SOCIALIZING FOR 
 THE NEW ORDER 
 
 dwcational values of the 
 "juvenile organization 
 
 JAMES F^iNKLIN PAGE, M.A, 
 
Hatt QfoUcgc of 3Vgric«ltu« 
 3^t (dnrncU lliiueraitS' 
 
 Hthratg 
 
Cornell University Library 
 HS3319.P3 
 
 Socializing for the new order; or, Educat 
 
 3 1924 014 053 320 
 
Cornell University 
 Library 
 
 The original of tliis book is in 
 tine Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924014053320 
 
SOCIALIZING FOR THE NEW ORDER 
 
 OR EDUCATIONAL VALUES OF THE 
 
 JUVENILE ORGANIZATION 
 
 INCLUDING A RESUME 
 
 OF "BOY SCOUTS," "CAMP FIRE GIRLS" 
 
 AND TWELVE OTHER 
 
 ORGANIZATIONS 
 
 BY JAMES F. PAGE 
 
 AUGUSTANA COLLEGE 
 
 ROCK ISLAND, ILL. 
 
Copyright, 1919 
 By James F. Page 
 
With sincere appreciation of her life and influence, this 
 little volume is affectionately dedicated to my Mother. 
 
CONTENTS. 
 
 PAGE 
 
 Chapter I. 
 The Function of Education 11 
 
 Chapter II. 
 Character Building as Related to Education 18 
 
 Chapter III. 
 The Pre-Adolescent 28 
 
 Chapter IV. 
 Suitable Pre-Adolescent Organizations 35 
 
 (A) The Daily Vacation Bible School 35 
 
 (B) The Captains of Ten 41 
 
 (C) The Little Lodge of the Woodcraft League 43 
 
 Chapter V. 
 
 The Social Appeal of the Adolescent Boy 46 
 
 (A) Early Adolescence 46 
 
 (B) Middle Adolescence 58 
 
 Chapter VI. 
 
 Adolescent Organizations — Boys 62 
 
 (A) The Boy Scouts 63 
 
 (B) The Knights of King Arthur 70 
 
 (C) The Wood Craft Boys 73 
 
 (D) Phi Alpha Pi 75 
 
 Chapter VII. 
 Adolescent Organizations — Girls 77 
 
 (A) The Camp Fire Girls 81 
 
 (B) The Queens of Avalon 83 
 
 (C) The Wood Craft Girls 84 
 
 (D) Girl Scouts 85 
 
 Chapter VIII. 
 Miscellaneous Organizations 89 
 
 (A) The Junior Endeavor 89 
 
 (B) The Boys' Brotherhood Republic 90 
 
 (C) The Boys' Department of the Young Men's Christian 
 
 Association — 
 
 1. City 93 
 
 2. County ..94 
 
 Chapter IX. 
 Concluding Remarks 97 
 
PREFACE. 
 
 The sources of quotations and references to educa- 
 tional literature are indicated within the text by means 
 of key numbers, placed in parentheses, that refer to the 
 Bibliography on pages 102-104. 
 
 The first number in each case indicates the reference, 
 while the second gives the page within the reference. 
 Thus (5:60) would refer to' Butler's "The Meaning of 
 Education," page 60. The titles are arranged in alpha- 
 betical order, and are numbered consecutively. 
 
FOREWORD. 
 
 From several years of experience as a superintendent 
 of high school and grades, the writer of this little volume 
 has come to the conclusion that our public schools at 
 present are not in a position to touch the youth at every 
 angle of his being, and, unaided by other educational 
 organizations than the church, to develop in him the 
 maximum degree of personality, and enhance to the "^u- 
 premest degree a wholesome exercise of those instinctive 
 traits which, when sublimated, make up character. From 
 observation of results attending most efficient work done 
 by juvenile organizations, and from experience in super- 
 vising Daily Vacation Bible School work in Chicago, the 
 writer inclines to the opinion that the character of edu- 
 cation which the youth derives from the highest type of 
 juvenile organization is such as to serve as an able sup- 
 plement to the work of school and church. The refer- 
 ence to church here, of course, implies only that portion 
 of the church which makes no employment of the type of 
 child and youth orders most widely endorsed by modern 
 educators. 
 
 It is obvious that the War with the social results which, 
 it entails, has made imperative a type of education which 
 at present our schools and most of our churches are too 
 cumbersome to give. Granting their versatility to meet 
 and cope with the changed social conditions, there will 
 still be work enough certainly for a number of good sup- 
 plementary organizations to prepare boys and girls to 
 face the new social situation with its demands. These 
 boys and girls must take their places in a new world, a 
 
 7 
 
world in which law is to be supreme, and where force is 
 only the minister and agent of justice as expressed in the 
 law. The new social conditions will involve a large con- 
 trol by the Government over the life of the individual; 
 they will involve a new sense of individual obligation to 
 the nation, and a new appreciation of the powers of free 
 government. The War has created a new "melting pot." 
 Young men of every race and condition have been fused, 
 in the heat of a common preparation and a common 
 ■strife, into a citizenry of inspiration and ideals. We 
 must hasten to the scene of action with such ideals as will 
 make the fusion one worthy of the citizenry of a great 
 democracy of the Twentieth Century. The wake of a 
 gigantic war entails always a certain amount of social 
 degradation on the part of the belligerent nations. Espe- 
 cially will our own land feel the weight of the degrada- 
 tion. Thousands of its sons, who might have been moral 
 leaders, will not return from Europe. Many of those 
 who return will have fallen heirs to social evils incident 
 to war. There will be an ever increasing influx to our 
 shores of the riffraff of Europe who will leave their own 
 la.nds to escape high taxation and other undesirable con- 
 sequences of the War. In the light of these facts, we 
 must seek to give to our youth such ideals as will coun- 
 teract the tendency rife all over the civilized world to 
 bring about moral contamination and lower the status 
 of society. 
 
 And above all else, the new social conditions will de- 
 mand leadership. Well does it become an autocracy to 
 be negligent of promoting leadership, but what of a de- 
 mocracy? Does its success not rest wholly upon the 
 moral worth of the individuals which make up its fiber, 
 and hence upon the able leaders, with particular reference 
 
 8 
 
to moral leadership, that may be enlisted from the ranks 
 of its boys and girls ? Our public schools are not in the 
 business of developing leaders, nor have they ever been. 
 They rest content with developing followers. We need 
 educational facilities adequate to meet the demands of 
 the day in developing leadership ; and in this respect the 
 high type of youth organization seems paramount. 
 
 It is the. aim of this little book to show that the best 
 type of juvenile organization has in it the elements of 
 success relative to meeting the social situation ; that it is 
 truly educational in character; that it is supplementary 
 to school and church. With a view to its being placed 
 into the hands of teachers, parents, and others concerned 
 with child and youth training, the writer has given the 
 work largely the character of a resume of what seemed 
 the best organizations, enough being shown of each to 
 enable those interested to determine its relative merits 
 and its' applicability to a given community. 
 
PRIMITIVE LIFE RE-LI\'ED 
 
CHAPTER I. 
 
 The Function of Education. 
 
 The positions taken by educators of all ages with re- 
 spect to the true function of education have been many 
 and varied. Some are quite antagonistic ; others agree in 
 essentials. Some educators regard the term education 
 as implying a product, others a process; and again, of 
 those who favor the process theory, some would say that 
 education is a filling in, others a drawing out process. _,' 
 
 We shall consider briefly a few of the aims of educa- 
 tion as stated by representative educators of various 
 periods. According to Plato, "Education consists in 
 giving the body and the soul all the perfection of which 
 they are capable." 
 
 Pestalozzi speaks of its function as follows: "Educa- 
 tion means a natural, progressive, and systematic devel- 
 opment of all the powers. To engage the attention of 
 the child, to exercise his judgments, to open his heart to 
 noble sentiments, is, I think, the chief end of education. 
 . . . . Man is similar to the tree. In the new-born 
 child are hidden those faculties which are to unfold 
 during life. The individual and separate organs of his 
 being form themselves gradually into unison, and build 
 up humanity in the image of God. The education of man 
 is purely a moral result. The moral, intellectual, and 
 practical powers of man must be nourished within him- 
 self, and not from artificial substitutes." (24:358.) 
 
 Froebel's definition is quite similar to that of Pesta- 
 lozzi: "Education consists in leading man, as a thinking, 
 
 II 
 
intelligent being, growing into self-consciousness, to a 
 pure and unsullied, conscious and free representative of 
 the inner law of divine Unity, and in teaching him ways 
 and means thereto." (14: Chapter I.) 
 
 Locke says: "I do not propose it (education) as a 
 variety of stock and knowledge but a variety and free- 
 dom of thinking ; as an increase of the powers and activ- 
 ity of the mind, not as an enlargement of its possess- 
 sions." (21 :44.) 
 
 Huxley's definition runs thus : "That man, I think, has 
 a liberal education who has been so trained in youth 
 that his body is the ready servant of his will, and does 
 with ease and pleasure all the work that, as a mechanism, 
 it is capable of; whose intellect is a clear, cold, logic 
 engine, with all its parts of equal strength, and in smooth 
 working order; ready like a steam engine to be turned 
 to any kind of work, and spin the gossamers as well as 
 forge the anchors of the mind; whose mind is stored 
 with a knowledge of the great and fundamental truths 
 of nature and of the laws of her operations ; one who, no 
 stunted ascetic, is full of life and fire, but whose pas- 
 sions are trained to come to heel by a vigorous will, the 
 servant of a tender conscience ; who has learned to love 
 all beauty, whether of nature or of art, to hate all vileness 
 and to respect others as himself." (19:86.) 
 
 Angell says: "Education has as its function the sym- 
 metrical development of the powers of the individual." 
 (i:ii.) 
 
 President Butler gives the meaning of education as 
 follows: "A gradual adjustment to the spiritual posses- 
 sions of the race, with a view to realizing one's own 
 potentialities, and to assist in carrying forward that com- 
 
 12 
 
plex of ideas, acts, and institutions which we call civ- 
 ilization." (5:17.) 
 
 Hor,ne says: "Education is the eternal process of the 
 physically and mentally developed free conscious being 
 to God, as manifest in the intellectual, emotional, and 
 volitional environment of man." (18 1285.) 
 
 It becomes evident that the authorities quoted agree 
 in these particulars : education is a process ; it is a draw- 
 ing out of the individual, the unfoldment idea; it is an 
 adjustment to environment. It would seem that we can- 
 not do better than accept these ideas as the essentials of 
 education. The human mind is not analogous to a ves- 
 sel that may be filled, nor education to the process of 
 filling a vessel. The mind is better likened to a tree, 
 which in response to environment sends forth, here a 
 branch, there a twig or a leaf ; ever increasing its power 
 to survive and to grow by the degree to which it unfolds 
 itself to environment; and sending deep its roots for 
 an ever firmer hold upon the solid and substantial, as 
 prompted by trying gales, which threaten the survival of 
 all that do not prove themselves among the fit by becom- 
 ing well grounded. Education means unfolding. Though J 
 probably not immediately derived from educere its ances- 
 tral term educare certainly had some kinship with that 
 term, which involved the idea of "leading out." 
 
 Adjustment unquestionably is the keynote of education, 
 as it is of the survival of the fittest. It has developed the 
 cactus and the camel of the desert. The polar bear, liv- 
 ing in a clime of perpetual snow, has screened himself 
 from enemies and survived by adjusting himself in point 
 of color to his environment. The horse was able to 
 adapt himself to a climate too severe for the mastodon; 
 hence the former survived while the latter perished. In 
 
 13 
 
like manner, the individual who adjusts himself to his 
 complete environment, physical, social, spiritual, survives 
 as among the fittest of his race. He alone is completely 
 blest; drinks to the depths life's fullness; performs his 
 divinely-appointed function in the world. 
 
 Then if education means adjustment and unfolding, in 
 the light of our knowledge of individual capacities, can 
 we not say that in its fullness the function of education 
 is to adjust the individual to God, as He holds a place in 
 the race consciousness, the term adjustmient carrying 
 with it the leading out of all God-given powers : physical, 
 mental, social, spiritual? The individual must be fitted 
 to survive physically; to be brought into unifying rela- 
 tions with society ; to develop a mental poise and equilib- 
 rium; to come into the spiritual possessions of the race 
 and appreciate them, such appreciation implying an ad- 
 miration of the beautiful, a love for the good, an adora- 
 - tion of the noble. 
 
 President Butler characterizes the spiritual possessions 
 of the race as the scientific inheritance, the literary in- 
 heritance, the aesthetic inheritance, the institutional inher- 
 itance, and the religious inheritance. Into one or other 
 of these divisions he puts each of the results of human 
 achievement, and makes education include a knowledge 
 of, an insight into, and sympathy with them all. This 
 requisite of education is included under the broad defini- 
 tion given below. 
 
 The aim of education, broadly speaking, may be said 
 to be threefold: utilitarian, social, and spiritual. The 
 physical, intellectual, and moral aims are but contributory 
 to one or more of these. 
 
 The utilitarian aim seeks to fit the individual with a 
 knowledge of the principles underlying the vocation 
 
 14 
 
which he will follow in life, and to promote in him such 
 keenness of intellect as will enable him to cope with the 
 proWems confronting one who must compete in modern 
 society for a livelihood. 
 
 The social function of education is to prepare the indi- 
 vidual to fit into the ideal society and ideal state, which is 
 a democracy, the purpose of which is to originate and 
 mature free personality. The child must learn to do the 
 best of which he is capable, and to do this in such man- 
 ner as will not in any particular limit similar rights and 
 equal opportunities of others to do the same. 
 
 The moral element of our society is the corner stone 
 upon which it rests. Without it social life as we at pres- 
 ent know it could not exist, and its removal for even the 
 briefest period would occasion a reversion to worse than 
 savage conditions. The word moral is a derivation of 
 mores or customs. Certain customs which have caused 
 the race to survive and to rise in the social scale have on 
 such merits become precious, and they are tenaciously 
 followed by society, as they have been followed since 
 primitive ancestors first aspired to rise above the status 
 of the lower animal kingdom. These moral traits among 
 which are fairness, justice, loyalty to principle, sympathy, 
 mercy, neighborliness, and others, must be kept per- 
 manent in society because they constitute the foundation 
 upon which it stands. Education must awaken and train 
 them, and it must enlighten the intellect on moral topics 
 no less than on others. 
 
 The spiritual significance of education relates to the 
 human faculty of appreciating and of beuig uplifted by 
 those possessions of the race which we call spiritual ; the 
 understanding and appreciation of those things of our 
 natural environment; of the possessions which we have 
 
 IS 
 
inherited from the race that have been the results of the 
 thoughts and finer feelings of our fathers, including the 
 scientific, literary, aesthetic, institutional, and religious in- 
 heritances. With the exception of religion, these need no 
 discussion here. 
 
 Education beyond question has a religious function in 
 fitting the individual for his religious inheritance. We 
 do not sufficiently appreciate the deep-seatedness of reli- 
 gion in the race. For its defense and propagation it has 
 probably occasioned more wars than has any other cause, 
 and until a relatively recent age it has been the chief 
 human interest. We cannot estimate its far-reaching 
 consequences in shaping our civilization. Brinton says: 
 "The religiosity of man is a part of his physical being. In 
 the nature and laws of the human mind, in its intellect, 
 sympathy, emotions, and passions, lie the wellsprings of 
 all religions, modern or ancient, Christian or heathen. 
 To these we must refer, by these we must explain what- 
 ever errors, falsehood, bigotry, or cruelty have stained 
 man's creeds or cults ; to them we must credit whatever 
 trust, beauty, piety, and love have glorified and hallowed 
 his long search for the perfect and the eternal." (3:30.) 
 
 There is probably no force so effective to organize all 
 the powers of mind and soul as religion. With such 
 organization as it often gives, men of really little natural 
 ability accomplish wonders ; while without it men of great 
 powers are confused and lost. Hall says : "All education 
 culminates in it (religion) because it is chief among 
 human interests, and because it gives inner unity to the 
 mind, heart, and will." (16:351.) 
 
 In race experience religion is the end of life. With it 
 wholly eliminated, a satisfactory orientation by the indi- 
 vidual is practically impossible. Life becomes a mazy 
 
 16 
 
labyrinth ; he begins at no beginning and works to no end. 
 Then if education seeks to fit the individual for life, we 
 can hardly divorce the end of education from the end of 
 life; interests immediate from interests remote; duties 
 finite from duties infinite. 
 
 Education then in its aspects is utilitarian, social, and 
 spiritual. But can we not go a step further and say 
 that, in its ultimate analysis, education is wholly social? 
 If adjustment of the individual to God, in all that the 
 terms here imply, constitutes education, in order to make 
 its function wholly social we need only assume that God 
 is the great Socius of the race. This divine-Socius idea 
 is one of such deep-seated race consciousness that it calls 
 for no elaboration here. The utilitarian side of educa- 
 tion may be viewed as a means to the attairmient of the 
 social relationships that make up life; these finite social 
 ■elationships are but parts and parcels of the infinite so- 
 :ial relationship. 
 
 It is in the light of this construction of education that 
 ve shall attempt to harmonize the titles of this little vol- 
 ime, "Socializing for the New Order" and "Educational 
 /alues of the Juvenile Organization." 
 
 17 
 
CHAPTER II. 
 
 Character Buiiding as Related to Education. 
 
 The term character likewise has obtained wide latitude 
 of construction. Definitions coming from men of diver- 
 gent temperaments setting its metes and bounds have been 
 varied and antagonistic. Some would regard it as a sort 
 of predestined force, either imposed upon the individual 
 by ancestry, or having been wrought by him in a pre- 
 existen,t state ; but nevertheless, a force over which he has 
 little or no control. We quote here from Payot, who 
 gives the views of certain thinkers relative to character: 
 "According to Kant, we have chosen our characters in 
 the noumenal world, and our choice is irrevocable. Once 
 descended into the world of space and time our charac- 
 ters, and consequently our wills, must remain as they are, 
 without our being able in the slightest degree to modify 
 them. 
 
 "Schopenhauer also declares that different character- 
 istics are innate and immutable. It is impossible, for 
 example, to change the nature of the motives which 
 affect the will of an egotist. You may by means of edu- 
 cation deceive him or, better still, correct his ideas and 
 lead him to understand that the surest way to pros- 
 perity is by work and honesty, and not by knavery. But 
 as to rendering his soul sensible to the suffering of 
 others, that idea must be renounced." (25 :30.) 
 
 Others view character as a self made by the individual ; 
 as an accretion of the results of his reactions to. expe- 
 riences; as an attainment, the realization of which is 
 
 18 
 
wholly at his disposal. This theory is maintained by 
 most modern psychologists. They would certainly agree 
 that inheritance is no small factor in the making of 
 character, though environment and the indomitable will 
 ccanbined are appreciably more significant in its forma- 
 tion than is transmission of ancestral traits. 
 
 And again, some philosophers lay stress upon thinking, 
 aspiring, idealising, being, as the bulwark of character; 
 while others regard doing as its summum bonum. Among 
 those representing the first theory we have Lowell set- 
 ting forth the being idea, "The thing we long for that 
 we are for one transcendent moment"; and Browning, 
 
 "What I aspired to be and was not comforts me ... . 
 What entered into thee 
 That was, and is, and ever shall be." 
 
 Carlyle is a typical exponent of the doing theory. 
 "Think it not thy business, this of knowing thyself ; thou 
 art an unknowable individual; know what thou canst 
 work at ; and work at it like Hercules Con- 
 sider how, even in the meanest sort of labor, the whole 
 soul of man is composed into a kind of real harmony the 
 instant he sets himself to work. The man is now a man. 
 Labor is life." (6.) 
 
 Professor Holmes arrives at a definition which seems 
 to harmonize in a way these conflicting theories, which 
 carries with it the ideas of inheritance, will, environ- 
 ment, being, and doing; "Character is the total cus- 
 tomary reaction of an individual to his environment." 
 (17:28.) It would seem that this definition covers the 
 ground. A man's character is his collective disposition. 
 It is the sum total of his inheritance and the effects upon 
 himself of every past reaction to environment both physi- 
 
 19 
 
ological and psychological, either in which the will was 
 a factor, or in which the reaction was a pure automaton. 
 This sum total constitutes the man's reaction to his envi- 
 ronment. It is his real self. 
 
 Then if character is reaction to environment, and edu- 
 cation is adjustment to environment, we have terms here 
 that are closely related. Character building obviously 
 falls under the category of education, for it is evident 
 that except adjustment has been made to environment by 
 the individual, his limitations of reaction to it whole- 
 somely for himself and society will be greater than were 
 the case otherwise. Then character building is one of 
 the aspects of education, 
 t-^ The elements that constitute character incline towards 
 various types and degrees : behavior, habit, muscular con- 
 tractions, sensations, ideas, feelings, emotions, volitions 
 — these form the warp and woof of character; they are 
 the manifestations of it, and the material which makes 
 up its content. 
 
 The fundamental basis of all these elements and the 
 source from which they deduce existence are certainly 
 the instincts. Instinct is inborn tendency. It is race 
 memory stored up in the individual. Instincts are ten- 
 dencies on the part of the individual to repeat race 
 history, such tendencies as have *aided the race in sur- 
 viving; as imitation, anger, resentment, hunting, fear of 
 many things, constructions, curiosity, sociability, modesty, 
 appropriation, love, jealousy, and others. All early proc- 
 esses of consciousness with a child are instinctive. 
 
 And from these instinctive processes we have sensa- 
 tions, for consciousness itself is made up of sensations. 
 From these psychological states in turn we have ideas. 
 The latter are made up of sensations grouped together in 
 
 20 
 
certain ways; for instance, from the combination of the 
 sensations of sight, smell, touch, taste with reference to 
 a particular article we have the idea apple, while these 
 combined with another article may give us the idea orange 
 or sauer kraut. 
 
 Now, ideas are very powerful factors, appreciably more 
 potent than we are inclined to think, in the making of 
 character. "They are," says Holmes, "the organizing 
 power which builds together and holds together the self." 
 (17:189.) Absent-mindedness on the part of many 
 geniuses is occasioned by their being completely en- 
 grossed by ideas pertinent to their hobbies. In a great 
 excitement, as of fire or battle, men may be severely 
 wounded and yet be quite unconscious of a wound while 
 excitement lasts. The absorbing power of an idea causes 
 the aching tooth to cease its throbbing when the unhappy 
 victim seats himself in a dentist chair with a view of its 
 extraction, the idea of contemplated pain from extraction 
 displacing any idea of pain which the sensations of the 
 aching tooth are able to produce. The all-powerful idea 
 again has examples in the control of hypnotist over sub- 
 ject, and in the recklessness with which mobs, under the 
 leadership of strong personalities, carry out measures 
 which not one of their individual members (the leader 
 possibly excepted) under calm deliberation would dream 
 of affecting. When the hordes of Attila came down upon 
 Rome, one of the mysteries of all time obtained; the 
 Huns did not plunder the Eternal City, as they expected 
 to do, neither were they defeated by arms ; the victory of 
 the Romans was a bloodless one, the power of an idea 
 held up by the Roman Church. We say then with Victor 
 Hugo, "There is one thing more powerful than armies, 
 and that is an idea whose time has come." 
 
 21 
 
The terms idea and ideal are closely connected, though 
 not synonymous. An idea retained for a brief space in 
 consciousness may become an ideal; it does become an 
 ideal if it remains in consciousness suflSciently long to 
 gather about it a fringe of feeling, reflection, meditation, 
 aspiration, determination. An ideal then is an idea trans- 
 figured by emotion. 
 
 The tendency of an idea is to express itself. Says 
 Prof. James : "Movement is the natural, immediate effect 
 of feeling, irrespective of what the quality of the feeling 
 may be. It is so in reflex action, it is so in emotional 
 expression, it is so in the voluntary life." (20:522.) 
 
 An idea held in mind long enough will work itself out 
 in some kind of action ; it may be a frivolous idea, or one 
 altogether fraught with the noble and sublime. If it per- 
 sists, it will bring an act. It is then the business of those 
 who have to do with juvenile training ; first to see that 
 good, wholesome ideas find their way into the child's 
 mind; secondly, to see that they are held in his mind 
 long enough, and under proper conditions to become 
 ideals. Most of us are unconscious of the fact that woe- 
 fully few of all our good ideas ever get into the youthful 
 mind. We ignore the fact that instincts are basic for 
 ideas, and that if we wish to carry out a program of 
 making our own ideals become those of the youth, we 
 must connect them with instinctive tendencies; for 
 illustration, suppose I wish to communicate to a boy of 
 early adolescence the beautiful ideal of the brotherhood 
 of man ; shall I take him into a prayer meeting with those 
 who are his seniors ; or into a junior religious meeting 
 of both boys and girls where he must suppress for an 
 hour or two instinctive tendencies to be in action, and at 
 a period of life when he cares less than nothing for the 
 
 22 
 
other sex and revolts against both authority and advice 
 of seniors? I have before me another alternative in 
 connection with which I may employ instinctive ten- 
 dencies. At this period of youth the boy naturally goes 
 in gangs with his fellows; it is the beginning of the 
 social life of the individual, the pre-adolescent child being 
 always more or less selfish; the boy cares little of what 
 nationality or race his associates are, if they be of an 
 age near his own, and at least remotely kin to him in 
 temperame;nt. It is instinctive with the youth to get to 
 the woods and along the streams, whence his ancestors 
 for ages untold procured a livelihood ; it is a fundamental 
 interest with him and a joy unspeakable to be with his 
 associates around the camp fire at nightfall, that fire 
 which has been the means of his ancestors' survival and 
 which they before him enjoyed so many thousand years 
 that the tendency has been transmitted from them across 
 the brief chasm of civilization to him. Now if I wish 
 to give the boy a lasting ideal of the brotherhood of man, 
 why not bring him with his companions of the various 
 nationalities and races around the camp fire in the woods ? 
 Here the instinct of action, and the other instincts which 
 I have mentioned, are in play. Since these are the basis 
 of ideas, is not this time in the woods a most opportune 
 one for the communication to him of my ideal ? As he 
 sits by the council fire, in the hush of evening, when the 
 mind is particularly susceptible to impressions, with his 
 associates of the various nations, will it not be likely to 
 go across to him and become an ideal, if I dwell in a 
 fitting way upon the idea that he and his associates are 
 not only comrades but brothers; that the inhabitants of 
 all nations are brethren ; and that the Chinaman, Hindu, 
 and African have as much claim to his fraternal fellow- 
 
 23 
 
ship as do those of his own nation or even of his own 
 house? In the first case, I should be working diamet- 
 rically in opposition to fundamental interests in the at- 
 tempt to communicate an ideal; in the second case, my 
 procedure is in full accordance and connection with them. 
 So must it be if I get ideas into the mind of the youth, 
 hold them there, and so transform them with emotion 
 as to make them potent. 
 
 A matter of unthinkable consequence in character 
 building is the fact that acts, or expressions of ideas, 
 become habits. Habit seems to be the pivot upon which 
 all life turns, the dominant principle which governs all 
 adaptation and evolution, the deepest law of human na- 
 ture. Animals have their habits, and are governed by 
 them ; plants no less are governed by theirs. Very truly 
 has it been said that man is a bundle of habits. So 
 minutely true is this that, quite unconsciously, each of us 
 in donning a garb puts invariably the same hand in the 
 same sleeve first ; the same shoe on the same foot. Each 
 has his favorite place on the rim of the drinking cup 
 which the mouth invariably occupies. When we do a 
 thing once, certain brain and nerve cells are developed 
 which cause us, proceeding along the line of least resist- 
 ance, to have a tendency to repeat the act. After a few 
 repetitions obtain a habit is fixed. The strength of habit 
 is universally recognized. Its power increases with time. 
 In youth it may seem to us like the filmy line of the 
 spider ; in age like the fly caught in its foils, we struggle 
 in vain. Habit, if not resisted, becomes necessary. 
 
 Now, habit is both an asset and a liability, depending 
 upon the employment made of it. It is the veritable fly- 
 wheel of society; without it, there would be no perma- 
 nence in our political or social fabric; without it, the 
 
 24 
 
Eskimos might at any time desert their frigid belt and 
 attempt to settle in our more favored clime. We our- 
 selves would probably be one day farmers or merchants, 
 the next peddlers, or sailors. Habit is the device of , 
 infinite wisdom for conserving that which is ; for secur- 
 ing permanence and stability. A continuity and durability 
 are given to every act and every thought which are inci- 
 dent to us in daily Ufe. The character of things which 
 we like and indulge in becomes such an integral part of 
 us that by and by there is no probability of divorce. Then 
 habit comes to be a matter of awful moment; heaven 
 sent, if the things of life meeting our approval be worthy ; 
 degrading to perdition, if they be otherwise. 
 
 And finally, habits become character. They comprise 
 the chief part, if not the sum total, of our real selves. 
 Our characters to-day are made up of the habits of 
 thought and action which came into being, at our ap- 
 proval, yesterday, last year, and during all the preceding 
 days. 
 
 "Our actions travel with us from afar, 
 And what we have been makes us what we are." 
 
 Most disciplining in its effect would it not be, if as we 
 weave into the fabric of character bit by bit of material, 
 we could have a constant vision of the finished garment, 
 and see it as of a piece with the thoughts and acts of daily 
 life, that garment which is not to be doffed, that is to be 
 the garb of the ages? We must forever keep company 
 with ourselves. A great painter who had spent months in 
 elaborating upon a piece of art, when asked by one whose 
 patience had been tasked by the tediousness as to the 
 object of unreasonable time and labor invested, replied, 
 "Bear in mind that I am painting for eternity." The 
 character artist, whether elaborating upon his own char- 
 
 25 
 
acter or that of another, is creating a production the tints 
 and hues of which will not be effaced with the slow mov- 
 ing ages of eternity. Fame is a vapor; popularity an 
 accident; riches take wings; those who bless to-day will 
 curse to-morrow ; one thing remains — character. 
 
 Then the educator holds a most responsible place. If 
 he really knows the individual with whom he is dealing, 
 the instincts that particularly dominate him, the funda- 
 mental interests, he will be able to communicate to that 
 individual ideals that will be corner stones in the making 
 of character. Ideas are powerful. If they hold fast but 
 a moment, they may make all the difference between a 
 righteous and a ruined life. Prof. James says: "The 
 delay thus gained might not be more than a second in 
 duration — but the second might be critical; .... 
 where two associated systems are nearly in equilibrium 
 it is often a matter of a second, more or less of attention 
 at the outset, whether one system shall gain force to 
 occupy the field and develop itself, and exclude the other, 
 or be excluded itself by the other. When developed, it 
 may make us act; and that act may seal our doom." 
 (20:453.) 
 
 We come then to these concliisions : 
 
 1. Character building falls within the scope of edu- 
 cation. 
 
 2. If the educator purposes to promote sound char- 
 acter, he must get wholesome ideas into the mind of the 
 educated and hold them there ; he must convert the best 
 of these into ideals by securing their retention in the 
 individual's mind under circumstances favorable to their 
 becoming such. 
 
 3. Since ideas He very near to instincts the most 
 favorable circumstances under which they may find en- 
 
 26 
 
trance into the individual's consciousness remain there, 
 and be emotionally transformed into ideals, are through 
 close connections with the instincts, or fundamental in- 
 terests of the individual. They are thus made agreeable, 
 and are welcomed by him. 
 
 4. Good deeds must be promoted until they become 
 habits. That this may obtain they must be pleasurable 
 to the individual; hence they must be connected with 
 instincts. 
 
 5. In order to make such connections the educator 
 must know the mental structure of the educated. He 
 may learn this at school or at church, but the chances are 
 he will not know it in full except by association with the 
 educated in conditions where freedom prevails, and the 
 fundamental interests of the educated become evident, 
 as on an outing or through play. 
 
CHAPTER III. 
 
 The Pre-Adolescent. 
 
 The epoch of a child's life from infancy to the dawn 
 of adolescence, at twelve or thirteen, may be character- 
 ized as the age of vivacity and impressionism. The child 
 at this time knows no bounds of activity. His mind and 
 senses are never in life more devoid of passive states. 
 ^During the day he is engrossed in processes of investiga- 
 tion, exploration, interrogation. At night it is with the 
 heartiest reluctance that he quits the world of wakeful 
 reality, lest in so doing he should lose out on some phe- 
 nomenon worthy of attention. His tendency to yell, to 
 move about, to make noise, traits which test appreciably 
 the patience of parent or teacher, are but the escape valves 
 of periodic physical activity. This is a period of extraor- 
 dinary toughness when a boy can eat anything and do 
 anything, when there are practically no physical bounds 
 to the carrying out of his program to take in the universe. 
 
 Pity, is it not, that such enthusiasm and winsome eager- 
 ness which characterize the notably small remnant of 
 adults should perish in most of us with the expiration of 
 pre-adolescence, or certainly with middle adolescence? 
 Stanley Hall once said that the real fall of man is to do 
 things without zest. 
 
 This profuse activity carries over into creative art. 
 The pre-adolescent is at home in the fields of painting, 
 drawing, turning out artistic productions with scissors, 
 shuttle, hammer, and saw. The hand is never so near the 
 brain. This is the golden period for the institution of 
 
 28 
 
discipline in manual training, practice in instrumental 
 technique, sloyd, drawing, and the like. If the period 
 goes by unimproved by the child with reference to artistic 
 hand work, there is little hope that later he will become 
 adept in such art, for adolescence brings with it other 
 interests; and statistics reveal the fact that the zest for 
 artistic work, especially with boys, begins to wane at the 
 dawn of adolescence. From twelve on, Barnes finds 
 drawing more and more distasteful; Lukens, too, finds 
 this to be the opinion of our art teachers. 
 
 The period under discussion is one of extreme romance. 
 The child lives a fairy life. He prefers the unreal to the 
 real, and he likes subjectively to remodel reality into 
 objects of his own fancy. The broom stick becomes an 
 unmanageable steed, the dog a lion, he himself an Indian 
 chief, or one of Arthur's Knights in quest of the Holy 
 Grail. Fairy stories prove delightful because these are ^ 
 actual translations of the child's life. Interest in story- 
 telling rises till twelve or thirteen after which other 
 interests tend to supplant it. 
 
 This particular fancy for the unreal is likely to brand 
 the pre-adolescent as a liar, though the misrepresenta- 
 tions of children are not to be construed as malicious. 
 With darkness or twilight the story interest increases, for 
 at these times the distraction of sense is eliminated and 
 the pinions of fancy and imagination are free to unfold. 
 
 In all these respects, and in many others, the child 
 bears a close resemblance to the savage. Dr. Fiske 
 writes: "In many senses it is true that the savage is a 
 child and the child a savage. They both live near to 
 nature — give them half a chance — and they know little 
 of the conventions of society. Both live self -centered, 
 egoistic lives and are little influenced by public opinion. 
 
 29 
 
They live simpler lives, more natural ones than we are 
 apt to live, using simple tools, utensils, toys ; both live in 
 the crude age of culture and intelligence. Both are apt 
 to shun labor, responsibility, and care ; having little fore- 
 sight, worrying little, and laughing much. Creatures of 
 physical appetite, they are seeking for the creature com- 
 forts and the untrammeled delights of an out-of-door life. 
 "The world of the savage and of the child is the world 
 of the senses. Both depend upon instinct, observation, 
 intuition, rather than reason. Both are creatures of im- 
 pulse and imagination ; myth making, myth loving, nature 
 
 worshiping The dances of barbarous peoples 
 
 (sometimes even their war dances) resemble the ring 
 games of children. They are often of the merry, rollick- 
 ing sort, strangely rhythmical, sometimes as graceful as 
 the children's 'ring around the rosy.' The very songs 
 they sing remind us of the meaningless ditties of child- 
 hood, when play and song are instinctive, the heart of a 
 care-free life. The savage love of play is no more child- 
 ish than their love of bright colors and their mania for 
 crude ornamentation and display. The savage's love of 
 the dramatic, of story-telling, rhyming and chanting, are 
 all very childlike, like their love for elementary colors." 
 (11:45.) In view of these observations, scientists have 
 advanced the theory that the fact of likeness between the 
 savage and the child is too remarkable merely to be co-in- 
 cidental. They have answered the question of why the 
 child is like primitive man by ascribing to him an inher- 
 itance of instincts, feelings, consciousness, and expe- 
 rience of many generations of uncultured ancestors. 
 According to this theory, which is technically known as 
 the "recapitulation" theory, or the theory that ontogen- 
 esis, or individual development, follows philogenesis or 
 
 30 
 
race development, the child in his successive stages of 
 development parallels the race in its stages of develop- 
 ment ; thus he is at one time a cave digger, later a hunter 
 and fisher ; then he enjoys a period of pastoral interests, 
 followed by agricultural activities. The whole process 
 of child development like race development is a climb 
 upward from savagery through barbarism to civilization. 
 
 In the light of modern knowledge, the recapitulation 
 theory seems wholly a sensible one. If the theory is sound, 
 we must use such tactics and diplomacy in dealing with 
 the child as we employ in treating with the savage. Prof. 
 A. F. Chamberlain says, "The passwords by which trav- 
 elers of a truly scientific bent have entered into the real- 
 ities of primitive man's thoughts and actions are absolute 
 trust, comradeship, sympathy with the habits, customs, 
 prejudices, superstitions of savage and barbaric life, and 
 display of interest in the things really important to them 
 — and these same keys open all the doors of childhood." 
 (7:293-) 
 
 This period of child, life is one of peculiar susceptibil- 
 ity to all manner of impressions. Environment now 
 counts for the most. Never is there a time in the life of 
 the individual more propitious for his complete domina- 
 tion by those who have him in charge. It is the divinely- 
 appointed era of impressionism and docility, during 
 which an abiding foundation of character may be laid by 
 parent or teacher before the ushering in of the self-as- 
 sertive era when authority other than his own ideals he 
 will relegate to the winds. With worthy conduct on the 
 part of those who have him in charge, he regards such' 
 persons as heroes. The very presence of adults enforces 
 one general law — ^that of keeping their good will and 
 avoiding their displeasure. Pre-adolescents respect all that 
 
 31 
 
we smile at or even notice, and incline to it. Their early 
 falsehoods are often prompted by the inclination to say 
 what they think will please. At bottom the most restless 
 child admires and loves those who restrict somewhat 
 rigidly his fluctuations, provided the means be wisely 
 chosen, and the ascendency extended over heart and mind. 
 If it is evident to him that such control is dominated by 
 a beneficent motive, his obedience becomes kin to reli- 
 gion. 
 
 It is his duty to obey at this time, and practically his 
 sole duty. He has a character to be molded; he lacks 
 the intelligence of guiding his own development, and 
 must rely upon superior intelligence. During this era the 
 individual is changed from a bundle of instincts to a 
 bundle of habits. It is the time of forming habits, as 
 adolescence is the time for shaping ideals ; for conscience 
 building, as the latter is for will training. The power 
 of absorption forms the chief characteristic of the period. 
 Never is the verbal memory so acute, nor the will more 
 flexible and receptive. Politeness, moral conduct, and 
 will training may be made so much a matter of course 
 that they will never seem foreign. It is time to instill 
 within the boy or girl wholesome ideas regarding fair 
 play, slang, cronies, dress, "getting mad," teasing, white 
 lies, cleanliness, order, honor, taste, self-respect, treat- 
 ment of animals, reading, vacation, pursuits, all of which 
 training is nothing more nor less than conscience building. 
 The principal thing a child has to do before he is twelve 
 is to grow a conscience. He must learn to speak the 
 truth in his heart. His obedience later of authority is 
 discipline ; obedience of his conscience is character. 
 
 This is particularly a period to develop the religious 
 tendency of the child. His appreciation of sound and 
 
 32 
 
color, and the instinct for action are at the maximum. 
 The church service with its processions and recessions, 
 the movements of clergy and choir, and his own chang- 
 ing attitudes of position in sitting, standing, or kneeling 
 fit in with the fundamental interests of instinctive life. It 
 is a time to instill reverence through the ministration of 
 the church. 
 
 The most universal instinct with children is probably 
 imitation. It was the dominant trait of primitive man; 
 through his imitation of animals at first, and later of the 
 fittest of his own race, he survived. That instinct which 
 for eons untold was the deciding issue of his survival has 
 been transmitted across the ages to his most modern oflf- 
 spring and duplicate, the child. It is the most efficient 
 and powerful instrument placed into the hands of adults 
 by a beneficent Creator to shape and polish the facets of 
 young life for adorning the social setting in which they 
 are placed. The child reproduces miniature copies of the 
 life around him. On the farm he rakes, threshes and 
 builds barns ; or on the seashore he makes ships and 
 harbors. In general, he engages in any sort of activity 
 for no other reason than that adults do the same. The 
 youngster yearns to be a grown-up ; he dreams of going 
 to bed a boy and waking up a man. This being out of 
 keeping with reality, the thing which seems next best is 
 to reckon himself as far up the scale in point of age as 
 possible, and to claim kinship and rank with those envi- 
 able spirits who have approached the dizzy heights of 
 seniority, though they be but slightly antecedent to him in 
 years. Forbush tells a story illustrative. A man meeting 
 a boy on the shores of Massasoit Pond, Springfield, Mas- 
 sachusetts, became somewhat interested in the youngster 
 and asked him a number of questions pertinent to his 
 
 33 
 
tastes and ideals, to all of which queries he received 
 prompt reply. At last, he asked the boy of his age. To 
 this question, instead of giving a prompt reply, the boy 
 hung his head and was silent for some time. Finally the 
 reply came, "Well, I'm not but twelve, but my pants are 
 marked sixteen." The child comes unconsciously to imi- 
 tate unworthy patterns and examples in the absence of 
 worthy ones, and especially when these patterns are his 
 seniors. Then the responsibility of those who have 
 charge of child training is immeasurably great. Some- 
 one has suggested that a leader of boys should have the 
 magnetism of Moses, the patience of Job, the wisdom of 
 Solomon. Such leader should be a person of character, 
 self-control, and ideals. Let him realize that, as his 
 ward, he has committed to his charge, to make or to mar, 
 that immortal bit of clay which is but a little lower than 
 the Potter who made it, the child. 
 
 34 
 
CHAPTER IV. 
 
 Suitable Pre-Adolescent Organizations. 
 
 In the light of our observations as to the traits and 
 fundamental interests of the child, if we would economize 
 in an educational scheme, it is clear that we must adapt 
 our system to these traits and instincts. The child is a 
 creature of enthusiasm, activity, imagination, imitation; 
 he is impressionistic, dominated by his seniors, living in 
 a period of conscience building. Hence, it devolves upon 
 us to devise a scheme of education which embodies the 
 dramatic, the romantic, the artistic; to hold before him 
 characters in story form and in the dramatic that are 
 worthy of imitation ; to inculcate through the medium of 
 instinct such qualities as constitute conscience and charac- 
 ter building ; such as truth, exactness, honesty, loyalty.v" 
 initiative, persistence, and others. The organizations 
 included in this chapter would seem to embody some 
 noteworthy features of educational value. 
 
 (A) The Daily Vacation Bible School. 
 
 The organization in some of our large cities, during the 
 past few years, of Daily Vacation Bible Schools has been 
 a response to an acutely felt need. Children in cities are 
 exposed to peculiar dangers during the summer when 
 public schools are closed. They seek enjoyment in the 
 streets and are injured by vehicles ; idleness brings about 
 their participation in acts of mischief; exposure to heat 
 and dirt injures the health ; if confined at home, they meet 
 with domestic conflicts and irritation; when the schools 
 open in the autumn, the children have forgotten much 
 
 35 
 
they have learned, and have acquired habits of rudeness 
 and disobedience which hinder the school and disturb its 
 discipline. It was for the negative advantages of dis- 
 placing idleness and of saving the child from physical 
 danger and moral contamination that the Daily Vacation 
 Bible School came into being. 
 
 The first vacation school in this country of which 
 there is any record was held in 1866 under the auspices of 
 the first church of Boston, it being in no way connected 
 with the public schools of that city. We discover from 
 various reports that vacation schools were opened in 
 Providence in 1868 under a volunteer committee, being 
 discontinued in 1878, recommencing in 1894, and being 
 turned over to the school committee six years. In 1885 
 the municipal board of education of Newark incorpo- 
 rated vacation schools in its system where they became 
 permanently established. In 1894 the Association for the 
 Improvement of the Condition of the Poor in New York 
 City obtained the use of four public schools and main- 
 tained classes in manual training and allied subjects dur- 
 ing the vacation season. In 1897 vacation schools were 
 adopted as a part of its public school system by the New 
 York Board of Education. Typical daily vacation schools 
 were first established in five Baptist churches in New 
 York City in 1901, by Rev. Robert G. Boville, who con- 
 tinued to promote them, and who secured the incorpora- 
 tion of the National Daily Vacation Bible School Asso- 
 ciation in 1907, under which he has to the present filled 
 the office of National Director. Mrs. R. G. Boville and 
 John S. Wurtz have been co-workers with Rev. Boville 
 from the formative period. 
 
 It is the aim of the church in the vacation school to 
 utilize the greatest opportunity amid the distractions of 
 
 36 
 
modern life. Summer is the time of relaxation and of 
 open-air living. People are then most accessible in an 
 informal way. The intensity of other interests is les- 
 sened, which fact affords opportunity for one to gain a 
 more uninterrupted attention than at any other period 
 of the year. At no other season is a boy likely to yield 
 his concentrated attention to religious matters. No other 
 time is so favorable for the church to carry out an edu- 
 cational and religious program in full accord with the 
 instinctive tendencies of the child. The summer school 
 occupies the hours of the day when the mind is freshest ; 
 it is continuous day after day, and should be cumulative 
 on that account ; it comes at the time of year when other 
 interests are slackest. 
 
 A church vacation school is a recreation school con- 
 ducted in a church building for idle or neglected children, 
 by expert Christian teachers, usually for thirty half-day 
 sessions during the summer vacation and following a 
 program like this : 
 
 Opening devotional exercises. 
 
 Salute to the flag. 
 
 Music and calisthenics, not less than twenty minutes. 
 
 Bible story and drill, half hour. 
 
 Handwork, one hour. 
 
 Play, or special music. 
 
 Formal closing exercises, march and dismissal. 
 
 Home visitation and outings. 
 
 The handwork consists of basketry, hammock making, 
 
 sewing, raffia, weaving, wood work, metal work. 
 
 First aid to the injured may be incorporated. 
 
 The ideal standard for the Bible teaching of a vacation 
 school may be summed up as follows: i. A Bible story 
 
 37 
 
told every day to every child in the school. 2. The Bible 
 material given in story form without dogmatism or sec- 
 tarianism. 3. A series of stories told in historical order 
 with fidelity to facts, to form and outline of religious 
 truth. 4. Re-expression of the stories by the children in 
 reviews, reading or reciting portions, dramatizing, plays, 
 manual, scrap book, or sand table work. 5. Daily drill 
 on selected Scripture portions. The staff of the school 
 usually shows the following constitution: Principal and 
 boys' leader, Industrial teacher, Music teacher, Kinder- 
 gartner. 
 
 The methods of the vacation school are based on these 
 principles : attendance is voluntary ; book work is reduced 
 to a minimum, and sometimes altogether omitted; plays 
 are both free and directed, but all are arranged with ref- 
 erence to physical development, quickening of desirable 
 interests, and cultivating of a social spirit of cooperation. 
 The main object of the school is the happiness and devel- 
 opment of the individual child, rather than the accom- 
 plishment of any particular piece of work, or the teaching 
 of any particular art. 
 
 Not only is the negative value of the vacation school, 
 or its displacement of idleness with all attending evils, on 
 the part of children, a commendable one. The patriotic, 
 moral, and religious phases of it are extremely whole- 
 some. The grouping instinct is employed, since boys and 
 girls work separately in industrial groups under leaders 
 of their own sex, and also go with these leaders period- 
 ically on hikes. Aside from these phases, there are other 
 noteworthy educational features of the school. The in- 
 dustrial work always appeals to boys and girls, bringing 
 into play the instincts of action and tribal activities. Mod- 
 ern education holds that hand work is of particular edu- 
 
 38 
 
cational value to the child. If the will is a thought 
 brought into execution, then the motor conceptions which 
 excite the muscles to conscious movement are also in a 
 certain sense the raw material out of which the ethical 
 will is formed. Flabby muscles and a weak will have 
 one cause — a lack of motor activity of the brain. Pres. 
 Hall says : "No kind or line of culture is complete till it 
 issues in motor habits, and makes a well-knit soul texture 
 that admits concentration series in many directions, and 
 that can bring all its resources to bear at any point. 
 . . . . willed action is the language of complete men 
 and the goal of education." (16:117.) As an ally of 
 muscular expression to train the will, we have in the 
 vacation school brought forcibly before the children from 
 day to day Bible stories, the stories of moral heroes 
 who have been beset with difficulties and temptations, 
 but who have controlled the situation because of their 
 domination by great ideals. 
 
 An opportunity is afforded to develop accuracy, initia- 
 tive, persistence, energy. For instance, we do not con- 
 ceive of a better way to develop accuracy and to inoculate 
 the qualities of patience and persistence brought out by 
 the stories of Bible characters than to have the boy work 
 out, with little help from the leader, the complicated 
 problems of hammock making; to have him, in his con- 
 test with others for speed and efficiency, to lose the time 
 involved in the necessity to untie a great many knots in 
 order to go back and make right one carelessly tied, 
 which, if left so, will spoil the appearance of the ham- 
 mock. 
 
 For the kindergartners there is education in their re- 
 producing the story or the habit talk, by way of paper 
 figures, drawings, and various other means. Our pre- 
 
 39 
 
cepts must be made very familiar, copiously illustrated, 
 well wrought together by habit and attentive thought, and 
 above all they must be made clear cut. They have here in 
 the manual work of the child a direct connection with 
 instincts or fundamental interest ; hence they may easily 
 be made ideals. Since the work keenly appeals to the 
 child, the closest friendly relations are obtained between 
 him and the leader, because he looks upon the leader as 
 a friend and helper to aid him to become efficient in it. 
 Moreover, the brain and nerves have a very close con- 
 nection with the muscles, and muscle training is identical 
 with brain training. Each movement of the hand has its 
 effect upon the brain. Handwork is without doubt a 
 kind of intellectual training, and the hand may be reck- 
 oned as a sixth sense, a way which leads directly to the 
 brain. Rougher work develops only a few of the crude 
 motor functions, while the finer work develops the more 
 exact motor functions and requires a finer adaptation of 
 the movements of the muscles. This kind of work has 
 educational value. Pres. Hall says: "The education of 
 the small muscles and fine adjustments of larger ones is 
 as near mental training as physical culture can get; for 
 these are the thought muscles and movements, and their 
 perfected function is to reflect and express by slight 
 modification of tension and tone every psychic change. 
 Only the brain itself is more closely and immediately an 
 organ of thought than are these muscles and their activity, 
 reflex, spontaneous, or imitative in origin." (16:23.) 
 
 We might note other particulars in which the schools 
 are educating; as training in economy and thrift, by 
 transforming waste material into something useful in the 
 home; instruction which is given with reference to ban- 
 
 40 
 
daging, treatment of fainting, asphyxiation, poisoning and 
 shock, prevention of diseases, and the like. 
 
 We feel that enough has been mentioned to show that 
 the Daily Vacation Bible School is a most efficient church 
 organization for the boys and girls of our cities, and 
 that it will thoroughly justify itself wherever it may be 
 given a fair trial. Those interested in connecting local 
 schools with the work of the National Organization may 
 have particulars by addressing Dr. Robert G. Boville, 90 
 Bible House, New York City. 
 
 (B) The Captains of Ten. 
 
 The "Captains of Ten" is both a church club and a 
 handicraft society for boys of pre-adolescent age. It was 
 organized in the First Church in Cambridge (Congrega- 
 tional) in 1889, by Miss A. B. Mackintire. As yet it is 
 but local in organization. This club seems to have solved 
 the boy problem as far as the First Church is concerned. 
 Pastor McKenzie says: "The beginning was simple, but 
 the advance has been steady and natural. The methods 
 have been dignified as well as attractive. The boys have 
 been helped and their sympathies enlarged. They have 
 kept others in mind, from the Riverside Mission to the 
 ends of the earth. Many have been brought into the 
 fellowship of the church. The 'Captains' are an essential 
 part of our large church organization." (36.) 
 
 Each member of the Club must look upon himself as 
 a captain with ten active and obedient soldiers, his ten 
 fingers under his control. The motto of the Club is "The 
 hand of the diligent shall bear rule, but the slothful shall 
 be under tribute." This motto is the word of command 
 given by the leader to each captain by which he must 
 govern his ten. 
 
 41 
 
Handwork in the club is made a means to an end, the 
 end being moral education, and the enlistment of the boy's 
 interest in the social and spiritual program of the church. 
 The youngest boys work for a time with paper sloyd, 
 clay, weaving or pasting ; those older alternate raffia and 
 basketry with whittling ; while those more advanced learn 
 some skill in the use of hammer and saw. Miss Mackin- 
 tire says: "There is no better way to teach truth and 
 exactness than with a piece of wood, a knife, a foot-rule, 
 and a try-square." The directors of the handwork seek 
 to inculcate into the boys through it such principles as 
 initiative, neatness, exactness, honesty, persistence, 
 promptness in obedience. 
 
 Manual art, when finished, belongs to the Club ; hence 
 the boys are working, not for themselves, but for others. 
 The Club is a missionary organization, selling the hand- 
 work made and using the proceeds for benevolent pur- 
 poses. 
 
 The Order meets to carry on its manual work each 
 Friday evening under teachers chosen by a leader, who in 
 turn is chosen by the church. It is governed by a consti- 
 tution, the carrying out of which is dominated largely 
 by the wishes of the boys themselves. 
 
 The work meetings are free and social, and the club 
 spirit fostered, there being nothing of the strict school- 
 room order maintained. Interest in the work proves ade- 
 quate to secure order. 
 
 Bible or mission study may be conducted in connection 
 with the Club. Miss Mackintire seems to meet with suc- 
 cess in having mission study programs so conducted. 
 
 Periodical dramatic entertainments are given by the 
 Society, which afford an opportunity through the dra- 
 matic interest to instill an appreciation for good literature, 
 
 42 
 
missionary propaganda, and other various worthy ideals. 
 In connection with such entertainments is given an exhi- 
 bition of the handwork of the Club. 
 
 The boys are graduated from the Club into the Order 
 of the Knights of King Arthur, which guards the inter- 
 ests of the Captains of Ten. 
 
 (C) The Yeomen of King Arthur. 
 
 The Yeomen of King Arthur is an application of the 
 principles of Christian chivalry to pre-adolescent boy life. 
 It is a preparatory order for the older Knights of King 
 Arthur. 
 
 In it the members as Paynims, are learning from Sir 
 Kay ways by which they may be acceptable and fit to 
 join the older Order. The knightly is held up as ideal, 
 and all that fails to meet knightly requirements is barred 
 from the Castle. 
 
 The organization meets weekly for an hour in an in- 
 formal manner, under the leadership of Sir Kay. Games, 
 singing, story-telling, and instruction for future Knights 
 of Arthur form the content of the weekly program. 
 Handwork may be introduced, if desired. 
 
 Like the other chivalric orders the Yeomen is neces- 
 sarily a church organization. The Sunday School teacher 
 is usually Sir Kay; thus an opportunity is afforded him 
 of meeting with his class in a week-day group of story- 
 telling, games, work, and religious endeavor. The boy 
 finds here a friend and adviser in the leader; hence the 
 church becomes more real and takes a more essential 
 place in his life. 
 
 The three degrees of the Order are The Hawkers, The 
 Kitchen Knave, The Yeomen, the latter being the last 
 division of the brotherhood before the boy is ready for 
 
 43 
 
membership into the older Castle. No hard and fast rules 
 obtain whereby members advance to the degrees higher, 
 these matters being left to the local leader. Such points 
 as prompt attendance at church, at Sunday School, at the 
 meetings, helping at home, school work, reading pre- 
 scribed stories or books, honors in athletics, bringing new 
 members, deportment, industry, and the like usually serve 
 as basic for promotion. In our prosaic, commercial age, 
 when all who are old enough to compete are treading 
 upon each other's heels in the lucrative race, and child 
 labor is demoralizing to the extreme, there is demand for 
 endeavor which brings before the child the romantic and 
 the poetic. In an age when cheap and harmful literature 
 is accessible to every boy and when the sentimental 
 "movie" with its often degrading influence is all absorb- 
 ing, then is a need that wholesome and poetic literature 
 with high ideals be instilled into the child by an organiza- 
 tion that is potent in its appeal. As Prof. Forbush puts 
 it : "The idea is poetic and manly. In a far and beautiful 
 country there once lived the noblest of Kings — ^Arthur. 
 Around him was gathered the flower of men whose brave 
 deeds and chivalrous characters made them beloved of all 
 the people. In every quaint and ancient hamlet, in every 
 lordly manor, thr small boys lived and grew in thought 
 and deed to some time be numbered among the Knights 
 of the Round Table. When old enough, they were sent 
 to old Burly Sir Kay, the faithful steward of Arthur, 
 who trained them in deeds of prowess, in heraldry, in 
 knightly thoughts, in religious culture, so that when the 
 time came they would prove worthy of Arthur's recog- 
 nition." (50.) 
 
 The Order appeals to the active, romantic pre-adoles- 
 cent because of its dramatic tendencies, and its strongly 
 
 44 
 
imaginative character. Its appeal is wholesome because 
 it fosters the poetic and the religious sentiments at a time 
 when they count most. It promotes purity of ideals, 
 character building, and affection for the "Mother Church" 
 with its highest ideals and services. 
 
 45 
 
CHAPTER V. 
 
 The Soqal Appeal of the Adolescent Boy. 
 (A) Early Adolescence. 
 
 The period of human Hfe which we call adolescence, 
 or the transitional link from childhood to maturity, begins 
 with the individual from eleven to thirteen and ends 
 sometime between his twentieth and twenty-fifth year. 
 During this stage the boy or girl undergoes a complete 
 change in make-up and conduct. From the outset, the 
 mental and social attitudes, the tastes and ideals of the 
 adolescent assume aspects quite different from any phase 
 of temperament in evidence during pre-adolescence. The 
 boy suddenly doffs the selfish temper of childhood and 
 becomes a social being. Instead of the individualistic 
 games of the previous period, the group games, in which 
 he must sacrifice often his own preferences for the good 
 of the group, appeal to him. The heyday of his exist- 
 ence has dawned, the bright, new morn of self-making. 
 The youth is generally an idealist to the core, and views 
 the wide world as a field for his activities. It is a period 
 of optimism and egoism when the self-hood is beginning 
 to be realized and to assert itself. The English language 
 as the boy finds it is not a sufficient vehicle to convey the 
 expressions of his multifarious reactions to life; hence 
 he invents slang expressions to come to the relief. He 
 is probably more stimulated to excel now than at any other 
 era during life; desire for the mastery is at its height. 
 This coveted mastery usually takes the trend of physical 
 perfection; hence wrestling, boxing, fighting, both be- 
 
 46 
 
tween individuals and gangs, and all sorts of athletic 
 rivalry have the ascendency in the boy's mind. 
 
 The over idealism and self-assertiveness of the adoles- 
 cent boy give occasion to those of his seniors who do not 
 understand him to vent in unmistakable terms their feel- 
 ings with reference to what they pronounce anti-social 
 conduct. The youth in turn withholds any lavish affec- 
 tion from any who give evidence of being out of sym- 
 pathy with his ideals, or who fail to approve of his 
 conduct. Primarily, he is conscious of being misunder- 
 stood by his seniors ; secondly, the adults with whom he 
 has to do are generally too backward for him ; parents 
 and teachers very much incline to "old fogyism." At this 
 age neither boy nor girl needs more than a mere pittance 
 of excuse to drop out of school, the time from thirteen 
 to fifteen or sixteen years being the age at which most 
 pupils conclude that school life does not meet their needs ; 
 hence they leave it to assert themselves in other spheres 
 of activity. 
 
 The gang age, from ten or eleven to sixteen, is one of 
 the most important epochs in a boy's life. Dr. Henry D. 
 Sheldon, who has made an extensive study of the boy, 
 says that three out of four adolescent boys belong to the 
 gang. The youth of this age is profoundly interested in 
 those of his own age and sex; but he cares less than 
 nothing for the members of the other sex, tolerating 
 their presence merely long enough to dilate on their 
 culinary output. That this hording tendency is a deep- 
 seated instinct is not to be questioned. Mr. J. Adams 
 Puffer, who has made a rather extensive investigation of 
 gangs says, "The gang while it lasts is one of the three 
 primary social groups. These three are the family, the 
 neighborhood, and the play group. All three are instinc- 
 
 47 
 
tive human groupings, formed like pack, and flock, and 
 hive in response to deep-seated, but conscious need. The 
 boy's reaction to his gang is neither more nor less rea- 
 sonable than the reaction of a mother to her babe, the 
 tribesman to his chief, or the lover to his sweetheart. 
 All these alike belong to the ancient, instinctive, ultra- 
 rational parts of our human nature." (26 •Jj.') 
 
 With this gregarious tendency, the youth cannot long 
 remain satisfied at home and away from his own kind. It 
 may not be so fundamentally degrading to him to belong 
 to a gang as over-particular mothers who righteously 
 yearn to shield their sons from every temptation are in- 
 clined to suppose. Dr. Forbush says, "Out among his 
 peers God intends that he should go, to give and take, 
 to mitigate his own selfishness, and to gain the masculine 
 standpoint which his mother, his nurse, and his school- 
 teacher cannot give ; and to exercise a new power, which 
 is one of the most precious ever given to man, that of 
 making friendships." (13:23.) 
 
 The gang certainly conserves in its members traits of 
 vital consequence. Effeminacy and self-conceit are moral 
 qualities it never tolerates. On the other hand, it pro- 
 motes courage, gives capacity for hard undertakings, 
 drills its members in virility and "gumption." Professor 
 George Walter Fiske says, "The gang teaches the young 
 fop that clothes do not make the man. It teaches the 
 young mollycoddle that manners only seem to make the 
 man ; and the young aristocrat that wealth and blue blood 
 can never make the man. The gang, when it has the 
 chance, teaches essential and vigorous democracy to the 
 dwellers in the brown-stone front. It gives the boy prac- 
 tice in agility and watchfulness and teaches him to take 
 care of himself in a crowd. He may be just as good a 
 
 48 
 
boy, but less of a goody-goody boy, after the gang gets 
 through with him ; at least he will be a real boy, not too 
 much like his sister." (ii.) The only place where the 
 boy can learn the brotherhood of man, and where he can 
 have a chance, during the friendship-making years, and 
 by education of his peers, to learn how to become a good 
 friend, a good neighbor, and a good citizen is in the gang. 
 Domestic education may have its place in the home under 
 parental supervision, but social training for the boy has 
 at least its foundations in the gang. 
 
 The range of activities carried on in gangs is of consid- 
 erable scope, though investigations show that a few 
 interests are dominantly appealing. Dr. Sheldon's article 
 in the American Journal of Psychology on "The Institu- 
 tional Activities of American Children," gives us some 
 light as to the character ,of pastime that appeals to the 
 boy of gang age. Dr. Sheldon obtained 1,022 responses 
 from boys of ten to seventeen years of age, 862 of whom 
 were members of gangs or boy-made clubs. Of the 623 
 societies of which he obtained careful description, ij/^ per 
 cent were philanthropic societies; 4J4 per cent were lit- 
 erary, musical, or artistic; 8j4 per cent were industrial 
 organizations with a variety of aims; 4j4 per cent were 
 purely social, for "good times" ; 14 per cent were minor 
 clubs, mostly of a quiet nature ; 17 per cent were frankly 
 predatory clubs, for hunting, fighting, tramping, and the 
 like ; 61 per cent were game clubs, mainly athletic. Sum- 
 ming this up, we have 86 per cent of these organizations 
 representing various activities, showing that the gang is a 
 live body. 
 
 In this detailed study of 66 gangs, Mr. Puffer finds 
 the following activities: running games, 47 per cent of 
 the gangs ; plaguing people, 6^ per cent ; migrations, 67 
 
 49 
 
per cent; predatory activities — stealing, injuring prop- 
 erty, and the like, 74 per cent ; tribal industries — ^hunting, 
 fishing, boating, building huts, going about in the woods, 
 playing Indians, 74 per cent; group games — ^baseball, 
 football, and the like, 80 per cent. 
 
 It is evident from these classifications that out-of-door 
 activities are conspicuously dominant ; and that group 
 games, tribal industries, including visitations to woods 
 and streams, predatory activities of hunting, fighting, 
 tramping, and the like, are the paramount activities of 
 the groups, with the migratory and playing instincts fol- 
 lowing closely. 
 
 The fighting tendency between two gangs has doubtless 
 been transmitted from primitive races who for their 
 existence fought against neighboring tribes. The world 
 has not lost in all the generations of civilization, nor will 
 it lose in another generation, the fighting instinct. Nor 
 is it desirable that it should. We hardly approve of all 
 the street brawls among boys, nor do we behold with an 
 attitude other than of supreme awe the present titanic 
 struggle of the nations, yet we must admit that there is a 
 time and a place for fighting. Most of the men who are 
 now employed in fighting corrupt political gangs fought 
 the gangs of the next street in their youth. 
 
 The hunting, tramping, and migratory instincts, and 
 longing to be in the woods and on the water, have been 
 transmitted from ancestors who were forced for ages to 
 procure a livelihood by hunting, tramping, migprating 
 through forest and on stream. The instinct of plaguing 
 people seems to have at its base, primarily, cruelty; and 
 secondly, the desire to be chased and to escape. The in- 
 stinct of cruelty dominant in most boys of early ado- 
 lescence is a relic of primitism. Little savage tribes in 
 
 SO 
 
fighting for existence could not afford to be sympathetic 
 with other tribes; as a matter of fact they were cruel, 
 indifferent to, and even delighting in the sufferings of 
 strangers. 
 
 The second tendency, or the desire to be chased and 
 to escape, has likely become a race instinct through sur- 
 vival of those who were able to make rapid retreats and 
 thereby make escape from an enemy through flight. 
 
 But notwithstanding the facts that the youth of ado- 
 lescence revolts against authority; that his tendencies 
 often assume non-social aspects ; that he places his own 
 ideals above the wisdom of the sages, the very fact that 
 he is a creature of ideals embodies an unspeakable oppor- 
 tunity for capable persons to mold instincts non-social into 
 attitudes of significant social value. Though vastly dif- 
 fering in temperament and attitude from the pre-adoles- 
 cent, the boy of early adolescence is keenly influenced by 
 environment, particularly so if it has a sympathetic re- 
 sponse to his interests. It has been discovered that the 
 very year that is the acme of the criminal period is also 
 the acme of the conversion period. At the very time 
 when the youth is most susceptible to evil, he is most 
 susceptible to good. He can be led now through the 
 group life of the gang while the social attitudes are being 
 formed into a social life of the highest ideals and devo- 
 tion, or he can be made an anti-social being for life. The 
 members of the gang develop at this time, according to 
 the leadership that they have and regard as heroic, into a 
 band of social workers or a group of banditti. 
 
 President Hall says that the gang instinct itself is 
 almost a cry of the soul to be influenced. If the church 
 be wise to the situation, it will avail itself of an oppor- 
 tunity to get next to the adolescent by appealing to his 
 
 51 
 
fundamental interests and shaping his ideals at a time 
 when he is making a decision of great life issues. Not 
 the salvation of men and women, but the salvation of the 
 adolescent will be the future war cry of evangelism. 
 
 It is an easy matter to the skillful leader to inculcate 
 lofty ideals at this time. Nothing in the field of social 
 endeavor seems to the boy impossible, and the great and 
 magnanimous things make strong appeal. His prospect 
 of life overcasts the whole with a halo. The fields of 
 opportunity and endeavor loom up large. The youth 
 determines to occupy a place of prominence in the field 
 of his choice. If he inclines toward medicine or law, he 
 will be second to no practitioners in these professions ; if 
 his ideal is to be a desperado, he will be one worthy of 
 the name. With the dawn of adolescence, the altruistic 
 motives incline to dominate, and increasingly through the 
 period of middle adolescence. Whatever vocation the 
 youth determines to pursue, he will sacrifice selfish inter- 
 ests to the well-being of society. At this time he is par- 
 ticularly characterized with profound admiration of traits 
 of character and the desire to be of service to the world. 
 Dr. Thurber's replies from several thousand children in 
 New York to questions asking what they most wished to 
 do when grown, showed that "the desire for character 
 increased throughout, but rapidly after twelve, and the 
 impulse to do good to the world, which had risen slowly 
 from nine, mounted sharply after thirteen." (16:387.) 
 
 At this era the boy's vision is world wide. His family 
 are no longer the home, school, community, but all races 
 and tongues. He may later put his own family first, his 
 own community, his own nation, but right now his inter- 
 est, kinship, aspirations know no bounds. His is enlarg- 
 ing the self which he made in the preceding self-centered 
 
 52 
 
period, extending that self not for his own glorification, 
 but to varied social activities as prompted by altruistic 
 impulses. These altruistic longings are reaching out after 
 the big things of life: friends, social duties, patriotism, 
 unselfish service. 
 
 The critical problem of the adult leader is to sublimate 
 and socialize the youth through these ideals; to trans- 
 form his character at a time when, with tact on the lead- 
 er's part, the transformation may easily be made. In the 
 struggle for character the boy needs sympathetic, discern- 
 ing friendship ; above all he needs to be on friendly terms 
 with the Christ. With a vision of the Christ love, the 
 high incentive of the Christ ideals, the mighty impulse of 
 the Christian purpose, the Christ loyalty, the brotherly 
 comradeship of the Christian Church, the boy is armed 
 with all the panoply of God. He will win in the struggle 
 for character and manliness. This is the period of chiv- 
 alry, its characteristic being personal loyalty and hero 
 worship. The trait of loyalty is the very fiber of the gang 
 instinct. Disloyalty is the one unforgivable sin in boyish 
 eyes. It is the one crime which inevitably leads to expul- 
 sion from the gang. This gang loyalty seems to partake 
 not only of personal characteristics, but it reaches to 
 ideals as well. The refusal of the boy to squeal on 
 others results not only from his disinclination to be un- 
 loyal to persons, but from an unwillingness to be unloyal 
 to the moral code of the gang. Nothing could be more 
 natural at this period than that he with proper influence 
 should yield his supreme loyalty to Jesus Christ. 
 
 This is a most auspicious time for the inculcating of 
 religious ideas. At no other time probably is the con- 
 sciousness of God so strong, with particular reference to 
 His manifestation through nature. Professor Fiske sums 
 
 53 
 
it up thus: "As the miracle of the spring, resurrection 
 returns, the healthy boy often finds keen delight in a real 
 communion with nature. Daily he consults her oracles, 
 listens to her secrets, worships at her shrine, and his 
 unfolding soul is fed from her abundant store-house, and 
 his thirst for knowledge slaked at her sacred spring. The 
 Heavenly Father has many wonderful lessons to teach the 
 growing boy just at this time. Just now with a micro- 
 scope you may help the boy find God." ( 1 1 :249.) 
 
 In making the religious appeal to the youth, however, 
 it is well to bear in mind that religion means something 
 else to him than what it means to adults. We have made 
 the unpardonable mistake of ofiFering the boy a grown-up 
 religious diet, which he could not use and be consistent 
 with his nature. A subsistence on such diet would be 
 injurious, rather than beneficial, to his character. Ordi- 
 narily the youth of early adolescence has little or no con- 
 sciousness of sin ; hence contrition is a quality foreign to 
 him. He does not delight in singing, "I Want to Be an 
 Angel," or "Bear Me Away on Your Snowy Wings," 
 forceful as these hymns may be in their appeal to adult 
 religious emotion. He has no desire to be an angel; he 
 prefers to be an expert baseball player, or possibly a great 
 political or moral hero, certainly a physical hero unless 
 other ideals have been by some powerful personality 
 brought forcefully to his consciousness. It would seem 
 that the religious appeal should be made to the youth 
 through those instincts and environmental conditions 
 which have been closely associated with religion in the 
 worship of ancestors. Mr. Puffer says: "I am inclined 
 to believe that the religious life in boys has its natural 
 birthplace in the forests, in temples not made with hands, 
 
 54 
 
where their fathers have been worshiping these ten thou- 
 sand years." (26:114.) 
 
 There are numerous conditions under which this reli- 
 gious appeal might be made; but certainly the youth is 
 approachable religiously while enjoying an outing, living 
 under primitive conditions in woods or on stream, sitting 
 round the camp fire with associates and a moral and 
 religious leader in whom he has confidence. 
 
 And so in the communication of any ideal we must take 
 the fundamental interests of the boy and build thereon. 
 We cannot afford to graft upon him, though noble and 
 sublime it may be, that which is foreign, at the expense of 
 disregarding instincts. As it is greater to be a man than 
 to be gentleman, philosopher, general, president, or mil- 
 lionaire, so to be a boy counts for more than any quality 
 which might be realized at the expense of boyhood. The 
 youth who is a man at fourteen or fifteen will be a child 
 at sixty. It has been truthfully said that there is some- 
 thing the matter with the boy in the early teens who is 
 called a "perfect gentleman." Pres. Hall makes peda- 
 gogic use of the biological fact that tadpoles never shed 
 their tails ; they gradually absorb them, the same material 
 which formed the tail being taken into the legs of the 
 growing frog. If by some accident the tadpole loses its 
 tail, it never becomes a frog, nor lives the higher life of 
 the amphibian. Likewise, in case of the youth, to repress 
 the instincts or root them out is to detract something 
 which is an integral part of his make-up. It is dangerous 
 to thwart nature. Let the youth obey the laws of his 
 being that he may grow into a richer manhood. Froebel 
 well says: "Every child must live out completely every 
 complete stage of childhood, or he can never develop into 
 complete maturity." 
 
 55 
 
However, we do not plead for the development of all 
 the instincts. Some should be developed, some modified, 
 and a few entirely suppressed. Of those that well may be 
 developed, thrift, competition, altruism, friendliness, loy- 
 alty, reverence are illustrative. A number may be modi- 
 fied and turned to good account, among which we might 
 name fighting, pride, ambition, rivalry, and others. Of 
 those that should be suppressed, cruelty is a good exam- 
 ple. This instinct has been serviceable in race history, 
 but in our modern society it has no function to perform. 
 
 But how modify instincts? Chiefly by games and play. 
 For illustration, the instinct to throw is a deep-seated one 
 with every boy. There are few experiences which give 
 him the exciting thrill that comes from shivering into a 
 thousand pieces a window pane by means of a rock, or 
 of lambasting some innocent, defenseless pedestrian with 
 a snowball. Games of ball and other throwing games 
 furnish opportunity for the functioning of this instinct; 
 they modify that which otherwise would find expression 
 in undesirable conduct; moreover they are regulative in 
 character, and develop traits worth while, such as group 
 loyalty, wholesome rivalry, strife for the mastery in 
 physical perfection. 
 
 We may suppress instincts by playing one against an- 
 other. For instance, rewards may be promised, the real- 
 ization of which will seem to the youth more to be desired 
 than any pleasure which may attend the functioning of 
 the instinct to be suppressed. Rewards consisting of 
 pleasurable and useful activity would probably be the most 
 appealing and wholesome. 
 
 Certainly the play instinct underlies all activity. It 
 permeates the program of life and encircles all with a 
 halo of delight. As natural and inevitable is it as the 
 
 S6 
 
operation of gravity. It is the spontaneous repetition on 
 the part of the individual of race history. For instance, 
 throwing with speed and accuracy, running, dodging, 
 hitting with a club have been basal with the race in 
 overcoming enemies, making escape, and killing game. 
 Preceding our present civilization, the race has for un- 
 numbered generations been developing organisms by 
 employing these types of athletic precedure. Though the 
 need of these exercises for utilitarian purposes has bg- 
 come practically nil, there is no less need now than at any 
 other period in the history of the race for them to perfect 
 the organisms. 
 
 The differentiating feature between play and work is 
 that play is characterized with an attitude of enjoyment 
 of a thing for its own sake, while work looks to the real- 
 ization of some ultimate end. This play instinct has a 
 large place in the life of the individual, and can be 
 utilized to great advantage. 
 
 Pres. Hall regards play at its best as a school of ethics. 
 "It gives not only strength but courage and confidence, 
 tends to simplify life and habits, gives energy, decision, 
 and promptness to the will, brings consolation and peace 
 of mind in evil days, is a resource in trouble, and brings 
 out individuality." (16:77.) 
 
 The enjoyment in play is a complete satisfaction that 
 consumes the whole being. Habit is so fundamental that, 
 if the youth may enjoy the season of play when his whole 
 being demands play, he will foster an attitude of finding 
 in the subsequent duties of life enjoyment that attends 
 play; work will yield enjoyment for work's sake, rather 
 than through the prospect of realizing some end. 
 
 57 
 
(B) Middle Adolescence. 
 
 The problem of socializing the boy of from fifteen or 
 sixteen to nineteen, or during the middle adolescence 
 period, presents itself to educators as one of considerable 
 magnitude. During this interval the individual is not 
 wholly a boy, neither is he quite a man ; however he is 
 conscious of being a man in every point save experience. 
 This fact is sufficient to account for the meager influence 
 which the home, the school, and the church, that treat him 
 as a boy, have over him. He has already heard no little 
 criticism of the church, and feels often that its static 
 piety justifies all that he has heard. The Sunday School 
 and prayer meeting do not particularly appeal to him, and 
 he feels a revulsion from all sorts of emotionalism. The 
 boy demands to think for himself, rather than submits to 
 authority to think for him. It is not sufficient that he be 
 told a thing is right or wrong ; he must know why. He 
 is going through a period of destruction and construction 
 during which he discards the household gods of the past 
 and constructs for himself a true deity. It is an age of 
 skepticism ; an era in which all speculative subjects, such 
 as theology, morals, philosophy are particularly inviting. 
 It is far from a lamentable situation that a boy must go 
 through this cycle of experience. It means the making of 
 a real self. It is the point of divergence from which he 
 is to develop a personality and a character of his own. 
 Holmes says : "If he is ever to have a real self, or a real 
 morality, or a real religion, he must go through the proc- 
 ess of clearing the ground from all tangled rubbish of 
 the past. If in the place of the old, a new temple is not 
 erected, that is the fault of his teachers. Much of the 
 patience required by them will be given if they under- 
 stand that this period of doubt is quite natural and exactly 
 
 58 
 
like the period through which they themselves passed in 
 order to come to the clear and vitally significant grasp 
 of their own doctrines. The truth we have doubted the 
 most and fought the hardest, when at last it overcomes us, 
 becomes the surest truth we possess. The world's great- 
 est men of faith have come from the ranks of its most 
 stubborn skeptics. St. Augustine was in his thirties when 
 he was finally overpowered by the doctrines which he so 
 gloriously upheld the rest of his life." (17:257.) 
 
 The self-enlargement of the individual which began 
 during the preceding period continues through this. The 
 boy has a world-wide vision of ideals and service. He 
 aspires to the big things of life; he revolts against nar- 
 rowness of vision or the things which limit the realization 
 of his highest self, as he sees it. 
 
 What shall be the moral lessons inculcated; what the 
 ideals held before him? Certainly not creeds and codes 
 that circumscribe reason and speculation. There are 
 warring impulses in his Hfe struggling for supremacy. 
 He wishfes both to save the self and to sacrifice it. At this 
 critical and extraordinary opportune time, if an influential 
 moral teacher presents to him in an appealing way the 
 possibility of reaching the largest self by the road of 
 self-sacrifice, it is enough. The spirit of self-sacrifice in 
 him is strong, and increasingly so in proportion as he 
 realizes that such attitude enhances the realization of the 
 highest self. The sacrifices of youth are the greatest we 
 have. According to Jane Addams, of the two million, 
 five hundred thousand soldiers that enlisted during the 
 Civil War, on the side of the North, two millions were 
 under the age of twenty-one, and one million under the 
 age of eighteen. 
 
 59 
 
But what kind of religion does the boy of middle 
 adolescence want? He wants the type which will meet 
 his particular needs. In the first place, he wants a type 
 which will enable him to attain to his ideals of character. 
 Above all things the youth honors real nobility of char- 
 acter, in the strife of battle for which he has struggles 
 known perhaps only to himself and his God. It is a 
 time when the good and evil forces incarnate are strug- 
 gling for supremacy. He needs encouragement, friend- 
 ship, sympathy, and the vision constantly before him of 
 a triumphant Christ. 
 
 Secondly, he is reaching out for intellectual concepts 
 which will give him a sure footing in the realm of reli- 
 gion. He wants a rational basis for his life creed. He 
 waits for the person who has the requisite moral stam- 
 ina to show him that the type of character which he 
 covets, the well-rounded manhood, must come through 
 culture and development, pot only on the physical, intel- 
 lectual, and social sides, but on the spiritual as well ; that 
 religion is not something exclusively for women and sissy 
 men, but thoroughly masculine in character. 
 
 The middle adolescent boy is not grounded religiously 
 and philosophically; hence, he may be subject to sore 
 doubts as to the efficacy of the whole program of life, 
 as mapped out by religionists and moralists, and even as 
 to the existence of Deity. These honest doubts may lead 
 to positive injury, culminating in a cynical skepticism 
 which will get nowhere. Usually the good traits of the 
 boy, if developed, will tend to overcome the skeptical 
 attitude by substituting altruism, loyalty, faith. There is 
 nothing that gives the individual more faith in man, in 
 God, in immortality than absorption in a noble cause. 
 The moment one becomes enlisted in a social service 
 
 60 
 
propaganda, cooperation, primarily for the good of 
 others, practical religion, his doubts begin to disappear. 
 As Professor Fiske says, "The best way to get rid of 
 doubts is not merely to think them through, but to work 
 them off. Instinctively the college boy seems to feel he 
 must make his religion practical — and some of his doubts 
 vanish from neglect! He finds standing ground for his 
 own faith, by lashing together a few planks for a raft, 
 on which to save some other fellow, and faith grows 
 strong with testing." (11:272.) 
 
 Then enlistment in social service, in the fullest sense 
 of the word, is a large factor in socializing the boy of 
 this period. His longing to grow into well-rounded man- 
 hood must be attended with the intelligence that such 
 growth consists of the development of his four- fold being : 
 physical, mental, social, spiritual. He must be given 
 opportunity certainly for symmetrical physical rounding; 
 he must be permitted independence of reasoning ; yet that 
 reasoning may be guided by men of masculine type and 
 moral stamina ; he must have opportunity to develop so- 
 cially and religiously, to know the Christ love, to co- 
 operate with other young men in saving souls. With this 
 program carried out under Christian leadership and Chris- 
 tian influence, there will be little danger of the individual's 
 going far wrong who has reached young manhood sound 
 at the core. 
 
 61 
 
CHAPTER VI. 
 
 Adolescent Organizations — Boys. 
 
 There is a wholesome socializing tendency in connec- 
 tion with all well-governed boys' clubs. The good traits 
 of the gang are conserved wHile the bad are eliminated. 
 The well-governed club fosters loyalty to persons, organ- 
 ization, and ideals. It develops leadership; if the boy 
 has his own way in the club, the thing which he certainly 
 most desires, he must study diligently the temperaments, 
 the tastes, the ideals of the other members and with his 
 whole personality make appeal to their hearts and minds. 
 He learns what it is to be responsible for others; he 
 learns the value of democratic government, of the major- 
 ity rule. The club is a school of self-control. It is a 
 society in which each member is forced to sacrifice a 
 great many of his own fancies for the good of the whole 
 structure. The boy learns himself, his capacities, his 
 limitations, by sizing himself up with others. The hikes 
 and outings of the club, the tribal activities that may be 
 attached, the group games, all appeal to fundamental- 
 interests ; they also develop the inventive and imaginative 
 powers, foster the spirit of fair play, stimulate to physical 
 perfection, and give opportunity for the youth to become 
 proficient in various lines at a time when he heartily 
 desires to do his best. 
 
 "Success," says Dr. R. R. Price, of the University of 
 Minnesota, "is getting the best out of yourself and not 
 getting the best of someone else. Efficiency is the attain- 
 ing of success through five fundamental principles; 
 
 62 
 
namely, courage, persistence, energy, initiative, and char- 
 acter. I have failed to find a single characteristic which 
 was common to all great men of history ; but the five ele- 
 ments I have mentioned seem to have been the basis of 
 their greatness." (Unpublished.) 
 
 We do not overstate the matter when we say that the 
 efficient club has in it the requisites of bringing out in the 
 boy these prime elements of success. 
 
 (A) The Boy Scouts. 
 
 The Boy Scout movement was born in England in the 
 year 1906. Sir Robert Baden-Powell, the founder, was 
 a soldier of the English army. His position as an officer 
 in the Boer War enabled him to study intimately the 
 comparative value of the Boers and British recruits in 
 South Africa. He made the startling discovery that 
 natives enlisting for service were better than the recruits 
 sent from Britain, that they were more resourceful, more 
 enterprising, and more capable of handling themselves in 
 the exigencies of life in camp. General Baden-Powell 
 concluded that the lack of virility, manhood, and char- 
 acter on the part of the English soldiers, as compared 
 with the native South Africans, was due to the fact that 
 too much attention was being given to teaching boys from 
 books, and too little given to teaching them from practice 
 and first-hand contact with men and things.. 
 
 As an experiment to prove the efficacy of this first- 
 hand contact with men and things. General Baden-Powell 
 organized a small group of boys at a camp on Brown's 
 Island, in Dorset. This group he called Boy Scouts, it 
 being the first Boy Scout troop. His camp was a suc- 
 cess and clearly demonstrated that his ideas were as 
 valuable when applied in England as when applied in 
 South Africa. 
 
 63 
 
Ernest Thompson Seton and Dan Beard are famous 
 names who headed the early movement of the "Scouts" 
 in America. The movement is spreading over all the 
 Christian nations, and promises to be one of the most 
 efficient organizations in existence for the proper train- 
 ing of boys for good citizens and useful members of 
 society. The constant drift toward city life, the highly 
 complex industrial and social conditions which have 
 changed family relations, and made the problem of train- 
 ing children increasingly difficult, the detracting influ- 
 ences of idle pleasure are all factors which make the 
 need of such training as the organization gives apparent. 
 
 The "Scouts" aims at the development of all that is 
 good in the boy, while at the same time it conserves the 
 boy for the boy's sake. It makes a definite attempt to 
 understand the sentiments and fundamental interests of 
 the boy of Scout age. Then it provides such types of 
 activity as will build these sentiments and interests into 
 character with as little waste of time and experience as 
 possible. The Scout order believes that prevention is 
 better than cure, and that if the youth is kept busy form- 
 ing good habits, he will have little time for the formation 
 of others. It believes that, if during the hours of recrea- 
 tion, all of the youth's energies can be directed toward 
 wholesome and worth-while activities, a long step is 
 taken in the direction of the conservation of what is the 
 best in his life. 
 
 The instincts that characterize boys in early and mid- 
 le adolescence furnish the key to the types of activity 
 that the Order provides. Mr. Kirkpatrick has made an 
 attempt to classify the innate tendencies of the race sug- 
 gesting six groups which are given as follows: 
 
 64 
 
 Vie 
 
1. Individualistic, or self-preservative; as feeding, 
 fighting, running, flying, swimming, crawling, hiding, 
 thrift. 
 
 2. Parental ; as self-exhibition and ornament, fighting 
 for mates, singing, care for young. 
 
 3. Groups or social; as pride, jealousy, ambition, ri- 
 valry, sympathy, competition, shame, altruism, shyness, 
 envy, loyalty, friendliness. 
 
 4. Adaptive; as imitation, play, and curiosity. 
 
 5. Regulative; as reverence, awe, conscientiousness, 
 humility. 
 
 6. Resultant and miscellaneous; as the tendencies to 
 collect objects and enjoy their ownership, to destroy or 
 to construct, to express to others various mental states, 
 to find pleasure in the contemplation of the beautiful. 
 
 In the light of our discussion in Chapter V, it is obvi- 
 ous that groups i, 3, 4, 5, and 6 embody interests which 
 are fundamental with the adolescent. It is evident that, 
 if we socialise the youth, we must give more heed to 
 the sublimation of the instincts in groups 3, 4, and S than 
 we give to that of the interests of the other groups. 
 
 The instincts listed under three, when they come to 
 sublimation, appear in chivalry, patriotism, loyalty to 
 groups, bravery, honor, and fraternity. Those listed in 
 group four have their culmination in adaptation to envi- 
 ronment. Those in group five, when developed, assume 
 such traits as obedience to authority and religious atti- 
 tudes. We shall consider briefly the work of the "Boy 
 Scouts" in dealing with the interests of each of these 
 groups in the order named. 
 
 The Boy Scout must be chivalrous. He must do his 
 good turn every day. That act may be to help an old 
 lady across the street, to remove a banana peel from the 
 
 65 
 
pavement, to give water to a thirsty horse, or any one of 
 hundreds of apparently insignificant things which may 
 occur to him to be worth while. He does this quietly 
 and without boasting. It is the proof of the Scout. The 
 good turn does not become boresome, for at this age 
 the boy is conscientious and sentimental. He feels the 
 rising tide of new altruistic impulses. He is an idealist 
 and permeable with high principles, but he is also in- 
 tensely pragmatic, and demands their expression in acts. 
 The good turn aids in developing the altruistic instinct. 
 Loyalty is a Scout principle. The Scout must be loyal 
 to all to whom he is obligated. He must stand up cou- 
 rageously for the truth, for his parents, and for his 
 friends. After a group standard of living has been 
 decided upon by the boys themselves, they are loyal to 
 that standard, and sensitively aware of any violations of 
 it. The honor, or integrity, or welfare of the gang is 
 held to be greater than the pleasure or comfort of any 
 individual member. 
 
 Certainly one of the sublimated aspects of loyalty is 
 patriotism. In the Scout order the boy learns to become 
 loyal to a certain group and to certain ethical codes. 
 Each member of the group feels responsible in seeing 
 that the code is not broken. This sense of responsibility 
 often leads to the appointment of an official whose recog- 
 nized duty it is to discover and punish offenders. The 
 training incident to such attitudes in the club does much 
 to prepare the boy later to adopt personally the stand- 
 ards recognized by the more mature social groups, or 
 reflected in the civil laws. To facilitate the projection 
 of group loyalty to patriotism, the Scout order instructs 
 its members with regard to their country — its natural 
 resources, scope, and boundaries, its history, the charac- 
 
 66 
 
ter of its greatest men, the kind of government it has, 
 and the meaning of a republic. 
 
 Honor seems to be a sublimation of the pride instinct, 
 a projection of pride into the matter of character, pride 
 in having a character that may be relied upon, that is 
 trustworthy. Honor in primitive races manifests itself 
 in certain unwritten laws regulating the conduct and 
 directing the activities of men. The Japanese have their 
 Bushido, or laws of honor of the old Samurai warriors. 
 During the Middle Ages, the chivalry and rules of the 
 Knights of King Arthur, the Knights Templar, and the 
 Crusaders were in force. In aboriginal America, the 
 Red Indians had their laws of honor. The Scout organ- 
 ization projects this instinctive pride of its members into 
 trustworthiness, and a sense of honor. The Scout oath, 
 which every candidate for membership must take, is as 
 follows : 
 
 "On my honor, I will do my best — 
 
 "i. To do my duty to God and my country and to obey 
 the Scout law. 
 
 "2. To help other people at all times. 
 
 "3. To keep myself physically strong, mentally awake, 
 and morally straight." 
 
 A Scout is trusted on his honor. If he should violate 
 that honor, by lieing, or cheating, he may be directed to 
 hand over his Scout badge. The boy of Scout age is 
 not likely to violate his honor when placed on it. 
 
 The fundamental interests of friendliness and sympa- 
 thy when sublimated lead to fraternity. Scouting pro- 
 vides fraternity for the formative age and helps to fulfill 
 the large, prophetic ambition of the Church toward uni- 
 versal brotherhood. The strivings together for the high- 
 est accomplishments by boys of all nationalities, all tem- 
 
 67 
 
peraments and occupations, and all stations in life, their 
 co-enjoyment of the sports that the Organization fur- 
 nishes, and their places together around the camp fire 
 tend to promote in them that larger fraternal spirit which 
 projects itself beyond the group and tends to partake of 
 the nature of universal fraternity. 
 
 The instinct of bravery is developed in the Scout. He 
 is taught to face danger in spite of fear, and to stand up 
 for right against the coaxings of friends or the jeers 
 or threats of enemies ; his lexicon contains no such word 
 as defeat. 
 
 With reference to the adaptive group, the Scout order 
 disciplines its members; first, in close observation of 
 their surroundings. A portion of the content of exam- 
 inations required for candidates to become second and 
 first-class Scouts consists of accurate descriptions of 
 phenomena observed, ranging from articles in a store 
 window, or plants in the woods, to stars and constella- 
 tions. 
 
 Moreover, the boys are trained to adapt themselves to 
 whatever condition they find themselves in and to make 
 the best of it. They must learn to make fires in the 
 woods without matches, to make bows and arrows, and 
 to depend upon catching and killing such game as will be 
 necessary for food. They learn to measure trees by 
 crude means, to tell by the stars what latitude they are 
 in, and what course to pursue if lost. They learn to tell 
 directions by the stars, to build rude cabins in which to 
 camp, and numerous other things which delight and 
 which develop this adaptive tendency to accommodate 
 themselves to environment. 
 
 With reference to the regulative instincts, we may say 
 perhaps that religion is chiefest in its significance. The 
 
 68 
 
Boy Scouts of America claim that no member can grow 
 into the highest type of citizenship without recognizing 
 his obligation to God. The first of the Scout oaths is, 
 therefore, "I promise on my honor to do my duty to 
 God and my country." The Order is not sectarian. It 
 insists that the organization with which the boy is con- 
 nected give him definite attention relative to religious 
 matter, be it Protestant, Catholic, or Hebrew. Reli- 
 giously speaking, the "Scouts" partakes somewhat of the 
 knighthood of the olden days, in which a knight not only 
 considered himself a servant of the king, but also a 
 servant of God. The Scout is taught to be reverent 
 toward God, and to respect the convictions of others in 
 matter of religion. 
 
 The tendency of humility, or of yielding to superiors, 
 is turned into good account. The "Scouts" disciplines 
 its members in obedience to parents, scout master, patrol 
 leader, and all other duly constituted authorities. The 
 Order is not military in character, yet it fosters disci- 
 pline which is the equivalent in some respects of that 
 which obtains in military camps. The Scout learns to 
 obey promptly the orders of patrol leader, scout master, 
 and scout commissioner. He so learns to discipline and 
 control himself that he has no thought but to obey the 
 orders of his officers. He may discuss and argue after- 
 wards, but he will obey first. The motto of the "Scouts" 
 is "Be Prepared." The significance of this motto is that 
 the boy disciplines himself that he may be willing to help. 
 He develops the attitude of obedience toward things 
 which need to be done. He strives to be in a state of 
 readiness in mind and body to do his duty at all times 
 and under all conditions. 
 
 69 
 
For the conservation of the fundamental interests 
 which we find in the adolescent boy, and the turning of 
 these to the best account, we find no organization which 
 surpasses, or perhaps equals, the "Boy Scouts." 
 (B) The Knights of King Arthur. 
 
 The Order of Knights of King Arthur was founded 
 by Dr. William Forbush in 1893. It has since been 
 conducted by himself and his three sons, Dascomb For- 
 bush having been at the head of the movement during 
 the past six years. It has been tested in churches of 
 every denomination since 1893, having had since that 
 time more than 100,000 members. 
 
 As to setting forth an idea of what the Order is, we 
 cannot do better than to quote from the handbook of 
 Knights of King Arthur : 
 
 "It is a fraternity, private but not secret, self-govern- 
 ing and under the control of the local church. It is 
 based upon the oldest English Christian legend, that of 
 the Round Table. 'The value of this legendary mate- 
 rial,' as President G. Stanley Hall says, 'is almost un- 
 paralleled for boys in the early teens.' It is a revival of 
 the nobler side of mediaeval chivalry. The thought is to 
 fulfill the prophecy of King Arthur that he would return 
 to reestablish a kingdom of righteousness, honor and 
 service. The boys collectively are a Castle. Each boy 
 takes the name of some ancient knight or of some hero, 
 ancient or modern, and tries to represent his knightly 
 traits. He starts as a Page, and undergoes a humorous, 
 harmless but instructive initiation. The keynote in this 
 stage of the boys' fraternity experience is Obedience. 
 It is intended to talce some of the conceit out of him and 
 to give the adult leader a chance to watch him for his 
 possibilities, while he, in turn, is learning to see how he 
 
 70 
 
will like his new relationships. After a season, when he 
 has manifested evidence of the possession of the right 
 spirit, he may be advanced to the rank of Esquire. The 
 keynote of this stage is Habit. The Esquires constitute 
 usually the working body in the Castle. It is they who 
 are learning to live nobly and fraternally together. In 
 order to become an Esquire, each boy must have had 
 suitable instruction regarding the discipline of his body 
 and concerning his personal ideals. He must also be 
 able to give a short biography of his chosen hero. Still 
 later he may be elevated to the rank of Knight, usually 
 after he has become a member of his church. The key- 
 note of this stage is Service. Each boy is expected to 
 begin his life in this degree by a 'quest' for others. This 
 rank focuses a boy's religious ideals and makes them 
 practical, and adds to church membership an abiding 
 poetic touch. It is usually especially helpful to the im- 
 pending going away of the boys to school or to work. 
 All of these ranks are open to every member who fulfills 
 the required conditions of entrance. 
 
 "In the Castle Hall there is a 'Siege Perilous,' which 
 may be occupied only by such as have performed some 
 worthy deed, recognized as such by the boys, and who 
 thereafter are honored with the title of Baronet. Other 
 higher ranks are open to all members who conform to 
 the requirements. 
 
 "The boys themselves fill the various Castle offices, from 
 Sentinel to King. The adult leader represents King 
 Arthur's hoary counsellor, Merlin. 
 
 "There is a form of conducting Conclave, including all 
 business, and giving a place for such kinds of entertain- 
 ments as may be arranged. There are initiations for 
 each degree, extremely interesting to all the boys. There 
 
 71 
 
are pass-words, signs, signals, grips, etc., but no secrets 
 from parents, teachers and pastors. All meetings are 
 open to adults. There is much emphasis on handicraft, 
 athletics and camping out." 
 
 While the Order gives ample suggestions for carrying 
 on a Castle, each Merlin is at liberty to make any selec- 
 tions, modifications, amplifications that he sees fit to 
 make. The legendary basis affords opportunity for both 
 the dreaming and the action sides of life. The reading 
 which obtains in connection is of such character as to 
 make strong appeal to the imagination; while there are 
 numerous Castle activities, strongly characterized by the 
 spirit of play. The Castle uses a gymnasium, engages in 
 drills, and organizes according to its season its own 
 athletic team. Debates are often held. The dramatic 
 element is a prominent feature. In spring and summer, 
 the Castles go on hiking trips, hold "tournaments" or 
 play games. Many of them conduct summer camps for 
 their members. The Castles engage, both individually 
 and collectively, in a variety of church activities and often 
 constitute a boys' missionary society in a parish. The 
 older members of the Order often make themselves re- 
 sponsible for the younger boys, individuals acting as 
 Sunday School teachers, or Castles acting as patrons for 
 the organizations. 
 
 The whole social atmosphere of the fraternity is one 
 of good will and allegiance to the church and of devotion 
 to unselfish ends. Each boy is in the companionship of 
 a group which chivalrously stands for the church, and 
 which has in it older fellows whose decisions have been 
 made. 
 
 Through its appeal to the fundamental interests of the 
 early adolescent youth, the Order promotes self-respect, 
 
 72 
 
purity, heroism, fraternity, reverence, championship of 
 the right. Christian service. It is one of the best church 
 organizations that have been established. 
 
 (C) The Woodcraft Boys. 
 
 Woodcraft in its primal stage was founded by Ernest 
 Thompson Seton in 1902. The Woodcraft League in its 
 present form is but two years old. The work of the 
 League is divided as follows: The Big Lodge of the 
 Woodcraft Boys, from twelve to eighteen; the Big 
 Lodge of the Woodcraft League for Girls, from twelve 
 to eighteen ; the Little Lodge for Children under twelve ; 
 , the Woodcraft Club for men and women over eighteen ; 
 the Sun Lodge for men and women, twenty-one and over, 
 interested in specializing Woodcraft. We give in this 
 work a resume of the "Woodcraft Boys" and "Girls." 
 The other orders of the League pertinent to the ages 
 which we discuss have in the main the same purposes 
 and principles as the organizations under consideration, 
 , applied to other conditions. 
 
 The purpose of the Woodcraft Boys as stated in its 
 constitution is "to learn the outdoor life for its worth 
 in the building up of our bodies and the helping and 
 strengthening of our souls; that we may go forth with 
 the seeing eye, and the 'thinking hand' to learn the pleas- 
 ant ways of the woods and of life, that we be made in all 
 wise masters of ourselves; facing life without flinching, 
 ready to take our part among our fellows in all the 
 problems which arise, rejoicing when some trial comes 
 that the Great Spirit finds us the rulers of strong souls 
 in their worthy tabernacles." (48:XV.) 
 
 The twelve Woodcraft Laws embody the ideals of 
 bravery; deference for elders; obedience; cleanliness; 
 care of the body; friendliness toward all harmless wild 
 
 73 
 
life, and conservation of woods and flowers; regard for 
 word of honor ; fair play ; reverence to the Great Spirit ; 
 kindness ; helpfulness ; joy in living. 
 
 There are three ranks in the Order : Wayseeker, Path- 
 finder, Minisino. To enter as a Wayseeker a boy must 
 be over twelve years of age; know the twelve laws and 
 state the advantages of them ; take one of the initiations ; 
 and be voted in unanimously by other members of the 
 group. After becoming a Wayseeker, the member re- 
 ceives a Big Lodge Badge of the lowest rank. 
 
 The next rank to be won is that of Pathfinder. In 
 order to attain to this degree the Wayseeker must know 
 "The Star-Spangled Banner," or in Canada "The Maple 
 Leaf," and take fifteen tests, which involve a knowledge 
 of nature in its many aspects, the sign language, a num- 
 ber of the constellations; an ability to do a prescribed 
 amount of various athletic and handwork, to adapt him- 
 self to primitive life, to be a Wayseeker one month with 
 a stainless record. 
 
 To win the rank of Minisino (meaning "A Boy Tried 
 and Proven") fifteen tests must be taken involving a 
 knowledge of Indian customs pertinent to making fires, 
 camping in all its phases, paddling and rowing, the names 
 of a large number of birds and quadrupeds ; the elements 
 of life saving ; the essentials of etiquette ; ability to keep 
 the temper unruffled and speak no evil of anyone for 
 one moon ; to spend at least three hours a week for two 
 weeks helping in home duties ; and a few other requisites. 
 
 Woodcraft exploits and degrees are large factors in 
 calling forth the best in members of the Order. Exploits 
 serve to distinguish those who are first class in a depart- 
 ment, and those who are so proficient as to be considered 
 in the record-making class. There are six classes of 
 
 74 
 
exploits by which badges are earned, involving pro- 
 ficiency in athletics, campcraft, nature crafts, entertain- 
 ing, life saving, and Red Cross work. 
 
 The Degrees in Woodcrafts, covering all phases of life 
 and enabling Woodcrafters to work along lines which 
 afford the most interest, are given for general proficiency. 
 A large number of degrees may be won, a few typical 
 ones being Camper, Carpenter, Camp Doctor, Forester, 
 Farmer, Patriotism, Teacher. These degrees may be 
 conferred upon any member who takes the number of 
 tests requisite, which range from six to twenty for the 
 various degrees. 
 
 With all that the Order contains of duty well done, in 
 home, in school, on the playground and street, in the 
 boy's relationships with his friends and acquaintances, 
 there is opportunity to develop in the members, among a 
 number of traits which we might mention, dominantly 
 citizenship and patriotism. These traits embodied in the 
 boy's taking seriously the club, the class, the Woodcraft 
 Tribe, any organization of which he might be a member, 
 become ideals through their being connected with in- 
 stinctive activities and held constantly before him. These 
 ideals will prompt him in later years to vote for the best 
 and for the best fitted, to decide the issue on grounds 
 other than friendship or selfish interest, to regard any 
 office which he might take as a sacred trust. 
 
 (D) Phi Alpha Pi. 
 
 The Phi Alpha Pi is a fraternal order for boys of 
 from twelve to seventeen, inclusive. It is a secret order, 
 as far as boys are concerned. Its secrets are not divulged 
 to boys of membership age, though they are given to 
 parents. The Organization is a branch of the Young 
 Men's Christian Association. Its motto is "Help the 
 
 75 
 
other fellow" ; hence service is a very large factor in its 
 program. The Order is probably more adapted to boys 
 of the middle adolescent period, the rounding out of 
 whose characters dominantly demands service than it is 
 to younger boys. The keywords of the Order, as the 
 Greek title would signify, are Friendship, Truth, Prog- 
 ress. The pledge, which is recited in unison by the 
 members at each meeting, runs as follows: "We believe 
 the best and happiest life is the one spent, not for self, 
 but for others. With this for our ideal, we pledge our 
 hearty loyalty to our fraternity and to its principles. We 
 will be earnest seekers after truth, we will be friends, not 
 only to each other, but to all, and we will do our utmost 
 to advance in true Christian manhood. We will stand 
 everywhere and always for purity and manliness, and 
 strive to make our fraternity a power among the boys of 
 (name of city or town)." 
 
 The Order has usually an adult leader who is capable 
 of training the members in athletics, conducting Bible- 
 study classes, and giving such all-round training as boys 
 of the Phi Alpha Pi age would most demand. 
 
 Literary and social entertainments are held periodically. 
 The dramatic interests of boys are also appealed to by 
 the beautiful and elaborate ceremony in connection with 
 initiation of candidates into membership. This ceremony 
 while exalted in character, and standing for the highest 
 things in the social and spiritual life, has enough of the 
 ludicrous element to appeal to every boy. 
 
 The Order is a good application of the principles for 
 which the Young Men's Christian Association stands to 
 the boy of middle adolescence. 
 
 76 
 
CHAPTER VII. 
 
 Adolescent Organizations — Girls. 
 
 It would seem that in our day there is need for meas- 
 ures to be taken whereby the original, and apparently the 
 true status, of woman might be restored. There was a 
 time, before our present civilization, when man with his 
 weapons provided food, shelter, and safety, and woman 
 made of these the home, domesticated beauty, invented 
 industry, and was the mother of happiness. She func- 
 tioned in such capacities for unnumbered generations, so 
 long that the performance of domestic duties has become 
 a true feminine instinct; hence such interests as play 
 houses, dolls, basket making, and art handwork of various 
 types appeal fundamentally to the girl, rather than do 
 hunting, hurling stones, and other activities which belong 
 to the sex that primitively garnered in the living. These 
 interests of the girl are race recapitulation. To preclude 
 the development of these instincts is to dwarf the char- 
 acter of the girl, which to her and to society will entail 
 losses. 
 
 Now the conditions which obtain to-day differ widely 
 from those of former times. The occupations, trades, 
 industries, and arts have been organized by the com- 
 munity. These were formerly limited to the home, where 
 they were born and reared, but now they are stepping out 
 into the larger sphere of community activity. Man in 
 our day continues to go into the world to garner its store, 
 not into the limited primitive world, but into the larger 
 social world, to bring back food, shelter, and safety. 
 
 17 
 
And since woman's work in the home has been taken 
 largely from her, she has gone also into a larger world 
 for service. Her talents are employed now, not merely 
 to make and preserve the individual home, but to give 
 to the community those spiritual qualities which she gave 
 to the home. With all the marvels that man has accom- 
 plished in the industrial world, he has not made that 
 world a beautiful place in which to live ; it is a factory, 
 not a home. Hence woman must follow up her home 
 work in the community whither she has gone. The ideal 
 is coming to be universal motherhood — all the women 
 being responsible that every child is loved, cared for, and 
 given a fair chance. Motherhood in the schools ; munici- 
 pal housekeeping; oversight of sanitary factory condi- 
 tions, of food, water, and many other things, are hence- 
 forth to be the functions of women. Dr. Luther Gulick, 
 in an address delivered before the National Education 
 Association, in 1912, said: "It is not enough that evil 
 shall be prevented, that every sort of traffic in human 
 bodies and souls shall cease. Human relationships must 
 so come to be carried on that the deepest desires, and 
 hopes, and passions shall develop that which is fine — 
 
 shall lead toward life, not death To bring 
 
 the qualities and spirit of the home into the community, 
 to embody such ideals in the common habits of every- 
 day life, is an opportunity such as has never before been 
 given to the world. Thus are the age-long qualities of 
 women needed in our new world to realize its surpassing 
 possibilities, as well as to save it from spiritual disaster." 
 "To meet the new and larger responsibilities," says Dr. 
 Gulick, "it is necessary that she shall : 
 
 "i. Continue to learn team work. Bringing about 
 home conditions of beauty, comfort, health, social happi- 
 
 78 
 
ness, and wholesomeness in the community means the 
 very highest order of mutual loyalty and of team work. 
 This is a new demand upon woman. 
 
 "2. She must restore the consciousness of dignity, ro- 
 mance, and beauty to daily work that it may once more 
 take its place in the training of character. 
 
 "3. She must bring back and make deep and beautiful 
 those psychic relations which have been injured by the 
 forces that have kept mothers and daughters from work- 
 ing together. 
 
 "4. And last, and most important, the nature of true 
 social relations is to be so revealed by her that adventure, 
 romance, and happiness shall be found in all the relations 
 of life and work, rather than in the sloughs and deserts." 
 (Wapa I., Camp Fire Girls' Publishing Company.) 
 
 But if girls are to possess the highest type of feminine 
 traits which will enable them to serve adequately the 
 needs of society, they must pass through the race history 
 of women, as the boy to attain to maximum proficiency 
 must recapitulate the history of man. Dr. Gulick says, 
 "To expect a girl to become womanly by playing basket 
 ball and hockey is as fatuous as to expect a boy to acquire 
 a self-controlled spine by cooking and sewing, to learn 
 how to say 'yes' or 'no' and to stick to it, by darning 
 stockings or dressing dolls." (Idem.) 
 
 But the girl fails to get in the modern home the train- 
 ing which she demands in order to be an efficient member 
 of society. The beauty of the homes of our grand- 
 mothers has been taken away, and substituted by drudg- 
 ery. The girl of to-day finds it an arduous task to love 
 domestic activities. Organizations are needed to come 
 to her assistance, to instill into her an appreciation of 
 
 79 
 
such domestic and community activities as will be en- 
 cumbent upon her in life. 
 
 Moreover, woman needs to learn how to engage in 
 cooperative endeavor. Her position in the world is 
 coming to be a public one. Within a short while she will 
 be politically equal in every respect to the men of our 
 country. Yet she is not prepared for the new duties 
 confronting her. The fact that she has been in the home, 
 that she has not had to keep step, to engage in coopera- 
 tive endeavor, and that she has fixed her own standards, 
 regardless of the standards of other women, all tend to 
 make her unfit for public cooperation. If women are to 
 fill their mission in the larger community sphere, they 
 must learn to keep step. Organizations are needed to 
 develop in girls the cooperative habit. 
 
 Moreover, these organizations have a function to per- 
 form, in the midst of an age of machinery and monot- 
 onous grind, to bring back the poetry and romance which 
 characterized the lives of our ancestors. We are living 
 in a most remarkable age, but its wonders are so held in 
 the background by the spirit of commercialism and the 
 demands of custom and social life that we overlook them. 
 In a prosaic period, the girl whose later function it will 
 be to bring beauty and romance to the home and to the 
 community, needs such training as will enable her to 
 discover beneath the veil of common place in everything 
 the charm of romance. Society needs, too, a re-baptism 
 of true chivalry and true religion, the spirit of unselfish- 
 ness and of reverence, which qualities have so sadly 
 been crowded out with the coming on of the modem age. 
 
 We feel that the organizations briefly summed up here, 
 if managed under good leadership, will meet in a large 
 measure the needs of our age, as far as the girl is con- 
 
 80 
 
cerned; that they will tend to restore her original and 
 true status; and prepare her subsequently to function in 
 the domestication of the larger social community. 
 
 CA) The Camp Fire Girls. 
 
 The general aim of the Camp Fire Girls is to help girls 
 prepare for the new social order, and to enable them to 
 overcome the grinding tendency of modem machine 
 work; to show that common life contains the materials 
 for romance and adventure — that even the most common- 
 place tasks may prove adventures ; to show the signifi- 
 cance of the modest attainments of life ; to put woman's 
 work into measurable bundles; to develop in girls the 
 power of cooperation, the capacity to keep step. 
 
 The Order is an international organization, with local 
 groups known as Camp Fires. Membership is open only 
 to girls of twelve years and over. Younger girls are 
 eligible to membership in the "Blue Birds," an auxiliary 
 organization. The size of a single Camp Fire is limited 
 to from six to twenty girls of about the same age and 
 maturity, the purpose of the limitation in point of number 
 being to favor a personal friendship between the Guar- 
 dian and each of the girls. 
 
 Meetings of the local Camp Fire are held regularly, 
 usually once a week. The Council Fire — that is, the cere- 
 monial gathering at which admission of members, award- 
 ing of honors, and the acquirement of rank takes place 
 — is held customarily once a month. 
 
 There are three ranks to which a girl may attain in 
 the Order — (i) Wood Gatherer; (2) Fire Maker; (3) 
 Torch Bearer. To become a Wood Gatherer a girl must 
 fulfill certain requirements by way of attending meetings, 
 selecting and naming a symbol, winning honors, etc. 
 
 81 
 
To become a Fire Maker a candidate must have ear- 
 nestness of purpose and proficiency as might become 
 evident in the performance of a number of duties, includ- 
 ing the care of her own health, appreciation of the ideals 
 of the Order, service in the way of cooking, sewing, 
 caring for the sick, emergencies, etc. 
 
 To become a Torch Bearer she must have shown 
 powers of steady leadership. It takes a good Fire Maker 
 from six months to two years to be ready for this rank 
 and responsibility. Carrying the torch signifies leader- 
 ship; therefore, a Torch Bearer is a recognized leader. 
 The requisites for this rank are trustworthiness, unself- 
 ishness, leadership, the capacity to do team work, the 
 presentation of fifteen honors won in the Order. 
 
 On the badges worn by members, in the beautiful and 
 elaborate ceremony, in all the proceedings of the Order, 
 fire is the symbol, for around it the first homes were built. 
 Fire also stands for the simplicity of out-of-door life. 
 The watchword of the Camp Fire is "Wohelo," it' consti- 
 tuting the first two letters of each of the words : Work, 
 Health, Love. 
 
 Elective honors are included under eight headings; 
 namely. Health, Home Craft, Nature Lore, Camp Craft, 
 Hand Craft, Business, Patriotism, National Honor. A 
 large number of honors may be won under each of these 
 for the accomplishment of tasks numerous and varied. 
 
 The "Camp Fire Girls" has been instrumental in meet- 
 ing the needs and enriching the lives of many thousands 
 of American girls. It has thus far been the dominant 
 organization with girls, as the "Boy Scouts" has been 
 with boys. 
 
 82 
 
(B) The Queens of A valon. 
 
 "The Queens of Avalon," founded in 1902, is an organ- 
 ization for girls corresponding to the "King Arthur" 
 for boys. It is a church order, self-governing and pri- 
 vate, but not secret. It is dramatic and fraternal in 
 character, representing itself as the revival of the group 
 of royal ladies who in the legends of King Arthur lived 
 on the magic island of Avalon, the land of romance, 
 peace, purity, healing, and who benevolently served hu- 
 manity. The Order represents the Kingdom of Ideal 
 Womanhood. It is mystical, highly poetic, and imagina- 
 tive in character, and conveys the high ideals for which 
 it stands through its appeal to the poetic, romantic, and 
 heroic interests of the girl. Purity, loyalty, reverence, 
 courtesy, and self-control are magnified, while the lesser 
 vulgarities are minimized as unworthy of the Court of 
 Avalon. The church becomes vital to girl life, being 
 looked upon by the Queens as the "Mother Church." 
 
 The O'rder has no set requirements as to membership 
 ages. The average age at which a girl becomes a mem- 
 ber is fourteen. In some localities a senior and junior 
 court are organized which meet separately, but jointly 
 in monthly conclaves or social gatherings. 
 
 The Lady of the Lake has been taken in the play 
 scheme of the Order to stand for the leader, the woman 
 who represents the guardianship of the church. The 
 girls of the society are known by pleasant names from 
 history and the olden legends. Many of these names are 
 from the Arthurian stories ; some are from the Bible, the 
 Saints, Greek literature, Shakespeare, and Scott. 
 
 The names most appropriately given to Courts are the 
 places that have been made famous by the deeds of noble 
 
 83 
 
women, as Bethany, Bethlehem, Nazareth, Joyous Gard, 
 Camelot, Avalon, Plymouth, Edinburgh, Crimea. 
 
 The Order has many good features. It involves the 
 re-living together by girls of the best days of romance in 
 history. It cultivates in its members Christian woman- 
 liness. Christian service, and a love for the "Mother 
 Church." The presentation of inspiring literature, espe- 
 cially heroic biography, of beautiful and dramatic exer- 
 cises, the giving of worthy plays, and the use of the story 
 hour afford intellectual and moral training. The Queens 
 of Avalon and the Knights of King Arthur purpose to 
 bring about a chivalry for which Ruskin sighed: "I 
 wish there were a true order of Chivalry instituted for 
 our English youth, in which both boy and girl should 
 receive at a given age their knighthood and ladyhood, by 
 true title; attainable only by certain probation and trial 
 both of character and accomplishment; and to be for- 
 feited, on conviction by their peers, for any dishonorable 
 act. Such an institution would be entirely, and with all 
 noble results, possible in a nation which loves honor." 
 
 (C) The Wood Craft Girls. 
 
 The purpose as given in Article II of the constitution 
 of the Wood Craft Girls is identical with that which we 
 have given for Wood Craft Boys. The principles of the 
 Order are those of the Wood Craft Boys applied to the 
 capacities of girls. 
 
 The ranks are Way seeker, Pathfinder, Winyan ("mean- 
 ing a girl tried and proven"). Tests requisite for pro- 
 motion in the Wood Craft Girls partake largely of 
 domestic duties, thereby creating an interest in the duties 
 of the home by connecting them with an organization 
 which makes appeal to instinctive interests of the girl. 
 
 84 
 
This interest is further stimulated by the tests which the 
 girls pass in the winning of exploits and degree badges. 
 The proceedings of the Wood Craft Girls, in all the 
 phases of the organization, are very similar to those of 
 the Wood Craft Boys. Attempts are made to appeal to 
 the primitive interests of the girl, and to connect up with 
 them and cause to be made ideals, the duties which will- 
 be encumbent upon the girl in serving her age. Exploits 
 and degrees have practically the same classification ; they 
 are given in the Wood Craft Girls for activities which 
 appeal to the girl, and which may serve as training for 
 subsequent duties. 
 
 - (D) Girl Scouts. 
 
 In March, i%i2>, the first patrols of Girl Guides were 
 organized in Savannah, Georgia, by Juliette Low. The 
 name Guides has since been changed to Scouts, since the 
 object of the organization is to promote the ten Scout 
 laws: Truth, Loyalty, Helpfulness, Friendliness, Cour- 
 tesy, Kindness, Obedience, Cheerfulness, Purity, and 
 Thrift. 
 
 Any girl over ten years of age may become a Scout. 
 After one month she may become, after passing certain 
 tests, a Second Class Scout, and finally a First Class 
 Scout. 
 
 Any girl ten years old, or younger, may become a 
 "Brownie," or Junior Scout. A pamphlet outlining the 
 training of the Junior Scout is now being published at 
 Girl Scout Headquarters, Harriman Bank Building, 527 
 Fifth Avenue, New York City. Senior Scouts are troops 
 formed of older women who register and make the Scout 
 promise, but limit their meetings to classes in first aid, 
 signaling, and the Scout program. They practice what 
 
 8s 
 
they learn in class by teaching a patrol of Girl Scouts for 
 one or two months. 
 
 The Organization stresses the recreational side of life. 
 It acts on the theory that American girls are over-driven 
 in the schools, and that they there get only the serious 
 side of education. It seeks to give to each girl many- 
 sided interests, which will make her resourceful, and give 
 all-round development. Character training obtains as 
 with the Boy Scouts, by means of games and competi- 
 tions, the scheme being modified to adapt the activities 
 to the capacities of girls. The "Good-turn" idea and the 
 reputation for good behavior are stressed as with Boy 
 Scouts; the motto, "Be Prepared," is identical with the 
 motto of that Order. 
 
 The candidate for membership to Girl Scouts, or the 
 Tenderfoot, must have a knowledge of certain points, 
 embodying the practical, political, and historical; she 
 must know the flag ceremony used in connection with 
 Scout Programs and the Scout laws. 
 
 Aside from the test, before the girl becomes a Scout, 
 she must take the threefold oath, which is as follows : 
 
 "I promise on my honor to try — 
 
 "i. To be loyal to God and my country. 
 
 "2. To do daily a good turn to other people. 
 
 "3. To try to obey the Scout law." 
 
 To be a Second Class Scout, a girl must know how to 
 do a number of simple tasks, involving cooking, sewing, 
 waiting on the sick, emergencies, and others. 
 
 To become a First Class Scout, she must pass tests 
 on ten points, involving the knowledge and ability to lay 
 a table properly, sew, care for children and the injured. 
 
 It is a recognized fact that while boys like to be boys,, 
 girls do not like to be girls. Fundamentally they are 
 
 86 
 
women ; hence the surest way of making appeal is to open 
 to them the pursuits of women so modified as to insure 
 to them the rewards of achievement. All the activities 
 of the Organization connect directly with adult life. The 
 Girl Scout is accepted as a responsible member of soci- 
 ety ; hard tasks are not sweetened with elaborate ritual ; 
 the girl accomplishes them by application and concen- 
 tration because the results are worth while. With the 
 Girl Scouts, a good turn done by the troop to the com- 
 munity is the unit of service, rather than as individual 
 to individual. The present Conflict has occasioned the 
 projection of this community aid into national service. 
 Mrs. Theodore Price, in the Outlook for March 6, 1918, 
 writes : "The entrance of the United States into the war 
 brought the Girl Scouts their great opportunity to trans- 
 late their Scout vows of loyalty into patriotic service. 
 The entire organization became a unit for war work. 
 . . . . They offered themselves to the Red Cross, 
 and were assigned definite duties by each local chapter. 
 That these duties were usually the tedious and none too 
 pleasant tasks cheerfully shirked by the grown-ups made 
 no difference to the Girl Scouts. They have picked 
 oakum and swept out work rooms from one end of the 
 United States to the other. In New York the girls have 
 become sufficiently expert in making surgical dressings 
 to open a Red Cross workroom of their own and to form 
 their own Red Cross auxiliary. Thousands of surgical 
 dressings have been made and shipped. In Philadelphia, 
 where there are more than a hundred troops, the girls 
 organized a bazaar to raise money for a wool fund. The 
 entire proceeds, $800.00, have been expended for wool 
 for Girl Scout knitting. Three hundred and fifty Phila- 
 delphia Girl Scout mufflers are already in France. 
 
 87 
 
"Without previous plans and without hope of reward, 
 Girl Scouts, nevertheless, were so active in the last Lib- 
 erty Loan campaign, actually selling close to half a mil- 
 lion dollars' worth of bonds, to say nothing of distribut- 
 ing tons of literature, and running counties? errands for 
 countless committees, that their efforts won them the 
 offer of official recognition for the next campaign of this 
 kind." The Organization puts into the life of the' girl 
 a vigorous and constructive program of definite service. 
 Girl Scouts serve "America First" in terms of every- 
 day living. 
 
CHAPTER VIII. 
 
 Miscellaneous Organizations. 
 (A) The Junior Endeavor. 
 
 The Junior Endeavor, in some churches known as the 
 Junior League, is a society for boys and girls of from 
 eight or ten to fourteen or fifteen years of age. It has 
 regular weekly meetings, usually on Sunday afternoons, 
 in which worship is the dominant feature; it also holds 
 occasional or periodical social meetings. 
 
 The chief aims of the Organization are to develop its 
 members morally and spiritually; to give them a world- 
 wide vision of the need of Christian service ; to develop 
 in them Christian leadership. 
 
 While the Junior Endeavor is to be commended for 
 the worthiness of the ideals for which it stands, its 
 methods are open to criticism. In the first place, it ig- 
 nores instinctive tendencies on the part of its members 
 with reference to mixing boys and girls. Normal boys 
 of the gang age have no particular interest in girls ; they 
 regard it as "sissy" to be associated in any extensive way 
 with them. Girls, too, are probably better satisfied in an 
 organization for girls than in a mixed society. 
 
 Secondly, the Junior Endeavor has very little activity 
 that appeals to boys, there being in connection no hand- 
 work, athletics, nor camp-life activities which character- 
 ize the best organizations. The over-precocious boy and 
 the boy who likes to "shine" may be pleased to take the 
 initiative in the exercises of the society; however, it is a 
 question as to whether these boys should be very much 
 
 89 
 
encouraged to express themselves here, or whether they 
 need more to discover their weaknesses by matching 
 themselves with contestants in other forms of expression 
 in which they shine less than in the Endeavor society. 
 
 The lack of activity serves as a barrier to the ordinary 
 boy with reference to his deriving from the Society high 
 and lasting ideals. He is not nearly so much interested 
 in discussing things as in doing things. Action, not medi- 
 tation nor deliberation, is the key to his heart and the 
 mainspring of his life. 
 
 If the Junior Endeavoi*, with the high ideals for which 
 it stands, might be re-organized in such way as to convey 
 to its members these ideals through appeal to instincts, it 
 would become a much more powerful organization for 
 the church in molding character and developing Chris- 
 tian leadership than it has thus far proved itself. 
 
 (B) The Boys' Brotherhood Republic. 
 
 The Boys' Brotherhood Republic, a Chicago organiza- 
 tion of boys of varying ages, which has definite and con- 
 crete aims, had its first council meeting on May 8, 1914. 
 The aims of the Republic, as adopted by the first council 
 Meeting, are as follows: 
 
 1. To prevent boys from getting into trouble. 
 
 2. To offer companionship to boys who are in trouble. 
 
 3. To aid all boys in securing proper housing, cloth- 
 ing, education, and to help them become self-sustaining. 
 
 4. To look after boys who are discharged from insti- 
 tutions. 
 
 5. To send flowers and reading matter to sick boys, 
 and to aid them in securing medical attention. 
 
 6. To report to the supervisor all cases of mistreat- 
 ment of boys. 
 
 90 
 
7- To do all possible to keep boys from drifting away 
 from Chicago. 
 
 8. To work continuously for the physical, moral, and 
 mental welfare of citizens of the Boys' Brotherhood Re- 
 public. 
 
 9. To aid the enforcement of the child labor law, fac- 
 tory, legislature, and street ordinance. 
 
 The Republic is governed solely by boys. The pur- 
 poses, as we have seen, are wholly of an altruistic and 
 social character. The motto which has been adopted by 
 the citizens reads as- follows : "So long as there are boys 
 in trouble, we, too, are in trouble." The Republic in the 
 eyes of its citizens means, "A fair chance for nobody's 
 boy." These citizens believe that "It is wiser and less 
 expensive to help Boys than to punish criminals." 
 
 The government is a typical republic in its threefold 
 character. To assist the President in carrying out exec- 
 utive measures, a number of committees are appointed. 
 The Employment Committee on April loth, nth, and 
 i2th, 1916, secured 713 jobs for boys. 
 
 The Investigating Committee seeks to adjust all per- 
 sonal difficulties of boys. It makes an average of three 
 calls a week in homes where there are boys in trouble; 
 meets those discharged from orphan homes; communi- 
 cates with those in institutions ; investigates and reports 
 cases of mistreatment to boys ; it is in charge of free boys' 
 dormitory at the city hall ; it makes calls where help may 
 be needed. 
 
 The Board of Health causes vacant lots to be turned 
 into playgrounds ; sends needy boys camping ; forces im- 
 provement in dirty factories where boys are employed; 
 secures medical attention for those in need of care. 
 
 91 
 
The Board of Education arranges lectures; gets boys 
 to attend night school, and furnishes books to those un- 
 able to buy them ; conducts classes, arranges debates, etc. 
 
 The Police Force warns pool-room proprietors who 
 admit minors to play pool and gamble, locates missing 
 boys when possible, reports junk dealers who buy stolen 
 goods from boys, etc. 
 
 The Social Committee provides entertainment for the 
 citijens of the Republic, furnishes music instruction to 
 boys who are musically inclined, etc. 
 
 The Athletic Committee has charge of all athletics. 
 
 The Boys' Republic seems to have been a success thus 
 far. It has the sanction of such men as Judge Lindsey, 
 Judge Pinckney, Dean Butler of the University of Chi- 
 cago, and many others. We are inclined to question the 
 wisdom of a scheme of education which holds before 
 young boys the machinery of government to the degree 
 that the Republic does, or that places such large respon- 
 sibilities on the shoulders of young boys, or that permits 
 the criminal and the dark sides of life to be held before 
 the young boy's vision to such extent as the plan of the 
 Republic permits. If a scheme could be devised whereby 
 the citizens might be arranged in groups according to 
 age, each group being provided with activities appealing 
 to the special interests of its members, and with the 
 younger boys relieved of any responsibilities of the Re- 
 public, and the criminal aspects kept out of their sight, 
 unquestionably better results would obtain. 
 
 The principle of service which lies at the heart of the 
 Republic is wholly commendable. This truth has been 
 expressed by someone : "Work for boys is useless ; work 
 with boys is rewarding; work by boys is the keynote of 
 future evangelism." 
 
 92 
 
(C) The Boys' Department of the Young Men's 
 Christian Association — City. 
 
 A discussion of the work of the Young Men's Chris- 
 tian Association in its larger aspects does not properly 
 belong here. The boys' work both in city and county 
 organizations, is wholly commendable. The threefold 
 purpose of the Young Men's Christian Association, the 
 development of body, mind, spirit, dominates the pro- 
 cedure in the boys' department as in other departments. 
 In the city organization a boys' secretary looks after the 
 interests of those under the age of eighteen; those over 
 eighteen are enrolled in the senior department. In con- 
 junction with the physical director of the organization, 
 he trains the boys periodically in athletics. The training 
 class for those under twelve is in session usually about 
 once a week. After the training class each time the boys 
 have a swim, subsequent to which they enjoy under the 
 leadership of the Secretary, a brief period of Bible study. 
 This study is adapted to the interests of the boys of each 
 age. Those under twelve may have guessing games in 
 which each boy tells a Bible story, leaving out the names 
 of the characters. Or they may play Bible baseball, in 
 which the players run from base to base and miake scores, 
 as in ordinary baseball, Bible questions and answers being 
 substituted for ball and bat. In this game an answer to 
 a question permits the batter to take first base, and any 
 who may be occupying a base to move one farther. Fail- 
 ure to answer three questions forfeits for a side the 
 right to bat. 
 
 Some of the older groups have a type of study more 
 solid in character and requiring preparation. 
 
 93 
 
The social life of the boys is developed through period- 
 ical hikes, tournaments of various kinds, evenings spent 
 in games. Father and Son banquets, etc. 
 
 Christian ideals and service are emphasized, and def- 
 initeness of decision and action insisted upon. The prin- 
 ciples taught and exemplified by the Master are brought 
 forcibly to bear upon the boys. The spirit of "help the 
 other fellow" is the essence of the department as it is of 
 the entire Organization. Decision days and "Win-My- 
 Chum" weeks make morally imperative a definite stand 
 for right and definite service on the part of members. 
 
 The live secretary is alert to develop leadership. He 
 obtains good results ; primarily, by discovering those ca- 
 pacitated to lead; secondly, by giving them responsibili- 
 ties in taking charge of groups of younger boys. He 
 discovers as early as possible those who are fitted to 
 become leaders that he may give them special prepara- 
 tion for the weighty responsibilities which will devolve 
 upon them later in connection with the larger work of 
 the Young Men's Christian Association. 
 
 The appeal of the Organization to the boy is in every 
 particular a wholesome one. There is nothing in con- 
 nection with it which may be termed "Sissy" ; it is red- 
 blooded Christianity. The Secretary does not "mother" 
 the boy ; he toughens him physically, and stimulates him 
 to all-round development. He seeks to promote in every 
 boy a healthy body, a sound mind, a conquering will, a 
 spirit that soars, and an attitude of social service. 
 
 (D) The Boys' Department of the Young Men's 
 Christian Association — County. 
 
 Within our century probably the most serviceable 
 branch of the Young Men's Christian Association has 
 
 94 
 
been instituted, that of the County work. This depart- 
 ment is yet in its pioneer stage, but where it has been 
 organized, in nearly one hundred counties of twelve 
 states, it has proved a thorough success. The county is 
 the unit, within which a secretary has charge of all 
 work which would properly fall under the scope of the 
 Young Men's Christian Association. He organizes such 
 study courses among men and women as tend to enhance 
 the progress and beauty of country life; he institutes in 
 villages and in city and rural high schools, Y. M. C. A. 
 organizations; he cooperates with church, school, and 
 improvement societies of every type for the betterment 
 of rural conditions. 
 
 The County work demands leaders and develops them 
 to a degree surpassing that of any other branch of the 
 Organization. Since the County Secretary, due to the 
 large scope of his supervision, cannot long remain in one 
 place, he must choose capable leaders in every locality 
 to carry on the work. The Organization in this respect 
 meets one of the greatest of rural needs, that of having 
 potential leaders developed. For the lack of leadership 
 rural life has gone down; until the reverse condition 
 obtains it will never come to the front. 
 
 The Secretary does not directly attempt to institute a 
 Y. M. C. A. organization in a village or high school. He 
 calls together the boys of a locality, plays games with 
 them, and organizes them in athletic associations. With 
 a lively interest created in athletics, after he has secured 
 the confidence of the boys and the community, he may 
 effect the organization. 
 
 He keeps in touch with the work of a locality, appoints 
 leaders for athletics, agricultural activities, study of rural 
 betterment, social activities, and Bible study. Periodical 
 
 95 
 
county field meets are held, and annual agricultural fairs 
 in which the best of everything produced by farm boys 
 is put on exhibition. Thus the County Secretary may go 
 a long way toward unifying the most wholesome interests 
 of a county. Through his periodical visits to each local- 
 ity in which he has organizations, and through semi- 
 annual conferences for the leaders of village and high 
 school organizations, a live secretary is able to exercise 
 a close supervision over the work of the county. 
 
 There is an increasing demand in unorganized terri- 
 tory for County work. It promises great things toward 
 the realization of that which will be most imperative in 
 our new social order, the upbuilding of country life. A 
 County Secretary has opportunities for rural betterment 
 and for the development of leadership enjoyed by no one 
 in any other calling of life. County secretaryship offers 
 to the capable man a very pleasant, though a very busy 
 life. He is paid a comfortable salary for his services; 
 moreover, he is sent by the Organization, with expenses 
 paid, to a Y. M. C. A. County School during portions of 
 three consecutive summers. These schools are held at 
 Lake Geneva, Wisconsin; Estes Park, Colorado; Asilo- 
 mar, California; Harper's Ferry, Virginia; Blue Ridge, 
 North Carolina. 
 
 Since the work is in its pioneer stage, there is ample 
 opportunity for promotion offered to the secretary who 
 can "make good." College graduates are preferred as 
 secretaries, though students of the senior college are 
 sometimes accepted. Detailed information relative to 
 the work may be procured from the Rural Depart- 
 ments of the Y. M. C. A. College of Chicago, or of 
 Springfield, Mass. 
 
 96 
 
CHAPTER IX. 
 
 Concluding Remarks. 
 
 The success of any organization in accomplishing its 
 purposes, though inherently good it may be and whole- 
 some its principles, is circumscribed always by certain 
 conditions. If the organization succeeds, it must have a 
 favorable atmosphere, and intelligent, sympathetic man- 
 agement ; it must be understood in its true significance by 
 parents. But above all, it must have leadership. Not 
 every adult is fitted to be a leader of boys or girls. Some 
 educators and moralists have quite sufficient capacity to 
 lead adults, while they miserably fail in adapting them- 
 selves to conditions requisite to dominate a group of boys 
 or girls who live in a world to which most grown-ups are 
 utter strangers. 
 
 On the list of qualifications for successful leadership 
 certainly we must give executive ability a prominent rank. 
 In the first place, the leader must have a comprehensive 
 grasp of the proximate and ultimate aims of the organiza- 
 tion. He must have a far-seeing vision, definite things 
 in mind to accomplish; he must see the end from the 
 beginning. The man in life who aims at nothing usually 
 realizes his aim. The primary requisite for success in 
 any field of endeavor is that the individual who will suc- 
 ceed have in mind a definite goal. We have no room 
 for the man or woman who is without an aim, arid cer- 
 tainly not as leader of a group of boys or girls. And 
 secondly, the leader must put forth every ounce of 
 energy and personality at his command to realize his 
 
 97 
 
goal. Most people are creatures of circumstances, easily 
 deflected from purpose. The real leader is not dominated 
 by, but dominates circumstances. Decision spells suc- 
 cess ; drifting spells failure. The key to success in every 
 walk of life is given us in the words of the Wise Man : 
 "Let thine eyes look straight on and thine eyelids straight 
 before thee." Then the successful leader keeps ever in 
 mind the goal of the organization and strives to attain to 
 that goal. 
 
 The leader must have capacity for growth. The sub- 
 stance of his commission is to mold and wield boys 
 or girls for unselfish ends. He must constantly discover, 
 enlist, affiliate, test new human forces, both from within 
 the membership and from without it, if the larger poten- 
 tialities of the organization are to be realized. 
 
 A most imperative requisite for leadership is a capacity 
 of Christian love for the boys or girls who are to be led ; 
 the leader should have a limitless zeal for the conserva- 
 tion and sublimation of the best that is within them, a 
 vision of the realization of exalted manhood and woman- 
 hood already existing in potentiality beneath the unkempt 
 exteriors of those who are waiting only to be shown the 
 way to the diviner heights of life. He should have a 
 consciousness of the far-reaching results of the salvation 
 of a child. An adult rescued from sin means a soul 
 saved, but a child taken from the paths of error means 
 the saving of a life, with all that that may mean to soci- 
 ety. A proper evaluation of boys and girls will impel the 
 leader to go into the highways and byways to enlist them, 
 rather than to limit the membership of a club to those 
 who are at hand and who volunteer to become members. 
 The criticism to be made of most of our organizations is 
 that their membership is composed of boys and girls who 
 
 98 
 
are from good homes, and who are consequently not so 
 much in need of moral and spiritual training as is the 
 waif of the street. The gangs of boys who have no 
 uplifting home influences, who have never known the 
 meaning of reverence or of high ideals, who spend their 
 Sundays in desecration, with no hope or prospect of 
 rising above the rabble, should be garnered into the soci- 
 ety. With all the appeals to their interests that a live 
 organization will make, they can easily be brought within 
 the pale of the church and to a high plane of living. 
 
 Sacrifice on the part of the leader will be requisite for 
 these tasks, but Christian service without it is not worthy 
 of the name. For lack of heroic sacrifice the church is 
 sadly failing in its mission. If there was one trait which 
 characterized its Founder predominantly above every 
 other, that trait was absolute unselfishness. The disciple 
 is not above his Lord. He who does not strip for the 
 race disregards the fundamental requisite for winning it. 
 
 Moreover, the leader must know the boys or girls 
 who are to be led. 
 
 A noted oculist, when lauded for his scientific achieve- 
 ments, once replied, "Yes, I have acquired some degree 
 of skill in my profession, but in that acquisition I ruined 
 a peck of eyes." Parents, teachers, and juvenile leaders 
 everywhere are ruining boys and girls because they do 
 not understand them. If there are subjects par excellence 
 which should displace in our public schools some of 
 those timeworn and outgrown by the age, unquestion- 
 ably two of these subjects are psychology and pedagogy. 
 They should be non-elective subjects in every high school 
 and college, and a part of the educational curriculum of 
 every church. The day will come, if educational prog- 
 ress continues to be onward and upward, when some 
 
 99 
 
knowledge of psychology will be legally recognized as a 
 necessary qualification for legitimate parenthood. 
 
 The leader must understand the tastes, ideals, interests 
 of the boy or girl with whom he works. The youth is 
 half won if he has the consciousness that he is under- 
 stood by, and has the sympathy of the leader. The leader 
 must have an abiding interest in the physical activities, 
 plays, games, and all the romance that characterizes the 
 youthful mind. Especially is it important, though not 
 absolutely essential that the leader be an athlete. 
 Through the medium of athletics probably more boys 
 can be reached by a moral leader than by any other 
 means. The athlete is a hero of every boy. Other things 
 being equal, the boy looks to him as a model of the 
 superman, strives to stand in well with him, -and aspires 
 to make of him a confidant. 
 
 And finally, the leader must himself be the embodiment 
 of high ideals. He must stand for the noblest in morals, 
 and live up to his creed. Not only desirable traits of 
 character, but all moral traits that characterize a leader, 
 are copied by those in his charge, if he be such a leader 
 as to elicit admiration and inspire confidence. A whole- 
 some attitude toward all moral issues counts for much, 
 and is to be placed on a par with unimpeachable moral 
 conduct. 
 
 Leaders having these qualifications are not numerous. 
 In the future we must see to it that they are made. 
 Primarily we must discover potential leaders ; secondarily, 
 we must develop them. The teacher in the public schools 
 is in a position to be of much service to the leader of the 
 organization in finding these leaders. But how will the 
 teacher find them? How know the boy who will make 
 a good leader from those who will not? Partially, but 
 
 100 
 
only partially, through the boy's capacity for intellectual 
 achievement. The large question for him who seeks 
 potential leaders is, "Who is the boy that dominates the 
 play on the grounds?" "Who is the president of the 
 Class ; the 'yell leader' ; the boy who is looked to in any 
 situation to dominate that situation?" He has the essen- 
 tials of leadership. If he be placed in the training school 
 of the live boys' club that stands for the all-round devel- 
 opment of the individual, he is likely to become a leader 
 who will prove serviceable to his community and to 
 society. 
 
 Successful leadership comes to no one as a free ^ift. 
 It is purchased at great price. He who would dominate 
 others, let them be children or adults, must do it at the 
 cost of sacrifice, self-negation, expenditure of time, tal- 
 ent, brain. But over against these negative aspects of 
 leadership, let him remember that personality is the great 
 big thing in life that counts. He who gives himself to 
 the world in terms of personality does more for society 
 and reaps a greater reward in the enriching of his spirit 
 than he who limits his gift to material wealth, though 
 he tithe the income of a Midas. 
 
 lOI 
 
BIBLIOGRAPHY AND REFERENCES. 
 
 Books. 
 
 1. Angell, Psychology; Holt, 1908. 
 
 2. Bacon, Young People's Societies; Appleton, 1900. 
 
 3. Brinton, Religions of Primitive Peoples; New York, 1897. 
 
 4. Buck, Boys' Self -Governing Clubs; Macmillan, 1903. 
 
 5. Butler, The Meaning of Education; Scribners, 191S. 
 
 6. Carlyle, Past and Present. 
 
 7. Chamberlain, The Child; Scribners, 1907. 
 
 8. Clark, The Children and the Church; Boston, 1884. 
 
 9. Cressey, The Church and Young Men; Revell, 1903. 
 
 10. De Garmo, Interest and Education; Macmillan, 1902. 
 
 11. Fiske, Boy Life and Self -Government ; Association Press, 
 
 1911. 
 
 12. Fitch, Educational Aims and Methods; London, 1900. 
 
 13. Forbush, The Boy Problem; Boston, 1901. The book con- 
 
 tains an excellent bibliography, and directory of boys' 
 clubs. 
 
 14. Froebel, Education of Man; Appleton, 1902. 
 
 15. Gladden, The Christian Pastor and the Working Church; 
 
 New York, 1898. 
 
 16. Hall, Youth; Appleton, 1908. 
 
 17. Principles of Character Making; Lippincott, 1913. 
 
 18. Home, Philosophy of Education; Macmillan, 1904. 
 
 19. Huxley, Science and Education; Appleton, 1899. 
 
 20. James, Principles of Psychology; New York, 1893. 
 
 21. Locke, Some Thoughts Concerning Education. 
 
 22. McKinney, Bible School Pedagogy; New York, 1900. 
 
 23. Mead, Modern Methods of Church Work; New York, 1897. 
 
 24. Painter, Great Pedagogical Essays; American Book Com- 
 
 pany, 1905. 
 
 25. Payot, Education of the Will; Funk & Wagnalls, 1909. 
 
 26. Puffer, The Boy and His Gang, Houghton, 1912. 
 
 27. Richardson and Loomis, The Boy Scout Movement Applied 
 
 by the Church ; Scribners, 1915. 
 
 28. Ruediger, The Principles of Education ; Houghton, 1910. 
 
 29. Wells, Social Evenings; Boston, 1900. 
 
 30. White, The Court of Boyville, New York, 1899. 
 
 I02 
 
DIRECTORY OF ORGANIZATIONS, 
 
 MANUALS, AND ADDRESSES. 
 
 31. Boys' Brotherhood Republic, City Hall, 839 South Ashland 
 
 Boulevard, Chicago. 
 
 32. Boys' Orderly and The Hale House Republic, Hale House, 
 
 Boston. See Annual Report and The Hale House Log. 
 
 33. Boys' Department of the Y. M. C. A. International Secre- 
 
 tary for Boys, E. M. Robinson, 3 West Twenty-ninth 
 Street, New York City, will answer questions. 
 
 34. Boy Scouts, Manual for Boy Scouts of America, 200 Fifth 
 
 Avenue, New York. 
 
 35. Camp Fire Girls, 1910, Camp Fire Girls' Publishing Com- 
 
 pany, New York. 
 
 36. Captains of Ten, Mackintire; General Alliance of Workers 
 
 with Boys, Fall River, Mass., 1910. 
 
 37. George Junior Republic, William R. George, founder, Free- 
 
 ville, N. Y. 
 
 38. Girl Scouts, Harriman Bank Building, 527 Fifth Avenue, 
 
 New York City, 1915. 
 
 39. Good Will Club, Hartford, Conn., Miss Mary Hall, founder 
 
 and superintendent, 1900. 
 
 40. Junior Brotherhood of St Andrew, Hubert Carleton, Car- 
 
 negie Building, Pittsburgh, Pa. 
 
 41. Junior Christian Endeavor Society, John Willis Baer, sec- 
 
 retary, Tremont Temple, Boston. 
 
 42. Knights of King Arthur, William Byron Forbush, founder, 
 
 Lebanon, N. H. 
 
 43. Knights of the Silver Cross, 224 Waverly Place, New York 
 
 City. 
 
 44. Little Lodge of the Wood Craft League, Doubleday, Page, 
 
 New York City. 
 
 45. Luther League, headquarters, Box 133, Washington, D. C. 
 
 46. Phi Alpha Pi, H. W. Gibson, care of Y. M. C. A. State 
 
 Committee, Boston, Mass. 
 
 47. Queens of Avalon; address same as for Knights of King 
 
 Arthur, 1915. 
 
 48. Wood Craft Manual for Boys, Doubleday, Page, 1917. 
 
 49. Wood Craft Manual for Girls, Idem, 1916. 
 
 50. Yeoman of King Arthur; address same as for Knights of 
 
 King Arthur. 
 
 103 
 
Magazines. 
 
 51. A Study of Children's Ideals, Popular Science Monthly, 
 
 Vol. LIII, 1898. 
 
 52. A Study of the Boyhood of Great Men, Pedagogical Semi- 
 
 nary, Vol. IV, No. 1, 1896. 
 
 53. Boys as Savages, Association Outlook, July, 1899. 
 
 54. Education by Plays and Games, Pedagogical Seminary, Vol. 
 
 Ill, No. 1, 1896. 
 
 55. Religious Periods of Child Growth, Educational Review, 
 
 Vol. XVI, 1898. 
 
 56. The Boys' Club Leader; How to Help Boys, Vol. I, No. 1, 
 
 1900. 
 
 57. The Religion of Childhood, Zion's Herald, January 24, 1899. 
 
 58. The Psychology and Pedagogy of Adolescence, Pedagogical 
 
 Seminary, July, 1897. 
 
 59. The Study of Adolescence, Idem, June, 1891. 
 
 60. The Religion of Boys, Association Outlook, Springfield, 
 
 Mass., 1898-99, or Association Boys, 1902. 
 
 104