 
 
 9. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 Early History of Your Locality. 
 Group or Team Games. Special Reports. 
 
 10. Devotions and Business 
 First talk on First Aid. 
 
 Report on Handicraft Work and Reading. 
 
 11. Devotions and Business 
 Second talk on First Aid. 
 
 Group or Team Games. Swimming. 
 
 12. Devotions and Business 
 Third talk on First Aid. 
 Tests on Required Work. 
 
 13. Devotions and Business 
 Fourth talk on First Aid. 
 
 Group or Team Games. Health Tests. 
 
 14. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 The Value of Good Habits. 
 Visit other group. Social. 
 
 15. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 The World as a Work Shop. 
 Reports on service rendered. 
 
 16. Devotions and Business 
 
 Talk by Leader, checking up on progress. 
 Tests on Required Work. 
 
 17. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 A State's Duty to Its Citizens. 
 First-Aid Demonstration. 
 
62 LEADERS MANUAL— PIONEERS 
 
 Mid-Week 
 
 i8. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 How to Build a Strong Body. 
 Patriotic Night. History of the Flag. 
 
 19. Devotions and Business 
 Reading on some Christian Leader. 
 Group or Team Games. 
 
 20. Devotions and Business 
 
 An evening on the Story of Christianity — either reading, 
 
 pictures, or talks. 
 Tests on Required Work. 
 
 21. Devotions and Business 
 
 Chat covering topics suggested by the Tests under "My 
 
 Church and L" 
 Farce — ^County Fair. Dramatics. 
 
 22. Devotions and Business 
 
 Chat covering topics suggested by the Tests under "My 
 
 Church and L" 
 Talk on: The Evolution of Tools from Primitive to Modern 
 
 Times. 
 
 23. Devotions and Business 
 
 Chat covering topics suggested by the Tests under "My 
 
 Church and L" 
 Aquatic Night. 
 
 24. Devotions and Business 
 
 Chat covering topics suggested by the Tests under "My 
 
 Church and L" 
 Tests on Required Work. 
 
 25. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 How and What to Eat on Hikes. 
 Hike into open country, three miles each way. 
 
 26. Devotions and Business 
 Indoor or Outdoor Track Meet. 
 
 A SUGGESTIVE CALENDAR OF MID-WEEK ACTIVITIES 
 FOR PIONEER GROUPS (Second Year) 
 
 Mid-Week 
 I. Devotions and Business 
 
 A Look into the Future — Outlining Plans. 
 Group or Team Games — ^Announcement of Tests. 
 
THE MID-WEEK CALENDAR 63 
 
 Mid-Week 
 
 2. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 Why Go to High School or The Value of a High School 
 Education to the Boy Who Expects to Live on a Farm. 
 
 Group or Team Games. 
 
 3. Devotions and Business 
 
 First reading of Sex Education Book. 
 Physical examinations by doctors. 
 
 4. Devotions and Business 
 
 Second reading of Sex Education Book. 
 Group or Team Games. Social Event. 
 
 5. Devotions and Business 
 
 Recitations or speeches on current events. 
 Reports on collections and nature specimens. 
 
 6. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 History of Fire and How to Make Fire with Rubbing 
 Sticks. 
 
 Parents' or Visitors' Night. 
 
 7. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 From the Apprentice System to the Age of Machinery. 
 Tests on Jlequired Work. 
 
 8. Devotions and Business 
 
 Talk, discussion, or report cvn a book covering the subject of: 
 
 Wireless. 
 Health Tests. 
 
 9. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 How to Eat, When to Eat, and What to Eat. 
 
 Group Games and Tests on Knots. 
 ID. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 Practical Campcraft for Boys. 
 
 Swimming. 
 
 11. Devotions and Business 
 
 Talk, discussion, or report on a book Covering the subject of: 
 
 Worship, a Universal Need. 
 Tests on Required Work. 
 
 12. Devotions and Business 
 
 Reading or report on some Christian Leader. 
 Entertain other group. 
 
64 LEADERS MANUAL— PIONEERS 
 
 Mid-Week 
 
 13. Devotions and Business 
 
 Talk by Leader, checking up on progress. 
 Report on Handicraft Work and Reading. 
 
 14. Devotions and Business 
 
 An evening on the Story of Christianity either by pictures, 
 
 stories, or reading. 
 Reports on service rendered. 
 
 15. Devotions and Business 
 
 Observe "Mothers' Day'' or "Father and Son Day." 
 Tests on Required Work. 
 
 16. Devotions and Business 
 
 Chat covering topics suggested by the Tests under "My 
 
 Church and L" 
 Group and Team Games. 
 
 17. Devotions and Business 
 
 Chat covering topics suggested by the Tests under "My 
 
 Church and L" 
 Dramatics. Minstrels. Farce. 
 
 18. Devotions and Business 
 
 Chat covering topics suggested by the Tests under "My 
 
 Church and L" 
 Stunt Social. 
 
 19. Devotions and Business 
 
 Chat covering topics suggested by the Tests under "My 
 
 Church and L" 
 Tests on Required Work. 
 
 20. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of : 
 
 Authoritative Physical Effect of Tobacco. 
 Patriotic Night. Flag Raising, etc. 
 
 21. Devotions and Business- , 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 Testing the Success of a Man's Life Work. 
 Aquatic Night. 
 
 22. Devotions and Business 
 First First Aid talk. 
 
 Advanced Tests on Required Work. 
 
 23. Devotions and Business 
 Second First Aid talk. 
 Advanced First Aid Demonstration. 
 
THE MID-WEEK CALENDAR 65 
 
 Mid-Week 
 
 24. Devotions and Business 
 Third First Aid talk. 
 
 Advanced reports on reading to date. 
 
 25. Devotions and Business 
 Fourth First Aid talk. 
 Advanced Tests on Required Work. 
 
 26. Devotions and Business 
 
 Talk on: A Citizen's Duty to His State. 
 Indoor or Outdoor Track Meet. 
 
 A SUGGESTIVE CALENDAR OF MID-WEEK ACTIVITIES 
 FOR PIONEER GROUPS (Third Year) 
 
 Mid-Week 
 
 1 . Devotions and Business 
 
 A Look into the Future — Outlining Plans. 
 Group or Team Games — ^Announcement of Tests. 
 
 2. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 How Can Education Make Any Man a Better Citizen? 
 Group or Team Games. 
 
 3. Devotions and Business 
 
 First reading of Sex Education Book. 
 Physical examinations by doctors. 
 
 4. Devotions and Business 
 
 Second reading of Sex Education Book. 
 Tests on Required Work. 
 
 5. Devotions and Business 
 Recitations, Speeches, Debates. 
 Social Event. 
 
 6. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 Our Forests and Their Protection. 
 Parents' or Visitors' Night. 
 
 7. Devotions and Business 
 
 Talk, discussion, or report on a book, covering the subject of: 
 
 The Effects of Machinery on the World. 
 Report on collections and nature specimens. 
 
 8. Devotions and Business 
 
 Talk on the subject of: Exploration, Invention, or Travel. 
 Tests on Required Work. 
 
66 LEADERS MANUAL— PIONEERS 
 
 Mid-Week 
 
 9. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 How We Grow. 
 Report on handicraft work and reading. 
 
 10. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 Things to Remember in Choosing a Camp-Site, or The 
 Benefits of Camping. 
 
 Health Tests. 
 
 11. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of : 
 
 Aviation or Other Mechanical Process. 
 Group or Team Games. 
 
 12. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 Christ as a Boy's Comrade. 
 Tests on Required Work. 
 
 13. Devotions and Business 
 
 Talk by Leader, checking up on progress. 
 Swimming. 
 
 14. Devotions and Business 
 Reading on some Christian Leader. 
 Entertain some other group. 
 
 15. Devotions and Business 
 
 An evening on the Story of Christianity, either by pictures, 
 
 stories, or reading. 
 Dramatics, Minstrels, etc. 
 
 16. Devotions and Business 
 
 Chat covering topics suggested by the Tests under "My 
 
 Church and L" 
 Tests on Required Work. 
 
 17. Devotions and Business 
 
 Chat covering topics suggested by the Tests under "My 
 
 Church and I." 
 Group and Team Games. 
 
 18. Devotions and Business 
 
 Chat covering topics suggested by the Tests under "My 
 
 Cliurch and L" 
 Social Night. 
 
THE MID-WEEK CALENDAR 67 
 
 Mid-Week 
 
 19. Devotions and Business 
 
 Chat covering topics suggested by the Tests under "My 
 
 Church and I." 
 Hike or outdoor supper in Park. 
 
 20. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 SomeModern Facts about Alcoholic Drinks. 
 Tests on Required Work. 
 
 21. Devotions and Business 
 
 Talk, discussion, or report on a book covering the subject of: 
 
 Drifting or Rowing into a Life Work.- 
 Reports on service rendered. 
 
 22. Devotions and Business 
 
 Talk, discussion, or report on a book coverng the subject of: 
 
 American Citizenship. 
 Patriotic Night. 
 
 23. Devotions and Business 
 First talk on Safety First. 
 
 •Aquatic Night. 
 
 24. Devotions and Business 
 Second talk on Safety First. 
 T^sts on Required Work. 
 
 25. Devotions and Business 
 Third talk on Safety First. 
 Reports on reading to date. 
 
 26. Devotions and Business 
 Fourth talk on Safety First. 
 Track Meet. 
 
CHAPTER VIII 
 THE BOY FROM TWELVE TO FOURTEEN 
 
 Those who have studied boy life carefully agree that there is 
 a period between approximately the twelfth and the fifteenth 
 birthday which is fairly well marked by characteristics which dis- 
 tinguish it from other periods of boy life. It should be remem- 
 bered that the age limits given are only approximate, varying 
 with different. boys. 
 
 Before twelve, we think of the period as later childhood, and 
 normally the boy is largely under the immediate care of his home 
 and the direction of his parents. Some time later we shall dis- 
 cover that the boy's social circle is enlarged very much beyond 
 his home and the sense of personal responsibility is gr^ath- 
 increased. We are led to believe that some of these changes 
 begin to manifest themselves very definitely at about twelve 
 years of age, at which he enters the period of adolescence. In 
 the fourteenth or fifteenth year still other changes take place; 
 these are discussed in a later Leaders' Manual. 
 
 The boy in the early adolescent period, tweh'e to fourteen, 
 usually shows marked interest in the group of bo>"s. This has 
 been called the "gang instinct." Left to work itself out, this 
 tendency usually results in the boy belonging to a group of boys, 
 seven or eight in number. Attachment to this group varies all 
 the way from mere temporary interest to a degree of allegiance 
 which will astound those who have not studied the boy gang. 
 The results of this group connection, where the group is sponta- 
 neously organized, will range from mere secrec>- and harmless 
 pastimes to a degree of actual deviltry that may well alarm those 
 who are interested in the boys. This grouping instinct is wholly 
 natural; any attempt to eradicate it is usually harmful. The 
 solution of the problem lies in recognizing the tendency and in 
 providing safe and attractive leadership for the group. 
 
 This period is marked by hero-worship; hence the right adult 
 Leader finds everything in favor of his being admitted to the 
 
THE BOY FROM TWELVE TO FOURTEEN 69 
 
 innermost lives of the boys. He supplies their hero-worshiping 
 needs and gives them a program for group activities. Herein 
 lies the real secret of leadership with boys of this age. The needs 
 and interests of these boys suggest the kind of program which 
 they should have. If books or study are to be made use of, the 
 element of biography enters into the content of the program; 
 for here, again, is food for hero-worship. 
 
 The boy at this period is still rather an individualist; only in 
 the later part of the period is he learning team work. Hence 
 individual traits and interests will need to be taken into account. 
 The games he plays must give him a good deal of opportunity for 
 individual initiative and "glory." The Leader may well use every 
 opportunity to teach team play, sacrifice for the good of the 
 team, and all else of this variety which will soon be a veritable 
 part of the boy's life; but he should not be discouraged if the 
 boy frequently reverts to an expression of selfish interest in his 
 own behalf and seeks only personal achievement and praise. 
 
 The "collection" interest may be waning somewhat at this 
 period, or may break out afresh in new forms; when it is present 
 the collection of stamps and coins is likely to be fairly typical. 
 Woodcraft and the whole of out-door lore are usually very 
 acceptable to boys in this period. The element of the mysterious 
 or the opportunity to discover, will usually attract. The practice 
 of keen observation may be made a very attractive game. In- 
 deed, a great deal of the most useful instruction may be carried 
 on in the form of games and recreation, frankly recognizing the 
 hungry play instinct. 
 
 The problem of the physical life beings to loom larger here. 
 Sex irregularities are not infrequent before this period; but they 
 may be said to be nearly universal, to a degree, in this period and 
 in the next one. Self-abuse, in less or greater degree, is common. 
 Very few if any boys are entirely free from this practice. True, 
 with many it is quite temporary or occasional, but it is safe to 
 assume that every boy has this fight on at some time with vary- 
 ing degrees of intensity. 
 
 This subject cannot here be treated at length. Special books 
 (see Bibliography, page 234) give abundant help for the Leader 
 at this point. The fact is given here merely to call attention to 
 the matter as an element with which the wise Leader will need to 
 
70 LEADERS MANUAL— PIONEERS 
 
 reckon. It is a happy circumstance when a boy's father or other 
 man friend has his confidence at this time, so that the matter 
 may be clearly understood by the boy — instead of his being left 
 in ignorance, or, worse still, in possession of incorrect information 
 which is easily picked up in his contact with other boys. 
 
 The boy may be an omnivorous reader in these years. Here 
 enters the opportunity of the Leader to help him to healthful 
 reading. His reading habits for life may be largely molded by 
 care in this period. No Leader need lack for abundant help in 
 this matter (see page 219) ; no leadership is quite sufficient which 
 does not extend to a helpful direction of the boy's reading. 
 
 Motor-energy is the key-word to this boy's life. To do, to do, 
 to do — to be everlastingly doing, is the desire of the usual boy. 
 To make things, to hike, to explore, to play boisterous and none 
 too gentle games — all these things are in the nature of the case. 
 
 This boy is usually none too partial to girls; that will come 
 later. There may be genuine antipathy to girls; certainly there 
 will be quite frequently a real disgust for all that girls are espe- 
 cially interested in, if not for the girls themselves. 
 
 The general physical condition of the boy at this period ma\- 
 play a real part in the Leader's plans. Poor teeth may mean 
 inadequate nutrition; the presence of adenoids may lead to a 
 train of physical ills. Any physician can make all these points 
 clear; hence, there is little need for space to be gi\en to them 
 here. 
 
 Assignments of responsibility to this boy should be of the kind 
 which will call for immediate performance and be of short dura- 
 tion. Usually there will not be extended continuity of interest. 
 Hence class or club office or committee assignment should not 
 usually exceed three months. Special tasks should not be such 
 that they have to be stretched out over long periods of time. 
 These boys will learn to assume their share of responsibilit>- more 
 and more as they get older, if responsibilities are given to them 
 in the right way at this time. 
 
 The boy of this age who has been under Christian training 
 during the previous years is usualK- quite ready to respond to 
 the challenge for a definite slop in Christian declaration and 
 uniting with the church. This step should be expected as a 
 matter of course in a group of boys under Christian leadership, 
 
THE BOY FROM TWELVE TO FOURTEEN 71 
 
 and it should surely come in this period or fairly early in the 
 next period, which covers the years from fifteen to seventeen. 
 The Christian Leader of this group cannot afford to overlook the 
 opportunities here presented. The trend of improved religious 
 education is to increase the number of open declarations in the 
 interest of the Christian life in the period now under discussion. 
 Briefly summarizing, then, it is clear that the boy in this period 
 is ready for the challenge to live four-square, to develop sym- 
 metrically, to live as the boy Jesus lived, increasing "in wisdom 
 and stature and in favor with God and men." Any less program 
 than this should not satisfy a Leader who is actuated by the 
 highest motives ; no will less of a program grip the boy as surely 
 as will this all-round program, if it is brought to him in an 
 attractive way. 
 
CHAPTER IX 
 THE PERSONAL INTERVIEW AND CHARTING 
 
 Clearly the very first step for a Leader to pursue with a boy 
 who has signified his desire to take this Program is to sit down 
 with him and, in an unhurried but friendly interview, determine 
 the boy's present status of development. This interview should 
 be carefully visualized on the chart (see page 8i). Be sure 
 to date your chart and make concise recommendations at the 
 bottom for the guidance of the boy in improving his development. 
 It should be clearly borne in mind by the Leader and constantly 
 made clear to the boy being interviewed that not only is intensity 
 of development in all phases of his life desirable, but that area 
 is also an imporant element. He not only wants his life to be 
 visualized as reasonably symmetrical, but must be tremendously 
 in earnest to see that its area is an ever-enlarging one. 
 
 The whole plan should be carefully explained to him, so that 
 he will enter freely and sympathetically into it and he and the 
 Leader may jointly determine the proper charting at the very 
 beginning of the tests. Frequently it will work well to let the 
 boy suggest the credit that should come to him in any particular 
 subject, after, of course, making clear the real meaning and 
 significance of the test. 
 
 To the Leader who is eager for an opportunity to present the 
 claims of Christ as a personal Saviour this interview offers an 
 unusual opportunity. The Leader should carefully fajmiliarize 
 himself with the charting plan by a careful study of the following 
 interview and by giving the questions offered on the following 
 pages a very careful consideration. These questions are offered £is 
 a guide for the Leader's first inter\'ie\\-s, in order that points of 
 fundamental importance shall not be o\erlooked. He should be 
 so familiar with what is involved in an interview before he 
 meets the boy that the interview will ha\-e none of the elements 
 of an examination, but be a friendly effort to discover and 
 properly interpret in their relative \'alues the facts of the boy's 
 
INTERVIEWING AND CHARTING 73 
 
 life; he should have the plan clearly in mind so that he may 
 proceed without hesitation in determining the grade the boy 
 should receive. For instance, a boy of thirteen comes up for his 
 first interview. After making clear to him the purpose and scope 
 of the plan, as suggested on page 83, begin the interview by 
 following the suggestive questions offered (see page 84). Prob- 
 ably the interview will run something like the following: 
 
 1. School 
 
 He had attended school regularly, but because of lack of appli- 
 cation failed in one year's work. His effort and scholarship were 
 only fair, due to his all-consuming interest in athletics. He had 
 a very fair idea, however, of the real value of an education and 
 was expecting at least to finish high school. He had taken some 
 part-in school activities. Two hundred credits out of a possible 
 three hundred seemed a fair grading. 
 
 2. Health Education 
 
 He was a normally healthy boy and this at once suggested that 
 he riiust have reasonably good health habits. He could name but 
 three fundamental laws of health, but this was due probably to 
 the fact that his information was not yet fully crystallized or 
 defined. He had a keen desire for a strong body and was eager 
 for suggestions in this direction. However, he had had no sex 
 education of any kind save what he had picked up from the 
 boys at school. He had not even read a standard book on this 
 important subject. One hundred and ten credits out of a 
 possible two hundred seemed a fair grading. 
 
 3. Speaking and Home Reading 
 
 This boy expressed his ideas in a clear way. He had a good 
 vocabulary for a boy of thirteen, and showed plainly by his 
 remarks that he* was a thoughtful fellow. He read a great deal; 
 said he averaged two books a week and that he borrowed most 
 of them from his friends. Investigation showed plainly that 
 they were not t|je best books. He needed direction badly in this 
 particular. He was a great admirer of a certain high class boys' 
 paper and could hardly wait from month to month for it to come. 
 Eighty credits out of a possible one hundred seemed a fair grading. 
 
74 LEADERS MANUAL— PIONEERS 
 
 4. Nature Interests 
 
 Here was a case of a typical city boy. He knew very little 
 about the out-of-doors, at least so far as nature was concerned. 
 He had never fished or hunted. He knew there were a great 
 many wild flowers, but he had paid very little attention to them. 
 He could recognize only three or four native birds, and trees 
 were trees. "Some grew cotton, some nuts, and a few nothing 
 but leaves." He had never been camping, had never hiked much, 
 in fact was ignorant of a great field of normal boy interest. He 
 was even surprised to discover that boys in general should be 
 intelligently alive to nature interests. Twenty credits out of a 
 possible one hundred seemed a fair grading. 
 
 5. Handicraft 
 
 In handicraft things were very different. He was fond of 
 tools, had more than a dozen of his own, was a past master at 
 transforming grocery boxes into wagons and sleds, and had with 
 the help of his pal built two rabbit hutches and a dove-house. 
 He understood simple electrical apparatus and fairly devoured 
 the mechanical pages of every magazine that came into the 
 home. Under the circumstances ninety credits out of a possible 
 one hundred did not seem extravagant. 
 
 6. Observation and Collection 
 
 Like most city boys, he was a poor observer. He constant!) 
 saw so many sights that he had given might>' little attention to 
 details. He did not know where the nearest fire alarm box or 
 the nearest fire plug was to his home. He could jiot name his 
 city streets outside of his own immediate neighborhood and had 
 never indulged in collections of any kind. Once he had gotten 
 the "stamp craze," but because it "dirtied up the house" his 
 ■mother had objected. A very valuable educational and obser- 
 vational element had thus been rudely nipped in the bud. 
 He could not describe the shape of his father's hat and remem- 
 boicd poorly what he saw in the shop windows used as tests. 
 This boy needed badly to be taught to use hi« c\cs. He was 
 getting most of his information through "ear-gate" when a con- 
 siderable part of it should be coming through "c\c-gate" as well. 
 Thirty-five credits out of a possible one hundred seemed fair. 
 
INTERVIEWING AND CHARTING 75 
 
 7. Educational Talks and Trips 
 
 Being a boy of mechanical turn of mind, he was very much 
 interested in all sorts and kinds of machinery, and consequently 
 had taken advantage of every opportunity that had been his to 
 visit various factories and machine shops. He had read a boy's 
 life of Edison and had secret ambitions to become a great in- 
 ventor one day. He was simply crazy about automobiles and 
 airships and had accumulated an amazing amount of accurate 
 information about types and just what each would do under 
 given circumstances. Eighty credits out of a possible one hun- 
 dred did not seem too high a grade. 
 
 Under the PHYSICAL TRAINING PROGRAM his credits 
 ran as follows: 
 
 1. Health Habits 
 
 Because of intelligent discipline at home this boy had reason- 
 ably fixed physical habits. He was compelled to go to bed at a 
 reasonable hour and if he failed to rise on schedule, paid penalty 
 with his breakfast. He cleansed his teeth night and morning, 
 and was required to spend at least two hours out of doors a day, 
 half of which was consumed with regular chores. He bathed 
 twice a week in winter and every day in summer, counting his 
 swims. His personal appearance was satisfactory. There was 
 nothing "dudie" about him yet he was clean and tidy. His 
 posture was excellent. He did not smoke and was pleased to line 
 up with other fellows in standing for clean sports, clean habits, 
 and clean speech. One hundred and forty credits were awarded 
 out of a possible one hundred and fifty. 
 
 2. Campcraft 
 
 The lad was a good hiker and had made several good tramps, 
 but always from the purely athletic point of view. He knew little 
 or nothing about preparing hike food, building a fire, or taking 
 care of himself in the open country. He had not attended a boys' 
 camp, simply because none had been provided; consequently a 
 very real part of his normal boyhood was lacking. Having had 
 no actual camping experience, he had read very little in that 
 direction. He was anxious to be a camper and was enthusiastic 
 
76 LEADERS MANUAl.— PIONEERS 
 
 over the prospect of a church boys' camp. Twenty credits out of 
 a possible one hundred was all he could claim. 
 
 3. Team Games 
 
 In this particular the lad stood well. He played baseball, 
 was captain and pitcher, played football, right end and quarter- 
 back. While he had never been on an organized hockey team, he 
 played hockey with considerable skill for so young a boy and was 
 considered by the bunch as a first-class sport who usually kept 
 his head and played a clean and above-board game. One hundred 
 and twenty-five credits out of a possible one hundred and fifty 
 seemed about right. 
 
 4. Group Games 
 
 He was riot so expert at group games. His parents had dis- 
 couraged the gang that attempted to play under the street light 
 summer evenings, and he did not belong to a gymnasium. His 
 Sunday school had not attempted to provide mid-week group 
 meetings until now, and so the group games had been slighted. 
 Fifty credits were all that could be claimed of the possible one 
 hundred and fifty. 
 
 5. Aquatics 
 
 His opportunities to swim had also been limited to the svs'im- 
 ming hole in the river and an occasional swim in a private tank. 
 He qualified in several elementary tests. Had never taught a 
 boy to swim. Ninety credits out of the possible one hundred and 
 fifty seemed satisfactory. 
 
 6. Athletics 
 
 As a regular track-meet had not been provided when this 
 interview was given, it was necessary to grade on past achieve- 
 ment and leave actual totals until a field meet was held. From 
 the above information and general questions asked it seemed fair 
 to allow one hundred and forty credits out of a possible two 
 hundred. 
 
 7. Physical Examination 
 
 While not examined on the regular blank required, from 
 facts already in possession of the interviewer it seemed fair to 
 
INTERVIEWING AND CHARTING 77 
 
 consider the boy in good physical condition and thereby grant 
 him seventy-five credits out of a possible one hundred. 
 
 Under the DEVOTIONAL TRAINING PROGRAM his 
 credits ran as follows: 
 
 1. Public Worship 
 
 He was not a regular attendant at any church. His father 
 did not go, so he did not believe that it was worth while. Not 
 many of his pals went either. He knew a few of the church 
 hymns and had learned several bits of Scripture — as punishment 
 — but the church as such meant nothing to him. Something 
 had been overlooked. Twenty credits out of two hundred seemed 
 generous. 
 
 2. God in Nature and Art 
 
 He had never thought of seeing God in nature or of relating 
 Him to beautiful things. He took music lessons because he had 
 to, but cared very little for music. He was interested in the 
 stars, however, and with this as a starting point may easily be 
 led out into a finer appreciation of God at work in His world. 
 Forty credits seemed fair out of a possible one hundred. 
 
 3. Church School Loyalty 
 
 He did go to the church school — the gang went. He went 
 to be with the gang. The class met in a noisy auditorium and 
 half the lesson hour was given over to keeping order. The class 
 was not organized. There was no mid-week activity. He went 
 to Sunday school because his mother wanted him to go, but it 
 had not gotten a hold of his enthusiasm or his loyalty. It was 
 just "the Sunday school" and never "our Sunday school." Fifty 
 credits out of the possible two hundred seemed fair. 
 
 4. Knowledge of the Bible 
 
 From the above one might gather pretty well what real 
 Bible knowledge this boy was gathering. It was the "Good 
 Book" and had some sort of mysterious power when properly 
 used by old folks, but meant nothing to him beyond a series 
 of unconnected stories that were meant to teach a lesson. His 
 
78 LEADERS MANUAL— PIONEERS 
 
 church school was ungraded and he was not at all certain what 
 they had or had not studied. Fifteen credits seemed fair out of a 
 possible one hundred. 
 
 5. Story of Christianity 
 
 The boy had, of course, read and heard more or less of the 
 story of Christianity, but had been interested in it largely as a 
 story and not at all as it related itself to making the world a 
 better place to live in. He was not aware of any of the great 
 changes Christianity at work had wrought among heathen 
 nations. The main incident out of Paul's accomplishments for 
 the early Church was the fact that he was shipwrecked. Fifteen 
 credits were all that could be awarded out of a possible one 
 hundred. 
 
 6. My Church and I 
 
 This boy had not yet made a Christian decision. He was not 
 ready. He had never though much about why we have churches. 
 Such a topic as "What should a boy expect from the church?" or 
 "What should the church expect from the boy?" had never beeil 
 discussed in his presence. He didn't know how the church came 
 into being and didn't care. He had a poorly defined idea that 
 a big boy could be as much of a Christian outside of the church 
 as in. (He had heard some older boy that he admired so express 
 himself.) Fifteen credits again seemed all that could be awarded. 
 
 7. Personal I)evotions 
 
 He had been in the habit since his baby dajs of "sa>ing a 
 prayer" at night — one that his mother had taught him — but 
 beyond that he had no personal devotions. Occasionally upon 
 request his mother read to him after he had gone to bed and 
 quite often it was a well-chosen story from the Bible, He had no 
 Bible of his own and never saw the inside of one except on 
 Sunday at the church school. The>' had no form of family 
 worship in the home. Forty seemed a fair proportion of the 
 available two hundred. 
 
 Under the SERVICE TRAINING PROGRAM his credit 
 ran as follows: 
 
INTERVIEWING AND CHARTING 79 
 
 1. Home Service 
 
 In many ways this lad's home was far above the ordinary. 
 The boy was accepted as an individual and was considered a 
 p'artner in the home enterprise. Accordingly he entered into his 
 chores, which consisted of caring for a furnace in winter and a 
 yard and garden in summer. It was not the furnace and garden 
 but our furnace and garden. In addition to these responsibilities 
 were a dog and an auto. The service was not only freely rendered, 
 but great care was taken with details. This element helped very 
 greatly in the whole problem of home discipline. One hundred 
 and sixty credits out of a possible two hundred seemed fair. 
 
 2. The Other Fellow 
 
 The boy's social outlook was quite normal. (The fact that he 
 had an older sister and a younger brother helped a great deal.) 
 Home life taught him unselfishness. He was given an allowance, 
 his part of the earnings of the "company," and with thes^arnings 
 he must meet certain obligations such as his clothes, his recrea- 
 tions, and his benevolences. He had pledged to "earn and give" 
 three dollars toward war relief. Growing out of the fact that he 
 had ridden a great deal in an auto, he had formed the habit of 
 always removing glass from the streets and of marking bad ditch 
 boxes and dangerous holes. This sort of service was very 
 practical to him and he entered into it as a matter of course. 
 One hundred and twenty credits out of a possible one hundred 
 and fifty were awarded. 
 
 3. Citizenship 
 
 In citizenship the boy was lacking. He did not know the 
 history of the American flag or the respect due to it. He could 
 not recite "America" or "The Star Spangled Banner." His 
 education in this direction was faulty. As a result he drew but 
 sixty of the possible one hundred and fifty credits. 
 
 4. Thrift 
 
 As indicated above, intelligent parents had started the boy 
 in the right direction on thrift. He had earned and given, 
 and besides that had made quite a little saving all his own. 
 His giving had not yet been reduced to a system. He gave rather 
 
8o LEADERS M/ft^UAL— PIONEERS 
 
 to the appeal that touched his heart. However, he was anxious 
 for suggestions in this direction. His attitude toward money 
 matters was rather mature for a boy of thirteen. He was given 
 one hundred and twenty credits out of the possible one hundred 
 and fifty. 
 
 5. Observing Vocations 
 
 He fully expected to be an inventor. This, of course, was but 
 an impression. He wanted always to do the thing he best liked 
 to do. Unfortunately, he was not at all interested in even hearing 
 about other types of life work. At this point he needed direction 
 and suggestion and especially some wise direction in his reading. 
 The practical talks of this program will also tend to broaden 
 his interest. It would be too bad. to allow a boy so young to let 
 his vocational interests crystallize too soon. The mere fact, 
 however, that the lad had seriously considered in his boyish 
 way ho^ he could really make good was worthy of good trade. 
 Eighty credits out of a possible one hundred seemed fair. 
 
 6. World Brotherhood 
 
 As was indicated before he knew nothing at all of the mission- 
 ary enterprise, and had never had any organized mission work 
 either home or foreign. His relationships with men of other 
 color and race were not particularly good. There was much 
 prejudice. Only ten credits were allowed here out of one hundred. 
 
 7. Training for Service 
 
 Here the boy again had had no opportunity to train for service. 
 He was essentially selfish. No First Aid had e\-er been offered 
 or organized work on Safety First. The only crowd that he 
 belonged to — his church school group — was not organized for 
 service. Consequently, there was no effort made in this direction. 
 Twenty credits out of the possible one hundred and fifty seemed 
 to be all that could justly be allowed. 
 
 Now, let us briefly summarize and see what charting honors 
 can be awarded. (Study this interview as recorded on the 
 accompanying chart.) In his Intellectual Training he totals 
 615 credits. In his Physical Training he totals 650 credits. 
 In his Devotional Training he toteils 195 credits. In his Service 
 
82 LEADERS MANUAL— PIONEERS 
 
 Training he totals 570 credits. You see at once that he is a very 
 average boy in all save his devotional development. But you 
 say, "He made such good credits in a number of places. It seems 
 he should show up better." The point is, his development is 
 spotted. It lacks symmetry. This can easily be remedied 
 by a carefully graded program of activities. Remember to 
 contrast this first charting with the charting of this same lad a 
 year later. Growth in the undeveloped spots will be amazing. 
 
 Now a word of warning! Do not become so interested in the 
 machine and its operation that you fail to grasp the far bigger 
 thing — the product of the machine. Just what did that two-hour 
 interview do for that boy besides visualize his present status 
 of development? Several things of tremendous importance to his 
 future: 
 
 First: It helped the boy to see all the elements of life harmon- 
 ized into a whole. 
 
 Second: It helped the boy to visualize clearly an ideal for 
 which to strive. 
 
 Third: It helped the boy to discover himself. 
 
 Fourth: It laid the foundations of a very intimate friendship 
 between Leader and boy, opening clearly the way for future 
 discussion of personal problems. 
 
 Fifth: It helped the boy to appreciate just what this program 
 of activities is all about, and why he should not onl\- support it 
 but urge other boys also to take advantage of it. 
 
 Questions for Guidance in the First Interview 
 Explanation of First Interview 
 
 These questions are offered merely as a tLuide to the Inter- 
 viewer in making the boy's first chart, before he has had the 
 advantage of a season of all-round activity programs: 
 
 It should be remembered that the purposes of the first charting 
 are threefold: 
 
 1. To establish an iiUiniale contact between the bo>- and the 
 Interviewt-r. 
 
 2. To inlrodiicc the boy to the details and adjustments of the 
 Program as a plan for his regular dalK life and activit>-. 
 
INTERVIEWING AND CHARTING 83 
 
 3. To determine direction — that is, to help the boy as well 
 as the Interviewer to discover the boy's personal weaknesses 
 so far as an all-round development is concerned. 
 
 There are certain elements in every interview that are unlike 
 any other, so that judgment must constantly be exercised by the 
 Interviewer. These questions are merely offered as a suggestive 
 basis. The Interviewer will quickly develop from them, and with 
 experience, a set quite his own. 
 
 Approach to the Boy 
 
 First point out the fact that symmetrical development up to a 
 certain degree, mentally, physically, devotionally, and socially, 
 is very much to be desired if the boy is to make a real success of 
 his life. Point out that true religion is a religion of all life, 
 affecting not only one's spiritual self, but one's body, mind, and 
 all one's human relationships — that it is not only what one 
 believes, but how one acts under all circumstances. "Faith 
 without works is dead" and vice versa. Explairf carefully that 
 the Kingdom of God is on earth and that every boy is hastening 
 or retarding the full incoming of the Kingdom by his daily life 
 and conduct. 
 
 Discuss the disadvantage of a boy's, having just muscle and 
 nothing else, or brains and nothing else, or of being a social fellow 
 without brains or muscle. Likewise discuss frankly the dis- 
 advantage of any boy's just being religious in form and ceremony 
 without really having his religion permeate every action of his 
 life. Jesus Christ had the most symmetrical life of all the men 
 that have ever lived (Luke 2:52). God expects a man to gain 
 all-round development as evidenced by the Great Command- 
 ment, "Thou shalt love the Lord, thy God, with all thy heart 
 (devotional) ; and with all thy strength (physical) ; and with all 
 thy mind (intellectual) ; and thy neighbor as thyself" (social). 
 
 Probably one of the great purposes of Jesus' coming was to 
 show men how to live — how to develop in an all-round fashion. 
 You can then readily deduce from the above points that the 
 biggest job any growing boy has is to learn how to live the Chris- 
 tian life. Participation in this Program is to do just that thing 
 for him. The chart is to be a picture of his life contrasted with 
 
84 LEADERS MAl^UAL— PIONEERS 
 
 the Perfect Life, or the one hundred per cent life of Jesus Christ. 
 (Be very sure to allow the boy to aid you in arriving at a fair 
 grade under each heading.) 
 
 Suggested Questions 
 
 School 
 
 1. How old are you? 
 
 2. What grade are you in at school? 
 
 3. Have you made a grade a year? If not, why not? 
 
 4. Have you taken part in school activities? 
 
 5. What sort of a student are you as to scholarship? 
 
 (If abnormal in school or a poor student, make concrete 
 suggestions.) 
 
 6. Why do we need an education? 
 
 Health Education 
 
 1. Can you name five laws of health? 
 
 2. How nearly do you come to living up to them? 
 
 3. Is it wrong for one to break the laws of health?- 
 
 4. Have you had any sex education at all? 
 
 5. Ascertain how much and by whom. given. 
 
 (Maay boys need help at this point. Be alive to personal 
 problems and make concrete, sympathetic suggestions. 
 Do not attempt to extract secrets.) 
 
 Speaking and Home Reading 
 
 Ascertain if the boy expresses himself easily by asking him 
 about some well-known recent current event. Self-expression 
 is tremendously desirable. Many boys need encouragement in 
 this direction. 
 
 1. How many books have you read these past three months? 
 
 2. Name them. (Most boys need to be encouraged to read 
 biography and travel. Watch out for the boy who reads by the 
 dozen the cheap series of boys' stories — the dime novel in dis- 
 guise. A boy should average at least twelve good books a year.) 
 
 3. What magazines do you read? 
 
INTERVIEWING AND CHARTING 85 
 
 4. What ones come into your home? (Look out for the boy 
 who indulges in magazines away beyond his years, especially 
 such as Argosy, Short Stories, etc. This is a bad mental indi- 
 cation.) 
 
 Nature Interests 
 
 1. Do you like the out-of-doors? 
 
 2. How many trees can you identify? (Should know 8) 
 
 3. How many birds can you identify? (Should know 20) 
 
 4. How many wild flowers do you know? (Should know 14) 
 
 5. Determine if he appreciates the out-of-doors. 
 
 Handicraft 
 
 1. Do you like tools? 
 
 2. What kind? 
 
 3. What tools have you of your own? 
 
 4. Have you had any manual training or arts and crafts 
 work? 
 
 5. Have you a shop of your own? 
 
 6. What have you ever made with tools? 
 
 Observations and Collections 
 
 1 . Make ten figures or letters on a paper and see if your boy 
 can reproduce them after looking at them for two seconds. 
 
 2. Show him a dozen articles in a pile and after two seconds 
 let him name them. 
 
 3. Have you ever made a collection of any kind? What? 
 Tell about it. 
 
 4. What value was there in the time and effort so spent? 
 
 5. What is "eye-gate"? 
 
 6. How much of what you know about people, places, and 
 things come to you through your eyes? 
 
 Educational Talks and Trips 
 
 1. Give a brief account of the last educational talk you 
 listened to. 
 
 2. How many practical or educational talks have you heard 
 in a year? 
 
 3. What sort of factories have you been through? Name 
 them. 
 
86 LEADERS MANUAL— PIONEERS 
 
 4. Can you describe in detail one manufacturing process? 
 
 5. What value is there to a boy in making educational trips? 
 
 Health Habits 
 
 1. How often do you bathe, cleanse your teeth, exercise, and 
 play? 
 
 2. What is the relation of health to success? 
 When you are sick, what is commonly the matter? 
 
 4. How do we catch tuberculosis or disease prevalent in 
 your locality? 
 
 5. How do we catch typhoid fever? 
 
 6. What is the danger in public drinking-cups, towels, and 
 toilets? 
 
 7. Of what use is the City Health Department? Be specific. 
 
 8. What has posture to do with health? 
 
 9. What is a habit and how do you make one? 
 
 10. Do you indulge in clean speech, clean sports, and clean 
 habits? Give evidence. 
 
 Campcraft 
 
 1. Have you ever been camping or hiking? How much and 
 where? 
 
 2. Can you cook on a camp-fire? 
 
 3. Have you built a bed or shelter of wildwood? 
 
 4. What books on camping have you read? 
 
 5. How recently? 
 
 6. How many knots can you tie and explain the use of? 
 
 7. Name five important things you must know how to do 
 before you can be a good camper. 
 
 Team Games 
 
 1. What team games do you play? 
 
 2. What do team games teach a boy? 
 
 3. Have you ever been a captain of a team? 
 
 4. What sort of a boy do you like as captain? 
 
 5. What qualities must he have? 
 
 6. Have you played in as many as ten different games the 
 past year? 
 
 7. If not, why? 
 
INTERVIEWING AND CHARTING 87 
 
 8. If physically incapacitated, what takes the place of team 
 games in your life? 
 
 Group Games 
 
 1. How many group or mass games do you know? 
 
 2. Could you teach them to other boys? 
 
 3. Why should a boy indulge in real recreation? 
 
 4. Why do animals instinctively play? 
 
 Aquatics 
 
 1. Can you swim? How far? How many strokes? 
 
 2. Have you ever taught any other boy to swim? When? 
 
 3. What do you know about life-saving? • 
 
 4. Can you dive? 
 
 5. Can you row a boat or paddle a canoe? 
 
 6. Can you demonstrate artificial respiration? 
 
 7. Which method? 
 
 Athletics 
 
 i. Are you athletic? 
 
 2. What have you excelled in? 
 
 3. Have you ever won a first, second, or third place in a 
 track-meet? 
 
 4. Do you attend a gymnasium or a playground regularly? 
 . 5. In what way have you ever trained for athletic events? 
 
 6. Do you believe in training? , 
 
 7. Why? 
 
 8. What is your favorite sport and why? 
 
 9. What is moderation in athletics? 
 
 Physical examination 
 
 1 . Have you ever had a real physical examination by a doctor? 
 
 2. Have your eyes and ears been tested? 
 
 5. Have your teeth been examined within a year? 
 
 4. Have you had any sort of an operation? 
 
 5. What is your physical weak spot? 
 
 6. What are you doing to overcome it? 
 
88 LEADERS MANUAL— PIONEERS 
 
 Public Worship 
 
 1. Do you go to church? How regularly? 
 
 2. Do you enjoy it? If not, why? Do you take part? 
 5. Does it help you to be a better fellow? 
 
 4. Do you go because you want to or have to? 
 
 5. Do your parents attend church? 
 
 6. Are you a member of a church? If not, why? 
 
 7. Do you expect to become a member some time? 
 
 (Aim to stimulate church relation and interest; also correct 
 misunderstandings.) 
 
 God in Nature and Art 
 
 1. Do you care for beautiful things? 
 
 2. What and why? 
 
 3. What is there in nature that especially appeals to you? 
 
 4. Do you like pictures? 
 
 5. Can you name any of the great pictures? 
 
 6. Do you like music? What kind? 
 
 7. Can you name any of the great pieces of statuary and tell 
 their significance? 
 
 .8. What do you know about the stars? 
 
 Church School Loyalty 
 
 1. Do you go to church school? How regularly? 
 
 2. Do you Ijelieve it is worth while? 
 
 3. Is your teacher a man or woman? Which do >ou prefer? 
 
 4. Is your class organized? Self-governing? 
 
 5. Do you have mid-week or occasional meetings? If not, 
 why? 
 
 6. Do you use graded lessons? 
 
 7. Do you take part in lessons or not? 
 
 8. Do you have any specific service activity? 
 
 9. Do you have regular mission study? How much? 
 10. Are you enthusiastic about it all? If not, why not? 
 
 Knowledge of the Bible 
 
 1. Have you a Bible all your own? 
 
 2. Can you find quickly any given verse? 
 
 3. How did we get an English Bible? 
 
INTERVIEWING AND CHARTING 89 
 
 4. Have you studied a life of Jesus? 
 
 5. Have you studied a course on Bible Heroes? 
 
 6. Which one do you most admire and why? 
 
 Story of Christianity 
 
 1. Has religion anything to do with the way we live, or just 
 with what we believe? 
 
 2. Do you think you live the Christian life? 
 
 3. Can you think of any better way to live? 
 
 4. Is the Bible a guide for us in matters of living? 
 
 5. Are people na.turally, religious? 
 
 6. What languages were the original books of the Bible 
 written in? How did we get our English Bible? 
 
 7. Can you locate some of the first Christian churches and 
 name their outstanding leaders? 
 
 8. Is America Christian? Why? 
 
 My Church and I 
 
 1 . What do you know of your church organization? 
 
 2. How is it governed? 
 
 3. How is it financed? 
 
 4. Tell what you can of your church boards. 
 
 5. Have you had any systematic instruction in what church 
 membership involves? 
 
 6. Do we need churches? Why? 
 
 7. If we really need them, should thoughtful fellows support 
 them? 
 
 Personal Devotions 
 
 1. Do you pray? Morning or evening, or both? 
 
 2. Do you have grace said at meals? 
 
 3. How often do you read your Bible? Be specific. 
 
 4. Do you take part in any sort of family worship? 
 
 (If the boy has no personal devotional period each day, 
 suggest the value of such a thing to him and enlist him 
 in at least the Morning Watch, if a city boy, and in an 
 evening Quiet Hour, if a country boy.) 
 
90 LEADERS MANUAL— PIONEERS 
 
 Home Service 
 
 1. Are your home relationships good? 
 
 2. Father living? Are you good pals? 
 
 3. Mother living? Are you good pals? 
 
 4. What home responsibilities do you have? 
 
 5. How do you score on promptness, obedience, courtesy, 
 honesty, and Unselfishness in the home? 
 
 6. What are you doing to repay investment already made in 
 you by parents and others? 
 
 7. Is your home a democracy or an autocracy? 
 
 8. Why? 
 
 The Other Fellow 
 
 1. What do you do for the other fellow? 
 
 2. Do you give of your money or time? 
 
 3. Are you selfish or generous? Prove your contention. 
 
 Citizenship 
 
 1. What does one have to do to become a citizen? 
 
 2. What does "alien enemy" mean? 
 
 3. What is our national emblem? 
 
 4. What is our national anthem? 
 
 5. Can you recite it? 
 
 6. Name five national holidays. 
 
 7. How many stripes in the flag? Why? 
 
 8. How many stars? 
 
 9. In what ways may respect be shown to the flag? 
 
 10. Do you fly a flag at your home? 
 
 11. Why is the United States considered a democracy? 
 
 Thrift 
 
 1. Do you earn money? 
 
 2. What do you do with it? 
 
 3. What part do you save? Spend foolishly? Give away? 
 
 4. Have you a bank account? 
 
 Observing Vocations 
 
 1. Have you begun to think what you are going to be? 
 
 2. What do you plan to be? 
 
INTERVIEWING AND CHARTING 91 
 
 3. Is it better to make a life or a living? Why? , 
 
 4. Name two things that should be considered in choosing a 
 life work. 
 
 World Brotherhood 
 
 1. Do you believe in the foreign missionary enterprise? 
 
 2. Why? 
 
 3. Can you name two great missionaries? 
 
 4. Do you give to missions? 
 
 5. What do you mean by calling America a "melting-pot"? 
 
 6. What is Ellis Island? 
 
 7. What is your attitude towards foreigners? 
 
 8. Is the Negro worth educating? 
 
 9. The Mexican? 
 
 10. The Indian? 
 
 11. Why? 
 
 Training for Service 
 
 1. Have you ever had any First Aid or Safety First instruc- 
 tion? 
 
 2. Is it fair to expect every man to render some sort of service? 
 
 3. Could there be such a thing as modern society if there was 
 no service? 
 
 4. What sort of service do you render? 
 
 5. Do you expect to train yourself so you can render some sort 
 of service? 
 
 6. What sort of service? 
 
CHAPTER X 
 EFFICIENT LEADERSHIP 
 
 The Leader of bpys need not be long in doubt as to what such 
 leadership, to be efficient, requires of him by way of investment. 
 No one who considers giving himself to this effort should under- 
 take the work without counting the cost. In times past, men 
 have been invited to work with boys on the score of its being an 
 easy task. He is unwise, indeed, who offers or accepts such a 
 proposal now. 
 
 What, then, are the requirements for efficient leadership? 
 The essentials, at least, may be stated and considered briefly- 
 They are: (i) personal character; (2) a sympathetic relation, 
 ship with boys; (5) a knowledge of boy life; (6) a knowledge of 
 educational processes; (5) familiarity with the plan which is to 
 be used to bring the character-building challenge to the boy. 
 
 (i) Personal character. "Character is caught, not taught" is 
 a statement which neatly summarizes what may be said on this 
 subject. Back of every contact between Leader and boy will be 
 the silent influence of the Leader's life. "What you are speaks so 
 loudly that I cannot hear what you say", is the unspoken, and 
 perhaps unconscious, conclusion which many a boy reaches re- 
 garding the man who seeks to lead him. 
 
 This does not imply that perfection is needed in such a Leader, 
 however. The boy is fair in his judgment; he does not demand 
 the impossible. What, then, are the elements which must enter 
 into the character of this man who is privileged to lead boys? 
 
 First, a life which squares with his teaching. He may not 
 challenge the boy to honesty unless he, himself, is transparently 
 honest. Purity of thought may not be taught successfully unless 
 there is purity of life back of such teaching. In place of perfec- 
 tion, the boy will accept honest endeavor. In short, the man 
 who is content to be one with the boys, leading them, of course, 
 but frankly sharing with them their own struggles toward the 
 
EFFICIENT LEADERSHIP 93 
 
 best there is in life, has one of the fundamental elements for 
 making good as a Leader. But failure awaits the man who is 
 not what he pretends to be. 
 
 In the second place, his reputation is next in importance to 
 his real character. The assumption, "It does not make any 
 difference what people think about me so long as I know that I 
 am all right," is a foolish conclusion. It does make a difference — 
 the difference, frequently, between failure and success. The wise 
 Leader, therefore, will not only live his life aright, but will be 
 careful to avoid any appearance of failing to live rightly. The 
 fondling of younger boys, or too constant physical contact with 
 them, is a source of great danger to the reputation of a Leader — 
 and may be a source of danger to his character as well. 
 
 (2) A sympathetic relationship with hoys. Perhaps the best 
 foundation for this is a keen memory of one's own boyhood. 
 The man who can remember his own boyhood struggles will be 
 more likely to have full sympathy with other boys in their 
 struggles. If he be a very wise Leader he will not try to relieve 
 the boy from these struggles, but will have a friendly relationship 
 to him as he meets the tests they bring him. 
 
 This sympathy with boyhood calls for the "square deal." Re- 
 gardless of its origin, that phrase has a place in working with 
 boys. A boy can forgive a Leader who makes a mistake, but he 
 finds it very hard to forgive one who is unfair. The Leader who, 
 having made a mistake, frankly says so, even though that must 
 be done in the presence of the entire group, indicates his desire 
 to play fair. Unconsciously, frequently, the boy discounts the 
 man who is not openly fair in his dealings. 
 
 This sympathy likewise calls for a willingness to overlook a 
 boy's mistakes, a patience with the boy in his shortcomings. A 
 sense of interdependence, the boy and the man each leaning on 
 the other, if understood in a subtle way and not openly made a 
 subject for discussion, may go far toward establishing the right 
 relationship. 
 
 (3) A knowledge of hoy life. What that knowledge shall con- 
 sist of is amply made clear in other chapters of this manual 
 (particularly the one on the boy from twelve to fourteen, page 
 68). That the Leader needs such knowledge is clear. The Pro- 
 gram proposed consists of approaches along physical, mental, 
 
94 LEADERS MANUAL— PIONEERS 
 
 service, and devotional lines. To know the boy-development in 
 each of these directions is essential to the carrying out of such a 
 program. Abundant material is furnished in this book to meet 
 ordinary needs. 
 
 (4) A knowledge of educational processes. This is essentially a 
 program of religious education. Hence the Leader needs to know 
 the educational processes by which the boy may be led. One 
 boy learns most quickly by hearing; another, by seeing; still 
 another, by saying or re-stating what he has heard ; and still an- 
 other, by doing. The average boy learns more quickly and per- 
 manently by other processes than by merely hearing. Yet, until 
 we know that, we may repeat the common mistake of imparting 
 knowledge by verbal statement. Undoubtedly, the great ab- 
 stract truth or concrete fact which may be imparted in several 
 ways is most likely to make an impression. 
 
 How important this is may be seen at a glance. Here is a 
 group of boys before a Leader; he wishes to bring some special 
 fact to their attention, and seeks to impart this knowledge in a 
 way that will cause them always to remember it. He states it; 
 he visualizes it before them, by writing or by diagram or pic- 
 ture or object, he causes them to tell him about it; and then, if 
 possible, he makes it possible for them to work it out in practice. 
 He has reached every boy by the process which is best used by 
 that boy to secure knowledge ; he has likewise added to this one 
 process, peculiar to each boy, each other of the three processes 
 with their cumulative values. 
 
 Merely stating a fact is the easiest of all methods for the 
 Leader; it is the "lecture method" of the teacher who is too lazy 
 or incompetent to do anything else. It has a limited place in 
 adult groups, but a very small place in boy groups. Let the boy 
 learn by doing just as largely as is possible under the circum- 
 stances. 
 
 (5) Familiarity with the plan to he used. In this case, the call 
 is to the Leader to know this Program, to know its purpose — 
 what is behind it, and what it seeks to secure in boy development. 
 It is incumbent, too, that he shall know its content, and the 
 processes by which that content is made available and attrac- 
 tive to the boy. Full provision is made in other chapters of this 
 manual for the instruction of the Leader in these matters. 
 
EFFICIENT LEADERSHIP 95 
 
 Efficient leadership calls for time investment. The Leader can- 
 not carry a group through this Program without putting some 
 real time at the service of these boys. A minimum would doubt- 
 less be a period of time once in two weeks, and even this should 
 be supplemented by time for outings and trips. Usually a period 
 once a week will be the normal investment; if the leader is a 
 Bible school teacher, this period must be in addition to the 
 Sunday hour. Dependableness in appointments and punctuality 
 in opening and closing group meetings are valuable elements. 
 
 Efficient leadership calls for ingenuity. To get into a rut is 
 fatal. Freshness and the element of the unexpected are worth- 
 while aids in maintaining interest. Illustrative material helps 
 to brighten any course of requirements or presentations. The 
 Leader'c own life and experience, and the daily life of the boys 
 frequently will furnish the best of this material. 
 
 Preparation in advance is one of the qualities of the efficient 
 Leader. To have a plan for weeks ahead, and work to it, is a 
 useful lesson to learn. 
 
 Efficient leadership looks toward its own effacement. He is a 
 skilled physician who causes his patient to get well, so that the 
 physician is no longer needed. He is a skilled Leader who 
 throws resp'onsibility in increasing measure upon the growing 
 boy so that the Leader retires to the background — and is, even- 
 tually, no longer necessary. It is evident that this boy must, 
 sooner or later, shift for himself; the Leader is preparing him for 
 this step. His preparation can come only by practice. 
 
 The ability to give efficient leadership of the kind described in 
 this chapter is not confined to the exceptional man. If it were, 
 this Program could never succeed. It is possible for the average 
 man to give such leadership. It is not so much dependent upon 
 equipment as it is upon interest and willingness to make sacri- 
 ficial investment in behalf of the boy. The man who says, "I 
 could never meet all these tests" is, ordinarily, simply trying to 
 excuse himself from making the effort. "He can who thinks 
 he can," is a good motto for man as well as boy. 
 
CHAPTER XI 
 FUNDAMENTAL RELATIONSHIPS 
 
 Every Leader should take into consideration the other rela- 
 tionships of the boys in his group — the relationships outside of 
 the group itself. In some ways the most serious of all mistakes 
 is made by leaders of boy groups who fail to recognize the place 
 in the boy's life of his home, his church, his school (or his work) 
 and, increasingly, the place of the institutions of organized society 
 which have to do with his leisure time, such as the playground. 
 
 Parents who are eager for the best for their boy, but who are 
 confused by the increasing number of demands on the boy's 
 time, will welcome the Leader who is wise enough to construe this 
 Program as a coordinating agent, an effort to take the several 
 elements in the life of a normal boy and correlate them to secure 
 a balanced whole. With such an effort, thoughtful parents may 
 well work in full sympathy. 
 
 The Home. The place of the home in a boy's life is a widely 
 variant factor. The range extends all the way from the homeless 
 boy to the one whose home is in all respects adequate. It is a 
 mistake to measure the functioning of the home entirely by the 
 money standard. The home of poverty may function while the 
 home of affluence fails. In the matter of his moral and spiritual 
 growth, many a boy of a rich home is more needy than the 
 poor boy. 
 
 All of the elements in the home situation may not be clearly 
 stated, even briefly, in a small space. Several suggestions are 
 worth earnest consideration. 
 
 1. The Leader should know the home conditions surrounding 
 each boy. This will take time, but it will be time well invested. 
 He cannot know his boy, and the best way to be of help to him 
 until he knows his home. 
 
 2. The Leader will aim to recognize and utilize every good 
 influence which the home brings to the boy's life. He will ally 
 himself with the home at every possible point where the best 
 
FUNDAMENTAL RELATIONSHIPS 97 
 
 interest of the boy is to be considered and conserved. Con- 
 versely, he will be keen to avoid conflict with the home in its 
 constructive dealing with the boy. By way of illustration: The 
 home may deem it best for the boy not to be away on the usual 
 evenings of a school week; therefore, the Leader may find it best 
 not to have a group meeting in the evening. 
 
 J. The Leader will attempt to neutralize any influences of the 
 home which are working to the boy's hurt. This will take tact 
 and wisdom. It may be questioned whether the Leader is ever 
 justified in taking open and flagrant opposition to the home, if 
 the boy is to continue to live there. It is a serious matter for a 
 Leader of a group of boys to interpose himself and his plans 
 between the boy and his parents. Yet there may be times when 
 he can exert a quiet influence for better things, that will success- 
 fully offset a home influence that is costly to the boy's best good. 
 Tactfulness here is a priceless possession. 
 
 In brief, then, the Leader will recognize that the careful parent 
 is ready to join with him in the working out of the boy's best 
 development; to this end his group will be but an extension of 
 the home, where this is possible. 
 
 The Church. This Program is based on Christian ideals. Its 
 provisions are therefore in full sympathy with the plans of the 
 Christian church. Whether the group shall be within or without 
 the organized local church, it is assumed that the Leader will 
 seek to establish in every way a vital contact between each boy 
 and his own church. 
 
 1. The boy should be encouraged to be loyal to the church 
 school. The provision made in the Progarm for this emphasis 
 meets but a part of the Leader's privilege. That the Leader him- 
 self is so loyal will count as a great influence. 
 
 The Leader of a group of boys sometimes faces the question of 
 the inadequacy of a given Sunday school. It is neither just to 
 the boy nor to the church to withhold the boy from a normal 
 church school connection because a local situation is not satis- 
 factory. The Leader's best work may consist in helping to 
 improve the conditions. 
 
 2. The boy at this period should respond readily to the idea 
 of church membership. It is normally the period for such re- 
 sponse, especially if the boy has had consistent Christian training 
 
98 LEADERS MANUAL— PIONEERS 
 
 The Leader should keep in the closest possible touch with parent 
 and pastor to work out, with them, the best contribution which 
 the group or club can bring to this decisive step in a boy's life — 
 a step in which intelligent action on the boy's part should be a 
 vital factor. 
 
 J. There may be a Leader who has boys in his group who are 
 identified with churches outside of the Christian faith, or boys 
 whose church affiliations, although Christian, are not in sympathy 
 with all the ideals and methods of this Program. Certain sug- 
 gestions may help in a case like this: 
 
 a. The distinctively Christian features of this Program are 
 essential to its best success, and their removal will rob the Pro- 
 gram of one of its strongest elements. It is not to be recom- 
 mended, therefore, that the good of the greater number of boys 
 should be jeopardized because of the presence in the group of a 
 few who are not in sympathy with these elements. To lower 
 the standards of the Program would, therefore, be a mistake. 
 
 b. There should be generous recognition given to boys who 
 are sympathetic with the ideals of the Program, and who are 
 willing to work toward achieving these ideals, but whose church 
 relationship differs from that contemplated in the text of the 
 Program. So far as it is possible to do so, the Leader should allow 
 generously for substitutions. The objective of the Program is to 
 build character on the basis of Christian ideals, rather than to 
 ge,t boys to conform to a selected creed. All who are willing, of 
 themselves or by the action of their parents, to respond to this 
 challenge should be welcomed as members of the local group, 
 even if some adjustments are made which recognize differences 
 in church practice — always preserving the ideals for which the 
 Program stands. 
 
 c. Should the entire group be outside of the area to which the 
 Program is especially adapted, the Leader wll need to face the 
 question squarely as to whether he can remove from the Program 
 content all that might be objectionable to his group and still 
 give them a Program which is worth his time and their effort. 
 If he can, it may be well to proceed; if he cannot, he may well 
 question the wisdom of using the Program in pkrt. Surely the 
 appeal of all-round development should be acceptable to every 
 
FUNDAMENTAL RELATIONSHIPS 99 
 
 boy, regardless of his church affiliations; if it is not acceptable, 
 as a challenge, this is probably not the Program that should be 
 used. 
 
 The School. Assuredly this Program must function along with 
 the school, or it will fail. To oppose the school would be fatal; 
 to be indifferent to the schpol, scarcely less so. This is more than 
 a Program for the leisure time of the boy ; hence his school time 
 and interests are taken fully into account. 
 
 A boy who is entered in this Program should do better school 
 work and be in better relationship to his whole school situation 
 because of the stimulus which the Program gives. 
 
 1. The content of the Program recognizes, in the tests, the 
 whole phase of school life. This should be a point of contact 
 between the Leader and the boy's school teacher. They should 
 work together for the boy's best interest. 
 
 2. The "public opinion" of the group should be favorable to 
 school standing and right discipline. The Leader can help in 
 many ways to form this opinion. To be a laggard at school or a 
 tEouble-maker should not find favor with the group. 
 
 J. The Leader may also help to mould sentiment in favor of 
 continuance at school. In some localities the tendency is to leave 
 school at the earliest possible moment. This should be offset by 
 the group attitude, which will respond quickly to leadership. 
 
 Industry. The boy in this group is prevented by Federal 
 statute from going to work before fourteen years of age. State 
 and local laws vary in the control of this matter beyond the age 
 of fourteen. The Leader has a distinct obligation to the boy who 
 goes to work to insure careful selection of the position to be 
 taken, looking toward the boy's interests in the future. There is 
 also an obligation to see that the boy retains a continuation 
 relationship to school training. The challenge of this Pro- 
 gram should be sufficient, under right leadership, to (i) keep a 
 boy in school as long as possible and to (2) help the boy to con- 
 tinue in his studies even after he leaves school. 
 
 It is evident, from the above paragraphs, that the Leader has 
 both an obligation and a privilege in connection with the boy's 
 many relationships outside of the group taking the Program; in 
 fact, the Program, if rightly interpreted, is a correlating agent in 
 the boy's normal life. 
 
CHAPTER XII 
 THE COUNTRY BOY 
 
 The Hunger to Belong 
 
 The hunger to "belong" is regarded as a fundamental instinct 
 among boys between twelve and eighteen years of age. The 
 boys themselves often satisfy this hunger to iDelong to something 
 by organizing, entirely on their own account, gangs or clubs 
 without the friendly guidance and leadership of adults. Just 
 look around and you may find one of these gangs of boys in your 
 own village. Perhaps it is an athletic club or social club with a 
 hang-out in some vacant store, barn, or ofBce. At this sort of 
 club the fellows, when left to shift for themselves, sit about a 
 stove and tell stories which burn into the lives of home-trained 
 boys and leave ugly scars which the years do not erase. The 
 most important equipment of such a club consists in a few packs 
 of playing cards, usually very dirty and grown soft and fuzzy- 
 edged with constant use. A pool table stands shabby and ragged 
 in the center of the room, in the hands of its fourth or fifth but, 
 at any rate, its final owners. There are thousands of these dubs 
 in the villages and farm centers of America. They are e^•idence 
 of the belonging spirit without control and without adult leader- 
 ship. Such an uncontrolled club will drag the older boys of your 
 community down faster than the ministers and the school 
 teachers can build them up. If the gang hasn't its club room, 
 probably you will find it night after night in the pool hall or 
 country store. Although not so well organized, here is evidence 
 of the belonging instinct. It is possible that in your community 
 there has never been a club of boys, but if you are in any doubt 
 about the boys having the hunger to belong to something, call a 
 bunch of them together in your home and ask them if thej- want 
 to join a club or group. Your cars will ring with the cries of 
 "Yes, yes" from every throat. 
 
 To control and to utilize this fundamental instinct of boys, 
 numerous organizations have arisen in recent years — some em- 
 
THE COUNTRY BOY loi 
 
 phasizing an interest in crops or livestock; some featuring camp- 
 ing and woodcraft. Christian parents and friends of boys, how- 
 ever, are now thoroughly convinced that this fundamental be- 
 longing instinct must be used in teaching Christian character to 
 boys. Christian character in these days means so much that any 
 adequate program or plan must include the fundamental phases 
 of human life — the physical, the intellectual, the devotional, and 
 altruistic service. It is to aid these pastors, business men, and 
 farmers in rural communities of America, who want to satisfy 
 this hunger to belong in the country communities and work 
 toward the formation of Christian character, that the following 
 suggestions are made regarding the use of this Program. 
 
 How TO Satisfy This Hxhstger to Belong 
 
 First: Some man who sees his opportunity of investment of 
 personality becomes a group Leader. The group Leader assumes 
 responsibility for a group of boys. He is present at each meeting, 
 which is usually held once a week. He is the heart of the Pro- 
 gram. He must have faith, love, courage, optimism, a sympa- 
 thetic interest in boys, and a willingness to share his life with 
 them. As a power-house is to the manufacturing plant, so is the 
 Leader to a group of boys. 
 
 Second: He calls to his home eight to twelve congenial boys. 
 They should be all older boys or all younger boys. He then ex- 
 plains the Program, and secures from each a pledge to' follow all 
 parts faithfully. 
 
 Third : He arranges to meet each boy of the group alone, one 
 by one, in his home for a personal interview according to the plan 
 of charting the boy. (For suggestions, see page 72.) 
 
 Fourth: The group is organized by the election of president, 
 secretary, and treasurer, all of whom are elected by the boys 
 themselves. The group adopts a simple constitution based on 
 the Christian objective of the Program, which the boys them- 
 selves have a part in the making. The Leader, in cooperation 
 with the boy-ofificers, selects a regular place of meeting, and a 
 Bible discussion course, and secures a vote from the group re- 
 garding the best night for the regular weekly meeting. It will be 
 well to encourage the boys to express their choice freely. 
 
102 LEADERS MANUAL— PIONEERS 
 
 Fifth: The Leader may tie the group to the church as an 
 organized Sunday school class, or the united Sunday school 
 classes of the community. 
 
 Sixth: The Leader secures an advisory committee of the men 
 in his community who will assist in securing speakers for the 
 practical talks, in providing the necessary group equipment, in 
 Bible discussion, and other phases of the Program. This should 
 be a real committee, not merely one on paper. 
 
 Seventh: He lays out a plan for each meeting in cooperation 
 with the boy-ofificers for at least one month, preferably three 
 months. Suggestions may be found in this manual as to just 
 how this whole Program can be reduced to a workable plan for one 
 evening each week. It will be found that special speakers must 
 be secured to present different topics and tests of various sorts 
 carried out. In fact, it will be necessary to pack each meeting of 
 the group full of good things, in order to carry out the minimum 
 program for the year. The Leader must put sufficient study upon 
 the Program to determine the best arrangement for conducting 
 the various items in this rich and useful system of religious 
 education. 
 
 The Program does not make a rural Leader's work easier, but 
 it makes it more systematic, more purposeful, and therefore more 
 satisfactory. The man who works hit or miss will not succeed 
 with it, but the man who wants to know boys, and is willing to 
 give time to this work, will find himself from the first making 
 headway. Even the man who is reluctant to assume the respon- 
 sibility of group leadership will see that here is a plan for boys 
 which is clear, scientific, and therefore entitled to respect. 
 
 Rural Needs to Be Met 
 
 What are the fundamental needs of rural and village boys of 
 America? Quickly the answer would be, "The same as the 
 needs of boys everywhere." This is, of course, true, but there are 
 also certain needs which life in village and rural communities 
 intensifies. These we will consider under six objectives: 
 
 First, Vital Religion 
 
 The village and rural boy needs a vital religion related to his 
 life. This Program connects vitally with the boy's everyday life 
 
THE COUNTRY BOY 103 
 
 at home, at play, at school, and work, and is at the same time a 
 Christian program. Jesus Christ is written right into it. The 
 devotional and service tests are not optional; they are the soul 
 and spirit of the Program. It stands foursquare and is the sub- 
 stantial sort of thing that appeals to country folk. Rural boys 
 and young men don't want anything cheap or superficial. A 
 program for a boys' club or group, which does not include the 
 religious objectives as an integral part of it, is in danger of lead- 
 ing the boys to suspect that religion is, after all, not an impor- 
 tant part of everyday life. The devotional and service tests so 
 emphasize loyalty to the church and church school that it would 
 seem quite impossible to conduct this plan of work without 
 definitely relating boys to their church and church school. 
 
 This Program advocates the idea that religion must be ex- 
 pressed in forms of unselfish service. Therefore every boy under- 
 takes to serve his home, his school, his other fellows, and the 
 community. 
 
 Second, Cooperation and Team Play 
 
 Village and rural boys need to learn the lesson of cooperation 
 and team play. They are by nature individualists. This is, of 
 course, due to isolation and infrequent opportunity for team 
 work. The farmer of the past generation could live to himself. 
 He didn't have to cooperate, and he didn't. The farmer of 
 today and tomorrow not only cooperates in buying, in selling, 
 and in credit, but he cooperates in community projects, and is 
 demanding that his community shall have good roads and good 
 schools. The next generation of farmers must be schooled in 
 cooperation. The boys must play team and group games, not 
 merely for enjoyment or for physical training, but as one of the 
 very best means of learning cooperation. Village boys, too, need 
 to know how to play the game. One of the very best means of 
 breaking up the social stratification of village life is through 
 recreation. A glance at this Program shows many parts which 
 emphasize this cooperation. 
 
 Third, Recreation 
 
 The rural and village boys need recreation. At a recent con- 
 ference of national leaders of rural life, speaker after speaker 
 
104 LEADERS MANUAL— PIONEERS 
 
 arose, representing various organizations and united in empha- 
 sizing the need of recreation in rural life. Older boys cannot be 
 driven from one monotonous task to another. Their natures 
 demand an occasional "good time." Most farm boys have too 
 little play. The idea often prevails in farm homes that play is 
 a waste of time if there is any work that boys might be doing. 
 When not satisfied, this craving for recreation drives boys to the 
 cities and towns where there are movies, entertainments, and 
 fun. Baseball, entertainments, socials, and all kinds of "good 
 times" are a necessity to make country life attractive to boys 
 and to help check the flow from the country to the city. 
 
 Fourth, Self-Go vernment 
 
 Village and rural boys need training in self-government. The 
 farmer has always safeguarded American liberties. The farmers' 
 boys must receive definite training in the principles of self- 
 government, by belonging to a group of boys where ideals of a 
 democratic free state are practiced. Visit one of these groups in 
 session and you will realize that you have come into a self- 
 governing community, with its own election of officers and com- 
 mittees, with its own laws and penalties, and \^^th its own stan- 
 dard of conduct. Business meetings with a boy president in the 
 chair are conducted with the dignity of a town meeting. The 
 adult Leaden sits at the side and occasionally coaches and cor- 
 rects, but the group belongs to the boys themselves. Discipline? 
 Well, boys will take care of that, only the Leader must intervene 
 once in a while and prevent the boys from fixing a death penalty 
 for the failure of the committee to report on time. 
 
 Fifth, Sanitary Living 
 
 The village and rural boys need rational health education. 
 People generally thought that every boy in the country was 
 physically in the pink of condition until the results of the draft 
 boards were issued, and then it was found that the rural and 
 town boys had many physical defects. The preN-alence of dirty 
 sex stories and the obscene pictures which are passed from hand 
 to hand, are poisoning the wells of American life. Quickly a 
 program of sex education must be promoted to save the moral 
 and physical vigor of this splendid rural stock. Health knowledge 
 
THE COUNTRY BOY 105 
 
 and health practice are an essential part of this program. A 
 Leader who sees this need can make a great fundamental con- 
 tribution by following faithfully its suggestions. 
 
 Sixth, Idealism in Farm Life 
 
 Farm boys need a new appreciation of the opportunities and 
 the usefulness of farming as a vocation. There was a time not 
 long ago when the goal of the man who led and inspired country 
 boys was to lead them out of the country into professional or 
 business life in the cities. The country must continue to supply 
 its quota of men for this world-wide leadership, but in the new 
 appreciation of the importance of rural life has come the chal- 
 lenge that many of the very best rural boys should dedicate 
 their talents to agricultural careers in the name of better meth - 
 ods, better business, and better life on the farms and in the 
 villages. A very distinct aim of the leaders of rural boys has 
 come to be the development of a generation of boys of noble 
 spirit and unselfish ambition, many of whom will seek the ful- 
 filment of their desires in the country. 
 
 To recognize and use the mighty energy of rural boyhood of 
 America is the first step in attaining the foregoing objectives. 
 
 Rural Boy Power and Its Use 
 
 Country hoys are resourceful. What country boy hasn't made 
 a bob-sled; hasn't broken a colt to harness; hasn't mended har- 
 nesses and wagons; hasn't tried his wits against a bull or a hard- 
 bitted horse? Here is the power of resourcefulness and initiative 
 that the world needs and must have. This mighty power every 
 worker among country boys can direct into the upbuilding of 
 Christian life for the community. 
 
 Country hoys are industrious. Perhaps the village boy has time 
 on his hands, but the farm boy has a daily round of chores which 
 he learns to perform patiently and thoroughly. There are the 
 cows to milk ; there is the firewood which must be taken in ; the 
 young stock must be fed. Country life is a school in industry. 
 This Program, which calls for hard work in character achieve- 
 ment, will find a response among country boys who know what 
 hard work is. 
 
io6 LEADERS MANUAL— PIONEERS 
 
 Country boys are dependable. To forget to feed the poultry, to 
 fail to milk his cows, are serious home offenses which a boy does 
 not commit more than once. Such a life is also a school in de- 
 pendability. Nothing is more important in the building of a 
 program for character than this trait, and the rural worker among 
 boys has only to harness this wonderful power to get the most 
 valuable results. 
 
 Digging Golden Ore 
 
 The rural community today is a mine of leadership. A hasty 
 glance at the birth records of ministers and Christian leaders of 
 this generation shows that a large number were brought up in 
 the open country. Without denying the importance and value 
 of city life for young men and boys, we are face to face with the 
 substantial fact that the leaders of Christian thought have in 
 many instances seen their vision of an opportunity of life service 
 while behind the plow or in the daily routine of farm duty. The 
 same type of fellows is right now in these communities. Who 
 is willing to invest himself in the mining operations to bring to 
 the surface these choice leaders of a future Christian democracy? 
 This Program could be compared to the tools with which to con- 
 duct this mining operation. We know where the ore is; we 
 know what sort of machinery will produce the ore. Now this is 
 the only question which arises: "Are there enough community 
 engineers who will dig out and refine the ore?" This kind of a 
 task awaits the country school teacher, the minister, the farmer, 
 the business man who will make any necessary sacrifice for the 
 lives of the boys and young fellows of his community. 
 
 The Program and the County Work Plan 
 
 The following suggestions are made regarding the use of this 
 Program in counties which are already organized for Y. M. C. A. 
 work: 
 
 I. Because the Program is based on the same fundamental 
 principles as County Work, no radical changes of policy need be 
 considered by any county in adopting it. It is essentially an en- 
 richment of the same sort of program which has been used in 
 County Work practice. Wherever there is an organized group of 
 
THE COUNTRY BOY 107 
 
 younger or older boys in the County Work field, there is a founda- 
 tion upon which to build the Program. 
 
 2. It is of great importance for every county secretary, 
 county committeeman, local committeeman, and local leader, 
 to master the content of the Leaders' Manual and the Boys' 
 Handbook. It is unfair to draw the deduction that this is too com- 
 plicated for use in County Work fields until this study is made. 
 The more study that is put on this Program, the simpler and 
 more easy of operation it appears. 
 
 3. The Program should be used as a whole. Trying a piece of 
 it here and there is not a fair test of the Program. The mini- 
 mum standard under each test and the simplified charting should 
 bring it within the ability of County Work leaders. Changes or 
 modifications in the Program should not be undertaken by the 
 individual leader without consultation with the county secre- 
 tary, and an evident need for such changes. It is understood 
 that this Program in the process of time will be revised, so that 
 any criticisms or suggestions regarding its working value should 
 be noted. 
 
 4. The practical talks have a very great educational content 
 and, if they are provided substantially as suggested, give any 
 boy a supplementary educational training, which will be of prac- 
 tical value to him. This systematic series of talks working 
 toward a definite goal will be regarded with special favor by sec- 
 retaries and leaders. 
 
 5. In this plan of charting we have organized a personal inter- 
 view between the Leader and his boys, which will be welcomed 
 immediately" by many County Work group leaders. "How can 
 I personally know and help my boys?" is a question which every 
 conscientious County Work leader with boys has asked many 
 times. Depending upon accidents or special circumstances to 
 provide an opportunity for personal talks, the Leader rarely gets 
 to know all of his boys and their needs and problems. When it is 
 understood by the group that each fellow is to be charted, it 
 becomes natural for the Leader to meet his boys. Any doubting 
 secretary or Leader should chart a boy and be convinced. 
 
 Those desiring to bring the plan of the Association into their 
 own community should do as follows: 
 
io8 LEADERS MANUAL— PIONEERS 
 
 1. Get in touch with your own state Y. M. C. A. If you 
 cannot find its address, write to the International Committee of 
 the Young Men's Christian Associations, County Work Depart- 
 ment, 347 Madison Avenue, New York'City, and the address will 
 be forwarded to you. 
 
 2. Do not try to organize your county for your own commu- 
 nity for the Y. M. C. A. work. You should be guided in this by 
 your state secretary, who will give you personal help in organi- 
 zation and supervision. 
 
CHAPTER XIII 
 
 TRACK AND FIELD ATHLETICS 
 
 Section i. Basis of Grading foe Athletic Events 
 Section 2. Rules for Conduct of Athletic Events 
 Section 3. Scoring Tables 
 Section 4. Suggestions for Boys' Athletic Meet 
 Section 5. Athletic Records 
 
 SECTION I 
 
 Basis of Grading for Athletic Events 
 
 The weight classification has been chosen for the athletic 
 events of this program because it is the most simple, conforms to 
 existing efficiency tests, and is most practical for the Leader. 
 The following is the weight classification: 
 
 Class I. 60 to 80 lbs. inclusive 80 lb. class. 
 
 Class II. 81 to 95 lbs. inclusive 95 lb. class. 
 Class III. 96 to no lbs. inclusive no lb. class. 
 Class IV. Ill to 125 lbs. inclusive 125 lb. class. 
 Class V. 18 years and under 
 
 Weight unlimited unlimited class. 
 
 In rare instances there are boys who are handicapped by a 
 straight weight classification. For instance, a boy twelve years 
 old weighing 120 lbs. would be outclassed in the 125 lb. class. 
 There are a few boys who are given an undue advantage. A 
 boy seventeen years old weighing 100 lbs. would outclass any 
 boy of fourteen or fifteen in the no lb. class. In competition 
 with other groups, the straight weight classification should be 
 followed, but in competition within the group the Leader, with 
 the consent of the group, could make exceptions of these boys 
 and grade them according to the following averages and clas- 
 sifications : 
 
no LEADERS MANUAL— PIONEERS 
 
 A summary study of the average weight of 67,987 boys in 
 the United States gives the following results for the varying ages,; 
 
 12 years — 69.8 lbs. 15 years — 91.4 lbs. 
 
 13 years — 75.2 lbs. 16 years — 1 1 1.9 lbs. 
 
 14 years — 82.3 lbs. 
 
 These averages, applied, result in the following age and weight 
 classification which may be used: 
 
 Class L Boys 12 years, irrespective of weight. 
 
 Boys 13 years, under 81 lbs. 
 Class n. Boys 13 years, 81 lbs. and over. 
 
 Boys 14 and 15 years, under 96 lbs. 
 Class III. Boys 14 and 15 years, 96 lbs. and over. 
 
 Boys 16 and 17 years, under in lbs. 
 Class IV. Boys 16 and 17 years, in lbs. and over. 
 Class V. Boys 18 years, irrespective of weight 
 
 Athletic Events Summary 
 
 Class I Class II 
 
 60 to 80 lbs. inclusive 81 to 95 lbs. inclusive 
 
 80 lb. Class 95 lb. Class 
 
 I. One Lap Potato Race i. One Lap Potato Race 
 
 * 2. Three Lap Potato Race * 2. Four Lap Potato Race 
 3. 50 Yard Dash 3. 75 Yard Dash 
 
 * 4. 75 Yard Dash * 4. 100 Yard Dash 
 
 5. Standing Broad Jump 5. Standing Broad Jump 
 
 * 6. Pull Up— Four Times * 6. Pull Up— Five Times 
 
 * 7. Running High Jump * 7. Running High Jump 
 8. Running Broad Jump 8. Running Broad Jump 
 
 * 9. One Day Hike — * 9. One Day Hike — 
 
 Eight Miles Ten Miles 
 
 *io. Century Hike — *io. Century Hike — 
 
 100 Miles in a year 100 Miles in a year 
 
 II. Baseball Throw n. Baseball Throw 
 
 Each event counts a maximum of 20 points 
 Total, 10 events, 200 points 
 
 The six starred events are required. Participants may pick 
 four of the remaining five to make ten events. 
 
 Note 
 No credit given for 6, Q, or 10 unless full requirement is met. 
 
TRACK AND FIELD ATHLETICS in 
 
 Class III _ Class IV 
 
 96 to no lbs. inclusive in to 125 lbs. inclusive 
 
 no lb. Class 125 lb. Class 
 
 I. Two Lap Potato Race i. Two Lap Potato Race 
 
 * 2. Five Lap Potato Race * 2. Six Lap Potato Race 
 3. 75 Yard Dash 3. 100 Yard Dash 
 
 * 4. 100 Yard Dash * 4. 220 Yard Dash 
 
 5. Standing Broad Jump 5. Standing Broad Jump 
 
 * 6. Pull Up— Six Times * 6. Pull Up— Seven Times 
 
 * 7. Running High Jump * 7. Running High Jump 
 8. Running Broad Jump 8. Running Broad Jump 
 
 * 9. One Day Hike — * 9. One Day Hike — 
 
 Twelve Miles Fourteen Miles 
 
 *io. Century Hike — *I0. Century Hike — 
 
 100 Miles in 6 Mos. 100 Miles in 6 Mos. 
 
 11. Baseball Throw for 11. Baseball Throw for 
 
 Distance Distance 
 
 12. Shot Put 12. Shot Put 
 
 Class V 
 
 Weight unlimited 
 
 18 years and under 
 
 Unlimited Class 
 
 I. Three Lap Potato Race 
 
 * 2. Six Lap Potato Race 
 3. 100 Yard Dash 
 
 * 4. 220 Yard Dash 
 
 5. Standing Broad Jump 
 
 * 6. Pull Up— Eight Times 
 
 * 7. Running High Jump 
 8. Running Broad Jump 
 
 * 9. One Day Hike — 
 
 Eighteen Miles 
 *io. Century Hike — 
 
 100 Miles in 6 Mos. 
 
 11. Baseball Throw for Distance 
 
 12. Shot Put 
 
 Each event counts a maximum of 20 points 
 Total, 10 events, 200 points 
 
 The six starred events are required. Participants may pick 
 four of the remaining six to make ten. 
 Note 
 
 No credit given for 6, g, or 10 unless full requirement is met. 
 
112 
 
 LEADERS MANUAL— PIONEERS 
 
 SECTION 2 
 Rules for Conduct of Athletic Events 
 
 Potato Race 
 
 I. This race is run around boxes four inches deep, placed upon 
 stands two feet high, whose base shall not measure more than 12 
 inches square. They shall be placed upon the floor 31 feet apart 
 at their outside edges. The boxes shall not be loaded or fastened 
 in any way to the floor. The base of the box is placed in the 
 center of a sixteen-inch square (outside measurement), marked 
 on the floor. When competition is within the group, a chair with 
 tin pail makes a very good box and stand ; in inter-group compe- 
 tition standard boxes should be used. The runner shall start 
 with one potato in his hand on a line with the 'outside edge of the 
 box in which are placed the other potatoes. He shall circle out- 
 side the boxes, transferring one potato each for each lap into the 
 other box and finish across the starting line. If a runner knocks 
 over a box or moves a box so that any part of the base projects 
 beyond the square marked on the floor, he shall be disqualified, 
 but he may be given one other trial by the judges. No rubber 
 or mats of any similar material shall be placed on the floor, but 
 the use of resin will be allowed. 
 
 Sprint—Start 
 
 Sprint— Finish 
 
TRACK AND FIELD ATHLETICS 113 
 
 Sprints 
 2. The Distance should be accurately measured with a cotton 
 or steel measuring tape. If there are only one or two stop- 
 watches, each boy should run alone. It will help the boy who is 
 being tested if one or more boys run with him as "pace makers." 
 
 The Start is of great importance. The "crouching" position is 
 the most popular. The front foot is placed about six inches 
 behind the line; the rear foot is placed so that when kneeling 
 the knee is opposite the instep of the front foot. Small holes are 
 made in which the feet are placed. When the starter says, "Get 
 on the mark," the boy kneels on the knee of his rear leg and places 
 his hands on the line. At the command, "Get set," this knee is 
 raised slightly and the body is pushed foward a little, the boy 
 being on the alert for the report of the pistol or the word, "Go." 
 A pistol with blank cartridges or a toy pistol is much better than 
 saying "Go" as it makes it easier for the timers as well as for the boy. 
 
 The Timers are those who take the time of the runners. Stop- 
 watches should be used, as it is impossible to time accurately 
 with ordinary watches. The watches should be accurate and 
 tested by a jeweler so that they are regulated alike. The timers 
 stand at the finish line and start their watches when they hear 
 the pistol or the word, "Go," and stop them when the boy whom 
 they are timing crosses the finish line. It is an aid to both run- 
 ners and timers to stretch a piece of yarn across the finish line 
 just where the boys will be able to break it with their chests. 
 Two watches should be used for a boy running alone or for the 
 first boy when more than one is running. If there is a difference 
 between the time of the two watches the slower time is recorded. 
 Each boy will be allowed to run but once, unless the person in 
 charge allows a second trial on account of the boy's tripping or 
 falling or for some unavoidable cause. Considerable experience 
 is necessary to time accurately. 
 
 Standing Broad Jump 
 3. A piece of wood eight inches wide is sunk level with the 
 ground. This is called the "take-off." A line may be made on the 
 ground where a board is not used. The boy stands on the board 
 so that his toes are just even with the edge. With clenched fist 
 he swings his arms forward and backward and jumps so that he 
 
114 
 
 LEADERS MANUAL— PIONEERS 
 
 lands on both feet. If he steps over the edge of the board it is a 
 foul and counts as one trial. The jump is measured by placing 
 the free end of the tape at the edge of the board and measuring 
 to the nearest mark on the ground made by any part of the boy. 
 If a boy falls or steps backward, the distance measured is not 
 where his feet landed, but where he made a mark when he fell or 
 slipped back. Care should be taken to have the tape at right 
 angles to the board. Each boy shall have three trials and the 
 best shall be the one recorded. 
 
 Running High Jump 
 
 4. For this event two uprights, two pins, and a cross-stick or 
 bar are required. The uprights may be made of two-by-three- 
 inch sticks, six feet in length. Beginning two feet above the 
 ground, holes are bored one inch apart. 
 The uprights should be placed on the 
 ground nine to twelve feet apart. The 
 cross-stick or bar should be one inch 
 square and ten to fourteen feet in length. 
 A rope cannot be used instead of a cross- 
 stick. A bamboo fishing-rod is often 
 used for the cross-stick. This bar rests 
 on five-inch pins or wire nails, which 
 project not more than three inches from 
 the uprights. The ground is dug up and 
 leveled off where the boys will land. 
 
 The bar is placed at the lower limit of 
 the weight class and is raised one inch at 
 a time. Each boy is allowed three jumps 
 at each successive height, and takes his jump in turn. Those 
 who fail on their first trial take their second trial in turn and 
 those who fail on their second trial take their third in their proper 
 order. When a boy fails on this third trial at any height, he is 
 declared out of the test and is given credit for the last height 
 which he cleared. Knocking down the bar is counted as a trial. 
 Running under the bar is a "balk." Three balks are counted 
 as one trial. The boy may run any distance and from any 
 direction before making his jump. 
 
 Running High Jump 
 
TRACK AND FIELD ATHLETICS 115 
 
 The height of each jump is measured by holding the free end of 
 the tape so that it just touches the ground directly beneath the 
 center of the bar and reading the height on the upper side of the 
 bar or stick. Care should be taken to see that the ground is per- 
 fectly level and that the tape is held vertical. 
 
 Running Broad Jump 
 
 5. For this event it is very important to. have the take-ofif 
 board sunk level with the ground, so that it is very firm. The 
 boy may run any distance, starting slowly and gradually in- 
 creasing his speed, and judging his distance so that he will jump 
 from the take-off board with one foot and land on the ground on 
 both feet. If the boy's foot goes beyond the edge of the take-off 
 board it is a foul, and counts as one trial. Each boy has three 
 trials and the best jump is recorded. 
 
 The ground should be dug up and leveled off so that the boys 
 will not injure themselves when landing. The ground should be 
 smoothed over after each jump. The measurement is made in 
 the same way as for the Standing Broad Jump. 
 
 Putting the Shot 
 
 6. The shot is a metal ball, a stone, or a bag filled with shot 
 weighing exactly eight pounds. It can be made by melting some 
 old lead in a cup and trimming it so that it is as round as possible. 
 It is "put" with one hand and in doing so, the shot must be above 
 and not behind the shoulders. It must not be a throw. A 
 "put" is made from a circle seven feet in diameter. The circle 
 is marked on the ground and is divided into halves by a line 
 drawn through the center. In the middle of the circumference 
 on the front half is placed a curved stop-board, four feet long, 
 four inches high, and fixed in place by means of pins fastening 
 it to the ground. In making a "put," the feet of a boy may rest 
 ageiinst but not on top of this board. 
 
 A fair "put" is one in which no part of the boy touches the top 
 of the stop-board, the circle, or the ground outside of the circle 
 and the boy leaves the circle by its rear half, which is the half 
 directly opposite the stop-boeird. A "put" shall be a foul if 
 any part of the boy touches the ground outside the front half 
 
1 16 LEADERS MANUAL— PIONEERS 
 
 of the circle before the "put" is measured. The measurement is 
 made from the inner edge of the stop-board to the nearest mark 
 on the ground made by the shot. Each boy is allowed three 
 trials in turn and the best "put" is recorded. 
 
 Throwing for Distance 
 
 7. This event may be conducted on the road or in a field. The 
 starting line is ma^ie on the ground. Another line is made fifteen 
 feet back of the starting line. In making his throw, the boy 
 starts at the back line and runs to the starting line. If he goes 
 over the starting line, it is a foul and counts as a trial. 
 
 Each boy is allowed three trials in turn, and the best throw is 
 recorded. Only the regulation baseball that weighs five ounces 
 and is nine inches in circumference is used for the test. The 
 measure is taken from the starting line to the nearest mark on 
 the ground. 
 
TRACK AND FIELD ATHLETICS 
 
 117 
 
 SECTION 3 
 Scoring Tables 
 Class I. 60-80 Lb. Class 
 
 Pts. 
 
 One Lap 
 Potato Race 
 
 Three Lap 
 Potato Race 
 
 so Yard 
 Dash 
 
 75 Yard 
 Dash 
 
 Pts. 
 
 26 
 
 sec. fifths 
 
 4-3 
 
 sec. fifths 
 16.3 
 
 sec. fifths 
 6.3 
 
 sec. fifths 
 10.2 
 
 20 
 
 19 
 
 4.4 
 
 16.4 
 
 6.4 
 
 10.3 
 
 19 
 
 18 
 
 5.0 
 
 17.0 
 
 7.0 
 
 10.4 
 
 18 
 
 17 
 
 5.1 
 
 17.I 
 
 7-1 
 
 II.O 
 
 17 
 
 16 
 
 5-2 
 
 17.2 
 
 7.2 
 
 II. I 
 
 16 
 
 15 
 
 5-3 
 
 17-3 
 
 7-3 
 
 II.2 
 
 15 
 
 14 
 
 5-4 
 
 17.4 
 
 74 
 
 II-3 
 
 14 
 
 13 
 
 6.0 
 
 18.0 
 
 8.0 
 
 II.4 
 
 13 
 
 12 
 
 6.1 
 
 18.1 
 
 8.1 
 
 12.0 
 
 12 
 
 II 
 
 6.2 
 
 18.2 
 
 8.2 
 
 12. 1 
 
 II 
 
 10 
 
 6.3 
 
 18.3 
 
 8.3 , 
 
 12.2 
 
 10 
 
 9 
 
 6.4 
 
 18.4 
 
 8.4 
 
 12.3 
 
 9 
 
 8 
 
 7.0 
 
 19.0 
 
 9.0 
 
 12.4 
 
 8 
 
 7 
 
 7-1 
 
 19. 1 
 
 9-1 
 
 13.0 
 
 7 
 
 6 
 
 7.2 
 
 19.2 
 
 9.2 
 
 I3-I 
 
 6 
 
 5 
 
 7-3 
 
 19-3 
 
 9-3 
 
 13.2 
 
 5 
 
 4 
 
 74 
 
 19.4 
 
 94 
 
 13-3 
 
 4 
 
 3 
 
 8.0 
 
 20.0 
 
 lO.O 
 
 134' 
 
 3 
 
 2 
 
 8.1 
 
 20.1 
 
 lO.I 
 
 14.0 
 
 2 
 
 I 
 
 8.2 
 
 20.2 
 
 10.2 
 
 14. 1 
 
 I 
 
 
 
 8.3 
 
 20.3 
 
 10.3 
 
 14.2 
 
 
 
ii8 LEADERS MANUAL— PIONEERS 
 
 Scoring Tables 
 Class L 60-80 Lb. Class (Continued) 
 
 Pts. 
 
 Standing 
 Broad Jump 
 
 Running 
 High Jump 
 
 Running 
 Broad Jump 
 
 Baseball 
 Throw 
 
 PU. 
 
 20 
 
 ft. in. 
 7-1 
 
 ft. in. 
 
 4-iK 
 
 ft. in. 
 14.2 
 
 ft. 
 130 
 
 20 
 
 19 
 
 6.I1J< 
 
 4.0}i 
 
 13-9 
 
 I27>^ 
 
 19 
 
 18 
 
 6.io>^ 
 
 3-II 
 
 134 
 
 125 
 
 18 
 
 17 
 
 6.9>< 
 
 3-9^ 
 
 12. II 
 
 122^ 
 
 17 
 
 16 
 
 6.8 
 
 3-8>^ 
 
 12.6 
 
 120 
 
 16 
 
 15 
 
 6.6|< 
 
 37X 
 
 12.1 
 
 ii7>^ 
 
 15 
 
 14 
 
 6.5K 
 
 3-6 
 
 11.8 
 
 115 
 
 14 
 
 13 
 
 64^ 
 
 3-4 K 
 
 II-3 
 
 II2>^. 
 
 13. 
 
 12 
 
 6.3 
 
 3.3>^ 
 
 10.10 
 
 IIO 
 
 12 
 
 II 
 
 6.IJ< 
 
 3-2>i 
 
 10.5 
 
 107 >^ 
 
 II 
 
 10 
 
 6.0K 
 
 3-1 
 
 lO.O 
 
 105 
 
 10 
 
 9 
 
 5-ii>< 
 
 2.II?< 
 
 9-7 
 
 102^ 
 
 9 
 
 8 
 
 5-10 
 
 2.10>^ 
 
 9.2 
 
 100 
 
 8 
 
 7 
 
 5-8K 
 
 2.9>i 
 
 8.9 
 
 97.^ 
 
 7 
 
 6 
 
 5-7^ 
 
 2.8 
 
 8.4 
 
 93 
 
 6 
 
 5 
 
 5-6^ 
 
 2.6^ 
 
 7.11 
 
 92;; 
 
 3 
 
 4 
 
 5-5 
 
 2.5H 
 
 7.6 
 
 90 
 
 4 
 
 3 
 
 5-3H 
 
 2A% 
 
 7-1 
 
 87.' i 
 
 3 
 
 2 
 
 5-2}^ 
 
 2.3 
 
 6.8 
 
 85 
 
 2 
 
 I 
 
 5-iH 
 
 2.IK 
 
 6.3 
 
 82>^ 
 
 I 
 
 
 
 5-0 
 
 20;^ 
 
 5-10 
 
 80 
 
 
 
TRACK AND FIELD ATHLETICS 
 
 Scoring Tables 
 
 Class II. 95 Lb. Class 
 
 119 
 
 Pts. 
 
 One Lap 
 Potato Race 
 
 Four Lap 
 Potato Race 
 
 75 Yard 
 Dash 
 
 100 Yard 
 Dash 
 
 Pts. 
 
 20 
 
 sec. fifths 
 4.0 
 
 sec. fifths 
 22.0 
 
 sec. fifths 
 
 9-4 
 
 sec. fifths 
 12. 1 
 
 20 
 
 19 
 
 4-1 
 
 22.1 
 
 lO.O 
 
 12.2 
 
 19 
 
 18 
 
 4.2 
 
 V 22.2 
 
 lO.I 
 
 12.3 
 
 18 
 
 17 
 
 4-3. 
 
 22.3 
 
 10.2 
 
 12.4 
 
 17 
 
 16 
 
 4-4 
 
 22.4 
 
 10.3 
 
 13.0 
 
 16 
 
 15 
 
 5-0 . 
 
 23.0 
 
 10.4 
 
 131 
 
 15 
 
 14 
 
 S-i 
 
 23-1 
 
 II. 
 
 13.2 
 
 14 
 
 13 
 
 '5.2 
 
 23.2 
 
 II. I 
 
 13-3 
 
 13 
 
 12 
 
 5-3 
 
 23-3 
 
 II. 2 
 
 134 
 
 12 
 
 II 
 
 5-4 
 
 234 
 
 11-3 
 
 14.0 
 
 II 
 
 10 
 
 6.0 
 
 24.0 
 
 1 1.4 
 
 14. 1 
 
 10 
 
 9 
 
 6.1 
 
 24.1 
 
 12.0 
 
 14.2 
 
 9 
 
 8 
 
 6.2 
 
 24.2 
 
 12. 1 
 
 14-3 
 
 8 
 
 7 
 
 6.3 
 
 24-3 
 
 12.2 
 
 14.4 
 
 7 
 
 6 
 
 6.4 
 
 24.4 
 
 12.3 
 
 15.0 
 
 6 
 
 5 
 
 7.0 
 
 25.0 
 
 12.4 
 
 I5-I 
 
 5 
 
 4 
 
 7-1 
 
 25.1 
 
 13.0 
 
 15-2 
 
 4 
 
 3 
 
 7.2 
 
 25.2 
 
 I3-I 
 
 15-3 
 
 3 
 
 2 
 
 7-3 
 
 25-3 
 
 13.2 
 
 154 
 
 2 
 
 I 
 
 7-4 
 
 25-4 
 
 13.3 
 
 16.0 
 
 I 
 
 
 
 8.0 
 
 26.0 
 
 134 
 
 16.1 
 
 
 
120 LEADERS MANUAL— PIONEERS 
 
 Scoring Tables 
 Class IL 95 Lb. Class (Continued) 
 
 Pts. 
 
 standing 
 Broad Jump 
 
 Running 
 Higii Jump 
 
 Running 
 Broad Jump 
 
 Baseball 
 Tlirow 
 
 Pta. 
 
 20 
 
 ft. in. 
 
 ft. in. 
 4-5>^ 
 
 ft. in. 
 15-2 
 
 ft. 
 154 
 
 20 
 
 19 
 
 7.6X 
 
 44X 
 
 14.9 
 
 i5i>^ 
 
 19 
 
 18 
 
 7-5 
 
 4-3 
 
 14.4 
 
 149 
 
 18 
 
 17 
 
 7-3^ 
 
 4-1^ 
 
 I3.II 
 
 146K 
 
 17 
 
 16 
 
 7-2>^ 
 
 4-0>^ 
 
 136 
 
 144 
 
 16 
 
 15 
 
 7-iX 
 
 3.IIX 
 
 131 
 
 141M 
 
 IS 
 
 14 
 
 7.0 
 
 ^ 3-10 
 
 12.8 
 
 139 
 
 14 
 
 13 
 
 6.ioJ< 
 
 i-m 
 
 12.3 
 
 136K 
 
 13 
 
 12 
 
 6.9K 
 
 z-rA 
 
 II. 10 
 
 134 
 
 12 
 
 II 
 
 6.8>< 
 
 3-6X 
 
 II-5 
 
 131K 
 
 II 
 
 10 
 
 6.7 
 
 3-5 
 
 II.O 
 
 129 
 
 10 
 
 9 
 
 6.5J< 
 
 3-3^ 
 
 10.7 
 
 I26>^ 
 
 9 
 
 8 
 
 .6.4 J^ 
 
 3-2^ 
 
 J0.2 
 
 124 
 
 8 
 
 7 
 
 6.3>< 
 
 3-iX 
 
 9-9 
 
 I2I,"< 
 
 7 
 
 6 
 
 6.2 
 
 3-0 
 
 9-4 
 
 in 
 
 6 
 
 5 
 
 6.0K 
 
 2.I0J< 
 
 8.11 
 
 116'; 
 
 5 
 
 4 
 
 5-iiK 
 
 2.9K 
 
 8.6 
 
 114 
 
 4 
 
 3 
 
 5-ioX 
 
 2.8>< 
 
 8.1 
 
 IIlK 
 
 3 
 
 2 
 
 5-9 
 
 2.7 
 
 7.8 
 
 109 
 
 2 
 
 I 
 
 57^ 
 
 2.5K 
 
 7-3 
 
 IO6K 
 
 I 
 
 
 
 5-6>^ 
 
 2.4>^ 
 
 6.10 
 
 104 
 
 
 
TRACK AND FIELD ATHLETICS 
 
 Scoring Tables 
 
 Class III. no Lb. Class 
 
 121 
 
 Pts. 
 
 Two Lap 
 Potato Race 
 
 Five Lap 
 Potato Race 
 
 7S Yard 
 Dash 
 
 100 Yard 
 Dash 
 
 Pts. 
 
 20 
 
 sec. fifths 
 
 9-3 
 
 sec. fifths 
 27.0 
 
 sec. fifths 
 
 9-3 
 
 sec. fifths 
 12.0 
 
 20 
 
 19 
 
 94 
 
 
 9-4 
 
 12. 1 
 
 19 
 
 18 
 
 lO.O 
 
 28.0 
 
 lO.O 
 
 12.2 
 
 18 
 
 17 
 
 10. 1 
 
 • 
 
 lO.I 
 
 12.3 
 
 17 
 
 16 
 
 10.2 
 
 29.0 
 
 10.2 
 
 12.4 
 
 16 
 
 15 
 
 10.3 
 
 
 10.3 
 
 13.0 
 
 15 
 
 14 
 
 10.4 
 
 30.0 
 
 10.4 
 
 13- 1 
 
 14 
 
 13 
 
 II.O 
 
 
 II.O 
 
 13.2 
 
 13 
 
 12 
 
 II. I 
 
 31.0 
 
 II. I 
 
 13-3 
 
 12 
 
 II 
 
 II.2 
 
 
 II. 2 
 
 134 
 
 II 
 
 10 
 
 II-3- 
 
 32.0 
 
 II-3 
 
 14.0 
 
 10 
 
 9 
 
 II.4 
 
 
 11.4 
 
 14.1 
 
 9 
 
 8 
 
 12.0 
 
 33-0 
 
 12.0 
 
 14.2 
 
 8 
 
 7 
 
 12. 1 
 
 
 12. 1 
 
 14-3 
 
 7 
 
 6 
 
 12.2 
 
 34-0 
 
 12.2 
 
 14.4 
 
 6 
 
 5 
 
 12.3 
 
 
 12.3 
 
 15-0 
 
 5 
 
 4 
 
 12.4 
 
 35-0 
 
 12.4 
 
 I5-I 
 
 4 
 
 3 
 
 13.0 
 
 
 13.0 
 
 15-2 
 
 3 
 
 2 
 
 131 
 
 36.0 
 
 I3-I 
 
 15-3 
 
 2 
 
 I 
 
 13-2 
 
 
 13.2 
 
 154 
 
 I 
 
 
 
 13-3 
 
 37-0 
 
 13-3 
 
 16.0 
 
 
 
LEADERS MANUAL— PIONEERS 
 
 Scoring Tables 
 Class IIL no Lb. Class (Continued) 
 
 Pts. 
 
 standing 
 Broad Jump 
 
 Running 
 High Jump 
 
 Running 
 Broad Jump 
 
 Baseball 
 Throw 
 
 Shot 
 Put 
 
 Pts. 
 
 20 
 
 ft. in. 
 8.0 
 
 ft. in. 
 
 4.7>^ 
 
 ft. in. 
 16.2 
 
 ft. 
 178 
 
 ft. 
 
 34 
 
 20 
 
 19 
 
 7.I0H 
 
 4.6H 
 
 15-9 
 
 175^ 
 
 33 
 
 19 
 
 18 
 
 7.9>^ 
 
 4-5 
 
 15-4 
 
 173 
 
 32 
 
 18 
 
 17 
 
 7.8X 
 
 4-3^ 
 
 I4.II 
 
 I70>^ 
 
 31 
 
 17 
 
 16 
 
 7-7 
 
 4-2>^ 
 
 14.6 
 
 168 
 
 30 
 
 16 
 
 15 
 
 7.5J< 
 
 4-iX 
 
 14. 1 
 
 i65>^ 
 
 29 
 
 15 
 
 14 
 
 7-4^ 
 
 4.0 
 
 13-8 
 
 163 
 
 28 
 
 14 
 
 13 
 
 7.3>< 
 
 3-ioJ< 
 
 13-3 
 
 160K 
 
 27. 
 
 13 
 
 12 
 
 7.2 
 
 3-9>^ 
 
 12.10 
 
 158 
 
 26 
 
 12 
 
 II 
 
 7.o>i 
 
 3-8;5< 
 
 12.5 
 
 i55>^ 
 
 25 
 
 II 
 
 10 
 
 6.ii>^ 
 
 3-7 
 
 12.0 
 
 153 
 
 24 
 
 10 
 
 9 
 
 6.10X 
 
 3-5J< 
 
 11.7 
 
 150K 
 
 23 
 
 9 
 
 8 
 
 6.9 
 
 34>^ 
 
 11.2 
 
 148 
 
 22 
 
 8 
 
 7 
 
 6.7J< 
 
 3-3K 
 
 10.9 
 
 145K 
 
 21 
 
 7 
 
 6 
 
 6.6>^ 
 
 3-2 
 
 10.4 
 
 143 
 
 20 
 
 6 
 
 5 
 
 6.5>< 
 
 3.oK 
 
 9.11 
 
 Hoyi 
 
 19 
 
 ■5 
 
 4 
 
 6.4 
 
 2.II>^ 
 
 9.6 
 
 138 
 
 18 
 
 4 
 
 3 
 
 6.2^ 
 
 2.10^ 
 
 91 
 
 135K 
 
 17 
 
 3 
 
 2 
 
 6.i>^ 
 
 2.9 
 
 8.8 
 
 133 
 
 16 
 
 2 
 
 I 
 
 6.o^_ 
 
 2.7K 
 
 8.3 
 
 130K 
 
 15 
 
 I 
 
 
 
 5.I1 
 
 2.6>^ 
 
 7.10 
 
 128 
 
 14 
 
 
 
TRACK AND FIELD ATHLETICS 
 
 Scoring Tables 
 
 Class IV. 125 Lb. Class 
 
 123 
 
 Pts. 
 
 Two Lap 
 Potato Race 
 
 Six Lap 
 Potato Race 
 
 100 Yard 
 Dash 
 
 220 Yard 
 Dash 
 
 Pts. 
 
 20 
 
 sec. fifths 
 9.2 
 
 sec. 
 
 33 
 
 sec. fifths 
 II. 2 
 
 sec. fifths 
 28.0 
 
 20 
 
 19 
 
 9-3 
 
 
 II-3 
 
 28.2 
 
 19 
 
 18 
 
 9-4 
 
 34 
 
 II.4 
 
 28.4 
 
 18 
 
 17 
 
 lO.O 
 
 
 12.0 
 
 29.1 
 
 17 
 
 16 
 
 lO.I 
 
 35 
 
 12. 1 
 
 29-3 
 
 16 
 
 15 
 
 10.2 
 
 
 12.2 
 
 30.0 
 
 15 
 
 14 
 
 10.3 
 
 36 
 
 12.3 
 
 30.2 
 
 14 
 
 13 
 
 10.4 
 
 . 
 
 12.4 
 
 30.4 
 
 13 
 
 12 
 
 II.O 
 
 37 
 
 13.0 
 
 3I-I 
 
 12 
 
 II 
 
 II. I 
 
 
 I3-I 
 
 31-3 
 
 II 
 
 10 
 
 11.2 
 
 38 
 
 13.2 
 
 32.0 
 
 10 
 
 9 
 
 II-3 
 
 
 13-3 
 
 32.2 
 
 9 
 
 8 
 
 11.4 
 
 39 
 
 134 
 
 32.4 
 
 8 
 
 7 
 
 12.0 
 
 
 14.0 
 
 33-1 
 
 7 
 
 6 
 
 12. 1 
 
 40 
 
 14. 1 
 
 33-3 
 
 6 
 
 5 
 
 12.2 
 
 
 14.2 
 
 34-0 
 
 5 
 
 4 
 
 12.3 
 
 41 
 
 14-3 
 
 34-2 
 
 4 
 
 3 
 
 12.4 
 
 
 14.4 
 
 34-4 
 
 3 
 
 2 
 
 13.0 
 
 42 
 
 15.0 
 
 35-1 
 
 2 
 
 I 
 
 131 
 
 
 I5-I 
 
 ■35-3 
 
 I 
 
 
 
 13.2 
 
 43 
 
 15.2 
 
 36.0 
 
 
 
124 
 
 LEADERS MANUAL— PIONEERS 
 
 Scoring Tables 
 Class IV. 125 Lb. Class (Continued) 
 
 Pts. 
 
 standing 
 Broad Jump 
 
 Running 
 High Jump 
 
 Running 
 Broad Jump 
 
 Baseball 
 Throw 
 
 Shot 
 Put 
 
 Pte. 
 
 20 
 
 ft. in. 
 
 8.7 
 
 ft. in. 
 
 4.9>^ 
 
 ft. in. 
 17.2 
 
 ft. 
 230 
 
 ft. 
 
 37-0 
 
 20 
 
 19 
 
 8.5K 
 
 4.8J< 
 
 16.9 
 
 226 
 
 35-9 
 
 19 
 
 18 
 
 W/i 
 
 4-7 
 
 16.4 
 
 222 
 
 34-6 
 
 18 
 
 17 
 
 8.3K 
 
 4-5J< 
 
 I5-II 
 
 218 
 
 33-3 
 
 17 
 
 16 
 
 8.2 
 
 44K 
 
 15-6 
 
 214 
 
 32.0 
 
 16 
 
 15 
 
 s.oH 
 
 4.3X 
 
 I5-I 
 
 210 
 
 30.9 
 
 15 
 
 14 
 
 7.1 1>^ 
 
 4.2 
 
 14.8 
 
 206 
 
 29.6 
 
 14 
 
 13 
 
 7.I0X 
 
 4.0K 
 
 14-3 
 
 202 
 
 28.3 
 
 13 
 
 12 
 
 7-9 
 
 3-ii>^ 
 
 13.10 
 
 198 
 
 27.0 
 
 12 
 
 II 
 
 77J< 
 
 3-ioK 
 
 13-5 
 
 194 
 
 25-9 
 
 II 
 
 10 
 
 7-6>^ 
 
 3-9 
 
 13.0 
 
 190 
 
 24.6 
 
 ID 
 
 9 
 
 7-5>< 
 
 3.7^ 
 
 12.7 
 
 186 
 
 233 
 
 9 
 
 8 
 
 7-4 
 
 3-6>^ 
 
 . 12.2 
 
 182 
 
 22.0 
 
 8 
 
 7 
 
 7-2^ 
 
 3-5^ 
 
 11.9 
 
 178 
 
 20.9 
 
 7 
 
 6 
 
 7-i>^ 
 
 34 
 
 11.4 
 
 174 
 
 19.6 
 
 6 
 
 5 
 
 7.0X 
 
 3-2j< 
 
 lO.II 
 
 170 
 
 18.3 
 
 5 
 
 4 
 
 6.11 
 
 i-iH 
 
 10.6 
 
 166 
 
 17.0 
 
 4 
 
 3 
 
 6.9^" 
 
 3-OJ4 
 
 10. 1 
 
 162 
 
 15-9 
 
 3 
 
 2 
 
 6.8>^ 
 
 2.11 
 
 9.8 
 
 158 
 
 14.6 
 
 2 
 
 I 
 
 6.7K 
 
 2.9J< 
 
 93 
 
 154 
 
 I3v3 
 
 I 
 
 
 
 6.6 
 
 2.8;^ 
 
 8.10 
 
 150 
 
 12.0 
 
 
 
TRACK AND FIELD ATHLETICS 
 
 Scoring Tables 
 
 Class V. Unlimited Weight Class 
 
 125 
 
 Pts. 
 
 Three Lap 
 Potato Race 
 
 Six Lap 
 Potato Race 
 
 100 Yard 
 Dash 
 
 220 Yard 
 Dash 
 
 Pts. 
 
 20 
 
 sec. fifths 
 15.0 
 
 sec. fifths 
 32.3 
 
 sec. fifths 
 10.4 
 
 sec. fifths 
 26.0 
 
 20 
 
 19 
 
 I5-I 
 
 
 II.O 
 
 26.2 
 
 19 
 
 18 
 
 15-2 
 
 33-3 
 
 II. I 
 
 26.4 
 
 18 
 
 17 
 
 15-3 
 
 
 II. 2 
 
 27.1 
 
 17 
 
 16 
 
 15-4 
 
 34-3 
 
 II-3 
 
 27-3 
 
 16 
 
 15 
 
 16.0 
 
 
 II.4 
 
 28.0 
 
 15 
 
 14 
 
 16.1 
 
 35-3 
 
 12.0 
 
 28.2 
 
 14 
 
 13 
 
 16.2 
 
 
 12. 1 
 
 28.4 
 
 13 
 
 12 
 
 16.3 
 
 36.3 
 
 12.2 
 
 29.1 
 
 12 
 
 II 
 
 16.4 
 
 
 12.3 
 
 29-3 
 
 II 
 
 10 
 
 17.0 
 
 37-3 
 
 12.4 
 
 30.0 
 
 10 
 
 9 
 
 17.1 
 
 
 13.0 
 
 30.2 
 
 9 
 
 8 
 
 17.2 
 
 38.3 
 
 I3-I 
 
 30.4 
 
 8 
 
 7 
 
 17-3 
 
 
 13.2 
 
 3I-I 
 
 7 
 
 6 
 
 174 
 
 39-3 
 
 13-3 
 
 31.3 
 
 6 
 
 5 
 
 18.0 
 
 
 134 
 
 32.0 
 
 5 
 
 4 
 
 18.1 
 
 40.3 
 
 14.0 
 
 32.2 
 
 4 
 
 3 
 
 18.2 
 
 
 14. 1 
 
 324 
 
 3 
 
 2 
 
 18.3 
 
 41-3 
 
 14.2 
 
 33-1 
 
 2 
 
 I 
 
 18.4 
 
 
 14-3 
 
 33-3 
 
 I 
 
 
 
 19.0 
 
 42-3 
 
 14.4 
 
 34-0 
 
 
 
126 LEADERS MANUAL— PIONEERS 
 
 Scoring Tables 
 
 Class V. Unlimited Weight Class (Continued) 
 
 Pts. 
 
 standing 
 Broad Jump 
 
 Running 
 High Jump 
 
 Running 
 Broad Jump 
 
 Baseball 
 Throw 
 
 Shot 
 Put 
 
 PU. 
 
 20 
 
 ft. in. 
 8.II>^ 
 
 ft. in. 
 
 ft. in. 
 18.2 
 
 ft. 
 270 
 
 ft. 
 42.0 
 
 20 
 
 19 
 
 8.IOX 
 
 io'A 
 
 17.9 
 
 266 
 
 40.9 
 
 19 
 
 18 
 
 8.9 
 
 4.1 1 
 
 174 
 
 262 
 
 39-6 
 
 18 
 
 17 
 
 &.7H 
 
 4-9^ 
 
 16.II 
 
 258 
 
 38.3 
 
 17 
 
 16 
 
 8.6>^ 
 
 4.8>^ 
 
 16.6 ' 
 
 254 
 
 37-0 
 
 16 
 
 15 
 
 8.5'A 
 
 ^■7H 
 
 16. 1 
 
 250 
 
 35-9 
 
 15 
 
 14 
 
 8.4 
 
 4.6 
 
 15.8 
 
 246 
 
 34-6 
 
 14 
 
 13 
 
 8.2^ 
 
 4AH 
 
 15-3 
 
 242 
 
 33-3 
 
 13 
 
 12 
 
 &.i}4 
 
 4-3>^ 
 
 14.10 
 
 238 
 
 32.0 
 
 12 
 
 II 
 
 8.0X 
 
 4-2X 
 
 145 
 
 234 
 
 30.9 
 
 II 
 
 10 
 
 7.11 
 
 4.1 
 
 14.0 
 
 230 
 
 29.6 
 
 10 
 
 9 
 
 7-9H 
 
 3-iiH 
 
 13-7 
 
 226 
 
 28.3 
 
 9 
 
 8 
 
 7-8>^ 
 
 3-io>^ 
 
 13.2 
 
 222 
 
 27.0 
 
 8 
 
 7 
 
 7-7J4 
 
 3-9^ 
 
 12.9 
 
 218 
 
 25-9 
 
 7 
 
 6 
 
 7.6 
 
 3-8 
 
 12.4 
 
 214 
 
 24.6 
 
 6 
 
 5 
 
 74K 
 
 3.6?< 
 
 II. II 
 
 210 
 
 233 
 
 5 
 
 4 
 
 7-3>^ 
 
 3.5K 
 
 ir.6 
 
 206 
 
 22.0 
 
 4 
 
 3 
 
 7.2X 
 
 34X 
 
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TRACK AND FIELD ATHLETICS 127 
 
 SECTION 4 
 
 Boys' Athletic Meet Suggestions 
 A. Events 
 
 I. SHORT DASHES 
 
 50 yards 
 
 75 yards 
 
 100 yards 
 
 80 yard low hurdle, 3 hurdle 
 
 80 yard high hurdle, 10 yard start, 15 yard finish 
 
 6 hurdle 
 
 Sack race 
 
 Walking race 
 
 II. FIELD EVENTS 
 
 Standing broad jump 
 Running broad jump 
 Running high jump 
 Shot put, 8 and 12 lbs. 
 Baseball throw 
 
 III. TEAM EVENTS 
 
 Relay races are «iost interesting events. The stan- 
 dard relay is the four-man event, each running one- 
 fourth of the entire distance. From the standpoint of 
 creating interest and for the younger boys, the short- 
 distance relays are most worth while. The shuttle 
 method of running relays is a very quick one, as not 
 only may runs be used with many variations, but shot 
 put and jumps may be run off as relay events by this 
 method. The following is an explanatipn of the relay 
 and shuttle types of running relays: 
 
 Relay Type 
 
 The competing teams are lined up in parallel col- 
 umns of file, behind a take-off line which is marked 
 across the field. The first player in each column, if 
 the event be a jump, jumps forward from the mark. 
 His jump is marked upon the ground by a sharp stick, 
 or if indoors, by a piece of chalk. The column moves 
 up, the first jumper goes to the rear of the line, and 
 the second jumper toes the mark of the first and jumps 
 forward in the same direction as the first jumper 
 
■LEADERS MANUAL— PIONEERS 
 
 jumped. The column moves forward and the third 
 jumper jumps from the mark of the second. This con- 
 tinues until the entire team has jumped. The com- 
 posite jump of the whole column determines the 
 distance. Equal numbers of men must jump in each 
 column. 
 
 In this type of meet it is necessary to' have a very 
 long field if you have large numbers in the columns. 
 In view of this fact, the events should be selected 
 which do not cover too great a distance. The race of 
 the relay type, wherein men are stationed at equal 
 distances along a given course, is pretty well known. 
 The first runner touches off the second; the second, 
 the third; and so on. 
 
 In the events of the relay type there should be an 
 official for each team. 
 
 Events which can be used in this type of an athletic 
 meet are: 
 
 Team relays 
 
 Standing broad jump 
 
 Frog race, in which competitors travel forward in 
 
 frog leaps instead of running 
 Standing hop * 
 
 Leapfrog jump, in which the down one, toes a 
 mark while the second takes a frog leap over 
 his back for distance and gets down at the 
 point where his heels broke the ground, for the 
 third jumper to go over his back 
 Running broad jump 
 Weight-throw in back of neck. Weight is held by 
 
 both hands and thrown backward 
 Back jump 
 
 Two standing broad jump 
 Standing hop 
 
 Shuttle Type 
 
 Teams are lined up in parallel columns behind a 
 given take-off line. It is very essential that this take- 
 off line be made prominent and permanent The 
 columns are grouped in pairs. No. i column competes 
 against No. 2 column, No. 3 against No. 4, etc. The 
 columns should be arranged so that the shortest 
 player is in front of each. A good permanent line to 
 
TRACK AND FIELD ATHLETICS 129 
 
 use for the shuttle type of meet is a tennis tape flush 
 with the ground. If the event is a jump, the first 
 competitor of one team takes his place at the take-off 
 and jumps. His record is marked by a line, at one 
 end of which is stuck up a sharp stick. The first com- 
 petitor of the second column toes the line marked by 
 the sharp stick and tries to jump from that position 
 back to the original take-off. His jump is marked by a 
 line and another sharp stick. The second jumper on 
 the team that jumped first toes the mark made by the 
 jumper on the opposing team, and jumps in the same 
 direction as the first jumper representing his team. 
 These two teams compete against each other, one 
 team jumping^ against the other in shuttle fashion, 
 until every man has jumped. If the last man to jump 
 on the second team fails to come up to the original 
 take-off, his team has lost the event; but if he jumps 
 and reaches the original take-off line, his team is pro- 
 nounced the winner. Team No. 3 is competing 
 against No. 4; No. 5 against No. 6; and so on, at the 
 same time that Teams No. i and No. 2 compete. Two 
 officials should act, one to mark the jump of each team. 
 
 Suggested Events: 
 
 Standing broad jump 
 
 Running broad jump 
 
 Three running broad jumps 
 
 Standing hop 
 
 Running hop 
 
 Shot put 
 
 Hop, step, and jump 
 
 Backward jump 
 
 Baseball throw 
 
 Football punt 
 
 Football forward pass 
 
 B. Suggestions Concerning Athletic Meet 
 
 I. RULES 
 
 Rules governing all events are found in either the 
 "Army and Navy Athletic Handbook," Association 
 Press; or in the "A. A. U. Athletic Handbook," 
 Spalding. 
 
130 LEADERS MANUAL— PIONEERS 
 
 II. SPRINTS 
 
 Mark out the course with either cord or white line. 
 The lane in which each man runs should be at least 
 three feet wide. Have two finishing posts at the finish 
 line. Stretch a line of red wool or worsted from post to 
 post to assist the judges. Have all starts and finishes 
 plainly marked. It helps very much to have all 
 finishes at the same place. 
 
 III. OFFICIALS 
 
 It is necessary to have the following officials. Their 
 duties are stated in the handbooks referred to. 
 One Referee 
 
 Four Judges of the Finish, if picking three places: 
 one to pick first place, two to pick second place, 
 one to pick third place 
 -Two or three Timers 
 One Starter 
 
 One Clerk of Course, an Assistant to run field even ts, 
 and an Assistant to help him with track events 
 One Announcer 
 
 This is very important, both from the stand- 
 point of getting runners out on time and of 
 keeping the crowd informed. 
 One Scorer and an Assistant ScorSl- 
 
 If distance events are used or sprints are run 
 on an oval track, inspectors would have to be 
 placed at the turns. 
 
 If badges are furnished for the judges and 
 several marshals or police are furnished, the 
 track and field space can be kept clear. Roping 
 the field especially the space at the finish 
 helps in this respect. 
 
 IV. EQUIPMENT 
 
 I. Track Events 
 
 One gun and cartridges for the Starter 
 
 One whistle for the Starter 
 
 One whistle for the Referee 
 
 Numbers and safety pins for competitors 
 
 Red worsted for finish line 
 
 Score sheets for the Clerk of Course, and the 
 
 Scorer, with extra sets for the Assistants 
 Stop-watches for Timers 
 
TRACK AND FIELD ATHLETICS 131 
 
 2. Field Events 
 
 a. Jumps 
 
 Two standards seven feet high 
 
 Six cross-bars of wood or bamboo 
 
 One measuring tape or measuring stick 
 
 One shovel and rake . 
 
 One take-off board, a joist four feet long, 
 
 eight inches wide, sunk level with the 
 
 ground 
 One balk line six feet from the take-off 
 
 board 
 One soft landing pit, ten feet by twelve 
 
 feet and in line with the take-off 
 
 twenty-five feet long by four feet 
 
 b. Shot Put 
 
 One seven-foot circle 
 
 One curved toe-board, if possible four 
 
 feet long, four and a half inches wide, 
 
 and four inches high 
 Iron shots, eight and twelve pounds 
 One measuring tape 
 
 c. Baseball Throw 
 
 One regulation baseball 
 One measuring tape 
 
 (If measuring tape is not long enough, 
 an arch may be marked off on the ground 
 at any distance desirable and all throws 
 can be quickly measured) 
 
 d. Sack Race 
 
 As many good sacks as will be needed in 
 a heat 
 
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CHAPTER XIV 
 AQUATICS 
 
 Section i. Swimming 
 
 Section 2. Water Sports 
 
 Section 3. Supervision 
 
 ".Section 4. Swimming Records 
 
 Section 5. Bibliography 
 
 SECTION I 
 B. Deane Brink 
 
 Oh, boy! It was great! Never was there anything that 
 brought so much joy into life as that "Ole Swimmin' Hole," or 
 the "Tank" in the old "Y". The thrill of the splash! The fun of 
 being in the midst of that wriggling, diving, splashing bunch 
 of humanity! It was great fun and it brought with it a sense 
 of mastery and achievement that made it a real joy. 
 
 Swimming is a fine all-round exercise. Because the body 
 lies flat the heart does not have to work as hard to pump the 
 blood as when the body is standing up. It tones up the nerves 
 and muscles, and because of the yielding surface there are no 
 bumps or bruises. The work is evenly distributed, so that there 
 is little danger of strain. The poisons which result from the 
 breaking down of the muscle cells are thrown out through the 
 pores of the skin and washed away. 
 
 But swimming is fine, not alone because it is the best fun 
 ever, and makes strong bodies, and wsishes away dirt and 
 poisons. It is so important that a number of schools and colleges 
 consider it a necessary part of a boy's education. Education, 
 you know, is not just learning a lot of facts. Education is 
 learning how to live. To live right one must have will power, 
 self-reliance, and courage. Swimming teaches all three. But 
 to live right one must add to will power, self-reliance, and 
 courage the willingness to serve. 
 
AQUATICS 139 
 
 In the great World War the waste in man power was terrible, 
 but few boys realize that in peace times there are enough people 
 who drown every two months to man a large battleship. In the 
 United States and Canada alone each year more than twenty 
 thousand people lose their lives in preventable drowning acci- 
 dents. 
 
 It is because we are accustomed to this terrible waste of life 
 and so few are prepared to help that we go about thinking little 
 and caring less about its prevention. 
 
 Every boy should learn to swim because: 
 
 1. It is the duty of every American boy to be prepared to 
 save his own life and the life of others. 
 
 2. It is the best known form of physical exercise. 
 
 3. It is great fun. 
 
 But dog-paddling around in a "crick" or pond does not always 
 make good swimmers. In fact, bad swimming habits learned in 
 the "Ole Swimmin' Hole" stick through life, and lots of real fun is 
 lost because the swimmer tires easily 
 and cannot seem to do the crawl, 
 breast, and other strokes as others do 
 them. He has not learned the ABC 
 and arithmetic of swimming. It is as 
 easy to learn to swim as "falling into 
 the water." If a boy has strength 
 enough to stand, is possessed of an 
 average amount of brains, and can get to where there is enough 
 water to float him, he can learn to swim. In fact, it is possible 
 to learn the most important things about swimming with only 
 a washbasin of water and room to fling the- arms and legs around. 
 Swimming is hard only as it is made so. Success depends upon 
 oneself and the attitude taken toward water. There is only 
 one real reason why any person cannot swim, and that is F-E-A-R 
 Fear. In very young children this condition does not exist, but 
 the average person, who though he has had the opportunity yet 
 cannot swim, is unable to do so because at some time in his life 
 he has been shocked or frightened either by being "ducked" or 
 splashed, by being pushed or by falling into the water, or by 
 hearing, reading about, or actually having a part in a boating or 
 drowning accident. 
 
140 
 
 LEADERS MANUAL— PIONEERS 
 
 Five Laws of Swimming 
 
 In learning to swim, dive, and save life there are five things 
 to remember. Five. Count them on the thumb and fingers 
 of your hand: (i) confidence; (2) breathing; (3) balance; 
 (4) relaxation; (5) coordination; and the greatest of these is 
 confidence. When confidence comes in, "Old Man Fear" goes out, 
 and with this nuisance out of the way the rest is easy. One of 
 the things that will help in gaining confidence is to realize that 
 for the time being the beginner is going into a new element, 
 the home of Mr. and Mrs. Fish, and must therefore learn to "feel 
 at home" in the home of the fish, and pay them and their home 
 all the respect that is ordinarily given to one's human friends. 
 It will also help create confidence to know that, like the fish, 
 you cannot sink or drown provided your lungs are kept full of air. 
 This sounds silly, but think it over. Another thing to remember 
 in learning to feel "at home in the water" is that familiarity 
 breeds "content," and when contented one is at ease and relaxed. 
 
 The Easiest and Best Stroke to Learn 
 
 Many instructors have evolved many systems, but one of the 
 best, because both scientific and natural and therefore easy, 
 and because it has brought remarkable 
 results, is the one here given. It is so 
 easy and natural that any boy can learn 
 it. A year ago at a summer camp a boy 
 of fifteen who, through an accident, had 
 had his leg cut off at the hip, leeirned 
 within ten minutes to swim twenty-five 
 feet. The beauty of it is that the move- 
 ments can be learned by means of a land 
 drill without much effort. The timing 
 and movements of the au^ms and legs 
 closely resemble the dog paddle or primi- 
 tive man's natural stroke. It is inter- 
 esting to note this style of swimming 
 shown on old Assyrian monuments many 
 years before Christ. After this funda- 
 mental crawl stroke is mastered and a boy 
 
AQUATICS 
 
 141 
 
 has learned to feel "at home in the water," the breast, back, 
 crawl, and side strokes can be learned. 
 
 Breathing 
 
 The beginner should go into the water about waist deep and 
 if learning in a large body of water, always face the shore or 
 teacher. Now to learn how to breathe — for remember that in 
 entering the home of the fish the swimmer must adapt himself 
 to a new home of environment. He must breathe as the fish do. 
 In the majority of swimming strokes the head is held face 
 down in the water, the air being gasped in through the mouth as 
 the head is turned sideways up, and breathed out through the 
 nostrils as the head is turned face down. The reason for this is 
 that the swimmer can in a given space 
 of time get more air into the lungs 
 through the mouth than through the 
 nose. Also, if the water was inhaled 
 through the nose it would irritate the 
 lining of the nasal cavity. To learn to 
 breathe properly, place hands on knees, 
 turn the head sideways up. and through 
 the mouth gulp or gasp the lungs full 
 of air. Then turn the head face down 
 and blow the air out through the nose. 
 Repeat this on two counts, keeping the 
 rhythm as in music, one, two, one, 
 two, etc., gradually bringing the face 
 near and finally into the water until 
 able to breathe out against the water 
 resistance. Never forcibly submerge 
 the face and body. This is likely to 
 make the body rigid. This is wrong, as 
 relaxation is absolutely necessary 
 one is to feel "at home in the home of the 
 fish." Step two, then, is to learn to have 
 the face in the water, first with eyes closed, and then open. 
 Stand as before with hands on knees, turn head sideways up, 
 gulp lungs full of air, then place the head gently in the water 
 face down, hold it in this position for a few seconds, and then as 
 
 ^ 
 
 %^ 
 
142 LEADERS MANUAL— PIONEERS 
 
 gently remove head, face down, from water. As the face leaves 
 the water open the mouth wide. Do this to aUow the few drops 
 of water which have been forced up through the nose into the 
 head cavities to flow out of the moiith rather than down into the 
 stomach, causing nausea and fear. This is important; remem- 
 ber it. 
 
 It will help in developing confidence- if the beginner will 
 open his eyes after placing the face in the water and try to count 
 pebbles held in the hand or to count the extended fingers. This 
 distracts the attention from any unpleasantness and introduces 
 an element of interest. 
 
 Balance 
 
 As the greater part of our working hours are spent in an upright 
 or vertical position or plane, we haye through the years developed 
 certain habits of balance and have trained our muscles, bones, 
 and nerves to hold the body up straight. Now since the beginner 
 is trying to learn how to act, breathe, and move like a fish, he 
 must learn to move" in the home of the fish not standing but 
 lying down. In other words, he must form new habits of balance, 
 for no fish other than the horse fish swims standing up on end. 
 
 To learn to balance, the beginner will imitate a floating 
 turtle. This is done usually after the first trial and really 
 marks an important step in learning to swim, for once the 
 sensation of balance and floating flashes on the mind of the 
 beginner, progress is rapid. In water up to the chest, with the 
 hands on knees, bend the knees until water reaches the chin. 
 Then turn the head sideways up, gulp a lungful of air, turn the 
 head, chin down on chest, reach hands down, and grasp shins 
 halfway between knees and ankles and pull knees up tight to the 
 chest. The feet will leave the bottom and the body will float in 
 a fine example of a turtle. It will not sink. To return, release 
 grasp, drop feet to bottom, raise head, face down, open mouth 
 and eyes, but do not straighten body until water is out of mouth. 
 Because the human body weighs almost the same as an equal 
 body of water and therefore weighs practically nothing in the 
 water, and because it is held up by about two hundred cubic 
 inches of air contained in the lungs, it is impossible for the body 
 to sink. Try it, push a person imitating a floating turtle to the 
 
AQUATICS 143 
 
 bottom and immediately he will return to the surface and remain 
 so until the air is exhaled from the lungs. 
 
 Relaxation 
 
 Further to_ develop balance and bring about relaxation, 
 imitate a jellyfish by taking a coasting plunge as follows: 
 
 Bend knees until water reaches the chin, turn head sideways 
 up and gasp lungs full of air, then turn head face down between 
 extended arms, get a good purchase with the feet on the bottom 
 or, if in an indoor pool, with one foot against the side, push off 
 face down, arms extended in front with wrists hanging down and 
 limp, let legs trail along slightly spread. If in clear water keep 
 the eyes open. This will help him to know he is actually moving 
 ahead and will of course increase his confidence. In this coasting 
 or floating plunge the natural buoyancy of the body is very 
 noticeable. As soon as the momentum stops and the legs 
 begin to drop, draw the knees up to the chest and then drop them 
 to the bottom, at the same time sweeping the arms sideways until 
 wide apart, then with a swift movement bring them together 
 with'palms of hands facing. As the hands are brought together, 
 forcing a wedge of water away from the body, raise the head^ 
 but keep the face down with mouth open to allow water to escape. 
 Remember this is the proper way to regain your balance, for 
 every movement helps to place the beginner in a standing 
 position. I Try and overcome the tendency to rub the water 
 from the eyes as it tends to make the body rigid. Our aim, you 
 know, is relaxation, and with relaxation comes confidence. 
 Do not hurry — take plenty of time in all the movements. The 
 beginner now has splendid confidence. 
 
 He has learned: 
 
 1. That the water is his friend and that he actually feels at 
 home in the home of the fish. 
 
 2. That he positively will not sink so long as his body is 
 relaxed and his lungs kept full of air. 
 
 3. That given a push his body will float in the direction of 
 the push. 
 
 4. That if he wants to regain his balance he just stands up, 
 pushing back against the water with his hands. 
 
144 LEADERS MANUAL— PIONEERS 
 
 5. That he will not feel "sick to his stomach" if on taking his 
 head out of the water he holds his face down and opens his 
 mouth. 
 
 Our swimmer now has confidence, knows how to breathe, has 
 acquired a new sense of balance and knows how to -relax. What 
 has seemed the most difficult thing in the world is now as "easy 
 as pie" and all that remains is to teach his legs and arms to work 
 together, or coordinate (Fig. i). 
 
 Fig. I. Crawl stroke 
 
 Coordination — Leg Movements 
 
 Coordination, then, is the last step. A fish, frog, motor boat, 
 cfr a human fish is actually kicked through the water. The fins 
 of the fish and the arms of the human help in getting this 
 result. To learn this leg kick, lie down in the water, facing 
 shore, with the hands or elbows resting on the bottom, or if in 
 an indoor pool, lie over the edge with the feet in the water or 
 lie over a stool or chair with hands resting on the floor, keeping 
 the chest and knees on the same level. Kick the feet alternately 
 up and down with little or no hip motion. The feet are moved 
 about six inches up and down with the toes turned in and the 
 feet kept only a few inches apart, the major action being centered 
 in the knees. Any flexing or bringing of the thigh forward stops 
 progress. Therefore make a slow, easy, alternate up, back, and 
 down movement of the leg and foot. Do not hurry, take your 
 time. Hurry makes the muscles tired and rigid and leads to 
 shortness of- breath. When able to do this elementary scissor 
 kick return to water about chest deep, face the shore, 'take a deep 
 breath as described, and with head face down between the 
 extended arms give a strong push from the bottom or side of 
 pool. As the body glides foward, start the kicking or scissor 
 
AQUATICS 145 
 
 movements of the feet and legs. Keep this up until necessary 
 to breathe, then regain the balance as described. Do not reach 
 or push down with the hands, for a body in the water will 
 always follow the direction of the hands and arms and instead 
 of regaining one's balance the body will sink head first. If the 
 water is clear and the eyes kept open the beginner will realize 
 with joy that he is know making headway under his own power. 
 He is swimming, for swimming is the ability to move in the water 
 in a definite direction. 
 
 Ann Movements 
 
 Now for the arm or paddling movements. In water about 
 waist deep (this exercise may also be done as a land drill), stand 
 with feet well braced, one in front of the other, and bend the 
 body at the waist until the chest is about on a level with the 
 surface of the water, the left arm extended front with the palm 
 turned down and the wrist slightly bent, the right arm extended 
 back with the palm turned up. Now with a rolling movement of 
 the body imitate a windmill, keeping the arms the same relative 
 distance apart, one hand gripping and pulling as the other leaves 
 the water. After this movement becomes easy return to water 
 chest deep, take a deep breath, as described, and with head face 
 down between the extended arms give a vigorous push with the 
 feet from the bottom or side of the pool and before the momen- 
 tum of the body stops start the windmill movement of the arms. 
 The legs should trail along relaxed — ^as the body rolls they will 
 unconsciously move slightly up and down in a rudimentary 
 scissor movement. Keep the legs together and the toes pointed 
 back. In this arm movement do not attempt to move the legs. 
 Let them, like a cow's tail, "trail behind." Keep the fingers 
 together so that the hand is cupped and resembles the blade 
 of a spoon oar. Be sure that the hand is bent down at the wrist 
 so that the swimmer gets the benefit of the pull as soon as the 
 hand enters the water. As suggested before, it is a good plan 
 to keep the eyes open so as to watch the arms and also the bottom 
 of the pool to see how fast he is moving. Be sure to pull all the 
 time the arm is under^wrater and that it does not leave the water 
 until it reaches the hip. In other words, do not make the stroke 
 choppy. Again remember to take plenty of time and when out 
 
146 LEADERS MANUAL— PIONEERS 
 
 of breath regain the balances as described. All that remains 
 now to do is to put together or coordinate the leg and arm move- 
 ments and the swimmer will then feel completely confident and 
 from this point on his expertness and happiness will depend upon 
 practice. 
 
 Combined Leg and Ann Movements 
 
 Now to complete the mechanics of swimming and put to- 
 gether everything learned about this health-giving, joy-making, 
 character-building sport. After taking a big bite of air, bend 
 the knees and give a good strong push foward and, before the 
 momentum stops, start the leg scissor kick; then after a few 
 kicks begin the windmill movements of the arm. Begin by taking 
 a half-dozen strokes and then add more until able to continue 
 until the breath gives out. As stated before, the swimmer fills 
 his lungs by turning the head sideways and biting off a big 
 chunk of air, exhaling or blowing the air out again through the 
 nose when the head is face down in the water. 
 
 Breathing and Stroke 
 
 Now to combine the breathing with the stroke. When the 
 swimmer feels compelled to breathe, say after about the sixth 
 stroke, as the right arm leaves the water at the end of the stroke 
 force the air out through the nose, then turn the head sideways 
 up and bite off another lungful of air and as the right hand 
 again enters the water turn the face down into the water. Some 
 swimmers find it easier to turn the head to the left. In this 
 case breathe as the left arm leaves the water. After the move- 
 ment and breathing become easier, the leg movement should 
 begin at the hip with a snapping action. The legs should not be 
 held stiff but controlled enough to prevent sloppy action. The 
 number of leg drives for each arm stroke depends upon the build 
 of the swimmer. Find the number best suited and stick to 
 that number. 
 
 Artificial Aids 
 
 Now a few words about artificial aids or supports in swimming. 
 Any floating devices, such as belts and pulleys, trolleys, poles, 
 and buoys, except in very rare instances, are unnecessary and 
 
AQUATICS 147 
 
 very doubtful helps. They serve only to give a false sense of 
 security and actually retard the advance of the learner. Where 
 the coordination is extremely poor, small compact light fabric 
 water wings may be used, but if the suggestions given here are 
 faithfully carried out there will be no need of any artificial sup- 
 port. The use of an artificial support shows that there is not the 
 proper confidence. In this system the swimmer will learn to 
 trust the water as a friend. He knows that if the lungs are full 
 of air and his muscles are relaxed he cannot sink and that it is 
 easy and natural to paddle and kick. If he paddles and kicks 
 his body face down through the water, he offers the least resis- 
 tance to the water and therefore moves fjister than with any 
 other stroke. He is thrilled with the joy of doing. He has gotten 
 self-reliance, health, strength, character; has learned something 
 that may prove to be the means of saving his own or other 
 precious human life; and, finally, he has learned how to teach 
 others to swim — a real service. 
 
 Breast Stroke 
 
 After having learned to swim by the easiest and most natural 
 method the swimmer should give attention to other strokes 
 which have real value, as, for instance, in life saving, when 
 necessary to dive from the surface or swim under water in 
 giving help to a tired swimmer, the breast stroke is very useful. 
 This is a very complicated stroke but can be mastered easily 
 after having learned to feel "at home in the water," for he can 
 now give all his attention to the movements. Until 1916 this 
 was a very slow, tifesome stroke. It ofteli produced headache 
 and the swimmer could go but a short distance before getting 
 winded and tired. The headache was largely due to having to 
 hold the head back on the shoulders at an unnatural angle in an 
 attempt to keep water from splashing into the mouth. This 
 unnatural position interferes with the proper circulation of the 
 blood in the neck and head and causes congestion. By adding a 
 long glide at the end of the stroke, with the arms and legs ex- 
 tended and the face submerged, a much easier and faster stroke 
 has resulted. It is well in learning the breast stroke to prac- 
 tice it first as a land drill, so that on entering the water the 
 
148 LEADERS MANUAL— PIONEERS 
 
 movements will be mechanical and allow the swimmer to give 
 his whole attention to proper breathing, etc. 
 
 Breast Stroke — Leg Movement 
 
 Standing Position 
 
 1. Raise the left knee, directing it sideways, the heel of the 
 left foot touching the inside of the right knee, toes pointing 
 downward. 
 
 2. Straighten and lower the left leg by a backward, downward 
 movement until the big toe of the left foot touches the floor 
 about one pace to the left side. 
 
 3. Draw the foot with a snap toward the right foot. Do 
 these three movements several times until they become natural 
 and easy. 
 
 Breast Stroke — Arm Movement 
 
 Standing Position 
 
 In this the position of the hands is important. Hold the 
 fingers close together, thumb against the first fingers, extended 
 straight, the palm of the hand slightly cupped. With the hands 
 in this position extend the arms in front as far as it is possible to 
 reach. 
 
 1. Turn the backs of the hands together with the elbows 
 straight; sweep the arms back until they are a little beyond a 
 straight line across the shoulder. 
 
 2. Bend the arms and bring them edgewise to the front of 
 the chest so that the middle fingers meet, palm down, at a point 
 midway between the chin and breast, elbows close to side ribs. 
 
 3. Shoot the hands foward to position. 
 
 Breast Stroke — Combined Leg and Arm Movement 
 
 Standing Position 
 
 Start with the feet together and the arms extended front. 
 
 1. Sweep arms back until slightly beyond a line across the 
 shoulders and raise the left or right knee until the heel of the 
 raised foot touches inside of the opposite knee. 
 
 2. Bend arms, hands to chest, straighten and lower raised 
 leg to floor, one pace to the side. 
 
AQUATICS 149 
 
 3. Shoot hands foward, palms down to position in front and 
 snap extended leg toward other foot. Do this until leg and arms 
 work together smoothly. 
 
 These movements may also be practiced lying across a bench, 
 stool, or chair — the arm movements as above described, the leg 
 and combined movements as follows: 
 
 Leg Movements 
 
 Lie face down across the bench, legs straight. 
 
 1. Draw up both legs, spread the knees and bring the feet 
 together, big toes touching. 
 
 2. Extend both legs sideward and out wide apart. 
 
 3. Snap the legs and thighs together to starting position. 
 
 Combined Leg and Ann Movement 
 
 Lie across bench with legs and arms extended, feet together, 
 palms down. 
 
 1. Turn hands back to back and sweep arms back to slightly 
 beyond a line through shoulders, at the same time drawing up 
 the legs with knees spread and feet together. 
 
 2. Bring hands to chest and extend legs sideward, out, and 
 wide apart. 
 
 3. Shoot hands to position in front, palms down, and snap 
 legs together, finishing the stroke. 
 
 Breast Stioke in the Water 
 
 After the swimmer has learned the movements of the breast 
 stroke, enter the water breast deep. Take a deep breath through 
 the mouth, bend the knees, give a vigorous push oflf, face down 
 so that the water is just below the eyes, body floating with legs 
 and arms extended. Before the momentum stops sweep the 
 arms back to just beyond the shoulders and draw the legs up, 
 knees spread, feet together. Then as the hands are brought to 
 the chest, extend and spread the legs wide apart. The stroke is 
 finished by shootmg the hands ahead and whipping the legs to- 
 gether with a snap. At this point the body relaxed glides for- 
 ward, the air being blown out through the nose. When ready 
 for the next stroke, raise the head foward, bite off a chunk of 
 air, lower the head, and repeat movements as above. If desired, 
 this stroke may be executed without having the face in the water, 
 
ISO LEADERS MANUAL— PIONEERS 
 
 but because of the neck strain the swimmer is likely to tire 
 much more quickly. 
 
 Back Stroke 
 
 There are several kinds of back strokes and the swimmer 
 should know how to do each of them. This stroke is not only 
 essential in life saving but is useful in getting out of weeds and 
 eel grass; also, when tired, a change to the back stroke will 
 quickly rest the swimmer. This stroke can be learned as a land 
 drill. 
 
 Underarm Back Stroke — Land Drill 
 
 Underarm Back Stroke — Leg Movement 
 
 Lie on back on the floor or on a long bench. 
 
 1. Draw up legs, knees spread, feet together. 
 
 2. Extend and spread the legs wide apart. 
 
 3. Whip or sf^ueeze the legs together with a snap. 
 
 Underarm Back Stroke 
 
 Arm Movement 
 
 , ■• Start with the hands at sides of thighs, palms in. 
 
 I I. Draw arms up, elbows close to ribs, hands on chest. 
 
 2. Extend the arms wide apart. 
 r 3. Sweep the arms, elbows straight down to the thighs as in 
 the starting position. 
 
 Combined Leg and Arm Movements 
 
 1. Draw legs up, knees spread, feet together. At the same 
 time raise the arms, elbows to ribs, hands to chest. 
 
 2. Extend and spread the legs wide apart and shoot arms out 
 sideways on a line with the shoulders, thumbs up. 
 
 3. Whip the legs together and sweep the arms, elbows straight, 
 down against the thighs. 
 
 Underarm Back Stroke in the Water 
 
 In water breast deep, bend the knees and with head held back 
 and arms loosely held, take a deep breath and give a vigorous 
 push slightly up and back. Allow the body to float for a moment 
 on the back, then do the movements as described under the land 
 drill combined leg and arm movements. Exhale through the 
 nose at the end of the stroke. Inhale through the mouth as the 
 
AQUATICS ^ 151 
 
 stroke begins. It is a good plan to practice swimming with dif- 
 ferent leg and arm combinations. For making rescues this stroke 
 is indispensable. For speed and long distance events the back 
 crawl and back double overarm strokes are used. 
 
 Treading Water 
 
 Very often in making rescues it is necessary to use both hands 
 in turning the person on his back. To do this allow the feet to 
 sink until the body is upright, then with a loose knee action 
 move the feet and legs as if riding a bicycle. This will be found 
 to be a very useful stunt. 
 
 Sculling 
 
 Sculling is moving forward or backward, face down or on the 
 back, using a wrist, forearm, and shoulder movement only. 
 
 Head First on Back 
 
 To scull head first, on the back, drop the head slightly back, 
 with the hands and arms at the sides, hands bent up at the wrist. 
 
 Work the hands with a short side-to-side sweep and push, 
 much as a Venetian gondolier or a dory fisherman uses his 
 single oar. 
 
 Feet First on Back 
 
 Same position, except that the hands are bent down at the 
 wrist and pulling with the side-to-side movement instead of 
 pushing. 
 
 Feet First on Face 
 
 With arms extended, elbows straight, hands bent up at the 
 wrist, wave hands from side to side, and push as described in 
 "Head First on Back." 
 
 Diving 
 
 Swimming without knowing how to dive is like eating griddle 
 cakes without syrup. 
 
 Really to enjoy the water and be thoroughly equipped for life 
 saving every boy should be able at least to do the simple dives. 
 At Futtepore, India, the Hindu boys jump from the old temple 
 ruins, sometimes as high as eighty feet, into a deep well. The 
 
152 LEADERS MANUAL— PIONEERS 
 
 jump is made feet first, right hand holding the nose, the left 
 hand held close to the body. 
 
 Diving was introduced into England by the Swedes and was 
 used only in a business way. They, like the Hindus, were skilful 
 in high diving. The pearl divers of the Persian Gulf and around 
 Ceylon caii go to great depths, but the Americans were the first 
 to take the honors in fancy diving. 
 
 The things needed in good diving are confidence, coordination 
 or body-control, balance, the ability to think and act quickly, 
 and patience. Many make the mistake of attempting the hard 
 dives before learning the simple front or forward dive. As shown 
 elsewhere, "Old Man Fear" must first be "licked to a finish." This 
 can be done in the following manner: 
 
 First, jump feet foremost from the edge 
 of the pool. After one or two trials, have 
 the pupil crouch with knees bent, hands 
 extended, thumbs locked and, with the 
 head kept between the arms, fall forward 
 into the water. Repeat this exercise with 
 a springing movement of the legs, the body 
 entering the water at an angle of about 
 forty-five degrees. The tendency, for the 
 beginner, is to lift the head and straighten 
 the body as it nears the water, executing 
 what is technically known as a "belly- whop- 
 per." This can be overcome by inclining the 
 "" "" head forward between the extended arms. 
 
 Arthur McAleen, of the N. Y. A. C, a title holder and au- 
 thority on diving, says: "In every dive, plain or fancy, straight 
 or twisting, the head is the controlling factor, for its weight and 
 position give it the power to direct the entire body while in 
 flight. Not only may the angle of ascent or descent be Jiltered 
 by moving it up or down, right or left, but a vigorous motion is 
 almost sufficient in itself to enable the diver to perform any 
 desired stunt in mid-air, be it somersault or a twist. This 
 should be remembered for it really is the secret of success in 
 fancy diving." 
 
 After the beginner has developed sufficient confidence to dive 
 from the water's edge, he may then be instructed to practice 
 
AQUATICS 
 
 153 
 
 the plain front or forward dive from a height. To execute the 
 front or forward dive properly, take the following position at 
 the edge of the diving board or take-off: head up, chin in, chest 
 out, hips back, feet together, toes just over and gripping the 
 end of the board. Place hands on thighs just below the hips, 
 raise high on toes, balance the body momentarily in this position, 
 then slightly bend the knees and leap or spring up and out with 
 head up and back arched, showing a slightly concaved line from 
 the back of the head to the heels of the feet, the legs straight, 
 feet extended, and toes pointed back. As the body begins to 
 fall, the head is dropped, the arms are extended and, with fingers 
 closed and thumbs locked, the body assumes very nearly a 
 straight line and enters, or should enter, the water at an angle of 
 about ninety degrees. The mistakes usually made are keeping 
 the head up and landing flat on the chest or bending the head 
 too quicldy, which results in throwing the body over and striking 
 the water with the back of the thighs or legs. The standing dive 
 should be mastered before attempting the running forward or 
 front dive. The running front dive is required in competition. 
 The position of the hands and head is important in determining 
 the depth of the dive. The head bent forward on the chest 
 and hands bent sharply downward at the 
 wrist will cause the body to descend. The- 
 raising of the head and hands sends the 
 body to the surface. 
 
 The "run" should be a short one — three 
 or four steps — alighting with all possible 
 force with both feet on the extreme end of 
 the board. Jn the running forward spring 
 backward dive ("salmon," "comeback," 
 "Dutchman") the take-off is made from 
 one foot. 
 
 The various forward combination dives, known as the "swan," 
 "swallow," "butterfly," etc., are now classed as plain forwEU'd 
 dives. The development of the backward dive is the same as the 
 forward. First, stand on the take-off with the back to the water 
 and jump, off backward, feet foremost, into the water. Next, 
 take the fundamental position as described in the forward dive, 
 but with the hands extended overhead, palms front, thumbs 
 
154 
 
 LEADERS MANUAL— PIONEERS 
 
 locked, and back toward the water. Bend backward as though 
 trying to touch the water; allow the knees to bend, keeping the 
 head held back and between the arms, and push off. After a few 
 trials, again take the position with hands below thighs and, with 
 a quick up-heaving movement of the arms, head, and chest, 
 leap or spring up and out and, as the body falls, bring hands 
 together thumbs locked, the . body entering the water in as 
 straight a line as possible. 
 
 The remaining two dives, which complete the standard dives, 
 are known as the "jackknives" — so named because while the 
 body is in the air bent forward, with feet and hands touching 
 the legs are brought back into a line with the body, imitating 
 closely the sudden opening of a knife blade. 
 
 Front jackknife. 
 
 Back jackknife. 
 
 The forward or front jackknife dive may be executed either 
 standing or with a run. A preliminary exercise of bending for- 
 ward, touching the toes, and then suddenly bringing the body 
 into an erect position, hands overhead, is an excellent one and 
 should be practiced before attempting the dive. 
 
 Assume the fundamental position, then bend the knees 
 slightly, leap up and out, but be careful not to land more than 
 six feet from the end of the springboard as this is the distance 
 
AQUATICS 155 
 
 within which the body must enter the water. When the body 
 in its upward spring reaches its highest point, it must bend 
 quickly at the hips, touching toes, and, as it descends, the legs 
 are snapped back and upward, feet together and toes pointed 
 as in all head foremost dives. The head should be held between 
 the extended arms, hands and fingers extended and thumbs 
 locked, the falling body presenting the least resistance possible 
 to the water. The speed acquired in the running front or for- 
 ward jackknife is quite apt to take? the diver beyond the six- 
 foot limit; therefore the emphasis should be placed, not so much 
 upon the run, as upon the jump down upon the board for the 
 upward spring. The backward jackknife is the most difficult of 
 the standard or set dives. Begin by taking the position as in the 
 back dive, then jump backward, feet foremost. After a trial or 
 two the pupil, in position with arms extended to the front 
 horizontal, palms down, and thumbs locked, should spring up 
 and far enough back to clear the board in the descent. The rest 
 of the dive is the same as the forward jackknife. 
 
 LIFE SAVING 
 
 Having learned to swim by this method any boy is now able 
 to do four things. First, he is able to help people who are drown- 
 ing, and can save his own life. Second, he can develop a strong, 
 clean, supple body. Third, he can have more real fun and rec- 
 reation than the fellow who cannot swim. But best of all he 
 can prevent drowning accidents and make others happy by 
 teaching the "other fellow" to swim. 
 
 Now to learn the easiest, quickest, and best way to help 
 anyone in danger in the water. 
 
 The Approach 
 
 As in learning to swim, confidence is the key to success. 
 
 If possible to slip off coat, pants, and shoes, do so. If not, as 
 in the case of a person falling from steamer or boat, the rescuer, 
 in order to be close to the victim, will save time by jumping in 
 immediately and taking off his clothes while in the water. If 
 the coat sticks, button tightly. Do not take off coat if wearing 
 suspenders and no vest. The suspenders will cause trouble by 
 sliding down. 
 
156 LEADERS MANUAL— PIONEERS 
 
 If entering the water from the beach, run in knee-deep and 
 then take a long dive and swim with an easy stroke, keeping the 
 drowning person in sight, if possible. Where there are weeds, go 
 slowly in the direction of the stream. If caught in grass, scull 
 out; use hands only. If making the rescue from a height where 
 the depth of the water is unknown, it is best to drop feet first. 
 
 In approaching the drowning person or persons speak quietly 
 but firmly. If more than one is in danger, take the one in great- 
 est distress. The object isi to get the drowning person in some 
 position for towing. The best position is on the back so that the 
 person cannot grasp the rescuer. The different holds and their 
 breaks, which will be described, should be practiced on land and 
 in the water. 
 
 It is best to get behind the drowning person, but if not pos- 
 sible, reach out and grasp the nearest hand — keeping out of his 
 clutches — tread water and pull straight to you, throwing the 
 victim on the back in a floating position. Sometimes it may be 
 necessary to dive under the person so as to grasp him from the 
 rear. If an attempt is made to grasp the rescuer, stay away — 
 let him fight the water. 
 
 Wrist Hold 
 
 If grasped by a drowning person, the grip most likely to be 
 taken is the hold on the rescuer's wrists, thumbs up. This is 
 easy to break by suddenly raising the arms, elbows out, then 
 
AQUATICS 
 
 157 
 
 quickly thrust hands in, down, and out (Fig. 2). The pressure 
 against the drowning person's thumbs breaks the hold. In break- 
 ing away immediately grasp the person's wrist and turn him 
 around on the back ready to tow. Do this in all breaks. 
 
 Neck Hold, Both Arms Front 
 
 Place right hand against person's right lower jaw and nose, 
 left hand under his right elbow (Fig. 3). With a quick push 
 against face, lift under elbow, and turn him on his back ready 
 to carry; or, if necessary, raise elbows, hands down, fists closed, 
 with thumbs straight and held stiff against close-clenched index 
 finger, and jab thumbs down against person's lower ribs. 
 
158 LEADERS MANUAL— PIONEERS 
 
 Strangle Hold, Rear 
 
 Raise arms crossed, right over left. With right hand grasp 
 person's right little finger. With left hand grab person's left 
 little finger. With a quick jerk and bump back with buttocks 
 pull person's arms wide apart and get behind and carry (Fig. 4). 
 
 Shoulder Hold, Front 
 
 Throw arms, elbows straight, sideways up and overhead, at 
 the same time that you sink down, grasp right arm and get behind 
 him, swim on back and carry him in floating position by two- 
 hand hold. 
 
 Shoulder Hold, Rear 
 
 Throw arms sideways up overhead, duck, grab person, and 
 swim as above. It is well to note that the thumb counter, i. e., 
 jabbing stiff thumbs against lower ribs, is very effective. Be 
 careful in practice. Always follow a release by towing. 
 
 Towing a Person 
 
 Towing a person, of course, is not so dangerous as having to 
 break the holds. One of the very easy methods is to grasp the 
 person by the hair or clothing with one hand, towing him on the 
 back, with one arm and kick for propulsion. 
 
 Head Carry 
 
 After a person is turned on back, tow by placing the hands 
 over his ears, fingers extended down along the lower jaw, the 
 head tilted slightly back (Fig. 5). Keep the water out of the 
 ears — it helps to restore confidence. 
 
 Fin. J. Head Carry 
 
AQUATICS 
 
 159 
 
 Underarm Carry 
 
 When on back place the heels of the hands alongside the body 
 in the armpits, the fingers extended (Fig. 6). 
 
 Fig, 6, Underarm Carry 
 
 Sidearm Carry 
 
 Turn drowning person on the back, by placing right hand on 
 his right shoulder; left hand under his left arm to turn. Throw 
 his left arm up, over, and across rescuer's left and extend right 
 arm ready for the stroke, the drowning person being well up on 
 the left hip of the rescuer (Fig. 7). 
 
 Pie. 7 
 
 Arm Carry 
 
 Rescuer slides left arm under subject's right arm, grasping 
 arm at the biceps (upper arm), and pushes subject along on his 
 back, lifted into floating position by rescuer's elbow under hip. 
 
i6o LEADERS MANUAL— PIONEERS 
 
 How to Help a Tired Swimmer 
 
 If swimming with a friend or near a person wlio gets tired, the 
 tired person should be told to turn on his back and place his 
 hands, arms extended, on the rescuer's shoulders, who swims 
 forward, using the breast stroke. It is possible to carry or push 
 a person a long distance in this manner, provided the rescuer 
 swims easily and does not try to hurry (Fig. 8). Another way is 
 the side-stroke assist or carry. The person to be helped should 
 be behind the rescuer with one hand on his upper shoulder. 
 The one helped can assist by using his free arm and legs. Never 
 do this if the tired one is panicky. 
 
 Fig.S 
 
 When a Boat Capsizes 
 
 If there are a number of persons in the boat, don't attempt to 
 swim ashore with any except those who have gone down. Direct 
 or Jielp others to side of boat. Tell them they are in no danger 
 and to hold on. Dive for person who went under. If he is un- 
 conscious when brought to surface, take him to shore and, if 
 others are present to perform first aid, give directions for Schafer 
 method. Return, and if the boat is not too large, grab painter 
 or rope and tow boat, with persons hanging on, to shore. This 
 is not as difficult as it sounds. If the boat is too large it is better 
 to use anything that may be floating near by, such as an oar or 
 a plank. 
 
 Recovering a Body from the Bottom 
 
 When a body has recently sunk to the bottom, its location 
 may be known by the air bubbles which will appear on the sur- 
 
AQUATICS i6i 
 
 face. In still water the bubbles come straight up. In running 
 water they will be slanting in the direction of the current, so 
 that the body will be found higher up the stream than where the 
 bubbles appear. Grasp the body by the hair at back of the head, 
 slack of coat or shirt at the shoulders, or by the armpit. After 
 securing the body, give a vigorous push and swim upwards with 
 a back stroke, and when near surface, change grip to ordinary 
 rescue hold, as described. 
 
 To Go to Bottom 
 
 Start to swim in a forward motion on the surface, tuck in the 
 chin, throw the legs out of water for weight, and with eyes wide 
 open, take choppy breast strokes to the bottom. Your diving 
 rudder is your head. Keep the hands well advanced to prevent 
 collision with obstructions or bumping into the mud or rocks. 
 
 Resuscitation 
 
 Death by drowning is due to suffocation and shock, not by 
 water entering the lungs. After opening the bodies of many 
 drowned persons, doctors have seldom found more than a tea- 
 spoonful of water in the lungs of each body. The water com- 
 monly supposed to come from the lungs really comes from the 
 stomach. 
 
 It was not until 1804 that people became interested in life 
 saving. Before that time it was a crime to take an unconscious 
 person out of the water. Up to 1858 many foolish and really 
 cr-uel methods of resuscitation were used, among them being the 
 blowing of smoke into the intestines to make the body warm. 
 Cutting a blood vessel and letting the blood escape was another. 
 Blowing air into the lungs with a hand bellows was also prac- 
 ticed. Dr. Hall, in 1858, originated a system which was used 
 until several years later. During the Civil War Dr. Sylvester's 
 method was declared a better one, but in recent years this has 
 given way to the Schafer, or "face down method." This is the 
 method recommended and which will be described (Fig. 9). 
 
 The next thing to do after getting the person to shore and 
 stopping any arterial bleeding, is to send or telephone for a 
 doctor, briefly describing the accident. If others are present 
 
i62 LEADERS MANUAL— PIONEERS 
 
 have them do this. If alone and not near a telephone, go ahead 
 quickly as follows: 
 
 After getting the unconscious person ashore on a flat surface, 
 lay him face downward, arms extended above the shoulder level. 
 Using the forefinger, clean any sand, dirt, grass, or mucus from 
 the person's mouth. Pull the tongue forward. In this position 
 fluids will drain from the mouth. 
 
 Fig. g 
 Artificial Breathing 
 
 If on a shelving beach, remember to lay the person with head 
 toward the water. Place flat on chest. If coat, towel, or any- 
 thing which will serve as a roll is handy, place just below the 
 chest. Turn the person's head to the left, resting on back of 
 right hand, face and hand pointing in the same direction. The 
 person's left arm is extended above the shoulder level. 
 
 Be sure that the tongue is forward and then kneel astride the 
 person so that the knees will be at his hips. Place the hands on 
 the person's back, the thumbs held agstinst index fingers. With 
 the fingers pointing down over the lower ribs, lean forward and 
 steadily press downwards, as you slowly say, "Out goes the water." 
 Then suddenly release the pressure without taking the hands 
 wholly from the body, and rest as you say, "In conies the air." 
 Repeat this forward and backward movement twelve times a 
 minute, until natural breathing is restored. This may take an 
 hour or more, but don't give up. Keep at it. Persons have 
 been brought back to consciousness after four hours of hard 
 work on the part of the rescuer. Remember that apparently 
 drowned persons who have been under water five or ten minutes 
 
AQUATICS 163 
 
 have been resuscitated after the use of this method. So don't 
 get discouraged. Don't give up. To discover signs of returning 
 consciousness lift eyelids. If the dark spot (pupil) in the eye 
 gets smaller when exposed to the light there is still life in the body. 
 
 Keep up the respiration movements until the person begins to 
 breathe. The legs and arms should be rubbed briskly toward 
 the heart. This will help restore the circulation. Cover well 
 with blankets, placing well-protected hot bottles, bricks, or 
 water bags at the feet, pit of stomach, and under the armpits. 
 
 Give hot drinks after person begins to breathe and not until 
 then. 
 
 Give no whiskey or alcoholic stimulant except when ordered 
 to do so by a doctor. 
 
 Give the person plenty of air and quiet, and the recovery will 
 be rapid. 
 
 SECTION 2 
 
 WATER SPORTS 
 
 Aquatic Carnival 
 King Neptune's Court 
 Suggested Program 
 Note 
 
 Screen one corner of tank or pool so that Neptune and followers 
 can make entrance under water and swim to Neptune's throne {a 
 stepladdef) at center. 
 
 1. Neptune mounts throne and calls Court. Introduces fol- 
 lowers, who then disappear except those in next stunt. 
 
 2. Egg, candle, nightshirt, or umbrella race. 
 
 3. Royal pick-a-back wrestling (several teams at once). 
 
 4. Demonstration of fancy swimming strokes: 
 
 a. Submarine e. Sculling (different styles) 
 
 b. Torpedo f. Somersaults 
 
 c. Porpoise g. Rolling Log 
 
 d. Spinning Top h. Hands and feet tied 
 
 5. Blowing ping-pong or toy balloon race. 
 
i64 LEADERS MANUAL— PIONEERS 
 
 6. If possible to use canoes or row boats put on 
 
 a. Tilting (with severjil in boat) 
 
 b. Tug-of-war 
 
 c. Filling opponents' boat with water 
 
 d. Wrestling 
 
 7. (A dash event if desired. Never use a long distance event.) 
 
 8. Life-saving demonstrations 
 
 a. Land drill, holds, breaks and carrys. 
 
 b. Water drill, holds, breaks, carrys, resuscitation. 
 
 9. Fancy diving (each performer does individual dives). Do 
 not repeat dives. Finish with chain dive, each performer bending 
 and grasping ankles of one in front, each dive in succession, 
 holding on ankles. 
 
 10. King Neptune calls Court to throne and then all swim 
 under water to exit. 
 
 Races 
 
 In a water carnival or tournament, the following events are 
 generally included: Tilting contest, water polo, team race, 
 obstacle race, hand paddle race, egg and spoon race, diving 
 through hoop, wrestling in water, where the water is shallow 
 enough, and where it is too deep a ducking contest takes its 
 place. These items on the program usually go along with ordin- 
 ary fast sprints, handicap races, races on back for 50, 100, 220, 
 440, and 880 yards, neat and fancy diving contests, etc. Spec- 
 tators are not pleased with races of greater length than a half 
 mile. From a spectacular standpoint, there is no outdoor con- 
 test that can compare with a good water carnivsil. 
 
 Relay or Team Race 
 
 The fastest swimmers are usually made captains, and these 
 toss for first choice. The race, if the pool or tank is fourteen 
 feet wide, can be participated in by two teams; if eighteen feet 
 wide, by three teams, and so on. Any number can take part on 
 each team. 
 
 The captains, having chosen their men, form in a line in front 
 of them, and at the word "Go," the slowest man from each side 
 dives in first, swims to the end of the tank, touches, turns, and 
 
AQUATICS 
 
 165 
 
 swims back. The next man in line dives over the returning 
 swimmer as soon as he touches, and so on down. The first team 
 that finishes, wins. The speedy swimmers should be kept until 
 the last. This is a splendid method for developing fast sprinters. 
 
 Handicap Races 
 
 There is nothing like a 100-yard straightaway handicap race 
 to increase the speed of swimmers. In such a contest the object 
 of the handicapper is to have the swimmers all arrive at the 
 finish as close together as possible. The handicapper of a swim- 
 ming club should have two assistants in order to take the time 
 of every member. 
 
 Suggested Basis for Handicapping Slow Swimmers 
 TO Increase Their Speed 
 
 Yds. Sees. 
 A swims 100 in 90 and starts at count of 30 
 
 B 
 
 
 100 ' 
 
 ' 98 
 
 
 ' " " 22 
 
 C 
 
 
 100 ' 
 
 ' 70 
 
 
 50 
 
 D 
 
 
 100 ' 
 
 ' 80 
 
 
 40 
 
 E 
 
 
 100 ' 
 
 ' 86 
 
 
 ' " " 34 
 
 F 
 
 
 100 ' 
 
 ' 100 
 
 
 20 
 
 G 
 
 
 100 ' 
 
 *i05 
 
 
 ' " "15 
 
 H 
 
 
 100 ' 
 
 ' no 
 
 
 10 
 
 I 
 
 
 100 ' 
 
 ' 118 
 
 
 2 
 
 J 
 
 
 100 ' 
 
 ' 102 
 
 
 ' " " 18 
 
 K 
 
 
 100 ' 
 
 • 95 
 
 
 ' " "25 
 
 L 
 
 
 100 ' 
 
 ' 120 
 
 
 ' " " 
 
 M 
 
 
 100 ' 
 
 ' 81 
 
 
 39 
 
 N 
 
 
 100 ' 
 
 ' 63 
 
 
 57 
 
 go- 
 
 Add the swimmer's time to the handicap and you get the time 
 of the slowest man. 
 
 Hurry Skurry Race 
 
 Run to the water's edge, swim to your canoe, jump in, and 
 paddle back. The contestants line up, each about fifty yards 
 from the water's edge, opposite his own canoe, wJiich is held at 
 about thirty yards from shore. In the absence of canoes, row- 
 boats will do. 
 
1 66 LEADERS MANUAL— PIONEERS 
 
 Obstacle Race 
 
 The object of this race is to swim around or get over as many 
 as possible of the obstacles placed in the way of the contestants 
 along a course of from fifty to one hundred yards, such as hoops, 
 barrels, scows, poles, etc. 
 
 Old Clothes Race 
 
 1. Let each contestant have a suit of old clothes placed in a 
 pile on a large float fifty yards away from the starting point. At 
 the word "Go" the contestants dive into the water and swim to 
 the float, dress, and swim back in a complete suit of cloth to 
 including hat, waistcoat, and even shoes. 
 
 2. Dressed in a full suit of old clothes, each contestant swims 
 to the float that is placed opposite; undresses to his bathing suit, 
 and returns. This is often a more laughable affair than No. i, 
 as wet clothing clings to the body. 
 
 Life-Saving Race 
 
 Contestant dressed in old clothes, including shoes, hat, and 
 waistcoat, swims to a point fifty yards away, towing a mate, and 
 on the return the two change places. 
 
 As/It is impossible to prevent the towed ones from sculling on 
 the sly, and thus helping their companions, sculling should be 
 permitted, but the leg kick of the one towed must be absent. 
 
 Crocodile Race 
 
 Two teams of even numbers line up behind their captains, each 
 keeping his hands on the hips of the man in front, and, with the 
 exception of the first man, all swim by the power of the leg kick. 
 Place the person with the strongest kick last, so as to keep the 
 line unbroken. 
 
 Hill Dill or Pom Pom PuU-Away 
 
 This game can be played only in a tank about tliirty feet wide 
 and in the deep end. Every one but the person who is "it" lines 
 up on one side. The one who is "it" calls "Hill dill!" when every 
 one must plunge across. Whoever is caught before he touches 
 the other side helps catch others on the return plunge and so on 
 until all are caught. 
 
AQUATICS 167 
 
 Alligator Race 
 
 Two teams line up on their backs, each swimmer clasping the 
 man behind around the head or neck with his feet. AH swim 
 with sculling motions of the hands, except the last man who can 
 use his legs to kick. Place the best kicker last. 
 
 Egg and Spoon Race 
 
 From a standing or water-treading start, each contestant places 
 a dessert spoon handle in his mouth, with a hardboiled egg in 
 the spoon. The first to arrive with the egg in the spoon wins. 
 Any contestant who permits his egg to fall out of the spoon is out 
 of the race. 
 
 Candle Race 
 
 The contestants line up opposite a row of candles, with matches 
 beside them, placed on the far edge of the tank: At the word 
 "Go" the swimmers start for the other end, and, upon arrival, 
 light their candles and swim back. 
 
 Hand Paddlers' Race 
 
 Four or five persons, seated in a canoe paddle with the hands, 
 on both sides of the canoe. The endeavor should be to strike all 
 in unison, and with both hands at the same time. Lean over 
 with a shoulder on each gunwale. 
 
 Four Style Race 
 
 Contestants swim four lengths of the pool, changing style each 
 length, thus: (i) broad stroke on breast; (2) crawl or trudgeon; 
 (3) English overarm or side underarm; (4) alternate overarm or 
 double overarm on back. 
 
 Pick-a-Back Wrestling Contest 
 
 The water should be up to the armpits for this contest. Two 
 men stand in the water, each having a man astride of his neck. 
 The riders endeavor to unhorse each other, while the under men 
 try to maintain a firm balance by active foot work and judg- 
 ment. The upper man will lock his feet behind his "horse's" back 
 while the "horse" will wrap his arms around his rider's shins. 
 
i68 LEADERS MANUAL— PIONEERS 
 
 Use of Barrels 
 
 Special barrels, well painted with aluminum paint and tethered 
 either to the shore or pier, make a great deal of fun for the 
 swimmers. If so desired, they can be anchored out away from 
 shore, either at one end or both. A swivel should be used at the 
 fastening on the barrel, so as to allow the barrel to turn very 
 freely. One of the most exciting of aquatic sports is to see who 
 first out of a group can ride the "bucking barrel." 
 
 Use of Tubs 
 
 Good wooden tubs are inexpensive and contribute to the 
 smaller boys' enjoyment. If sunk when not in use, they will last 
 an entire season. Tilting from tubs, boxing from tubs, and tub 
 races, using hands for paddles, are all great fun. 
 
 A Whale 
 
 No camp should be without a whale. For real vigorous sport 
 in the water, a whale hunt is in the lead. Any dry, light log, 
 eight feet long and eight to ten inches in diameter, will do. Bore 
 an inch hole through each end, about four inches from the 
 extreme end, and drive through a piece of good broom handle so 
 it will stick out ten inches on both sides of the log. These stocks 
 should be so placed that one is parallel and the other perpen- 
 dicular to the water line. The' whale is towed out and placed 
 halfway between the goals. Each team, of which there may be 
 two or four, is given a stout rope, twelve feet long, and stationed 
 in a boat at its own goal. At the given signal all paddle for the 
 whale, tie on as best they can (some contestants in the water, 
 some in the boats), and begin to pull the whale to their respective 
 goals. Team work wins the game invariably, not strength or 
 expertness in rowing or swimming. 
 
 The Trail of the Slippery Rail 
 
 Suspend a long, straight, peeled sapling over the water, and 
 encourage the boys to endeavor to walk it. Interest may be 
 added by placing at the far end an apple or some such visible 
 encouragement. In one camp the rail is fastened at the butt end 
 to the pier with iron bands and is not supported at the far end. 
 Besides being slippery it wiggles and furnishes great fun at no 
 expense whatever. 
 
AQUATICS 169 
 
 Making Jousting Poles 
 
 An excellent pair of jousting poles may be made by padding 
 the little ends of two stout bamboo fishing poles twelve feet long. 
 Don't make the padding too long, so as to make the pole clumsy 
 or heavy on the end. Cover the pad with rubber cloth and bind 
 to the pole with electrical tape. Make certain there is no pos- 
 sibility of the pole end itself getting through and injuring some 
 one. 
 * 
 
 Water Basket Ball 
 
 This is a popular game. Baskets can be made of hoops, or even 
 of green hickory saplings. These should be placed on poles five 
 feet above the water line and forty feet apart. The game is 
 played in many different ways, all of which are variations of the 
 regular basket ball game. Make rules that fit your conditions. 
 
 Water Baseball 
 
 This is great fun on a level sandy beach, where the water does 
 not exceed three to four feet in depth. The bases and pitcher's 
 box are marked by anchoring blocks of plank at the desired spots. 
 In each block a hole is bored and a small red flag on a stout stick 
 two feet long is inserted. Everything counts, and regular rules 
 so far as practicable are used. Five innings are a game. A light 
 runner ball is used and is batted with the open hand. 
 
 SECTION 3 
 SUPERVISION 
 
 A. Supervision in Camp 
 
 Water activities help to create good spirit and enthusiasm. 
 
 Whenever possible, the camp should provide a supervised 
 aquatic program. This program should include some spectacular 
 stunts, but its primary object is to provide healthful exercise, 
 good fun, and instruction in which all can take part. 
 
 Camp water activities should be in charge of a competent 
 Christian director of aquatics — not a school or college "star," 
 
170 LEADERS MANUAL— PIONEERS 
 
 chosen because he happens to have won a medal or two. Being 
 a speed artist doesn't necessarily qualify a person to teach or 
 direct an aquatic program. The director of water activities 
 should have a committee who will assist in planning and carry- 
 ing out the aquatic program. 
 
 The Aquatic Director's objective should be, "Every camper a 
 swimmer and every swimmer a life-saver." He can accomplish 
 this through a program which will include: (i) Mass and indi- 
 vidual swimming and life-saving instruction; (2)' the promotion 
 of water activities, such as meets, exhibitions, and life-saving 
 demonstrations. 
 
 A life-saving corps should be organized, the captain of which 
 should be a member of the water activities committee. Red 
 Cross honors may be won and information can be obtained from 
 the First Aid Division, American Red Cross, Washington, D. C. 
 
 A preliminary test should be given each boy in camp, and his 
 swimming and rowing ability recorded and kept on file. The 
 aquatic program should include a day's order, in which the boys 
 enter the water to swim at stated hours, always under the 
 supervision of a leader. In addition to the leaders in the water 
 with the boys, the life-saving corps or a patrol boat in charge of 
 a competent leader should be on hand. It is also a good plan to 
 assign a leader to watch for the least sign of distress on the part 
 of any swimmer. A leader should also assume the supervision 
 of the boats and no boy should be allowed their use without per- 
 mission. The lifeboat should be used for no other purpose. 
 
 Sailboats and canoes should not be encouraged without quali- 
 fication tests and expert leadership. 
 
 If on the seacoast, large boats are demanded for the safety of 
 the boys. The ordinary fisherman's dory is a satisfactory boat. 
 Boats for lake use should be of the skiff type. 
 
 Boat moorings are especially desirable on tidewater, and care 
 must be exercised that boats do not pound against each other or 
 drag their anchors. Pulleys are attached to mooring buoys with 
 ropes to pull the boats out and back. 
 
 Generally an early dip is allowed before breakfast. Eleven 
 o'clock is a good time for the regular morning swimming period. 
 Another period should occur at about four o'clock in the after- 
 noon. Swimming after dark should be discouraged. A whistle 
 
AQUATICS 171 
 
 should be used as a signal and strict obedience insisted upon. 
 Three sharp blasts is life-savers' call and all out. 
 
 B. Supervision of Indoor Swimming Pools 
 
 The general supervision of the pool and its equipment must be 
 assigned to a person who thoroughly understands its operation. 
 The Director of Aquatics should be a man of Christian character, 
 initiative, and technical training. His function is to promote an 
 active interest and participation in swimming and life-saving. 
 His objective should be, "Every person a swimmer, every swim- 
 mer a life-saver." 
 
 Suggestions 
 
 Any person who has been exposed to or is suffering from a 
 communicable disease, such as typhoid fever, diphtheria, scarlet 
 fever, and measles should report the facts concerning the exposure 
 to the person in charge of the pool and should not use the pool 
 until permission is obtained from the proper authorities. 
 
 Every person should take a thorough shower bath with the 
 use of soap before entering the pool. 
 
 Persons found polluting the water with their body discharges 
 should be excluded from the pool. The trough along the side of 
 the pool is proxided as a place to expectorate. 
 
 The water in the pool can be purified and made safe for bathing 
 purposes, but it is not drinking water; therefore, bathers should 
 be warned against swallowing any pool water taken into the 
 mouth. 
 
 No hoy should be allowed in swimming unless someone in author- 
 ity is in charge. 
 
 No one should be allowed to jump or dive from balconies or 
 roof supports. 
 
 In diving, the hands should always be in a position to protect 
 the head and face. 
 
 Things the Leader Should Know 
 
 Aquatic sports are without doubt among the best and most 
 popular, but it is a surprising fact that there are more wrong 
 notions held regarding swimming than any one other known 
 sport. 
 
172 LEADERS MANUAL— PIONEERS 
 
 Cramps: First and foremost; it is a wrong idea that most of 
 the swimmers who drown are victims of cramp, when as a matter 
 of fact the only form of cramp that necessarily results fatally is 
 a contraction or cramp of the bowels. This, however, is very 
 rare. Cramps of the muscles in the arms or legs, while painful, 
 do not last long and are not necessarily dangerous. If attacked 
 in this manner, turn on the back, float, and if possible pull and 
 work the affected part. As a safeguard against any such emer- 
 gency, it is well to practice swimming on the back with different 
 arm and leg movements. 
 
 Heart Disease: The principal causes of drowning — commonly 
 attributed to cramp — are heart disease and apoplexy. Persons 
 with heart disease are especially liable to sudden death due to 
 the shock of plunging into cold water. 
 
 Temperature: The body should not be allowed to cool before 
 entering the water. One should never enter the water unless 
 the body is in a glow, not sweating. Do not enter if body is 
 chilled, overheated, or exhausted. Allowing the body to become 
 chilled wastes energy and removes nature's protection against 
 shock. Again, the exhilaration due to healthy reaction is lacking 
 if the body is allowed to cool before the plunge. 
 
 Indian Method: An Indian coming to a bathing pool, after 
 stripping and before entering the water, vigorously rubs the pit 
 of his stomach with the dry palms of his hands. This takes about 
 one minute, then he dashes cold water all over the abdomen 
 and continues the rubbing for another minute, then plunges 
 into the water. 
 
 After Eating: One should never enter the water within an hour 
 or two after a hearty meal, as the stomach during that period is 
 utilizing the blood to aid the process of digestion. 
 
 Rise Three Times: The old fallacy that insists that a drowning 
 person must rise to the surface three times and then drown is as 
 groundless and senseless as many others. The number of times 
 the drowning person may rise to the surface is determined by 
 and depends upon the strength of the individual, and whether 
 or not the lungs can be filled with air each time the head comes 
 up out of the water. 
 
 Knockout: The stories told of rescuers who knock their vic- 
 tims unconscious before going ahead with the rescue are often 
 
AQUATICS 173 
 
 untrue. Such a feat would be rather difficult, because, in the first 
 place, few swimmers know where to place the knockout blow. 
 Then again, both the rescuer and his victim are surrounded by 
 a yielding substance which offers nothing to back up the blow. 
 Deformity. Deformity or loss of limbs is no impediment to an 
 ambitious person. Mr. C. C. Desaulneirs, of the Boston, Mass., 
 Y. M. C. A., whose left arm is amputated at the shoulder, is an 
 all-round swimmer and athlete and as a fancy diver and skater 
 has won many prizes. 
 
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AQUATICS 179 
 
 SECTION 5 
 
 BOOKS ON SWIMMING 
 
 "And he shall spread forth his hands in the midst of them, as he 
 that swimmeth spreadeth forth his hands to swim" — Isaiah 23:11. 
 
 1528 Colymbetes (The Swimmer), or the Art of Swimming 
 
 — Nicholas Winman 
 1555 History of Swimming — Olatis Magnus 
 1587, Swimming — Everard Digby 
 1678 Feats of Swimming and Diving performed by the Ancients 
 
 — NatJmniel Wonky 
 1734 Universal Lexicon — Zedl-er 
 1757 The Specific Gravity of Living Men 
 
 — John Robertson, F.R.S. 
 1786 Art of Swimming Made Safe and Easy 
 
 — Benjamin Franklin 
 1818 The Art of Swimming — /. Frost 
 1823 Swimming in Peace and War — Vicomte de Courtivron 
 1861 Swimming — Ralph Harrington 
 
 1866 Swimming — Edwin Tenney Brewster 
 
 1867 Manual of Swimming — Charles Steadman 
 1875 The Art of Swimming — Captain Matthew Webb 
 1883 The Swimming Instructor — William Wilson 
 
 1888 Complete Instructor (in card form) 
 
 — Professor Hobson Bocock 
 
 1889 Swimming and Life Saving — Captain W. D. Andrews 
 
 1890 Swimming — Martin Cobbitt 
 
 1890 The Swimming Handbook — Sinclair and Cook 
 
 1 89 1 Life Saving Handbook — Sinclair and Henry 
 1893 Swimming — Sinclair and Henry 
 
 1896 How to Teach Swimming in Class 
 
 —Rn. C.W.A. Brooke, M.A. 
 1899 How to Swim — Captain Davis Dalton 
 
 1902 Swimming — T. J. Riley 
 
 1903 Swimming — Edwin Sandy 
 
 1904 Swimming— i?a//)A Thomas 
 
 1904 A. B. C. of Swimming — Wycil, N. Y. 
 1906 The Art of Swimming— TitcAari N^lligan 
 
i8o LEADERS MANUAL— PIONEERS 
 
 1909 Swimming — Sheffield 
 
 1910 At Home in the Water — G.-H. Corsan . 
 1916 Modern Swimming — /. H. P. Brown 
 1916 Life Saving — G. F. Goss 
 
 How to Swim — Sterrett — Spalding Library 
 Speed Swimming — Daniels — Spalding Library. 
 
 Magazines 
 Mind and Body 
 Physical Training 
 
 American Physical Edtication Review 
 Outing 
 Country Life 
 
CHAPTER XV 
 GROUP AND MASS GAMES 
 
 Edited by Geo. O. Draper* 
 
 Training Secretary, Physical Bureau, 
 
 National War Work Council 
 
 Section i. Mass Games 
 Section 2. Relay Races 
 Section 3. Stunts 
 
 Play is the one thing for which the boy finds continuous and 
 insatiable appetite. He had rather play than eat, and any activ- 
 ity which interferes with his play is absolutely unpopular. Boys 
 should rejoice in the fact that folks are beginning to recognize in 
 play vital and necessary elements of growth — physical, mental, 
 and social. What used to concern the parents and be a source of 
 continuous worry and annoyance is now recognized as not only 
 very desirable but essential. 
 
 Is there a boy who does not enjoy matching his skill and endur- 
 ance through play with that of his companion? The country 
 boys gather behind the barn when opportunity offers and 
 play "Duck on the Rock," "Run, Sheep, Run," or some other old 
 familiar game. The city boys when getting together in their 
 parks and streets, play "Tops," Red Rover," or some other jolly 
 
 * Acknowledgment. This compilation of games has been carefully selected from 
 material used and contributed by Y. M. C. A. Physical Directors, Army Recrea- 
 tional Directors, Public School, College, and Playground Directors, whose generous 
 cooperation has made possible this collection. 
 
 The compiler acknowledges this indebtedness and expresses his appreciation to 
 those contributors and to E. P. Brandon, who prepared the chapter on group games 
 for the Canadian Manuals. 
 
1 82 LEADERS MANUAL— PIONEERS 
 
 good game. It is an unfortunate boy indeed who does not have 
 the opportunity to express himself through play. It is an abnor- 
 mal boy who does not desire to play. There are many games, 
 good and bad. Some are popular in some sections of the country, 
 some in others. It is the object of this chapter on games to 
 make available for all sections of the country good games of 
 proven worth. All of these games have been tried and have 
 proved worth while. They have given hours of pleasure to 
 boys. 
 
 They require no special equipment. They are available to 
 everybody under almost any kind of circumstances. They are 
 so simple that they can be led by any novice, and they contain 
 those elements of happiness necessary to successful play. 
 
 The tendency in the present is age toward specialization. This 
 specialization has led our life into the realms of professional- 
 ism, and denied play to the novice. 
 
 Another element accompanying play which flies the danger 
 flag, and probably more than any other thing has prejudiced the 
 minds of many people against it, is commercialism. Commer- 
 cialism also fosters specialization, and the tendency towards it 
 must be discouraged. People should play for the love they have 
 for play and not for any remuneration, whether it be money, 
 clothing, or costly prizes. Prizes tend to create specialization 
 and to eliminate the less skilled. The backward boy, or the boy 
 who is classed as non-athletic, can be taught to enjoy play by 
 the use of these simple play games. 
 
 "Play develops sportsmanship, courage, self-control, ability for 
 true and quick decisions, and many other qualities that stamp a 
 boy as a trained, well-organized individual." The boy who can 
 play the game fairly, keep his temper, and use judgment is de- 
 veloping qualities fundamental to his life. One who loses his 
 head (to use a slang expression) in the game, is at the mercy of 
 his opponent as well as is the individual who loses his head in 
 business. 
 
 The boy who plays fairly, even though his opponent be using 
 unfair methods, wins admiration, develops self-control, self- 
 confidence, and fairness — qualities which will immediately find 
 a place for him in the world of affairs. Winning is incidenta' — 
 character-building is of supreme importance. 
 
GROUP AND MASS GAMES 183 
 
 I. MASS GAMES 
 
 A. CIRCLE GAMES 
 
 JLock Arm Tag (i) 
 
 Players are arranged in pairs in a circle. OO 
 
 The players in each pair lock inside arms and . v_n_/ 
 
 place the outside arm on hips. There should ^0 CX. 
 
 be a distance of at least three feet between ^ O 
 
 each pair. Two players are selected. One is 
 "it" and chases the other. The player being 
 chased can link arms with either man in any 
 pair in the circle. This makes three men 
 The man who has an opposite arm is then 
 subject to being tagged by "it." Players are 
 
 allowed to run through or around the circle ^ <y 
 
 in either direction. A man upon being ^>~. r^ 
 
 tagged can immediately tag back, but as ^ 
 soon as he has linked arms with any one of O^ ^ 
 
 the players in any pair within the circle, he j^^^^ ^^^ j-^ 
 
 is not subject to being tagged. 
 
 Three Deep Tag (2) 
 
 Players are arranged in pairs as in the previous game with the 
 exception that the pairs are arranged with one player standing in 
 front of, the other. The game proceeds as in No. i, but instead of 
 linking arms, the man being chased steps in front of one of the pairs 
 of players which makes that group three deep. The back man in 
 that group is the man then chased by "it." 
 
 ^^ 
 
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 O 
 
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 Three Deep Tag 
 
1 84 LEADERS MANUAL— PIONEERS 
 
 Broncho Tag (3) 
 
 Players are arranged the same as in three deep. The last man in 
 the pair grasps the man standing in front of him about the waist and 
 by twistmg him about tries to prevent the man being chased from 
 getting in front of him. The front man tries to catch and hold the 
 man chased. _ If the man succeeds then the third man in the group is 
 subject to being tagged as in three deep. 
 
 Swat Tag (4) 
 
 Equipment Needed: Knotted towel, stick, rope, sneaker, belt, or 
 swatter. The players are arranged in a circle with their hands behind 
 their backs and their heads bent forward with their eyes on the 
 ground. A man is selected to be "it." He runs about the circle with 
 a swatter in his hands. He places it in the hands of one of the men 
 in the circle. This man turns upon the man who stands at his right 
 in the circle and begins beating him with the swatter and continues 
 beating him as he chases him about the circle to the right until he 
 comes again to the point in the circle he left. The chaser then runs 
 about and places the swatter in the hands of some other man and the 
 game proceeds as before. Hitting on the head is prohibited. 
 
 Circle Jump (5) 
 
 Equipment Needed: Rope with weight at the end or a bamboo slick. 
 One man takes his place in the center of the circle with the rope or 
 stick in his hands. The men forming the circle join hands. The 
 center man swings the rope or stick about the circle under the feet 
 of the men, who are expected to jump over same as it passes beneath 
 them. If any player in the ring steps on the stick or rope or stops its 
 progress, he must take his place in center and reUeve the man there. 
 
 Object Tag (6) 
 
 Equipment Needed: A ball or some other easily handled object. 
 Players are arranged in a simple ring. A ball is placed in the hands 
 of one of the men forming the ring. A man is selected to be °it." 
 He takes his place in the ring and endeavors to tag the basket ball. 
 The men in the ring, by passing it in either direction, try to keep the 
 ball from being tagged. The men are not allowed to skip more than 
 one man in passing the ball about the circle. The penalty for skip- 
 ping is that the one passing last shall become "it." If "it" succeeds 
 m tagging the ball the man who last passed same takes his place. 
 The ball is always in play whether it be on the ground outside the 
 circle or in the hands of the players. 
 
 Breaking Prison (7) 
 
 Players are arranged in a circle with hands joined. The prisoner 
 takes his place in tne center of the circle and tries to get out by 
 
GROUP AND MASS GAMES 
 
 185 
 
 breaking the bars (clasped hands) or by going over or under these 
 barriers. Should he escape all other players give chase. The one 
 catching him becomes the prisoner. Prisoners are not allowed to 
 rush more than two strides m attempting to break through the lines. 
 
 Mount Ball (8) 
 
 Equipment Needed: One ball or bean bag. 
 No 2's mount astride the backs of No. I's and 
 are given the basket ball. The riders en- 
 deavor to pass the basket ball back and forth. 
 The players being ridden (the Bronchos) en- 
 deavor by jumping and bucking to cause the 
 riders to miss catching the ball. If the ball is 
 dropped upon the ground, the Broncho of the 
 player that dropped the ball picks it up and 
 endeavors to hit the rider with it._ (Caution — 
 Bronchos should keep their positions in the 
 ring. The riders are free to run anywhere to 
 avoid being hit.) If he succeeds, then the 
 riders become the Bronchos and the Bronchos 
 are given the ball and the game proceeds as 
 before. Heavy men should be paired together 
 in this game. 
 
 Dodge Ball (9) 
 
 Equipment Needed: One or more basket 
 balls and a stop-watch. It is well for this game 
 to have a lime circle marked upon the field. 
 This should be large enough so as to allow all 
 of the players to stand on same with plenty 
 of room to throw the ball. Players of team 
 one take a position on the outside of the line. 
 Players of team two take their places inside of 
 the circle. The object of the players on the 
 outside of the ring is to hit with the ball the 
 players within the ring without stepping into 
 the circle. A player may step into the circle 
 to recover the ball, but must either pass the 
 ball or step outside of the circle before throw- 
 ing it at an opponent. As soon as a player 
 is hit he must drop outside of the ring. The 
 man in the ring can move freely about, en- 
 deavoring to keep from being hit. After all 
 the men in team one have been hit out of the 
 circle the teams change. No. 2 taking the 
 place inside, No. i outside. Record is taken 
 of the length of time it required team two to 
 hit team one out of the circle. If team one 
 
 Mount Ball 
 
 Dodge Ball. 
 
1 86 LEADERS MANUAL— PIONEERS 
 
 succeeds in hitting team two out in a shorter time, it is awarded the 
 game. Modification — After a certain period of time the second bas- 
 ket ball can be put in play if desired. This speeds the game up 
 considerably. 
 
 Circle Chase (lo) 
 
 The group form a circle and are counted off in fours. The leader 
 takes his place in the center of the circle. He calls any number from 
 one to four and the men holding the number called by the leader 
 step back and run around the outside of the circle to the right, 
 each endeavoring to tag the man who stands in the circle on his right. 
 If he succeeds in tagging him he takes his place in the circle. The man 
 tagged must go to the center of the circle. The one who eliminates 
 the largest number of players wins the game. 
 
 Spinning the Hun (ii) 
 
 Participants should not exceed 24. Players assume a sitting 
 position (as close together as possible), with their feet toward the 
 center of the circle. A player (the Hun) stands in the center of the 
 circle. He makes himself as rigid as possible with his hands close to 
 his sides. He falls into the hands of one of the men in the circle. 
 This man passes him on to the next, who passes him on to the next, 
 and so on. The man is spun around the circle. His feet are always 
 on the ground, pivoting in the center. (It is well to select a light 
 man to be spun.) If a man allows the Hun to fall he must take his 
 place inside the circle. 
 
 Numbers Change (12) 
 
 The players stand in a large circle and are numbered consecutively. 
 One player takes his place in the center. He calls two numbers and 
 the players whose numbers are called must change places while the 
 center player tries to secure one of their places. The player whose 
 number is first called does not move until after the second number is 
 called. The one who is left without a place replaces the center player. 
 
 Pull into Circle (13) 
 
 A small circle should be marked upon the ground. Players are 
 arranged around the circle facing in with joined hands. At the signal 
 to start the players endeavor to make their neighbors step inside of 
 the circle with one or both feet. If successful that individual drops 
 out. As soon as the circle of men becomes too small to fit around 
 the outside of the ring marked on the ground the line is reformed and 
 the game starts over. 
 
GROUP AND MASS GAMES 187 
 
 Circle Stride Ball (14) 
 
 The boys all but one form a 
 circle, standing in a stride position, 
 with feet touching those of the. 
 next boy, making a barricade for( 
 the ball. The odd boy stands in 
 the center.and tries to throw the 
 ball outside of the circle between 
 the feet of the players. Those in 
 
 the circle try to prevent the pas- „. , „, . . _ „ 
 
 sage of the ball using only their ^'«" ^'"''' ^"'^ 
 
 hands for this. The play continues until the boy in the center suc- 
 ceeds in sending the ball through the circle, when he changes place 
 with the boy between whose feet the ball passes. The players must 
 not move their feet, but in returning the ball to the center boy, it 
 may be thrown at different parts of the circle, taking other players 
 off their guard, thus aiding the center player. 
 
 B. TAG GAMES 
 
 Chain Tag (15) 
 
 The base line is at one end of the field of play. One player is 
 appointed to be "it." He endeavors to tag another player. The 
 player when tagged joins Hands with "it'' and the two endeavor to 
 tag other players. Every player tagged must join hands with the 
 others in a line between "it" and the player first tagged by "it." 
 These two players at the end of the line are the only ones who can 
 tag other players. If any of the other players succeed in breaking 
 the line by breaking the grasp of players in the line, the men who are 
 not in the line have the privilege of chasing those who made up the 
 line back across the base line, slapping them below the belt as they 
 run. Behind the base line the chain is again formed and the game is 
 continued. 
 
 Cross Tag (16) 
 
 A man is selected as "it." He starts chasing another man. He 
 must continue chasing that man until he either tags him or some 
 third party runs between him and the man he is chasing. Then "it" 
 must chase the man who crossed the path. 
 
 Turtle Tag (17) 
 
 One, two, or three men can be selected as "it," depending upon 
 the size of the group. Those who are "it" endeavor to tag others. In 
 order to keep from being tagged players must lie upon their backs 
 
LEADERS MANUAL— PIONEERS 
 
 Ostrich Tag 
 
 first p0 sit Li? re 
 
 on the ground with neither feet nor hands touching the ground. So 
 long as they are in this position they cannot be tagged by "it." 
 
 Ostrich Tag (i8) 
 
 In order to be safe the player must be 
 standing on one foot with opposite arm 
 under knee of same side, hand griping nose. 
 This may be made more vigorous by allow- 
 ing the one who is "it" to take one push at 
 any man in this position and if he breaks 
 his position he is subject to being tagged 
 until he again assumes the position. 
 
 Maze Tag (19) 
 All but two of the players stand in parallel lines or ranks, one 
 
 behind the other, with ample space between each two players and 
 
 each two ranks. All the players in each rank clasp hands m a long 
 
 line. This will leave aisles between the ranks and through these a 
 
 runner and chaser make their way. 
 
 The sport of the game consists in sudden 
 changes in the direction of the aisles, 
 brought about by one player who is chosen 
 as leader and stands aside, giving the com- 
 mands, "Right face!" or "Left face!" at his 
 discretion. When one of these commands 
 is heard, all of the players standing in the 
 ranks drop hands, face in the direction 
 indicated and quickly clasp hands with the 
 players who are then their neighbors on the 
 right and left. This brings about a change 
 of direction in the aisles and therefore neces- 
 sitates a change of direction in the course of 
 the two who are running. 
 
 The success of the game depends largely 
 upon the judgment of the leader in giving 
 the commands, "Right (or left) face!" They 
 should be given quickly and repeatedly, the 
 leader often choosing a moment when the 
 pursuer seems just about to touch his victim, 
 when the sudden obstruction put in his way 
 by the change in the position of the ranks 
 makes necessary a sudden change of direc- 
 tion on his part. The play continues until 
 the chaser catches his victim, or until the 
 time limit has expired. In either case two 
 Matt Tog new players are then chosen from the ranks 
 
 to take the places of the first runners. 
 
 It is a foul to break through the ranks or to tag across the clasped 
 
 hands. 
 
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GROUP AND MASS GAMES 189 
 
 Number Tag (20) 
 
 Equipment Needed: An old soft playground ball or basket ball. A 
 small circle (three feet in diameter) is marked in the center of the 
 field of play. Each player is given a number. The game is started 
 by one of the players dropping the ball in the circle and calling a 
 number. The one whose number is called picks up the ball and 
 commands, "Halt!" All players must stand fast upon hearing the 
 command. He endeavors to hit a player with the ball. If he suc- 
 ceeds, the player hit picks up the ball, commands "Halt!" and 
 attempts to hit some one else. The game continues in this way until 
 some one misses. The player who misses hitting another has one 
 point recorded against him and must take the ball to the circle and 
 start the game again by calling a number. If a player has two 
 misses checked against him, he is penalized. The penalty is for that 
 player to run the gauntlet. All the other players line up in two 
 columns, facing each other. The penalized player must run between 
 these columns while the players forming the lines are given the 
 opportunity to slap at him from behind as he runs by. The penal- 
 ized player is given the ball and the game is continued. 
 
 Double Number Tag (21) 
 
 Equipment Needed: One basket ball or indoor baseball. Similar to 
 number tag, with the exception that each number is assigned to two 
 individuals. These individuals are known as partners. When a 
 number is called either partner may pick up the ball and endeavor 
 to hit others directly or else pass the ball to his partner, who may 
 either hit a player or return the pass. If in making a pass the ball is 
 not caught by the partner it counts the same as a miss. There is no 
 limit to the number of times the partners may pass the ball between 
 them. If any player is hit with the ball he may immediately en- 
 deavor to hit another player or pass to his partner. In this game only 
 misses count against the player. Two misses result in a penalty. 
 Both partners have to run the gauntlet to pay their penalty, whether 
 it has been earned by an individual or collectively. The game is 
 then renewed by one of the penalized partners dropping the ball in 
 the circle and calling a new number. 
 
 Moimt Tag (22) 
 
 Similar to Turtle Tag, with the 
 exception that a player can escape 
 from being tagged by leaping upon 
 the back of another player. Neither 
 the man on the back nor the man 
 who is carrying him are subject to 
 being tagged. 
 
 Mount Tag 
 
190 LEADERS MANUAL— PIONEERS 
 
 C. TUGGING AND THROWING GAMES 
 
 Line 'WrestlingJ(23) '^'' 
 
 A line is marked upon the field. Teams draw up on each side of 
 the line, facing each other. Object — to pull the opponent across the 
 line. At the command to go the men try to pull opponents across 
 the line. When both feet of a man cross the line he becomes a cap- 
 tive and is out of the game for that trial. The team which has suc- 
 ceeded in pulling over the most men at the end of two minutes wins.' 
 The best two out of three pulls, to determine the best team. 
 
 Hot Rice (24) 
 
 Equipment Needed: One baseball bat or club, one indoor baseball. A 
 player takes the bat and ball in a position centrally located in the 
 playing space. All other players spread out on the floor around the 
 man with the bat. The man with the bat starts the game by batting 
 the ball in any direction. Any player who can get the ball, immedi- 
 ately throws it at the man with the bat. The batter tries to bat 
 the ball, thus protecting himself from being hit. If any part of his 
 body is hit by the ball the man who last threw it is entitled to take 
 the bat. If the batter should bat the ball and one of the other players 
 should catch it, that player would also be entitled to bat. The man 
 with the bat endeavors to protect himself from being hit by placing 
 as much distance between himself and the thrower as possible, either 
 by running from the ball or hitting the ball from him. Upon being 
 hit, however, he immediately drops the bat and the man who threw 
 the ball becomes the batter. All may run about with the exception 
 of the man with the ball. He must throw from the position where he 
 picks it up. 
 
 Duck on Rock (25) 
 
 A fiat rock is placed upon the ground 15 yards in front of a line. 
 Each competitor is given a tin can, block of wood, or a small rock 
 and in turn throws from behind the line endeavoring to have his 
 missle land as near the flat rock as possible. The one whose missle 
 is the greatest distance away from the flat rock is "it." He places his 
 missle (which is called the "duck") on the rock, and the other coin- 
 petitors endeavor to pick up their missies and run back across the 
 line without being tagged by "it." If tagged they become "it" and 
 must place their missies on the rock. As soon as the competitors 
 have crossed the line they endeavor to knock the duck from the flat 
 rock by throwing their missies at it. If successful they are allowed 
 free return passage to the line and the individual who was "it" must 
 replace his duck on the rock before he can tag any of the competitors 
 in their endeavor to race back to the line. 
 
GROUP AND MASS GAMES 
 
 191 
 
 Comer Ball (26) 
 
 A space about thirty feet long and 
 twenty feet wide is needed for the game. 
 (See Figure.) A line (i) divides this into 
 two equal parts. At each corner is a base. 
 Each party forms in a straight line about 
 eight feet from the line. Two members of . 
 each party take positions in the bases on 
 the other side. Number one of the first 
 party then throws the ball over the heads 
 of the second party, to one of his fellows on 
 either of the bases. If he catches it, he 
 throws it back. The opposing party tries 
 to intercept the ball and, if successful, gains 
 one point. The play then continues, the 
 other side throwing the ball. 
 
 The rules of the game are: 
 
 1. The members of each party may 
 move about freely in their space. 
 
 2. No member may cross the line. 
 
 ("Mind V. Body," Vol. V.) 
 
 o\ 
 
 
 
 ]o 
 
 X ^ 
 
 X 
 
 X X 
 
 X 
 
 
 
 
 
 
 
 
 
 ><l 
 
 
 
 X 
 
 Corner Ball 
 
 Long Ball (27) 
 
 Equipment Needed: A playground ball and bat. Two parallel lines 
 60 feet apart should be made. One line is called "home" and the 
 other "third base." The pitcher's box is half way between the two 
 lines, or it may be placed 35 feet from each line (having two boxes). 
 T)ie player is put out either by being hit with the ball thrown by an 
 opponent or by the regular rules of indoor baseball. 
 
 Guess Ball (28) 
 
 Equipment Needed: One basket ball. Teams line up behind a cer- 
 tain line. One person is "it" and stands about 25 feet in front of 
 players, with his back to them. Some man throws the ball and tries 
 to hit the fellow standing in front. If successful in hitting the one in 
 front, the one in front tries to guess who hit him. If he guesses the 
 right man, he takes the place of the one who hit him; if not, he takes 
 another turn in being "it." But if the one who aims for the one in 
 front misses, the thrower is "it" and must go out in front, and so on. 
 
 Hand Baseball (29) 
 
 Equipment Needed: One light rubber or tennis ball. The game is 
 similar to regular baseball with the exception that instead of batting 
 the ball with a bat, the open hand is used. One or three bases can 
 be used according to the number of players. The fielders can put 
 a base runner or batter out as in regular baseball by hitting said 
 batter or base runner when he is off or between bases. 
 
192 
 
 LEADERS MANUAL— PIONEERS 
 
 Horseback Wrestling (30) 
 
 In this game one-half of the men will be riders and the other half 
 horses. The rider, when astride his horse, will use nothing but his 
 legs as his support during maneuvers. His hands will at all times be 
 kept free and will not touch the horse. It will be the object of the 
 horse to balance his rider properly, so that at the word "Go" two rid- 
 ers can come to combat in a form of wrestling, with the object of 
 dismounting one another. The winners are later assembled for 
 competition among themselves. This game may also be reversed by 
 having the riders become the horses as soon as one has been successful 
 in dismounting the other. A bout is won and ended when any part 
 of the opponent's horse or rider touches the ground, except, of 
 course, the feet of the horse. 
 
 D. CHASING GAMES 
 Stealing Ammunition (31) 
 
 Equipment Needed: A number of short sticks, stones, or some such 
 articles. The ground is divided into two equal parts with a small 
 goal marked off at the rear end of each part in which these sticks are 
 placed. Each player who reaches the enemy's goal safely may carry 
 one stick to his own goal and may not be caught while carrying it 
 back. If caught in the enemy's territory before reaching the goal, 
 the player must remain a prisoner in the goal until touched by one of 
 his own side. Neither may he be caught while returning. Any 
 player may_ catch any opponent except under the rule just stated. 
 No ammunition may be taken by a side while any of its men are 
 prisoners. The game is won by the side gaining all of the ammunition. 
 
 Black and White (32) 
 
 Equipment Needed: A pasteboard or 
 wooden disk about 4" in diameter, white on 
 one side and black on the other. Two base 
 lines, parallel with each other and 50 feet 
 apart, a center line parallel with the base 
 lines and half way between, are marked on 
 the field. Players on opposing teams line up 
 back to back on each side of the center line 
 with aspace of 6 feet between the lines. One 
 team is called "White," the other "Black." 
 The disk is thrown into the air by the official. 
 If the white side turns up, the "White" 
 team chases the "Black" team across their 
 base line. Every man tagged by the 
 "White" team men, joins the *White" team. 
 The two teams line up as before, the disk is 
 WHITE GOAL again thrown and whichever side comes up, 
 
 Black and Whiii that team endeavors to tag its opponents 
 
 
 BLACK GOAL 
 
 
 V 
 
 A • • • mm 
 
 * 
 
 
 
 o 
 
 
 
GROUP AND MASS GAMES 193 
 
 before they can run across their base line. The team having the 
 largest number of players at the end of the game wins. 
 
 Marching Tag (33) 
 
 Two base lines fifty feet apart. The group is broken up into two 
 units. These units form in company front behind their base lines, 
 facing each other. Unit No. I marches foward in this formation 
 and continues so to march until a whistle is blown. The whistle is 
 the signal for Unit No. i to break ranks and run back to its base line 
 before the men forming Unit No. 2 can tag its members. No. 2 men 
 cannot leave their base until the whistle is blown. Every man 
 tagged before crossing his base line must line up with No. 2. Unit 
 No. 2 then marches foward until a whistle is blown and is chased 
 back behind its base line by Unit No. i. The line having the largest 
 number of players after an equal number of trials wins the game. 
 
 Steal the Flag (34) 
 
 Equipment Needed: A small stick two feet long. 
 (This may have a flag attached if desired.) Two 
 base lines are drawn parallel and 50 feet apart. 
 Players on opposing teams line up behind the two 
 lines, facing each other. A captain is selected. 
 Each team sends out one representative to the 
 center of the field, where the small stick has 
 been stuck into the ground in a vertical position. 
 The object of each man who has been sent to the 
 center is to grasp the stick and get away behind 
 the base line before he can be tagged by the 
 opponent. If he succeeds it counts one point for 
 his team. If he is tagged by his opponent, it counts ^""^ "" '''"' 
 
 one for the opponents. Either man has the privilege of grasping the 
 stick and attempting to return with it to his line. The_ stick is 
 immediately stuck up in the center field and each captain selects 
 another of his team to send foward to capture the stick the second 
 time. The game is continued until each man has had equal oppor- 
 tunity to steal the stick. 
 
 Prisoners' Base (35) 
 
 Two lines are drawn parallel and 50 feet apart, known as base lines; 
 a 5-foot square behind each line serves as prison. The teams line up 
 one behind each line. One or more players from either team leave 
 the base line and run toward the opponent. One or more members 
 of the opposing team rush out and try to tag them before they return 
 to their base lines. The last player to leave the base line may tag 
 any opponent and is only subject to being tagged by an opponent who 
 has left the base line later than he did. A player may run back 
 across his own base line and immediately enter the field of activity 
 again in an effort to tag an opponent before he can return to his own 
 
194 
 
 
 1 "A' GOAL 1 IpI^^onI 
 
 
 U1,«| I'B- GOAL, 1 
 
 
 LEADERS MANUAL— PIONEERS 
 
 base line. As soon as a player is tagp;ed by 
 an opponent he is taken to prison behind the 
 opponent's line. A captor is given free 
 passage back with his prisoner to the base 
 line. Prisoners stay within the prison until 
 one of their team-mates succeeds in tagging 
 them without previously being tagged by an 
 opponent. When a prisoner is released from 
 the prison free passage is given to the one 
 who succeeded in releasing him. The team 
 having the most prisoners at the end of a 
 given time wins the game. 
 
 Prisoners' Base 
 
 Run Sheep Run (36) ^ 
 
 Two captains are chosen who in turn alternately choose players 
 for their team. One team becomes a searching party and remains at 
 the goal, while the other team goes out with its captain, who directs 
 the various individuals where to hide, after agreeing with his party 
 on a series of signals to be used, as described below. When all are 
 hidden, this captain goes back to the searchers, who at once start 
 out on a hunt under the direction of their captain, who may divide 
 or dispose of his party as he sees fit. The captain of the hiding party 
 remains with the searchers, calling out signals to his hidden men 
 which shall enable them to approach nearer to the goal by dodging 
 from one hiding place to another, always trying to keep out of sight 
 of the searchers. Neither party, however, may run to the goal until 
 his own captain shouts, "Run, Sheep, Run." The captain of the 
 hiding party is generally the first one to give this signal and he does so 
 whenever he thinks his men are well placed to make the goal. The 
 captain of the searchers naturally gives the signal to his men as soon 
 as he hears his competitors give it, as the game is won by the party 
 of which one player first reaches the goal. Should any member of 
 the searching party catch sight of an opposing player before all run 
 to the goal, he tells his captain, who at once shouts, "Run, Sheep, 
 Run." Any signals may be agreed upon between the captain of the 
 hiding party and his men. The following are examples; One whistle 
 meaning "Keep low"; two whistles, "Push to the left"; three whis- 
 tles, "Danger ; four whistles, "Push to the right"; five whistles. 
 Push toward the goal." 
 
 Hip (37) 
 
 Equipment Needed: One stick about two feet long. All the plajjers 
 stand in an informal group. One of them is provided with the stick, 
 which he throws as far as he can, at the same time calling the name 
 or number of one of the other players. The one who threw the stick. 
 
GROUP AND MASS GAMES 195 
 
 and all the others except this one whose name is called, scatter. The 
 one who is called must pick up the stick, whereupon he becomes 
 "Hip" and must chase the other players. Any player whom he catches 
 he touches with the stick (pounding not allowed), and that player at 
 once joins him in trying to catch the others. Anyone caught by the 
 second player, however, must be held by him until "Hip" can come 
 and touch the prisoner with the stick. The one touched with the 
 stick, thereupon joins "Hip's" party and tries to catch and hold other 
 players until touched by the stick of "Hip." 
 
 Fox and Geese (38) 
 
 One player is chosen to be fox and another to. be gander. The 
 remaining players all stand in single file behind the gander, each with 
 his hands on the shoulders of the one next in front. The gander tries 
 to protect his flock of geese from being caught by the fox, and to do 
 this spreads out his arms and dodges around in any way he sees fit 
 to circumvent the efforts of the fox. Only the last goose in the line 
 may be tagged by the fox, or should the line be very long, the last 
 five or ten players may be tagged as decided beforehand. It will be 
 seen that the geese may all cooperate with the gander by doubling 
 and redoubling their line to prevent the fox from tagging the last 
 goose. Should the fox tag the last goose (or one of the last five or 
 ten, if that be permissible), that goose becomes fox and the fox 
 becomes gander. 
 
 Snatch Ball (39) 
 
 Equipment Needed: A stone, ball, or hand- 
 kerchief. Any number of players can partici- 
 pate. Form two lines facing each other, the 
 lines being about eight paces apart. The 
 players number off on each side from one to 
 the number of men in line. The object is 
 mid-way between lines. The leader calls a 
 number, both men run for the object and one, 
 either by speed or strategy, snatches the ob- 
 ject and returns to his own side, without 
 being tagged by the same numbered player 
 from the other side, thereby scoring one point Snatch Ball 
 
 for his side. Should the other man touch him the other side would 
 score the point. Game to continue any number of points. To make 
 the game more complex, call two or more numbers. This makes it 
 harder to snatch the ball. " 
 
 Fox in the Hole, Safety First Hop (40) 
 
 Any number of players may participate. Area for the game 
 should be restricted, not too large; a four-foot circle should be made 
 for a base. The leader chooses one player for Fox or Hopper. 
 While this player is on the base he may stand on two feet, but when 
 
 1 z 
 
 5 
 
 ■4-5 6 7 
 
 
 
 ! 
 
 1 
 
 1 
 
 
 
 OBali 
 
 
 
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 1 2 
 
 3 
 
 -* <3 e 7 
 
196 LEADERS MANUAL— PIONEERS 
 
 he leaves the base to catch another player he must hop on one foot. 
 ShoiUd he put the other foot down, he must return to the base and 
 every player can slap him on the back until he does, but no player 
 may block his path to the base. Should a player become tagged he 
 becomes the Fox, and the other players may slap him on the back 
 until he is safe on the base. 
 
 4 a fl a a a 
 
 CJ O O O Q O 
 
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 riHrti o o o CI ^ o 
 
 PgAD LlriC 
 
 nmrnm • • • • 
 
 cLObbj 6 a a 
 hh a, & b 
 
 Bombardment (41) 
 
 The ground is divided into two equal fields 
 by a line drawn across the center. At the 
 rear of each section an Indian club for each 
 player is placed, the player standing in front 
 of the club, as per diagram. The object of 
 the game is to knock down the opponents' 
 clubs, each player, therefore, serving as 
 guard to protect his club and as a thrower. 
 He may throw whenever he can secure a 
 ball. The balls are placed at the beginning 
 of the game in the center of the field. None 
 of the players of either team are allowed to 
 pass over this center line. The score is taken 
 at a given time, the side knocking down the 
 Bombardment largest.numberof pins winning. 
 
 This game may also be played by using a straight elimination 
 
 play, that is, as soon as a player's club is knocked down, he picks it 
 
 up, and leaves the floor, the game proceeding until either one of the 
 
 teams is eliminated. 
 Another variation is to have each player go over to the opposite 
 
 side when his club is knocked down until one side gets all of the 
 
 opponents' players. 
 
 Treasure Hunt (42) 
 
 This game is a very adaptable one and can be run in a great number 
 of different ways. It can be as simple or as complex as any leader 
 may desire. 
 
 A mysterious letter may be read to the group or a letter in code 
 posted where the group can see it. The contents of this letter will 
 direct any one to a place where they will find detailed information as 
 to the exact location of a buried treasure. By following instructions, 
 workingout the code, a boy will discover a second letter in hiding. 
 A time limit may be allowed to find letter No. 3. At the end of that 
 time the information contained in the second letter may be given to 
 the entire group, so that they may hunt for letter No. 3. This 
 method keeps everybody in the game. 
 
 As many letters may be hidden as desired, using the treasure as 
 the last. 
 
 As stated before, this game is adaptable and can be made to teach 
 observation, trailing, and tracking. Letters using identification of 
 
GROUP AND MASS GAMES 197 
 
 trees, flowers, moss on trees, birds' nests, and so forth, may be used. 
 Map and chart reading make the game more difficult. Letters may 
 be written in Morse and Continental codes or easy codes may be 
 made up. 
 
 "Eats," a good book on trees, flowers, a small axe, or any useful 
 article may be the hidden treasure. 
 
 E. QUIET SOCIAL GAMES 
 
 Mingling Games 
 
 Games which can be used at the beginning of a social evening for 
 the purpose of causing the group to mingle. 
 
 Capitals (i) 
 
 Half of the group will have pinned on them the outlines of different 
 states without the names. The other half are given on slips of paper 
 names of capital cities of states. The latter group are supposed to 
 locate partners by finding the state to which they hold the capital. 
 
 Aroimd the World (2) 
 
 Each player is given a card and a pencil. Various articles are 
 scattered throughout the room, representing different countries, 
 states, or cities — for example: A wooden shoe for Holland, a picture 
 of a bull for Spain, a package of tea for China, a bear for Russia. 
 Each article is numbered. The players circulate about the room 
 endeavoring to guess what each article represents. Each writes his 
 guess, with the number of the article, on his card. 
 
 Alphabetical Answers (3) 
 
 Cards having different letters of the alphabet are made. Each 
 player has one of these cards pinned upon his person. It is well to 
 eliminate the letters v, x, and z in this game. One player asks 
 another a question and that player must answer, having his first 
 word commence with the letter pinned upon him. He must com- 
 plete his answer before the questioner can count ten. If unsuccessful 
 he must surrender his letter to the counter. The player having the 
 largest number of tetters at the end wins the game. Two players 
 cannot question the same individual at the same time. The one 
 questioned cannot use the same answer twice. 
 
 Who Am I? (4) 
 
 Each player has pinned upon his back the name of some prominent 
 personage. In conversing with each other the conversation is carried 
 on as though it were addressed to the personage whose name is 
 
198 LEADERS MANUAL— PIONEERS 
 
 pinned on the back of the individual. It is the object of each indi- 
 vidual to guess the personage he represents. 
 
 Trick Games 
 Mirror Pictures (i) 
 
 It is necessary for the one who plays this trick game to have an 
 accomplice. The one who is to illustrate the game goes out of the 
 room. His accomplice explains that he can picture the face of one of 
 the individuals in the room upon the mirror, so that the person who 
 has been sent from the room on his return can guess whose picture was 
 taken. The accomplice then calls to the center of the room one of 
 the group and has him look for a few seconds into the mirror. After 
 the picture is taken in this way, the one who has been sent from the 
 room is called back and to the amazement of the group he names 
 the player whose picture is supposed to be photographed in the 
 
 The Trick 
 
 The accomplice who takes the picture sits in the seat of the one 
 whose picture was taken, hence it is necessary for the one who leaves 
 the room to observe the positions of the various players before going 
 out. 
 
 Magic Writing (2) 
 
 An accomplice is required in this game. The one who is to illustrate 
 the game leaves the room. The accomplice asks the others remaining 
 in the room to select some word. Suppose the word selected be 
 "hours." The one sent from the room is then called in. The accom- 
 plice has a short stick in his hand and by a series of mystic flourishes 
 and knocks interprets the word to the player who left the room. 
 He, to the astonishment of all, guesses the exact word decided upon. 
 
 The Trick 
 
 The vowel "a" is represented by I knock; "e° is represented by 
 2 knocks; "i" is represented by 3 knocks;, "o" is represented by 4 
 knocks; "u" is represented by 5 knocks. The consonant "h is 
 interpreted by the conversation, For example, the accomplice in 
 interpreting the "h" in "hours" to the one returning to the room did 
 it in this way. Flourishing the stick in the air he says "Having a 
 hard time, are you not?" The guesser knows by that the first letter 
 is "h." The accomplice then taps four times with a stick indicating 
 "o," then after a few more flourishes taps five times representing "u, 
 then says to the players, "Remember the word you have chosen," 
 which gives the letter "r" to the guesser. The accomplice then says, 
 
GROUP AND MASS GAMES 199 
 
 "Seems as though you should have it by now," and the one who left 
 the room knows that the word "hours" was the one selected and so 
 states. 
 
 Watch Trick (3) 
 
 An accomplice is required for this game. The one who is to 
 illustrate the game leaves the room. The players remaining in the 
 room then determine upon some object which shall be hidden. This 
 object is unknown to the one who leaves the room. After it is pro- 
 perly hidden the lights are turned out to make the trick seem the 
 more difficult. The players are cautioned that they must keep 
 absolutely quiet during the game. The guesser is called into the 
 room and with little difficulty goes to the object and discovers it to 
 the other players. 
 
 The Trick 
 
 The accomplice places a watch beside the hidden object and the 
 one who leaves the room locates the hidden article by the tick of 
 the watch. 
 
 Guessing Games 
 Verbal Authors (i) 
 
 A judge is selected who takes his place in the center of the group. 
 Each player in turn has to stand up and name the title of a book. 
 The others are to guess the author. The one first naming the author 
 scores one point. The next individual then stands up and gives 
 another title. The game continues. The individual naming the 
 most authors scores the highest number of points. 
 
 Another way to play the same game is to give each player a card 
 and a pencil and have him write thereon as many of the authors as 
 he knows. 
 
 Words (2) 
 
 The players are arranged as in a spelling match. Sides may be 
 chosen if desired. The first one in the line starts by giving a letter. 
 The next one in line adds a letter to it. Suppose the first letter given 
 to be "m." The second player thinking of "money" says "6." The 
 third player thinking of "mobilize" says "b," but as m-o-b is a com- 
 plete word the third player must take his place at the end of the line 
 for completing the word, as no word is supposed to be completed 
 until the turn of the last player. 
 
 Gossip (3) 
 
 A player is sent out of the room. A judge is selected who asks 
 each player left in the room to make some statement about the 
 individual who has been sent out of the room and writes down the 
 
200 LEADERS MANUAL— PIONEERS 
 
 statement and the name of the individual making it. Example of 
 statements: "His chin is too long." "He has his mother's eyes." 
 "He is a poor hunter." When the leader has selected all of these 
 statements the individual is called back into the room. The leader 
 then reads oflF the various statements made and it is up to the one who 
 left the room to guess who it was that made the statements about 
 him. If he guesses correctly that individual is sent out of the room 
 and the game continues. 
 
 Telegrams (4) 
 
 Each player is given a telegram blank and pencil. Upon this he 
 places ten letters about one and one-half inches apart. He cannot 
 use the same letter twice. All of the blanks are then passed to the 
 right and each player writes a telegram, using words starting with 
 the various letters he finds upon this blank. The telegrams are then 
 read aloud. 
 
 Shouting Proverbs (5) 
 
 A player is sent from the room. Those remaining think of some 
 proverb. Each player is given a word of the proverb. When the 
 player is called back into the room they all shout at the same time 
 the word of the proverb which has been given them. It is up to the 
 guesser to tell the proverb. 
 
 Find the Ring (6) 
 
 Equipment Needed: A long piece of string with a small ring on it, 
 the string being tied. The players sit in a cirde, holding in their hands 
 a long piece of string tied at the ends so as to form a circle large 
 enough to go around, a small ring having been put upon this string. 
 One player is chosen to stand in the center. The players who are 
 seated then pass the ring from one to another, the object being for 
 the player in the center to detect who has the ring. The other players 
 will try to deceive him by making passes to indicate the passage of 
 the ring when it really is not in tneir vicinity. When the player in 
 the center thinks he knows who has the ring, he calls out the name of 
 the player. If right, he sits down, and that player must take his 
 place in the center. 
 
 Animal Blind Man's Bufi (7) 
 
 A player is blindfolded and placed in the center of the group. 
 After having been turned about several times to confuse his location, 
 he is handed a short stick. He endeavors to touch an individual 
 with the stick. (The players are not allowed to move about to avoid 
 being touched by the stick.) Upon touching an individual he gives 
 
GROUP AND MASS GAMES 201 
 
 the name of an animal and the player touched must try to imitate 
 the noise that animal makes. Upon hearing the noise, the one 
 blindfolded endeavors to recognize who it is that makes it. If suc- 
 cessful, that individual takes his place. 
 
 Team Games 
 Clothespins (i) 
 
 Equipment needed: Three dozen clothes pins. The players are 
 divided into two teams and arranged in two lines facing each other, 
 seated. A dozen and a half clothespins are handed to the two players 
 facing each other at one end of the lines. The pins must be held in 
 the grasp of the two hands. At the signal to start, the player holding 
 the bundle of pins passes the bundle to the next player in the line. 
 The object of the game is to pass the bundle of clothespins from hand 
 to hand to the other end of the line and return. If any of the pins 
 are spilled, the individual dropping the same must recover them for 
 his bundle before passing them on to the next. The team that first 
 succeeds in passing the bundle of pins to the end of the line and 
 back wins. 
 
 Cross Questions (2) 
 
 All but one of _the players sit in two rows facing each other, those 
 directly opposite each other being partners. The odd player walks 
 around the rows behind the others, asking questions of any player 
 facing him from the farther row. The question must be answered, 
 not by the player addressed, but by his partner or vis-a-vis, who 
 sits with back to the questioner. Any player answering a question 
 addressed directly to him, or failing to answer one addressed to his 
 partner, or giving an incorrect answer to a question, changes places 
 with the questioner, or.pays a forfeit, as may have been decided on 
 beforehand. 
 
 Jenkins Up (3) 
 
 Divide the company into two sides. One division sits around the 
 table on one side, the other on the opposite side. The members of 
 division "A" put their hands under the table and a small coin, dime 
 or quarter, is passed from one to the other. 
 
 When division "B' thinks they have had enough time, the players 
 call out, "Jenkins up!" and the players of "A" hold up their closed 
 hands, and when "Jenkins down!" is called, they must place their 
 hands, palm down, on the table. The players of "B" must guess 
 under which palm the coin is. Each player has one guess, those on 
 the opposite side raising their hands when requested to do so. 
 
 If "B" guesses correctly, the coin is passed over to them and "A" 
 must guess who has it, but if not, "A" keeps the coin, and "B" has 
 
202 LEADERS MANUAL— PIONEERS 
 
 another trial for guessing. Tally may be kejrt, I being counted for 
 every correct guess, and a certain number, as 50, may be the limit. 
 The side gaining 50 points first is victorious. 
 
 Fire (4) 
 
 Choose two leaders from among the players. Each leader chooses 
 his side. The sides sit opposite each other, and the leader of one 
 throws a ball to any one on the opposite side. As he does so he says 
 either, "Earth," "Air," "Water," or "Fire," and counts ten. 
 
 The person who caught the ball must answer before he finishes 
 counting ten. If "earth" was called, he must name some quadruped 
 found therein; if "water," some fish must be named; if "air, the name 
 of some bird; but if "fire" was called he must remain perfectly still. 
 
 If the players give a wrong answer or speak when they should be 
 silent they are out, and the leader must throw the ball to some one 
 else, but if the players answer correctly, it is their turn to throw the 
 ball to someone on the opposite side, and the game goes on as 
 before. 
 
 The side whose players stand up the longest, wins the game. 
 
 Location (5) 
 
 The group is divided into two teams. A leader is selected for 
 each group. A player on team i calls the name of'a town or place 
 and counts ten. While he is counting the opposite opponent must 
 give the location of the town or place. If he has not succeeded before 
 the counter has reached "ten," he drops out. The second player on 
 team 2 then names a place and it is up to the second player on team i 
 to give the location. When all the players have had a chance the 
 team having the largest number of players remaining, wins. 
 
 n. RELAY RACES 
 
 For line relays the teams are arranged in columns of file with the 
 columns running parallel to each other and at least ten feet apart. 
 This is the simplest formation in which the players can be grouped. 
 A fixed line of lime, tennis tape, or sunken wooden take-off boards 
 should be so placed on the field that competing teams have equal 
 advantage. This line shall be known as the starting line and the 
 front man in each column shall toe this line. Another line which 
 shall serve as the distance line shall be placed thirty feet in front of 
 and parallel to the starting line. 
 
 When large numbers of teams are competing it is well to have the 
 man who finishes the relay wear some distinguishing mark to aid 
 the judges. 
 
GROUP AND MASS GAMES 
 
 203 
 
 A. PASSING RELAYS 
 
 (Note. A shoe, stone, bean bag, ball, or some other object can be 
 used in the following events.) 
 
 Straddle Relay (i) 
 
 Players stand in the stride-stand position with the 
 object to be passed on the line in front of the first 
 contestant. A the start the object is passed between 
 the legs of the contestants in the column until it 
 reaches the back of the column. There it is picked up 
 by the end man who carries it forward on the left 
 side of his column to the distance line which he 
 must touch. He then returns to the front of his 
 column where he faces about and passes the object 
 back between his own legs toward the back of the 
 column where it is picked up by the end man who 
 repeats the performance of the preceding end man. 
 When every man has carried the ball forward the last 
 man finishes the race when he crosses the distance #'' •' 1 
 
 line. Straddle Relay 
 
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 Over the Top (2) 
 
 Players stand at attention with the object to be passed on the 
 line in front of the column. At the start signal the object is passed 
 back over the head by the first player to the second and so on until 
 it reaches the last player. (Every player in the column must grasp 
 and pass the object.) The end player carries the object forward over 
 the backs of the players in the column in front of him who assume a 
 stooping position. As soon as he reaches the front of the line he runs 
 to the distance line after touching which he returns to the front of 
 his column and starts the object back over his head. When every 
 player has carried the object forward the last player finishes the race 
 when he rushes forward across the distance line. 
 
 Over and Under (3) 
 
 Like No. 2 excepting that every other player must pass the object 
 between the legs. 
 
 In and Out (4) 
 
 Players stand in the stride-stand position, with the object on the 
 line in front of the first contestant. At the start signal the object 
 is rolled back between the legs of the players in the column until it 
 reaches the back of the column where it is picked up by the end 
 player who runs forward to the right of the player in front of him, to 
 the left of the second, to the right of the third, etc., until he has 
 
204 
 
 LEADERS MANUAL— PIONEERS 
 
 reached the front line whereupon he runs to the distance line which 
 he touches. Returning to the front of the column he starts the 
 object back between his legs. When every player has carried the 
 object forward the last player finishes the race when he crosses the 
 distance line. 
 
 Basket Ball Relay (5) 
 
 Equipment Needed: One basket ball for each team competing and 
 one basket ball basket for every six teams competing. The ball is placed 
 on the starting line in front of the column. Players assume a stride- 
 stand position. At the signal to go the ball is passed back between 
 the legs of the men in the column until it reaches the last man in the 
 
 
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 Basket Ball Relay 
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 column, who rushes forward and shoots the ball into the basket, 
 which should be located about fifteen yards in front of the column. 
 As the men from the other columns will be endeavoring to shoot from 
 their places through the basket at the same time, this makes a very 
 spirited game. A man can shoot for his basket from any position on 
 the floor, but must shoot until the ball passes into the basket. Play- 
 ers are not allowed to interfere with each other in shooting the 
 basket. After the goal has been properly made, the men return to 
 the front of their columns and each starts the ball back between his 
 legs and the game continues until every man has shot the required 
 basket. 
 
GROUP AND MASS GAMES 
 
 205 
 
 B. EQUIPMENT RACES 
 Potato Race (6) 
 
 Equipment Needed: One potato and a block of wood or a stone for 
 each competitor. A circle 18 inches in diameter' is placed three feet 
 in front of the starting line in front of each column. Another circle 
 of the same size is placed about 15 yards in front of the first circle. 
 As many potatoes are placed in the circle nearest the start line as 
 there are competitors in the line. (Note. A basket can be used in 
 place of these two circles, if available.) At the signal to start, the first 
 player in each column runs forward, picks up a potato from the 
 nearest circle, carries it to and drops it into the far circle. {Note. 
 The potato must be within the circle, not touching the line.) After 
 properly placing the potato in the far circle, the player returns, tags 
 off the front player in the column, and takes his place at the rear of 
 the column. The man tagged off repeats the performance, carrying 
 off the second potato, etc. The race ends when the last player, after 
 carrying his potato to the far circle, returns across the line. 
 
 Sack Race (7) 
 
 Equipment Needed: One good- 
 sized Crocker sack for each line. The 
 front player in the column gets into 
 the Crocker sack. The crocker sack 
 must be held well up under the arms. 
 At the signal to go the player jumps 
 forward to the distance line, beyond 
 which he takes off the crocker sack, 
 runs back to the front of the column, 
 hands the sack to the second player, 
 who gets into same. He must have 
 pulled the crocker sack well up 
 under the arms before he crosses the 
 starting line. He then repeats the 
 performance of the first. Players 
 returning from the distance line take 
 their places at the rear of the col- 
 umn. The race is won when the last 
 
 player on the team crosses the finish 
 
 line. Sack Race 
 
 Stab-the-Spud Race (8) 
 
 Equipment Needed: One potato and one pointed stick, two feet long, 
 for each competitor. A circle 18 inches in diameter is placed in front 
 of each column. Another circle of the same size is placed about 15 
 yards in front of the first circle. As many potatoes are placed in the 
 circle farthest away from the starting line as there are players in the 
 line. The first player in each line is given a ijointed stick. At the 
 signal to go, he runs forward to the far circle, sticks his pointed stick 
 
2o6 LEADERS MANUAL— PIONEERS 
 
 into one of the potatoes and runs back with it to the near circle. He 
 is allowed to interfere with other competitors in attempting to make 
 them lose their potato from their stick, so long as his potato is on 
 his stick. His potato must be deposited within the circle nearest the 
 front of his column before he hands his stick to the next player in 
 the column, who runs and gets a second potato. After handing the 
 stick to the front player in the column, competitors take their place 
 at the rear of the line. The race ends when the last player, having 
 properly deposited his potato within the circle, and having made sure 
 that every other jjotato is within the circle, crosses the finish line. 
 
 Overcoat Relay Race (9) 
 
 Equipment Needed: Overcoat and gloves for each team. Have half 
 of the players from each team in a column of file, opposite 40 yards 
 from scratch, the leading players at scratch to be equipped with 
 overcoat and gloves. At start the leading player runs to the leading 
 player of his team opposite and transfers overcoat and gloves to him. 
 This player returns to scratch, wearing overcoat and gloves and trans- 
 fers to second player at scratch, and so on until last player of team 
 has returned to scratch, wearing overcoat and gloves. Each player 
 of team to run once only. Overcoat and gloves cannot be taken off 
 until finish line is crossed. The player receiving same can put them 
 on while running. 
 
 C. NOVELTY RELAY RACES 
 
 Monkey and Crab Race (10) 
 
 Players are arranged in parallel columns of file. At the signal to 
 start the first player in the column places his hands on the ground 
 and walks monkey fashion to the distance line. On reaching same 
 he assumes a running position and returns to the front of the column 
 where he touches off the second player, he himself going to the back 
 end of the column. The second player gets down with his hands and 
 feet on the ground, facing upward, and continues across the distance 
 line in this position. He returns, tags No. 3, and takes his place be- 
 hind No. I at the rear of the column. No. 3 walks monkey fashion. 
 The rest of the column continues alternating, one man walking facing 
 down and the other facing up with hands and feet on the ground 
 until the last player, returning from the distance line, crosses the 
 starting line. 
 
 Leapfrog Race (11) 
 
 Players stand in columns of file with a distance of four feet be- 
 tween individuals. At the signal to start all the players in the col- 
 umn, excepting the last player, assume a stooping position. The 
 last playet will take frog leaps over the backs of the players in the 
 column followed by the next to the last player, etc. As soon as the 
 
GROUP AND MASS GAMES 
 
 207 
 
 last player reaches the front of the column, he assumes a stooping 
 position, likewise the player who followed him. When the player 
 who headed the column has leaped over the backs o£the players 
 making up the column, he rushes forward across the distance line 
 ending the race. 
 
 Hop Race (12) 
 
 The front player in the column hops on his right foot to the dis- 
 tance line, returning on his left foot. He tags off the next player on 
 his team and takes his place on the end of the line. The race finishes 
 when the last player returns from the distance line and crosses the 
 starting line. 
 
 Forward Roll Relay (13) 
 
 Place a mat in center of floor in front of 
 each team. Players run to mat, forward 
 roll on mat, run to the end of the room; 
 returning make another forward roll and 
 run back to team, touching off No. 2 who 
 does the same. If a team can do a backward 
 roll use it for variety, or alt-ernate. 
 
 Frog Race (14) 
 
 Similar to the hop race with the exception 
 that the competitors travel in frog leaps 
 rather than by hops. {Note. The frog leap 
 is executed in this fashion. The player places 
 both hands upon the ground supporting his 
 weight thereupon as he jumps both feet for- 
 ward, feet outside of hands. He then moves 
 both hands forward simultaneously followed 
 by both feet.) He travels the entire distance 
 to the distance line, upon reaching which he 
 assumes a standing position and runs back, 
 tagging off the second competitor. 
 
 Forward Roll Relay 
 
 Skin the Snake (15) 
 
 Participants again assume the column of file position. Each 
 reaches back between his legs with his right hand and grasps the 
 left hand of the team-mate behind him. Upon the signal to start, the 
 back player in the column lies down, keeping his feet together, and 
 maintaining his grip on team-mate's hand. The column walks back- 
 wards over him. The next to the last player lies down beyond the 
 last, etc., until the entire column is stretched on the ground. The 
 player who was in the front of the column will be the last player to 
 lie down. He gets up immediately and, running forward, straddling 
 
2o8 LEADERS MANUAL— PIONEERS 
 
 the line, pulls the line with him. The line which gets to its feet the 
 quickest without having broken, wins the race. 
 
 Slap Obstacle (i6) 
 
 Players are arranged in parallel lines. Four players are selected 
 from each column and are placed in front of and in line with the 
 column with a distance of five yards between them. The first 
 player in front of the column stands at attention; the second 
 player takes a stooping position, as for leapfrog; the third player 
 
 Skin the Snake 
 
 takes a stride-stand position; the fourth player stands at attention. 
 At the signal to start the player in front of the column runs forward, 
 circling number one, leaping over number two, crawling between the 
 straddle legs of number three, circling number four. After which he 
 runs to the rear of the column, where he slaps the back of the last 
 player; the last player slaps the back of the player in front of him 
 and the slap is passed to the front player in the line who rushes for- 
 ward upon receiving his slap and repeats the performance of the 
 first runner. The game is finished when the last player in the col- 
 umn, after clearing all obstacles, crosses the starting line. 
 
 Rule. Runners are not allowed to grasp the man as they run 
 around him. 
 
 Dead Man Relay (17) 
 
 _ The front player in the column is instructed to go half way_ to the 
 distance line and lie upon his back upon the ground with his head 
 towards his team. At the signal to go, the second play«r in the 
 column runs to the player lying upon the ground and lifts him by the 
 shoulders to a standing position. (The player lying upon the ground 
 should keep perfectly rigid.) The player lifted, then runs to the 
 finish line. From there, he returns to the rear of his line. In the 
 meantime the player who lifted him from the ground, lies upon his 
 back in the same position as the player lifted. He who has gone to 
 the rear slaps the player in front of him, and the slap is passed on 
 until it reaches the player in the front of the column. He runs for- 
 ward, lifts the dead man, and takes his place. The player runs to 
 the finish line, and returning to the rear of the column, starts the 
 
GROUP AND MASS GAMES 209 
 
 slap forward. The game ends when the last player in the line is 
 lifted from the dead man's position, crosses the distance line and 
 returns across the start line. 
 
 Attention (18) 
 
 Players stand at attention and are numbered off from the front 
 of each column. The leader calls a certain number. The player of 
 that number in each column runs forward on the right hand side, 
 circling his column. Upon reaching the opening made by himself 
 in the column, he steps in, assuming the attitude of attention. One 
 point is awarded to the team whose runner first assumes the proper 
 attitude in the column. Another number is called and the game 
 continues. 
 
 Pass the Buck (19) 
 
 The players are in formation of 
 two or more files, standing at 
 stride-stand position with forward 
 body bend and hands upon hips. 
 
 Upon the starting signal the back ^ 
 
 man comes to the position of Passing Relay 
 
 attention— with a snap— at the (See tags 204) 
 
 same time striking hard with the 
 
 open palms of both hands the seat of the player in front of him, who 
 in turn "Passes the Buck" on down the file. When the file leader re- 
 ceives the "Buck" he immediately gives the command, "About face!" 
 The file about faces and jumps to a stride-stand forward trunk bend 
 and the "Buck" is then passed up the file harder and faster than it 
 went down. This is a relay race and the file getting the "Buck" back 
 to its file-closer first wins. It is advisable to repeat the relay, ». e., 
 have the "Buck" passed down and up the file twice. 
 
 Spin around Relay (20) 
 
 A player is sent forward from each line to a position ten yards in 
 front of and in line with his column. He shall be known as the pivot. 
 At the signal to start the player at the head of the column runs to 
 the pivot, links his right arm in the right arm of the pivot and swings 
 around him, and then returns to the rear of the line, links the arm of 
 the man at the rear and pivots around him. He then runs and tags 
 off the man at the front of the column and takes his place at the 
 rear. The man tagged off repeats the performance of the first man 
 who ran. 
 
 Jump Stick Relay (21) 
 
 Equipment Needed: One stick at least three feet long for each team. 
 The stick is held in the hand of the first player in the column. Upon 
 
210 
 
 LEADERS MANUAL— PIONEERS 
 
 the signal to start he runs to the distance line, touching the line or 
 the ground beyond with the stick. He then returns to the front of 
 the column and hands the other end of the stick to No. 2. Then 
 holding the stick between them and near the ground, they run to 
 the rear of the column on each side. The players in the column leap 
 over the stick as it reaches their feet. Upon coming to the rear end of 
 the column No. 2 takes the stick and runs to the distance line, which 
 he touches. He returns to the front of the column, hands the other 
 end of the stick to No. 3 and the game continues until the last 
 player in the column carries the stick across the distance line. 
 
 Flag Race (22) 
 
 In this race the players face to the left. A flag is stuck in the 
 ground on the starting line. At the signal to start the contestant 
 nearest the flag picks it up and hands it to his next neighbor. In this 
 way it is passed to the end of the line. The end player takes the 
 flag and runs in front of his line to the distance line. Returning to 
 the right of his column, he starts passing the flag along. The player 
 who is then last in line repeats the performance and so on until 
 every player has run. The last player finishes the race when he 
 crosses the distance line. 
 
 Rescue Race (23) 
 
 Players stand at attention. At the signal to start No. 2 in the 
 column leaps upon the back of No. i, who carries him across the 
 distance line in piggy-back position. There he drops him. No. i 
 remains behind the distance line. No. 2 rushes back and picks up 
 No. 3 in the column and carries him beyond the distance line and 
 No. 2 remains there. No. 3 rushes back and picks up No. 4, etc., etc. 
 When the last player in the column has been carried across the dis- 
 tance line the race is finished. 
 
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 Centipede Relay 
 
 Centipede Relay (24) 
 
 The first four players in the column straddle a 
 broomstick. It is required that the first three players 
 grasp the broomstick with both hands in front of 
 them. The last player of the four must grasp the 
 broomstick with both hands behind him. In this 
 position they run across the distance line and return. 
 Behind the finish line they give the broomstick to 
 the next four players on their team, and take their 
 place at the rear of the line, while the second four 
 repeat the performance of the first. The race ends 
 when the last gn'oup of four crosses the start line. 
 
GROUP AND MASS GAMES 211 
 
 Paul Revere Race (25) 
 
 Players are arranged in column of file "open order" with a distance 
 of ten to twenty feet between the contestants. A light player is 
 selected from each team to act as rider. He starts just back of the 
 last man in the coliimn. Upon the given signal he leaps upon the 
 back of the last nian who carries him to the man next in front of 
 him in line. The jider must change from the back of the first steed 
 on to the back of the second without touching the ground. The 
 second steed carries him to the third and he is passed on from steed 
 to steed until he reaches the front man in the column, who carries 
 him across the distance line, ending the race. 
 
 Chariot Race (26) 
 
 Each line is grouped in pairs. At the signal to start the first pair 
 with arms locked run across the distance line, returning across the 
 start line, running to the rear end of the column. They slap the last 
 pair. That pair passes the slap on to the pair next in front of them, 
 etc. As soon as the slap reaches the pair at the head of the column, 
 they start. The race ends when the last pair returning cross the 
 finish line. 
 
 Three-Legged Race (27) 
 
 No equipment needed other than the belts of the competing players. 
 The competitors on the team are grouped in pairs. Team-mates 
 stand opposite each other and have their inside legs strapped to- 
 gether just above the ankle with one belt and above the knee with 
 the other. Their inside arms are placed around the back of their 
 team-mate. The race is run in this fashion. When the first pair 
 returns from the distance line they tag off the second and the second 
 tags off the third, etc. 
 
 ni. STUNTS 
 
 STUNT ATHLETIC MEET 
 
 One Hundred Yard Dash (i) 
 
 As many pieces of string are tacked to the wall, /out feet, eight inches 
 above the ground and about two feet apart, at one end of the stage or room, 
 as there are competitors. The string to be twelve feet long. The 
 contestants take the end of the string in their mouths and line up 
 facing the point where their string is tacked. At the word, "GO," 
 without the use of hands, they gjather the string into their mouths 
 until all the string has been taken into the mouth and the end attached 
 to the wall is reached. The string must be kept taut at all times. 
 
 16-Pound Shot Put (2) 
 
 An inflated paper bag is put for distance, as though it were a shot, 
 from the shoulder. 
 
212 LEADERS MANUAL— PIONEERS 
 
 Potato Race (3) 
 
 A potato or some similar object is placed at the starting line. The 
 race consists of pushing same with the nose to a certain point and 
 back across the starting line. 
 
 Newspaper Race (4) 
 
 Contestants line up upon a starting line with a newspaper folded 
 in quarter size under each foot. Each at the signal to start, lifts 
 up one foot, and balancing on the other without touching the floor 
 slides the paper forward with his hand. He then brings one foot 
 down upon it, claps his hands above his head and lifts the other 
 from its paper, which he moves forward with his hand. The foot 
 supporting the body must rest upon the paper and the hands must 
 be clapped above the head between each step. The race continues 
 for a distance of about 25 yards. 
 
 Driving Contest (5) 
 
 Equipment Needed: Hammer and ten nails to each man. Plank 
 4 X 4,6 or 8 feet long. Two or three men strive to see who can drive 
 his nails first. Each man drives his nails into the same plank at the 
 same time. This is very difficult, as the blows are not struck at the 
 same time and the plank will be very unsteady, and one is liable to 
 wallop his fingers. At any rate, he will miss many strokes. 
 
 Blindfold Race (6) 
 
 Contestants are blindfolded and after being spun about several 
 times, start on the race which is to the other end of the room and 
 back. 
 
 Soaped Pole Climb (7) 
 Climbing a greased or soaped pole for prizes at the top. 
 
 Bottle Balance (8) 
 
 Contestant sits with his legs extended upon a large bottle or jug, 
 lying upon its side. The right heel is placed on top of the left toe. 
 A box of safety matches and a candle are handed each contestant, 
 who endeavors to maintain his balance and light the candle. 
 
 Shoe Race (9) 
 
 Shoes of contestants are thrown into a barrel. The contestants 
 draw up behind a given jine. At a signal they rush to the barrel 
 and endeavor to find their own shoes. They are allowed to throw 
 any shoes not their own as they will. As soon as they find their own 
 
GROUP AND MASS GAMES 
 
 213 
 
 they must report back with the shoes properly on to the judge. The 
 one first doing so wins. 
 
 Sack Chase (10) 
 
 Equipment Needed: Two sacks. The players get into the sacks, 
 which are tied under their arms, and take positions in opposite 
 corners of the ring. They lie on the floor on their backs and wait 
 for the command, "Go." Upon receiving the command, they jump 
 to their feet and run around the ring, to the right, and keep going 
 until one man overtakes the other. Note. This is the old sack race 
 confined to a boxing ring. 
 
 Peanut Relay (11) 
 
 Equipment Needed: A flat stick like a shingle or a spoon and a 
 peanut for each competing team. Competitors must race across 
 finish line and back, balancing the peanut on the stick or spoon. 
 The stick and peanut are transferred to the next man in the column 
 behind the starting line and the race continues. 
 
 Bat Kicking Stunt (12) 
 
 Equipment Needed: Slippery floor, baseball bat. The player, 
 toeing a certain mark, holds the bat in his left hand, placing the end 
 on the floor close to his left instej). 
 
 The object of the game is to kick the bat for distance, marking 
 distance on the floor. The bat must be kicked by the right toe 
 from in back, the right foot swinging past the left heel on the outside. 
 If the contestant is standing on a slippery floor watch for a fall, 
 as the player will kick his left foot from under him. 
 
 Pillow Fight on Pole (13) 
 
 A pole at least ten feet long is 
 placed across wooden horses, four 
 feet above the floor or ground. The 
 opponents straddle pole armed 
 with pillows and endeavor to dis- 
 lodge each other by hitting with 
 pillows. 
 
 Hello, Mike (14) 
 
 Equipment Needed: Boxing 
 gloves. Two blindfolded opponents 
 lie upon floor face down with their 
 heads toward each other and about 
 a foot apart. They reach above their heads with their left arms, 
 grasping hands. Their right hands are covered with boxing gloves. 
 
 Pillow Fight 
 
214 LEADERS MANUAL— PIONEERS 
 
 Number one says, "Hello, Mike, are you there?" Number two is 
 required to answer, "I am," trying to deceive his opponent as to 
 location. Number one takes one swing with his gloved hand at 
 the point where the voice comes from. Number two then asks 
 the question and the game continues. 
 
 Cracker Eating Contest (15) 
 
 Five crackers are given each contestant. At the signal to start 
 he begins eating same. The one who consumes the five and is able 
 to whistle first wins the event. (Melon Eating.) 
 
 Weight Guessing (16) 
 
 The object of the game is to make a guess at the weight of some 
 man in the audience or crowd. Post five or six men to paddle the 
 man being weighed when on the weigher's back. The weigher, 
 picking his victim, feels of his legs and his arms and then says he 
 can guess within three pounds of the man's weight. If the man per- 
 mits, the weigher steps in front of the victim, taking his two arms 
 over his shoulders, and bending forward, lifts the man, raising his 
 feet off the ground, saying, "You weigh about," the word "about" 
 being the cue for the five or six men posted to start paddling his 
 stern. 
 
 The Ghost (17) 
 
 The individual who puts on the stunt calls for eight or more 
 volunteers. He arranges them in a straight line, elbow to elbow, as 
 close together as possible, and' takes his place at the left of the line. 
 Addressing the one who stands at his right he says, "Last night I saw 
 a ghost at my house." The one addressed replies. "Is that so? 
 What did he do?" The leader then sticks his right arm straight out 
 in front of him. The one next to the leader then turns and ad- 
 dresses the individual at his right, making the same statement regard- 
 ing a ghost at his house last night, and when the individual replies 
 asking what he did, the informer sticks out his right arm, as did 
 the leader. The question, answer and performance are passed 
 down the line. This results in every man in the line having his right 
 arm sticking straight out before him. With the arm in this position 
 the leader again makes the statement that he saw a ghost in his 
 house last night. The one at his right asks what he did, as before. 
 The leader replies that he did this — and sticks out his left arm. 
 This is repeated until all have both left and right arms projecting 
 in front. Starting at the head of the line the leader then makes the 
 statement and illustrates what the ghost did by assuming a squatting 
 position, leaving both arms out in front. When the whole line has 
 assumed this squatting position^ after the regular question is asked, 
 the leader starts again, this time sticking one leg out in front, 
 clear off the floor. After the question has been passed down the line. 
 
GROUP AND MASS GAMES 215 
 
 the individuals are all balancing themselves on one leg, with the 
 other leg and both arms projecting before. The leader by giving a 
 slight shove overbalances the group and a pile results. 
 
 Lifting Seven Men (18) 
 
 This is_a_ frame-up and should be used particularly to take care of 
 fresh individuals in the camp. Some fellow boastfully says he can 
 lift seven men in the hearing of the fresh one. He, of course, argues 
 the point immediately. A strong man then performs the feat as 
 follows: He lies down on his back. Six other men who are in on the 
 trick sit with their legs across his body. The fresh one is then invited 
 to be the seventh man to be lifted and is asked to lie face down 
 lengthwise across the knees of the six others, his head and shoulders 
 being near the head and shoulders of the strong man who assists in 
 holding him in this position while the six others administer the 
 paddling. 
 
 Pie Eating Contest (19) 
 
 Equipment needed: Four nice juicy blueberry pies. Eight men. 
 The pies are cut in half, being placed in a tin plate, a,nd placed on the 
 table or floor. If on the floor the men kneel. The contestants' 
 hands must be tied behind them. The object of the game is to see 
 which man can eat his pie the quickest. He must do this without, 
 the aid of his hands, and must not be allowed to push pie out of pan. 
 Upon licking the plate clean, he picks up the plate in his teeth. The 
 first man doing this wins. Note. This is a great stunt with which to 
 finish up a stunt night. 
 
 Can and Glove Boxing (20) 
 
 Opponents are armed with a can containing pebbles in their right 
 hand and a boxing glove on their left. Both are blindfolded. They 
 rattle continuously, endeavoring to locate each other by spuiid 
 in order to land blow with glove hand. 
 
 Barrel Boxing (21) 
 
 Secure two large barrels, extracting projecting nails. Place 
 opponents inside of same and have them box. Note. A potato sack 
 can be used as a substitute for barrels in this event. 
 
 Hot Hand (22) 
 
 One man who is "it" bends foward, placing his hands on his knees 
 The other players gather behind him and swat him with the palms o 
 their hands. If he guesses the one who hits him that one must take 
 his place. 
 
2l6 
 
 LEADERS MANUAL— PIONEERS 
 
 Hand Wrestling 
 
 DUAL STRENGTH TEST 
 
 Large groups can be divided into equal smaller groups and compete 
 in the following events to good advantage. These events can also be 
 used successfully as events for stunt night programs. Have the 
 winner challenge anyone in the audience. 
 
 Hand Wrestling (i) 
 
 The wrestlers stand with right foot 
 advanced claspinig right hands. The ob- 
 ject is to make opponent move a foot from 
 his position on the ground. This consti- 
 tutes a throw. 
 
 Toe Wrestling (2) 
 
 The wrestlers are seated on the ground 
 facing each other's knees. A stick is 
 placed between the arms and knees while 
 in this position. The object is to get the 
 toes under those of the opponent and roll 
 him over backwards. If either wrestler 
 breaks his handclasp about the knees it 
 constitutes a victory for his opponent. 
 
 Indian Wrestling (3) 
 
 The wrestlers lie upon backs side by side 
 with arms locked, legs extended in opposite 
 directions. The right legs are raised and 
 lowered twice. At the third raising they 
 lock legs together and each endeavors to 
 bring his opponent's leg down to the 
 ground, thereby turning him upon his face. 
 
 Twist Stick (4) 
 
 Two E^sp a g^n or broomhandle high 
 above their heads. At the word to go the 
 stick must be brought down between 
 them, thereby twisting within the hands of 
 one of the players. This can be done with- 
 out stick by having opponents grasp hands 
 above head, fingers between fingers. 
 
 PuU Stick (5) 
 
 Two sit upon the floor, toes against 
 toes. They {^rasp a broomhandle be- 
 tween them, and at the signal each tries to 
 pull the other up off the floor. Can be used 
 without stick by opponents grasping 
 hands, using the hook grasp. 
 
 Toe Wrestling 
 
 Twist Stick 
 
GROUP AND MASS GAMES 
 
 217 
 
 Roostet Fight (6) 
 
 A circle four feet in diameter is drawn upon the 
 floor or ground. Two players standing on one leg, 
 both hands grasping the other foot behind their 
 backs, endeavor to make the other step outside of 
 the ring or break his clasp upon the upheld foot, by 
 shouldering each other. 
 
 Knocking Off Hat (7) 
 
 Two, by sparring together endeavor to knock off 
 the opponent's hat. 
 
 Rooster Fight 
 
 Dog Fight (8) 
 
 Two place themselves on hands and knees facing each other about 
 three feet apart. Their leather belts are linked together. The 
 linked belts are thrown over their heads. The players must keep 
 heads up and back. At the word "Go," the players pull against each 
 other until one of them is pulled across the line three feet back from 
 where the players started, or until his head is pulled forward thereby 
 releasing the strap. 
 
 Elbow Wrestling (9) 
 
 A table or some flat surface is necessary for this event. The 
 opponents stand on opposite sides of the table placing the right 
 elbows together on same. They clasp hands and endeavor to push 
 the back of the hand of the opponent down to the table without 
 lifting the elbow. 
 
 Harlequin Wrestle (10) 
 
 Each contestant stands on one leg, one leg and arm swinging free. 
 They grasp right hands and each tries to make the other lower his 
 upraised foot to the ground, or touch the floor with his free hand. 
 Losing balance or touching floor with free hand or foot constitutes a 
 fall. A fall may be produced only with the engaged hand. 
 
 La Savate (11) 
 
 Two contestants fold arms, hop on one foot until within touching 
 distance with their free feet, when by feinting or tapping with the 
 free foot each tries to cause the opponent to lose his balance and 
 touch floor with free foot. (From the French boxing contests where 
 the feet are used.) 
 
2l8 
 
 LEADERS MANUAL— PIONEERS 
 
 Hand Slap Wrestle(i2) 
 
 Same formation as above. 
 Players stand about two feet 
 apart with each player's feet 
 in a line, toe and heel touching, 
 left arm placed behind back, 
 right arm swinging free in 
 front. _ The player, by strik- 
 ing, feinting, or evading tries 
 to cause his opponent to lose 
 . „, „, , his balance. This constitutes 
 
 Hand Slat Wrestle ^ f^y -j.^^ f^j,g„ player's 
 
 place is taken by another player from his own team. This continues 
 until all of one team have been thrown. The team wins which has the 
 last boy standing. 
 
CHAPTER XVI 
 SELECTED BOOKS FOR YOUNGER BOYS 
 
 A book is a book to most people. If it is well bound and the 
 illustrations are colored, then because it costs a dollar and a half 
 it just must be a good book. This is where we have been making 
 9ur big mistake. Nearly every adolescent boy sooner or later 
 comes to the book age, when he seems fairly to devour every 
 book that catches his fancy or that by chance falls in his path. ' 
 
 Now" this is a period of wonderful opportunity for the wise 
 parent or leader and also a period of very grave danger. Books 
 play a much larger part in the unfolding of a boy's character 
 than we have been wont to believe. They are his silent pals. 
 From them he gets his notions of fair play. In them, in innu- 
 merable cases, he finds his hero, too, and from the hero's life sets 
 up a moral code for himself. It may even be that his whole ca- 
 reer will be determined by the sort of books he reads. Certainly 
 many a boy's choice of a vocation has been definitely influenced 
 by some book recommended by a friend, or even picked up by 
 chance. So, there are worth-while books and books that are not 
 worth-while. The boy's judgment cannot be relied upon to 
 choose the ones that are worth-while. 
 
 Long ago we determined that the so-called dime novel was 
 undesirable and it fell into very bad repute. No worth-while 
 boy wanted to be caught with one. Many folks believe 
 that such objectionable boy-literature has been effectively done 
 away with. This is a dangerous assumption and one that is not 
 true. We probably have more undesirable boys' reading matter 
 today than we have ever had before. The only difference is that 
 it is now camouflaged. It is parading in false clothes. It has 
 slipped in with fine, wholesome folks and is succeeding in fooling 
 thousands of cultured and intelligent parents. We have the 
 old dime novel in disguise. It is dressed up in board covers and 
 illustrated with fairly good colored plates, but nevertheless it's 
 the same old dime novel with all its ill effects on a growing boy's 
 imagination. 
 
220 LEADERS MANUAL— PIONEERS 
 
 The average American boy will read during his boyhood just 
 about a given number of books. Isn't it of the utmost import- 
 ance, then, that that given number be selected from the very 
 best? It would be a different matter if first-class boys' books 
 were scarce and difficult to find, but that is not the case. There 
 are hundreds of first-class, red-blooded, masculine boys' stories 
 that will meet the demands of the most critical, and such books 
 are available for nearly all boys if boys can just be educated to 
 make the right choices. Beware of the numerous cheap series 
 that are found in large quantities in department stores. They 
 are the dangerous yellow-back, dressed up. 
 • There are five things that every book which is placed in a 
 boy's hands ought to teach him. 
 
 First: High ideals, honesty, and fair play. That does not 
 mean the wishy-washy, old-fashioned Sunday school story, but 
 it does mean a high-class, masculine presentation of what real 
 manhood is. 
 
 Second : True perspective and a constructive philosophy of life. 
 During the early teens books probably have a greater actual in- 
 fluence in the lives of boys than do many of their playmates, 
 for they associate more intimately with them. What can pos- 
 sibly be more important than that young life shall early get a 
 hopeful, encouraging perspective and a philosophy free from 
 cynicism and subtle doubts? 
 
 Third: The ability to think straight, and draw honest, logical 
 conclusions. The "penny thrillers," almost without exception, 
 absolutely disregard logic or truth. Their action is a-mile-a-minute, 
 and their heroes are utterly unreal to life and usually totally dis- 
 regard natural law and moral growth and development. In all 
 directions they are simply monstrosities in one field or another. 
 
 The fourth is one of the most important and subtle: every book 
 should present a genuine respect for learning and science. It is 
 a crime in these wonderful days for a boy to waste his time accu- 
 mulating a vast amount of misstatements and misinformation 
 that must later be entirely replaced by the real article. 
 
 The fifth demand is of no less importance: if it is true that 
 boys learn by doing, then boys learn good language by reading it. 
 There is a tremendous relation between the sort of talk boys use 
 and the manners they appropriate and the language and the 
 
SELECTED BOOKS 221 
 
 manners that are presented to them by their favorite authors. 
 Do you realize that the average fourteen-year-old boy reads more 
 than forty books a year? It takes a man of real character to 
 write a boy's book of real character for, consciously or uncon- 
 sciously, the author puts himself, his ideals, his breeding, and 
 his personality into the things he writes. First-class boys' 
 books can never be manufactured — they must be built, each one 
 with a well-defined, definite purpose. 
 
 Boys should be encouraged not only to read the best but to 
 cultivate taste for variety as well. Facts are stranger than fic- 
 tion and a well-written biography of a real American of achieve- 
 ment often surpasses in thrill an unusual adventure. 
 
 The following selected list is a composite of a number of the 
 very best available lists and is not only a choice selection but 
 covers a wide range. A Leader could not do better than to urge 
 his boys to make their selections from this list. Most of these 
 books will be found in a good public library. If they are not 
 there, the librarian will cooperate with you in getting them. 
 Have a boy's reading working with you instead of against you. 
 
 Best Books for Boys 
 Heroes of Adventure 
 Log of a Cowboy, Andy Adams 
 Little Men, Louisa M. Alcott 
 The Cruise of the "Ghost," W. L. Alden 
 Hunters of the Hills, /. A. AUsheler 
 The Last of the Chiefs, J. A. AUsheler 
 Greyfriar's Bobby, Eleanor Atkinson 
 Left Guard Gilbert, R. H. Barbour 
 The Boy Emigrants, Noah Brooks 
 Master of Strong Hearts, E. S. Brooks 
 Quest of the Golden Valley, Belmore Brown 
 Cruise of the "Cachalot," F. T. Bullen 
 The Lost Prince, F. Hodgson Burnett 
 Track's End, H. Carruth 
 Camping with Henry, F. H. Cheley 
 Two Years before the Mast, 7?. H. Dana 
 Robinson Crusoe, D. DeFoe 
 Hans Brinker, M. M. Dodge 
 
222 LEADERS MANUAL— PIONEERS 
 
 Cattle Ranch to College, Russell Pouhleday 
 
 Struggling Upward, Sherwood DowUng 
 
 Adventures of Sherlock Holmes, A. C. Doyle 
 
 Adventures of Billy Topsail, Norman Duncan 
 
 Billy Topsail, M. D., Norman Duncan 
 
 T. Haviland Hicks, Senior, /. R. Elderdice 
 
 Ross Grant, Tenderfoot, Hamlin Garland 
 
 Boy Life on the Prairie, HamKn Garland 
 
 Warpath and Hunting Trail, Elmer Gregor 
 
 Jack, the Young Ranchman, G. B. Grinnell 
 
 Phillip Kent of the Lower School, Truxton Hare 
 
 Captain Fair and Square, W. D. Heyliger 
 
 The Young Alaskans, Emerson Hough 
 
 The Ranch of the Oxhide, Henry Inman 
 
 Aztec Treasure House, Thos. A. Janvier 
 
 Captains Courageous, Rudyard Kipling 
 
 The Lure of the Black Hills, D. Lange 
 
 Redney McGaw, Arthur E. McFarlane 
 
 Jim Davis, John Masefield 
 
 Martin Hyde, John Masefield 
 
 Dorymates, Kirk Monroe 
 
 Safety First, W. R. Nichols 
 
 Wrecking Master, R. D. Paine 
 
 The Voyage of the "Hoppergrass," Edmund Lester Pearson 
 
 The Fullback, Lawrence Perry 
 
 The Human Boy and the War, Eden Philpotts 
 
 Stolen Treasure, Howard Pyle 
 
 Iceboat Number One, Leslie W. Quirk 
 
 The Boy Settler, E. L. Sabin 
 
 The Gold Seekers of '49, E. L. Sabin 
 
 Apauk, Caller of Buffalo, /. W. Schultz 
 
 With the Indians in the Rockies, /. W. Schultz 
 
 Kidnapped, R. L. Stevenson 
 
 Buccaneers and Pirates of our Coast, F. R. Stockton 
 
 Making Good in the Village, W. 0. Stoddard 
 
 Gold Seeking on the Dalton Trail, A. R. Thompson 
 
 To the Land of the Caribou, Paul G. Tomlinson 
 
 The Strange Gray Canoe, Paul G. Tomlinson 
 
 Gibby of Clamshell Alley, /. 5. Van Dresser 
 
SELECTED BOOKS 223 
 
 The Cruise of the "Cormorant," A. H. Verrill 
 An American Crusoe, A. H. Verrill 
 Marooned in the Forest, A. H. Verrill 
 The Gaunt Grey Wolf, Dillon Wallace 
 Bobby of the Labrador, Dillon Wallace 
 Fur Trail Adventures, Dillon Wallace 
 Lure of the Labrador Wild, Dillon Wallace 
 Ungava Bob, Dillon Wallace 
 Swiss Family Robinson, /. D. Wyss 
 
 Heroes of Chivalry 
 
 Story of Roland, J. Baldwin 
 
 John Halifax, Gentleman, D. M. Craik 
 
 Sir Marrok, Allen French 
 
 The Court of King Arthur, W. H. Frost 
 
 A Knight of the White Cross, G. A. Henty 
 
 Heroic Legends, A. G. Herbertson 
 
 Knights of the Golden Spur, Rupert S. Holland 
 
 Historic Heroes of Chivalry, Rupert S. Holland 
 
 The Boy's King Arthur, Sidney Lanier 
 
 Stories from the Faerie Queene, M. McLeod 
 
 Dick in the Desert, /. Otis 
 
 Men of Iron, Howard Pyle 
 
 Otto of the Silver Hand, Howard Pyle 
 
 The Story of King Arthur and His Knights, Howard Pyle 
 
 The Story of Sir Lancelot, Howard Pyle 
 
 The Story of the Champions of the Round Table, Howard Pyle 
 
 The Story of the Grail and the Passing of Arthur, Howard Pyle 
 
 The Merry Adventures of Robin Hood, Howard Pyle 
 
 Ivanhoe, Sir Walter Scott 
 
 Stories from Old French Romance, E. M. Wilmot-Buxton 
 
 Stories of Persian Heroes, E. M. Wilmot-Buxton 
 
 A Book of Golden Deeds, Charlotte M. Yonge 
 
 Boy's Ride, Gulielma Zollinger 
 
 Rout of the Foreigner, Gulielma Zollinger 
 
 Heroes of Daring 
 
 The Story of Siegfried, James Baldwin 
 
 A Story of the Golden Age, James Baldwin 
 
224 LEADERS MANUAL— PIONEERS 
 
 The Modern Vikings, Hjalmar Boyesen 
 
 A Boy of the First Empire, Elbridge S. Brooks 
 
 The Story of Marco Polo, Noah Brooks 
 
 Beach Patrol, W. Drysdale 
 
 Lance of Kanana, H. W. French 
 
 The Boy's Froissart, /. Froissart 
 
 Boy's Book of Pirates, Henry Gilbert 
 
 Adrift on an Ice-Pan, W. T. Grenfell 
 
 By Pike and Dyke, G. A. Henty 
 
 For the Temple, G. A. Henty 
 
 Fighting a Fire, Chas. T. Hill 
 
 Wulnoth the Wanderer, H. E. Inman 
 
 Adrift in the Arctic Ice-pack, Elisha Kent Kane 
 
 Olaf the Glorious, Robert Leighton 
 
 Careers of Danger and Daring, Cleveland Moffetl 
 
 Life Savers, James Otis 
 
 The Lighthouse Keepers, James Otis 
 
 Stories from the Chronicles of the Cid, Mary W. Plumner 
 
 Scottish Chiefs, Jane Porter 
 
 Otto of the Silver Hand, Howard Pyle 
 
 Jack Ballister's Fortunes, Howard Pyle 
 
 The Spartan, C. D. 0. Snedeker 
 
 In the Days of Alfred the Great, E. M. Tappan 
 
 In the Days of William the Conqueror, R. M. Tappan 
 
 Gold Seeking on the Dalton Trail, A. R. Thompson 
 
 The Voyages of Captain Scott, Retold by Chas. Turley 
 
 The Lure of the Labrador Wild, D. Wallace 
 
 Ben Hur: A Tale of the Christ, Lew Wallace 
 
 Boys' Napoleon, H. F. B. Wheeler 
 
 Heroes of Humor 
 
 Story of a Bad Boy, Thos. B. Aldrich 
 
 The Monkey That Would Not Kill, Henry Drummond 
 
 T. Haviland Hicks, Freshman, J. R. Elderdice 
 
 At Good Old Si wash, George Fitch 
 
 Nights with Uncle Remus, Joel Chandler Harris 
 
 Uncle Remus: His Songs and His Sayings, Joel Chandler Harris 
 
 Phaeton Rogers, R. Johnson 
 
SELECTED BOOKS 225 
 
 The Varmint, Owen Johnson 
 
 Lucky and His Gang, Gmce S. Mason 
 
 Toby Tyler; or Ten Weeks with a Circus, James Otis 
 
 Mr. Stubbs' Brother, James Otis 
 
 A Jolly Fellowship, Frank R. Stockton 
 
 Penrod, Booth Tarkington 
 
 The Adventures of Huckleberry Finn, Mark Twain 
 
 The Innocents Abroad, Mark Twain 
 
 The Prince and the Pauper, Mark Twain 
 
 The Adventures of Tom Sawyer, Mark Twain 
 
 A Connecticut Yankee ir^King Arthur's Court, Mark Twain 
 
 Being a Boy, Chas. D. Warner 
 
 Heroes of the Nation 
 
 /. Biography and History 
 
 The Story of Our Navy for Young Americans, Willis J. Abbot 
 
 The Hero of Erie (Commodore Perry), James Barnes 
 
 Midshipman Farragut, James Barnes 
 
 Yankee Ships and Yankee Sailors, James Barnes 
 
 Boots and Saddles, Elizabeth B. Custer 
 
 The Boy General, Elizabeth B. Custer 
 
 The True Story of Benjamin Franklin, Elbridge S. Brooks 
 
 The True Story of George Washington, Elbridge S. Brooks 
 
 Brave Deeds of Revolutionary Soldiers, R. B. Duncan 
 
 American Leaders and Heroes, Wilbur F. Gordy 
 
 Life of Grant for Boys and Girls, Warren Lee Goss 
 
 On the Trail of Grant and Lee, F. T. Hill 
 
 On the Trail of Washington, F. T. Hill 
 
 Abraham Lincoln: The Boy and the Man, Jas. Morgan 
 
 The Boys' Life of Ulysses S. Grant, Helen Nicolay 
 
 The Boys' Life of Lincoln, Helen Nicolay 
 
 Young Heroes of the American Navy, Thos. A. Parker 
 
 Hero Tales from American History, Theodore Roosevelt and 
 
 Henry Lodge 
 Paul Jones, Molly Elliot Seawell 
 The Story of Our Navy, William 0. Stevens 
 Story of Young George Washington, Wayne Whipple 
 
226 LEADERS MANUAL-PIONEERS 
 
 11. Historical Stories 
 The Guns of Bull Run, J. A. AUshekr. 
 The Rock of Chickamauga, /. A. AUshekr 
 Shades of the Wilderness, J. A. AUshekr 
 The Tree of Appomattox, J, A. AUshekr 
 Keepers of the Trail, /. A. AUshekr 
 Hunters of the Hills, J. A. AUshekr 
 Roger Paulding, Apprentice Seaman, Capt. Edward L. Beach, 
 
 U. S. N. 
 A Midshipman in the Pacific, C. T. Brady 
 A Son of the Revolution, E. T. Brooki 
 Banner of the White Horse, C. M. Case 
 The Pilot, James Fenimore Cooper 
 The Spy, James Fenimore Cooper 
 Camp Fire and Trail, R. Clyde Ford 
 Mail Without a Country, E. E. Hale 
 Cadet Days, Gen. Charles King 
 
 A West Point Lieutenant, Capt. Paul B. Malone, U. S. A. 
 Tom Strong, Washington's Scout, A. B. Mason 
 Tom Strong, Third, A. B. Mason 
 With Perry on Lake Erie, James Otis 
 Great Locomotive Chase, Wm. Pilknger 
 On the Plains with Custer, Edwin L. Sabin 
 With Sam Houston in Texas, Edwin L. Sabin 
 Brave Deeds of Union Soldiers, S. Scovilk 
 Little Jarvis, Molly Elliot Seawell 
 The Boy Captive of Old Deerfield, M. P. W. Smith 
 Black Arrow, R. L. Stevenson 
 Three Years behind the Guns, L. G. TisdaJe 
 Prisoners of War, E. T. Tomlinson 
 Tecumseh's Young Braves, E. T. Tomlinson 
 The Boy Sailors of 1812, E. T. Tomlinson 
 The Young Sharpshooter, E. T. Tomlinson 
 Marching against the Iroquois, E. T. Tomlinson 
 With Flintlock and Fife, E. T. Tomlinson 
 Three Colonial Boys, E. T. Tomlinson 
 Trail of the Mohawk Chief, E. T. Tomlinson 
 Scouting with Kit Carson, E. T. Tomlinson 
 Scouting for Washington, /. P- True 
 
SELECTED BOOKS 227 
 
 ///. Books on the Great War 
 At the Edge of the War Zone, Mildred Aldrich 
 Hilltop on the Marne, Mildred Aldrich 
 Under the Red Cross Flag, Mabel Boardman 
 The Cause; Poems of the War, Lawrence Binyon 
 Collected Poems, Rupert Brooke 
 Ambulance No. 10, Leslie Buswell 
 Christine, Alice Cholmondeley 
 Poems of the Great War, /. W. Cunliff 
 Carry On! Coningsby Dawson 
 Plattsburg Manual, 0. 0. Ellis and E. B. Gary 
 Over the Top, A. G. Empey 
 
 You Are the Hope of the World, Hermann Hagedorn 
 Kitchener's Mob, /. N. Hall 
 A Student in Arms, Donald Hankey 
 First Hundred Thousand, Ian {Beith) Hay 
 My Home in the Field of Honor, F. W. Huard 
 My Home in the Field of Mercy, F. W. Huard 
 Spires of Oxford and Other Poems, W. M. Letts 
 Flying for France, J. R. McConnell 
 Harvest Moon, /. P. Peabody 
 Kings, Queens, and Pawns, Mrs. Mary R. Rinehart 
 My Fourteen Months at the Front, W. J. Robinson 
 Poems, Alan Seeger 
 
 Rhymes of a Red Cross Man, R. W. Service 
 German Versus Civilization, William Roscoe Thayer 
 Poems, Emile Verhaeren 
 Fifes and Drums, The Vigilantes 
 Why We Are at War, Woodrow Wilson 
 
 Heroes of the Out-of-Dooes 
 
 /. Biography — Scouts and Pioneers 
 Kit Carson, /. 5. C. Abbott 
 Daniel Boone, /. 5. C. Abbott 
 David Crockett, /. S. C. Abbott 
 David Crockett, Scout, Chas. Allen Fletcher 
 Adventures of Buflfalo Bill, Col. W. F. Cody 
 Daniel Boone, Backwoodsman, C. H. Forbes-Lindsay 
 
228 LEADERS MANUAL— PIONEERS 
 
 Famous Indian Chiefs I Have Known, Major-General 0. 0. 
 
 Howard, U. S.A. 
 The Last of the Plainsmen, Zane Grey 
 Captain John Smith, Tudor Jenks 
 Buffalo Bill and the Overland Trail, Edwin L. Sahin 
 With Carson and Fremont, Edwin L. Sabin 
 Life of David Crockett, W. C. Sprague 
 With Fremont the Pathfinder, J. H. Whitson 
 
 II. Stories of Outdoor Life 
 The Horseman of the Plains, /. A. AUsheler 
 The Young Trailers, J. A. AUsheler 
 The Boy Scouts of Woodcraft Camp, Thornton W. Burgess 
 The Boy Scouts of Bob's Hill, Chas. Pierce Burton 
 Camp Bob's Hill, C. P. Burton 
 The Boy Scout Trailblazers, F. H. Cheley 
 Told by the Camp Fire, F. H. Cheley 
 Leatherstocking Tales, James Fenimore Cooper 
 Be Prepared, A. W. Dimock 
 The Boy Scouts of Berkshire, Walter P. Eaton 
 Along the Mohawk Trail, Percy K. Fitzhugh 
 Red Arrow, Elmer E. Gregor 
 Camping in the Winter Woods, E. E. Gregor 
 The Wolf Hunters, G. B. Grinnell 
 Trails of the Pathfinders, G. B. Grinnell 
 The Boys of Crawford's Basin, 5. F. Hatnp 
 Shaggycoat, C. Hawkes 
 
 The Boy Scouts of Birch-Bark Island, Rupert S. Holland 
 A Scout of Today, Isabel Hornibrook 
 In the Great Wild North, D. Lange 
 The Call of the Wild, Jack London 
 
 The Boy Scout's Year Book, W. P. McGuire and F. K. Mathiews 
 Canoemates, Kirk Monroe 
 Campmates, Kirk Monroe 
 
 Boy Scouts of the Black Eagle Patrol, L. W. Quirk 
 Pluck on the Long Trail; or Boy Scouts in the Rockies, Edwin 
 
 L. Sabin 
 Trapper Jim, Edwyn Sandys 
 With the Indians in the Rockies, Jos. W. Schultz 
 
SELECTED BOOKS 229 
 
 The Biography of a Grizzly, Ernest Thompson Seton 
 
 The Trail of the Sandhill Stag, E. T. Seton 
 
 Wild Animals I Have Known, E. T. Seton 
 
 Wild Animals at Home, E. T. Seton 
 
 Rolf in the Woods, E. T. Seton 
 
 Animal Heroes, E. T. Seton 
 
 The Scout Master of Troop 5, Ida T. Thurston 
 
 Scouting with Daniel Boone, E. T. Tomlinson 
 
 Heroes of Sports 
 
 The Half-back, Ralph Henry Barbour 
 
 Change Signals, 2?. H. Barbour 
 
 For the Honor of the School, R. H. Barbour 
 
 The Brother of a Hero, R. H. Barbour 
 
 Danforth Plays the Game, i?. H. Barbour 
 
 Left Tackle Thayer, R. H. Barbour 
 
 The Crimson Sweater, R. H. Barbour 
 
 Against Heavy Odds, R. H. Barbour 
 
 Danny Fists, Walter Camp 
 
 Danny, the Freshman, Walter Camp 
 
 Following the Ball, A. T. Dudley 
 
 At the Home Plate, \<4. T. Dudley 
 
 The School Team on the Diamond, John Prescott Earl 
 
 Making the Freshman Team, T. Truxton Hare 
 
 Bartley, Freshman Pitcher, William Heyliger 
 
 Against Odds, William Heyliger 
 
 Tom Brown's School Days, Thomas Hughes 
 
 Pitching in a Pinch, Christy Mathewson 
 
 The School Days of Elliott Gray, Jr., CoUon Maynard 
 
 College Years, Ralph D. Paine 
 
 Head Coach, Ralph D. Paine 
 
 Harding of St. Timothy's, A. S. Pier 
 
 The Jester of St. Timothy's, A. S. Pier 
 
 The Boys of St. Timothy's, A. S. Pier 
 
 Freshman Dorn, Pitcher, Leslie W. Quirk 
 
 Baby Elton, Quarterback, Leslie W. Quirk 
 
 The Fourth Down, Leslie W. Quirk 
 
 The Pennant, E. T. Tomlinson 
 
 Fair Play, H. Williams 
 
 Batter-up, Hawley Williams 
 
230 LEADERS MANUAL— PIONEERS 
 
 Heroes of Success 
 
 I. Biography 
 Historic Americans, E. S. Brooks ' 
 True Story of Abraham Lincoln, E. S. Brooks 
 Tlie Boyhood of Lincoln, Hezekiah Butterworlh 
 Autobiography, Benjamin Franklin 
 Through College on Nothing a Year, Christian Gauss 
 Pushing to the Front, 0. S. Harden 
 Boy's Life of Edison, Wm. Meadowcroft 
 Life of Abraham Lincoln, Chas. W. Moores 
 Boy's Life of Abraham Lincoln, Helen Nicolay 
 Life of Robert Louis Stevenson, J. M. Overton 
 Boy's Life of Mark Twain, A. B. Paine 
 Captains of Industry, James Parion 
 Life of Edison, F. Rolt-Wheeler 
 Up from Slavery, B. T. Washington 
 
 II. Stories 
 The Fast Mail, William Drysdale 
 The Young Supercargo, William Drysdale 
 The Hoosier School Boy, Edward Eggleslon 
 Pickett's Gap, H. Greene 
 Off Side, William Heyliger 
 Sandsy's Pal, Gardner Hunting 
 Captains Courageous, Rudyard Kipling 
 The Young Homesteaders, /. W. Lincoln i 
 Cadet of the Black Star Line, Ralph D. Paine 
 Tommy Remington's Battle, Burton E. Stevenson 
 Crowded 'out O'Crofield, W. 0. Stoddard 
 Uncle Abner's Legacy, A. H. Verrill 
 The Widow O'Callaghan's Boys, G. Zollinger 
 
 The Books of Information 
 
 /. Fiction 
 Pick, Shovel and Pluck, .4. R. Bond 
 With the Men Who Do Things, ^4. R. Bond 
 On the Battle-front of Engineering, A. R. Bond 
 Jack Straw, the Lighthouse Builder, L. W. Crump 
 
SELECTED BOOKS 231 
 
 Book of Pirates, Henry Gilbert 
 
 Indian Why Stories, F. D. Lindermann 
 
 The Boy with the U. S. Survey, Francis RoU-Wheeler 
 
 The Boy with the U. S. Census, Francis Rolt-Wheeler 
 
 The Boy with the U. S. Indians, Francis RoU-Wheeler 
 
 The Boy with the U. S. Foresters, Francis Rolt-Wheeler 
 
 The Boy with the U. S. Life-savers, Francis Rolt-Wheeler 
 
 The Boy with the U. S. Mail, Francis Rolt-Wheeler 
 
 The Monster Hunters, Francis Rolt-Wheeler 
 
 Wild Animal Ways, E. T. Seton 
 
 Our Own Land Series, E. T. Tomlinson 
 
 Letters from Brother Bill, W. K. Towers 
 
 Jungle Chums, A. H. Verrill 
 
 II. Fact 
 Story of Our Navy for Young Americans, Willis J. Abbott 
 The Boy's Prescott, H. W. Banks 
 The Boy's Motley, H. W. Banks 
 Training Wild Animals, Frank Chas. Bostock 
 Wonderland of Stamps, W. D. Burroughs 
 Boyhood Stories of Famous Men, Katherine D. Gather 
 The Travels of Birds, Frank M. Chapman 
 The Battle of Baseball, C. H. Glaudy 
 The Book of Stars, A. F. Gollins 
 The Wireless Man, F. A. Collins 
 The Camera Man, F. A. Gollins 
 At Home in the Water, Geo. Gorsan 
 Boy's Book of Firemen, Irving Crump 
 Boy's Book of Airships, H. Delacombe 
 Uncle Sam's Modern Miracles, W. A. DuPuy 
 Indian Boyhood, G. A. Eastman 
 Indian Scout Talks, C. A. Eastman 
 Stories of Useful Inventions, S. E. Forman 
 Autobiography of Benjamin Franklin — Israel Putnam, Louise 
 
 S. Hasbrouck 
 Our Country's Flag, Edward S. Holden 
 Historic Inventions, R. S. Holland 
 Historic Events of Colonial Times, R. S. Holland 
 Boy's Book of Steamships, J. R. Houden 
 
232 LEADERS MANUAL— PIONEERS 
 
 The Story of the Cowboy, Emerson Hough 
 
 Deeds of Doing and Daring, W. A. Johnston 
 
 Heroes of the Great War, G. A. Leask 
 
 The Boy's Book of New Inventions, Harry E. Maule 
 
 The Boy's Book of Hunting and Fishing, Warren H. Miller 
 
 When I Was a Boy in Russia, V. Mokrievikh 
 
 Book of Forestry, Prof. Franklin Moon 
 
 Keeping in Condition, H. H. Moore 
 
 Life of R. L. Stevenson, /. M. Overton 
 
 Boy's Life of Mark Twain, Albert B. Paine 
 
 The Oregon Trail, F. Parkman 
 
 The Boy's Book of Famous Warships, Wm. 0. R. M. Stevens 
 
 Places Young Americans Want to Know, E. T. Tomlinson 
 
 Bird Friends, Gilbert H. Trafton 
 
 The Lightbringers, M. H. Wade 
 
 Young People's Story of Massachusetts, Herschel Williams 
 
 The Book of Athletics, Paul Withington 
 
 The What and How To Do Books 
 
 Harper's Indoor Book for Boys, /. H. Adams 
 
 Harper's Outdoor Book for Boys, J. H. Adams 
 
 Harper's Machinery Book for Boys, J. H. Adams 
 
 Jack of All Trades, Dan C. Beard 
 
 Handicraft for Outdoor Boys, Dan C. Beard 
 
 Outdoor Handy Book, Dan C. Beard 
 
 The American Boys' Handy Book, Dan C. Beard 
 
 Field and Forest Handy Book, Dan C. Beard 
 
 Boat-Building and Boating, Dan C. Beard 
 
 Shelters, Shacks and Shanties, Dan C. Beard 
 
 The Boy Pioneers, Dan C. Beard 
 
 The Scientific American Boy, A. Russell Bond 
 
 The Scientific American Boy at School, A. Russell Bond 
 
 Handbook for Boys, Boy Scouts of America 
 
 Box Furniture, etc., L. Brigham 
 
 The Boy Scout's Camp Book, Edward Cave 
 
 Camp and Outing Activity, Cheley-Baker 
 
 The Book of Wireless, F. A. Collins 
 
 The Book of Electricity, F. A. Collins 
 
 Boys' Book of Model Aeroplanes, F. A. Collins 
 
SELECTED BOOKS 233 
 
 Second Boys' Book of Model Aeroplanes, F. A. Collins 
 
 Carpentry and Woodwork, Prof. Edwin W. Foster 
 
 Harper's Camping and Scouting, Grinnell fif Swan 
 
 The Boy Craftsman, A. N. Hall 
 
 Handicraft for Handy Boys, A. N. Hall 
 
 American Boys' Work Shop, C. B. Kelland 
 
 Harper's Beginning Electricity, D. C. Shafer 
 
 Boy's Book of Mechanical Models, Wm. B. Stout 
 
 Harper's Wireless Book, A. H. Verrill 
 
 The Gasoline Engine Book, A. H. Verrill 
 
 Harper's Aircraft Book, A. H. Verrill 
 
 The Book of the Motor Boat, A. H. Verrill 
 
 The Amateur Carpenter, A. H. Verrill 
 
 The Boys' Outdoor Vacation Book, A. H. Verrill 
 
 How to Make Baskets, Mary White 
 
 The Boy Mechanic, Popular Mechanics 
 
CHAPTER XVII 
 
 A GENERAL CLASSIFIED BIBLIOGRAPHY OF ALL 
 BOY ACTIVITIES AND INTERESTS* 
 
 The following Bibliography has been prepared especially for 
 the busy Leader who does not have time to spend browsing in a 
 library. As nearly as possible, a few of the best books have been 
 selected on every topic covered or referred to in the Program. 
 All of these books will be found in a large city public library and 
 at least one from each classification in almost any public library; 
 alphabetically, the classification is as follows: 
 
 Animal Study 
 
 Art 
 
 Arts and Crafts 
 
 Astronomy 
 
 Automobiling 
 
 Aviation 
 
 Bible Studies for Boys 
 
 Bird Study 
 
 Biography 
 
 Books and Reading 
 
 Boys' Work 
 
 Botany 
 
 Camping 
 
 Church Relationships 
 
 Choice of Life Work 
 
 Civics 
 
 Collections and Collecting 
 
 Canoeing a^nd Boating 
 
 Education 
 Electricity 
 
 Farms and Farming 
 First Aid 
 Fishing 
 Forestry 
 
 Games and Entertainment 
 
 Gardening 
 
 Gedlogy 
 
 Gymnastic Work 
 
 Handicraft 
 History of Religion 
 Hygiene 
 
 Immigration 
 Insects — Nature Study 
 Inspirational — Personality 
 Development 
 
 Keeping Pets 
 
 Magazines for Boys 
 Manners and Conduct 
 Missionary Education 
 Music 
 
 * Note. The prices in tlie following list are, so far as we know, correct at the 
 time of going to prcsa, but are of course subject to change as publishers revise 
 their prices, and we therefore cannot guarantee them. — Association Press* 
 
BIBLIOGRAPHY 235 
 
 Nature Study Religious Education 
 
 Personal Devotion Safety First 
 
 Photography Service Training 
 
 Physiology and Hygiene Sex Education and Hygiene 
 
 Poetry Sociology 
 
 Play and Games Swimming 
 
 Psychology 
 
 Public Speaking Telegraphy 
 
 Animal Study 
 
 Introduction to Zoology, Davenport, $1.20 
 
 The Animal World, Gamble, $.75 
 
 Life of Animals — the Mammals, Ingersoll, $1.40 
 
 Familiar Animals and Their Field Kindred, Monteith, $.60 
 
 Evolution, Thomson — Geddes, $.75 
 
 Art 
 
 Great Masters, Lafarge, $5.00 
 
 Art and Artists, Clement, $4.50 
 
 Little Journeys to Homes of Eminent Artists, Hubbard, $2.00 
 
 How to Look at Pictures, Witt, $1.75 
 
 Textbook of the History of Painting, Van Dyke, $1.60 
 
 History of Greek Art, Tarbell, $1.25 
 
 Seven Lamps of Architecture, Ruskin, $1.00 
 
 History of Art, Goodyear, $3.20 
 
 Stones of Venice, Ruskin, $1.00 
 
 Painters and Paintings, Wedmore (Home University Library), .75 
 
 Elements of Drawing, Ruskin, $1.00 
 
 Elements of Design, Rimmer, $2.00 
 
 Free-hand Drawing, Cross, $.96 
 
 Design in Theory and Practice, Batchelder, $1.75 
 
 How to Draw, Barritt, $2.25 
 
 Elements of Mechanical Drawing, Anthony, $1.60 
 
 News from Nowhere, Morris, $.60 
 
 Appreciation of Sculpture, Sturgis, $1.50 
 
 Textbook of the History of Sculpture, Marquand — FrothingKam, 
 
 $1.60 
 Qay Modeling and Plaster Casting, Hasluck, $.75 
 Clay Modeling, Holland, $.75 
 
236 LEADERS MANUAL— PIONEERS 
 
 Arts and Crafts 
 
 Art Crafts for Beginners, Sanford, $1.35 
 Elements of Woodwork and Construction, King, $1.08 
 Woodworking for Beginners, Wheeler, $2.50 
 - Elementary Woodwork, Kilbon, $.75 
 A Shorter Course in Woodworking, Wheeler, $1.50 
 How to Use Woodworking Tools, Whitaker, $.80 
 Constructive Carpentry, King, $.84 
 Box Furniture, Brigham, $1.75 
 Art Craft and Cabinet Making, Denning, $1.50 
 Woodcarving, Design and Workmanship, Jack, $1.40 
 Woodcarving, Jackson, $2.50 
 Carpentry and Mechanics for Boys, Hall, $2.00 
 Minerals and Metals, Goessel, $3.00 
 Bent Iron Work, Hasluck, $.75 
 
 Decoration of Metal, Wood, Glass, etc., Standage, $2.00 
 Silver-work and Jewelry, Wilson, $2.50 
 Basket Work, Hasluck, $.50 
 Book Binding, Hasluck, $.75 
 Book Binding and Care of Books, Cockerell, f 1.75 
 Pottery and Porcelain, Bohn, $1.50 
 Upholstery, Hasluck, $.50 
 Leather Working, Hasluck, $.50 
 Glass, Dillon, $7.50 
 
 Glass Writing, Embossing, and Fascia Work, Hasluck, $.50 
 Stained Glass Work, Whall, $2.00 
 
 Astronomy 
 
 Astronomy for Amateurs, Flammarion, $2.00 
 
 Popular Astronomy, Flammarion, $5.25 
 
 An Easy Guide to the Constellations, Gall, $.75 
 
 A Beginner's Star Book, McKready, $3.50 
 
 A Field Book of the Stars, Olcott, $1.25 
 
 Astronomy for Everybody, Newcomb, $2.50 
 
 Astronomy with the Naked Eye, Serviss, $1.50 
 
 Steele's Popular Astronomy, Steele, $1.20 
 
 Star Atlas, Upton, $2.50 
 
 Automobiling 
 
 Automobiling — Motor Car Principles, Withman, $1.75 
 The Automobile — Its Selection, Care, and Use, Sloss, $1.00 
 Automobile Troubles and How to Remedy Them, Root, $1.00 
 The Gasoline Motor, Slauson, $1.00 
 
BIBLIOGRAPHY 237 
 
 Aviation 
 
 Aviation Pocket Book, Matthews, $1.00 
 Vehicles apd the Air, Longhead, $2.50 
 Harper's Aircraft Book, Verrill, $1.25 
 Aerial Navigation, Zahm, $3.75 
 
 Bible Studies for Boys 
 
 Graded Lessons, Improved Uniform Lessons, and Departmen- 
 tal Graded Lessons, as issued by the denominational publishing 
 houses for use in Bible classes. 
 
 (Note. For those who wish to supplement the regular study 
 courses offered by the denominations, or who have use for 
 special courses, the following additional suggestions are offered.) 
 
 For Pioneers 
 What Manner of Man Is This? Murray, $.75 
 Men Who Dared, Trumbull, $.75 
 
 For Comrades 
 Heroes of Israel, Soares, $1.00 
 Campaign of Friendship, Harris, $.15 
 High Calling, Hoffman, $.50 
 Jesus the Lea'der, Koehler, $.15 
 Jesus the Master, Koehler, $.15 
 Jesus' Life, Nash, $.35 
 Christian Life and Conduct, Hunting, $.75 
 Christian Teaching on Social and Economic Questions, Robinson, 
 
 $.60 
 Life and Works of Jesus, Murray, $.90 
 Life of St. Paul, Leacock, $.90 
 
 Bird Study 
 
 Birds of tha United States, Apgar, $2.00 
 
 Birdcraft, Wright, $1.75 
 
 Field Book of Wild Birds and Their Music, Mathews, $2.50 
 
 How to Study Birds, Job, $1.50 
 
 Bird Life, Chapman, $4.00 
 
 Birds That Hunt and Are Hunted, Blanchan, $2.00 
 
 Bird Neighbors, Blanchan, $2.00 
 
 Birds of Eastern North America, Reed, $3.00 
 
 Nature Studies: Birds, Reed, $.60 
 
 North American Birds' Eggs, Reed, $2.50 
 
238 LEADERS MANUAL— PIONEERS 
 
 Land Birds East of Rockies, Reed, jSi.oo 
 Water and Game Birds, Reed, $i.oo 
 Western Bird Guide, Reed, $i.oo 
 
 Biography 
 
 Donald McRea, Burr, $i.oo 
 Servants of the King, Speer, $.75 
 Perfect Tribute, Aridrews, $.60 
 Their Call to Service, Howard, $.75 
 Reapers of His Harvest, Paris, $.75 
 Heroes of the Campus, Cochran, $.75 
 
 Books and Reading 
 
 Hints for Home Reading, Abbott, $1.00 
 Choice of Books, Carlyle, $1.25 
 How to Study, McMurry, $1.25 
 
 Blowing Out the Boys' Brains, Mathiews, (Free, Boy Scouts of 
 America — 200 Fifth Ave., New York City) 
 
 Botany 
 
 Lessons with Plants, Bailey, $1.10 
 
 New Manual of Botany, Gray, $3.00 
 
 Field Botany, Manton, $.50 
 
 Practical Course in Botany, Andrews, $1.32 
 
 Practical Botany, Bergen — Caldwell, $1.52 
 
 Who's Who Among the Wildflowers and Ferns, Beecroft, $1.50 
 
 Practical Guide to Wild Flowers and Fruits, Walton, $1.50 
 
 Flower Guide — East of the Rockies, Reed, $1.00 
 
 Field Book of Western Flowers, Armstrong — Thornber, $2.00 
 
 How to Know the Wild Flowers, Parsons, $2.25 
 
 Boys' Work 
 
 Classified Bibliography of Boy Life and Organized Work with 
 
 Boys, Veal, $1.25 
 Boyology, Gibson, $1.00 
 Boy Training, Alexander, $.90 
 Adolescent Boyhood, Burr, $.go 
 Boy and the Church, Foster, $.75 
 Boy Life and Self-Government, Fiske, $1.00 
 Boy Problem, Forbush, $1.25 
 Boys Work — ^The Local Church, M and R Series, $.50 
 
BIBLIOGRAPHY 239 , 
 
 That Boy of Yours, Kirtlay, $1.00 
 
 Training the Boy, McKeever, $1.75 
 
 Boy and His Gang, Puffer, $1.25 
 
 Minister and the Boy, Hoben, $1.00 
 
 Wage-Earning Boy, Robinson, $.40 
 
 ConHnunity Work, Ritchie, $.90 
 
 Moral Education, Griggs, $1.60 
 
 Coming Generation, Forbush, $2.00 
 
 Moral Principles in Education, Dewey, $.40 
 
 Youth, Its Education, Hall, $1.75 
 
 Making of Character, McCunn, $1.50 
 
 Quest of the Best, Hyde, $2.00 
 
 High School Bulletins, $.10 
 
 Farm Boys and Girls, McKeever, $1.75 
 
 Big Brother Investment, Cheley, $.60 
 
 Adventure of a Prodigal Father, Cheley, $.60 
 
 Everyboy, Burr, $.75 
 
 Boy and the Sunday School, Alexander, jSi.oo 
 
 Teens and the Rural Sunday School, Alexander, $.60 
 
 Calling of Boyman, Burr, $.60 
 
 .Magazines 
 
 American Youth, $2.00 per year 
 
 Canadian Boy Builder, $.50 per year 
 
 Scouting, $1.00 per year. 
 
 Boy Workers' Round Table — quarterly, $1.00 for six numbers 
 
 Camping 
 
 Camping for Boys, Gibson, $1.00 
 
 Camp and Outing Activities, Cheley-Baker, $1.50 
 
 Camp Craft, Miller, $1.50 
 
 Camp and Trail, White, $1.50 
 
 Camping and Woodcraft, 2 vols., Kephart, $1.50 each 
 
 Harper's Camping and Scouting, Grinnell — Swan, $1.50 
 
 Camp Life in the Woods, Gibson, $1.50 
 
 Camping and Camp Cooking, Bates, $.75 
 
 Theory and Practice of Cookery, William — Fisher, $1.20 
 
 Camp Cookery, Kephart, $1.00 
 
 Nutrition of Man, Chittenden, $4.00 
 
 Boy's Camp Book, Cave, $.60 
 
 Boy Scout's Hike Book, Cave, $.60 
 
 Two Little Savages, Seton, $1.75 
 
240 LEADERS MANUAL— PIONEERS 
 
 Winter Camping, Carpenter, $i.oo 
 
 Shelters, Shacks, and Shanties, Beard, $1.35 
 
 Book of Woodcraft, Seton, $1.75 
 
 Packing and Portaging, Wallace, $1.00 
 
 Outdoor Signalling, Wells, $1.00 
 
 Tracks and Tracking, Brunner, $1.00 
 
 Fishing Kits and Equipment 
 
 Told by the Camp Fire, Cheley, $.90 
 
 Camping with Henry, Cheley, $.75 
 
 Around the Fire, Burr, $.90 
 
 Rolf in the Woods, Seton, $1.75 
 
 Backwoods Surgery and Medicine, Moody, $1.00 
 
 Choice of Life Work 
 
 Will of God and a Man's Life Work, Wright, $1.00 
 
 How They Succeeded, Harden, $1.35 
 
 Starting in Life, Fowler, $1.75 
 
 Making Life Count, Foster, $.75 
 
 Profitable Vocations for Boys, Weaver, $1.00 
 
 Challenge to Life Service, Harris-Robbins, $.90 
 
 Occupations, Gowin — Wheatley, $1.36 
 
 Boys' Work Secretaryship — a New Profession, Porter, $.05 
 
 Future Leadership of the Church, Mott, $.50 
 
 Claims and Opportunities of the Christian Ministry, Mott, $.50 
 
 Young Folks' Library of Vocations (10 volumes), Hyde, Editor, 
 
 $22.50 
 Choosing a Career, Marden, $.75 
 Choosing a Vocation, Parsons, $1.35 
 Salaried Positions for Men in Social Work, $.15 
 Youth and the Nation, Moore, $1.25 
 Vocational and Moral Guidance, Davis, $1.48 
 Older Boys' Christian Calling Declaration Card, $1.50 per 100 
 Secretaryship of the Y. M. C. A. A Significant Life Calling, 
 
 Soares — Ober, $.10 
 
 Church Relationship 
 
 After Decision— What? Fost^ir, $.05 
 
 At the Forks of the Road, Foster, $.05 
 
 Essentials, Jefferson, f .35 
 
 Next Step, Jefferson, $.35 
 
 All Things New, Morgan, $.15 
 
 What the Church Means to Me, Grenfell, $.50 
 
BIBLIOGRAPHY 241 
 
 Preparation for Church Membership, Gilbert, $.35 
 Boy's Religion, Hughes, $.50 
 Letters on Evangelism, Hughes, $.35 
 Christian and the Church, Coffin, $.10 
 
 Civics 
 
 The State, Wilson, $2.50 
 
 Good Citizenship, Richman — Wallach, $.56 
 
 Civil Government, Reinsch, $.60 
 
 Elements of Civil Government, Peterman, $.60 
 
 Government of the United States, Moses, $1.24 
 
 Government: What It Is and What It Does, Clark, $.75 
 
 American Government, Haskin, $1.35 
 
 Hindrances to Good Citizenship, Bryce, $1.25 
 
 Teaching of Citizenship, Hughes, $1.35 
 
 America in the Making, Abbott, $1.25 
 
 Critical Period of American History, Fiske, $2.25 
 
 American Judiciary, Baldwin, $1.35 
 
 American Plan of Government, Bacon, $2.50 
 
 Promise of American Life, Croly, $2.00 
 
 Preface to Politics, Lippman, jSi.50 
 
 Framing of the Constitution, Farrand, $2.50 
 
 Principles of Politics, Jenks, $1.50 
 
 Actual Government, Hart, $2.50 
 
 Constitutional Government in the United States, Wilson, $1.50 
 
 Congressional Government, Wilson, $1.75 
 
 Collections and Collecting 
 
 Outdoor World or the Young Collector's Handbook, Furneaux, 
 
 $1.50 
 Collector's Manual, Moore, $3.00 
 National Museum Bulletin No. 39, Washington, D. C' (2 parts, 
 
 I pt., $.10, I pt., $.05) 
 Nature's Calendar, Ingersoll, $1.50 
 
 Canoeing and Boating 
 
 Boat-Building and Boating, Beard, $.75 
 Harper's Motor Boating for Boys, Davis, $.75 
 Harper's Boating Book for Boys, Davis, $1.50 
 Boat Sailing (Reprinting), Kenealy, $1.00 
 Canoe and Boat Building, Stephens, $2.00 
 
242 LEADERS MANUAL— PIONEERS 
 
 Education 
 
 College and the Man, Jordan, $.80 
 
 Growth and Education, Tyler, $1.50 
 
 Idealism in Education, Borne, $1.25 
 
 Education, Thorndike, $1.40 
 
 Youth and the Race, Swift,'$i.50 
 
 Habit Formation, Rowe, $1.50 
 
 Youth, Hall, $1.75 
 
 Winning Out, Harden, $1.35 
 
 Psychological Principles of Education, Home, $1.80 
 
 Quest of the Best, Hyde, $1.25 
 
 Making of Character, McCunn, $1.50 
 
 Bulletin No. I. The Local Organization, $.25 
 
 Bulletin No. 2. A Specimen Constitution, $.10 
 
 Bulletin No. 3. The Inner Circle, $.15 
 
 Bulletin No. 4. Catalogue of Helpful Books and Pamphlets, 
 
 Free 
 Bulletin No. 5. Maintaining the Spirit of Evangelism, $.15 
 
 Electricity 
 
 Electricity for Everybody, Atkinson, $1.50 
 Electrical Engineers' Pocket Book, Foster, $5.00 
 Electric Bells, Jones, f.75 
 Electricity in Locomotion, Whyte, $.70 
 
 Farms and Farming 
 
 Fundamentals of Agriculture, Hailigan, $1.48 
 
 First Principles of Agriculture, Goff — Mayne, $1.00 
 
 Elements of Agriculture, Warren, $1.10 
 
 School Agriculture, Wood, $1.00 
 
 Principles of Agriculture, Bailey, $1.40 
 
 Intensive Farming, Corbett, $1.00 
 
 Principles of Bookkeeping and Farm Accounts, Bexell— ^Nichols, 
 
 $.65 
 Soils, Lyon — Fippin, $1.90 
 
 Farm Grasses of the United States, Spillman, $1.50 
 Manual of Farm Animals, Harper, $2.00 
 Feeding of Animals, Jordan, $1.75 
 Diseases of Animals, Mayo, $1.75 
 The Horse — His Breeding, Care and Use, Buffum, |i.oo 
 Training and Breaking of Horses, Harper, $2.00 
 The Horse, Roberts, $1.35 
 
BIBLIOGRAPHY 243 
 
 Milk and Its Products, Wing, $1.60 
 
 Dairy Cattle and Milk Production, Eckles, $1.60 
 
 Dairy Chemistry, Snyder, $1.50 
 
 Nursery Book, Bailey, $1.50 - 
 
 Principles of Fruit Growing, Bailey, $2.00 
 
 Pruning Manual, Bailey, $2.50 
 
 Injurious Insects to the Farhis and Garden, Treat, $1.60 
 
 Farm Friends and Farm Foes, Weed, $1.20 
 
 Handicraft Bulletin, Michigan Agricultural College, Free 
 
 Farm Poultry, Watson, $1.60 
 
 Boys' and Girls' Club Work, Lindeman, Supt. of Documents, 
 
 Washington, D. C 
 A Series of Farmcraf t Lessons, U. S. Boys' Working Reserve, Free 
 Making Boy Power Count, U. S. Boys' Working Reserve, Free 
 
 First Aid 
 
 First Aid to the Injured, Doty, $1.75 
 
 First Aid Charts, Merton, $5.00 (Set) 
 
 First Aid in Illness and Injury, Pitcher, $2.00 
 
 Backwoods Surgery and Medicine, Moody, $1.00 
 
 American Red Cross Abridged Textbook and First Aid, Lynch, 
 
 1-35 . . ^ 
 
 Emergenaes, Gulick, IS.48 
 
 Fishing 
 
 Book of Fish and Fishing, Rhead, $1.50 
 Familiar Fish, McCarthy, $2.00 
 American Fishes, Goode, $5.00 
 Story of the Fishes, Baskett, $.80 
 
 Forestry 
 
 Practical Forestry, Fuller, $1.60 
 
 Tree Guide, Rogers, $1.00 
 
 Our Native Trees, Keeler, $2.50 
 
 Trees of the Northern United States, Apgar, $1.00 
 
 Getting Acquainted with the Trees, McFarland, $1.25 
 
 Ornamental Shrubs of the United States, Apgar, $1.50 
 
 North American Forests and Forestry, Bruncken, $2.00 
 
 All among the Loggefs, Burleigh, $1.50 
 
 Studies of Trees in Winter, Huntington, $2.50 
 
 Trees in Winter, Blakeslee — Jarvis, $2.50 
 
244 LEADERS MANUAL— PIONEERS 
 
 Games and Entertainment 
 Indoor Games and Socials for Boys, Baker, $.90 
 Catalogue of Entertainments, Penn Publishing Co., 
 Money-Making and Merry-Making Entertainments, 
 
 Goodfellow, $.75 • 
 
 Social Activities for Men and Boys, Ckesley, $1.25 
 Ice Breakers, Edna Geister, $1.35 
 
 Gardening 
 
 The Garden Yard, Hall, $1.25 
 
 Farm and Garden Rule Book, Bailey, $2.50 
 
 Manual of Gardening, Bailey, $2.50 
 
 Practical Flower Garden, Ely, $2.00 
 
 How to Grow Vegetables and Garden Herbs, French, $1.75 
 
 Gardening for Profit, Henderson, $1.60 
 
 Our Garden Flowers, Keeler, $2.50 
 
 School and Home Gardens, Meier, $.96 
 
 Greenhouse Management, Taft, $1.75 
 
 Vegetable Gardening, Watts, $1.75 
 
 Geology 
 
 Geological Story Briefly Told, Dana, $1.40 
 Rocks, Rock- Weathering and Soils, Merrill, $4.00 
 The Earth, Poynling, $.70 
 Elementary Meteorology, Waldo, $1.50 
 Catalogue of Minerals, Chester, $1.25 
 Common Minerals and Rocks, Crosby, $.64 
 Minerals and How to Study Them, Dana, $1.50 
 Minerals and Metals, Goessel, $3.00 
 Mineralogy, Phillips, $3.75 
 
 Gymnastic Work 
 Marching, Berry-Cornell, $.25 
 School Gymnastics, Bancroft, $1.68 
 Manual of Physical Drill, Butts, $1.50 
 Manual of Marching, Cornell, $.25 
 Physical Education, Sargent, $1.80 
 Posture of School Children, Bancroft, $1.50 
 Exercise and Health, Hutchinson, $1.00 
 Track Athletics, Lee, $1.50 
 
 Handicraft 
 
 Harper's Indoor Book for Boys, Adams, $1.50 
 
 American Boy's Handybook, Beard, $1.75 
 
BIBLIOGRAPHY 245 
 
 Indoor and Outdoor Handicraft, Beard, $1.75 
 
 Scientific American Boy, or the Camp at Willow Clump Island, 
 
 Bond, $1.50 
 Scientific American Boy at School, Bond, $1.50 
 Handy Farm Devices and How to Make Them, Cobleigh, $1.60 
 Educational Wood Working for Home and School, Parks, $1.00 
 Seven Hundred Things a Boy Can Do, Popular Mechanics 
 
 Histoiy of Religion 
 
 Bible and the Spade, Banks, $1.00 
 Bible in the World Today, Barbour, $.75 
 Bible: Its Origin and Nature, Dods, $.70 
 Faiths of Mankind, Soper, $.90 
 Preparations for Christianity, Roedall, $.90 
 History of Religion, Menzies, $1.60 
 Ten Great Religions, Clarke, $2.50 
 
 Immigration 
 
 Changing America, Ross, $1.50 
 
 On the Trail of the Immigrant, Steiner, $2.00 
 
 Immigrant Races of North America, Roberts, $.50 
 
 New Democracy, Weyl, $2.00 
 
 Immigrant Tide, Its Ebb and Flow, Steiner, $2.00 
 
 An American in the Making, Ravage, $1.75 
 
 America, God's Melting Pot, Craig, $.40 
 
 Imported Americans, Brandenburg, $2.00 
 
 Insects — ^Nature Study 
 
 Insects and Insecticides, Weed, $1.60 
 
 Moths and Butterflies, Ballard, J1.50 
 
 Manual for the Study of Insects, Comstock, $4.07 
 
 Our Insect Friends and Foes, Cragin, jSi.75 
 
 Butterfly Book, Holland, $5.00 
 
 Insect Book, Howard, $5.00 
 
 American Insects, Kellogg, $4.00 
 
 Injurious Insects, O'Kane, $2.00 
 
 Romance of Insect Life, Selous, $2.00 
 
 Inspirational — Personality Development 
 Call for Character, Bosworth, $.25 
 Jesus the Joyous Comrade, JBrown, $.40 
 Temptation and How to Meet It, Eddy, $.10 
 
246 LEADERS MANUAL— PIONEERS 
 
 Second Mile, Fosdick, $.60 
 
 Cartoons in Character, Foster, $.50 
 
 Dynamic of Manhood, GuKck, $.90 
 
 Story of Dan McDonald, Hinckley, $.25 
 
 Fight for Character, King, $.25 
 
 Rational Living, King, $1.25 
 
 Letter He Was Ashamed Of, McCowan, $.30 
 
 Trail a Boy Travels, McCowan, $.30 
 
 How to Hold a Job, Finer, $.10 
 
 How to Deal with Temptation, Speer, $.25 
 
 Personal Economy and Social Reform, Wood, $.90 
 
 Success, Marden, $1.25 
 
 Increasing Human Efficiency, Scott, $1.50 
 
 How to Study Effectively, Whipple, $.50 
 
 How to Speak Effectively Without Notes, Speer, S.20 
 
 Keeping Pets 
 
 The Airedale, Haynes, $1.00 
 The Bull Terrier, Haynes, $1.00 
 The Fox Terrier, Haynes, $1.00 
 Practical Dog Keeping, Haynes, $1.00 
 Training the Bird Dog, Whitford, $1.25 
 Our Domestic Birds, Robinson, $1.50 
 American Poultry Culture, Sando, $1.25 
 Practical Poultry Keeping, Sando, $.80 
 How to Keep Hens for Profit, Valentine, $1.50 
 Profitable Breeds of Poultry, Wheeler, $1.00 
 
 Magazines for Boys 
 
 Boy Life, Boy Scouts of America, New York City, $1.50 
 
 Popular Mechanics 
 
 The National Geographic Magazine 
 
 St. Nicholas, Century Publishing Co., New York, $2.00 
 
 The Youth's Companion, Perry Mason Co., Boston, $2.00 
 
 The American Boy, Sprague Pub. Co., Detroit, $2.00 
 
 Manners and Conduct 
 
 Manners and Social Usages, Sherwood, $1.50 
 Lessons on Manners, Dewey, $.75 
 More Power to You, Barton, $1.00 
 Top or Bottom — Which? Brown, $.i,s 
 
BIBLIOGRAPHY 247 
 
 Missionary Education 
 
 Non-Christian Religions Inadequate, Speer, $.05 
 
 Christian Democracy for America, Keeler — Forsythe, $.75 
 
 Missionary Education in Sunday School, Diffendorfer, $.10 
 
 Why and How of Foreign Missions, Brown, $.75 
 
 Foreign Missionary, Brown, $1.50 
 
 Call of the World Task, Murray, $.60 cloth, $.40 paper 
 
 Stewardship (Packet containing the following pamphlets)-; $.10 
 
 Money, Its Nature and Power, Schatiffler, $.05 
 
 Opportunity of the Hour, Eddy, $.05 
 
 Scripture Principles of Giving, Illustrated by Fox, $.05 
 
 Mission Study Books 
 
 Age 12 Jack and Janet in the Philippines, Thomas, $.55 cloth, 
 $•35 paper 
 Giovanni, Ferris, $.50 cloth, $.30 paper 
 
 Suggestions to Leaders, $.10 
 Livingstone Hero Stories, Mendenhall, $.15 paper 
 Age ij African Adventures, Mackenzie, $.50 cloth, f.30 paper 
 Suggestions to Leaders, $.10 [ 
 
 Stories of Brotherhood, Hunting, $.60 cloth, $.40 paper 
 
 Suggestions to Leaders, $.10 
 Story of John G. Paton, or Thirty Years Among South 
 Sea Cannibals, Paton, $1.00 
 Age 14 Uganda's White Man of Work, Fahs, $.75 cloth, $.50 
 paper 
 
 Suggestions to Leaders, $.10 
 Brother Van, Brummitt, $.75 cloth, $.50 paper 
 Age 75 Livingstone the Path-Finder, Mathews, $.75 cloth, $.50 
 paper 
 
 Suggestions to Leaders, $.10 
 Martin of Mansfeld, Seebach, jS.75 cloth, $.50 paper 
 Under Marching Orders, Hubbard, $.75 cloth, $.50 paper 
 Age 16 Makers of South America, Daniels, $.75 cloth, $.50 
 paper 
 Black Bearded Barbarian, Keith, $.75 cloth, $.50 paper 
 Suggestions to Leaders, $.10 
 Age 17 Comrades in Service, Burton, $.75 cloth, $.50 paper 
 Suggestions to Leaders, $.10 
 Masoud, the Bedouin, Carhart, $1.00 
 Age 18 Servants of the King, Speer, $.75 cloth, $.50 paper 
 Suggestions to Leaders, $.10 
 Men and Things, Atkinson, $.75 cloth, $.50 paper 
 Suggestions to Leaders, $.10 
 
248 LEADERS MANUAL— PIONEERS 
 
 Age ig The Moflfats, Hubbard, $.75 cloth, $.50 paper 
 Lure of Africa, Patton, $.75 cloth, $.50 paper 
 Students in Asia, Eddy, $.60 cloth, $.4.0 paper 
 American Physician in Turkey, Ussher — Knapp, $1.75 
 Thirty Years with the Mexicans, in Peace and Revolu- 
 tion, Case, $1.50 
 Age 20 Ancient Peoples at New Tasks, Price, $.75 cloth, $.50 
 paper 
 
 Suggestions for Leaders, jS.io 
 Gospel for a Working World, Ward, $.75 cloth, $.50 
 paper 
 
 Suggestions for Leaders, $.10 
 South Today, Moore, $.75 cloth, $.50 paper 
 
 Music 
 
 Appreciation of Music, Surette — Mason, $1.50 
 
 History of American Music, Elson, $6.00 
 
 What Is Good Music? Henderson, $1.25 
 
 Orchestral Instruments, Mason, $1.25 
 
 Stories from the Operas, Davidson, $2.00 
 
 What We Hear in Music, Victor Record Co., $1.00 
 
 The Book of Opera, Victor Record Co.. $1.00 
 
 How to Listen to Music, Krehbiel, $1.50 
 
 Nature Study 
 
 Short History of Natural Science, Buckley, $2.50 
 
 Nature's Miracles (3 volumes). Gray, $.60 each 
 
 Nature Study and Life, Hodge, $1.60 
 
 Nature Study, Holtz, $1.50 
 
 American Natural History, Hornaday, $4.00 
 
 Home Aquarium and How to Care for It, Smith, $2.00 
 
 Shell Book, Rogers, $5.00 
 
 Personal Devotions 
 
 Devotional Use of the Scriptures, Gibson, $.50 
 
 Worship, Brown, $.15 
 
 Bible Study for Personal Growth, MoU, $.10 
 
 How to Make Jesus Christ Real, Mott, $.05 
 
 Morning Watch, Mott, $.05 
 
 How to Use the Morning Quiet Time, Wilder, $.10 
 
 Christ in Everyday Life, Bosworth, $.90 
 
 Under the Highest Leadership, Adam, $.90 
 
 Paul in Everyday Life, Adam, $.90 
 
BIBLIOGRAPHY 249 
 
 Meeting the Master, Davis, $.90 
 
 Christian According to Paul, Paris, $.90 
 
 Manhood of the Master, Fosdick, $.90 
 
 Meaning of Faith, Fosdick, $1.10 
 
 Meaning of Prayer, Fosdick, $.90 
 
 How God Calls Men, Harris, $.90 
 
 Living Book in a Living Age, Hough, $.90 
 
 Many Sided David, Howard, $.90 
 
 How toMake the Bible Real, King, $.05 
 
 Five Minutes a Day, Gibson, $.25 
 
 Principles of Jesus, Speer, $.60 
 
 Young Man's Questions, Speer, $1.00 
 
 Essentials, Jefferson, $.35 
 
 Young Man's Jesus, Barton, $1.10 
 
 Fact of Christ, Simpson, $.75 
 
 Things That Make a Man, Speer, $.06 
 
 Compelled Men, Patlee, $.15 
 
 The Way, Pepper, $40 
 
 Enrichment of Prayer, Porter, $.90 
 
 Photography 
 
 Outdoor Photography, Dimock, $1.00 
 Photography Simplified, Hasluck, $.75 
 Photography for Young People, Jenks, $1.50 
 Animal Snapshots and How Made, Lottridge, $1.75 
 
 Physiology and Hygiene 
 
 Health Habits, O'Shea — Kellogg, $.52 
 
 How to Live, Fisher — Fisk, $1.50 
 
 Physiology, Hygiene, and Sanitation, Jewett, $.76 
 
 Health and Cleanliness, O'Shea — Kellogg, $.60 
 
 Body-Builder, Brink, $1.00 
 
 Handbook of Sanitation, Price, $1.50 
 
 Principles of Sanitary Science and Public Health, Sedgwick, $3.00 
 
 Home Care of the Sick, Pope, $1.50 
 
 Food Inspection and Analysis, Leach, jS.65 
 
 Consumption, Huher, $3.00 
 
 Water and Public Health, Fuertes, $1.50 
 
 Man — ^A History of the Human Body, Keith, $.50 
 
 Care of the Body, Wood-worth, $1.50 
 
 Personal Hygiene, Woodhtdl, $1.00 
 
 Growth and Education, Tyler, $1.50 
 
 Health, Strength, and Power, Sargent, $1.50 
 
250 LEADERS MANUAL— PIONEERS 
 
 Body and Its Defenses, Jewett, $.76 
 
 Preventable Disease, Hutchinson, $2.00 
 
 Exercise and Health, Hutchinson, $1.00 
 
 Power and Health through Progressive Exercise, Flint, $1.50 
 
 Physical Effects of Smoking, Fisher — Perry, $.75 linen 
 
 Drink and Be Sober, Vance, $1.00 
 
 Injury of Tobacco, Towns, $.05 
 
 Some Modern Facts About Alcoholic Drinks, Translau, $.05 
 
 Keeping in Condition, Moore, $.60 
 
 Poetry 
 
 Poems of Action, Porter, $.90 
 
 Spell of the Yukon, Service, $1.25 
 
 Rhymes of a Red Cross Man, Service, J1.50 
 
 Farm Rhymes, Riley, $1.25 
 
 Songs of Cheer, Riley, $1.25 
 
 Book of ^salms, Bible, $.50 
 
 Book of Proverbs, Bible, $.50 
 
 Essay on Poetry. Hazlitt, $.2$ 
 
 Book of Ruth, Bible, $.25 
 
 Barrack Room Ballads, Kipling, $.40, $.75, $1.00 
 
 Golden Numbers, Wiggins — Smith, $.80 
 
 Home Book of Verse for Young Folks, Stevenson, $2.25 
 
 Lays of Ancient Rome, Macaulay, $.50 
 
 Evangeline, Longfellow, $.75 
 
 Tales from Shakespeare, Lamb, $2.00 
 
 Golden Apple, Gregory, $1.50 
 
 Heart of Youth, Gilder, $1.25 
 
 Book of Esther, Bible, $.60 
 
 Play and Games 
 
 Tennis Tactics, Little, $1.00 
 
 Young Folks' Cyclopedia of Games and Sfxjrts, Champlin, $3.00 
 Fencing, Breck, $1.00 
 Games, Bancroft, $1.60 
 
 Social Activities for Men and Boys, CliesUy, !?i.25 
 Book of Entertainments and Frolics, Dawson — Telford, $.75 
 Book of Parties and Pastimes, Dawson — Telford, ?.75 
 Dame Curtsey, Glover, $.60 
 Bright Ideas for Entertaining, LinscoU, $.50 
 Play and Recreation for the Open Country, Curtis, Si. 32 
 Official Handbook of the Athletic League of the \'. M. C. A., 
 Association Press, f.io 
 
BIBLIOGRAPHY 251 
 
 Psychology 
 
 Psychology of Childhood, Tracy — Stimpfl, $1.28 
 
 Brain and Personality, Thomson, $1.35 
 
 Mind in the Making, Swift, $1.50 
 
 Child Problems, Mangold, $1.25 
 
 Psychology, McDougall, $.75 
 
 Power of Self-Suggestion, McComb, $.50 
 
 The Child, Chamberlain, $2.00 
 
 Story of the Mind, Baldwin, $.75 
 
 Talks to Teachers on Psychology and to Students on Some of 
 
 Life's Ideals, James, $.60 
 Psycho-Analytic Method, Pfister, $4.00 
 
 Public Speaking 
 
 Argumentation and Debating, Foster, $1.50 
 
 Handbook of Debate, Knowles, $.50 
 
 How to Speak Effectively without Notes, Speer, $.20 
 
 Effective Speaking, Phillips, $1.50 
 
 How to Speak in Public, Kleiser, $1.50 
 
 Religious Education 
 
 Training of Children in Religion, Hodges, $1.75 
 
 Psychological Principles of Education, Home, $1.80 
 
 Unfolding Life, Lamoreaux, $.90 
 
 Our Democracy, Its Origin and Its Tasks, Tufts, $1.50 
 
 Real Business of Living, Tufts, $1.60 
 
 Religious Education of an American Citizen, Peabody, $1.25 
 
 Education in Religion and Morals, Coe, $1.75 
 
 Child Religion in Song and Story (3 volumes), Chamberlin — 
 
 Kern, $1.25 each 
 Religious Education and American Democracy, Athearn, $.50 
 Child for Christ, McKinney, $.60 
 Religious Education in the Family, Cope, $1.25 
 Social Theory of Religious Education, Coe, $1.75 
 
 Safety First 
 
 Social Engineering, Tolman, $2.00 
 
 Safety, Tolman — Randall, $3.00 
 
 Service Training 
 
 Starting to Teach, Foster, $.60 
 
 Leadership of Bible Study Groups, Home, $.90 
 
252 LEADERS MANUAL— PIONEERS 
 
 Training of Sunday School Teachers and Officers, McElfresh, $.75 
 
 Graded Sunday School in Principles and Practice, Meyer, $1.00 
 
 Primer of Teacher Training, Brown, $.30 
 
 First Standard Manual of Teacher Training, Barclay, $.70 
 
 Teaching of Bible Classes, See-Murray, jSi.oo 
 
 Training the Teacher, Schauffler and others, $.50 
 
 Making of a Teacher, Brumbaugh, jSi.oo 
 
 Sex Education and Hygiene 
 
 Better than a Fortune, Foster, $.10 
 
 From Youth into Manhood, Hall, $.75 
 
 Developing into Manhood, Hall, $.15 
 
 Friend or Enemy, Exner, $.10 
 
 Truths, Lowrey, $.55 
 
 Life's Beginnings, Hall, $.25 
 
 Almost a Man, Wood Allen, $.55 
 
 Confidential Talks with Young Men, Sperry, $1.00 
 
 Reproduction and Sexual Hygiene, Hall, $1.00 
 
 Engagement and Marriage, Cocks, $.15 
 
 Physician's' Answer, Exner, $.15 
 
 Problems and Principles of Sex Education, Exner, $.15 
 
 Rational Sex Life for Men, Exner, $.75 
 
 Nurse and the Knight, McCowan, $.15 
 
 John's Vacation, Hall, $.20 
 
 Life's Clinic, Hooker, $.50 
 
 Keeping in Condition, Moore, $.60 
 
 Suggested Methods for Instruction in SexuEil Hygiene, Seerley 
 
 $.20 
 U. S. Boys Working Reserve Pamphlets, Free 
 
 Keeping Fit-^No. I 
 
 Sex Education in Schools 
 
 Keeping Fit Exhibition — No. 45 
 
 Why Should High School and Colleges Provide Sex Instruction 
 —No. 10 
 
 Sociology 
 
 Youth and the Nation, Moore, $1.25 
 
 Punishment and Reformation, Wines, $2.50 
 
 New Democracy, Weyl, $2.00 
 
 Laws of Imitation, Tarde, $3.50 
 
 Changing America, Ross, $1.50 
 
 How the Other Half Lives, Riis, f 1.50 
 
 The Spirit of Social Work, Devine, $1.00 
 
 The Spirit of Youth and the City Streets, Addams, $1.25 
 
BIBLIOGRAPHY 253 
 
 Swi^uning (See also page 179) 
 
 Swimming, Brewster, $1.25 
 
 How to Swim, Dalton, $1.25 
 
 Life Saving, Goss, $1.25 
 
 Intercollegiate Swimming Guide, Spalding, $.25 
 
 Telegraphy 
 
 Electric Waves, Hertz, $4.50 
 
 Wireless Telegraphy and Telephony, White, $1.00 
 
 Wireless Telegraphy and Hertzian Waves, Bottom, $1.00 
 
 Manual of Wireless Telegraphy and Telephony, Collins, $1.50 
 
 Telegraphy, Herbert, $3.50 
 
 Elementary Telegraphy, Pendry, $1.00 
 
 The Storage Battery, Treadwell, $1.75 
 
CHAPTER XVIII 
 
 A COMPLETE LIST OF PRACTICAL TALKS 
 
 Section i. Talks in Order of Their Appearance 
 Section 2. Talks Arranged in Sequence 
 
 Throughout this entire Program a rather large place has been 
 given to practical, inspirational, and educational talks, in order 
 to present to all groups in an exact and graded way much impor- 
 tant information that is now being given by either the home, 
 the church, or the school. The topics have been carefully chosen 
 and have been arranged in sequence covering nearly every major 
 subject in the Program. To be sure, one single talk divorced 
 entirely from all others, will have a very positive and practical 
 value. At the same time, to the boy who is fortunate enough to 
 go through the entire Program from beginning to end, each talk 
 through the entire six years of work has a very definite relation 
 to every other one, and together, both by groups and as a whole, 
 they quite completely cover the main headings of the Program. 
 Great care has been taken to offer enough suitable alternates 
 under each heading so that the talk chosen will fit the exact needs 
 of the type of boy being talked to, for example, the city, the 
 rural, and the employed boy. 
 
 In this chapter, for the benefit of the Leaders' ready reference, 
 the subjects are offered first in order as they appear in the actual 
 Program and second in the order of their sequence, so that the 
 Leader may the better appreciate the relation of one >ear's work 
 to another. It has seemed wise to place the reference material 
 after the topics as they appear in sequence. No effort has been 
 made at this time to prejiare specific outlines for these talks — 
 such outlines may appear later as supplementary matter — nor has 
 any attompt been made to supply exhausti\-c references, although 
 an ample bibliography has been provided for each topic. If 
 additional or other information is desired, consult },our public 
 librarian or use any standard library index or magazine guide. 
 
PRACTICAL TALKS 255 
 
 SECTION I 
 
 PRACTICAL TALKS IN THE ORDER OF THEIR 
 APPEARANCE IN THE PROGRAM 
 
 First Year's Work 
 
 School 
 
 The Real Value of an Education 
 
 Health Education 
 
 How to Build a Strong Body 
 
 Nature Interests 
 
 God's Great Out-of-Doors 
 
 Handicraft 
 The E\'olution of Tools from the Primitive to Modern Times 
 
 Educational Talks and Trips 
 Early History of Your Locality 
 
 Health Habits 
 
 The Value of Good Habits 
 
 Campcraft 
 
 How and What to Eat on Hikes 
 
 Personal Devotions 
 The Value of Daily Devotions or What Is \^'orship? 
 
 Observing Vocations 
 
 The World as a Work Shop 
 
 Citizenship 
 A State's Duty to Its Citizen 
 
 Second Year's Work 
 
 School 
 
 Why go to High School, or 
 
 The Value of a High School Education to the Boy Who Expects 
 to hive on a Farm 
 
 Health Education 
 
 How to Eat, When to Eat, and What to Eat 
 
256 LEADERS MANUAL— PIONEERS 
 
 Nature Interests 
 The History of Fire and How to Make Fire with Rubbing 
 Sticks 
 
 Handicraft 
 
 From the Apprentice System to the Age of Machinery 
 
 Educational Talks and Trips 
 Wireless 
 
 Health Habits 
 Authoritative Physical Effects of Tobacco 
 
 Campcraft 
 
 Practical Campcraft for Boys 
 
 Personal Devotions 
 Worship a Universal Need 
 
 Observing Vocations 
 
 Testing the Success of a Man's Life-Work 
 
 Citizenship 
 A Citizen's Duty to His State 
 
 Third Year's Work 
 
 School 
 
 How Can an Education Make Any Man a Better Citizen? 
 
 Health Education 
 How We Grow 
 
 Nature Interests 
 Our Forests and Their Protection 
 
 Handicraft 
 The Effects of Machinery on the World 
 
 Educational Talks and Trips 
 Aviation, or Other Mechanical Process 
 
 Health Habits 
 Some Modern Facts about Alcoholic Drinks 
 
PRACTICAL TALKS 257 
 
 Campcraft , 
 
 Things to Remember in Choosing a Camp Site, or 
 The Benefits of Camping 
 
 Personal Devotions 
 
 Christ as a Boy's Comrade 
 
 Citizenship 
 American Citizenship 
 
 Observing Vocations 
 
 Drifting or Rowing into a Life Work 
 
 SECTION 2 
 
 TALKS ARRANGED IN ORDER OF THEIR 
 SEQUENCE, WITH BIBLIOGRAPHY 
 
 School 
 
 First Year's Work: 
 
 The Real Value of an Education 
 Making Life Worth While, Fisher. 
 Education, Thorndyke. 
 College and the Man, Jordan. 
 Growth and Education, Tyler. 
 Winning Out (Chapter 32), Harden. 
 
 Second Year's Work: 
 
 Why Go to High School 
 Story of the Mind, Baldwin. 
 Mind, in the Making, Swift. 
 Winning Out (Chapter 32), Harden. 
 
 Alternate : 
 
 The Value of a High School Education to the Boy Who 
 Expects to Live on a Farm 
 Does It Pay? Vol. I, Page 27, Rural Hanhood. 
 Agricultural Education Bibliography, Vol. I, Page 32, Rural 
 
 Hanhood. 
 The Need for Agricultural Education, Vol. II, Page 31, 
 Rural Hanhood. 
 
258 LEADERS MANUAL— PIONEERS 
 
 Third Year's Work: 
 
 Brain and Personality, Thompson. 
 Alternate : 
 
 How Can an Education Make any Man a Better Citizen ? 
 Education a Paying Investment, Dickenson 
 Talks with Great Workers, Marden. 
 How They Succeeded, Marden 
 Need for Agricultural Education, Vol. II, Page 31, Rural 
 
 Manhood. 
 Training for Scientific Agriculture, Vol. I, page 6, Rural 
 Manhood. 
 Health Education 
 First Year's Work: 
 How to Build a Strong Body 
 How to Live, Fisher — Fisk. 
 Body Builder, Brink. 
 Care of the Body, Woodworlh. 
 The Body and Its Defenses, Jewett. 
 Second Year's Work: 
 How to Eat, When to Eat, and What to Eat 
 Health Habits, 0' Shea— Kellogg. 
 Food Inspection and Analysis, Leach. 
 Exercise and Health, Hutchinson. 
 Care of the Body, Woodworth. 
 Third Year's Work: 
 How We Grow 
 
 Health Habits, 0' Shea— Kellogg. 
 How to Live, Fisher — Fisk. 
 Personal Hygiene, Woodhull. 
 Care of the Body, Woodworlh. 
 
 Nature Interests 
 
 First Year's Work: 
 God's Great Out-of-Doors 
 
 In God's Great Out-of-Doors, Qmiylc. 
 Nature's Craftsmen, McCook. 
 Sunday Talks on Nature Topics, Jordan. 
 On the Manuscripts of God, Sherman. 
 
PRACTICAI. TALKS 259 
 
 Second Year's Work: 
 
 The History of Fire and How to Make Fire with Rub- 
 bing Sticks 
 
 Around the Fire (Chapter i), Burr. 
 Indians in the Rockies, Schurtz. 
 
 Third Year's Work: 
 Our Forests and Their Protection 
 The Boy Scout Trail Blazers, Cheley. 
 Story of the Trees, Dyson. 
 North American Forests and Forestry, Brucken. 
 
 Handicraft 
 
 First Year's Work: 
 
 The Evolution of Tools from Primitive to Modern Times 
 See magazine references in library. 
 Consult encyclopaedias. 
 How to Use Woodworking Tools, Whitaker. 
 
 Second Year's Work: 
 From the Apprentice System to the Age of Machinery 
 Use Poole's magazine references in library. 
 Consult encyclopaedias. 
 
 Third Year's Work: 
 The Effects of Machinery on the World 
 Stories of Useful Inventions, S. E. Forman. 
 Historic Inventions, R. S. Holland. - 
 
 Harper's Machinery Book for Boys, /. H. Adams. 
 
 Educational Talks and Trips 
 
 First Year's Work: 
 Early History of Your Locality 
 See State and County Histories, or 
 Records of local Historical Society 
 
 Second Year's Work: 
 Wireless 
 
 See mechanical books in any library or use encyclopaedias. 
 
26o LEADERS MANUAL— PIONEERS 
 
 Third Year's Work: 
 Aviation, or Other Mechanical Process 
 
 Boy's Book of Mechanical Models, Wm. B. Stout. 
 The Boy Mechanic, Popular Mechanics. 
 Harper's Aircraft Book, Verrill. 
 Aerial Navigation, Zahm. 
 
 Health Habits 
 
 First Year's Work: 
 The Value of Good Habits- 
 
 Life Questions of Schoolboys, Jenks. 
 Call for Character, Boswortfi. 
 Rational Living, King. 
 Habit, James. 
 
 Second Year's Work: 
 Authoritative Physical Effects of Tobacco 
 Physical Eflfect of Smoking, Fisher— Berry. 
 Injury of Tobacco, Towne. 
 Tobacco, Fink. 
 Third Year's Work: 
 Some Modern Facts about Alcoholic Drinks 
 Drink and Be Sober, Thompson. 
 
 Campcraft 
 
 First Year's Work: 
 How AND What to Eat on Hikes 
 Camping for Boys, Gibson. 
 Boy Scout Hike Book, Cave. 
 Camping and Camp Cooking, Bates. 
 
 Second Year's Work: 
 Practical Campcraft for Boys 
 
 Camping for Boys, Gibson. 
 
 Boy Scout Camp Book, Cave. 
 
 Boy Scout Hike Book, Cave. 
 
 Manual of Woodcraft and Camping, Seton. 
 
 Third Year's Work: 
 Things to Remember in Choosing a Camp Site 
 Camping for Boys, Gibson. 
 
PRACTICAL TALKS 261 
 
 Boy Scout Camp Book, Cave. 
 
 Manual of Camping and Woodcraft, Kephart. 
 Alternate: 
 The Benefits of Camping 
 
 Manual of Camping and Woodcraft, Kephart. 
 
 Woodcraft Manual, Seton. 
 
 Boy Scout Camp Book, Cave. 
 
 Boy Scout Manual. 
 
 Personal Devotions 
 
 First Year's Work: 
 The Value of Daily Devotions or 
 
 What is Worship? 
 
 After Decision — What, Foster. 
 
 Why Read and Study the Bible, McConaughy. 
 
 Christ in Everyday Life, Bosworth. 
 Second Year's Work: 
 Worship, a Universal Need 
 
 Bible Study for Personal Growth, Matt. 
 
 Meaning of Faith, Fosdick. 
 
 Meaning of Prayer, Fosdick. 
 
 Things That Make a Man, Speer. 
 
 Real Business of Living, Tufts. 
 
 Third Year's Work: 
 Christ as a Boy's Comrade 
 Jesus the Joyous Comrade, Brown. 
 Young Man's Jesus, Barton 
 
 Observing Vocations 
 
 First Year's Work: 
 The World as a Work Shop 
 
 Occupations (Part O, Chapters IV-XIII), Gowin — Wheatley. 
 Profitable Vocations for Boys (Chapters X-XLIII), Weaver- 
 
 Byler. 
 Starting in Life, Fowler. 
 
 Vocational Guidance for the Professions, Brewster. 
 Vocations, 10 Vols., W. D. Hyde, Ed. 
 
 What Can a Young Man Do? (Chapters III-LIV), Rollins. 
 The Youth and the Nation (Chapters VII-XI), Moore. 
 
262 LEADERS MANUAL— PIONEERS 
 
 Second Year's Work: 
 Testing the Success of a Man's Life Work 
 Making Life Count (Chapters I-III), Foster. 
 The Young Man and His Vocation (Chapter XXVIII), 
 
 Harris. 
 Occupations (Part III, Chapter XVI), Gowin — Wheatley. 
 The Keys to Success, Bok. 
 The Boy: How to Help Him Succeed, Fowler. 
 
 Third Year's Work: 
 Drifting or Rowing into a Life Work 
 Occupations (Part I, Chapters I-III), Gowin — Wheatley. 
 Profitable Vocations for Boys (Chapters I-III, IX), Weaver- 
 
 Byler. 
 The Young Man and His Vocation (Chapter XVIII), 
 
 F. S. Harris. 
 The Vocational Guidance of Youth (Chapters I, II), 
 
 Bloomfield. 
 Youth, School, and Vocation (Chapters I-II), Bloomfield. 
 
 Citizenship 
 First Year's Work: 
 A State's Duty to its Citizens 
 
 The State, Wilson. 
 
 Good Citizenship, Richman. 
 
 American Government, Haskin. 
 
 Second Year's Work: 
 A Citizen's Duty to His State 
 
 Hindrances to Good Citizenship, Bryce. 
 
 Teaching of Citizenship, Hughes. 
 
 Actual Government, Hart. 
 
 Christianizing Community Life, Ward-Edwards. 
 
 Third Year's Work: 
 American Citizenship 
 Good Citizenship, Richman. 
 Promise of American Life, Croly. 
 Principles of Politics, Jenks. 
 Constitutional Government in the United States, Wilson. 
 
APPENDIX 
 
HISTORICAL STATEMENT 
 Edgar M. Robinson 
 
 Senior Secretary of Boys' Work Division, Inlernalional Commillee 
 of Young Men's Christian Associations 
 
 One of the outstanding characteristics in the organization of 
 the Young Men's Christian Association has been the emphasis 
 placed upon the local autonomy and independence of each 
 individual Association. 
 
 The supervising committees have been created by the local 
 Associations in convention assembled, and continued to operate 
 under the instruction of such conventions. This complete liberty 
 and responsibility of each local unit has had much to do with the 
 development of the almost endless varieties of Association 
 effort. No set pattern or program has been handed down from a 
 central authority, but the fundamental ideals of the Association 
 have been preserved, notwithstanding this. While the Associa- 
 tion movement as a whole has lacked uniformity, it has not lacked 
 unity. 
 
 To introduce a standardized, graded program into an organiza- 
 tion with such history and traditions would be quite impossible, 
 were it not for the almost unanimous consciousness of need and. 
 desire for something of this kind. Local Associations which were 
 acutely conscious of how "peculiar" their fields were, and how 
 much they differed from other Association fields, also became 
 increasingly conscious of the number of problems that were 
 identical in every field. While Associations justly resent any 
 movement which would tend to deprive them of their individu- 
 ality, they eagerly welcome any plan which is the result of 
 "pooled" experience and which helps them in their common 
 problems. 
 
 Many years ago it was found, through physical department 
 activities, that boys took pride in their records of achievement 
 and would work diligently to measure up to some set standard 
 or requirement in order to receive the recognition. Gradually 
 
266 LEADERS MANUAL— PIONEERS 
 
 this idea of giving boys credits, or points, or counts, was intro- 
 duced into other activities beside the physical. Long before the 
 year 1908 such credits were being given by various Associations 
 in varying ways. One of the most elaborate of these local plans, 
 however, was printed in Association Boys in 1908 under the title 
 of "The Tuxis System," which was devised by Harvey L. Smith, 
 then Boys' Work Secretary in the Bedford Branch, Brooklyn. 
 Part of this plan had been operated by Mr. Smith in his previous 
 secretaryships in New Haven and Providence. Valuable contri- 
 butions in this direction were also made by John L. Alexander, as 
 Boys' Work Secretary in Philadelphia, and later as Superinten- 
 dent of the Secondary Division of the International Sunday 
 School Association, M. D. Crackel, Boys' Work Secretary o( 
 Cleveland, and a number of others. 
 
 The idea of charting a boy with reference to the activities 
 in which he was undeveloped or over-developed, probably 
 originated with Walter M. Wood, General Secretary of Phila- 
 delphia, while the charting plan seems to have been first ade- 
 quately developed by Taylor Statten, National Boys' \\'orl< 
 Secretary of Canada. So many men at different times ha\e 
 contributed different items, it is impossible to record the credit 
 that is due tO each one. 
 
 So rapidly did this general idea spread and develop, the 
 National Council of Canada began to correlate the efforts and 
 developed a system of tests in 1912 under the name of the "Cana- 
 dian Standard Efificiency Tests." 
 
 Shortly after this the Association of Boys' Work Secretaries 
 of North America appointed a special committee to develop a 
 somewhat similar program for general use in the United States, 
 and some valuable work was done. In May, 1916, the Inter- 
 national Committee was requested to become responsible for the 
 development of this program, the National Council of Canada 
 having graciously granted the Committee the use of any of its 
 copyrighted material in connection with the Canadian tests. 
 
 A committee of fifteen was called togeliier, representing 
 the Religious Education Association, the Federal Council of 
 Churches of Christ in America, the International Sunday School 
 Association, the Sunday School Council of Evangelical Denomin- 
 ations, and the International Committee of "\'oung Men's 
 
HISTORICAL STATEMENT 267 
 
 Christian Associations, to discover if an American Standard 
 Program for boys could be jointly de\eloped and promoted. The 
 American Standard Program as then developed was offered to 
 this committee by the International Committee of Young Men's 
 Christian Associations • with the hope that each of the other 
 bodies would make similar contribution to a joint program. 
 
 Several meetings of this Commission were held, but a number 
 of difficulties presented themselves which prevented unanimous 
 and joint action, so on September 28, 1917, the following resolu- 
 tion was passed: 
 
 Whereas the Commission on Religious Education of the Religious 
 Education Association is engaged upon an investigation similar to 
 that undertaken by the Commission on the Standard Program of 
 Boys' Work, therefore, be it resolved that the Commission suspend 
 operation for the present. Second, that the Chairman of the Com- 
 mission be authorized to convene the Commission at any convenient 
 time, upon the request of the representatives of any constituent 
 body. Third, that pending definite action by the Commission, each 
 constituent body will be at liberty to conduct independent investi- 
 gation and experimentation in its direction. 
 
 Following this resolution, the International Committee again 
 resumed its work with the program and printed a second proof 
 edition in which the form of the material was changed while the 
 content remained the same. 
 
 A thorough revision was then undertaken by members of the 
 International Boys' Work Staff and by scores of State and 
 Local Bo)'s' Work Secretaries and others. Through corre- 
 spondence and by conferences, gradually there was built up an 
 elaborate program, which was submitted to a general conference 
 of Association men in Atlantic City in December, 1918, and to a 
 conference of boys' work men in Chicago the same month. Still 
 further revisions resulted. Dr. Sidney A. Weston and Professor 
 E. P. St. John gave much valuable time and many helpful sugges- 
 tions, especially in connection with parts of the program for 
 Comrades, in adapting the material for use with the Sunday 
 school program for boys of this age. Other recognized leaders 
 in the field of religious education had already been consulted, and 
 had given helpful and constructive criticism. The program as it 
 
268 LEADERS MANUAL— PIONEERS 
 
 stands today is the product of many men of recognized ability 
 and experience. 
 
 With the full consciousness that any program of this character 
 must be tested out in the laboratory of experience, and that as 
 large volumes of experience are pooled^hanges, additions, and 
 modifications of the program may seem wise from time to time, 
 nevertheless this program is recommended in its present form 
 by men who have given careful thought to the matter and who 
 have had years of experience in practical boys' work, and by 
 men of recognized ability in the field of religious education, as 
 the best all-round graded program of religious education jet 
 devised for boys, and it is hoped that it will be found sufficiently 
 rigid and yet sufficiently elastic to constitute the minimum pro- 
 gram which will be used and recommended by the Young Men's 
 Christian Associations and other organizations which desire it 
 throughout the country. 
 
INSIGNIA AND REGISTRATION 
 
 Classes of Insignia 
 
 A very simple insignia has been devised for the entire Program. 
 It may or may not be used, just as the individual group may 
 determine. Every effort has been made to make it inexpensive, 
 yet effective and attractive. 
 
 Regulation Pins and Watch Fobs 
 The regulation pins and watch fobs may be obtained in a vari- 
 ety of types and sizes; for the official design see illustration. 
 (Price list furnished upon application.) 
 
 PIONEERS COMRADES LEADERS 
 
 These pins have been designed to show simply that the wearer 
 is actually identified with the all-round Program of development 
 and to show which particular group of the Program he is taking. 
 The Leader's pin for both Pioneer and Comrade groups is the 
 same. 
 
 The Sweater Emblem 
 
 A more elaborate emblem has been devi-sed for the sweater. 
 (See the complete emblem in the illustration.) 
 
 The Swiss cross is chosen as the symbol of fourfold develop- 
 ment. The circle suggests complete living. Each arm of the 
 cross is taken to represent one phase of development: top (No. 
 i), the Intellectual Training Program; left (No. 2), the Physical 
 Training Program; lower (No. 3), the Devotional Training 
 Program; right (No. 4), the Service Training Program. An 
 
270 
 
 LEADERS MANUAL— PIONEERS 
 
 emblem suggestive of each side of the program has been devised 
 and may be earned by the boy in any one of three colors, red, 
 white, or blue. If the boy averages fifty per cent or below in 
 any one of the standards at his initial charting interview, he must 
 wear a red emblem, but if he averages above fifty per cent and 
 under seventy-five per cent, he must wear a white emblem. If, 
 
 C SEKWCE 
 
 ' nECOGNITION 
 
 l^YEAR jtE^ 
 .2'PYEAR »vai= 
 3"»YEAR. 
 
 INTELLECTUAL < 
 TRAINING '■ 
 
 .service a, 
 trainikq" 
 
 DEVOTIONAL ■! 
 — TRAININGS 
 
 on the other hand, his average in any one of the four standards is 
 above seventy-five per cent as shown by the inter\dew, he is 
 entitled to wear the blue emblem ; thus his built-up insignia shows 
 his standing. 
 
 Both Pioneers and Comrades ha\-e three one-\ear programs 
 of activity. The silk cords (see illustration) about the basic 
 circle of the insignia are to represent these j'ears of work. A bo>' 
 taking the first year's work in eitlier group will add the first or 
 red cord; when he passes into the second year's work, he will add 
 the second, or white cord; when he passes into the third year's 
 work, he will add the third or blue cord. Likewise if he enters 
 the group program when the group is using the second year's 
 tests, he will wear on his insignia only the white cord instead of 
 the red and white, or in the third year, only the blue cord, 
 instead of the red, white, and blue. 
 
INSIGMA AND REGISTRATION 271 
 
 The Service Recognition Insignia 
 
 The very soul of the Program is service, consequently the 
 center of the insignia is reserved for the Service Recognition 
 numerals. (For full explanation of the Service Recognition 
 plan see Chapter VI, this manual.) 
 
 The Ser\'ice Recognition emblems are made bearing heavy 
 numerals. The numeral worn by any boy shows the total number 
 of Service Recognitions that he has been awarded, without 
 regard to the particular type of service rendered. This method 
 is used to overcome the undesirability of rewarding in any way 
 for service. As the boy develops the ser^'ice side of his life to the 
 maximum, he changes the numeral from i up to a possible 6. 
 The Leader of a group should have on hand a supply of Service 
 Recognition emblems of the various numerals so that the changes 
 may be made quickly either by exchange or by supplying addi- 
 tional emblems. 
 
 Difference of Insignia for Pioneers and Comrades. 
 
 The only difference between the insignia for Pioneers and 
 Comrades is that the basic circle used in Pioneer insignia is black 
 in color, while the basic circle for the Comrades is tan in color. 
 Each boy should be encouraged to keep all pieces of insignia 
 earned, dating each piece, but should wear only such as show the 
 result of his latest interview and charting. 
 
 A Suggestive Group Insignia 
 
 It will be easily understood how in exactly the same way an 
 accurate insignia for any group may be built up, showing the 
 Intellectual, Physical, Devotional, and Service standing of the 
 group as a whole. The Service Recognition numeral of the group 
 would then, of course, be the total of the individual Service 
 Recognition numerals of all members of the group. A new group 
 insignia should be made each year, following the annual charting 
 of all members in order to bring it strictly up to date. Special 
 group insignia of a large size can be secured from Association 
 Press, 347 Madison Avenue, New York City. Price upon appli- 
 cation. Such an all-round development pennant would be very 
 valuable for conferences, camp, conventions, and the like, and 
 
272 LEADERS MANUAL— PIONEERS 
 
 its proper display would greatly stimulate the use of the Program 
 by other groups. 
 
 Other Insignia 
 
 In addition to the regular official insignia a group may adopt 
 for local use any additional uniform or insignia — such as colored 
 caps, sweaters, and so forth — that it cares to. 
 
 Local Organization and Administration 
 
 It should be constantly borne in mind that this entire plan of 
 graded material is essentially a program and not a new organiza- 
 tion for boys. Consequently, the organization and administra- 
 tive features have been kept as simple as possible; every stum- 
 bling block and obstacle to local initiative and control has been 
 eliminated; on the other hand, if national recognition is to be 
 given, the national awards and insignia must be reasonably pro- 
 tected. The following very simple plan has been devised for 
 present use. What the future may hold no one can at this time 
 determine. 
 
 Creating a Local Cooperative Committee 
 
 For the time being, pending possible revisions or new coopera- 
 tive relationships, a local Cooperative Committee shall be com- 
 posed of at least three men, officially designated from and ade- 
 quately representing the Christian churches and interests 
 (including the Young Men's Christian Association). 
 
 (Where there is no local Y. M. C. A., a representative of the 
 County or State Committee should be made a member of this 
 local committee.) 
 
 This committee shall apply for official registration at the near- 
 est of the regional offices named below. The fee for registering 
 each local Cooperative Committee is one dollar. 
 
 The following are the present regional offices of the Interna- 
 tional Committee : 
 
 Eastern. International Boys' Division, 347 Madison Avenue, 
 
 New York, N. Y. 
 Central. International Boys' Division, Room 1500, 19 South 
 
 La Salle Street, Chicago, 111. 
 
INSIGNIA AND REGISTRATION 273 
 
 Western. International Boys' Division, 229 Association Build- 
 ing, Denver, Colo. 
 
 Southern. International Boys' Division, 1610 Candler Building, 
 Atlanta, Ga. 
 
 Registering Leaders 
 
 Leaders can only be registered through a local Cooperative 
 Committee. 
 
 The local Cooperative Committee shall forward to the nearest 
 regional ofRde of the International Committee a properly filled 
 out Leader's Registration Blank, and the sum of one dollar for each 
 -Leader it registers, to cover costs of registration. 
 
 The registration of Leaders shall be for the calendar year only, 
 a re-registration of all Leaders being required each year. 
 
 Securing Insignia 
 
 National insignia may be secured from Association Press, 347 
 Madison Avenue, New York City, or from any one of its official 
 repositories (cash with order — price list and information upon 
 application) upon the presentation of suitable identification as a 
 registered Leader. (Printed order blanks and identification slips 
 will be supplied each local Cooperative Committee upon regis- 
 tration.) 
 
 Cooperation with State Committees 
 
 The regional offices shall file with each state office early record 
 of all registrations of local Cooperative Committees and Leaders 
 within their several states, and such other facts and information 
 as may be valuable to any given state in adequately promoting 
 the best interests of the Program. 
 
 LIow to Organize Locally 
 
 Create a local Cooperative Committee. Get in touch person- 
 ally or by correspondence with your local or nearest supervisory 
 office of the Y. M. C. A. (see list of state offices below) and 
 request that a representative meet with your newly created 
 committee to talk over the whole matter of organization and 
 promotion. This representative will come prepared to explain 
 fully the Program and its objectives. 
 
274 LEADERS MANUAL— PIONEERS 
 
 Next, select the Leaders for the various groups that are to use 
 the Program and register them at the nearest regional office upon 
 regular Leader's Registration Blanks that will be supplied upon 
 request. 
 
 Next, take steps, under the direction of the Y. AI. C. A. repre- 
 sentative or other qualified party, to train adequately your 
 registered Leaders. Not only the content but the objects and 
 purposes of the Program should be well understood by each 
 Leader before he attempts to use it with a group of boys. This 
 training will, of course, include a thorough reading of both the 
 boys' handbook and the Leader's manual to be used. If you 
 have questions or wish further information that you cannot get 
 locally, write either your state or regional office. Bulletins and 
 printed matter, bearing on the Program, also order blanks for 
 supplies, samples of various records, etc., will be mailed each 
 Leader upon registration. 
 
 Too great stress cannot be laid upon the absolute necessity of 
 adequately training leadership. Under all circumstances avoid 
 beginning the Program with any group for which you cannot 
 supply a reasonably trained Leader. Avoid widespread promo- 
 tion for which you are not prepared. The Program is not a new 
 collection of entertaining stunts but a program of character 
 building, dealing with the fundamentals of boy life. Plan care- 
 fully and thoroughly. Hasty and superficial organization means 
 ultimate failure. Seek counsel. Study the manuals Then 
 proceed, determined to succeed. 
 
 Stale Committees of Young Men's Christian Associations 
 
 (Address correspondence to Boys' Division! 
 
 Alabama 526 North 20th Street, Birmingham 
 
 Arizona 711 Caples Bldg., El Paso, Texas 
 
 Arkansas 603 A. O. U. \V. Bldg., Little Rock 
 
 California 325 First Nat'l Bank Bldg., San Francisco 
 
 Colorado 25 East i6th A\cnuc, Denver 
 
 Connecticut 177 Clyirch Street, New Haven 
 
 Delaware 20 West Fnmklin Street, Baltimore, Md. 
 
 District of Col. 20 West I'lunklin Street, Baltimore, Md. 
 
 Florida Y. M. C. A., Jackson\ille 
 
INSIGNIA AND REGISTRATION 
 
 275 
 
 Georgia 
 
 Idaho 
 
 Illinois 
 
 Indiana 
 
 Iowa 
 
 Kansas 
 
 Kentucky 
 
 Louisiana 
 
 Maine 
 
 Maryland 
 
 Massachusetts 
 
 Michigan 
 
 Minnesota 
 
 Mississippi 
 
 Missouri 
 
 Montana 
 
 Nebraska 
 
 New Hampshire 
 
 New Jersey 
 
 New Mexico 
 
 New York 
 
 North Carolina 
 
 North Dakota 
 
 Ohio 
 
 Oklahoma 
 
 Oregon 
 
 Pennsylvania 
 
 Rhode Island 
 
 South Carolina 
 
 South Dakota 
 
 Tennessee 
 
 Texas 
 
 Western Texas 
 
 Vermont 
 
 Virginia 
 
 Washington 
 
 West Virginia 
 
 Wisconsin 
 
 Hawaii 
 
 1602 Candler Bldg., Atlanta 
 195 Sixth Street, Portland, Ore. 
 
 19 South La Salle Street, Chicago 
 615 Majestic Bldg., Indianapolis 
 807 S. and L. Bldg., Des Moines 
 613 New England Bldg., Topeka 
 221 West Broadway, Louisville 
 
 509 Maison-Blanche Annex, New Orleans 
 Savings Bank Bldg., Waterville 
 
 20 West Franklin Street, Baltimore 
 167 Tremont Street, Boston 
 
 Adams Avenue and Witherell Street, Detioit 
 
 30 South Ninth Street, Minneapolis 
 
 Daniels Bldg., Jackson 
 
 114 North Seventh Street, St. Louis 
 
 27 BabcOck Theater Bldg., Billings 
 
 951 Omaha Nat'l Bank Bldg., Omaha 
 
 39 North Main Street, Concord 
 
 Room 1006, 671 Broad Street, Newark 
 
 711 Caples Bldg., El Paso, Texas 
 
 2 West 45th Street, New York 
 
 350 South Tryon Street, Charlotte 
 
 Roberts Street and First Avenue, Fargo 
 
 36 South Third Street, Columbus 
 
 Patterson Bldg., Oklahoma City 
 
 195 Sixth Street, Portland 
 
 408 Calder Bldg., Harrisburg 
 
 167 Tremont Street, Boston, Mass. 
 
 122 Sumter Street, Columbia 
 
 305 Boyce-Greeley Block, Sioux Falls 
 
 226 Seventh Avenue, North, Nashville 
 
 611 Sumter Bldg., Dallas 
 
 711 Caples Bldg., El Paso 
 
 171 College Street, Burlington 
 
 Chamber of Commerce Bldg., Richmond 
 
 Fourth Avenue and Madison Street, Seal tie 
 
 1406 G Street, N. W., Washington, D. C. 
 
 147 Fourth Street, Milwaukee 
 
 Y. M. C. A, Honolulu 
 
LEADER'S REGISTRATION BLANK 
 
 Name Age 
 
 City or Town 
 
 Home Address 
 
 Occupation 
 
 State briefly former boys' work experience: . 
 
 What study or training for boys' work have you previously had? 
 
 Have you had specific training for this Program?. 
 What? 
 
 By whom taught? 
 
 Have you carefully read the Handbook and Manual?. 
 
 To what local institution is the proposed group of boys attached? 
 Church_ 
 
 Y. M. C. A._ 
 Club 
 
 Of what Christian denomination are you a member? 
 
 Name of church? . 
 
 Number of boys in proposed group? Average age? 
 
 Is your group an old organization now proposing to use the Program? 
 
 Is your group a new organization beginning an all-round program 
 for the first time? 
 
 (Signature of applicant) 
 
( Certification by Local Committee, attached to Leader's Registration 
 Blank.) 
 
 To the Regional Office, (Address). 
 
 International Committee 
 
 Young Men's Christian Association. 
 
 We hereby request your office to issue Registered Leader's Cer- 
 tificate to Mr who, in our 
 
 judgment has the capacity and training necessary to successfully 
 organize and administer this all-round program of character-building 
 with a group of boys. 
 
 If this application is accepted, we, a regularly organized and 
 
 registered local Cooperative Committee, agree to give Mr. 
 
 . 's group our best support and counsel 
 
 in the development and expansion of the program to the end that 
 his boys may be led into a definite plan of all-round Christian living. 
 
 Signed by ^_^ 
 
 For (Name of State) Committee No.. 
 
 Date 
 
 Received By 
 
 Registered Certificate No issued (date) 
 
 Memoranda filed with (State) Office (date) 
 
 Information packet, sample forms, etc., mailed . (date) 
 
COOPERATIVE COMMITTEE REGISTRATION BLANK 
 
 To the Regional Office, (Address of regional office) 
 International Committee 
 Young Men's Christian Association. 
 
 Gentlemen : 
 
 We.-the undersigned, representing the various Christian churches 
 and interests of request 
 
 that we be registered as an official local Cooperative Committee and 
 authorized to: 
 
 1. Organize and promote the Program of Christian Citizenship 
 Training in this locality. 
 
 2. Enlist and train prospective Leaders for groups. 
 
 3. Accept and submit for registration local Leaders. 
 
 4. Issue and supply, to such registered Leaders, national insignia, 
 supplies, and service recognitions. 
 
 5. Issue and sell to the general public manuals, handbooks, and 
 general promotion literature as it may develop. 
 
 It is clearly understood by us that this Program is especially 
 designed for use of any party interested in bringing about the all- 
 round Christian development of boys and will be administered by us 
 with that end in view. 
 
 We agree to: 
 
 1 . Annually submit a simple report of facts and figures on progress 
 made (blank to be supplied). 
 
 2. Adapt local organization and control so as best to meet the boy 
 needs of the whole community. 
 
 3. Select, inspire, and register likely Leaders of groups. 
 
 4. Promote or aid in formulating adequate plans to train sufficient 
 leadership for the natural growth of the Program in the locality. 
 
 Signed : 
 
 Mr Representing 
 
 Mr., Representing 
 
 Mr Representing_ 
 
 (Place additional names on back of this page.) 
 Correspondence and business matters with this Committee to be 
 
 taken up with: Name 
 
 Address 
 
 Received (date) By 
 
 Registration Certificate No issued (date) 
 
 Memoranda fikil with (State) Office (date) 
 
 Information packet, sample forms, order blanks, etc., mailed. 
 
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INDEX 
 
 Caps and small caps indicate chapter headings. 
 ItaUcs indicate illustrations. 
 
 Administration of Program 272 
 
 Aims of a Pioneer . 5 
 
 Animal Study, Books on 23 s 
 
 Appendix 263 
 
 Approach to Boy (Interview) 83 
 
 Aquatic Carnival . 163 
 
 Aquatics . 26, 138 
 
 Bibliography 179 
 
 'Diving . 151 
 
 Life Saving . . 155 
 
 Resuscitation . . . 161 
 
 Supervision in Camp and 
 
 Pool . . . 169 
 
 - Swimming 138 
 
 Swimming Records 174 
 
 Water Sports . 163 
 
 Aquatics Test ... 26 
 
 Art 37 
 
 Art Test . . 38 
 
 Art, Books on . 235 
 
 Artificial Aids (Swimming) 146 
 
 Artificial Breathing 162 
 
 Arts and Crafts, Books on 236 
 
 Astronomy, Books on . . 236 
 
 Athletic Events Summary 28, no 
 
 Athletic Meet Equipment 130 
 
 Athletic Meet Officials 130 
 
 Athletic Meet Rules . . 129 
 
 Athletic Meet Suggestions 127 
 
 Athletic Record, Indoor 132 
 
 Athletic Record, Outdoor . . 136 
 Athletic Scoring Tables . 117-126 
 
 Athletics 27 
 
 Athletics Test 28 
 
 Athletics, Track and Field 109 
 
 Athletic Meet . . 127 
 
 Athletic Records .... 132 
 
 Grading for Athletic Events 109 
 
 Rules for Athletic Events . 112 
 
 Scoring Tables .... 117 
 
 Automobiling, Books on 
 
 236 
 
 Aviation, Books on 
 
 237 
 
 Back Stroke 
 
 . ISO 
 
 Balance (Swimming) 
 
 . 142 
 
 Bathing after Eating . 
 
 172 
 
 Bathing, Indian Method 
 
 172 
 
 Bible Studies for Boys 
 
 237 
 
 Bibliography of All Boy 
 Activities . and Inter- 
 ests . 234 
 Biography, Books on . 238 
 Bird Study, Books on .237 
 Books and Reading . . 238 
 Books, Classified List . 234 
 Books on Swimming . 179 
 Books, Selected . 219 
 Of Information . . . 230 
 
 On Heroes 221 
 
 On What and How to Do . 232 
 Botany, Books on . . 238 
 
 Boy Characteristics . i, 68, 69 
 Boy From Tvs'elve to Four- 
 teen . . .68 
 Characteristics . . . 68 
 Christian Decision . . 70 
 Leadership ... .68 
 Boys' Work, Books on 238 
 
 Breast Stroke I47 
 
 Breathing (Swimming) 141, 146 
 Breathing, Artificial . . 162 
 
 Brink, B. Deane (Aquatics) . 138 
 Building Mid-week Calendar 59 
 
 Calendar, Building M 
 
 id- 
 
 WEEK . . 
 
 59 
 
 Camp, Value of 
 
 . 60 
 
 Campcraft . . 
 
 . 22 
 
 Campcraft Test . 
 
 23 
 
 Camping, Books on 
 
 239 
 
282 
 
 LEADERS MANUAL— PIONEERS 
 
 Canoeing and Boating, Books 
 
 on 242 
 
 Characteristics, Boys' . i, 68, 69 
 Characteristics, Leader's . . 95 
 
 Charting S9 
 
 Charting, Purposes of ... 82 
 
 Charts 3, 81 
 
 Chasing Games 192 
 
 Choice of Life Woric, Books on 240 
 
 Christian Decision 70 
 
 Church, Relationship with . . 97 
 Church Relationships, Books 
 
 on _ . . . . 241 
 
 Church School Loyalty ... 39 
 Church School Loyalty Test 39 
 Church Service Recognition . S7 
 
 Circle Games 183 
 
 Citizenship ..... . . 51 
 
 Citizenship Test 51 
 
 Civics, Books on . . . . 241 
 Classification, Weight . 27, 109 
 Collections, Books on ... 241 
 Community Service Recogni- 
 tion S7 
 
 Comrades' Insignia .... 271 
 Confidence (Swimming) . . 140 
 Cooperative Committee, Local 272 
 Cooperative Committee, Reg- 
 istration 272, 278 
 
 Coordination (Swimming) 144-146 
 
 Country Boy 100 
 
 Needs and How Met . .100 
 
 Power and Use los 
 
 Program Applied . . . .106 
 
 Cramps 172 
 
 Credit for Boy Scout Train- 
 ing 8, 21, 34, 46 
 
 Dashes (Athletics) 127 
 
 Declaration of Purpose ... s 
 Deformity No Hindrance 
 
 (Swimming) 173 
 
 Devotional Training Pro- 
 gram 32 
 
 Church School Loyalty . . 39 
 Church School Loyalty Test 39 
 God in Nature and Art . . 36 
 God in Nature and Art Test 38 
 Knowledge of the Bible . . 39 
 
 Knowledge of the Bible Test 40 
 
 My Church and I . . . . 42 
 
 My Church and I Test . 42 
 
 Personal Devotions ... 42 
 
 Personal Devotions Test . 43 
 Public Worship ... .34 
 
 Public Worship Test ... 36 
 
 Story of Christianity ... 41 
 
 Story of Christianity Test 41 
 
 Dive, Front 152 
 
 Dive, Jackkm'fe 154 
 
 Dive, Swan 153 
 
 Diving 151 
 
 Draper, George O. (Games) . 181 
 
 Dual Strength Test . . . 216 
 
 Education, Books on ... . 242 
 Educational Talks and Trips . 18 
 Educational Talks and Trips 
 
 Test 19 
 
 Efficient Leadership . . 92 
 
 Characteristics 95 
 
 Familiarity with Plan . . 94 
 Knowledge of Boy Life . . 93 
 Knowledge of Educational 
 
 Processes 94 
 
 Personal Character ... 92 
 
 Sympathetic Relationship . 93 
 
 Electricity, Books on ... 242 
 
 Emblems 269, 270 
 
 Equipment, Athletic Meet . 130 
 
 Equipment Races 205 
 
 Examination Blank, Phy- 
 sical 279, 280 
 
 Example of Interview ... 72 
 
 Farms and Farming, Books 
 
 on 242 
 
 Field Events (Athletics) . .127 
 Field Events Equipment . . 131 
 First Aid, Books on .... 243 
 Fishing, Books on . . . 243 
 Forestry, Books on .... 243 
 Fundamental Relation- 
 ships 96 
 
 Church 97 
 
 Home 96 
 
 Industry 99 
 
 School . . . ... 99 
 
INDEX 
 
 283 
 
 Games and Entertainment 
 
 
 Gossip 
 
 199 
 
 Books on 
 
 244 
 
 Guess Ball 
 
 191 
 
 Gardening, Books on . . . 
 
 244 
 
 Hand Baseball . . 
 
 191 
 
 Geology, Books on . . . 
 
 244 
 
 Hello, Mik-e 
 
 213 
 
 God in Nature and Art 
 
 36 
 
 Hip ... . 
 
 194 
 
 God in Nature and Art Test 
 
 38 
 
 Hop Race 
 
 207 
 
 Grading for Atiiletic Events 
 
 
 Hot Hand 
 
 215 
 
 2- 
 
 , 109 
 
 Hot Rice . 
 
 190 
 
 Group and Mass Games . 
 
 181 
 
 In and Out . ... 
 
 203 
 
 Alphabetical Answers 
 
 197 
 
 Jenkins Up . . 
 
 201 
 
 Animal Blind Man's Buff 
 
 200 
 
 Jump Stick Relay . . . 
 
 209 
 
 Around the World . . . 
 
 197 
 
 Knocking O.T Hat . . 
 
 217 
 
 Attention 
 
 208 
 
 La Savate . . 
 
 217 
 
 Barrel Boxing . . 
 
 21S 
 
 Leapfrog Ra^. . . 
 
 206 
 
 Bat Kicking Stunt 
 
 213 
 
 Lifting Seven Men 
 
 215 
 
 Basket Ball Relay . 204 
 
 , 209 
 
 Locatio.i 
 
 201 
 
 Black and White . . 
 
 192 
 
 Lock Arm Tag . . 
 
 183 
 
 Blindfold Race . . 
 
 212 
 
 Long Ball . . 
 
 191 
 
 Bombardment . . 
 
 196 
 
 Magic Writing 
 
 198 
 
 Bottle Balance . . . 
 
 212 
 
 Marching Tag 
 
 193 
 
 Breaking Prison . . . 
 
 184 
 
 Maze Tag ... 
 
 188 
 
 Broncho Tag . . . 
 
 184 
 
 Mirror Pictures 
 
 198 
 
 Can and Glove Boxing . 
 
 215 
 
 Monkey and Crab Race 
 
 206 
 
 Capitals . . ... 
 
 197 
 
 Mo2int Ball . . 
 
 185 
 
 Centipede Relay . 
 
 210 
 
 Mount Tag 
 
 189 
 
 Chain Tag 
 
 187 
 
 Newspaper Race . . . 
 
 212 
 
 Chariot Race 
 
 211 
 
 Number Tag 
 
 189 
 
 Circle Chase . . 
 
 186 
 
 Numbers Change 
 
 186 
 
 Circle Jump . . . 
 
 184 
 
 Object Tag .... 
 
 184 
 
 Circle Stride Ball . . 
 
 187 
 
 One Hundred Yard Dash 
 
 211 
 
 Clothespins .... 
 
 201 
 
 Ostrich Tag . 
 
 188 
 
 Corner Ball . . 
 
 191 
 
 Over and Under 
 
 203 
 
 Cracker Eating Contest 
 
 214 
 
 Over the Top . . . 
 
 203 
 
 Cross Questions .... 
 
 201 
 
 Overcoat Relay Race 
 
 206 
 
 Cross Tag . ... 
 
 187 
 
 Pass the Buck 
 
 209 
 
 Dead Man Relay 
 
 208 
 
 Passing Relay 
 
 209 
 
 Dodge Ball . . 
 
 185 
 
 Paul Revere Race 
 
 211 
 
 Dog Fight 
 
 217 
 
 Peanut Relay . . 
 
 213 
 
 Double Number Tag 
 
 189 
 
 Pie Eating Contest . 
 
 215 
 
 Driving Contest 
 
 212 
 
 Pillow Fight . . . 
 
 213 
 
 Duck on Rock 
 
 190 
 
 Pillow Fight on Pole . . 
 
 213 
 
 Find the Ring . . 
 
 200 
 
 Potato Race 
 
 205 
 
 Fire 
 
 201 
 
 Potato Race (Stunt) 
 
 212 
 
 Flag Race ... 
 
 210 
 
 Prisoners' Base . 
 
 193 
 
 Forward Roll Relay . 
 
 207 
 
 Prisoners' Base . . 
 
 194 
 
 Fox and Geese 
 
 19s 
 
 Pull into Circle 
 
 186 
 
 Fox in the Hole 
 
 195 
 
 Pull Stick . 
 
 2l6 
 
 Frog Race 
 
 207 
 
 Rescue Race 
 
 210 
 
 Ghost . . 
 
 214 
 
 Rooster Fight . 
 
 217 
 
284 
 
 LEADERS MANUAL— PIONEERS 
 
 Run Sheep Run . 
 
 Sack Chase . . 
 
 Sack Race .... 
 
 Safety First Hop 
 
 Shoe Race . . . 
 
 Shouting Proverbs 
 
 Sixteen-pound Shot 
 (Stunt) . . 
 
 Skin the Snake 
 
 Skin the Snake 
 
 Slap Obstacle 
 
 Snatch Ball . 
 
 Soaped Pole Climb 
 
 Spin around Relay 
 
 Spinning the Hun 
 
 Stab-the-Spud Race 
 
 Steal the Flag 
 
 Stealing Ammunition 
 
 Straddle Relay . . 
 
 Swat Tag . 
 
 Telegrams . . . 
 
 Three Deep Tag . 
 
 Three-Legged Race 
 
 Treasure Hunt 
 
 Turtle Tag . . . 
 
 Twist Stick . . . 
 
 Verbal Authors . 
 
 Watch Trick . . 
 
 Weight Guessing 
 
 Who Am I? . . 
 
 Words 
 
 Wrestle, Hand Slap 
 
 Wrestle, Harlequin 
 
 Wrestling, Elbow 
 
 Wrestling, Hand . 
 
 Wrestling, Horseback 
 
 Wrestling, Indian 
 
 Wrestling, Line . 
 
 Wrestling, Toe . . 
 Group Games . . . 
 Group Games Test . 
 Group Insignia 
 Group Service Recognition 
 Guessing Games .... 
 Gymnastic Work, Books on 
 
 Put 
 
 Handicraft 
 
 Handicraft Test . . . 
 Handicraft, Books on 
 
 194 
 213 
 20s 
 
 I9S 
 212 
 200 
 
 211 
 207 
 208 
 208 
 19s 
 212 
 209 
 186 
 20s 
 193 
 192 
 203 
 184 
 200 
 183 
 211 
 196 
 187 
 216 
 199 
 199 
 214 
 197 
 199 
 218 
 217 
 217 
 216 
 192 
 216 
 190 
 216 
 
 2S 
 
 25 
 
 271 
 
 S8 
 199 
 244 
 
 IS 
 
 16 
 
 24s 
 
 Health Education 10 
 
 Health Education Test 
 Health Habits .... 
 Health Habits Test . 
 Heart Disease . . . 
 Heroes, Books on . . 
 Historical Statement . 
 History of Religion, Books 
 Home, Relationship with 
 
 Home Service 
 
 Home Service Recognition 
 Home Service Test . . 
 How to Organize . . . 
 How to Secure Insignia . 
 
 II 
 
 21 
 
 . 22 
 
 . 172 
 
 221 
 
 . 26s 
 
 on 24s 
 
 . 96 
 
 . 46 
 
 . S6 
 
 47 
 
 273 
 
 273 
 
 Immigration, Books on . . 245 
 Industry, Relationship with . 99 
 Insects, Books on 245 
 
 Insignia . 269 
 
 Comrades . . . 271 
 
 Explanation . 269 
 
 Group 271 
 
 How to Secure . 273 
 
 Pioneers 271 
 
 Service Recognitious 271 
 Inspirational Books .... 246 
 Intellectual Training Pro- 
 gram 7 
 
 Educational Talks and Trips 18 
 Educational Talks and Trips 
 
 Test . . . . 19 
 
 Handicraft . . -IS 
 
 Handicraft Test . ... 16 
 Health Education ... 10 
 Health Education Test . 11 
 Nature Interests ... 13 
 
 Nature Interests Test . . 14 
 Observation and Collection 16 
 Observation and Collection 
 
 Test 17 
 
 Sdiool 9 
 
 Scliool Test 9 
 
 Speaking and Home Read- 
 ing 12 
 
 Speaking and Home Read- 
 ing Test 12 
 
 Interview and Charting . 72 
 
 Chart 8t 
 
 Questions for Guidance . 82 
 
INDEX 
 
 285 
 
 Keeping Pets, Books on . . 246 
 
 Knockout (Swimming) . . . 172 
 
 Knowledge of the Bible . i . 39 
 
 Knowledge of the Bible Test . 40 
 
 Leader, Characteristics of 92 
 
 Leader's Registration Blank 276 
 
 Leaders, Training of . 274 
 
 Leadership 68 
 
 Leadership, Efficient 92 
 
 Life Saving 155 
 
 Life Saving Recognition . . 58 
 
 Local Cooperative Committee 272 
 
 Magazines for Boys .... 247 
 Manners and Conduct, Books 
 
 on 247 
 
 Mass Games ... 183 
 
 Meet, Athletic Meet . . 127 
 
 Meetings, Joint 60 
 
 Methods of Release (Life 
 
 Saving) 156 
 
 Mid-week Activities . 60-65 
 
 Mingling Games . . . . 197 
 Missionary Education, Books 
 
 on 247 
 
 Missionary Study Books . 247 
 
 Music . 37 
 
 Music Test . . 38 
 
 Music, Books on . . . 248 
 
 My Church and I . . . . 42 
 My Church and I Test . . 42 
 
 Cooperative Committee . . 272 
 How to Organize . . . 273 
 Regional Offices 272 
 
 Nature and Art . . . , 
 Nature and Art Test 
 Nature Interests . . . 
 Nature Interests Test 
 Nature Study, Books on , 
 Needs of Country Boy 
 
 36 
 
 38 
 
 13 
 
 • 14 
 
 245, 249 
 
 100 
 
 16 
 
 Observation and Collection . 
 Observation and Collection 
 Test .... . .17 
 
 Observing Vocations ... 50 
 Observing Vocations Test . 50 
 Officials, Athletic Meet . . . 130 
 Organization and Adminis- 
 tration 272 
 
 Cooperation with State 
 
 Committees 273 
 
 Registration Blanks 
 State Committees . 
 Training of Leaders 
 
 Other Fellow . . 
 
 Other Fellow Test . . 
 
 276-278 
 274 
 
 ■ • 274 
 47 
 48 
 
 Passing Relays (Games) 203 
 
 Personal Devotions ... 42 
 Personal Devotion, Books on 249 
 Personal Devotions Test . . 43 
 Personal Interview and 
 
 Charting . . 72 
 
 Approach to Boy . 83 
 
 Chart 81 
 
 Charting, Purposes of 82 
 
 Questions for Guidance . 82 
 
 Personal Service Recognition 56 
 Personality Development, 
 
 Books on . . 246 
 
 Photography, Books on 249 
 
 Physical Exam. Blank 279,280 
 
 Physical Examination 30 
 
 Physical Examination Test 31 
 
 Physical Training Program 20 
 
 Aquatics . . 26 
 
 Aquatics Test 26 
 
 Athletics . . 27 
 
 Athletics Test 28 
 
 Campcraft . 22 
 
 Campcraft Test . 23 
 
 Group Games . 25 
 
 Group Games Test . 25 
 
 Health Habits ... 21 
 
 Health Habits Test 22 
 
 Physical Examination . . 30 
 
 Physical Examination Test 31 
 
 Team Games . . -24 
 
 Team Games Test . . 24 
 
 Physiology and Hygiene, 
 
 Books on . . 250 
 
 Pins ... .269 
 
 Pioneer's Aims .... 5 
 
 Pioneer's Insignia . . . 269, 271 
 Play and Games, Books on 251 
 
 Poetry . . 37 
 
 Poetry Test . 38 
 
286 
 
 LEADERS MANUAL— PIONEERS 
 
 Poetry, Books on 250 
 
 Potato Race . . . 112, 20s, 212 
 Practical Talks, List OF . 254 
 Precautions for Swimmers . .171 
 Program Applied to Country 
 
 Boy 106 
 
 Program, Season!s sg 
 
 Program, Why and What It 
 
 Is I 
 
 Psychology, Books on . . 251 
 Public Speaking, Books on . 251 
 
 Public Worship 34 
 
 Public Worship Test . . .36 
 Purpose, Declaration of . . s 
 Purpose of Program . . . 2 
 
 Questions for Guidance of In- 
 terview 82 
 
 Quiet Social Games .... 197 
 
 Races, Equipment . . 
 Races, Novelty Relay 
 Races, Water . . 
 Recognitions, Service 
 Record, Indoor Athletic 
 Record, Outdoor Athletic 
 Records, Swimming 
 Regional Offices . . . 
 Registration Blanks 
 
 20S 
 206 
 164 
 SS 
 132 
 136 
 174 
 272 
 276-278 
 
 Registration, Cooperative 
 
 Committee . . . 272-278 
 Registration, Leaders . 273-276 
 Relationships, Fundamen- 
 tal 96 
 
 Relaxation (Swimming) . . 143 
 Relay Events (Athletics) . . 127 
 Relay Races (Games) . . . 202 
 Release, Methods (Life Sav- 
 ing) 156 
 
 Religious Education, Books on 252 
 Rescuing (Life Saving) . is8, 172 
 Results of Interview .... 82 
 Resuscitation (Life Saving) . 161 
 Resuscitation (Schafer Meth- 
 od) 161 
 
 Rules, Athletic Events . . . iia 
 Rules, Athletic Meet .... 129 
 Running Broad Jump . . . iiS 
 Running High Jump . . . .114 
 
 Safety First, Books on . . . 252 
 Saving Human Life .... 58 
 Schafer Method, Resuscita- 
 tion 161 
 
 School 9 
 
 School or Employment Ser- 
 vice Recognition 57 
 
 School, Relationship with 99 
 
 School Test 9 
 
 Scoring Tables (Athletics) . 117 
 Sculling (Swimming) . . 151 
 Service Recognitions • . . ss 
 Church Service ... -57 
 Community Service . • . S7 
 Home Service . . . .56 
 Insignia ... 271 
 Personal Service ... 56 
 Saving Human Life ... 58 
 School or Employment Ser- 
 vice 57 
 
 Service to Group . . 58 
 
 Service Training, Books on . 252 
 
 Service Training Program . 44 
 
 Citizenship 51 
 
 Citizenship Test . . .51 
 
 Home Service .... 46 
 
 Home Service Test . . 47 
 
 Observing Vocations . . . $0 
 
 Observing Vocations Test . 50 
 Other Fellow . . -47 
 
 Other Fellow Test . . 48 
 
 Thrift . . ... 48 
 
 Thrift Test 49 
 
 Training for Service ... S3 
 
 Training for Service Test . 53 
 
 World Brotherhood . $2 
 
 World Brotherhood Test . 53 
 Sex Education and Hygiene, 
 
 Books on 252 
 
 Shot Put . . . . ■ IIS 
 
 Shuttle Events (Athletics) . . 128 
 
 Social Team Games . . . 201 
 
 Sociology, Books on .... 253 
 
 Speaking and Home Reading 12 
 Speaking and Home Reading 
 
 Test 12 
 
 Sprints 112 
 
 Springs, Rules 113, 130 
 
 Standing Broad Jump . . .113 
 
INDEX 
 
 287 
 
 state Committees 274 
 
 State Committees, Coopera- 
 tion with 2;^3 
 
 Story of Christianity .... 41 
 Story of Christianity Test . . 41 
 
 Stroke, Back 150 
 
 Stroke, Breast 147 
 
 Stroke, Easiest and Best . . 140 
 Stroke, Underarm Back . 150 
 
 Stunts 211 
 
 Summary, Athletic Events 28, no 
 Supervision (Aquatics) . . . 169 
 
 Supplies 273 
 
 Sweater Emblem 270 
 
 Swimming 138 
 
 Swimming, Books on . . 179, 253 
 
 Swimming, Laws 140 
 
 Swimming Pools, Supervision 171 
 Swimming Records . . . .174 
 Swimming, Supervision in 
 
 Camp 169 
 
 Tag Games 187 
 
 Talks, Practical 254 
 
 Team Events (Athletics) . .127 
 
 Team Games 24 
 
 Team Games Test . . . 24 
 
 Telegraphy, Books on . . . 253 
 Temperature (Swimming) . . 172 
 
 Tests, Announcing . . . 59 
 
 Thrift 48 
 
 Thrift Test 49 
 
 Throwing, Distance . . . .116 
 Towing (Life Saving) ... 158 
 Track and Field Athletics 109 
 Track Events, Equipment . 130 
 Training for Service .... S3 
 Training for Service Test . S3 
 Training of Leaders . . . .274 
 Treading Water (Swimming) . isi 
 
 Trick Games 198 
 
 Tugging and Throwing Games 190 
 
 Underarm Back Stroke . .150 
 
 Watch Fobs 269 
 
 Water Sports 163 
 
 Weight Classification . . 27, 109 
 
 What and How to Do Books 232 
 Why This Program and 
 
 What It Is 1 
 
 Aims of a Pioneer .... S 
 
 Boy Characteristics ... i 
 
 Charts 3 
 
 Declaration of Purpose . S 
 
 Purpose of Program . . 2 
 
 World Brotherhood . . 52 
 
 World Brotherhood Test 53 
 
HANDBOOK FOR PIONEERS 
 
 Boys 12, 13, and 14 Years of Age 
 
 HANDBOOK FOR COMRADES 
 
 Boys IS, 16, and 17 Years of Age 
 
 These handbooks contain more than four 
 hundred pages of information regarding 
 the Program itself and supplementary 
 material regarding such matters as 
 health, endurance, athletics, aquatics, 
 camp life, recreation, hobbies, pets, 
 nature, thrift, reading, safety first, first 
 aid, patriotism, citizenship, games, ser- 
 vice recognitions, intellectual, phjreical, 
 devotional, and service activities, etc. 
 
 LEADERS' MANUAL-PIONEERS 
 LEADERS' MANUAL-COMRADES 
 
 The leaders' manuals contain about three hundred pages 
 and give full explanation regarding administering the 
 Program, its significance, building a mid-week calendar, 
 instruction on charting, elements in efficient leadership, 
 understanding the boy, practical talks, classified bibliog- 
 raphy, insignia, registration, administration, etc. 
 
 ASSOCIATION PRESS 
 347 Madison Ave. New York