Se
—
\
World’s Conference
Young Men’s Christian Association
Helsingfors, Finland
August 1-6, 1926
DISCUSSION OUTLINES
FOR USE IN A PRELIMINARY
STUDY INTO PROBLEMS
AND ATTITUDES
OF BOYS AND
YOUNG MEN
“he National Council of the
Young Men’s Christian Associations
of the United States of America
New York
eS
Additional Copies
of these Outlines may be had from
I. B. Ruopes,
347 Madison Ave., New York City
Complete sets... . Gece eee $ .75 each
“ce
Single outlines. 209. aera .1O
s)
»)
TABLE OF CONTENTS
Outlines for Use With Boys (12-14, 15-17 years of age)
OUTLINE
Or
6.
10.
A:
12,
13.
14,
15.
16.
Lis
18.
19.
20.
ProcepurE For Brcrnnrnc Work Wir A Group (Boys 12-14 and 15717 and young men
18-25).
Tue Homes or Boys (Boys 12-14 and 15-17).
Boys AND THE CHurRCH (Boys 12-14 and 15-17).
Boys AND Scuoou (Boys 12-14 and 15-17). (The Outline, “When Is Further Education
for Young Men Worth While?” may also be used for boys 15-17).
How Mvucu Work SuHouL A Boy Do? (Boys 12-14 and 15-17).
How Mucu SHou. A Boy Puiay? (Boys 12-14 and 15-17).
PATRIOTISM AND YOUNGER Boys (Boys 12-14). (For boys 15-17 see outline on “The Goy-
ernment and Young Men’’).
How Boys 41.0 Youne MEN May Finp Out WHat To REap (Boys 12-14, 15-17 and young
men 18-25).
Worsuip Amone Boys anp YouneG MEN (Boys 15-17 and young men 18-25).
From Wuart Sourcess Do Boys Get THe Earry Ineas ABpaut SEx? (Boys 12-14).
Wuat ARE THE RIGHT PRACTICES IN THE RELATIONS OF Boys AND Girts? (Boys 15-17 and
young men 18-25).
Boys AND RacrE FEEtrNe (Boys 15-17). (Use Outline “Young Men and Race Feeling”
No. 19).
Race REiLAtTions in INpustry (Boys 15-17). (Use Outline for young men, “Race Rela-
tions in Industry” No. 20).
Outlines for Use With Young Men (18-25 years of age)
PROCEDURE FoR BEGINNING Work wiTtH A Group (Young men 18-25). (Use same outhne
as for Boys).
Younc MEN Aanp THE Home (Young men 18-25).
YounG MEN AND THE CuHurRCH (Young men 18-25).
WHEN Is F'urTHER EpucaTION For 4 YoUNG Man WortH Wuue? (Boys 15-17 and young
men 18-25).
How May Youne Men Make THE Most or ScHoor and CoLLEGE? ( Young men 18-25).
Youne MEN anv THEIR Work (Young men 18-25).
Wuat PLacE SHOULD RECREATION Have IN THE Lire or YounG MEn? ( Young men 18-25).
THE GovERNMENT AND Younc MEN (Boys 15-17 and young men 18-25).
How May Youne MEN Finp Our Wuart To Reap? (Use same outline as for boys, “How
Boys and Young Men May Find Out What to Read” No. 8).
WorsHip AmMonc YounG MEN (Use same outline as for boys, “Worship Among Boys and
Young Men” No. 9).
Waat ARE THE Ricut Practicks IN THE RELATIONS OF YOUNG MEN AND YounNG WomeEN?
(Young men 18-25). (Use same outline as for boys, “What Are the Right Practices
in the Relations of Boys and Girls?” No. 11).
Younc MEN anpD Racer Feetrne (Boys 15-17 and young men 18-25).
Race RELATIONS IN INDusTRY (Boys 15-17 and young men 18-25).
CHAIRMEN PROMOTION COMMITTEES
I. B. Ruopves, General Chairman,
347 Madison Avenue, New York City.
Eastern Recion—H. T. Baker, 347 Madison Avenue, New York City.
SouTHERN Reeion—C, B. Loomis, 412 Palmer Building, Atlanta, Ga.
CrentraL Recion—E. W. Brandenburg, 19 South LaSalle Street, Chicago, III.
WesterN Reeron—Leonard Paulson, 1305 Chemical Building, St. Louis, Mo.
Paciric Reaion—Ralph Cole, 715 S. Hope Street, Los Angeles, Cal.
Paciric Region—Lester Adams, Fourth Avenue and Madison Street, Seattle, Wash.
For information regarding the organization of discussion groups,
address the chairman of your region.
Reports of the work of discussion groups should be sent to R. L. Ewing,
347 Madison Avenue, New York City.
These outlines were prepared by the following:
EDITORIAL COMMITTEE
R. L. Ewine, Chairman
IeB 2 Rhodes ’ A. G. Bookwalter S. Wirt Wiley
J. A. Urice Bruno Laskar Dr. John Brown
Frederick Harris C. H. Tobias - W.F. Hirsch
A. J. Gregg A. S. Reed A. B. Nicholls
E. C. Carter R. C. Shoemaker E. C. Jenkins
C. C. Robinson S. M. Keeny George Irving
The results and reports of the discussion groups will be summarized and interpreted by the following:
COMMITTEE ON INTERPRETATION AND
REPORT
R. L. Ewine, Chairman.
Extcutive EprroriaL Group:
A. J. Gregg
W. H. Dewar
E. C. Carter
CAH Blebias
ApDVIsoRY GRovuP: ConsuLTInG Grove (by correspondence )
A. G. Knebel E. Ts Heald F. C. Freeman G. E. Goss
Avie eed R. G. Goodman J Wea Pontins L. C. Haworth
R. L. Cheney D. G. Latshaw He VWeeb eirce Chas. W. Gilkey
A. B. Nicholls C. D. Hurrey E. W. Brandenburg Ray Culver
H. T. Baker E. C.- Foster - George Irving A. Bruce Curry
C. B. Loomis A. W. Hanson Frank Ritchie Dr. John Hope
C. A. Coburn E. L. Saxton Pt Lo ester Kirby Page
THE WORLD’S CONFERENCE
The first World’s Conference of the Y. M. C. A. since
‘1913 is to be held at Helsingfors, Finland, August 1-6,
1926. The Committee of Arrangements has decided upon a
type of conference somewhat unlike the previous gatherings
of the World’s Alliance. Instead of the more formal pro-
gram devoted largely to addresses and papers, the effort is
being made to insure that the Helsingfors program, while
including a few prophetic and inspiring messages by out-
standing leaders of youth, be a real conferring together,
both of the fifteen hundred delegates, and equally a real
conferring together of hundreds of Association members
throughout the world who will not be able to go to Finland.
Helsingfors is to be one event in a search beginning im-
mediately and continuing through the conference into the
following years. This search has been defined as “an in-
quiry as to the Christian way of life in personal, social and
international affairs.” A commission of the World’s Com-
mittee will endeavor to evaluate the work of the inquiry,
but the main process will be valid only in so far as it is
carried out by groups of boys and young men inside (and
outside) of the Association throughout the world. The fol-
lowing outlines have been prepared through a process of
experimentation to serve as tools for groups to be formed
under Y. M. C. A. auspices. They are based on the assump-
tion that sometimes boys and young men cannot give in
ready and offhand fashion a clear answer to questions about
their attitudes or interests or problems, but that out 6f the
give-and-take group discussion and under he guidance of:
a leader, they can come to see these more clearly. The
basis of the whole inquiry must be a nation-wide and eventu-
ally a world-wide study in local groups of the question
“YoutuH Facinc THE WorLD.”’
A picture of the problems and perplexities which boys
and young men everywhere are actually facing can only
be accurate if hundreds of groups cooperate in making a
first-hand study.
Some of the outlines are adapted for both boys and young
men; others will be more suitable for one group or the
other. Local experiment will be most helpful in ‘determin-
ing this. Each person receiving these outlines is asked to
use one or more of them with a group either of boys or
young men and to report the results. Such reports should
be addressed, ‘‘The Helsingfors Inquiry,” and sent to R. L.
Ewing, 347 Madison Avenue, New York City.
CHOICE OF DELEGATES
As Helsingfors is to be something more than an ordinary
convention, the Conference Committee is asking all National
Councils to choose the delegates with unusual care. It is
hoped that as far as possible delegates may be selected by
the autumn or winter of 1925 so that each may prepare
for the conference by actually leading discussion groups
of boys or young men, using such outlines as these. Dele-
gates who have not had this preliminary preparation will
be at such a disadvantage that it is recommended that the
Ld
National Councils give preference to those who have par-
‘ticipated actively in these discussions and the studies for
The Committee has also de-
cided to ask the National Councils to insure that a propor-
tion of each delegation should be under twenty years of
age. It is, of course, expected that such also would be
selected on the basis of their participation in local group
studies preparatory to the conference.
which the conference calls.
YOUTH FACING THE WORLD
Clearly, those who planned for the Helsingfors Con-
ference had in mind that there should be presented in that
gathering an authentic picture of the attitudes of boys and
young men over the world as they face the concrete prob-
lems of this generation. “Youth Facing the World” is in
itself a thrilling title which calls up in the mind, as by
magic, the great issues that are bewildering and. acutely
troubling mankind. It is hard to conceive of a more appro-
priate quest for the Young Men’s Christian Association than
this search for the real soul struggles of youth. Pursued
with open mind, scientific precision, and true moral pas-
sion, this quest should lead us to results upon which a much
more intelligent and effective program may be safely
erected. Such results should be of great service, not only
to local Associations in the conduct of their daily enter-
prises, but also to national movements. dominated by a de-
sire to serve each other, a desire to make all Association
experience available for use in every part of the world.
Such a survey will be not only unservicable but perhaps
actually harmful if it be but a digest of traditional opinions.
The danger that it will sink to this level is probably more
threatening in highly developed mo ements than in those
whose habits are in process of formation; because the spe-
cialized and prosperous organization through its very
success is liable to regard some things as “settled.” The
conditions of life everywhere are changing under the in-
fluence of new forces or old forces whose strength has been
renewed. Under such circumstances it is not the part of
wisdom to “assume that any significant attitude remains
unchanged. It is time, indeed, that there should be applied
to all who have elected to devote their best energies to the
highest interests of youth some such stimulus as preparation
for Helsingfors. It demands a restudy of the needs of
boys and young men and of the program to meet those
needs.
Expert Opinion Insufficient.
Something more is required than a mere collection of ex-
pert opinion. If our survey begins and ends with secre-
taries and leading laymen, the result will represent less the
attitude of boys and young men than the hopes and fears”
for youth that dominate the hearts of mature leaders. In
the production of such a composite opinion,. it is fairly
certain that individuals possessed of the gift of facile ex-
pression anu those whose interests are primarily intellectual
would carry undue weight. Men of action would be meag-
erly represented and the rank and file would hardly appear
at all. The attitudé of non-Christian groups, particularly
those which are hostile, would be unlikely to secure a fair
presentation. All indirect interpretation is reflected through
prejudices of which it is well-nigh impossible to divest
ourselves; and personal purposes, in exact proportion as
they are vital and sincere, tend inevitably to deflect the
reporting of facts subjected to a ‘casual investigation. There
would be much of interest and real value in an analysis of
the collected opinions of our leaders, of the impressions
made upon professionals by the life of youth; but this
would not serve the high purpose of Helsingfors.
There seem to be at least three courses which appear to
lead toward the truth:
1. We must discover the particular movements that are
today attracting the loyalty of boys and young men.
2. We must study those formal pronouncements which
youth through self-conscious Youth Movements is mak-
ing in its own behalf.
Se)
. We must ask boys and young men themselves.
The first two tasks are research enterprises and probably
serviceable mainly to check the direct data otherwise
secured: The third is the course, dificult though it be,
which should yield the most solid results.
Search at the Source.
We must ask the boys and young men themselves. That
is, we must study the attitudes of enough of them to secure
sufficient data on which to base at least tentative generaliza-
tions. It is desirable that such a-study should be conducted
during a definite and not too extended period and by
methods which are sufficiently akin over the whole area of
study to permit of reasonably accurate comparison.
The choice of methods to be pursued in such an investiga-
tion is a very delicate matter. Little argument is needed
to convince any thoughtful man that one cannot trust simply
to direct questioning as in a questionnaire. Men’s memories
play queer tricks, their powers of observation and descrip-
tion are generally faulty; they are prone to be misled by
peculiar inferests or deflected by the very form of the
questions themselves; and, especially in the case of youth,
pure mischief has upset some promising investigations. The
errors due to these and other causes cannot be eliminated
entirely on any known plan, but some devices have been
employed which partly overcome the difficulties. Certain
forms of questionnaire have been devised making use of the
“true-false’”” method. Others have mitigated the error by
a system of questions which break up larger issues into
their component parts and thus narrow the range of pos-
sible answers. Still others employ questions which are
intended less to secure the information sought than to dis-
cover the manner of approach to the issue. There is no
need to go through the whole list. A special method lately
employed in various parts of the world involves the sub-
‘mission of questions to a group for group discussion, The
results so far achieved by this means give promise of large
possibilities. In this case, individuals check each other and
the group moves toward general conclusions that are more
trustworthy than any. single unsupported assertion. An
alert leader acting as an intelligent observer gathers much
from the trend of the discussion and the side lights are
frequently of the greatest value.
Tools for Group Investigation.
The need for very precise tools for these types of investi-
gation is most apparent.
group investigation; because where the survey: covers a
wide field, it is inevitable that the work will fall many times
into the hands of inexpert group leaders. It is, for this
reason therefore, that the outlines for discussion have had
as far as possible try-out in groups before they were put in
final form. The end achieved is a workable tool, not one
which fulfills the requirements of some a priori theory.
Leaders cannot be trained personally in every part of the
field, so it is necessary to have clear and concise instruc-
tions prepared for their guidance. Arrangements have also
been made to make it easy for them to record their findings
in a systematic manner. It would seem to be very desir-
able that among the many who will be enlisted in this study,
all or at least the majority of the delegates to Helsingfors
should participate actively in some phase of the program
of investigation. The best preparation for final discussions
is certainly to bear a share in the processes which lead up
to such discussions. By this means a real continuity would
be secured, not only before and through the conference, but
on into the realization in the local Associations throughout
the world of the conceptions that will undoubtedly take
shape at Helsingfors. For surely it will never be forgotten
that the real purpose of any survey is to prepare ourselves
the better to discharge the homely tasks of our regular
work.
The Opportunity for Revaluation.
The assembling and evaluation of the material collected
by group discussion is an important step in the process.
Here expert assistance is welcome, and there is here a
wide field for the effort of those of long experince in
Association work. At this point it becomes plain how
great a service this preparation for Helsingfors may be
to the- Associations which participate. Thev will have a
superb opportunity for surveying the needs of their local
fields under conditions that will make possible useful com-
parisons with other situations. The processes which will
culminate in Helsingfors may all be carried out on a
smaller scale locally, within a group of local Associations,
and nationally. As long as the data are transmitted with-
out alterations, every intelligent preliminary evaluation
will at the same time very matersallv assist those who must
make us each national report.
In each Movement, it is hoped, will be inaugurated the
methods ‘suggested here and such others as may come from
experience around the world. It is quite possible that as a
result there will be established a systematic examination of
the field of service of the Young Men’s Christian Association
available for purposes of program building, for testing
results, and for intelligently exploring new areas of en-
deavor. Such methods, developed under conditions of
scientific experimentation, will be ready to hand whenever
required by the necessities of any situation. Viewed from
this angle, Helsingfors may well mark a turning-point in
Association history, the inauguration of a new working
alliance between scientific investigation and the assurances
of Christian faith which, through a new experience, may
lead us into a profounder philosophy of our peculiar. task
and a deeper commitment to enduring Christian service.
Particularly is this true of the,
iy
SUGGESTIONS FOR THE USE OF THE DISCUSSION OUTLINES
HOW TO BEGIN
Each Association sending a delegate to Helsingfors should
ask some of its staff and board members to have not less
than eight or ten unhurried sessions with a group of six or
a dozen bodys or young men. In addition, each Association
which does not send a delegate to Helsingfors should
form one or more similar groups. These sessions should
be in a quiet place, preferably around a table with the
leader as one of the group.
The most helpful plan is for the leader to propose ques-
tions and more or less rigidly hold the members to the
discussion. If he desires to learn fully from them he will
not intrude his own viewpoint but will be more interested
in watching the play of mind upon mind in the give and
take of the evolving process. He will realize that points
of view will be modified as the discussion proceeds.
If he is alert he will note the aspects of life about which
the members do not express themselves and also those on
which they do talk. During the discussion he will sum-
marize frequently, seeking to be fair to the points made.
He will proceed from question to question or from section
to section of these outlines only as the interests of the
group may lead. At the close of the session it is highly
desirable that he make notes of the trend of the discussion.
“A Master Discussion Outline” for the help of discussion
leaders will be furnished each one leading a group.
FIRST SESSION
The following (see outline entitled “Procedure for Be-
ginning Work With a Group,” on next page) is suggested as
a procedure for the first session. .A few simple penetrating
questions are put. A blackboard will be helpful if it can be
used without making the discussion too formal. (The sim-
plicity of the procedure here proposed should not be mis-
leading. It has been used successfully with groups of vary-
ing ages.) Slight rephrasing may make the outline more
fitted to its use. If followed sympathetically, the discussion
will be of immediate help to those taking part and at the
same time will assist the leader in getting a picture of the
varied life activity of the group.
SUMMARIES AND REPORTS
The committee responsible for the preparation of the con-
ference program desires to have reports from those using
these outlines. Such reports will guide in the development
of the program by indicating the matters: on which it will
be most necessary and profitable to devote study at Hel-
singfors. Those using the outlines, whether or not they
are to be delegates to Helsingfors, are requested to co-oper-
ate by sending in reports based on the work of their group.
Reports should be sent dricct to R. L. Ewing, 347 Madi-
son Avenue, New York City, and not to the Regional Com-
mittee or office.
OUTLINE NO. 1
PROCEDURE FOR BEGINNING WORK WITH A GROUP
(1-144 hours’ discussion)
(Fcr use with boys 12-14 and 15-17, and
young men 18-25)*
The purpose of this discussion is to discover the things
in life which boys are troubled about or in which they are
meeting with difficulty or confusion. The things thus dis-
covered will furnish the basis for discussion in subsequent
meetings of the group. The outlines which have been pre-
pared afford a selection from which the leader, in consulta-
tion with the group, may choose those that will be useful.
1. What takes up an average boy’s time?
a. What do boys talk about when they are just sit-
ting around?
Note: It would be well for the leader to list these on a
blackboard. The group showd work on these two questions
until a fairly comprehensive picture is secured of what
boys do.
2. Which of these things help them to live at their
best?’ How does each help? State briefly.
a. Which of the above hinder them from living at
their best? How does each hinder? State briefly.
Note: The leader may find it helpful to refer to the items
on the blackboard as the discussion proceeds. His aim
should be not so much to reach a final conclusion as to lead
members of the group in an appraisal of these matters.
Sh
Which of these (mentioned in answer to 1 and
l-a above) are most important in the life of
boys?
a. Which of these are most interesting? Perplexing?
b. Which of these does the average boy get most
help on?
Note: These three questions provide a summary which will
help the group to select the matters in which it is or should
be most concerned.
In the light of our discussion, which questions
do you feel it most worth while talking over at
succeeding sessions?
a. Which will be most helpful to this group?
Note: The leader should help the group to select the four
or five which the members regard as most important.
b. Which question should we talk over first?
Note: An hour given to this general canvass of the situa-
tion will aid a leader to become better acquainted with the
group. ‘The members should be at ease because they are
talking impersonally about these matters. At the close of
the discussion, the leader should recall the details, and out
of the suggestions made by the group at the close, be able
to select as a basis for discussion at the next session the
aspects of life in which they seem to be most interested.
One or more of the following outlines maybe of help here.
*When used with young men substitute the words “young man” or “young men,” for boy, or boys, etc.
a WHAT ARE THE AREAS OF DI¥FICULTY WITH BOYS?
I What makes up a boy's program of thinking and activity -
The following composite list taken from several reports and
thrown together regardless of age or social standing of the boys,
will help to give a bird's eye view of a boy world as it is today.
A boy is engaged in -
Studying, Loafing, Athletics, Home Activities, Girls, Radio,
Work, Dancing, Movies, Church Activities, Clubs, Gossip, School
Activities, Chums, Gang, Reading, Playing pool, Auto, Hobby,
Smoking, Conversation, Newspaper, Magazines, Teachers, Recreation,
Shows, Clothes (Styles), Smut, Filth, Swearing, Life Work, Other
folks, Parties, After-school employment, Sunday School, Home
chores, Politics, Controversies about religion and science, "Gab
fests," Self-advancement, School spirit, Leisure, "Petting,"
"Necking", Drinking, “Roadhouse” parties, Parents, Weekly allowance,
God, Self, High School Fraternities, Older Boys! Conference, Bad
company, Boy Scouts, Education, Pleasures, A Life Philosophy,
R.O.T.C. (Reserve Officers Training Corps), Y.M.C.A., Minstrel
Shows, Summer Camps, Billiards and Bowling, Social Service, Crap
Shooting, Walking, Hikes, Sledding, Stamp Collecting, Games, Giving
food to poor, Base Ball, Basket Ball, Volley Ball, Checkers, Tennis,
Billiards, Cue Roque, Ping Pong, Music, Bird house building, Wood-
ey craft, Kodaking, Skating, Gurrent news.
II Where are the chief areas of difficulty for boys?
A survey of the introductory studies that were made by some
groups in order to find from boys where their difficulties chiefly
lay, together with a study of the relative number of discussions
that were held in the various areas point out the following storm
centers for the present day American boy -
1. - His Home - Misunderstanding by parents - Outside loyalties
tend to draw the boy away - Lack of opportunity for
responsibility and self-expression in his home - Parents
much away from home, especially Father, and when there not
interested in his boy's activities, etc.
2. - His School - Teachers lack personal interest in him - Work
uninteresting - Boys long for more chance for self-expression.
3. - His Church - Not practical - Enjoys acquaintances there but
services of the Church on many important problems not helpful -
Hypocrites in it - Slow and dead - Lack of social message.
4. - His Work - Pay in many cases unsatisfactory, but more than
this is the uninteresting character of the work and the
frequent lack of chance to advance, to overcome difficulty
and to find tasks that reward in other ways than money.
>. Hours often unsatisfactory.
5. - His Relations with Girls - Much confused about social practices,
but whatever they should be, he tends to set up equal standards
for both boys and girls.
- 2 «
6. - His Recreation ~- Dancing, ete. - Glean sport - Social
practices, ete.
These six areas constitute the scenes of his greatest conflicts.
The kaleidoscopic array of activities, ete. mentioned above tend to
gather round and make themselves felt at these six vortices of life.
As one examines the material from the discussion groups and
studies these six outstanding problems or areas of difficulty he is
struck with the difference there is between the situations that
Mat: a ae numbers 1 to 4, and those that center around numbers
and 6. | } | : | |
With the first four the boy is up against well organized insti-
tutions of long standing traditions loaded with authoritarianism and
with reference to which he finds great difficulty in making himself
heard and in securing adequate opportunity for self-expression.
In case of the other two areas it is different. The way out
lies much more within the boy himself and there is a place where he
can take hold, and a channel through which his rising energies can
find a load sufficiently challenging to call forth his best effort.
The forces are within him and ¢an find a way of expression that will
lead to solution. A boy knows he can love the girl of his choice
and that he can worst his opponent in an athletic contest, and who
will say “nay” but his own inner urges, or what will bring him to
the Christian solution in the endeavor to find a way out, but his own
higher inner impulses, or to send him to defeat, but his own base
self.
fo further deepen the realization of the difference between
these two types of areas of difficulty one should try to picture a
boy in his athletic life endeavoring to meet his problems in an
institution as conservative as the church, Or as hide-bound as a big
business corporation; or trying to court his girl ina society
dominated by the Purdah System of the Mohanmmedans or the Betrothal
System of the Hindus. ; ie ie)
fhe essential character of his problem with his home, his church,
his school, and his job is how to deal with a highly developed system
of control which is often in charge of those ignorant of or indif-
ferent to his interests, unsympathetic with his aspirations and auto-
eratic in its method. His lack of social standing and economic power
makes him largely helpless. The way out for him, therefore, often
seems to be only either the frontal attack of revolt or the more con-
venient by-path of neglect.
fhe principal difficulty in his athletics and his relations
with girls is one of judgment as to standards of conduct. The old
standards are often insufficient or are in error when taken for
present day life, and he is at loss to find new ones that will be
adequate to his situation. As he experiments in trying to find new
standards he comes into conflict with the areas mentioned above,
namely, the home, the school, the church, and the business world,
and runs squarely against the steel frame work of these factors of
society. Given either the social standing or the economic resources
IITt
ea
the chances are that he would make short shrift of some of the
practices of these venerable institutions.
This restlessness of youth, their impatience with the past,
their feverish interest in the present, and their idealism for
the future are among the prize assets of our ongoing civiliza-
tion. It is the part and privilege of adults to keep near to
youth and in a sympathetic and democratic manner to work with
them in the constant adjustment necessary in our institutions of
society if all is to go well with our civilization.
A study of the boys of one comminity (Akron, Ohio), population
approximately 175,000. This study of the boys of the city of
Akron was carried on by a Committee of Fifty under the direction
of Walter. L. Stone, Boys! Work Executive of the Akron Y.M.C.A.
The first part of the study compiled under A is based
pretty largely on the Helsingfors Study Outlines. The material
under B, ¢ and D, were based upon procedure developed locally.
Below is given the exact report as furnished to the National
Gouncil Office by Mr. Stone, the only addition being the stars
that are added at the beginning o1 certain sentences under B and
CG. These are given to indicate the facts of larger significance.
Where two stars are placed it is done so as to indicate a fact
thought to be of more than usual significance.
RESULTS OF BOY LIFE INVENTORY
By Committee of Fifty
A. What Akron Boys Think About:
He thinks that Western Movies, the active exciting ones are
best. Next comes Comedy, followed by Educational films. His
hobby is first athletics, then radio and reading. His hobbies
include besides the above, auto racing, billiards, bee-keeping,
bowling, boxing, boating, camping, canoeing, dancing, drawing,
fishing, gymnastics, hiking, horse-back riding, hunting, movies,
music, photography, pigeon and poultry raising, prize fighting,
skating, stamp collecting, swimming, theatre, and working on
machinery.
He thinks Zane Grey's books are best, then Tarzan stories
and the Tom Swift series, followed by Mark Twain and Jack London,
but he reads everything and anything from Kipling and Lorna Doone
to Wild Fire, Clansmen and My Lady's Garter.
As to the jobs they think they would like to have, they
run from Actor to Wireless Operator. The jobs they have now run
from auto mechanic to vulcanizing. In wages they make from $5.50
a week to $40.00 a week - from $.20 an hour to 4.90.
When he talks with other boys their conversation is about
school, girls, athletics, work, hobbies and what he is going to
do - latest scandal or gossip and dirty jokes.
He thinks home is a pretty good place. He is not there a.
ng
whole lot. He takes it for granted. When he is home he reads
and "tinkers around.” He hates to be picked at by his parents.
Home is a place to stay and a place to get money to go PEeeen
of amusement with.
They think their Jobs are 0.K. when the boss is a real
fellow and works right with you, when the job is easy and inter-
esting. They think the job is rotten when there are long hours,
poor pay. No chance for advancement, not interested in the work -
when there is a rotten gang to work with and the older men try to
shove off their work on them.
They believe that the church is necessary. The majority of
them go to Sunday School, Church Service, Monthly parties, Church
suppers and play on the Church Athletic Teams. They think the
Church service should be shorter. Many would eliminate the sermon
entirely and have more opportunity for worship. ‘fhe boys that
don't go say it's easier to stay away than go, they are not inter-
ested in Church. Church activities don't compare in fun and
excitement with those outside. In Sunday Schools the teacher talks
too much and does not let the boys talk.
In regard to government, most boys have very few thoughts.
They take it for granted. They feel as yet no responsibility for
it. They have no voice in it. They do not think of government
being much more than the police department. It's something that
makes you do things, and not something that serves you.
They like to think they are giving an independent judgment
but in the majority of cases their course of action, no matter
. what they think about a thing, is determined by the actions of the
gang they run with.
They believe their problems are:
1. To make a living. | 3
2. fo find the right kind of recreation.
5. Something to tie to, to belleve in, to be sure of.
4. Relationships with girls. |
They believe a person can be a isda tian’, and net a Church
member.
Those that think about it at all believe that the most
important elements in Christianity are ~ a. Life of Jesus Christ;
b. Service; c. Respect for personality; d. Paith in men.
The thing about Jesus Christ that attracts youth is:
ae Power to live a straight life - resist temptation.
b. Endurance - all-round man.
©. Power to attract and hold men.
of Bk
The things about Him that make Him hard to accept are;
a. Impossible ideal.
b. Is He a fact or a myth?
¢. He is not popular in America.
These boys believe that Christianity fails to attract many
boys because they feel it is sissy, the over-bearing manner of
adult Ghristians, the “better than thous,” the unattractive way
in which Christianity is presented, too mich emphasis on "giving
up" and "sacrifice" rather than "fulfilling" or “Completeness of
life.” .
The teachings of Jesus that moat need emphasis today are
courage, brotherhood, tolerance, power te resist temptation.
The difference between a boy who is Christian and one who
is not is -
a. Conscious of God as Father.
b. An idea of service - others first.
co. A standard ~- an ideal to strive for.
B. What Akron Boys Do:
#3 out of every 4 have some kind of work to do at home
every day.
x7 out of 8 study at home every school day.
2 out of every 4 study at home on Saturday and Sunday.
#3 out of every 4 play around home every day.
“5 out of every 16 have a hobby.
1 out of every 2 loafs at home sometime every week day.
29 out of every 16 loafs at home on Sunday.
#27: out of every 8 read something daily other than school
books. ee
ue4 out of every 12 have daily personal devotions.
All ‘of them average 6 hours and 25 minutes in school
five days a week.
3 out of every 8 are in extra school activities and
special activities at school.
oe
#7 out of 12 go to church on Sunday.
*8 out of every 12 go to Sunday School Sunday.
“#1 out of every 10 have some recreational or club work
at their Chureh.
#1 out of every 20 attend a Young People's Society
Meeting in the Church.
1 out of every 8 read at the Public Library.
*l out of every 4 works away from home on School days.
o out of every 8 works away from home on Saturdays.
est out of every 6 works away from home on Sunday.
*6 out of every 16 go to the Movies on school days.
*7 out of every 16 go to the movies on Saturdays and
sund ays ®
“x5 out of every 8 play in the street or on vacant lots
away from home.
#3 out of every 8 belong to a boys! club of some kind.
#1 out of every 2 loafs somewhere other than at home every
week day.
“x7 out of every 12 loafs somewhere other than at home on
Sunday.
How Akron Boys Spend Their Time:
He spends an average of 55 minutes eating on school days
57 " Saturdays
1 hour and 16 « * " Sundays
He sleeps 9 hours 48 minutes on Saturdays and Sundays
8 40 " School days ~
He works 55 minutes a day at home on school pays load
1 hour 50 minutes on Saturdays. :
“He studies 46 minutes at home every school ae
"on Sunday.
He spends 44 minutes: in play at home on school days and loafs 353 mi
1 hour 11 " Saturdays and
loafs 1 hour 4 minutes
52 minutes in play at home on Sundays and
loafs 1 hour 41 minutes
He spends 16 minutes on school days on his hobby
23 " Saturdays and again on Sunday on his hobby.
~ 7
e 41 minutes are spent in reading on school days
eG " Saturdays
1 hour 19 " be eo iy " Sunday
*eHe spends 06 minutes a day at personal devotions
6 hours and 6 minutes are spent at school by Grade Sch.
Boys 5 days a week.
6 hours and 45 minutes are spent at school by High Sch.
Boys 5 days e week.
1 hour end 4 minutes he spends in Church Service on Sunday
1 hour he spends in Sunday School "
It takes him 34 minutes to go to and from school every day and
27 minutes to go to and from Church.
He works away from home 56. minutes a day on school days and 2
hours and 6 minutes a ony on Saturdays. : |
“#He spends 18 minutes a day at the movies on school days
t
48 " Saturdays
1 hour 15 " Me ae aia it 2 " Sundays
48 minutes are spent each bohbol day in St. or vacant lo
play
1 hour 50 minutes are spent each Saturday in St.or vacant lot p
41 it n it it Sunday ee Cas it n
He spends 16 minutes in boys' club activities during school days
29 on Saturdays.
He loafs somewhere else than home 45 minutes every school day.
1 hour 29 minutes every Saturday
1 hour 39 minutes every Sunday
He finds at the end of his school day that he hes 2 hours 40 minut
unaccounted for.
He finds at the end of his Saturday that he has 1 hour 81 minutes
unaccounted for.
He finds at the end of his Sunday that he has 1 hour 20 admiben
unaccounted for.
D. Where Akron Boys Spend Their Time:
The average grade school boy on school days spends 10 hours
56 minutes at home, of which 7 hours and 59 minutes are spent in
sleep. 6 hours and 6 minutes in school, 05 minutes in some kind
of Church activity, 5 hours and 51 minutes in the commnity at
shows, working or playing on street or in a boys' club and 6 hours
and 42 minutes of the 24 hours of a school day, he does not know
what he does. —
On Saturdays he spends more time at home ~- 16 hours and 7
minutes. He sleeps 10 hours of this amount. He spends 6 minutes
in some form of Church activity and 6 hours and 27 minutes in the
-8-
community, 1 hour and 30 minutes of which he works. He only has an
hour and 20 minutes that is unaccounted for on Seadea-
On Sundays only 59 minutes are unaccounted for, 1 hour and
39 minutes are spent in Ghurch andSunday School, 5 hours and 14
minutes in the community and 16 hours and 24 minutes at home, of
which 10 hours and 24 minutes are spent in sleep. -----
The boy in high school spends more time at home on school
days and sleeps longer than the grade school boy, 12 hours and 16
minutes are spent at home, of which 9 hours and 21 minutes are
spent in sleep. He spends 6 hours and 45 minutes in school, 8
minutes in Ghurch activities, 5 hours and 13. minutes in the com-
munity and has 1 hour and 38 minutes unaccounted for.
On Saturdays he spends 16 hours and 56 minutes at home,
sleeping 9 hours and 56 minutes and working 2 hours of that time.
He has no Church activity that day and spends 5 hours and 42
minutes in the community working 2 hours and 45 minutes of that
time and he has 1. hour and 42 minutes that is ungecounted for.
On Sundays, the high school boy has no time that is not
accounted for. He spends 2 hours and 40 minutes in Church activity,
5 hours and 10 minutes in the community, ef which 1 hour is spent
at movies and 1 hour in other entertainment and 16 hours and 10
minutes are spent at home.
His total average weekly schedule is:
School day Saturday Sunday
cE oN elmore geladisennaniniatne mee smorriette nemtT caret gerne Pe tat
‘Grade Sch. :High Sch.:Grade Sch.High Sch.Grade Seh.High S.
: : : : : :
hy) ; e
Unaccounted : : :
for : 3 42 2 P=) SB 2 Lo 20 4 = AR: O93
Compiled by:
Walter L. Stone,
Boys! Work Executive
Akron, Y. M. G. A.
OUTLINE NO.
2
a
THE HOMES OF BOYS
(For use with boys 12-14 and 15-17)
Note:
at once to solution and lastly to next steps.
with specific mention of the solutions and next steps connected with each problem.
under Problem D below.
INTRODUCTORY DISCUSSION (30 minutes’ dis-
cussion).
Thinking into the Situation.
What are some of the things that a boy must miss
if he had no home?
a. What drawbacks are there in some homes?
What do boys you go with say about their homes?
a. Regardless of what boys may say about their
homes, what does the amount of time they spend at
home reveal about their real attitude?
b. From the way they talk and act toward their
fathers, mothers, brothers, and sisters, what would
you say was their attitude toward their home?
Locating the Problem.
From the discussion so far, what changes for the bet-
ter do you think could be made?
a. Which of these affect boys alone?
others in the family?
b. What part should the boys take in making these
changes ?
Should a boy depend upon his parents to make the
home or should the boy expect to carry a share of
responsibility in making his home? Why?
Note: The above discussion doubtless will have brought out
several phases of home life which to the boys are not satis-
factory and in which the interest manifested would point
to the desirability of further and more detailed discussion,
Suggested outlines A, B, C, and D furnish opportunity for
such detailed discussion. The interest of the group should
determine the order and use of these discussions.
Which affect
SOME SUGGESTED OUTLINES FOR FURTHER
DISCUSSION.
Problem A—Relating to the Attitude of Boys
bo
4,
Toward Their Homes (30 minutes’ dis-
cussion).
Note: The questions cover
“solution” and “next steps.”
How do the various attitudes (revealed by questions
2, a and b, above) work out in actual practice? De-
scribe situations in which you have seen boys with
these attitudes. Why do boys you know have these
various attitudes toward home?
Which of these contributes most to the happiness of
a home?
What should be a boy’s attitude toward home?
How can a boy go about changing his attitude?
Problem B—What Are the Practices of Boys in
Their Obedience to Parents? (30 minutes’
discussion).
Note: These questions cover “solution” only.
How do different boys act in regard to obedience to
parents? Why do they so act? What seems to be
the effect of each on home life?
This discussion differs somewhit in form from the others.
further discussion take up the problems discovered in the
The suggested outlines for
introductory discussion and proceed
One report sheet should cover the whole topic
Or
See note
Should or should not parents expect to keep full con-
trol over boys until they are eighteen?
Which would be a better home—one in which children
were dependent upon their parents for direction in
all their activities or one in which children had been
allowed to think for themselves and develop reliance
in their own opinions? Why?
A youth of sixteen said, “Often we obey our parents
in such fashion that we are really We
do not fully obey our parents unless we feel within
What do you believe
disobeying.
us a satisfaction in doing so.”
was meant?
Who finally decides what a boy
come—the boy himself or his parents?
decide? Why?
a. If a boy is brought up to rely on his parents up to
his eighteenth birthday, what effect does it have on
the later years? Why? What evidence from old-fash-
ioned, parent-controlled homes applies here?
b. If a boy learns to rely upon himself does it mean
that he does or does not honor his father and mother?
Why?
If it is true that “a boy learns what he practices,” is
it better for him to practice dependence up to his
eighteenth birthday and then try
himself or to begin practicing self-reliance as early as
possible? Why?
Jesus said: ‘“‘Whoso. shall offend one of these little
ones * * * it were better for him that a millstone were
hanged about his neck.” What did he mean? Would
this teaching cause parents to make the children obey
explicitly or allow them to develop self-control?
Why?
a. What does the law that a boy or girl learns what
they practice, as illustrated by question 4, demand of
parents in a home?
is to do and to be-
Who should
to begin relying on
Problem C—Control and Authority in the Home:
The Question of Democracy (40 minutes’
discussion).
Note: These questions cover
How are homes you know managed when there is a
difference of opinion? What are the different ways
homes are controlled? What are th
disadvantages of each?
Is it more fruitful for boys to be led b
more fruitful for boys themselves to
ship? Why?
In which case does
“solution” only.
e advantages or
y adults or
assume leader-
a boy grow most, when the par-
ents do all the leading, when parents and boys to-
gether decide what ought to be done.
decides for himself what he will do?
believe as you do?
What are the advantages of a democratic home?
disadvantages ?
or when a boy
Why do you
The
6.
a. What does democracy demand in the management
of a home? Which of the three methods named in
Why?
b. What would lead you to believe or disbelieve that
Jesus would believe in a democratic home?
ce. Is it or is it not possible to have a family run upon
a democratic basis and yet teach boys to “Honor thy
Father and thy Mother.” How?
What would a democratic home mean when obedience
was mentioned? What would the boy obey in a
question 3 is the most democratic?
democratic home?
How would a democratic family deal with disobedi-
ence?
Problem D—Changes in Home Life (30 minutes’
discussion).
Note: These questions cover ‘next steps” only and should
in their use cover all the problems discussed under this
general topic of “The Homes of Boys.”
In the light of our discussion what changes would
we try to bring about in our homes?
How would we bring these changes about?
What difficulties would be met?
How could these difficulties be overcome?
What seems most worth attempting now?
What help will we need?
nS
THE HOMES OF BOYS
What is Home -
"The most obvious thing about home to the average boy would
appear to be that it is a place 'to eat and sleep! or ‘to hang
his hat.' One analysis of a day!s schedule (Durham, N.G., 50.
boys, av. age 17) showed the following:
At Home . Sleep . 8 hours
Meals 1g hours
Chores and Study es hours
Outside Home School be hours
After school
employment, clubs,
Church o-6 hours
-. Another group put it this way "the boy thinks it is more
like a’ hotel," (Hamilton, Ohio, 15 High School boys, age 15-17).
"This conception of home appears in nearly every one of the
discussions where the matter was taken up and reported upon.
While these things take up a major portion of the home hours,
yet a good bit of other home activities were usually mentioned,
viz. - reading, work, recreation, counsel, rest, bathing, radio,
entertaining, music, visiting with families, auto trips, worship,
chores, 'family games,'! fighting, ‘sit around,! running errands.
Parents and the Home.
"It is significant that in expressing their thoughts regarding
home, few boys, if any, seem to very much associate their parents
with home activities: occasionally it is implied and one definitely
uses the term:'family games.
More important than this attitude, however, is the almost
universal one that home is a place of neglect and unsympathetic
restraint on the part of the parents; particularly, Father does
not enter into. the: boy's Life, and that he is much away from the
home and sometimes the same is true of Mother as well; that apart
from his ‘place.as provider: and boss, Father counts for little in
the day's actual program. One group (Coatesville, Pa., Age 16-
18). concluded that 'more get togethers of the family would make a
happier home and a finer spirit!. Another group (Flanagan, I1l.,
Age 12-15) concluded that ‘parents do not take the responsibility
of providing recreation for their boys, that is the boys.are left
to shift for themselves while the parents seek their own type of
recreation.! It is not strange that some of this group considered
home ta dead place't with ‘nothing doing there.! ‘Object to
parents who scold them for keeping late hours.' (Hamilton, Ohio,
15 boys, ‘age.15+-17.) A group at Boone, la., felt that ‘if the
parents went with the boy more the boy would be in better places.!
A group of High School boys at the Hi-Y Camp Conference in
Massachusetts in discussing the tendency of boys to be attracted
away from home as they grow older felt that 'parents and children
ip wk
should be together more.' A sentence from the report of a
discussion with the Hi-Y Club at Passaic, N.J. is painfully
pathetic in its simplicity and truthfulness, - fon account of
the many changes in social life and outside activities the
thought of home is different than previous generations thought.
The character of the boy will be better if he has some say in
the activities of the home and if the parents and the boy work
together.
"Equally significant is the importance which boys attach
to the example of the parents. Here are a few answers: -
‘Parents don't go to church.! (Charleston, S.C. - White High
School, 10 boys, average age 14s) 'A dad should not expect his
son to obey a command to go to church and Sunday School when
he himself settles in a comfortable chair and reads the Sunday
papert - (Flanagan, Ill., Av. age 12-15 years). 'If the parent
went with the boy more, the boy would be in better places.! -
(Boone, Ta.) 'tAttitude toward God by father and mother makes
the homecWhat it is.' - (Mass. .H.S.: Camp Conference, Av. age
17 plus). ‘Father, too busy, father away too much and sometimes
the mother} sons are also too busy; .daughters.too busy; every-
one has too much poing one. Things are speeded up too much; too
many engagements for everybody .... We are jazzed and fed up
too much on things going on that a fellow has little capacity
left for appreciation of home.! - (Briarcliff Manor. Group).
d Se Ea Home and Self Expression, -
"This leads us into another very deeply felt lack in the
home, mentioned by many boys, namely the opportunity for self
expression. Here is the way they put it: 'Parents would: not
permit them to work in order to earn money for themselves ,!
(From Winston-Salem, N.C. 15 boys, average age 15). 'Too auto-
cratic, Father often and sometimes Mother, boun@ to have their
own way without considering the interests and desires of the
rest of the, family,! (From Durham, N.C..50 boys, average age 17).
This group admitted that making home interesting and democratic
were thard nuts to crack!. This statement from Flanagan, Ill.
(Ages 12 to 15 years), is significant, tit is not a general
feeling that boys should disobey their parents, but rather that
there are some decisions that the boy should make for himself
and some decisions that the parents should make for the boy.
‘Boys should take responsibility as well as parents.! (Mass.
High School Camp Conference, average age 17 plus.) 'He should
be receiving that discipline of learning to share.! (from Mass.
High School Camp Conference, average age, 17 plus). And again
from the same conference, the following statements are helpful
in getting the boy's point of view -' 'It would be best to
practice self-reliance before 18 so that when one becomes that
age, he will be better fitted to practice self-reliance, !
‘Cooperation in the home is the best principle,! ‘Self-reliance
is a gradual process all through boyhood in the home, from
simple things to full responsibility,! 'If the boy had a voice
in affairs, he would have more of an interest in the home,'
'A boy ought to play a part in the home life,! ‘Try to dope
out what needed to be done around the home, and do that thing
Matter of disagreement at home’.
aie
without being told to do so by the parents,! 'Children should be
allowed to develop and practice their own opinion to a certain
degree,' 'Start responsibility early,! 'Boys do not concentrate .
on home as much as they should because the homes thrive without
their help - they are not given responsibility,! 'Boys should
have some say in regard to their activities,! 'CGontrol can be
carried to a place where a boy will réebel.!t (Note..= the Mass-
achusetts High School Conference had 155 boys from 12 schools,
average age 17 plus, for the purpose of discussion they were
divided into a number of groups, hence the number of their revlies
quoted.) r Boys, ive the Chen cha
Baris At would appear
| ot lage’ and Puke von in contact ath tye Tinea vee
(South Bend, Inds, 46 % » AT} bie tom oy ctty pita
mpanienship, where verton any ¢ Cuma boa"
> | chareh ce a sin eer owen bed tench & “folior
roree”s. Seacnune _ : » es moaiaees Lrawes a meoup of ons
ing tee rach eee wk, poly Ba "$00 "Portal",
ale 12} boxes page 16. “ely . Rr Lendl
aot we in ela , mal ip C10, mean tn
"00 lov to catch, up a wits | iets | hat wo 3
tnys gf smoll et CS atreng on
? Bod = .
- giving opports
‘While the beys are full of ertidin of the | oh
ane not aarine iu creative ideas and construct.
aa to what sr tonaider abowld be danas This is
vy their resctiogg eteted in the following terms: ."
service of ~ .D Waieh wth share demooratiay forum].
mere boa b Dovey age a - he 7
and aot teo rach
egre College, A Leo 1G ,
) work ourselves” (TAlweukee, 843.
bao the deveet cute ano of nds eg
Tiaded, up-to~d seams ean ey Toes form
presen. oth now bo live ami get on with fo: : ant loss on Wes
: and doctrinas, disputes G%Ce ae ‘5 gornons”, iy
Be rsp to chur » help: MpPRrove ‘ite. Galtting efea n ae ae
(cele ) Mate, 30 pores ‘age 17). ] rat more pep and fe
Lowshay | into religion",
) be gnoel. boys san wach theory ami
Juniors cont condore)« | .
mes taterer ing raat 4 sub
; an Oh ae: oot Ge . tie, BH ne SF a isang all to i
: about ch Christ” a Onky , ae
re
3
es
young pee) le |
ae Pee 3 Of
, * See ge gl Wat |
cuties t whet we eam older cioris Chrtatien boys 6
winnin iam mixin the ok Gugiekion were wire i
: bh should | Lae gig Leonox of the com —
work te right « wrons,
than “ehureh) whip re At 4a wrong
change far the better”, (Contes=
16d wed soe tal attrace
3 wouse:- "yore 30 2a sermons”
a ne reapeat ta cthieties, a tite,
| ear Bh oat ’ the sohoo ehoola",. "Preyer macting" (the group
: Sivided ‘on he prayer matinee Beye should heave a pert in the
support of the wots ranent, “byery
*Pellewa | wb ~ 20 penal hive an eetive part. and ‘ReEUME pap of
the responsibility", "chure: should bees ipeues", "Keep
hands bgt t political questions” "Stimlates thividine", "It ehouwld
| / daneos thaws a vital Géetal vo Oey ite De sae are vhowld.
, @@
ona, directly nome Foam peop Chie, Older
a ote hosket ball ie loapel tean
* (vatertom, gett rie nore rund 6 both
(Beane, Tas)e | ea aie cede Me OAS
Y Moys sxe "Alling to pe thet Share, ‘
ta ness ton te their er |
ertte ee ‘of more. Salsey oacupy :
ath felis. on ua” (South Ber Stent”
ak ie set EEE fee
ms aie Seles 5 "se vn ge fo attend church"
Seti part and should agmume seme fe
or oa cers S aria resiglemnts) te 48 tm he gota out of
| ies "Your a ese “% 2
arog t a Spike = hap vagendh
"uost of the grow agreed the
Some Redtgtous Problems of | Roy. ‘edie
le rt ig go back
whith they 1 ive x
| prayer effective
. me pesnins sie hak
BOYS AND SCHOOTS
I General Attitude of Boys.
it
The general attitude of boys towards school, would appear
to be that it is an institution of a society, in which they
find themselves, some accept it cheerfully and have adopted
stereotyped reactions towards it, and appear to be working
happily from that point of view; on the part of others, the
school like other institutions is being seriously challenged.
Points of Resistance.
The points of resistance seem chiefly to be as follows:-
The teachers lack a personal interest in and sympathy with
boys and this is reflected in their school work. One discus-
sion (15 boys, 25rd St. Y.M.C.A., New York City) showed by
actual count that out of lll teachers with whom the boys had
contact, 60 were disliked while they were indifferent towards
15, They liked 59. An inquiry into the causes for dislike
showed that most of the reasons centered around the personal
attitude of the teacher as revealed in these definite answers:
"Me bookkeeping teacher treated a boy like a baby", “Had no
consideration at all for the boys", "Refused to allow one of
the boys to break the lock of his locker when he could not
get his sneakers out in any other way", “Used words that the
boy could not understand and tried to make a fool out of him”.
Several reasons for dislike centered around overwork and home
assignments of work. Their reasons probably in most cases
reflect on the boy rather than the teacher.
1. = The Personal Attitude of the Teacher.
The personal attitude of the teacher to some extent
no doubt reflects the character and weakness of our
system. Take for instance the case of the locker and
sneakers just mentioned. The teacher doubtless as an
employee of the public, felt duty bound to preserve
school property from damage pitted this point of view
against that of the boy anxious to get his sneakers
for a rum or a game in the gym. If the teacher had
appreciated the emotional reaction of the boy and had
realized that an attitude on his part was being formed,
that would be inimical to future work, he would have
taken care to have gotten the sneakers out in some way,
or what would have been better would have entered
sympathetically into the boy's problem and have worked
loyally with him to solve it. Such a procedure even
if the sneakers had not been released, would have shown
the teacher to be a real companion and co-worker, rather
than the guardian of public property, which for the
moment stood between the boy and an hour of legitimate
fun. |
Another discussion (7 boys, 86th St. Y.M.C.A., New York)
‘ wiles
showed 25 teachers liked, 235 neutral and 8 disliked.
Here again the personal attitude of the teacher looms
large as is shown by the boys! phraseology: “Talk too
much about themselves", “Nag at you", "Always growlin
at you", “Pick spitefully on some boy or group of boys",
(Jewish boys cited as a group), “Mooned on the girls".
On the contrary when it comes to the reasons given for
the popularity of certain teachers, the personal element
does not so much enter in though it is evident. Here
are some replies from the two groups mentioned above:
"Liked the teacher because they liked the subject",
"Made the subject interesting", "Didn't ask them any
questions", (one group complained that teacher did not
ask enough questions and so the boys did not have enough
opportunity for discussion) "Didn't give nasty tests",
"Does not talk all the time himself", "Isntt strict and
doesn't always insist on homework being done", "Wasn't
serious all the time", “He was fair - if you made a slip
and deserve a ‘zip! or a misdemeanor he wouldn't put it
down , but would first give you a chance to redeem your-
self", "Does not yell at you or bawl you out". In this
connection the replies of the group at Coatesville, Pa.
(age 16 - 18) to the question, "What are some of the
ways that a teacher can help a fellow?" are significant.
They are all in the realm of personal relations. Here
they are: "Personal interviews", "Personal interest",
"Setting example", "Giving advantage of their own
experience”.
Study not Related to Life Situations.
The second point of resistance is with the system of
education that is based upon future expestation of the
use of knowledge gained in school, rather than the
approach through the interests and needs of the boy in
the situation where he now is. The following will show
something of the boys! reaction in this respect: "There
was no use in jumping in for a swim when he did not feel
like it" ((Note. They all (86th St. Y.M.C.A. New York)
used the pool at the Y¥.M.G.A. and loved it.)). "Seme
dislike the erazy 'physiologic! ‘Is that right?! ‘Yes!
tphys-1-o-log-ic dancing in the schools" (Note. These
boys all used the ¥.M.C.A. Gym.), "Music all right in
high schools but rotten in public schools - do, re, mi -
all exercises", “Why take up math in commerce?”
In answer to a question as to the value of the continua-
tion school (15 boys, 23rd Street, Y.M.C.A., New York),
the fellows said “that the continuation school was all
right if it was linked up with their work." The leader's
comment here is worth noting. “It seems to me that
everywhere I got the same answer in regard to continua-~
tion schools and this raises the most interesting question
as to the value of any educational program that
cannot be made to appear interesting related to the
work of the student.’
Lellow's work.” This same group w ed to
evaluate comparatively a year of sohool with a year
of travel unanimously chose the year of travel. our
first reaction to such a conclusion is xept to be
that it is the love of adventure, and the novelty of
travel, and o0 diemiss it with thet. Hut isn't that
Just the real underlying fect which is cf walue. Our
schools are dry, monotonous and uninteresting when
in reality they may be made ronal explorntion expe di-
tiona into regions unknown with most if not all the
rewards of travel, and much that travel does not
weually afford.
III Character Development in School.
Further in this matter it is interesting to note that in
rating the things of value in school to the boy the Costesville,
Pa. group plscec athletics second only to study and class work.
in the realm of character bullding values studies lose out not
being mentioned at all, the facters montioned were “Chapel
talks", "Discipline®, "School spirit", and "Character of
teachers". = | | ,
IV Value of "Karks" J
&4e a further insight into the attitude of boys toward the
system of education may be given the result of study of the
reliability of marke given in school by the South Bend, Ind.,
group (50 boys, 2S gave replies to the questions, average are
17, a Hi-¥Y club). Twelve out of the twenty-three thought the
marks did not convey to the parents. « true estimate of what
the boy had done. Eighteen out of the twenty ben pe they did
not get the highest marka in the subject they etudied hardest.
Fifteen out of twenty-three thought they sot about the same
marks in each subject overy time. Twenty of the mumber agreed
thet some teachers were “harder” or "sloser" markers than
others. However, fifteen of the group thought they worked
harder with marke than if they received no marke at all. Bight
thought differently. Nine out of twenty-three thought the
reports mde them more interested im "Passing" than in
mastering and enjoying the subject studied. Fourteen had the
opposite view. — — :
ce Danelle s, ches
VA Real Situation Handled. | |
The report of the experience of the tventy-five High
School Juniors and Seniors (H4-Y¥ Glub) at. Yinona, Minn., with
the discusaion upon "Boys and School" was 60 helpfulnot only
~ 4 «=
to those studying the problems of boys, but to the boys them-
selves, leading to definite action, and to the school authorities,
that it is here given verbatim and almost in entirety:=
How take the new order in Winona High School?
1. ~ Thinking into the Situation: After a few preliminary
questions one of the leading boys exploded against
several present who were implicated in problem (b)
stated below. A hot discussion followed. It led into
problem (a) which has become the major problem. It
seems to loom big in the minds of a majority of the
student body. So the interest is keen and genuine.
It has arisen from definite problems that affect their
everyday life.
ae A principal who for years had run the school well,
permitted some personal troubles to dull his in-
terest. Conduct and discipline of students became
wild end: loose. A so called "student government"
became student license. A new principal this year
naturally meant changes towards a smoother running
of the school, interfering with the old order.
How take the new order?
2. ~ Locating the Problem:
be. A new man teacher is well liked by the boys. But in
his study hall these same boys take advantage of his
inexperience in securing discipline and still keeping
respect and friendship they continually raise a
"rough house". Are the boys ruining the reputation
and career of a young man whom they like just because
they do not stop to think or shoulder responsibility?
bo students have any responsibility for the discip-
line? Do students seek the reasons behind laws,
rules, regulations, suggestions from principal or
faculty? Do students permit themselves to be hastily
influenced by rumor, by mob impulses, by crabbing of
a few discontents? What would happen if students
really wanted to cooperate with the faculty?
5« = Help on the Problem: The boys took time to think. ‘They
got the issues down in black and white. They weeded out
the influences of rumor. They took time to size up
those who always grumble, who always believe that no
good can come from those in leadership or power. They
distinguished destructive criticism from constructive.
They thought out the meaning of cooperation, the meaning
of student participation. They found that they really
had little to kick about, that most of their problem
was misunderstanding (some maybe on both sides), that
they really were well off.
4, - Next Steps: They decided to back up the new principal.
They understood the reasons for the changes in regula-
tions and could intelligently influence others. The
editor of the weekly paper wrote a splendid editorial
"ee ae
which showed considerable advance over his previous attitude.
They consulted with the principal and some faculty members
and showed that they were ready for cooperation and participa-
tion.
Leader's Opinion and Comment: The principal is a wise man.
I had kept him informed. We both realized that changes take
time. We agreed that he was very fortunate to have so many
of the students get to thinking so quickly, that usually it
takes a year for the students to advance as far as they have
these past few weeks. And he gives this discussion group
most of the credit. He kept in the background thru it all.
The discussions touched more or less on most of the points
under Outline 4, but naturally not in that order. ‘They were
all sub-points under the bigger problem the boys faced.
This experience was evidently of great value to:
a. The High School boys in
1'. Sensing a problem
et. Facing it squarely and openly
ot, Analyzing it successfully and finding the real
' difficulty (in themselves mostly)
4t, Pinding a way out
5!. Acting with courage and conviction along the
path that they thought would lead them out
be The Principal in
1'. Knowing that boys can and will meet. situations
that are real to them. . That their judgment
has a remarkable degree of reliability.
2", Realizing that his part is best played as a
rule in the role of one sympathetically co-
operating with boys who are working out
| their own destiny.
o', Knowing the value of the cooperation of outside.
agencies.
ce To the Y.M.C.A. Secretary in
lt. Appreciation of the value of discussion as a
method of group procedure in facing real
life situations. Ae
2'. Revealing the power and capacity in boys to
meet the situations that face them.
3'. Demonstrating the value of tactful, intelligent
guidance to boys in meeting their problems.
de To the Helsingfors Conference in
1'., Revealing at least one problem faced by boys
in reference to school.
2!, Showing the persons and factors involved in
such a problem and the part played by each.
3t, Demonstrating the value of a certain mode of
attack upon problems of boys.
VI SUMMARY The material on the subject of the boy and
school would seem to reflect the system used and the
personal attitude of those employed to teach. The
system is to a large extent divorced from the life
situations of the boy, and tends to be imposed upon
him. There is Jack of sympathetic understanding of
the personal interest in boys which to a lerge extent
takes the interest out of school.
IT
U. S. A.
HOW MUCH WORK SHOULD A Boy DO?
This discussion was primarily intended to bring out whether.
or not there was a conflict between work for a boy and his school.
What work if any,.how much, and what.kind.of work, while attending
schools and under what conditions should work take precedence over
school. Further, "How can a boy find aut what he should undertake
as his life work?"
The discussion reports give practically nothing on the quest-
ion of work for.a boy:,who is still in, schools Undoubtedly most of
the boys who were in the discussions did little else. than school,
or those who did did: not find it a real problem.
Why Do Boys Leave School:
The reasons for leaving school were definite and well stated.
These reasons are summarized below, the times each reason was
mentioned being given. These are taken from four discussion groups
at Chattanooga, Tenn.e, Lafayette, Ind., Charleston, S.C., and
Winston=Salem, N.C., totalling 44 boys, average age 15.
Lack of meanse ae
Because they see $15 or $20 per week. 1
Don't look into future. |
Don't like to study. 3
Gone to school and flunked out. 4.
Afraid they can't get their job after school is out. 1
Get in trouble and are expelled. 2
Have to earn support. a
Parents opposed to higher learning. 1
Chance to learn a trade or business. &
Laziness. » 1
Poor health. 2
Some play needed. as
While the reports are too few to. justify conclusions, yet it is
well to note the principal reasons toward which the figures tend
to point, viz: ae Failure in school’ work; b. Necessity for earning
their livelihoods; c. Lack of enjoyment in school work.
‘How Can a Boy Find Out What He Should Undertake as His Life Work?
Two good discussions on this subject were reported - An Excerpt
from one is given, the other reported verbatim as sent ine They
tell their own story without comment:-=- :
"The following points were made by the boys relative to
problems: 1. Conflicts with parents; 2. Take a job he does
not like because it is the only one available; 5. Shifting
ambitions from one vocation to another. They had quite an
argument as to the time when a fellow should decide - most
of them thought when he was a sophomore or a junior in college.
They thought that every one needed a good general educatione
i
to
i
Their opinion was that wages, hours and working conditions were.
relatively secondary to an intense interest in the vocation.
The boy dominating the discussion contended that he would rather
work for less. pay if it was a satisfying experience.
The samé boy contended, that it was generally expected that
a person should make some money, :.or achieve some fame and then
help the world. They said you have got to look out for your-.
self first. While these boys represent a rather wealthy :
group, none of them thought that their choice would be made
on the basis of money. They thought it was just as good to
make shoes at a cheaper price as. to be ‘a..minister,. the..element
of sacrifice was’ in both. - When the question of honorable: and
sacred work was introduced one fellow shouted out, 'The Lowest
kind of a vocation is’ a criminal lawyer'. Other boys contended.
that the vocation of farming was: sacred and honorable = doctors,
ministers and social workers were included... The boy dominating
the discussion asked for the definition of an honorable and
sacred vocation. The director of the discussion asked. the
boys what they;had in mind and they came to the conclusion
that any vocation was honorablé. and sacred 1f it contributed
to*the welfare of humanity. . The leader of the discussion
raised the matter of the work of Jesus. .Some boys said: he ‘was
a carpenter, others a.tent maker, two that. he was a professor,
a social worker, a debater, a preacher, .etc. They imiediately
recognized that his vocation had,an influence in his life. The
discussion centered around what a true Christian would :do.
They were not content. to just. talk about the average Christian -
he would choose an honest vocation,” (Chicago, Ill., Hyde Park
VelleC As, Ps) boys, age 16=17). “
"Problem: How. can a boy find out what he should undertake as
his life work?
ees “Thinking into ere, situation.
Howenre the td dnd young men you ee of finding
out what. to do as a life work?
(2) Bind out’ through the sub iecee: they make the
1h DOS b of in-school.
(2) By process of elimination. He tries sobs
idl het ings: one ne 1s capable of ate
and suits, his tastes.
(3) By developing his talents.
(4) Follows father's footsteps. .
(5) By advice from older people. (Find yourself
campaign, etce) | |
(6) Holy calling.
ee Which. of these is the best way?
| ae School = 4 votes. ,
b. Developing ‘talents = 3 votes, |
C.e Compromise was oe ae by the following sentence
Be
Oe
4
Se
Ge
Te
md, ee
adopted by whole committee. 'Developing talents
through school. ! :
Locating the problem.
What: difficulties do boys meet in ian to decide
what to do? We
ae apheciigns of Piven:
be Not talented in work they wish to take Upe
ce Haven't found any talent.
de Afraid: to start, on one: lest we fail.
@e So many different trades it is hard to decide.
Who should do the work of the world? Should some people
because of their wits, cleverness, wealth, or popularity
be relieved of working and have others do it for them?
No =-- Unanimous.
At what age should. a boy decide his lite work?
16 - 25 = Unanimous.
Does it make “any particular difference what kind of a job
we have as long as the wages are.good, the hours not too
long, and the working conditions pleasant?
a. Yes tt doese
(1) If you'don't enjoy it you are not getting the
best: -outof Life.
(2) If you don't like it, you will not be’ satis-
fied.
(3) If you are in place where your true value is
not coming out for the. good of the world.
Is ‘it imore desirable to. be: a lawyer, a-manager,’ an
engineer, or in some other position, in which wedo. not
have to work with our muscles?
&e It is more desirable (Unanimous)
Should each one of us be trained to do. some particular thing
and stick to it, or ‘should we take the best job. we can get?
ae For training. (Unanimous)
“What is the difference between a job, a position, a
profession, and a calling?
ae Job is some thing you do for bread and butter.
bs Position ts something you acquire by merit.
Ce Profession is a certain line of special work.
d. Calling is a man's inner urge to his life work.
«- 4
C. Help on the problem.
10. If I wanted to choose some particular kind of work,
how should I go about it: to find»out what I should'do?
&- Consult some one who follows that works
be Specialize in. school.
Ce Be’ an apprentice.
d. Read books on it.
ll. Should I make. the choice.on the basis of where I
could make’ the most money, be the most popular,
or on the basis of the kind of work that is most
needed in the world?
ae Most needed (Unanimous)
le... Can a fellow find any happiness or satisfaction in
his work, or. is it just a-matter of unpleasant
drudgery from which we should escape as soon as
possible.
ae Can find satisfaction (Unanimous). "
(Chattanooga, Tenn. 7 boys, age 16),
HOW MUGH SHOULD A BOY PLAY?
. This area is pretty largely a concern of the younger boy.
With older boys the use of time is a more serious matter. They
have begun to see and in many cases to feel the responsibilities
of life; many are earning their livelihood.
The use of the outline on this subject waa very limited.
The pesults are here summarized for their auggestive velue.
The outstanding impression gained from a perusal of the
reports ig that the average, normal, healthy bey thinks play is
his right, that anything that is interesting and that gives him
‘fun is play, that he shovid have plenty of it, and that his own
physical endurance is the limit of the amount thet should be
allowed him. ‘Their own words give the underlying asswaption
that is in their minds, «s follows:i- :
‘*“Boya have pleasure when they play and enjoy a great deal
of sports", “Work is labor", "Play is recreation", "I do not
think that only children should play, but: everyone’, "I think
boys do not have. @nough time to play", "I think five hours a
day should be spent in playing", (A group of boys age 18-17).
"Work is not fun", “Having plenty of fun", “A fellow needs to
play gawes for exercise", and “For a good laugh", and "to play
with other fellows”, (Bay Ridge, Brooklyn, N.¥., 10 boys, age
12). The Bay Hidge group named the following as furnishing the
boy with plenty of fun:-— Se Se
"“Novement of body + exercise”
"Practice in skills”
“Tmughing, joking, 'razzing’"
"Wighting, arguments”
ane & boy in the group who championed the statement that boys
had “too much time for play" was pushed then and there right
through the window. This was also evidently play end the boys
seemed to have had their "money's worth” for they volunteered
to earn enough money to pay for the broken gless in the window.
“Athletics” seems to mark the entrance of the boy into a
somewhat different realm of play. The buoyant, restless,
reckless, bubbling over, laughing, shouting lad is somewhat
tamed by rules, the social character of the play anc the pres-
sure of ethical standards of procedure. te begins to be some-
what hedged in and tamed. A group of 23 negro boys (age 12-17)
at Plorida Memorial Gollege, at Live Oak, Florida, use a
hraseology very different from that given. above. Here it isi:-
Selfishness keeps fellows from getting out of a game roally
what they should", "If playing dirty wins the game, who not do
so, and get the honor for self and school?”, "Forget that you
are in to win". ‘These boys have emerged from the field of wild
barbaric play dear to the younger boy and are living in the
realm of ordered, ethical recreation which has its gay tones to
be sure but which lacks much of the wholehearted abandon of the
more savage pastimes. Ordered recreation can easily pass over
into work. The Bay Ridge group in answer to the question "Does
a member of one of the big teams. ‘play! or ‘work? basebu 112"
replied “both play and work" ee hye ee
The peoblon with reference to piky ds ontefly base of
setting enough. The measure is "when they are tired out".
Sometimes, however, the indulgence in play leads to neglect of
tasks at school, at home and elsewhere in the ordered social
fabric and then there is conflict. But we are more lenient with
a boy's sins in this respect than in most anything else and well
we may be for the time for play is all too short as we all too
well know.
The ethical problems cbnneates “its ahaly are ew Coney
uous in the fieid of Organised games than in the realm of the
young er were et i
PATRIOTISM AND YOUNGER BOYS
The amount of material sent in on this subject was small,
which fact together with the desultory, somewhat scattering
and confused interest would seem to indicate that for the
younger boy the area presents few difficulties.
The reactions given reflect the traditional home training,
and patriotic propaganda of the school, the church, the press and
the government. Since the boy's world is not vitally and closely
affected, at least in the usual round of work and play, by the
government it is not a matter about which ne gives much thought.
The flag, the standards of loyalty to one's country, admiration for
the nation's past and its heroes are taken more as a matter of course
and there is a bit of fun and play for the boy gathered around
national holidays, public parades, flag drills, and displays, that
makes it easier to accept than to challenge the traditional point of
view, and there is no functional reason inherent in the situation of
the average boy to impel him to do so. —
The Hyde Park, Chicago, group (18 boys, age 16-17 years) stated
their difficulties in the following sentences;-
1. - “How can we get a world attitude without losing « spirit of
loyalty to our own” country?"
2. - "Lt sounds nice to talk ab inst world brotherhood, but we don't
care to eat and sleep with some of these people. How far
should we go in talking and doing these things? Avoid a
differente between what we talk and what we do.
3. - "Isn't the spirit ‘My country right or wrong’ all right?
Doean't @ mother stay by Aer boy whether he is right or wrong?"
This group of boys was divided as between the "160 percenters"
who took but little part, and the more liberal boys who had apparently
a different background. ‘The group did not see much relationship be-
tween right behavior between athletic teans and the behavior between |
nations. “They thought there was little possibility of stopping war".
A group of. colored boys at the 155th St. ¥.M.C.A., New York,
‘delivered a pretty Per etereri Ns. evaluation of the World War which
ie “here iver. ¢
Evil Effects of the World War.
2 Loss. of life.
be. Devastation of. rea pad’ and buildings,
¢. Financial losses in the war.
d. Disorganization of industry.
@. Moral reaction after the war.
- Orime wave, due to untoward economic conditions
unstable character of men who had been gassed, tug
femiliarity with pistols and guns, general carelessness
of life. There was a division of opinion, some daying
it was a continuation of hysteria during war, others
that it was a reaction from the restraint which people
felt during war.
- 2 «
-Asking if moral conditions were better or worse since
the war, they were divided. They mentioned prohibition
and the lawlessness arising from it, but did not believe
prohibition should be attributed to the war. Were the.
moral relations of men and women lower than before the |
war, or about the same. The older hes alas said. Lower" ;
the younger group said "about the same" |
Good effects of the World War.
ae Stimulated world-wide resolve for international peace.
b. Increased interest in relgion..
Some debate on this. Some Phudin’ that the increase
was during the war, but not after. Some thought the
increase was after the war, not during it. 7 believed
war increased religious interest. 2 believed war
diminished religious interest.
c. America gained.in prestige and is now able to make more
permanent contribution ea life of the World. Her contri-
pution is needed.
Had the war done more good than harm?
Nes - 7
No -2
They discussed at some length whether war was ever justifiable
and their conclusion was that it was -
ae To secure reparabion or deémages, but
b. Primarily to require proper respect.
A group of colored boys (17 students) at Florida Memorial Col-
lege at Live Oak, Flas, (age 15 - 17) felt that to respect foreigners
in games at home "would mean "the birth of a nation".
This same group had the following "next steps" to suggest in _
making headway toward a better Frake of effairs
a. Do not believe everything we hear ‘about: aia nations.
b. Study to know the real problem as , bhey Se it.
ce, Get a better knowledge of "Christ's way" !
ood group of 45 High School boys at South Send, ind.,
(age 17) usually keen in their reactions to other topics on
patriotism had "not mich thought on this problem. Very little
knowledge of papers other than New York Times and Chicago tribune,
though some were familiar with the Christian Science Monitor."
This group defined patriotism as follows:
"The things that are considered patriotic! anything that
upholds the nation, anything that upholds the newspapers
standards of patriotism. To some, obedience to law is
patriotic. Also observance of patriotic holidays, tho
they are often observed in a way that is unpatriotic, if
preaking the law is unpatriotic."
The above summary undoubtedly reveals either that the method
of approach was poor or not sufficiently extensive to reweal the
facts, or that the area is not one of interest and difficulty for
younger boys.
bo
rr:
(©) TEEN ee):
8
HOW BOYS AND YOUNG MEN MAY FIND OUT WHAT TO READ
(For use with boys 12-14, 15-17, and young men 18-25)
(40 minutes’ discussion for boys, 50 minutes’ discussion for young men)
Note:
Thinking into the Situation.
What books during the last year have been read by
boys or young men* whom you know? List these.
Which are the best five? (The leader after-discus-
sion should mark the best five with a star.)
What papers do boys or young men buy or subscribe
for?
If you were an editor of a paper for boys or young
men, what would you put in it? How often would
you issue it?
What books and magazines were reqiured last vear
in vour school, high school. or college work? Which
of these would vou have read if they were not on
this list? Which of these are vou glad to have read
even if you might not have picked them out yvour-
self?
What are the three books you have ever read which
interested you most?
What books or articles. that you have read in the
past vear have. been of most help to you? How
have they helped vou?
Read through the following list of titles. Mark with
a check mark Gye) those that vou would merely
glance through: mark with a cross (+-) those that
vou would read. retell to others, and possibly read
again vourself.
New York Times. Bovs’ Life of Lincoln.
Robin Hood. Wild Animals I Have
Treasure Island. Known.
Pilgrim’s Progress. Ivanhoe.
Three \usketeers. Riders of the Purple
Hot Dog. Sage.
Chicago Tribune.
Popular Mechanics.
Autobiographv of Ben-
jamin Franklin.
Study in Scarlet.
Rover Boys on the Great
Lakes.
Locating the Problem.
Sundav School Times.
“How to Do It” Books.
Radio Magazine.
Dicken’s Child’s History
of England.
The Half Back.
Hound of the Basker-
villes.
The Motor Boys in South
America.
How do boys or young men decide what to read?
a. To what extent do they read only things they
are interested in? e. g.,
b. How far do others,
radio, etc.
such as parents,
friends, help them by sugg
ec. What use do they make of the libraries?
teachers,
esting what to read?
What
helo does the librarian give in choosing their read-
ing?
d. Do they read books and articles through, or do
they skip certain parts?
what is it that they skip?
If they skip certain parts,
e. What papers and books do vou hear folks disap-
proving of?
Does this make any difference in the
cho‘ce that boys or vounge men make in reading?
How valuable is reading in opening up new interests
for bovs or young men?
*Delete the word “hov”
0:
Me
IIT.
Ne5
Wo:
14.
IVs
ile
or the words “young men” according as
group, and so throughout.
The following outline deals with a single problem and therefore does not have the usual “Introductory Dis ‘ussion.”
5
a. What books have
hobby?
b. Do you ever look for a book on a new subject?
How much of what vou read in books, magazines, or
newspapers do you believe? How ean a boy or
young man tell whether or not he is reading the
truth?
Summary question.—What safe guides or practice
can a boy or young man follow in determining what
to read?
Note: The leader should use this. question to summarize
the discussion under the heading “Tocating the Problem.”
This should be done by asking for responses to the ques-
tion from several of the group or by throwing it open for
a general discussion of three or four minutes. He should
then proceed to answer the question by a more detailed use
of the questions under the following heading.
ever started vou off on a new
Help on the Problem.
What persons have had most influence in determining
vour reading?
The following sources may be of help in determining
what to read. Which five do vou think might be most
helpful? Mark the five best with a star (*).
Librarians.
Newspaper editors.
Successful business men.
Ministers.
Successful
lawyers.
Superintendents of Sunday schools.
School teachers.
One’s friends.
College professors.
Book review sections of Sunday papers.
Magazine editors.
Parents.
professional men, such as_ doctors,
Pook review sections of various magazines, such as
Literary Digest.
Book dealers.
Examination of the book.
Y M C A secretaries.
Dealers’ catalogues.
Printed bibliographies from various’ sources.
The following facts about an article or book may
help in determining its value as a piece of reading
material. Mark the three which will help most in
determining its value.
The publisher.
The mechanical make-up of the book.
The author.
An examination of its table of contents.
The opinion of a friend.
A review of the book in some standard magazine or
periodical.
The opinion of an expert in the field which it covers.
The reading of the irtredaction and preface.
\ few minutes’ reading of certain parts of the book.
Next Steps.
As a result of this discussion. what three books do
you think you would next like to read?
magazine, or article itself.
to whether the outline is used with the one or the other
WHAT TO READ
.. There are but four reports on this subject and in reading
the following study this should be constantly kept in mind.
The two, however, by Mr. Silcox are so well done that they
deserve special study just as they are. One was with a group
of negro boys and the other was with white boys. The results
were in several respects surprising and comparison is both
interesting and profitable. Except where mentioned, however,
all four reports are treated together. The reports are from
grecys as follows: 155th Street Y.M.C.A., N.Y. cAty, 12 boys,
age 15-17 Negro.-West End Y.M.C.A., N.Y. City, 12 boys (white,
working boys aged 17-18), - Rock Island, Ill. Y.M.c.A.10 boys
17-23.-Pittsburgh (downtown Branch) group of boys.
The results in all four groups showed a gratifying ten-
dency toward good reading, done chiefly at home. It was to
be expected that works like those of Zane Grey, and sporting
literature would be appealing to boys and such was the case.
The boys look chiefly to librarians, successful business and
professional men, Y.M.C.A. secretaries, parents and teachers,
for guidance and PE Hubbel ig in reading, only occasionally do
they go to the minister of their Church.
A further special study of Mr. Silcox's two reports
reveals some very interesting results:
1. The most commonly read daily papers, weekly magazines,
and monthly magazines are given below. (Numbers
reading regularly and numbers reading occasionally
are added together. W- White. WN - Negro)
Be Daily
New York World Ww- 8 N - 10
Daily News We 9 N= 9
New York Journal Wwe 8 N- 9
New York American W- 6 N- 12
b. Weeklies
Saturday Evening Post W- 7 N- 9
Liberty Wa% How 8
Life W- 6 N- 6
Judge W- 8 N«- 38
c. Monthlies
Popular Mechanics W- 10 Ne- 9
Radio we § N- 1
Cosmopolitan W- 4 N- 8
American Wwe 4 N- 1
As to their favorite magazine or paper the following had
more than one reader: - Literary Digest (W - 5, N - 2) Forest
and Stream (W - 2), World Review (N- 3), Boys Life (N - 5).
2. The comparison of the sections of newspapers frequently
read is also interesting:-
Sporting
Editorials
Advertisements
Literary, Dramatic
and Music Criticism
Radio News —
Letters to Editor
City News
International Affairs
a34242=3 2235
IOO® G~do
aaa aae @aS
tt &9 3
IO !\a-
190
5. As to the news items of the week the following facts
given are interesting:
Locarno Treaty 46 hm SS
Queen Alexandra's :
Death We oo We cg
Rhinelander Case We 2. N= 9
Riffian War W- O Ne 4
Army and Navy Game W- O© Ne 7
Red Grange turns
professional W- 0 Ne. V7
Abolition of Sub-=
marines Wwe 0 Ne 4
The difference in the dates of the discussion (White
group Nov. 25, Negre Nov. 30) doubtless accounts for
some of the difference between White and Negro.
4, It is interesting to note the extent to which the
classical authors are read by boys as shown by the
results given below (The numbers indicate the total
number of books of each author read by the group):
J. “Fenimore Cooper W- 22 .N- 19
Zane Grey W- 42 N - 20
Charles Dickens We TS N-=-.139
Rex Beach © We 14 .N-.12
Sir Walter Scott We 20 WN - 20
Rafael Sabatini Weill, N- 13
Robert Louis Stevenson Veche a =. 56
5. The boys were asked to give the sources of help in
determing what to read. ‘The principal sources are,
mentioned below: . ! yg ie.
Librarians !
Successful business
men
Successful pro-
fessional men
S. S&S. Superintendents
Sad -_
~
=
ee oad
aa = a
Or Oo ©
24 S4 & |
a Ds Be
6.
\- 3 =
School teachers
College professors
Parents.
YMCA aoa inh Tene
224323
The groups were asked to name what
a paper for boys and young men if they were the editor.
The lists are eave for e@ach:-
7 White Group a hs,
Sporting News ©
Topics of the day
some spay aes
Travel —
Humorous or joke page
Mechanical arts, handicrafts.
Question and answer page.
Lots of illustrations.
Biographic or human interest
stories.
Woodlore (outdoor life).
Personal hygiene
AM Ai
4234324.
ADH I
they would put in
a Negro Group
Sports
what other boys are doing
(including boys of other
countries
National topics
Biographies of great men
especially of generals.
Boys! problems
New inventions or things
a boy_might make for
himself.
stories, especially social
stories.
A joke te. el
Ptbuy Sayings from great men
The choice of the negro boys tallies much better with
what they indicated above under 2 and 3 as their
preference in reading material than does that of the
white boys.
OUTLINE NO. 9
WORSHIP AMONG BOYS AND YOUNG MEN
(For use among boys 15-17 and young men 18-25)
INTRODUCTORY DISCUSSION (25 minutes’ dis-
cussion).
In what ways do boys (or young men) you
know worship? What do they do at such times?
When do they worship?
What kind of worship do you like best? Why?
What kind least? Why?
What kind of worship gets you somewhere?
Just what help in living do you expect to get in
worship? What hinders getting help through
worship?
When is it easiest to worship? When is it most
difficult?
A SUGGESTED OUTLINE FOR FURTHER DIS-
CUSSION.
Pretlem A—When May We Expect to Worship?
(14% hours’ discussion).
Thinking into the Situation.
Which five of the following occasions do vou think
are the best as a rule for worship? Give reasons for
vour op nions.
a. Sunday evening -hurch service.
b. A funeral of a friend or relative.
c. A football team which just before an important
game has found that one of their best players is
professional on a small technical point.
d. A high school commencement exercise.
e. A baseball team which finds that three of its mem-
bers object to the proposed season’s schedule be-
cause several games are to be played on Sunday.
f. Midweek prayer meeting.
g. .. young man soon to be married, who has lost his
job.
h. A parade service in Army barracks.
i. The attempt to get the antitoxin through to Nome
last spring. (Balto, the sledge dog, and _ his
driver. )
j- Sunday morning church service.
k. A monthly meeting of the Board of Directors of
any MGA:
1. Two chums on the golf course Sunday morning.
m. A college commencement exercise.
n. A thunderstorm.
o. A revival meeting.
p. A fishing party in the woods.
q. A meeting of elders or deacons of a local church.
r. Finding a beautiful flower in the woods.
s. The christening service of a little cliild.
t2 AS pinch hit.”
u. The union service on Memorial Day.
v. The total eclipse of the sun January 24th, last. ,
w. A Junior Christian Endeavor meeting.
TE
A.
=>)
IV.
x. The inaugural service of the President or a Goy-
ernor of a State.
y. The discovery of a new line of thought.
z. A young people’s meeting.
z1. A voung man resisting the appeal of a beautiful
girl suggesting loose conduct.
Note: The leader will do well to have the above list mimeo-
graphed and as the discussion is started hand one to each
member of the group. He should then read question 1
and the list following it. ‘Lhe group should then each check
the five that appeal to them most. They should be asked
to give their reasons orally and the give and take on that
will constitute the discussion for this section. Allow 25
minutes for this exercise. If two sessions of the group are
necessary to cover this discussion on worship “Thinking
into the Situation” may well occupy the first session and
the balance of the outline the second session.
Locating the Problem.
What is it that we should look for in an experience
of worship?
Rovs (or Young men) report that they worship on
many occasions outside of what we call “services of
worship.” You may know of some who have had
that experience. Describe any such you may know.
Note: The leader should list these, with abbreviated de-
scriptions, on a blackboard.
What is it about these occasions that seemed to make
them of value to those who had them?
Note: The leader should allow 5-8 minutes only for brief
statements here. It is not necessary to analyze all the ex-
periences.
Help on the Problem.
In what order would you rate the following as to
their effectiveness in promoting an experience of wor-
ship-?
a. Unselfish service.
b. Ritual.
c. Democratic procedure in church services.
d. Silence.
e. Music.
f. Difficulties met and overcome.
g. Good architecture.
h. Images and pictures.
i. Cooperation in constructive tasks.
y2 Prayer:
How is Jesus related to experiences of worship?
Summary.—In what ways are the deepest fellow-
ships experienced?
Next Steps.
What changes in daily practices will help boys (or
voung men) to enjoy a better fellowship with God
and with one another?
What changes in attitudes will help the situation?
18 ts
10.
HL
12.
13.
14.
15.
OUTLINE No. 10
FROM WHAT SOURCES DO BOYS GET THEIR EARLY IDEAS ABOUT SEX?
(For use with boys 12-14)
(45 mintues’ discussion)
Note: This outline deals with a single problem and there fore does not have the usual “Introductory Discussion.”
Thinking into the Situation.
What false stories have you known parents to use in
telling boys of your age how a baby brother or
sister came to the family? Why do boys believe such
stories to be false?
Where parents have tried to tell what really brought
a baby brother or sister to the family what compari-
sons or stories have they told?
Locating the Problem.
From what sources do boys of your age generally
get their first ideas about how babies come into the
world and of the necessary sex relations between
fathers and mothers?
What bovs have you known who got their first ideas
from bovs or girls of their own age? Describe the
situation which caused the ideas to be talked about.
What boys have you known who got their first ideas
from the stories of boys or girls older than they?
Describe the situation.
What bovs have vou known who got their first ideas
from adults? Describe the situation.
What bovs have you known who got their first in-
formation from their own parents? How/did it come
about?
Help on the Problem.
How should such information come to boys of: your
age?
In how many cases is the information given in vul-
gar, secretive, furtive fashion? —
What happens in the lives of bovs when the informa-
tion is given in furtive, vulgar fashion? What ideas
do they get about sex relationship? What are the
sex practices of boys who get information in this
vulgar fashion?
In how many cases is the information given in holy,
frank, loving fashion?
What happens in the lives of boys who get their in-
formation in holy, loving terms?
What ideas do these boys get about sex?
What sort of practices would boys tend to follow
who get their information in loving fashion?
Summary question.—What reasons would cause you
to believe that the necessary information about sex
should be given to boys in one way rather than an-
other?
IV. Next Steps.
Consider both ways of looking at sex—the vulgar,
secretive way and the holy, loving way. Which of
the practices given bélow would a boy follow who
looked upon sex in a secretive, vulgar fashion. Mark
those with a minus.
Which practices would a boy follow who looked upon
sex in a holy, loving fashion? Mark these with a
plus.
9. Understanding o f
what is. beautiful
about the bodies of
men and women.
. The use of short ugly
words in referring to
parts and excretions of
the body.
10. Reading regularly
cheap familiar and
vulgar magazines
with sex stories.
. Snickering and nudg-
ing companions when
sex things are men-
tioned or talked over
among boys. 11. Teasing, bullying,
pushing, and pulling
. Comradeship with par- about of girls.
ents in understanding
the new baby. 12. Reverent and _ *re-
spectful actions in
the company of both
. Swapping and collect-
pes boys and girls.
ing sex and smutty
stories. 13. Use of frank, earnest
attitude whenever
sex matters are dis-
cussed among boys.
. Refusing to read or
reading critically
enough of a cheap
magazine so as to 14. Frank seeking for the
know what it is. truth about sex by di-
rect questions asked
of a Father, Mother,
or trusted friend or
the family doctor.
. Writing suggestive
words and verses on
fenses, walls, etc.
15. Passing on unreliable
gossip about girls of
the school or neigh-
borhood.
16. Moving out. of the
circle in which ques-
tionable stories are
being told,
. Comradely attitude
and comradeship in ac-
tivities with girl
friends.
. Collecting and showing
secretively nude and
suggestive pictures.
U. Se Ae
WORSHIP AMONG BOYS AND YOUNG MEN
Four discussions upon "Worship Among Boys and Young Men"
were reported, two of them especially fine. They were:
le Rock Island, Ili, 10 young men, age 17-23.
ee Barron, Wisconsin 8 boys age 17.
Se Floral Park, N.Y. (M.E.Church) 12 young men.
4. Bay Ridge, N.Y. (Union Church) 13 boys, age 18.
The discussion outline contained among other things a varied
list of occasions or situations in which one might expect an ex-
perience of worship. ‘the group was to be asked which was the best
of these. This was used by the Bay Ridge group with interesting
results. Only one of these, situations got a unanimous yote, viz.
"The attempt to get the antitoxin through to Nome. (Balto, the
sledge dog, and his driver).” .A scattered minority insisted upon
the following three situations as affording the best» opportunity ~
for worship, namely: ere oo Erin
le "A young man resisting the appeal of a girl sug-
gesting loose conduct". oR
cel th young man soon to be marriéd, who has lost his
job.
3e "The inauguration of the President or of a Governor
of a State".
These results are significant as indicating the value of the
emotional ehement in worship.
Three .of’* these: suggest conflict, confusion, or. doubt with
a subsequent release of emotion. If young men can. find worship in.
the incident and story of Balto, then we have some thinking to do
if we would make our "services of worship” really worshipful.
The vote was divided upon the following about two to one
in favor of each:- ) : :
1. "Sunday evening church service” (9=4)
2. "A funéral of a friend or relative" (85)
3. "Sunday morning church service” (85)
If such events as these offer a good occasion for worship to
two out of three persons, it really augurs well. However, we ought
to consider the other third seriously.
The Floral Park report is quoted at length because of its
value and its character of treatment of the topic which does not
easily permit of being cut up and combined with other material.
"as IT entered the Suniay School, the school was singing an
interesting ditty in perfect waltz-time. Connecting this with a
picture in the Christmas number of 'Life', page 50, where a group
of dancers shouted to Buddy at the radio to tune in on some other
= 2 =
station as they could not dance to 'When Shepherds Watched Their
Flocks at Night’, I asked whether church music should be similar
to..that’ of the dance-hall, or should it be distinctive. Some of
them thought that the msic they used was much like that found
outside of the church, only it was slower.
I reminded them of their prayer-hym and asked if they could
imagine that danced about a big idol by the ballet at the Capitol
Theatre. Some said yes, although most of them SCH ee not. (Per-
sonally, I should like to see it tried.)
We left this rather abstruse subject, and I:asked them to
tell me, if they would, what subjects they would like to have their
minister preach about. They hesitated at first, and at last one
said he would like to hear one subject treated, but he doubted if
it could: be done at a church service. .I asked what it was. and he
answered:
I. Should sport be commercialized?
Most of themed seemed to think that this was not a
proper subject for, church. The leader, Mr. Cheney,
however, said that a preacher could touch on any
theme were he agile énough-e ilreminded them that
IT heard a preacher speak to young people in a
church on this subject fourteen years ago, and
remembered the outline of his talk+ He was talking
to students and began by pointing out that they
were being urged to love truth for truth's sake
and he commented on this; then he Spoke of sport
for sport's sake and dealt with the danger of
professionalism and the commercial motive in sports;
then he urged: love for love's sake; and finally
touching on thé religious field in the phrase, 'God
for God's sake!. Perhaps this approach was ae
the more effective in that it dealt with sport not
as an isolated fact in tae Oi but as part of the whole
process.
Ils: Evolution; Lts Truth and. Signiflance.
IIIT. Sunday Observance.
Not just a few Bible passages, with a final exordium
to.let conscience be your guide, but some concrete
advice on how to spend the day, what to do, what not
to do.
IV. Is popular music opposed to religion and morals?
Why are modern preachers so much opposed to jazz?
Ve A Sermon on Prayers
Ae In the preceding school session, the: Superintendent
had asked some of the men to lead in prayer, pre-
facing his summons with this story of a remarkable
w 4 «
answer to prayer right in their own community. ‘this
was the story: )
A lady going out to be a missionary had
wanted some particular kind of tin pans
to take with her, but every store she went
to failed to have these articles in stock
or to know where they could be purchased.
She asked divine guidance in the matter,
however, and one day she went into a store
where one of the Floral Park people hap-
pened to bee She inquired forthe article,
but was told they did not have them. So
the. man stepped up, and said’ that he lkmew
where they could be obtained and would be
glad to get them for her. The woman had
been guided to that. store where the man
had also been guided, etce, etCe
I asked them if they wanted sermons on prayer that would
give concrete instances of such astonishing answers to
prayer. They said, no; Why? Because the story of the
tin pans seemed fishy. It was too much of a sales-talk.
I asked how many were helped by such stories. No
responsese How many reacted against the story? Seven
votese Some thought that such stories were all right
for children, however. I asked if such stories wouldn't
encourage the children to think that if they asked the
celestial Santa Claus for things, he would have to
deliver: the goods. Some, however, thought that it
wouldn't hurt them anyway. On the whole, however, they
were not interested in reputed answers to prayer. What
did they want treated in a sermon on prayer then?
One suggested this: Was group prayer beneficial? —
‘he one who proposed this recognized the value in per-~
sonal prayer, but doubted the value of group prayere
‘he leader told of a man whose child had recently been
sick unto death and at a lodge meeting had asked the
members to pray for her recovery. They had done so,
the chaplain touching every one very deeply with his
intercession. The child recovered, and the father felt
that their fervent supplication nad contributed abated ot to
the recovery.
One boy: ‘Was it not just a aes that the aie 6
cast on the group?!
fo Ppetiat their point, (if asked them to be more specific
and one said that he didn! t see much gah in a hagas
tice a
together the Lord's Prayer. I asked for a vote on this
question; if there were a preference between just repeating
together the Lord's Prayer, or listening to some chap on
the platform pray, which would they prefer; of those vot-~
ing
5 favored common use of Lord's Prayer
3 favored the individual chap leading in prayer
The reasons given by the three were that he would at least
be ape to pray for something new while they had heard the
Lord's Prayer so many times that they almost forgot what
it meante
One boy: ‘Would he pray for something new? The minister
prays for the same thing over and Over again. He prays for
the cabinet, and for all the cats and dogs in the neighbor-
hood.
Some of them thought that a sermon on the Lord's Prayer
would: be a. good thing to make their use of it in common
more vitals
I then asked them which they would prefer, a sermon on the
value of common prayer, or an actual demonstration of its
power in fusing a group into a single unity. They answered,
the demonstration; although there might still be an op-
portunity for an interpretation of its value.
Someone then interrupted: ‘What is worship anyway?! So
we prepared to usé some chalk on the blackboard. But about
the only answer vouchsafed was ‘Communion with God'. I ex-
plained that worship meant the attributim of worth to a
God, and then asked what this involved. They mentioned
Reverence
Humility
Gratitude
Praise
I asked if humility were a good thing or bade Did the American
boy need more bumility or less? Was he too self-confident?
Or was he not sufficiently self-confident? The boys seemed
to think that there was a happy mean between the under-con-
fident who think less highly of themselves than they ought to
think, and the over-confident who think of themselves more
highly than they ought: to think. Several testified that in
their opinion the man who felt his own weakness but God's
strength would be stronger than the’ man who felt his: own
strength and perhaps God's weakness, altho they did not phrase
it exactly this way. On the. whole, it was a good thing for a
fellow to learn his place in the universe and before God.
Well, what did praise imply? Did it do God any good? They
Wa By me
wouldn't say about that, but they did think it did the man
who prayed good. Was its main value subjective? Yes. Well,
if we believe it is subjective, what difference will that
tend to make in our practice.
One boy: 'We shall not engage so much in regular prayer at
stated periods as in self-examination in times of need.'
(Upon further questioning, he explained that he did not mean
to limit self-examination just to times of crisis. Times
of need were frequent.)
I then asked if there were fallacies in the following analogies:
Ae A man may.not feel hungry at stated times; but human ex-
perience demonstrates the advisability of eating three
times a day. We do this in the interest of physical effi-
clency. So aman may not feel like praying at stated times,
but on the whole. spiritual efficiency suggests regularity
in habits of devotion. You may not feel like going toa
church nor in a prayerful mood when you go, but you ought
to go just the same as you’ go to the table to eat .whether
you.are real hungry or note
Be. Regularity in saluting the flag at school makes for patriot-
ism, and gives one a real sense of national duty, so that
he 1s ready when the emergency comes. He salutes the flag,
although he may not be fully aware of all that the flag in-
volves. He does not see ‘the country’. So, regular saluta-
tion to God through prayer, even if we were unable to ob-~
jectify God or to see Him made for a sense of duty towards
God and our fellow-men which stood us in good stead in®time
of testing.
One of the boys thought that there was a fallacy in the analogy some-
where, but he couldn't tell where it was» In regard to (B) some thought
that the salutation of the flags at school was largely bunk, but one
admitted that if it were done with greater ceremony, bugles, etc., it
might make a more lasting impression. I then asked if the wise teacher,
either before or after the salutation of the flags would not do well
to tell some story or fact regarding America or great Americans which
would help the child more consciously to see the greatness of the country
to which he was swearing allegiance. ‘They thought this would help."
Several things stand out in relief in this illuminating report:
1. The young men would recognize a connection between
services of worship and life situations (e.g. preach
on commercialized sport). |
2e They insist upon reality in religious experiences (e.2
their reaction to the prayer incident of the missionary).
3. They appear to seriously question the objective value of
prayer.
mi eeicu
The Rock Island group gave their opinions in these words:-
"Worship is giving expression to the spiritual emotions".
‘Worship is an expression of our love for God and a feeling of our
great need.” "TI like individual worship best". "I like the music
and silent meditation.” "I like the enthusiasm of the evening
service.” "Not much worship outside of a regular service except
private worship. Unless the worship is carefully planned for it
does not materialize." "Worship on the golf course is bunk."
Their practical suggestions for improving worship incident
in situations and in services of worship were as follows: "Un-
selfish service - difficulties met. and overcome. Good music.
Prayer. Silence. Ritual and architecture." "More democratic ser-
vices. A variation of services. Participation in all services.
Don't cling to one type of service. Create a larger appreciation
of music and meditation.”
| The Barron group suggested improving fforship by "More in-
dividual effort for selves and others.”
The Bay Ridge group discussion was well summarized by. the
leader as follows: "There was a feeling that many boys ‘just
count 40' during prayers; go to service because they have to; and
to meet the girls afterwards. A few (2 of the 135) felt they really
could worship, i.e. pray and. find communion with God, in the church
service. itt agreed that boys 'worship' was most easily before
retiring - while in bed = when arterials about their conduct that
day. They like worship in. a church building whi ch is architecturally
designed to stimulate worship; but the ‘dry’ sermons certainly dis-
count much; that is; hel pial: in the rest of the service. .The:worship
which gets them the furthest.is that which helps them to find their
unselfish attitudes in the everyday conduct problens which they are’
facing. This sort of 'meeting' or meditation helps God to.come }
nearer to them". . : ‘ ‘ aoe
Summary - All these reports seem to indicate that young men
expect worship to be experienced in life situations as well as in
services for.the purpose. In the latter participation by the group
is an important factor. Reality is vital in religious experience.
Os (Saks
WHERE DO BOYS GET THEIR INFORMATION ON MATTERS OF SEX?
Two reports were received.
1. Barron, Wisconsin, 6 High School, boys, age 17.
2. Live Oak, Florida, Group of colored students
from Florida Memorial College.
The reactions of the Live Oak group is simple, but
direct and reveals a real: comern on the-part of these negro
young mene |
"So many of the strange answers come from parents
as follows: The Stork brought them, and "Santa Claus."
"Boys should get their early information correctly
from their parents."
"There is too much a tendency upon the part of
parents to misquote the correct answer of "child=birth."”
"T think that boys get too much vulgar talk from
older boys, which give to them false and quack experi-
ences of their own lives which causes them. to try out
their own life."
"Be frank about the thing. Put it in a decent form.”
"T think if a father would take his son and give
him from time to time a heart-to-heart talk, we would
be better informed along these lines."
The Barron report was very fragmentary. On one point it
threw some light, namely that one of the points of difficulty for
the group was that of terminology in dealing with sex matters.
Also that: another area. of trouble lay in their actions. These
problems are doubtless far deeper than their simple words may
seem to indicates
WHAT ARE THE RIGHT PRACTICES IN THE RELATIONS
OF BOYS AND GIRLS
While this topic seems by general consent to be one of the
principal ones faced by boys, yet the amount of discussion held
has not been so great as in the case of Home, and one or two
others. We have discovered in a good many of the reports that
certain things inherent in the problems were not really brought
out into the open. As to the standards that boys hold for the
character and behavior of girls, these seem to be high and ace
cording to conventional, chivalrous, generally accepted tradi-
tions. It is only fair to say that at least a majority of the
boys from whom these discussions were reported have been those
who have come from Christian surroundings.
When we enter the field of questionable practices by boys
and girls in their relations to one another such as "necking,"
kissing, etc. there seems to be a pretty general attitude that
such things are not the best, that the boy can have such if he
wants it, that the girl is influenced to some extent by his
desires in the matter and his approaches to her. He does not,
however, respect her more, but rather less for it and would
usually deprecate it in his sister or future wife. It is rather
illuminating to find that a good many boys claim that they are
led into such practices by the suggestions or approaches of the
girls.
3 The following statements taken from the discussion reports
will show the trend - “If a fellow wants a thot! date he gets it,
if he wants a ‘clean! date he gets it” (South Bend, Ind. 45 High
School Boys, age 17). "One naturally looks for strength of
character and sweetness in a girl, just as one looks to mother
for them, so the opposite revolts. Smoking and profanity are.
both results of trying to show off." (Gosatesville, Pa.) "A red
blooded man would not like to have as a wife a girl who was
promiscuous in her display of physical affection, he would not
like to have a wife whom every one had 'pawed! over.” (Ohio,
Older Boys! Gonference group) “Every red blooded fellow looks
forward to a home life and a wife who has been careful of her
relationships." (Another Ohio Older Boys! Conference group.)
In meeting the problems in the relations of boys and girls
it is gratifying to note that some seem to think that these
should be faced together. The following are some statements to
this effect. "There shonld not be a policy of silence on these
questionable practices. Boys and girls should think and work
these things through together, but possibly in separate groups."
"Plan joint discussions with girls on these problems." "Ir eh 3
best girl can't stand it, she isn't worthy of being your girl.”
(South Bend, Ind. 45 boys, Av. Age a7). Always be frank with
girls and have an understanding. (Ohio Older Boys! Conference
group). "“Pfhey felt that boys and girls ought to raise their
standards." (South Bend, Ind. 45 boys, Av. Age 17).
~Qe
The Ausceiunion at Bay Ridge, erookiya, tried the experiment
of bringing the boys and girls together for a discussion of their
common problems. There were between 12 and 50 in the group and the
average age of the members was 17. ‘The girls were the first to
urge this joint meeting. Two of these meetings were held jointly
With girls of the ilakele own ages. Seven mee tings of the group were
held in all.
After walavat paetinne of . the boys by themselves the fol-
lowing summary was worked out and approved by them before they met
with the girls, and this constituted a background for their
thinking. This summary was the background of a statement made by
one of the boys at the meeting with the girls as representing an
outline of their thinking and preblems. A somewhat similar state-
ment was made by one of the girls. This was followed mE s discus-
sion, a summary of which is Bay on, further on.
Here follows che summa ry presented by the boys.
As SUMMARY OF DISCUSSION ON RIGHT
| PRACTICES IN THE RELATIONS
OF BOYS AND GIRIS
(Class of WRF. Stier,’ Chursh Senood of the tinien Gherch
of Bay Ridge, Nov. 26, 1925 - 12 - 30 boys, Age 17.)
"In thinking into this problem we noted that the question
of relation between boys and girls arises in the following every-
dey situations:-
lL. When we try to function in ovr social relations.
&e At dances we seek out girls not boys as dancing
companions.
b. At the movies, sentimental love stories held our
attention.
ce. Inathletics, in the home, at chureh, at school
and in some ways in business, we are conscious
of the fact that we act differently, firstly,
when the others present are just women or girls
or perhaps just one girl; secondly, when the
others present are both men and women or boys
and girls; and thirdly, when those present are
| only fellows or men.
ad. At parties, necking" is popularly considered
.. necessary in order that these parties may be
properly pepped bd Kissing games are
inevitable. | }
2. When we travel on our subways.
a. We find ourselves wondering why we should sive
-¥p our seats to a woman.
be. Many of us are physically affected by being
| crowded against the girls in the +Taine.
«Oe
5. When alone with a bunch of fellows our conversation
frequently drifts to the girls.
4, When we are alone with ourselves our thoughts turn
easily and frequently to our relations with girls.
"We did not all agree on what we considered questionable
conduct on the part of either girls or boys in these situations;
however, in general the following action was frowned upon by
most of us.
- DONE BY Boys
p Deliverately attempting to take liberties with girls “
espe cially ‘petting!
2. Failing to keep. conservative postures when dancing.
$3. Subway and movie mashing.
4. Gonsidering a girl a weaker sex in tennis, for example,
or in business and failing to meet her on equal
terms, with men.
5. Treating sisters less respectfully than other girls.
6. Telling stories to fellows, one would be embarrassed
to tell in a mixed group.
7. Not giving our seats to women in crowded cars.
8. Refusing to find other interests than girls to absorb
our thinking.
DONE BY GIRLS
1. Failing to assert their equal rights in athletics, in
business and in the church.
2. Allowing fellows to take liberties with them - in fact
giving the impression that they expect to be 'petted.!
So» Expecting the fellows to take the initiative in parties,
church affairs, athletics, recreation, visiting, con-
versation, etc.
ass Ss = elUelClUellCU
"Why these practices are considered questionable by some? -
is a hard problem to answer. ‘here is no doubt about the fact
that the practices which were objected to, are leas frequently
questioned by us than by our parents or by other adults.
"We did, however, agree that boys ought to be more consistent.
in their relations with girls. We regret that the same fellow does
not treat all women with the same respect. We have noticed that
some boys maintain companionable relations with the girls they go
with 'seriously' and make fools of themselves and of their girl
friends with whom they purpose only to flirt. We have also observed
that some of us believe that some of the things we have mentioned
should not be done by boys, at the same time we are aware of the
~te
fact that some of us have ‘fallen from grace,’ whereas others
might not practice what they preach even in the future.
"We have been asked whether we believe that the intention
of a boy and girl have toward one another determines whether or
not it is right for them to kiss and fondle each other. Again,
it was asked whether we believed it was right or wrong for a boy
or a girl to take liberties one with another, if they are
looking forward to being engaged. Most of us believe that the
self-respect a boy or girl wants at the time of their marriage
should cause them to respect each other end their companions
and refuse to allow or take liberties. Above we have admitted
that young folks do not always practice what they believe.
While in this discussion we soon discovered that there is great
diversity of opinion as to what is meant by ‘taking liberties.!
Some of the fellows thought one thing, others referred to still
other matters. A seale of sex relations was then laid out and
the following steps were marked off:- ‘Taking an arm when walking
alone with a girl, kigaing » mecking, ' ‘petting, ! sexual inter- .
course, parenthood.s! Some fellows believed that ‘taking liberties '
meant '"kissing' or ‘attempting to kiss!; however the majority felt
that no liberties were taken until ventures in "petting! were
made. This group felt that the line of justifiable action must
be drawn with ‘innocent necking!, One or two did, however, |
express thomselves deeply concerned over the fact that even this
relation was too flippantly indulged in by too many young people.
- “the group is anxious for help on this problem and seeks
advice and counsel with reference to at least the following
questions:-
1. How ean boys and girls determine what their conduct
should be in these situations?
2. How far can boys and girls go in talking these
practices over together? Should the customary
practice of silence betweon boys and girls on
these matters be continued? Why? or why not?
Se Prom What sources can we get dependable information?
4. What should be the ideal relationship between bdys
and girls?
5. fo what degree are we as a group and individuals
‘setting the pace’ for others to follow? How can
we be more helpful? What will we plan to do to
create and maintain high standards of Christian
liv |
6. What suena we as individuals cut out or what ought
we further to do to raise our groups! standards
as well as our own personal practices?
7. What does the spirit and the teachings of Christ
have to sey about these matters? _
8. As we look forward to a home of our own, what are
the things that we should think about mos +?"
soe ne Gases
B. SUMMARY OF THs JOINT pIScUSs ION
Li introductory Discussion
a. “What do the girls. mean when t Srey want to
practice equality?”
b. “What is there wrong about 'light petting?"
Gc. Why can't we discuss these problems with the
| girls themselves?”
Why do some of the girls feel so keenly that
dove is not possible.in the teens?"
e. “Why dontt the girls object to petting?"
"Why do they seem to like it?" ~ i.e. “expect
as to take the initiative in Fria
de
‘Problem D: 5 duke ton ae | st
a, “Thinking into the: Situation."
2.
"The boys were most hee al over the Petting Problem.
They themselves (i.e. all but 2 or up confessed that they really
felt no pangs over indulging a bit; though all insisted that it.
most 'not go beyond the neck'. Girls seem te be too desirous
for such parties and with hats, suggest hone are always leading
on most of this bunch. ~
"The boys felt that many fellows acted questionably by
bringing liquor to dances and girls were too anxious to show off
by wanting to smoke. |
b. “Locating the Problem.”
one of the practices in Boy and Girl relations were
chiefly questioned by adults. The boys all want a single
standard for boys and girls. It is not old-fashioned to
believe that self-respect a boy or girl wants at the time of
their marriage should cause them to respect each other and to
refuse to allow or take personal liberties. The trouble is,
however, that both girls and fellows casily ‘lose their heads
and self-control, when they think they are in love.' A few
of the fellows said they could not respect a girl if she lost
her self-respect. They believed that public opinion favors
the girls too much. |
c. "Help on the Problem."
"Right conduct in these situations is best determined
‘by frank discussion.! We have spent six hours in formal con-
ference with girls on these topics. in our group there was no
age ei ih silence! even on sex matters. Several have read
Gray's book #26, SHOR Ah it tgood!- ' course a preacher would
say it that way.t ‘The books of the American Sex Education :
Association (Edson and others) appealed especially. The bunch
4s anxious for dependable information about the psychological
effects of petting, masturbation, sex revery.
oe
a. “Next Steps"
another Gwnrerens . An
Find out what tlove? really means.
Give the girls a chance to try out their independence
theories. ‘Of course we'll see whether it is pos-
sible to make a pal of a girl = most of us are
prejudiced: but we'll give in and let them ere care
of themselves for a while.!
Oe Leader's pans os and Comment
"Nuch of what has gone on in our groups eainek be recorded
because no record was kept. The enthusiastic interest was too
tense for our secretaries. ‘The leaders of the groups (boys and
girls) believe much was accomplished by the joint discussion.
The boys made fools of themselves because they did not sense
the finer aspects of the ‘equality! appeal on the part of the
girls. Then too the boys were the silly ones because ‘puppy
love! was their apparent serious motive in relations with the
girls. The girls did not, however, make clear why they wanted
‘independence practiced’ and hence gave the impressions that.
they were snobs. Both groupe seemed to have chips on their
shoulders.
"The leaders believe a serious sermon is needed on the
deeper meanings of tlove'. The boys sense what's involved
thowen they still think it funny to talk about serious love."
The interest and results of this joint discussion is
suggestive and encouraging for similar procedure on the part
of other groups. Doubtless many questionable things that now
obtain in relations with boys end girls would be easily and
effectively cleared up provided boys and girls could come
together under sympathetic and helpful leadership to openly
and frenkly talk these Ghings oat
On the question of the same or different standards for
boys and girls the reactions sre somewhat variable but generally
in the direction of a single | stendard. - "Girls! practices were
as questionable as the boys." (South Bend, Ind. 45 boys ght thee:
17). “Not doing the things he wants the girl not to do.”
"’ girl should be one that a fellow can look up to," "a ,oirl
is supposed to be finer than a boy, and act accordingly."
"Expect more from a girl.” "A real girl is far above the average
man in goodness and perfection of character.” | ,(coatesville, Pa.)
"She has a right. (to smoke) if the man has. "The group opined
that a girl hes as much freedom (to smoke) as @ Re. a further,
however, that she would not make a good mother.” “All right for
girls to smoke as long as boys smoked." "A fellow should the
himself' under any circumstances and regardless of the lengths
to which a girl might be willing to permit him to go.” (Above
four opinions are from four Ohio Older Boys! Conference groups. )
Pay Pm
fhe questionable practices mentioned in the discussions
80 far reported are “Petting”, "Kissing", “Rotten talk to girls
and about them", "Improper dancing, drinking, smoking," "Making
dates with girls who were known as thot!.” hairis dress s0 as
+ to get a fellow going.” “Cutting classes for parties."
' "Gambling" * "He cking ° . sy
~A sense of chivalry lingers here and there. "Set an
example of friendship and mutual respect in all our relations
with girls as a club and as individuals.” (South Bend, Ind.
45 boys, av. age 17) “Always being a gentleman." "Finest
thing created, (iee. girl)" "A real girl is far above the
average man in goodness and perfection of character." "Uphold
womanhood." (Coatesville. ) Brg wai tee
. Summary - The difficulties in the relations between boys
and girls gather to some extent around a few practices such
. @8 smoking, gambling, etc. but more especially around doubtful
practices that are’ comected with sex feeling, sex stimulus,
“and Bex releasé. Thé general tendency is for boys to expect
from thé girls only such conduct as they would set up for them-
selves. It is encouraging to note a very evident and pretty
general feeling on the part of the boys that these problems
should be faced and worked out together by boys and girls in
mutual self-respect. " af :
It is significant that in this realm of difficulty the
boys show an encouraging tendency to regard these problems.
such as they (and the girls) can work out together. That the
solution lies inherent in them. One group (\inston-Salem,
W.G..15 boys, age 14-17) in summarizing the blame for the
objectionable practices in the relations between boys and
girls listed the following: |.
' Boys
Girls ma
Leck of rule of parents
Companions
Public attitude
Papers and magazines
Movies. : ea
RMe@Aode
“as we look over this list we see that only one of the.
great institutiona of society is mentioned in this connection,
namely, the Home, and that rot as an institution but es rep-
resented by the parents. ‘the boys and girls are themselves
first named, then after the parents come the companions and
- other factors which operate in life generally, and not neces~
- garily in life as comected with the institutions of society.
"It should be pointed out that in dealing with this
question of the problems gathering about sex we are deeling
with e different kind of problem than that of the Home (as
en institution), the School, the Church, and Business.”
YOUNG MEN AND THE HOME
The three discussions reported upon this topic are of such a
character that they will doubtless contribute more if given sepa-
rately rather than if combined in a summary.
A group of 16 Colored young men age 20, college students at
Florida Memorial College, Live Oak:- “There are no things as I see
it, that boys miss who do not have homes, for indeed those boys
who do not have homes, and who have to take life as they find it
make better men. I think that boys who have homes do not usually
appreciate them successfully. I think it would be effective that
a boy should be responsible for help building his home, being paid
for what he does, thus teaching him the world's responsibility. I
should say that parents should take their boys in business along
as partners and not as slaves or hired servants. A boy cannot know
what he can do when he is a man until he has been tried to find out
what he can do while he is a boy", (Notes taken of the discussion).
The summary given on the report is as follows:- "They seem to
be having very much difficulty in trying to discover what a boy -
really misses if he has no home. They seem to think boys without
homes make better men in the future. The matter of having decent
homes to which the boy might feel welcome to go in case he fails,
but not wholly dependent upon a home of plenty and parents who must
see him through school and life without any worthy effort upon his
part. Feasible plans might be suggested as follows: (a) To have
boys see that a home is the salvation to tYoutht. (b) More close co-
operation upon older boys as to prize home spirit. (c) Franikmess
upon the part of men who have not had homes as to how they meet the
situation in life".
Ten young men (students and employed) age 17 - 23, at Rock
Island, I11., found in the subject a vital issue. “This discussion
revealed a real interest on the home problem. The most important
of our institutions and the hope of our future. A good home means
a desirable citizen. Parents are not careful enough about home
influences, care of children, planning for future, amusements, home
owning, providing for future, ete. Society has created an unwhole-
some custom of looseness, extravagance, and loose conduct. There is
a lack of restraint. It exists in homes and among adults generally.
People are living at too fast a pace and many not able to keep up.
Apeing the rich. Influence in my home for better conditions. Sug-
gestions to others. Practice sane living. Campaign in pulpit and
school for better home conditions.”
Twenty-seven young men of the United States Army at Port
Monroe, Va., agé 25, expressed themselves with great clearness upon
the subject. The report is given just as sent in:- “On what things
are you (young men) thinking differently today from your parents:
1. Advice. Want less given. Want more freedom to choose
and decide.
2. More freedom and indulgence in athletics and recreation.
3. Clothes. Take up with the newer styles. Dress like
those of our ‘set’.
4. Dancing.
5. Relation between the sexes. Less conventional today.
More freedom. | .
6. Incline toward less religious 'restraints!.
7. Going out at night.
8. Young men today are more advanced in education than
their parents.
9. Want more leisure.
What are the home customs of your experience that most appeal
to you: , |
1. Family prayer.
2. Proper discipline. Punishment when needed.
5s Respect for older people.
4. Strict enforcement of geod manners..
5. Being trained to work.
6. Taught to be thoughtful of others.
7. Brought up to attend Sunday School andChurch.
As you look forward to your own home making, what changes will
“you. mA from the practices or belief of your parents?
1. Make punishment strictly just; make doubly sure it is
needed, and that it is the best cure for the deed.
2. Avoid favoritism to any child.
5. Imparting right instructions about sex matters.
4. Will not favor sons going into the army.
5. The group was evenly divided on the point whether husband
and wife should decide family affairs on a 50-50 basis or
a 60-40 basis, the latter recognizing the husband as ,nead
of the family on questions where one mind is needed."
In this report several things are worth special notice.
a, Of the appealing home - customs, family prayer, and
proper discipline come first.
be In the homes” they will build - children are to have
"right instruction about sex matters", and fathers
"will not favor sons going into the army"
SSCA |
WHEN IS FURTHER EDUCATION FOR A YOUNG MAN WORTH WHILE?
Two reports on this topic were received.
1. Ft. Monroe, Va.,40 young men, age 25.
All are soldiers in the U.S. Army.
Ze Live: Oak, Florida fhe of colored students at
the Florida Memorial Co legee
The Army group gave a good report on the reasons why young
men do not have a better education than they are now trying to get
along with. They are stated below just as rebdorted.
"Many do not want it badly enough.
Some have had to stop school and go to work.
Tack of necessary energy.
Lack of foresight. Do not measure the future.
Many do not know the real meaning of an education.
Lack of ambition, of the necessary urge.
Thrown in with poor school facilities when they were young,
which did not arouse a desire for an education.
Some want it but are not willing to pay the price.
Many are too easily discouraged.
Often the son depends too much upon dad to see him through.
Parents are sometimes negligent and fail in their duty of
sending the young man to. a good school and arousing him
to the desire of a better education.
some wouldn't heed their parents when they tried to keep them
in school and open the way. for a better education."
some of the statements of the Live Oak group are interesting.
"The educated man is the man who knows how to live with
people. : !
"T think religions and business are the highest types of
education in the world today.
"Boys dread continuing school on account of their
financial works or problems.
"T think a man's efficiency depends upon his honest
living."
OUTLINE NO. 11
WHAT ARE THE RIGHT PRACTICES IN THE RELATIONS OF BOYS AND GIRUS?
(For boys 15-17 and young men 18-25)*
(1-14% hours’ discussion)
Note: This outline deals with but a single probhave the usuallen and therefore does not have the usual “Introductory Discussion.”
i
ie
itt
Thinking into the Situation.
In what everyday situations does the question of re-
lation between boys and girls arise? List these situa-
tions.
What things are boys doing in these situations which
are questionable? List these practices. What things
are girls doing which are questionable? List the
practices of girls.
Locating the Problem.
Why are these practices considered questionable?
Are some more questionable than others? Why?
Who questions these practices most, adults or boys
and girls? Why?
What attitude should boys and girls take toward these
practices?
Some people believe that the intention of a boy and
girl have toward one another determines whether or
not it is right for them to kiss and fondle each other.
What do you believe? Why?
If a boy and girl are looking forward to being en-
gaged is it or is it not right for them to permit and
take liberties one with the other? Why?
Some people believe that the self-respect a boy or
girl wants at the time of their marriage should cause
them to respect each other and their companions and
refuse to allow or take personal liberties. Is this or
is it not an old-fashioned idea? What truth is there
in it?
If girls expect their boy companions to fondle them
and invite ‘‘cave-man” and “‘sheik’’ methods, how far
should a fellow go?
a. Should he or should he not respect such girls even
if they have lost their own self-respect?
b. What weight should a boy’s own self-respect have
in such a situation?
10.
i+.
1®,
If boys demand privileges of girls and consider girls
who vield as popular, what effect does this have upon
the attitude boys and girls take toward each other?
Summary Question—What seems to be the real
problems in the right relations of boys and girls?
Help on the Problem.
How can boys and girls determine what their conduct
should be in these situations?
How far can boys and girls go in talking these prac-
tices over together? Should the customary practice
of silence between boys and girls on these matters be
continued? Why? Or why not?
From what sources can boys and girls get dependable
information? List them.
Leader: Assign to members of the group to review
“Men, Women and God,’ by Gray.
What do you think of the attitude which Dr. Gray
advocates in “Men, Women and God?”
In the light of our discussions, what should be the
ideal relationship between boys and girls? Why?
Next Steps.
What can the Association and our group do to attain
such a standard?
To what degree are we as a group and individuals
“setting the pace’ for others to follow? How can
we be more helpful? What will we plan to do to
create and maintain high standards of Christian liy-
ing?
What should I cut out or what ought I further do to
raise our group standards, as well as my own per-
sonal practice?
Note: This problem of the relations of boys and girls is
carried further in the outline “Young Men and the Home”
which can logically be taken up as a continuance of this
discussion,
*When this outline is used with young men substitute the words “young man” or “young men,” for “boy” or “boys”; make
the same changes as between girls and young women.
no
GUTLINE NO. 12
YOUNG MEN AND THE HOME
(For use with young men 18-25)
(1-2 hours’ discussion)
Note: This outline deals with but a single problem and therefore does not have the usual
“Introductory Discussion.”
It would be well to precede this discussion with the one provided
for in the outline “What Are the Right Practices in the Relation of Boys and Girls.”
Thinking into the Situation.
On which of the following things do you think dif-
ferently from your parents.
Note: The leader should have the list below mimeographed
with space between the lines for writing. A third blank
column should be left. (See IV-7 below.) Each member of
the group should be given a copy just before the question
above is asked. oO 0 © ® © O DW
ee
~
o
‘a
©
vw H om Oo FY a oH ®
o GS | &
23
88
oy
20
TEI total
Doubtful
Doubtful
Doubtful
‘Doubtful
Doubtful
Doubtful
Doubtful
Doubtful
Doubtful
Doubtful
Doubtful
Doubtful
Doubtful
Doubtful
Doubtful
Doubtful
3 oo Gh YY SO ao Se OO ae Oa A
II III Total
sd
2
=]
—
aa A Do@ ot & Oo. 6 2 9° 6 8
Oa Hae of a aw on ff Ww WD & oO A
13
14
10
“6
Pull
No
No
No
No
No
No
No
No
No
‘No
No
No
No
No
No
No
Co -- Oo. oOo. wwe. eae Oo UF 6S 8. lhe
II III Total
0
0
1
0
12
0
13
Ot) Pb 6 Oo » h Mw et oO a ew OO
LO
pee ae
These results suggest several interesting tendencies=
1. = All the groups think that the Church can be
helpful to a young man’on’=- :
ae His struggle for personal purity (by?
b. His doubts about the authenticity of the Bible. (f)
c. The divinity of Jesus. (h) Poa Ou |
de Prayer. (1)
es Social and racial discrimination. (m)
| 2.- All the groups think that the Church cannot, or they
are doubtful that it can, help a young man on =
a, His sympathy for Soviet Russia. (gz)
3." The colored group think that the Church can help them
in the following problems on which the white young men think
the church cannot. i | | ,
a. Whether to go to college. (c) But they are not so
sanguine that the church can help them to decide
where to go to college. (d)
b. Compatibility of war with the Christian belief. (e)
¢. Stewardship when marriage is involved. (41)
d. Marriage when income is precarious. (j)
@. When his girl has turned him down. (k)
f. The wrong appeal of a young woman to him. (n)
The two white groups do not both reject the chureh on these
things on which the colored boys look to the church, but a com-
parison would hardly be of value without a greater number of tests,
The results, in summary, reveal a tendency
ae Of all young men to look to the church for her
traditional ministrations. :
b. Of all young men to look away from the church for
help on social problems both personal and otherwise.
-¢. In this latter respect the white young men seem to go
further than the colored young men, the latter largely
Staying by the church, the former largely looking else~
where. They unite in looking away from the church on
political troubles. (g) Does this mean that the church
is traditionally not concerned about political matters,
or considers it wise to leave them alone? | ‘
Tit
~ Bm
fhe group at San Diego summarized their difficulties
priefly thus -
12. - "Finding a genuine hospitality within churches for men
in uniform Ciaci or welcome and sincere greeting).
foo much class distinction in churches. Why don't
they have more community churchés and cut the de-
nomination "stuff"?. Why not make greater effort. to
interest poor people? Goc
How young Men Would Change the Situation in the Church -
It is gratifying to note that young men, in spite of .
their severe criticism of the church, would not do away with
it, but recognize it as having a rightful and important place
in society and are ready to help change it for the better.
13. - "The discussion opened the way for three personal
interviews which were of great profit. The men
modified their first expressions frequently and
generally agreed that the purpose and work of the
church was splendid, but quite frequently it did not
"eet across". Everything seemed to point to the
effective example, ministry, and leadership of the
pastor of any church considered", (San Diego, 15
men of the Navy and Marine Corps, age 24). This
reaction is rather typical of all the groups.
Young men have many concrete suggestions as to what
the church might do:
14. = "Every fellow should serve the church in some way.
- $hould get in, put his shoulder to the wheel instead
of standing off criticizing. The group as a whole was
to offer its services to local pastors for services.
To help build up the young people's work in churche
The fellows recognized the importance of the church to
the commnity, but were indifferent in their interest.
Felt the older people gave them little tho't and con=-
sideration. Were willing to go half-way tho!, (Freehold,
N. J., 10 boys, age 16). 15. "They came to the con-
clusion that they should get in and take part and then
they would have some say as to the programs";
16. “Unification of all young people activities.
Sermons should not be so long. Ministers have a ten-
dency to talk over the heads of young folks. Change
in order and kind of service as to ceremony, etc. Get
the people to sing more and not just the choir",
(Marion, Ind., 35 boys, age 15-18). 7
17. "Closer cooperation between Pastor, Church and young
men. A better statement of problems and a more specific
application on their problems. Church could help greatly
by attempting to solve specific problems rather than
theory. Approach pastor and Boards with a proposal for
certain programs and studies. Young men attend church’
more regularly and take an active part in its program",
(Rock Island, I1l1., 10 young men, age 17-25).
18.
week from a are pulpit",
Oe
"Whole-hearted Pricuaahis of ahve people with
"class" distinction entirely eliminated would be
attractive. Have more ministers and preachers
with the practical teachings of Jesus to go about
doing good, rather than "preach" once or twice per
(San Diego group).
These reports and others give an unequivocal impression that
young men are loyal to the church. ‘They have definite ideas as
to how it may be more useful. They are ready to help. ‘They
only ask to have the opuarinns ty sakes an erfective part ‘in its
PENT ems :
NOTE - This report shows the attitude of young men ke be
essentially the: same as that found otk: i cicte
OUTLINE
NO. 14
WHEN IS FURTHER EDUCATION FOR A YOUNG MAN WORTH WHILE?
(For use with boys 15-17 and young men 18-25)
INTRODUCTORY DISCUSSION (30 minutes’ dis-
cussion),
What part has education played in the lives of
the leading men of your community?
What has been the educational qualifications of
our national leaders?
When is a man “educated?”
What kinds of education are the most import-
ant?
To what extent is it possible for a young man
to “educate himself?” Mention some successful
men who have done this.
What is the relative value of “school” education
and “self” education?
What considerations should determine whether
or not a young man will try to get further edu-
cation?
Note: Question 7 will likely lead into the center of the
problem of further education. The outlines below will
doubtless be of help in following through some of these
considerations.
SOME SUGGESTED OUTLINES FOR FURTHER
DISCUSSION.
Problem A—~\ hat Has Further Education to Do
with Employment and Achievement? (50
minutes’ discussion).
I. Thinking into the Situation.
1. What voung men do you know who are studying with
the hope of a better job?
2. What kind of things do they study?
3. What help do they get from others?
II. Locating the Problem.
4. On what does a man’s efficiency depend? List these
things. j
5. How many of the things mentioned under +, above,
are under a man’s control?
6. What are some of the things that hinder young men
from equipping themselves for better employment?
7. To what extent does a man’s job depend upon his
education for it?
Note: This question will likely lead naturally into III,
below, and should be discussed only a few minutes.
III. Help on the Problem.
8. What do we mean by “skilled” and “unskilled work-
erat :
9. To what extent does education affect wages or salary?
10. Does general cultural education help a man in mak-
ing progress in business or industry?
11. What kinds of vocational! training have been of larg-
est value in securing and holding a-job?
i2. What are the relative values of school training and
training on the job?
ie
168).
How far should a voung man seek to achieve some-
thing apart from his vocation?
ry . . ‘ La ba
To what extent may education help in this larger life
work?
What kind of education does this larger life work
demand?
What are the things that hinder young men in secur-
ing further education?
Which of these are to some extent at least removable
by voung men?
Next Steps.
What organizations or institutions in your community
offer educational help to young men?
What should the Y MC A do?
Problem B—What Has Further Education to Do
th
with a Young Man’s Happiness and Gen-
eral Usefulness? (45 minutes’ discussion).
Thinking into the Situation.
What are some of the things that bring happiness to
young men apart from mere wealth?
Locating the Problem.
Rate in the order of their importance the following
things that make for happiness:
a. Character. e. Unselfish service to others.
h. Friends. f. Intellectual power.
ce. Travel. g. Appreciation of history
d. Appreciation of — h. Sense of world brotherhood.
art and music.
Note: The leader may add to this list either himself or
from the group.
Which of the above II, 2 are to be had largely, if
not wholly, through education?
What are the things that hinder young men from at-
taining this larger life through further education?
Note: This question will open the way for the discussion
under III, below.
Help on the Problem.
Which of the things mentioned under II, 4, above,
are largely under the control of voung men?
How far might further education along general cul-
tural lines become recreation to young men who work
and thus be gained in that way?
What institutions or organizations are there in your
community that are fitted to help young men in this
way?
Next Steps.
-Whay may the Y. M. C. A. do to help in this kind of
need among voung men?
In what respects is its position and function unique?
A 5 te ae ee
“ane QB 5 PORTER UUCATION ‘FOR. A una aR worna: mat
- ‘two ) reports on. thie topte vere receiveds ee
ae ‘mee * {an ws peep wo en my, pedsona oa
yom oon de Frying ve & better emontson than mag are no EYyAnS
te get “aleng vithe They are lau ae's Hlow just as reported. .
| eng: do nob wmt 4¢ bed y on : “
@ome have had te atop 3 Bene ok ane Bo to oy
Lack of necessary energy | |
Lack ef foresight. De not neapure ‘the futures |
Many do not Know the roel meaning ef an educations
Mor tchacl thaliitden when shay vere
RecN arouse a ‘Gesire for om
Parento. are ) aheitiec: negli gent ar nit in their auty
of sending the young man to @ a he .
erousi Bai to tha desire of a Detter ecdmcats
wouldn't need their parents when they
keep then tn sehool anc mn wae. wey ar ® better
- education," Fok
Some or the ste renenta 5 of the ive Oale group ore ¢ inte ating.
sg eauanted mae te the men whe ens how bad Live with
aa iy think reli ons end antes are + the > michont ‘apes
of oquontion in. the niche LOUay «
"Boys erord contimiing choot on account or choir
| financial works ball ‘problense
, ot ttn a te ertteteney epence yon hte honest
OUTLINE
INTRODUCTORY DISCUSSION (30 minutes’ dis-
cussion).
1. What is it about school and college that young
men you know enjoy most?
2. What is it in the make-up and management of
our higher educational institutions that young
men object to?
3. What are the things that cause young men to
leave school and college before finishing? List
these.
4. Which of the things listed under 3 are to some
extent, at least, under the control of young
men? Which are under:school management?
Which can only be reached in still other ways?
5. How would you state the difficulties or situa-
tions that puzzle or confuse young men with
regard to their higher education?
Note: After the problems are worked out and clearly
stated, the leader should proceed to discuss them either at
this or subsequent meetings. The following outlines are
given as suggestive of what may be done in further dis-
cussion.
SOME SUGGESTED OUTLINES FOR FURTHER
DISCUSSION.
Problem A—How Shall a Young Man Determine
What to Study? (40 minutes’ discussion).
I. Thinking into the Situation.
What particular difference, if any, have you noticed
between required and lective courses in school and
college?
2. What differences have you noticed in the attitudes of
young men toward these two classes of studies?
3. What seems to be the basic principle for required
work?
II. Locating the Problem.
4. What do vou think of courses in the freshman col-
lege year sometimes known as “flunk courses” by
which students are weeded out?
5. What has been the experience in colleges you know
where wide use of electives has been granted in the
freshman and sophomore years?
6. What would you say are the chief difficulties of
young men as to the choice of what they will study?
III. Help on the Problem.
7. The following are some of the methods which may
help to determine what a young man should study.
What are the comparative value of these? On the
whole, which would you think best? Or which com-
bination best?
a. Intelligence tests on admittance.
b. Written examinations on admittance.
ce. Certain required work during the course.
d. Wide range of electives, with counsellors for vari-
ous groups and classes.
e. A course of study on the curriculum giving an idea
of the relative value of the different subjects taught.
NO. 15
HOW MAY YOUNG MEN MAKE TH MOST OF SCHOOL AND COLLEGE?
(For use with young men 18-25)
I'VE
f. Vocational guidance.
Note: The leader should call for and discuss other methods
than these.
Summary.—On the whole, what do you think is the
most helpful method for helping a young man to
study the right subjects?
Next Steps.
What is the method in use in your school or college?
Specifically, what can be done to improve it?
Problem B—To What Extent Can Democratic Pro-
bo =
rm 09
10.
UN Me
13.
14.
LV:
16.
cedure Be Applied to Education? (40 min-
utes’ discussion).
Thinking into the Situation.
Should society strive to educate every young man?
To what extent should all young men have the same
basic education?
When should specialization begin ?
To what extent is compulsory education justified ?
Locating the Problem.
To what extent can everyone take the same educa-
tion with value?
What is the value of degrees? B.A., M.A., etc.)
When are degrees baubles and ben incentives to
achievement?
How far do honorary societies, such as Phi Beta
Kappa, help true education?
Help on the Problem.
How would you state what is to you the best rela-
tionship between student and professor?
To what extent may curriculum and class-room pro-
cedure be based on a truly democratic procedure?
If a school or college cannot be based wholly on
democrati¢e procedure, what things might be so con-
trolled and what ones not? List these separately.
To what extent, in a democratic country, should the
people control their educational institutions as to:
a. Extent and number of schools?
b. Character of schools?
e. Content of the curriculum?
d. Behavior of the students and faculty?
e. Cost and equipment?
In a democratic country, what should be the relation
of the state to private educational institutions?
How far is the state justified in using the schools
and colleges for certain specific ends, e.g., as bases
for military training?
How much would truly democratic procedure in edu-
cation contribute toward making it possible for more
young men to enter our institutions of higher learn-
ing and for more to remain in them?
Next Steps.
What can be done in your school or college to better
the method of educational procedure?
HOW MAY YOUNG MEN MAKE THE MOS? OF SCHOOL AND COLLEGE?
Three reports received are summarized below. With the
exception of the one from Wichita, Kansas, they are rather
disappointing. The reports came from =
1 ~ Rock Island, Ill. 12 young men (students, industrial,
office) age 17-23
2 Wichita, Kansas 21 High School boys, all of whom
have obligatory work after school
6 = Live Oak, Florida A group of students in Florida
Memorial College —
I - THE PROBLEMS
The colored group at Wichita seemed to find a real problem
in the matter of vocation particularly and further in the choice
of a college on account of race discrimination. The leader's
summary followst=—
"Discrimination in vocations is a factor that negro boys
must face. And as all cannot be exceptionals in possessing
abnormal genius, this is a real factor in the selection of a
life work choice.
"In the light of innate ability - and facial racial
discrimination - how shall a negro select his course in college?"
The colored group at Live Oak confined their statements to
the difficulties in college itself.
"The fact about young men I know as to enjoying school, they
seem to think Gollege to be a 'resort' and not a place to work.
They seem to enjoy a good time more than anything else.
"Some leave school before finishing on account of finance,
while others leave for rude life.
"Tt seems to make a very little difference as in matter
with elective courses, for students do not get that subject they
don't like no way.”
The Rock Island group had this list of reasons why young
men leave school and college:- Pn
"Pinances - Failures - Social troubles = Sin - Wrong courses -
Misfits. x
Also this further statement:
"Confusion arises over lack of decision as to life work and
course of study. ‘Where shall I go to College?’ The large
« 2 ms
University offers much that is sood and much not so good;
the small denominational school offers better training but
not prestige, etc."
| As to the things that puzzle young men with regard to higher
education, this group said "vocational difficulties."
As to difficulties in school and college, the Wichita High
School boys gave:t~
Zz Tog nex of fitting their studies to their life
- wor ' te As:
@- “Lack of life work decision
3 - "Vocational discrimination"
Things objected to by them werei~.
"Faculty authority
"Compulsory military trainin
"Social discrimination
"Race prejudice"
Reasons for leaving school were?-=-
"Financial difficulty
"Po marry
"Pinancial temptation
"Lack of vision of future
"Lack of vim
"Poor: health
"Domestic difficulties"
fhe replies above would indicate that the problem of vocation
figures largely in the matter of further education for boys and young
mens; that in college there are various problems making for failure or
success that are not very different from those of ordinary life.
II - HELP ON THE DIFFICULTIES
From Wichita:~
" 1. That real worth and genius will break over barriers.
2. That thprough preparation is the only panacea.
"Seek vocational helps, books, etc.
"Seek a solution for discrimination.
"TQ geek vocational advice, in the light of the existing
8 ituati Ons ®
"Po base high school work, not upon ‘likes nor dislikes’,
| but upon life work plans.
"M9 choose life work during first two years of high school.
"fo come to definite grips with the realities of Education.
"Po stand Scholarship vse Athletics as the ‘main show'.
"fo take a definite stand against military training in
schools." !
“Se
They also felt that all boys and young men should be edu-
cated at least with a fundamental education to fit them to be good —
citizens" and “for economic competition",
From Live Oak:-
"Society should strive to educate its most coumon labors
for with an educated group, others do not mare this (the same}
opportunity." |
From Rock Island:~
"Glearer and better vocational studies
"Better intelligence tests —
"Begin in high school the work wanted in college
"Wider range of electives with counsellors"
The Wienita boys saw no acetal eee value in ReErneatr
"a degree, alone, makes no fundamental con tribution to
Life and service.
"A degree is a bauble when we seek to use it where real
ability is Bia ba diag 24
YOUNG MEN AND THEIR WORK
Analysis of Attitudes of Young Men Toward Their Work (including
older employed boys).
le Why they like their work ee Woy they dislike their work
ae Has a future for them 73 ae Has little future
be Agreeable associates 73 be Undesirable associates
Ce. Interesting work 8: ce Uninteresting work
de Satisfactory hours 53 de. Unsatisfactory hours
ee Batisfactory pay. « 8: @. Unsatisfactory pay
f. Satisfactory working : £. Unsatisfactory working
conditions Se conditions
ge Right attitude by 2. g@e Wrong attitude by
superiors O3 - superiors
he Adequate recreation io Shenae
1. General discipline and s de. General. discipline and
management of the work 63 management of the work
je Work is challenging 5: je Work not challenging
ke General character of work 1: ke General character. of. work
Le Opportunity for saf- a
development 43
me Work offers opportunity $s Me Work offers no: opportunity
for service Ls For: Service
Nhe es ; Ne Work not suitable for me
Oe Company has good reputa- ; Oe
tion Ls
De $ Pe Poo much responsibility
ge Unreasonable customers
Interpretation of the Analysis.
It is only natural and to be expected that the attitude of
older boys and young men toward their work should be .very much
conditioned by the financial reward. This is prébably the most
aa heap bs Peason, either for dissatisfaction. withior .tiking for
work. ther reasons, however, weigh heavily, namely, Whether the
work offers a. challenge now and has it a future for them?” Also
are the associations in their work.desirable ones? The hours of
work, the interest of the work itself, ‘working conditions, atti-~
tude of superiors, and.the general discipline and management .of
the work,.are further important factors in the situation.
There is one reason for liking and disliking their work
which calls'for special mention. Only three times is the "boss"
or superior officer given as a reason for liking work, while he
is mentioned fifteen times as a reason for disliking work. This
es! probably. to some extent due to the fact that if anything about
one's work becomes unsatisfactory it will likely bring in the
poss in some way, for he holds the power of employment and. dis=
cherge. If things are running smoothly he ts not likely to be so
tO G1 CO
ait
ps ae
much, so to speak, on the scene. After due allowance is made,
however, it is probably true that the personal element ‘is a con-
siderable factor in the attitude of older boys and young men
towards their work. . When things begin to be unsatisfactory in
work, the "boss", more than any other. factor possibly, has the
power in him of redeeming the situation.
But it.is generally true that older boys and. young men are
generally more vocal. about any factor in their work when its
operation causes dissatisfaction, than when it is the instrument
for the .opposite. The answers generally are much: more numerous ~
on the ‘side of dislike than otherwise. |
Their Statement of the Probleme
Their statement. of the: real issue in the: problem of their
work is: well worth noting:=- "Problem Ties in social and labor
customs and traditions, environment, labor unions, and local
traditions. Society at large has developed.certain standards
for young men which are hard to break down and hard to measure
up to. “This all reacts on the: individual ‘making “1tvan: Individual
problem.” "Sin and its attributes seem to dominate conditions
among working men; profanity, dishonesty, evil smut, disloyalty,
etce The fellows mentioned undesirable associates and conditions.
There is much to be done in industry. among working men. to bring
about Christian ideals. Christian men and boys seem to be in
minority." ‘(Rock Island, Ill., 12 boys and young men, Age 17-25).
"Just what kind of training a fellow needs and how to get it?" |
(Hartford, Conn., 10 employed boys (1 caddy, 6 insurance clerks,
2 store clerks, 1 machinist!s helper). “The one point that
puzzles «them ald, isto Tind a definite obj jéctive..for their
life's work; and all are agreed that with a definite goal, a
target at which to aim, their chances of obtaining some influence
in later life would be greatly enhanced" (Brooklyn, N.Y¥., Central
Branch, 6 employed boys, age 17-20.) . "Difficulty in loyalty to
employer when an apparent lack of interest on his part arises",
"When immediate superiors show no spirit of cooperation", "Lack
of desire to meet problems arising from work", "Must have interest
of employer at heart", "Realization that employer wants employees
with initiative", (Hartford, Conn., 14 young: men, age 25). °“"The
big problem seemed to be whether a fellow ought first to consider
whether the work was worth while or whether it paid enough for
him to Live on. Whether he should give up less worth while work
and more salary for more worth while work and less salary?"
"Could a fellow actually go into a job or go to look for one with
only the idea of finding one worth while without consideration
for other conditions?" (Raleigh, N.C., 4 young men, ase 28).
"Dissatisfaction comes from 'not doing a whole’ or complete job!;$
'not satisfying my creative instinct'; 'not being challenged or
stimulated to.do my best mentally.as well as physically! ; "having
to find happiness in other work than what I am paid for '", :
ees, Presbyterian Church, South Bend, Ind., 8 young men,
age ZO} 6 f '
eG A
When it comes to ways out of the difficulty older boys and
young men have much to say that 1s constructive. Some of their
suggestions follow: :
"Correct objectionable social standards, traditions, labor
unions where wrong, work thru homes to break down the ‘labor vs,
white collar’ attitudes that make it hard for young men to get
started. Each fellow must largely work out his own problem, con-
tributing what he can to the general uplift. Each fellow starting
in the home, and in his working environment to sow seeds of good
will, Christian ideals, generosity, optimism, universal brother-
hood, Golden Rule, better relations employer and employee, prayer
and application” (Rock Island, I1l1., 12 older boys and young men,
age 17-25). “Learn a trade, get more schooling, stay at one kind
of work avoiding ruts", (Hartford, Conn., 10 employed boys).
"They all stressed the point that it is better to enjoy one's work
at a smaller salary than do disagreeable work at a larger one.
They feel their chances of progressing are much better in the
first instance." (Brooklyn, NeY., Central Branch, 6 employed boys,
age 17-20). "Use your own methods wherever they will fit in to
accomplish task which is yours. Absolute accuracy, hard work, and
willingness to cpoperate" (Hartford, Conn., 14 young men, age 23).
"The most satisfying thing about the discussion seemed to be the
fact that was brought out to the effect that it was difficult to
any field of endeavor in which there was absolutely no service to
be rendered. For instance, if a railroad man had vision enough,
he would be able to see how very much depended upon the service
rendered by railroads, and would therefore feel that his work was
really worth while. A man ought to find little difficulty in
finding worth while work to do that would pay him sufficient to
live on too. Education of young fellows to understand the funec~
tion of different kinds of business enterprises, and how much they
mean to the world. The function of banks, railroads, industries,
ebc., and their contribution to civilization. If a fellow can
appreciate the value of these things he can understand how worth
while his work may be in connection with them. How valuable the
contribution of a Christian business man,railroad man, etc.
(Raleigh, N.Cc., 4 young men, age 28). "The Roycrofters plan is
not practical in modern society. We must shorten the working day
of men or monotonous work and help them to use their increased
leisure constructively. If we cannot find satisfaction in our
vocations, possibly we can in an avocation". (Westminster Pres-
byterian Church, South Bend, Ind., 8 boys, age 20). "Displaying
conmon sense and good judgment in handling the wages he gets.
Good will toward his employers. Promptness in reporting to work.
Looking after his employer‘s interests. His efficiency. Atten-
tion to personal appearance. Courtesy. Character - clean and
reliable habits. Be a go-getter. Ask for an increase when one
believes it is due him. Length of service with the company or
business. Past record. Must prove himself. Stand the teste Be
prudente If married, his prospects for better pay are apt to be
improved. His personal ambition. Health-energy. Agrecablenesse
Personality. Go after something better. Not afraid to launch
out or make a change of employer or location. Use of spare time
for self-improvement. Willingness to work full time, or even over=
time. Not a ‘clock=watcher'. Initiative.” (Fort Monroe, Va.,
52 soldiers, age 23).
wo 4 os
Iv Reports upon Specific Problemse
le.
Ae
= Pay not satisfactory.
What determines pay.
Older boys and young men have a variety of reasons
as to what it is that determines the amount of pay they
receive for their work. Their answers as given in twelve
groups that discussed the problem of unsatisfactory pay
is summarized here:-
"Tt was found that the following factors helped in
determining the wages the fellows receive ~ health, courage,
encouragement, home conditions, cooperation, mental ability,
physical ability, opportunity, pull, diplomacy, ambition,
personality (except in hereditary cases), aggressiveness,
experience” (Newark, NeJ., 12 employed boys, age 17).
Eleven employed Doys, age 16-20 members of Williams Club
of St. Paul, Minne, boxed the compass in the following
terms: "In" thinking into the situation the fellows thought
that one couldn't expect more pay unless one knows more
about the business. One boyg stated that he was holding
down the job of an older man who had been paid $85. per
monthe He felt that as he was doing the work just as well
if not better than the former employee he should receive
$85. also. At present he is getting less. It was suggest-
ed that perhaps the job was not important enough to re-
quire more money and that this boy should try to get into
a more important job. A boy who works in a railway store
room brought out the fact that under the railroad agree-
ments with Labor Unions the classification of jobs and
rates of pay are very firmly fixed and that much depended
upon seniority. § He. did, however, say that the Chief Clerk
in each department has the right to advance fellows who
show ability." "The question of partiality or 'pull' was
Giscussed. One of the boys stated that one must have a
'drag' in order to get ahead. This was discussed pro and
con but the majority of the fellows seemed to feel that if
any boy has a pull’ it is because he is doing better work
and that work is appreciatede It was stated that many
young men get jobs because of family connections in the
firms. It was agreed that this is true in many cases.
However, it was clearly shown that wnless the fellow who
receives the favored job is able to show interest and
ability he is not likely to get ahead. In fact, one of
the boys stated that he felt it to be a distinct dis-
advantage because the favored young man did not have the
incentives to work that the ordinary fellow has. Further,
he said there is a great deal of prejudice on the part of
other fellows against such a fellow and it is difficult for
him to live it down.
On the question of finances their ideas are rather
vague. They do not expect very much in the way of salaries
Ce
de
= 5 ~
until they have passed the office boy stage, but once
passed that stage they expect to move rapidly." (Brooklyn,
N.¥., Central Y.M.C.A., 6 employed boys, age 17-20). A
mixed group of employed boys from Denver, Colorado, "rang-
ing from the roughneck to the white collared fellows" gave
the following reasons, “Ability, fitness for work, age -
Older fellow does better work, experience”. "Production
was held to be the proper basis for pay", (Ithaca, N.Y.
A group of young men). “Attitude, ability, education,
application, character, accuracy, initiative, willingness
to oer responsibility", (Hartford, Conn., 14 young men,
age 25).
Which of these factors may the boy caomtrol?
Some of the things that determine pay are considered
by the boys to. be under his control. It is a signiffant
list taken from several groups. Here it is, "Mental ability,
physical ability, diplomacy, ambition, personality (except
in hereditary cases), aggressiveness, experience”, (Newark,
N.J., 12 employed boys, age 17). "Time we continue, amount
of work done, experience, education, training". (Denver,
Coloe, mixed group of employed boys). "Do work better and
attend to own business when on duty- Leave work in good
condition after work hours and help others finish”. (Denver,
Cola, group of boys from the department stores). "Of
various elements entering into amount received, all are tp:
a larce degree within one’s control except ‘pull’ and 'luck'"
(Hartford, Conn., 14 young men, age 23). "Experience, pro-
duction, to some extent Seniority” (St. Louis, Mo., North
Side, Y.M.C.A., Junior'Y's Men, age 20).
The chief issues regarding pay.
The statements below give from their point of view,
their chief problems concerning pay:- "It was decided that
the sreatest difficulty as regards pay was that of lack of
cooperation between Capital and Labor”,, (Newark, N.J., 12
employed boys). "Their greatest problem seemed to be to de-
cide just what kind of training a fellow needs and how to
get it", (Hartford, Conn., 10 employed boys). "“Misunderstand-
ing with firm. Red tape. Can't get to employer in big firm",
(Denver, Colo., mixed group of employed boys).
What may be done about unsatisfactory pay?
What they have to say about what may be done to im-~
prove the situation is very suggestive of the spirit of youth
today:- "It was the thought of the group that the solution
of this problem was justice in pay and in sane production
and that there should be a high court of arbitration. The
group decided that the most practical way to meet this
problem of unsatisfactory pay was to develop the highest
degree of personal efficiency. The practical way of working
out this plan would be found in the following: Education,
experience, interest in work, ambition, personality, care of
Ee
- 6§
the body, cleanliness, health habits, sleep." (Newark, N.J.
12 employed boys). All agreed that an employee cannot expect
raises when business conditions are bade Most of the boys
felt, however, that raises should be given if the worker is
doing satisfactory work and the business can stand it.
Suggestions were then made as to how a fellow might put him-
self in line for a raise. All agreed that study was essential.
One or two more experienced fellows pointed out that the
study should be definite and that it would pay any fellow
to study the job next ahead of his. ‘The value ofan ‘in-
dependent attitude’ was then discussed. Some of the boys
seemed to feel that meekness was not a real virture in the
business world, on the other hand many felt that it was un-
wise to be too (independent'. One of the boys stated that
many boys ‘talked themselves out of a job'. They ‘crab! about
this and that and the other thing and constantly threaten
to leavee This soon gets to the ears of the employer and
he forestalls the threat by discharging the '"grumbler'. ‘if
you are working for a man you should be loyal to him', said
one Of the boys in closing, if you can't be loyal to him and
his business methods you had better quit.'" (Williams Club,
St. Paul, Minn.). “Outside study and doing more than you get
paid fore Stick to your job. The Golden Rule. Work harder
and study your job more.” (Denver, Colo., employed boys,
in offices of public service company of Colorado). "Proven
knowledge. Apply himself better. Closer to boss so that
he might know what you. do. Education. Habit. Stay with it.
Study. Have determination. Have objective. Work harder for
a period then ask for a raise. Ask why there is no advance
ok the cause. Efficiency. Learn business from one end to
the other. Keep up educatione” (Denver, Colo., Mixed group
of employed boys). “Making good. Regular advances. Study.
Work over time. Work well. Prepare to step into advanced
positions when others are sick or oute Step in when a fellow
is sick. Volunteer. Willing to help another. See boss.
Tell your troubles. Talk it over with the boss. Work harder
for a while and wait for results. See Manager about another
department. Call boss! attention to good worke”™ (Denver,
Colo., boys from department stores). "Create a real desire
for increased pay. Analyze where you have failed. Get ad-
vice of a high-type friend. Set out to attain goal through
perseverance.” (Hartford, Conn., 14 young men, age 23).
"Study your job and become’ more efficient. ‘rain your suc-
cessor. Study the job ahead. Secure better education through
night schools, home study, etce”®, (St. Louis, Mo., North
Side Y.M.C.A., Junior Y's Men, Age 20). :
Summary - Older boys and young men according to the above
statements do not appear to quarrel much with the industrial
order. A large number of the factors that determine pay,
they believe to be under their control. ‘The way out lies
mostly within themselves and they are pretty derinite as to
what they may do to set things righte
o 7 w
2e = How sabout Undesirable Associates?
This was one of the things about their work that was most fre-
quently mentioned by boys as making them dissatisfied with it.
Probably this would not have been readily suspected as being
the case. Their replies are therefore the more valuable.
&e Why associations are not satisfactory.
Their dissatisfaction with their associations is expressed
in these phrases - "Braggart”, "Fellow that expects more
than his share”, "The knocker", "The loafer", ™®The kmow-it-
alli guy*, (Des Moines, group of boys). "Buck passer",
"Too bossy”, "Other color”, "Trouble makers", "Pessimists”,
"Nosy people”, "Noisy women", "Religious fanatics”, "Vulgar
people”, "Low character", "Incompetent", "Quick tempered”,
Slovenly”, "Snobs", (Newark, N.J., 12 employed boys).
"Vocabulary", "English", "Hard boiled”, "Gambling", "Fellow
employees disobeying rules", “Loafing in toilet", (Denver,
Colo., Mixed group of employed boys). "Buttinsky", (Denver,
Colo., group of boys from department stores). "Jealousy",
"Non-cooperation®, (St. Louis, Moe, North Side Y.M.C.A.,
Junior Y's Men, 20 young men, age 19-23).
be How may the situation be improved?
"Change employment or through example and tact change their
attitude", “Show Christian attitude and be a friend",
"Challenge them by exceptional accuracy, attitude and
industry”, (Hartford, Conn., 14 young men, age 23). "Always
a smile", "Friendly greeting whether you like them or not",
"A soft answer", (Newark, N.J., 12 boys). "Golden Rule",
"Ghange"™, "Quit", “Try to improve surroundings but it might
land you in a worse place”, (Denver, Colo., mixed group of
employed boys). "Honest", "Truthful”,"Square", “Same treat-
ment as for self", “Golden Rule”, "Turn other cheek", "Stay
away from antagonizers" (Denver, Colo., group of boys from
department stores).
Ce Summary - There is nothing peculiar in the reasons why as-
sociates are undesirable. They are those found every=
where in society. It is encouraging, however, that young men
do not propose as a rule to evade or run away from the un-
satisfactory situation but considering the worth and claims
of the undesirable party they propose to work it out within
the situation. Consider the great value of such suggestions
as these taken from those above: "Show Christian attitude and
be a friend", "Challenge them by exceptional accuracy, at-=
titude and industry”, "Always smile”, "Friendly greeting",
"Golden Rule”, etce. |
3e @ Work Not Worth While
ae Why does their work seem not worth while?
Pe = wer
"Lack of future prospects", "Selfishness in profits",
3 "Deceiving the public", (Newark, N.J., 12 employed boys).
"Just a place to earn money", (Des Moines, Iae, a group
of boys). "Pay", Hours", "No vision of service!
Failure to advance”,"Failure to reach objective",
"Nothing but a@tual service rendered will make con-
scientious fellow satisfied", "Difficult to see or
measure results obtained", "Pay", "Hours", "Associates"
(Raleigh, N.C., 4 young men, YMCA staff, white, age 28).
"My work is not worth while. Kicking about errandse
I’can't learn my job which is that of pattern boy,
but I have so -man odd jobs to doe Most of the boys
around me don't care about their job and just drift
around. A shoe cutter gets as high as $100.00 per
week, but you need a drag to get that far. You gotta
be a talker", "A fellow always thinks that the other
fellow's job is better than his. I am learning a trade
and think it worth while. I am not wasting my days.
I have not studied anything since I left school because
I like pleasure and do not want to take the time”, "Too
many fellows drift around to make the job worth while,
than I become dissatisfied md want to changee Early hours
not so good for mee I work from 84 to 9 hours each day,
often over time, because there are goods to be sent out”,
"One guy starts talking and knocking and soon the whole
; oe at it". (Chicago, Ill., 9 employed boys, age
6=19 je
De What to do about it?
"Talk it over with the boss", "Seek vocational help",
"Quit the job", "Keep on studying", (Newark, N.J. 12
employed boys}. "Quit", (Denver, Coloe, mixed group
of employed boys). “It was a surprise to find out just
how indispensable certain businesses, industries were
to our happiness, and to find that a man need not .
always be a preacher, YMCA Secretary, etce, to really
find worth while work to do. That, as a matter of
fact, the Christian man in business may be doing a
bigger piece of service than some ministers or Y¥ secre~
taries, but that both are necessary; that the world
would lose something essential if either were lost"
(Raleigh, NeCe, 4 YMCA staff, age 28).
Ce Summary = The data in these reports is not sifficient
to justify any conclusions. In finding a way out,
however, the major tendency appears to be in the
direction of solving the difficulty where it ise
4. - Long and Irregular Hours of Work ©
ae Why Long and Irregular hours?
"te boys in this group were found to work anywhere
from 8 to 14 hours ea day, some regular and some ire
De
Ce
ri ea pape!
regular. They believed the chief factor in determin-
ing the working hours to go back to the question of sup-
ply.and demande Good business, long hours, = poor
business, short hours. It was the belief of the group that
many employers were responsible for this, due to the
fact that they cut down their production to an absolute
minimum during the slow season, and then rushed their
men to the highest physical possibility during the
period of demand" (Newark, N.J., 12 employed boys).
Business you are in. Busy hours, Seasone Season
determines number of employes. Too umch business” (Denver,
Colo., mixed group of employed boys). “Eight hour law.
Over time pay” (Denver, Colo., group of boys from de-
partment stores). "No difficulty or confusion. Problem
that of irregular shifts and occasional necessity for
overtime work, due to seasonal activities and emergency
calls" (Hartford, Conn., 14 young men, age 23). “Working
houts of this group were generally very satisfactory"
(St. Routes North Side YMCA, Junior Y's Men, 20, age
1923 e ;
What can be done about hours of work?
"This group could think of but one answer to this question -
join the union” (Newark, NeJe, 12 employed boys). "Can't
do anything. All fellows work harder” (Denver, Colo.,
mixed group of employed boys). "Don't be a radical.
Realization that some have to do work which can only be
done on irregular hours. Get work you like when hours
are no consequence - working long hours will be a pleasure”
(Hartford, Conn., 14 young men, age 23).
Summary - The data here also is too small to be of much
value. Tendencies much the same as with other problems
about work.
WHAT PLACE SHOULD RECREATION HAVE IN THE LIFE OF YOUNG MEN?
Two reports were received:
1. South Bend, Ind., 45 High School boys, age 17,
divided into three groups of 15 each for dis-
cussion purposes. Results are summarized in
one report which is given verbatim below.
2. Live Oak, Fla., group of students (Colored)
from Florida Memorial College.
fhe South Bend report indicates a good discussion and forms
a good summary. While no sharp issues appear, yet it is
probably a fair index of the thinking of young men (High School
age) on recreation,
1. Thinking Into the gi tied on:
“The forms of recreation were reading, athletics,
girls, music, showa, club activities, dancing,
auto-riding, outdoor life.
"Me time that should be given to recreation varied
from five to eight hours a day.
"Gireumstances determine the forms of recreation,
Every fellow can choose the form of recreation he
wants and determine his recreation that way."
2e Locating the Problem:
"All the forms of recreation listed could be helpful
or harmful. Recreation is necessary for good work-
men and good workmanship. The time that should be
given to recreation should depend on amount of
recreation necessary to re-create a person and not
tire them in body, mind or spirit.” :
‘ Hélp on the Problem:
"Me chief difficulties in the way of a right re-
creational program are over-emphasis on unimportant,
little opportunity to think and evaluate, no thought
on coordination of recreation activities, limited
leadership and equipment. The agencies most helpful
are Schools, Churches, ¥.M.C.A. and Y.W.Cc.A. “Parks
and Playgrounds. Recreation of some kind is neces-~
sary for all ages and all types of people."
4. Next Steps:
"All agencies should cooperate and supplement each
other, so no person is overlooked, so that over-
lapping is eliminated in order that the individual |
may have an all round recreation program. The home
or family unit should be included in every recreation
program. The radio, family auto, camping parties,
church, family nights, etc., are helping do this.
The Live Oak group thought the War showed "the need ter
strong bodies" and was the cause of "the men desiring them"
‘heir problem was “lack of sufficient play-ground and a
monopoly on wages for underaged children" (This latter must
mean children have to work and are thus denied normal recrea-
tion).
=8-
‘By conferences of Tencgrey ot cmureh. and State?! 'Some-
times! . | | .
"should the iia tion betwee: cnainats and state be closer or
less close? |
‘Tho present relation is pretty satisfactory. But the
relation might well be somewhat closer, especially in |
éducation.'!
VI Summary - The meagerness of the worl. done on this subject is
disappointing. It probably indicates that this is not an area
of difficulty with the average older boy, or young man. Thet .
may be the chief value of this summary of the reports. Cer-
tainly the material contained in them is not of very much value.
A wider use, however, might have made a difference.
WHAT ARE THE RIGHT PRACTICES IN. THE RELATIONS.
RE me 8 ee ee ee RH ee ee
OF YOUNG MEN AND YOUNG WOMEN?
The discussion g@ this question wes very limited. Two
reports were received. These are summarized below:
With young men or with boys the difficulty seems to center
around certain practices in their relations with ycung women.
A group of 32 soldiers (age 23) at Ft. Monroe, Va., listed the
following questionable practices between young men and young
women:
Men Women
Expect a young women to allow Expect and demand too much
them to take certain liberties money spent on them. Have the
with her in return for the "eimme's."
money the young man spends in
showing her a "good time." Behavior often free and bold--
don't demand proper respect
Leading a double life--one kind from young men.
of young man with a good girl,
another kind of young man with Flashy and often immodest dregs,
another kind of girl. to appeal to young men.
Picking the girl who is a "flashy
dresser," thus inciting other
girls to a like way of dressing
to appeal to young men.
Ten students (employed, age 17-23) at Rock Island, Illinois,
put their concern in the following words: "There seemed to be a
deep concern regarding some common practices among boys and girls.
The source of interest was mainly the attitude of young people
which is not what it should be. The practices of young people
are usually of a cuestionable character. The real issue is to
ereate a higher respect for young women and to encourage girls
to higher ideals in morals and a greater respect for themselves."
The leader of the group commented as follows: "The fellows seemed
to blieve that the sex guestion is a serious one and that the
practices among young men and women are mostly questionable. Many
definite examples were cited and it was their opinion that there is
a flagrant disrespect of clean morals by both sexes. Adults have
agitated this problem."
These two reports also corroborate the results of the discussions
with boys in the following respects:-
1. The fault of wrong practices is shared about equally as
between young men and young women.
2. The solution of the problems must be worked out by young
men and young women together. - a
5. «Dr, Gray's: book. is favorably poy eee y:
OUTLINE NO.
18
THE GOVERNMENT AND YOUNG MEN
(Local, state and national government:are here included)
(For use with boys 15-17 and young men 18-25)
INTRODUCTORY DISCUSSION (60 minutes’ dis-
cussion).
At what points do young men come into con-
tact with the government? Make a list of these
as they are mentioned. .
In what indirect and often unrealized ways
does the existence of the government and its
varied activities affect young men? List these.
What attitudes do young men take toward the
government in all these relationships?
The following may help in getting a more adequate
response to the foregoing question.
a. In what requirements of government do your
friends heartily participate? In which do they take
part grudingly? In which, if any, do they refuse to
take part?
b. What catch phrases and generalizations do your
friends utter regarding such questions as temperance
or pro ibition, military service, voting at elections,
taxes, tariff, war, trade following the flag, unemploy-
ment. League of Nations, bonus and dole, mandates,
im} vialism, reparations, the Dawes Plan, housing,
the .ellow peril, white supremacy, the scramble for
raw materials (e. g., “prohibition does not pro-
hibit ’) ?
Note: The leader should hold the discussion on this question
till a goodly number of phrases are brought out, but not
necessarily on all of the suggested questions.
c. What do young men say about such officials of gov-
ernment as directly or indirectly come within their
acquaintance—e. g., police, sanitary officers, school
inspectors, school board. the mayor, the president or
prime minister, cabinet officers responsible respect-
ively for labor, war. and foreign affa'rs?
d. What specific doings of your own government and
of other governments do your friends question? List
these. List also those governmental doings which are
‘questioned by groups of young men whom you do not
know or whom you dislike or distrust.
Summary.
In the light of t’e discussion thus far, what (if any) pro-
cedures of your government seem to call for change or
adjustment? What attitudes and practices on the part of
your friends appear to require alteration? Why are these
changes recommended? Which of these would vou most like
to discuss further? Choose two or three for further con-
sideration.
The leader can now select from the following outlines any
which bear on the problems chosen by the group for fur-
ther discussion.- In case other problems seem more perti-
nent the method followed in these will suggest a way of
attacking them.
SOME SUGGESTED OUTLINES FOR FURTHER
DISCUSSION.
Problem A—Should a Young Man Take Part in
War? (60 minutes discussion).
Thinking into the Situation.
How far will this generation of young men, who ex-
BL:
10.
Js
13.
TET:
14.
15.
perienced the war, be able to pass on this conception
of military service to the next generation who would
presumably be called upon to fight the next war?
Locating the Problem.
What do young men say when they object to military
service?
How far would this attitude be changed if they telt
they had a larger share in deciding the issues that
are fundamentally the cause of war?
It is alleged that all governments used propaganda
freely during the war, holding back facts and truth,
covering up their own faults and the good points and
successes of the enemy, and playing up their own
virtues and the evil ways of their foes. Whenever
this was true what effect has that procedure had
upon young men in the’r attitude toward war?
In what countries do the young men feel that during
the war and after they have been deceived by their
governments as to its fundamental issues?
To what extent do young men think their government
is operated in te interests of all classes alike and
with equal justice? f
To what extent do voung men believe that war settles
international disputes?
To what extent would young men voluntarily enlist
in a war of aggression?
To what extent would young men voluntarily enlist in
a war of defense?
How can a young man decide whether a war toward
which his country seems to be drifting is to be one of
defense or aggression? |
What proportion of the young men you know think
war to be un-Christian and would for that reason re-
fuse to fight under any circumstances?
What proportion of the young men you know regard
war as un-Christ‘an and vet feel that their patriotic
duty requires military training in time of peace and
combatant service in time of war?
Help on the Problem.
What is a young man to do when he finds himself at
variance with his government on a matter that for him
is a problem of conscience?
Evaluate the following procedures open to a young
man who finds himself at variance with his govern
ment on an issue in which he feels the Christian way
of life is at stake.
a. Follow Gandhi’s plan of non-violent non-coopera-
tion.
b. Acquiesce in the decision of the government repre-
senting the majority and work actively for changing
the minority, meantime lovally supporting the gov-
ernment.
ce. Adopt a double standard for living, the one fo:
private affairs, the other for government relations.
d. Ignore government affairs as far as possible in the
theory that it is hopeless to try to change conditions,
16.
What steps can a young man take in order to put his
notions of military service into practice?
If the members of this group should move out along
the lines of the procedure indicated by the discussion,
what difference would it make in the community ?
Problem B—Is It Worth While to Vote? (50 min-
LW)
Ill
utes’ discussion).
Thinking into the Situation.
What percentage of young men (21-35) of voting
age voted at the last national election?
In what elections do young men take the keenest in-
terest? Why?
Locating the Problem.
_ What do young men think of the system, of govern-
ment by political parties?
How far does party loyalty determine how they vote?
What is it about elections they do not like?
a. To what extent do the existing parties stand for
real issues?
b. What do young men think of the personal caliber
of the average candidate for office?
ce. How would they describe the politicians of their
community?
d. How effective do they consider the elections as a
means for reform or social, industrial, and racial
problems?
e. What do they think about the laws governing the
right to vote?
What do young men do when they are dissatisfied
with their political party?
What do young men do when all parties seem un-
satisfactory?
Help on the Problem.
What is the way out of a bad political situation?
Evaluate the following procedures as means of bet-
tering an unsatisfactory political situation.
a. Remain loyal to the party, working from within to
effect reforms. |
b. Leave the party and join another that seems
better.
ec. Give a nominal allegiance to some one party and
pick and choose from all parties according to the
individual merits and prospective efficiency of the
various candidates.
d. Break away from all existing parties and agitate
for a new party built around what seems to be the
real issues of the day.
e. Consider the matter practically hopeless and seek
to accomplish reform through education, the church,
one’s vocation, ete.
IV. Next Steps.
9.
10.
What difference would it make if this group set about
to change t-e local political situation?
What practical steps can be taken by the group Rone
the line of the discussion?
Problem C—How Can a Young Man Find the
Truth Regarding Government Action?
(45 minutes’ discussion).
I. Thinking into the Situation.
‘ What means does the government adopt for inform-
ing the average citizen regarding its activities?
2. In what respects, if any, do the methods adopted in
peace time differ from those in war?
3. List all the instances you can remember when the
government voluntarily admitted having made a mis-
take.
II. Locating the Problem.
4. It is alleged in most countries that the government
almost invariably defends all its acts and that even
though one listens sympathetically to the attacks of
the opposing political party, one is not assured of
getting the whole truth. If there is a substantial
measure of truth in this assertion, how could an
earnest citizen who is a loyal member of ‘the party in
power be assured of getting impartial information as
to the facts and the real issue in any controversial
question ?
III. Help on the Problem.
5. What steps are vour friends actually taking in order
to arrive at satisfactory conclusions?
6. Make a list of such dailies, weeklies, and monthlies
as can be relied upon to handle political questions
adequately and in a non-partisan spirit.
If the majority of the members of the group are of one
political party, it would be well to inquire whether their
opponents would agree with the classification just made.
7. List the organizations in your community in which
there are lectures, debates, and discuss‘ons aimed to
equip young men with a knowledge of the moral and
spiritual issues involved in political questions. If the
Y M C A is not included in, this list, how do you
account for it? If the Y M C A is included, list
all of its activities which are helping young men di-
rectly in fulfiling their duties as citizens and, par-
ticularly, in playing their part in finding a more
Christian way of life in the local, national, and inter-
national problems facing, their government.
8. What more needs to be done in order that young men
may have the assistance necessary to fulfil their
duties as Christian citizens?
9. What are young men doing in other communities and
_ in other countries, in this field?
10. If it is possible for the church and the Y M C A to
assist, exactly what feasible program would you pro-
pose?
11. Jf neither the church nor the Y M C A in your
community feels itself equipped to help, directly,
what other organizations can be of assistance?
IV. Next Steps.
12. What practical steps can this group take in facing
the situation?
There were four reports received on thie subject. They were:
lL. Gostesvills, Pa., older boys, age 16 - 18,
2. Unnamed Pp.
3. Live Oak, Pla., student group Lyahered) Florida Memorial
College.
4. Des Moines, Ia., group of boys.
I Where do young men come into contact with government?
Voting, paying taxes, holding office, office seeking,
wmilitery service, auto laws, feneral lave, schools,
post office, money, civil sarvise, public highways,
"ven come into sontact with the government about the
age. of 21." (Live: Oak Gpoup )}
II What is the attitude of young men toward: the government. and toward
law?
"There Are two groups of young men who break laws t
fhose who willfully win them. goa Sige
Those who break them in fact but not in Bs rl
“Yost young men respect and obey laws.
"fheir attitude towards law is usually determined by their
experience with lew.” (Unnamed group Lot
“Hany of us think God ordsined white supremacy, and do not
rive the other dark races of the earth any credit for any
kind of an achievement ." (Live Oak group).
"Do you think that the government is operated in the interests
of all classes Alike end with equal justice?" "Tt is not, the
idea ye O.K. but is not being carried out." (Coatesville
POUP } »
III What is the attitude of young men eee ihe
ie believe that war settles international disputes, because
mon fear death, war cnuses death, therefore it helps to
settle dieputes.” (Live Oak group).
"what fea the attitude of young men towerd war?” "Against
war." "be you know of young men who regard war as un-Christian,
and yet feel that their patriotic duty requires military
trair in time of peace and combatant service in time of
war?" es, many sign up in the 0.M.%.¢. for the training
thus weabtved: a vacation, others for the commisgi on. It is
a spirit of preparedness for an emergency." “Is ‘My country
right or wrong my country’ a Christian principle?” “It is
not a Christian principle." bnagieadel bia group).
«» 2 -
"Young men question whether anything is decided by war,
propaganda teaches untruthfulness, war does not settle
disputes, if against religion to fight then remain
passive end do personal work with soldiers.” nen Woines).
IV. What young men think about politics. |
"How would you describe the politicians of your comunity?
'orooked
‘Straight |
‘Neutral
‘Yen intergeted in doing their service for their
community '" (c ranheiced AA 1
"Slectiona
!fhe best way is to piok the man for tha office even
though not member of cwn party at the present time ond —
for the future to reform me ecuc ation, church,
eto.'" (Unnamed group).
"How can you help te better governnent ag you know it exists
in your commnity or nation?
‘Discuss matters of ivi ynuant When young, 80 “vot
will be prepared to vote intelligently when you
become of age.!
tIinfluensce the men who make kha laws.'
‘influence parents, thru discussions at home, to vote
for the men who will do right.'" (Coatesville).
V Church and State - The report of the unnamed group is here given
in full. The attitude expreased ‘regard ing education and the state
ts interesting.
"At whet points are Church and State iotsitty concerned in
eontacts with young mon? 3
‘Education!
Warrvia ze *
Morale!
"what does the Church accomplish for young men eth the heip
of: % State?:. .
‘General spiritual ministry ~ the Sts. te protecta the
property of the Church!
‘education = Educational institutions af the Chureh
are exenpt from taxes,!
“Sow should the chureh effect reforms in the Statet.
"By making them political questions?! epg 8 ieee
~ & «
By conferences of loaders of Chureh and Atate?' ena
times wis
"should the relation between Church and State be closer or
less eclese?
'whe present relation is core’? satisfactory. But
the relation might well be somewhat closer, especially |
in education.'"
VI Summary - The meagerness of the work done on this subject is
disappointing. It probably indicates that this is not an area
of difficulty with the average older boy, or youns man. That
may be the chief value of this summary of the revorte. Cer-
tainly the material conteined in them is not of very mich value.
A wider use, sai gt am og mae, mAs, a ALEaTRESS »
WE
w
GUTLINE NO.
19
YOUNG MEN AND RACE FEELING
(For use with boys 15-17 and young men 18-25)
(60 minutes’ discussion)
Note: This outlIne deals with a single problem and therefere does not have the usual ‘“Intro-
ductory Discussion.”
Thinking into the Situation.
What different races do you come into contact with in
a. School.
b. Your work.
c. Street or apartment houses.
d. Church.
e. Sunday school.
f. Young Men’s Christian Association.
g. Playgrounds and parks.
h. Theatres and movies.
i. Street cars, buses, railroad trains.
j. Restaurants and hotels.
Note: The leader might provide on the blackboard space
for listing in vertical columns the races suggested and in
horizontal columns the places, a to j. The group could
then by check mark indicate in tabular form just where the »
different races come in contact. This would reveal at once
any particular places or organizations in which the races
do not mingle.
Locating the Problem.
In which of the above places do the races mingle
successfully? Why?
In which do they mingle with friction?
Why? .
Why?
In II, 3 and 4, name instances where injustice, race
discrimination, or excessive demands of one race upon
another seem to have been the cause either of friction
or separation.
a. In what wavs may attempts at adjustment be
themselves the cause of additional friction?
In which is there separation of the races?
Bal
6.
“I
w)-
hook “Who Is My Neighbor?”, by Bruno Laskar, pp. ——
Note: As far as possible, the experience of the group ought
to be given here. Actual cases may also be found in the
Help on the Problem.
What efforts do you know of that are being made to
diminish race friction:
a. In organizations vou are connected with?
b. In your community?
How do these efforts appeal to vou as to their prac-
tical helpfulness?
What are local organizations doing about the adjust-
ment of race relations as compared with what you
have heard or read about as happening in the church,
Y M CA, etc., in other places?
Note: At this point provision should be made for report-
ing actual efforts to dimnish race friction, to bring about
friendly associations, and to promote real understanding.
What can be said about the following factors in race
relations as vou know them:
a. Sense of superiority?
b. Ignorance of other races?
ec. Economic rivalry?
d. Emotional attitudes?
e. Social status?
f. Intermarriage?
10. What is there in the life and teaching of Jesus that
will help us in the problem of racial relations ?
TVS Next steps:
aes
In finding the Christian way of life in the matter of
race relations, what practical steps can we as indi-
viduals and members of the group now take?
, YOUNG NEN AND RACK FEELING
I Where do young men ef the different races come into contact with
each other? ; : oe
1. - Seventeen members of the U. S. Navy and Marine Corps (age 25)
at San Diego, Calif., made a very interesting compilation of
the places where the contacts occur. The table is given
below: | | om ale | - :
"Some Races we come in contact with in everyday life, and
where we meet them, (Symbols of places shown by letters;
key in paragraph 2) _ | Bi
- Negroes Bekok Pilipinos (b,¢)
Japs sage, Hawaiians . (b,a,0)
Indians *05@) English (b,c,d,¢)
Mexicans b,c,d,e) Irish 3 tartare
Russians (bse) Pca ke (b,c,d,¢e
Swedes be) ‘Roumanians (b,c,a)
Chinese by istene t CRA (b,¢,4,¢)
Germans b,c, 4,0) Danes tar abe |
French bacae) Spaniards (bec.d.e
Italians b,c,e) Bohemians bd
Jews (b,¢,4,e) Greeks . Dye,a,1).
(a} Sehool xX (bd) At work (¢) Around your home xX
(4). At Gimrch ——s- fe) ¥.M.C.A.t(<“‘<‘é(E*?Y: CAL etic ‘competition
(2) At movie houses (h) Public Convey- (1) Restaurants and
and theatres ances X | Hotels X
X indicates where races mingle with most friction."
This table shows that in the experience of this group the most
frequent contacts are in work, around home, at church, and in
the Y¥.M.C.A« The points of greatest friction are school,
around home, public conveyances, and in restaurants and hotels.
(Note. For some reason school is not shown as a place of con-
tact, except with Greeks. ‘This is evidently an oversight since
4b is shown as a point of great friction. See the table below
for school as a place of contact.) |
| Nineteen Negro High School boys (age 17-20) at Wichita, Kansas,
made cuba similar analysis which is also here given.
come in Contact
School
. Work - Church Theatres
White x oe Soca x
Mexican x * ne x
Chinamen x *¢ x
Indian — x * x
Negro — x a x
white
Mexican x
Chinamen ae
Indian ee x x x
Negro x
Mix With Friction
White x oe .
Mexican x
. Chinamen x
x
haa A ar x
Indien a ! | Sige ON, a,
Lab nc dele WE oO ee ee cod ORO oex aah x x
f- Absolute separation, —
Aeeording to this chart the most Praquent ties of contact are the
schoo], theatres, playgrounds ond the church. fhe races that seem to
be most in conflict are the Negroes and the Whites. The Indian mimes
successfully apparently in ell places, while the Negro mixes success-
Begg | only in school. ‘The conflict of the Chinese is only in work.
wnites while mixing suecessfully at most places, yet they or some
of them are in conflict at a mamber of points. The “Negre is in con-
flict. at all places, and mixes successfully only in school.
Seven young men at South Bend, Ind., (age Bl, all working but two)
found themselves in contact with Negroes and Buropean immigrants in
their work, playgrounds, street cars, and buses. Friction with Negroes
at places of work was reported. Whether barred or not, Europeans are
not found st apartment houses, church, Sunday School, with Whites,
They have their own. The public natatorium is forbidden to Negroes.
A group of High School boys (Hi-Y¥ Club, age 17) in the sane. city came
into contact with black, yellow, and Europeans at school, in street,
in playgrounds, street cars}; but not in church, Sunday School, Yalis« Gabe >
restaurants, and hotels. The other PACES had. their own organizations.
A group d 13 poys at Bay Ridge Brooklyn, Me Ve (mostly from Ha
School, age 16, from good American homes, a Sunday 5 chool oe came
into contact with Jewish boys at prey signee —— laborers on
‘strects and at work.
Yhese reports coming from widely separated pers of the country
reflect to a eonsiderable extent the race situation peculiar to each
locality. Together, however, they point out the school, and public
places such as street cars, etc., as the most frequent places of con-
tact. It is rather disappointing that the church is not a more —
common place for interracial association. The places of friction .
are chiefly at points of social intercourse end in the field. of Labor.
he boy in the Bay Ridge group made this rather significant siveieey ten:
_ “We hear so much bad about the Negroes: but the two Pucigh fellows in
=o 3s
my class are so mich like the rest of us we don't think of them
as black ever.” Another boy in the same group: "Cultured Jews
mix very well in our school: but somehow or other the uncultured
ones go ageinst the grain."
The 19 ge aera se Wichita, Kansas (age 17-20) stated
what to them the real issue is, as follows: "Why do we have to
bear the brunt”. The leader added the significant remark, "They
feel, that similarities-.are in the majority, differences in the
minority, but soelety is governed by differences.
[I What may be done to better the situation? —
. The suggestions in this connection vary with the locality, the
social group, etc. | |
Seven young men from South Bend “Ind. (age 21, all working, but
two who are in Sollege) expressed thé following idéas: ee
"the superiority complex of the white race must be broken down
through study and acquiring of knowledge of the other races. ‘The
race problem must be considered apart from emotional attitudes,”
"The feayp of ‘social equality’ and ‘intermarriage’ must be broken up
through study, discussion and contact with those of whom fear is felt
op grat gi pubanegier red preg a re eye arte the place of fear." A
-Y Club : @ Same cit age }) spoke in the words we ax °
Paitin Youu! Waeat ot wrethetneok, we have be live it, an welt ca
accept it in theory. We cannot be brotherly unless we know people
to lmow them we must have contacts of some kind with them in our Hi-¥
Glub, Clder Boys! Conferences, etc.," "We must play fair with other
races and use the goigen rule and not hurt their feelings or exploit
them." The leaderts remark is also interesting, "The group were be-
ginning to get an idea of a decency prejudice, rather than a color
prejudice. That if a boy measures up to a Christian standard of
Oe oY intelligence, it does not make any difference what his
GOLOPr iB. e
"Sere is what the Bay Ridge, Brooklyn, N.Y¥., group (15 boys,
16 years old) say: "Pick out a Jew friend and know him intimately
and race prejudice will begin to be conquered", “Study the culture
of these races”, "Don't read only Hearst's papers", "Have basket ball
games with Colored teams", "Analyze our race prejudices and discuss
them with one another", "Invite Jewish boys to our club and Colored
boys to our homes", "Attend Jewish synagogue service.” The group of
Golored Hi-Y boys at Wichita, Kansas (age 17-20) ment ioned the follow-
ing books as helpful "Clash of Color", "Christianity end the Race
Problem", "The Basis of Racial Adjustment", "Races, Nations, and
Classes", and "The Journal of Social Forces". They made the follow-
ing practical suggestions: “Enlightened information of one race to
the other", "Interracial Forums", “Making available to the White race
the better and higher contacts with the Negro", "To be active promo-|
ters of good will in High School.” ; |
The San Diego, Calif., group (17 Navy and Marine men, age
TIT
bring at
cae
25) suggested: "Education", "americanization" oo nm
‘patience and sympathy", "cooperative leadership”, "Being .
clean cut on such questions as paypertint-g of ‘ed gen and
Blacks, etc., and social status”, "Endeavor to eliminate —
an attitude of race superiority", "Neet On a common ground
in all things possible”, "Think and read more on the sub-
ject", "Be not a agnress ive in trouble making". The leader's
comment is valuable ly hinge at the basis of race feeling:-
"the nationalities seemed to drop out in the discussion en-
tively. The color question controlled the think of the group.
Every indication of splendid comradeship between different
nationalities within white race, steal ce people considered —
pera giah desirable for ee eae contacts than African
Negro"
age 25) fo several guess
given below:
Cie eden
"Do you think there should be any race discrimination,
judging from all angles? Yes, 73 No, 6; neutral, 3.
ae sastlesaond orate. usaliene otha Me dacred
OT
ably right?
nae wan Gikeh through the ¥. MoC Ae 4
2. Theosophical Society : oo |
S. American Red Cross 2
4. Home and Foreign Missionaries ‘2
5. Salvation Army ae
6, Christian Endeavor ’ nf
RS, a blu Klan 3
Myhe believes