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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..6833f05 --- /dev/null +++ b/.gitattributes @@ -0,0 +1,3 @@ +* text=auto +*.txt text +*.md text diff --git a/15923-h.zip b/15923-h.zip Binary files differnew file mode 100644 index 0000000..4ed2ccc --- /dev/null +++ b/15923-h.zip diff --git a/15923-h/15923-h.htm b/15923-h/15923-h.htm new file mode 100644 index 0000000..2f5c902 --- /dev/null +++ b/15923-h/15923-h.htm @@ -0,0 +1,6090 @@ +<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN"> +<html> + <head> + <meta http-equiv="Content-Type" content= + "text/html; charset=iso-8859-1"> + <title> + The Project Gutenberg eBook of The Boy and the Sunday School, by John L. Alexander. + </title> + <style type="text/css"> +/*<![CDATA[ XML blockout */ +<!-- + P { margin-top: .75em; + text-align: justify; + margin-bottom: .75em; + } + H1,H2,H3,H4,H5,H6 { + text-align: center; /* all headings centered */ + } + HR { width: 33%; + margin-top: 1em; + margin-bottom: 1em; + } + BODY{margin-left: 10%; + margin-right: 10%; + } + .linenum {position: absolute; top: auto; left: 4%;} /* poetry number */ + .note {margin-left: 2em; margin-right: 2em; margin-bottom: 1em;} /* footnote */ + .blkquot {margin-left: 4em; margin-right: 4em;} /* block indent */ + .pagenum {position: absolute; left: 92%; font-size: smaller; text-align: right;} /* page numbers */ + .sidenote {width: 20%; margin-bottom: 1em; margin-top: 1em; padding-left: 1em; font-size: smaller; float: right; clear: right;} + + .poem {margin-left:10%; margin-right:10%; text-align: left;} + .poem br {display: none;} + .poem .stanza {margin: 1em 0em 1em 0em;} + .poem span {display: block; margin: 0; padding-left: 3em; text-indent: -3em;} + .poem span.i2 {display: block; margin-left: 2em;} + .poem span.i4 {display: block; margin-left: 4em;} + .poem span.i21 {display: block; margin-left: 21em;} + .poem .caesura {vertical-align: -200%;} + .center { text-align: center; } + // --> + /* XML end ]]>*/ + </style> + </head> +<body> + + +<pre> + +Project Gutenberg's The Boy and the Sunday School, by John L. Alexander + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: The Boy and the Sunday School + A Manual of Principle and Method for the Work of the Sunday + School with Teen Age Boys + +Author: John L. Alexander + +Release Date: May 28, 2005 [EBook #15923] + +Language: English + +Character set encoding: ASCII + +*** START OF THIS PROJECT GUTENBERG EBOOK THE BOY AND THE SUNDAY SCHOOL *** + + + + +Produced by Curtis Weyant, Thomas Hutchinson and the Online +Distributed Proofreading Team. + + + + + + +</pre> + + + +<hr style='width: 65%;' /> +<a name='Page_1'></a> +<br /> +<br /> +<br /> +<br /> + +<h1>THE BOY</h1> +<h2>AND THE</h2> +<h1>SUNDAY SCHOOL</h1> + +<br /> +<br /> + +<h4>A Manual of Principle and Method for</h4> +<h4>the Work of the Sunday School</h4> +<h4>with Teen Age Boys</h4> +<br /> +<br /> + +<h3>JOHN L. ALEXANDER</h3> + +<center><b><i>Superintendent Secondary Division</i></b></center> +<center><b><i>International Sunday School Association</i></b></center> +<center><b><i>Author and Editor "Boy Training," "The Sunday</i></b></center> +<center><b><i>School and the Teens," "Boys' Hand</i></b></center> +<center><b><i>Book, Boy Scouts of America"</i></b></center> +<center><b><i>"Sex Instruction for Boys," etc.</i></b></center> + +<br /> +<br /> + +<h4>=Introduction by=</h4> +<h3>MARION LAWRANCE</h3> + +<center><b><i>General Secretary, World's and</i></b></center> +<center><b><i>International Sunday School Associations</i></b></center> + +<br /> +<br /> +<br /> +<br /> + +<h2>ASSOCIATION PRESS</h2> +<h3>NEW YORK: 347 MADISON AVENUE</h3> +<h3>1920</h3> + +<br /> + +<br /> +<hr style='width: 65%;' /> +<a name='Page_2'></a> +<br /> +<br /> + +<center><b>COPYRIGHT, 1913, BY</b></center> +<center><b>THE INTERNATIONAL COMMITTEE OF</b></center> +<center><b>YOUNG MEN'S CHRISTIAN ASSOCIATIONS</b></center> + +<br /> +<br /> +<hr style='width: 65%;' /> +<a name='Page_3'></a> +<br /> +<br /> + +<center>THIS LITTLE BOOK IS DEDICATED TO THE MEN WHO MUST FACE ALL THE PROBLEMS</center> +<center>OF THE SUNDAY SCHOOL—TO THE MEN WHO HOLD THE KEY TO ALL THE LIFE AND</center> +<center>PROGRESS OF THE SCHOOL—THE SUPERINTENDENTS OF NORTH AMERICA.</center> + +<br /> +<br /> +<hr style='width: 65%;' /> +<a name='Page_7'></a> +<br /> +<br /> +<a name='Introduction'></a><h2>INTRODUCTION</h2> + +<br /> + +<p>The Sunday school chapter of Church history is now being written. It +comes late in the volume, but those who are writing it and those who are +reading it realize—as never before—that the Sunday school is rapidly +coming to its rightful place. In the Sunday school, as elsewhere, it is +the little child who has led the way to improvement. The commanding +appeal of the little ones opened the door of advance, and, as a result, +the Elementary Division of the school has outstripped the rest in its +efficiency.</p> + +<p>Where children go adults will follow, and so we discover that the Adult +Division was the next to receive attention, until today its manly +strength and power are the admiration of the Church.</p> + +<p>Strange as it may seem, it is nevertheless true, that the middle +division, called the Secondary, +<a name='Page_8'></a> +and covering the "Teen Age," has been +sadly neglected—the joint in the harness of our Sunday school fabric. +Here we have met with many a signal defeat, for the doors of our Sunday +schools have seemed to swing outward and the boys and girls have gone +from us, many of them never to return. We have busied ourselves to such +an extent in studying the problem of the boy and the girl that the real +problem—the problem of leadership—has been overlooked.</p> + +<p>The Secondary Division is the challenge of the Sunday school and of the +Church today. It is during the "Teen Age" that more decisions are made +<i>for</i> Christ and <i>against</i> him than in any other period of life. It is +here that Sunday school workers have found their greatest difficulty in +meeting the issue, largely because they have not understood the material +with which they have to deal.</p> + +<p>We are rejoiced, however, to know that the Secondary Division is now +coming to be better understood and recognized as the firing line of the +Sunday school.</p> + +<p>What has been needed and is now being supplied is authoritative +<a name='Page_9'></a> +literature concerning this critical period. Indeed, the Sunday school +literature for the Secondary Division is probably appearing more rapidly +now than that for any other division of the school.</p> + +<p>This book is a choice contribution to that literature. It comes from a +man who has devoted his life to the boys and girls, and who is probably +the highest authority in our country in this Department. The largest +contribution he is making to the advancement of the whole Sunday school +work is in showing the fascination, as well as the possibilities, of the +Secondary Division. We are sure this little book will bring rich returns +to the Sunday schools, because of the large number who will be +influenced, through reading its pages, to devote their lives to the +bright boys and fair girls in whom is the hope, not only of the Church, +but of the World.</p> + +<p><b>Marion Lawrance.</b></p> + +<p>Chicago, June 1, 1913.</p> + +<hr style='width: 65%;' /> +<a name='Page_31'></a> +<h2>CONTENTS</h2> + +<a href='#Introduction'><b>Introduction</b></a> <br /><br /> +<a href='#Foreword'><b>Foreword</b></a> 13<br /><br /> +<a href='#I'><b>I — The Home and the Boy</b></a> 23<br /><br /> +<a href='#II'><b>II — The Public School and the Boy</b></a> 32<br /><br /> +<a href='#III'><b>III — The Church and the Boy</b></a> 37<br /><br /> +<a href='#IV'><b>IV — The Sunday School or Church School</b></a> 41<br /><br /> +<a href='#V'><b>V — The Boy and the Sunday School</b></a> 48<br /><br /> +<a href='#VI'><b>VI — Fundamental Principles in Sunday School Work with Boys</b></a> 57<br /><br /> +<a href='#VII'><b>VII — Method and Organization</b></a> 62<br /><br /> +<a href='#VIII'><b>VIII — The Organized Sunday School Bible Class</b></a> 74<br /><br /> +<a href='#IX'><b>IX — Bible Study for Boys</b></a> 93<br /><br /> +<a href='#X'><b>X — Through-the-Week Activities for Boys' Organized Classes</b></a> 104<br /><br /> +<a href='#XI'><b>XI — The Boys' Department in the Sunday School</b></a> 120<br /><br /> +<a name='Page_12'></a> +<a href='#XII'><b>XII — Inter-Sunday School Effort for Boys</b></a> 135<br /><br /> +<a href='#XIII'><b>XIII — The Older Boys' Conference or Congress</b></a> 138<br /><br /> +<a href='#XIV'><b>XIV — The Secondary Division or Teen Age Boys' Crusade</b></a> 158<br /><br /> +<a href='#XV'><b>XV — Sex Education for Boys and the Sunday School</b></a> 176<br /><br /> +<a href='#XVI'><b>XVI — The Teen Boy and Missions</b></a> 193<br /><br /> +<a href='#XVII'><b>XVII — Temperance and the Teen Age</b></a> 202<br /><br /> +<a href='#XVIII'><b>XVIII — Building up the Boy's Spiritual Life</b></a> 208<br /><br /> +<a href='#XIX'><b>XIX — The Teen Age Teacher</b></a> 215<br /><br /> +<a href='#XX'><b>XX — Danger Points</b></a> 265<br /><br /> +<a href='#XXI'><b>XXI — The Rural Sunday School</b></a> 268<br /><br /> +<a href='#XXII'><b>XXII — The Relation of the Sunday +School to Community Organizations</b></a> 277<br /><br /> + + + +<hr style='width: 65%;' /> +<a name='Page_13'></a> +<a name='Foreword'></a><h2>Foreword</h2> +<br /> + +<p>A great deal of material has come from the pens of various writers on +boy life in the last few years. Quite a little, also, has been written +about the Sunday school, and a few attempts have been made to hitch the +boy of the teen years and the Sunday school together. Most of these +attempts, however, have been far from successful; due, in part, to lack +of knowledge of the boy on the one hand, or of the Sunday school on the +other. Generous criticism of the Sunday school has been made by experts +on boy life, but this generally has been nullified by the fact that the +critics have had no adequate touch with the Sunday school or its +problems—their bread-and-butter experience lay in another field.</p> + +<p>"The Men and Religion Forward Movement," in its continent-wide work, +discovered not a few of the problems of the Sunday <a name='Page_14'></a>school, and +attempted a partial solution in the volume on boys' work in the +"Messages" of the Movement. It was but partial, however, first, because +the volume tried to deal with the boy, the church and the community all +together, and second, because it failed to take into account the fact +that there are two sexes in the church school and that the boy, however +important, constitutes but a section of the Sunday school and its +problems.</p> + +<p>In view of this, it may not be amiss to set forth in a new volume a more +or less thorough study of the Sunday school and the adolescent or teen +age boy, the one in relationship to the other, and at the same time to +set forth as clearly as possible the present plans, methods and attitude +of the Sunday school, denominationally and interdenominationally.</p> + +<p>In the preparation of this little book I have utilized considerable +material written by me for other purposes. Generous use has also been +made of the Secondary Division Leaflets of the International Sunday +School Association.<a name='Page_15'></a> A deep debt of gratitude is mine to the members of +the International Secondary Committee: Messrs. E.H. Nichols, Frank L. +Brown, Eugene C. Foster, William C. Johnston, William H. Danforth, S.F. +Shattuck, R.A. Waite, Mrs. M.S. Lamoreaux, and the Misses Minnie E. +Kennedy, Anna Branch Binford and Helen Gill Lovett, for their great help +and counsel in preparing the above leaflets. Grateful acknowledgment is +also made to Miss Margaret Slattery, Mrs. J.W. Barnes, Rev. Charles D. +Bulla, D.D., Rev. William E. Chalmers, B.D., Rev. C.H. Hubbell, D.D., +Rev. A.L. Phillips, D.D., Rev. J.C. Robertson, B.D., and the Rev. R.P. +Shepherd, Ph.D., for their advice and suggestions as members of the +Committee on Young People's Work of the Sunday School Council of +Evangelical Denominations. The plans and methods of these leaflets have +the approval of the denominational and interdenominational leaders of +North America. I wish, also, to make public mention of the great +assistance that Mr. Preston G. Orwig and my colleague, Rev. William A. +Brown, <a name='Page_16'></a>have rendered me in the practical working out of many of the +methods contained in this volume. Two articles written for the "Boys' +Work" volume of the Men and Religion Messages, and one for "Making +Religion Efficient" have been modified somewhat for this present work. +The aim has been to set forth as completely as possible the relationship +of the Sunday school and the boy of the teen years in the light of the +genius of the Sunday school.</p> + +<p>No attempt has been made in this volume to discuss the boy +psychologically or otherwise. This has been done so often that the +subject has become matter-of-fact. My little volume on "Boy Training," +so generously shared in by other writers who are authorities on their +subjects, may be referred to for information of this sort. "The Sunday +School and the Teens" will, likewise, afford valuable technical +information about the Sunday school, it being the report of the +International Commission on Adolescence.</p> + +<p>This book is largely a volume of method and suggestion for leaders and +teachers in <a name='Page_17'></a>the Sunday school, to promote the better handling of the +so-called boy problem; for the Sunday school must solve the problem of +getting and holding the teen age boy, if growth and development are to +mark its future progress. Of the approximately ten million teen age boys +in the field of the International Sunday School Association, ninety per +cent are not now reached by the Sunday school. Of the five per cent +enrolled (less than 1,500,000) seventy-five per cent are dropping from +its membership. Every village, town and city contributes its share +toward this unwarranted leakage. The problem is a universal one.</p> + +<p>The teen age represents the most important period of life. Ideals and +standards are set up, habits formed and decisions made that will make or +mar a life. The high-water mark of conversion is reached at fifteen, and +between the ages of thirteen and eighteen more definite stands are made +for the Christian life than in all the other combined years of a +lifetime.</p> + +<p>It marks the period of adolescence, when <a name='Page_18'></a>the powers and passions of +manhood enter into the life of the boy, and when the will is not strong +enough to control these great forces. Powers must be unfolded before +ability to use them can develop, and instincts must be controlled while +these are in the process of development. The importance of systematic +adult leadership during this period of storm and stress cannot be too +strongly emphasized.</p> + +<p>The teen age boy is naturally religious. Opportunity, however, must be +given him to express his religion in forms that appeal to and are +understood by him. In other words, his religion, like his nature, is a +positive quantity, and will be carried by him throughout the day, to +dominate all of the activities in which he engages.</p> + +<p>The problem also reaches through the entire teen years and must be +regarded as a whole, rather than as a series of successive stages, each +stage being separate and complete in itself.</p> + +<p>The great problem, then, which confronts us is to keep the boys in the +church and<a name='Page_19'></a> Sunday school during the critical years of adolescence and +to bring to their support the strength which comes from God's Word and +true Christian friendship, to the end that they may be related to the +Son of God as Saviour and Lord through personal faith and loyal service.</p> +<br /> + +<p>GENERAL BIBLIOGRAPHY</p> + +<p>Alexander, Editor.—Boy Training (.75). The Sunday School and the Teens. +(The Report of the International Commission on Adolescence) ($1.00).</p> + +<p>Alexander, Editor.—The Teens and the Rural Sunday School. (The Report +of the International Commission on Rural Adolescence.) <i>In preparation</i>.</p> + +<p>Boys' Work Message (Men and Religion Movement) ($1.00).</p> + +<p>Fiske.—Boy Life and Self-Government ($1.00).</p> + +<p>Hall.—Developing into Manhood (Sex Education Series) (.25)</p> + +<p><a name='Page_20'></a>Hall.—Life's Beginnings (Sex Education Series) (.25)</p> + +<p>Secondary Division Leaflets, International Sunday School Association +(Free).</p> + +<p>1. Secondary Division Organization.</p> + +<p>2. The Organized Class.</p> + +<p>3. State and County Work.</p> + +<p>4. Through-the-week Activities.</p> + +<p>5. The Secondary Division Crusade.</p> + +<p>Swift—Youth and the Race ($1.50).</p><a name='Page_21'></a> +<br /> + +<p>THE BOY AND HIS EDUCATION</p> + +<p>Three institutions are responsible for the education of the adolescent +boy. By "education" is meant not merely the acquisition of certain forms +of related knowledge, but the symmetrical adaptation of the life to the +community in which it lives. The three institutions that cooperate in +the community for this purpose are: the <i>home</i>, the <i>school</i>, and the +<i>church</i>. There are many organizations and orders that have a large +place in the life of the growing boy, but these must be viewed solely in +the light of auxiliaries to the home, school and church in the +production of efficient boyhood and trained manhood.</p> +<br /> + +<p>BIBLIOGRAPHY ON EDUCATION</p> + +<p>Draper.—American Education ($2.00).</p> + +<p>Payot.—Education of the Will ($1.50).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_22'></a><a name='Page_23'></a> +<a name='I'></a><h3>I</h3> + +<h2>THE HOME AND THE BOY</h2> +<br /> + +<p>The greatest of the three institutions affecting boy life, from the very +fact that it is the primary one, is the home. The home is the basis of +the community, the community merely being the aggregation of a large +number of well-organized or ill-organized homes. The first impressions +the boy receives are through his home life, and the bent of his whole +career is often determined by the home relationships.</p> + +<p>The large majority of homes today are merely places in which a boy may +eat and sleep. The original prerogatives of the father and mother, so +far as they pertain to the physical, social, mental and moral +development of boyhood, have been farmed out to other organizations in +the community.<a name='Page_24'></a> The home life of today greatly differs from that of +previous generations. This is very largely due to social and economic +conditions. Our social and economic revolution has made vast inroads +upon our normal home life, with the result that the home has been +seriously weakened and the boy has been deprived of his normal home +heritage.</p> + +<p>To give the home at least some of the old power that it used to have +over the boy life, there must needs be recognized the very definite +place a boy must have in the family councils. The general tendency +today, as far as the boy is concerned, is an utter disregard on the part +of the father and mother of the importance of the boy as a partner in +the family. He is merely the son of his father and mother, and their +obligations to him seemingly end in providing him with wholesome food, +warm clothing, a place to sleep and a room in which to study and play in +common with other members of the household. Very little thought is given +on the part of the father and mother to the real part the boy should +play in the direction of the family <a name='Page_25'></a>life. Family matters are never +determined with the help of his judgment. They are even rarely discussed +in his presence. Instead of being a partner in the family life, doing +his share of the family work and being recognized as a necessary part of +its welfare, he is only recognized as a dependent member, to be cared +for until he is old enough to strike out and make a place for himself. +This sometimes is modified when the boy comes to the wage-earning age, +when he is required to assist in the support of the family, but even +then his place in the family councils to determine the policy of the +family is usually a very small one.</p> + +<p>In the home of today few fathers and mothers seem to realize the claim +that the boy has upon them in the matter of comradeship. The parent +looks upon himself very largely in the light of the provider, and but +very little attention is paid to the companionship call that is coming +from the life of his boy. After a strenuous day's work the father is +often physically incapacitated for such comradeship and only the +strongest <a name='Page_26'></a>effort of will on his part can force him to recognize this +fundamental need of his boy's life. It is just as necessary that the +father should play with and be the companion of his boy as it is for him +to see that he has good food, warm clothing, and a comfortable bed to +sleep in. The father generally is the boy's hero up to a certain age. +This seems to be an unwritten, natural law of the boy's life, and the +father often forfeits this worship and respect of his boy by failing to +afford him the natural companionship necessary to keep it alive. In +addition to a place and a voice in the councils of the family, it is +necessary that the boy should have steady parental companionship to +bring out the best that is in him.</p> + +<p>The ownership of personal property and its recognition by the parent in +the life of the boy is fundamental to the boy's later understanding of +the home and community life. Comparatively few fathers and mothers ever +recognize the deep call of the boy life to own things, and frequently +the boy's property is taken from him and he is deprived <a name='Page_27'></a>of its use as a +means of punishment for some breach of home discipline. In many families +the boy grows up altogether without any adequate idea of what the right +of private property really is, with the result that when he reaches the +adolescent years and is swayed by the gang spirit, whatever comes in his +way, as one of the gang, is appropriated by him to the gang use. This +means that the boy, because of his ignorance, becomes a ward of the +Juvenile Court and a breaker of community laws. The tendency, however, +today in legal procedure is to hold the parents of such a boy liable for +the offenses which may be committed. Instead of talking about juvenile +delinquency today we are beginning to comprehend the larger meaning of +parental and community delinquency. Out of nearly six hundred cases +which came before the Juvenile Court in San Francisco last year only +nineteen, by the testimony of the judge, were due to delinquency on the +part of the offender himself. The majority of the remaining cases were +due to parental delinquency, or neglect of <a name='Page_28'></a>the father and mother. A +real part in the home life may be given to the boy by recognizing his +individual and sole claim to certain things in the home life.</p> + +<p>Failure on the part of the father and mother to recognize the growth of +the boy likewise tends to interfere with normal relationships in the +home. Many a father and mother fail to see and appreciate the fact that +their boy really ceases to be a child. Because of this, parents very +often fail to show the proper respect for the personality of the boy, +riding rough-shod over his feelings and will. There follows in matters +of this kind a natural resentment on the part of the boy which sometimes +makes him moody and reticent. This, in its turn, causes the parents to +try to curb what they consider a disagreeable disposition on the part of +the boy. Sometimes this takes the form of resentment at the fact that +the boy wishes at times to be alone, and so fathers and mothers are +continually on the watch to prevent the boy from really having any time +of his own. All of these things put together have but <a name='Page_29'></a>one logical +result, the ultimate break between the boy and the home, and the +departure of the boy at the first real opportunity to strike out for +himself, thus sundering all the home relationships.</p> + +<p>Perhaps one of the saddest things in the home life today is the neglect +of the father to see that his boy receives the necessary knowledge +concerning sex, that his life may be safeguarded from the moral perils +of the community. This is not always a willful breach of duty on the +part of the father, but usually comes from ignorance as to how to broach +this subject to the boy. A great many growing lives would be saved from +moral taint and become a blessing instead of a curse if the father +discharged his whole duty to his growing son, by putting at his disposal +the knowledge which is necessary to an understanding of the functions of +the sex life.</p> + +<p>To recapitulate, several things are necessary to bring about real +relationships in the home life between the parents and the boy. These +are: a place for the boy in the family <a name='Page_30'></a>councils as a partner in the +home life, the boy's right to companionship with his parents, the +privilege and responsibility of private ownership, the right a boy has +to his personality and privacy, and tactful and timely instruction in +matters of sex. This might be enlarged by the parents' privilege of +caring for and developing social life for the boy in the home, a +carefully planned participation in its working life, instructions in +thrift and saving, and a general cooperation with the school and the +church, as well as the auxiliary organizations with which the boy may be +connected, so that the physical, social, mental and spiritual life of +the boy may become well balanced and symmetrical. Add to this the +Christian example of the father and mother, as expressed in the everyday +life of the home, and especially through family worship and a +recognition of the Divine Being at meal time, and without any cant or +undue pressure there will be produced such a wholesome home environment +as to assure the boy of an intelligent appreciation of not only his +father and mother, <a name='Page_31'></a>but of his home privileges in general, and of the +value of real religion.</p> +<br /> + +<p>BIBLIOGRAPHY ON THE HOME</p> + +<p>Allen.—Making the Best of Our Children. Two vols. ($1.00 each).</p> + +<p>Field.—Finger-posts to Children's Reading ($1.00).</p> + +<p>Fiske.—Boy Life and Self-Government ($1.00).</p> + +<p>Kirkpatrick.—Fundamentals of Child Study ($1.25).</p> + +<p>Putnam.—Education for Parenthood (.65).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_32'></a> +<a name='II'></a><h3>II</h3> + +<h2>THE PUBLIC SCHOOL AND THE BOY</h2> +<br /> + +<p>Of the primary institutions that are cooperating in the life of the boy +today, without a doubt the public school is the most efficient and most +serviceable. Today the school offers and compels a boy to get certain +related courses of study which will make him a better citizen by fitting +him in a measure for the procuring of an intelligent and adequate +livelihood. The school by no means is perfect in this matter, and as +long as over fifty per cent. of the boys fail to graduate even from the +eighth grade in the grammar school, and but one per cent. go to college, +there will be great need of a reconstruction of its methods of work. +Without question, the curricula of the public school should be <a name='Page_33'></a>modified +so as to meet the needs of all the boys in the community and vocational +and industrial training should have larger place in our educational +plans. The boy who is to earn his livelihood by his hands and head +should receive as much attention and intelligent instruction as the boy +who aims at a professional career. However, with all its limitations, +the public school is the only institution which has a definite policy in +the education of the boy. The leaders of the public school system know +whither they are going and the road they must travel to reach the goal.</p> + +<p>Perhaps the greatest weakness of our public school system today is the +inability, because of our division between church and state, to give the +boy any religious instruction in connection with what is styled "secular +education." For the first time in the history of the world has religious +instruction been barred from the public school, and that in our free +America. Most intelligent Christian men now realize that, because of the +division between church and state in our country, <a name='Page_34'></a>religious instruction +in the public school is impossible, as the school is the instrument of +the state in the production of wealth-producing citizenship. The men who +with clear vision see these things also see this limitation of the +public school system and recognize that the church has a larger mission +to fulfill in America than in any other country, it the education of the +boy is to be symmetrical and well balanced.</p> + +<p>Perhaps the problem of our public school system of education which has +not yet been solved is the vast possibility of the directed play life of +our boys. It is well known by students of boy life that the character of +the boy is very largely determined by the informal education which comes +from his part in sports and play. In some cities the public school has +sought to give partial direction to the play life of the boy through +public school athletic leagues, but even these leagues touch but a small +part of the boy life of any community. Besides the injection of +industrial and vocational training in large quantity in public school +curricula, <a name='Page_35'></a>more thought and place will have to be given to the +expression of the boy life in play than is now provided for.</p> + +<p>In addition to this, the home and the church must render a united +cooperation to make the school life of the boy what it ought to be. The +Parents' and Teachers' Association in the public school is doing much to +bring this about between the home and the school, and it may be that a +Teachers' Association, consisting of officials and teachers of the +public school and the officials and teachers of the Sunday school, might +bring about a closer cooperation in the secular and religious education +of the boyhood of the community. Both these associations, if fostered, +would certainly tend to create a wholesome school atmosphere, which +would render a tremendous service in safeguarding the moral life of the +boy.</p> +<br /> + +<p>BIBLIOGRAPHY ON PUBLIC SCHOOL</p> + +<p>Baldwin.—Industrial-social Education ($1.50).</p> + +<p><a name='Page_36'></a>Bloomfield.—Vocational Guidance of Youth (.60).</p> + +<p>Brown.—The American High School ($1.40).</p> + +<p>Crocker,—Religious Freedom in American Education ($1.00).</p> + +<p>—Religious Education (.65).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_37'></a> +<a name='III'></a><h3>III</h3> + +<h2>THE CHURCH AND THE BOY</h2> +<br /> + +<p>If the foregoing facts considering the home and school life are +absolutely true, and the consensus of opinion of the students of boy +life would have it so, it means that the church has a larger opportunity +than formerly supposed to influence the boy life of the community.</p> + +<p>The investigator into the life of boyhood has revealed to us the fact +that a boy's life is not only fourfold—physical, social, mental and +spiritual—but is also unified in its process of development. If this be +so, there must be a common center for the boy's life, and neither the +home nor the school can, because of social or economic or political +conditions, become this center. The only remaining place where the boy's +life can be unified is the church.</p> + +<p><a name='Page_38'></a>The life of the church, generally speaking, is largely manipulated in +the services of worship, the Sunday school, and such auxiliary +organizations as the Brotherhood, Christian Endeavor, Missionary +societies, and other like organizations. At the present time the church +organization itself is but little adapted to the needs of the growing +boy, the church being a splendidly organized body for mature life. On +the other hand, until lately, the Sunday school has been recognized as a +place for children under twelve years of age. With the Adult Bible Class +movement of the past few years, there has come a revival in the Sunday +school in adult life, so that the place of adults and children in the +Sunday school has been magnified. There still remains, however, the need +of a modification of Sunday school organization to meet the need of the +adolescent boy.</p> + +<p>The opportunity that faces the church and the Sunday school in this +adaptation is tremendous. Investigations of the past few years have +demonstrated beyond a doubt that the time to let loose impulses in the +<a name='Page_39'></a>life for the development of character is between the ages of fourteen +and twenty, or the plastic years of early and middle adolescence. Recent +studies have shown that the break in school life occurs at about +fourteen and a half or fifteen years, and that the majority of cases in +the juvenile courts fall in the same period. More souls are born into +the Kingdom of God in the early years of adolescence than at all other +ages of life put together, and the vantage ground of the church lies at +these ages, the effort necessary being the minimum and the results being +the maximum that can be attained.</p> + +<p>The problem of the church in touching these adolescent years is to make +the right use of all the facts of boy life. Too long has the church +looked upon the boy as a mere field of operation. Too long has she +considered the boy as a dual personality and regarded life as both +secular and spiritual. Today she is beginning to understand that all +boyhood life is spiritual; that there are no secular activities in +boyhood, but that every activity that a boy enters into has <a name='Page_40'></a>tremendous +spiritual value, either for good or for bad. It is especially true in a +boy's life that the spiritual finds expression through the physical. It +should be true of all life, but a boy especially lives by physical +expression.</p> +<br /> + +<p>BIBLIOGRAPHY ON THE CHURCH</p> + +<p>Foster.—The Boy and the Church (.75).</p> + +<p>Gray.—Non-Church Going, Its Reasons, and Remedies ($1.00).</p> + +<p>Hodges.—Training of Children in Religion ($1.50).</p> + +<p>Hulbert.—The Church and Her Children ($1.00).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_41'></a> +<a name='IV'></a><h3>IV</h3> + +<h2>THE SUNDAY SCHOOL OR CHURCH SCHOOL</h2> +<br /> + +<p>The Sunday school is the biggest force of the church in the life of the +boy. At times he refuses to attend the stated worship of the church, but +if the Sunday school be in the least interesting he will gladly attend +it. Its exercises and procedure must, however, be interesting, and +rightly so. The boy has the right to demand that the time, his own time, +which he gives to the Sunday school, should be utilized to some decently +profitable, pleasurable end. Education, even religious education, is not +necessarily a painful process. Discipline of mind or body has ceased to +be a series of disagreeable, rigid postures or exercises. Medicine has +no virtue merely because it is bad to the taste, <a name='Page_42'></a>and modern medical +usage prescribes free air and warm sunshine in large doses in place of +the old-time bitter nostrums. Even where the boy spirit needs +medication, the means employed need not be sepulchral gloom, solemn +warning, other-world songs, and penitential prayers, with great moral +applications of the non-understandable. The germs of spiritual disease +give way before the sunshine of the spirit, just as fast, if not faster, +than the microbes before the sun. The Sunday school, then, should be a +happy, joyous, sunny place, brimful of ideas, suggestion and impulse; +for these three are at once the giants and fairies of religious +education, and are the essential elements of character-making.</p> + +<p>To produce all of the above, three things are needed: adequate +organization, careful supervision, and common-sense leading. The first +is imperative, because all education is a matter of organization. The +second is part of the first, as supervision is the genius of +organization. The third is fundamental, for all expression—true +education—depends <a name='Page_43'></a>on the teacher or leader, whose innate idea of the +fitness of things keeps him from doing, on the one hand, that which is +just customary, or, on the other hand, that which may appear to be just +scientific. The science of yesterday should be the tradition of today; +that is, if we are making progress in educational processes. Today's +science also should be fighting yesterday's for supremacy. Common sense +lies somewhere between the two.</p> + +<p>The only two of these three Sunday school essentials that this chapter +deals with are organization and supervision.</p> + +<p>The Sunday school should be a kind of a religious regiment, martial both +in its music and its virtues for its challenge to the adolescent boy. +Now, every regiment, in peace or war, is properly organized with +battalions, companies, and squads. Everything is accounted for, arranged +for, and some one definitely held responsible for certain things—not +everything. The organization covers every member of the regiment; so +should the Sunday school.</p> + +<p><a name='Page_44'></a>In Sunday school nomenclature the regimental battalions are +"Divisions"—Elementary, Secondary, and Adult, by name. The companies +likewise are named "Departments," each division having its own as in the +"Elementary"—"Cradle Roll," "Beginners," "Primary," and "Junior." The +squads in each case are the "Classes" that make up the Departments. <i>It +is essential that the Secondary, or Teen Age Division, which enrolls the +adolescent boy, be adequately organized.</i></p> + +<p>Regiments, Battalions, Companies, and Squads must be properly +officered—must be supervised. Colonels, Majors, Captains, Lieutenants, +Sergeants and Corporals are the arteries of an army. In Sunday school +language, the head of the regiment is the General Superintendent, and +all the heads of divisions and departments are likewise named +Superintendent. The leader of the squad is the Teacher. Then a properly +supervised Sunday school is organized not unlike an army, and would be, +according to a diagram, like the following:</p> + +<a name='Page_45'></a> +<pre> + General Superintendent + | + -----+--+--------------+-----------------+-----------------+---- + | | | | + Elementary Secondary Adult Special + Superintendent Superintendent Superintendent Superintendent + | | | + Cradle Roll Intermediate Organized Bible + Superintendent Superintendent Class + Superintendent | | + | | | + Beginners' Senior Home Superintendent + Superintendent Superintendent + or + Primary Teen Age + Superintendent Superintendent + or + Junior Boys' + Superintendent Superintendent + and + Girls' + Superintendent +</pre> + +<p><a name='Page_46'></a>Thus the modern school of the church would have at least twelve +superintendents to oversee its work, to say nothing of the special +workers, such as Training, Missionary and Temperance. This may seem like +an unnecessary array of officers, but the experienced will admit that +they are essential to good results in teaching boys and girls of varying +requirements. <i>Not until the Secondary or Teen Age Division is +adequately supervised, will the teen age boy or his religious education +be properly cared for</i>.</p> +<br /> + +<p>BIBLIOGRAPHY ON THE SUNDAY SCHOOL</p> + +<p>Frost.—The Church School (.65).</p> + +<p>Cope.—Efficiency in the Sunday School ($1.00).</p> + +<p>Lawrance.—Housing the Sunday School ($2.00).</p> + +<p>—How to Conduct a Sunday School ($1.25).</p> + +<p>Meyer.—The Graded Sunday School in Principle and Practice (.75).</p> + +<br /> +<a name='Page_47'></a> +<table border="1" summary="Sunday school organization"> + +<tr><td class="center" colspan="9"><b>SCHEME OF ORGANIZATION OF THE MODERN SUNDAY SCHOOL</b><br /> + DIVISIONS AND DEPARTMENTS</td></tr> + +<tr> + <td class="center" colspan="4">ELEMENTARY</td><td class="center" colspan="2">SECONDARY</td><td class="center" colspan="2">ADULT</td><td class="center">SPECIAL</td> +</tr> + +<tr> + <td class="center" rowspan="3">Cradle Roll<br />(1 Minute-3 years)</td> + <td class="center" rowspan="3">Beginners' Department<br />(4-5 years)</td> + <td class="center" rowspan="3">Primary Department<br />(6-8 years)</td> + <td class="center" rowspan="3">Junior Department</td> + + <td class="center">(A)<br />Intermediate Department<br />(13-16 years)</td> + <td class="center">(A)<br />Senior Department<br />(17-20 years)</td> + + <td class="center" rowspan="3">Adult Bible Class Department<br />(21 years +)</td> + <td class="center" rowspan="3">Home<a name='FNanchor_1_1'></a><a href='#Footnote_1_1'>[1]</a>Department<br /><br />Visitation Department</td> + + <td rowspan="3">Missionary<br /><br />Temperance<br /><br />Purity<br /><br />Training<br /><br />Parents<br /><br />Parents & Teachers<br /><br />Etc.</td> +</tr> + +<tr><td class="center" colspan="2">(B) Teen Age or High School Department</td></tr> + +<tr><td class="center" colspan="2">Girls' Department<br />(13-20 years)<br /><br />(C)<br /><br />Boys' Department<br />(13-20 years)</td></tr> + +</table> + +<hr style='width: 65%;' /> +<a name='Page_48'></a> +<a name='V'></a><h3>V</h3> + +<h2>THE BOY AND THE SUNDAY SCHOOL</h2> +<br /> + +<p>There are two factors in the above subject—the factor of the boy and +the factor of the Sunday school.</p> + +<p>The factor of the boy is the more important of the two, as the Sunday +school exists merely for the purpose of serving the boy. The boy, +therefore, should be thought of first, and the Sunday school should be +planned to meet his needs.</p> + +<p>What then is the factor of the boy? "The boy is a many-sided animal, +with budding tastes, clamorous appetites, primitive likes and dislikes, +varied interests; an idealist and hater of shams, a reservoir of nerve +force, a bundle of contradictions, a lover of fun but a possible lover +of the best, a loyal friend of his true friends; impulsive, erratic, +<a name='Page_49'></a>impressionable to an alarming degree." Furthermore, the boy is +maturing, traversing the path from boyhood to manhood, is unstable, not +only in his growth, but also in his thought, is restless because of his +natural instability, and sometimes suffers from headiness and +independence. Between boyhood and manhood he travels swiftly, the +scenery changes quickly as he travels—<i>but he is traveling to manhood</i>. +No railway train or vehicle can keep pace with his speed. Morning sees +him a million miles farther on his way than night reckoned him but half +a day before. And yet, in all of it, he moves by well-defined stages in +his journey towards his destination of maturity. Today he is +individualistic, tomorrow heroic, a little later reflective and full of +thought, but in all of it is progressively active, moving forward by +leaps and bounds. His needs also increase with his pace, and must be +fully and timely met, if he is to reach symmetrical maturity. He needs +but three things to attain his best: proper sustenance, unlimited +activity, and <a name='Page_50'></a>careful guidance. Given these three rightly and at the +proper time, the quality of his manhood will go beyond our fondest hope. +The sustenance must be in keeping with his years, the activity in line +with his strength, and the guidance adapted to the needs of his +spirit—firm, compelling, but not irksome. In it all the boy is to be +encouraged in self-expression, resourcefulness, and independent manhood. +Such is a partial appreciation of the boy and his wonderful capacities, +a passing glimpse into a treasure house of wealth and possibility.</p> + +<p>What now is the Sunday school? In the days that are past, it was looked +upon merely as a weekly meeting of boys and girls. Today it is regarded +as an institution for the releasing of great moral and religious +impulses into life. Of late there have even crept into its life the +names and some of the methods of our public school system. Grading and +trained teaching have also come into its life to stay; the modern Sunday +school is but little like that of a decade ago, and the changes are not +yet done with.<a name='Page_51'></a> Some of the innovations will be proved by experience and +retained with modification, while others doubtless will be eliminated as +worthless for the purposes of the Sunday school in its ideals of moral +and religious education. Improvement, however, is in the school +atmosphere.</p> + +<p>However, with all the change, past, present and contemplated, the school +proper has but little time for the doing of its work. Fifty-two sessions +a year, of an hour's or an hour and a half's duration at best, fifty-two +or seventy-eight hours a year, only one-third of which is given to Bible +study, furnish a meager opportunity to accomplish its aim. Compared with +twelve hundred hours a year in the public school, or the twenty-eight +hundred hours a year a boy may work, it seems pitifully small, for the +aim of the Sunday school is bigger than the other two. The Sunday school +purposes to fit the boy to play the game in public school and work and +life. It seeks to give him impulses that will help him to keep clean, +inside and outside, to work with other boys in team play, <a name='Page_52'></a>to render +Christian service to his fellows, and to love and worship God as his +Father and Christ as his Saviour. The means it employs for these great +purposes are Bible study, Christian music, the association of the boys +in classes, and Christian leadership. To these the school is beginning +to add through-the-week meetings for what have been called its secular +activities. All this has come after a great deal of campaigning on the +part of groups of devoted men and women interested in boy life and +welfare. The Sunday school has had to overcome many handicaps in +reaching the boy of teen age, among which were the lack of efficient, +virile teachers, a misunderstanding of boy nature, lessons not adapted +to the boy's needs, music that was not appealing, and the indiscriminate +grouping of boys with members of the other sex. These, however, have +been rapidly overcome, and today the school is fairly well organized to +meet the needs of the boy.</p> + +<p>There are yet some definite things to be written into the life of the +Sunday school to <a name='Page_53'></a>win and hold the boy of teen age in its membership for +life.</p> + +<p>The first of these is the incorporation into the Sunday school +activities of those things that interest and touch and mold every phase +of a boy's life. It means the allotment of a definite part of the school +period for the discussion of the things the group of boys will engage in +during the week, and a through-the-week meeting as a real part of the +school work. This allows and provides for the athletic, outdoor, +camping, social, and literary outlet for the boy spirit.</p> + +<p>Another forward step is graded Bible study, graded athletics, graded +service, graded social life, and graded mental activities. The work of +the school, to hold the boy, must be new and diverse in its interests, +and big enough and broad enough to command his constantly changing +attention. As his years so shall his interest be. To his years the work +of the Sunday school must correspond.</p> + +<p>The Organized Bible Class that is self-governing must be added to the +above. Better <a name='Page_54'></a>have the gang on the inside of the church with a +Christian-altruistic content, than to permit the boys to organize under +self-direction on the outside. The Bible Class, too, has advantages over +every other form of organization. It has the Bible at its heart, the one +thing necessary to assure permanence, and never allows the thought of +graduation. Other boy organizations meet the need of certain specified +years; the Bible Class meets all the needs of all the years, and is +flexible enough to include all the special needs that are met by other +forms of organization.</p> + +<p>The greatest need of the Sunday school is capable teaching. By it the +Bible Class becomes efficient or the reverse. For the boy the teacher +should be a man, a Christian man, who has personality enough to command +the boy's respect, and ability enough to direct the boy in doing things. +This means a comrade-relationship of work and play, Bible study and +athletics, spiritual and social activity, Sunday and week-day interest, +and a disposition on the part of the leader to get the boy to do +everything—government, <a name='Page_55'></a>planning, presiding, achieving—for himself. +This is true teaching and leadership. The greatest thing in the Sunday +school is the teacher. For now abideth the Lesson, the Class, and the +Teacher, but the greatest of these is the Teacher.</p> + +<p>In view, then, of all that has gone before, what shall be said of the +Sunday school and the boy? Each to each is the complement; the two +together form a winning combination. On the one hand, the modern Sunday +school should meet the boy's need at every stage of his development in a +physical, social, mental, and spiritual way. It should give him variety +and progression in the processes of his maturing, and suitable +organization and trained leadership for character-building and +man-making. On the other hand, the boy will render the Sunday school and +church his service, and through both give his heart's thought, devotion, +and worship to his Lord. This is the whole matter of the Sunday school +and the normal boy, and is our vision of the future of the church. The +past did not do it! The past is dead!</p><a name='Page_56'></a> +<br /> + +<p>BIBLIOGRAPHY ON THE BOY AND THE SUNDAY SCHOOL</p> + +<p>Boys' Work Message (Men and Religion Movement) ($1.00).</p> + +<p>Foster.—The Boy and the Church (.75).</p> + +<p>Lewis.—The Intermediate Worker and His Work (.50).</p> + +<p>—The Senior Worker and His Work (.50).</p> + +<p>Robinson.—The Adolescent Boy in the Sunday School (<i>American Youth</i>, +April, 1911) (.20).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_57'></a> +<a name='VI'></a><h3>VI</h3> + +<h2>FUNDAMENTAL PRINCIPLES IN SUNDAY SCHOOL WORK WITH BOYS</h2> + +<p>Five fundamental principles must be kept in mind when work with boys in +the Sunday school is attempted, and without these five principles very +little will be accomplished:</p> + +<p>1. <i>The first of these is the Fourfold Life</i>. A boy lives physically, +socially, and mentally, as well as spiritually. He lives seven days a +week, twenty-four hours a day, not merely an hour or an hour and a half +on Sunday. His spiritual impulses are received and find their expression +in the physical, social and mental activities in which he is engaged +during the week. Any work that is attempted with a group of boys which +ignores this fourfold life of the boy cannot be a success. The <a name='Page_58'></a>man, +then, who plans to work with boys must plan to touch the various phases +of the boys' lives as he works with them, and he must also do this work +in proportion, not putting too much emphasis on any one phase, but +allowing equal emphasis on all. The ideal for a perfect work with boys +is that which is gleaned from a study of the boyhood of Christ, for the +boy Jesus, "grew in wisdom" (mentally), "and in stature" (physically), +"and in favor with God" (spiritually), "and with man" (socially). The +secret of the life of the Christ as a boy lies in his symmetrical and +well-balanced growth.</p> + +<p>2. <i>The second principle is Progression.</i> In a successful church work +with boys the activities must be graded and progressive. The public +school could not command the presence of a boy if the work which it gave +him today was the same as that of last week, and that of last week the +same as that of a year ago. The inherent interest of the public school +to a boy is that he is discovering new things for himself, or being +taught new things all the while. This principle <a name='Page_59'></a>must be incorporated in +church and Sunday school work to keep the continued interest of the boy. +It must be observed, not only in Bible study (and this should be +graded), but also in the physical, social, mental and service activities +in which the boy finds himself engaged.</p> + +<p>3. <i>The third principle is Service</i>. Too long has the church bribed her +boys and expected them to remain with her and in her service after +offering them wages for doing the thing which they ought to have done +for sheer love of it. Socials and clubs and athletic organizations and +other devices have been used as a bid to hold the boy, instead of being +used because the church owed these things to the boy as part of his +all-round development. "Where the treasure is, there will the heart be +also"; and it stands to reason that the heart of the boy will be where +he is giving most of himself. If he is investing himself heavily in the +interest and service of the church, that is where his interest will be.</p> + +<p>4. <i>The fourth principle is Organisation</i>.</p> + +<p><a name='Page_60'></a>The law of the boy life in adolescence is organization, or the gang. +The church has its choice, either to let the boys organize themselves on +the outside, under self-directed and therefore incompetent leadership, +or to organize the boys on the inside of the church, provide a definite +place for this organization, and so permeate the gang instinct with the +spirit of Christian altruism. Every church organization for boys, the +organized Bible class, the church club, and other church forms of +organization, are aiming to do just this thing. The law of the boy's +life is to associate with his fellows and the expression of his purposes +is team work. The church, through suitable organization, can meet this +need of the boy life.</p> + +<p>5. <i>The fifth and last principle is Leadership</i>. Leadership is +inseparable from organization, and organization is useless without +leadership. The leadership which is necessary for a group of adolescent +boys is that of a man, and the problem which is presented to a leader +with a group of boys in the adolescent years is not that of teaching, +but <a name='Page_61'></a>of awakening virile ideas and purposes in the boy life. The leader +must be able to enter into sympathy with and in at least a partial way +into participation with all the activities of the group. Everything that +a boy does is just the thing that the man used to do. There is, +therefore, little hardship, but instead the joy of living again, when a +man becomes the leader of a group of boys.</p> +<br /> + +<p>BIBLIOGRAPHY ON FUNDAMENTAL PRINCIPLES</p> + +<p>Alexander (Editor).—Boy Training (.75).</p> + +<p>Boys' Work Message (Men and Religion Movement) ($1.00).</p> + +<p>Robinson.—The Adolescent Boy in the Sunday School (<i>American Youth</i>, +April, 1911) (.20).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_62'></a> +<a name='VII'></a><h3>VII</h3> + +<h2>METHOD AND ORGANIZATION</h2> +<br /> + +<p><b>Organization</b></p> + +<p>By organization is meant, of course, boy organization, the form of +organization that attempts to keep the adolescent boy tied up to the +interests of the church. Today the forms of organization for this +purpose are legion, and strangely enough every such form but one has its +headquarters outside of the local church it seeks to serve. The one +exception is the form known as the Boys' Organized Bible Class, an +integral part of the Sunday school with no allegiance of any sort or +kind to any organization but the local church of which it is a +part—bone of its bone, flesh of its flesh, muscle of its muscle.</p> + +<p>These organizations that flourish in our modern church life naturally +fall into three <a name='Page_63'></a>classes: religious, semi-religious and welfare. Other +nomenclature, characterizing them might be used, and would be by their +founders, but these words classify them for the purpose of our +investigation. The <i>religious</i> organizations have for their sole aim the +deepening of the religious impulse, and the missionary objective of +carrying this impulse to others. The <i>semi-religious</i> are built around +religious and symbolic heroes, make a bid for the heroic and the gang +spirit, and seek to inculcate more or less of religious truth by the +sugar-coat method. The <i>welfare</i> type aims at the giving of all sorts of +activity in order to keep the boy interested and busy, and so raise the +tone of his life in general.</p> + +<p>The religious type of organization includes the forms that may be +classed under the church brotherhood idea—the junior brotherhoods of +various sorts. They originated because of the need of some kind of +expression for the religious impressions that were continually coming to +the boy in his church life. The idea was good, but its <a name='Page_64'></a>release poor. +Senior forms of organization were imitated, adult forms of worship and +service diminutized, and juvenile copies of mature experience +encouraged. Junior brotherhoods and junior societies thus have tended to +destroy the genuine, natural, spontaneous religious life of boys, and +have unconsciously aided the culture of cant and religious unreality.</p> + +<p>The semi-religious organizations have gone a full step beyond those of +the religious type. Societies like the Knights of King Arthur, Knights +of the Holy Grail, Modern Knights of St. Paul, and others of such ilk +have in symbolism sought to teach and find expression for the religious +impulse. The method has been more or less the religious type in +disguise—ancient titles, elaborate ritual, initiations, and degrees, +red fire, fuss and feathers, and something doing all the time to attract +the boy. The result has been and is a play-idea of organization and a +make-believe environment on the part of the boy. In his thought it never +classifies with his school or home or general church <a name='Page_65'></a>life. It is a +thing apart, some thing or place to retire to, to forget the everyday +thing for a moment of romance. The mature mind that is responsible for +all of this, however, seeks to bend and use this make-believe world for +the inculcation of religious truth; and the product is an astonishing +variety of results. Most of it is beyond the grasp of the ordinary man, +the only man who at present or at any time will do this work in the +church; and where set programs or ritual are followed the work itself +loses its fire and misses its effectiveness.</p> + +<p>The welfare type of organizations has multiplied in the past few years, +<i>and their less religious activities have served to keep the religious +and semi-religious types alive</i>. The Boys' Brigade, the National First +Aid Association, the Woodcraft Indians, Sons of Daniel Boone, Boy +Scouts, and others of like type, are in season and out of season +appealing to American boyhood. Their aim is not specific, but general +and vague: "Something to do, something to think about, something to +enjoy, with a view always to character-building."<a name='Page_66'></a> Their appeal is +mostly to the physical and the out-of-doors; their philosophy that of +the recapitulation of the culture epochs. Their promoters do not claim +that they touch all of life. They seek to dominate the leisure time +only, and to produce goodness by affording no free time for positive +wrong-doing. The domination is also physical expression, and the mental +and spiritual in the boy and his home, school, and church life are not +vitally affected directly.</p> + +<p>All three types, however, have done splendid work in the past, and are +rendering good service in the present as they will in the future. The +success of each depends entirely on its leadership. If a leader be +steeped in the Idylls of the King, the Knights of King Arthur will be +popular with the boys and the church. If the superintendent of the +brotherhood or society be human and magnetic, the church and the boy +will sing its praises. If the scoutmaster is an out-of-door man and has +a point of contact with the boy, the Boy Scouts will be the solution of +all our difficulties. Here lies the crux of the <a name='Page_67'></a>whole matter. If boys +are added to the church through any organization, it is not because of +the method, but because of the worker of the method. The method counts +because it is part of the worker—is in his blood.</p> +<br /> + +<p><b>Method</b></p> + +<p>The aim of all church work should be the production not merely of +manhood but <i>Christian manhood</i>. The vision is to see the boy a +Christ-like boy—a physically, socially, mentally and spiritually +balanced man in the making. The organizations used, then, in boys' work +should be selected with this aim in mind.</p> + +<p>Again, modern psychology has demonstrated to us that all boy activities +must be graded according to each stage of a boy's development, and that +there are several such stages. In the adolescent boy these may roughly +be classed as the heroic and reflective stages, or as early, middle, and +late adolescence. Boy activities, then, must group themselves to +minister to the needs of each <a name='Page_68'></a>separate stage in order to work +effectively. But psychology has also shown us that the activities of any +one stage must also be graded to meet the needs of that one stage. Thus +the heroic may run from the twelfth to the fifteenth year, and the +activities of this phase should be graded to meet the development of the +phase. This is well illustrated by the Tenderfoot Second Class Scout and +First Class Scout degrees of the Boy Scouts which operate in this +period.</p> + +<p>The factors of the problem, then, to be considered in the method are: +First, Christian Manhood; second, the fact that there are distinct and +separate stages of growth in a boy's development, each stage having its +own well-defined steps of growth; and third, the selection of existing +boy organization activities to meet the need and produce the aim or +desired result.</p> + +<p>By way of illustration, let us consider a group of boys just past their +twelfth year. All their physical, social, mental, and spiritual needs +are to be met. The boys are just adolescent and their outlook because of +that <a name='Page_69'></a>is altruistic. They have reached the "ganging" period, and so must +have some form of organization. What organizations can be used to lead +them into Christian manhood between the twelfth and fifteenth year? +There are the Knights of King Arthur, the Boy Scouts, the Junior +Brotherhood, the Christian Endeavor, and the Sunday School Bible Class. +There are others—hosts of them—but these widely known forms will suit +the purpose. For physical purposes we have the Scouts, for social +purposes the Scouts, Knights, and the Bible Class; for mental purposes +the Knights, and for spiritual purposes the Knights, Brotherhood, +Endeavor, and the Bible Class. To see a boy get his own full development +under this plan he must needs belong to at least five organizations; and +<i>the principle of association among boys is not gangs but the gang</i>. +However, much can be done under difficulties. The Scouts will afford +free, physical, outdoor expression, without which there is no boy. The +Knights will furnish mental ideals and objectives; for the Knights of +King Arthur is <a name='Page_70'></a>the mental expression of the Boy Scouts and the Boy +Scouts is the physical expression of the Knights of King Arthur. Both of +them, with the Bible Class group, will furnish social stimulus and the +Bible study, and the more or less valuable devotional expression of the +Endeavor and Brotherhood will take care of the spiritual. In using an +organization, a clearly defined idea of the end sought should always be +in view.</p> +<br /> + +<p><b>Efficiency</b></p> + +<p>In all church work for boys, efficiency should be sought. <i>It should +also be kept in mind that it is church work for boys</i>.</p> + +<p>In all our discussion two things must seem striking: first, that we must +at present use at least five organizations to meet the boy need, five +gangs, when the principle of boy association is not gangs but the gang; +and second, that all of these organizations, with the exception of the +Bible Class, have their headquarters outside of the local church itself. +The headquarters are in New York,<a name='Page_71'></a> Detroit, Boston, Cincinnati, +Baltimore, etc., while the work they seek to do is the local church's +business. Further, they have all had their birth in the misunderstanding +of the church as to her mission for boys. The church, however, has now a +new vision of her mission, as manifested by her patience and forbearance +in trying out and listening to the voices of all these organizations +that would help her from the outside. The church is awake to the need, +but is confused in the method, because she recognizes that no single +organization that knocks at her door is sufficient and complete enough +for her task. She needs all their methods without their organization. +She cannot assume their organization, because it is not of her own flesh +and blood.</p> + +<p><i>A boy's allegiance cannot be split up among gangs. He must be a member +of the gang.</i> One organization is all that he can comprehend with +loyalty at one time. <i>This organization must be also of the local +church.</i> But the church needs no new organization. All she needs is +activities suitable <a name='Page_72'></a>to the boy's growth. <i>She has an organization that +the boy cannot outgrow—the Organized Bible Class.</i> At fifteen he is +through with the Scouts and the Knights, and at eighteen or twenty he is +through with fraternities and orders, or ought to be; for, if a boy be +not starved for these things when a boy, he will outgrow them as he +outgrows a suit of clothes. Graduation from these orders very often +means graduation from the Sunday school and church; for no single +organization can be conceived, that with ritual and form can bind +together the activities of twelve to fifteen, fifteen to twenty, and +twenty to thirty. However, there can be no graduation from the Organized +Bible Class, flesh of the church's flesh, blood of her blood, muscle of +her muscle; and the Organized Bible Class is flexible enough for an +adjustment to every stage of boy development, and to all its physical, +social, mental and spiritual needs. The organized class between twelve +and fifteen can include all the interests of those years, and when the +next stage of growth is on, can discard these for the interests <a name='Page_73'></a>that +lie between fifteen and twenty, and so on to the end.</p> + +<p>The Organized Bible Class is simple in organization, is modern and +elastic, affords the minimum of organization and the maximum of +efficiency, is big enough to meet all the boy's needs, and is the +church's own. Into it can be poured all the activities of all the +organizations ever known, and it can be made the richest and best +adapted organization to the boy life of the Church that has yet been +conceived.</p> +<br /> + +<p>BIBLIOGRAPHY ON METHOD AND ORGANIZATION</p> + +<p>Alexander (Editor).—Boy Training (Chapter on Auxiliary Organizations) +(.75).</p> + +<p>—Sunday School and the Teens (Chapter on Organizations) ($1.00).</p> + +<p>Foster.—The Boy and the Church (Chapter on Books and Notes) (.75).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_74'></a> +<a name='VIII'></a><h3>VIII</h3> + +<h2>THE ORGANIZED SUNDAY SCHOOL BIBLE CLASS<a name='FNanchor_2_2'></a><a href='#Footnote_2_2'><sup>[2]</sup></a></h2> +<br /> + +<p>When all the plans and methods of work are reduced to a minimum, there +is but one. This finds expression in the gang or club life. Boys get +together in a group, elect their own officers and select a man who is to +be their adviser. Then they go out and do the thing they have organized +for in what is to them the simplest and best-known way. It may be stamp +collecting, or star studying, woodcraft, or camping, or the hundred and +one other forms of boy activity which are so common today. Seventy-five +per cent. of these clubs are formed solely for the purpose of physical +expression in athletics. Hundreds of such clubs exist <a name='Page_75'></a>today to meet the +various needs of the growing boy. The Knights of King Arthur, the Boy +Scouts, the Woodcraft Indians, the Sons of Daniel Boone, the Knights of +the Holy Grail, the Knights of St. Paul, and dozens of others have been +conceived and born for the purpose of meeting the needs of boys, as the +founders of the organizations saw them.</p> + +<p>In harmony with all the other boys' organizations, and yet bigger than +all of them put together, is the Sunday school organization for +boys—the Organized Bible Class. It is purely and simply a church +organization, and owes no allegiance to any organization outside of the +local church. It is also a distinct part of the church life and an +organic part of the Sunday school, which is large enough to hold the +boy's interest from the cradle roll to the grave. The other +organizations serve their day in the life of the boy and cease to be. It +is difficult, almost an impossibility, to get normal boys, after fifteen +years of age, to take much interest in the so-called boys' +organizations, because <a name='Page_76'></a>their lives have outgrown these activities and +there is no longer any need of them. The Organized Bible Class presents +a method that can never be outgrown. <i>It also has at its heart Bible +study, which is the one essential to permanence in any work with boys</i>.</p> +<br /> + +<p><b>Class Organization</b></p> +<br /> + +<p><i>Objective</i>.—Class organization is of no value unless the class has +definite objectives. The members should be made to feel that there is +some great purpose in the organization. The objectives for a teen age +class should be:</p> + +<p>1. The winning of the class members to personal allegiance to Jesus +Christ as Saviour and Lord; and</p> + +<p>2. The proper expression of the Christian life in service for others in +the name and spirit of the Christ. Thus one strengthens one's self and +helps others.</p> + +<p><i>Why Organize</i>.—(a) It is natural for a boy to want to get into an +organization of some kind. Seventy-five per cent. of the boys <a name='Page_77'></a>of a +community are, or have been, connected with some sort of organization. +These organizations, rightly controlled, and dominated by strong +Christian leadership, can be made a power for good in the community and +in the lives of their members. It matters not what the organization may +be connected with, it is the activities that appeal.</p> + +<p>Why should not the Sunday school take advantage of this natural, +God-given instinct, to plan such organization in the church as will +present the strongest claim for the loyalty of the boys in the teen age?</p> + +<p>(b) The organization is in the hands of the members of the class, +activities are planned by them, and discipline, when necessary, is +administered by them. The position of the teacher is thereby +strengthened. Instead of being an "autocrat" or "czar" in dealing with +the class, the function is that of counsellor and friend.</p> + +<p>(c) It develops initiative, self-reliance, self-control, and the ability +to do things; character is thereby developed, and strong<a name='Page_78'></a> Christian +character is what the church needs today.</p> + +<p>(d) The Organized Boys' Bible Classes will, without a doubt, become as +universal in their scope as Organized Adult Bible Classes. To be +affiliated with the biggest teen age organization in the world will, in +itself, appeal to every teen age boy and girl.</p> + +<p>(e) Organization increases class spirit. The organized class becomes +"our class," not the "teacher's class." The unorganized class suffers +greatly if the teacher is removed, and sometimes is obliged to disband. +The organized class helps to secure another teacher, and, in the +interim, maintains its class work and is thus kept together. Though much +depends upon the teacher, the permanency of the class should not rest +wholly upon his personality and work. Changes must necessarily come.</p> + +<p>(f) Organization enables the class to do things. The appointment of +special committees, the assignment of definite work to each committee, +and the introduction of various class activities does much toward +realizing <a name='Page_79'></a>the ideal—"an adequate Christian service for every member." +Large and permanent success is assured when this ideal is attained.</p> +<br /> + +<p><b>Standard of Organization</b></p> + +<p>1. The class shall have at least five officers: President, +Vice-President, Secretary, Treasurer, and Teacher. It shall also have as +many committees as necessary to carry on its work.</p> + +<p>2. The class shall be definitely connected with a Sunday school.</p> + +<p>3. A Sunday Bible session and, if practicable, week-day session or +activities.</p> + +<p>4. The age limits of the class shall be not less than thirteen or more +than twenty years.</p> +<br /> + +<p><b>How to Organize</b></p> + +<p>Secure Secondary Division Leaflet No. 2, of the International Sunday +School Association.</p> + +<p>Study this leaflet carefully, noting especially the standard of +organization and the <a name='Page_80'></a>suggestive constitution, which seek to define an +organized class. Distribute leaflets among those whom you wish to +interest and enlist. Organization should not be forced on the class. Do +not go at it as though you were laying a trap. Observe the following:</p> + +<p>(a) Think it through yourself; then put yourself in the pupil's place +and ask yourself the question, "How would I like to have this presented +to me?" This will give you the viewpoint of your class, and you are then +ready to go ahead. You must believe in it thoroughly, enthusiastically, +before you can hope for the interest and enthusiasm of your class.</p> + +<p>(b) Next, get two or three of your "key" pupils, and talk it over with +them. Show them the possibilities of the organization, emphasizing the +physical, mental, social and spiritual activities.</p> + +<p>(c) Follow this with a special meeting of the class, to be held either +at the home of the teacher or one of the class.</p> + +<p>(d) Make the organization genuine, and show that you mean business. The +teen age <a name='Page_81'></a>abhors shams, and will readily detect any weak spots in the +organization. Impress upon them the necessity of selecting capable +officers. Adopt the class constitution, which follows, select class name +and motto, and elect the officers.</p> + +<p>(e) Then let the officers conduct the meetings, both in the Sunday and +the mid-week sessions. The teacher is one of the class and is the +director of activities; the officers and committeemen do the work.</p> + +<p>(f) In all things keep in close touch with the general superintendent +and the departmental superintendent of the school. Seek the strength +that comes from advice and cooperation.</p> +<br /> + +<p><b>Constitution</b></p> + +<p>A class constitution is not essential, but is often helpful. The +following form of constitution is merely suggestive and may be changed +to conform to the needs of the class.</p> + +<p><i>Article I</i>—Name.</p> + +Our class shall be known as _______________<br /> +_____________ and shall be connected<br /> +with, and form a part of, the<br /><a name='Page_82'></a> +______________Sunday school of_______.<br /> + +<p><i>Article II</i>—Object.</p> + +<p>The object of the class shall be the training of Christian character for +Christian service in the extension of Christ's Kingdom by means of Bible +study, through-the-week activities, mutual helpfulness, and social +fellowship, in addition to the winning of its members' allegiance to +Christ as Saviour and Lord.</p> + +<p><i>Article III</i>—Class Spirit.</p> + +<p>To create an individuality in class spirit, loyalty and enthusiasm, the +class shall have an emblem, a motto and a color. It may also have a +flower, a song, a yell, a whistle, or such other additions as may seem +wise.</p> + +<p><i>Article IV</i>—Membership.</p> + +<p>Any boy may become a member of this class on invitation of the class.</p> + +<p><a name='Page_83'></a><i>Article V</i>—Officers.</p> + +<p>The class officers may include the following: Teacher, President, +Vice-President, Secretary and Treasurer. The officers shall be elected +by ballot semiannually by the class, and no officer shall serve in the +same position more than two terms in succession, except the teacher, +whose election or appointment is governed by the church or Sunday +school. The teacher may be elected by the class from a list provided by +the church authorities.</p> + +<p><i>Article VI</i>—Committees</p> + +<p>There shall be as many committees in the class as necessary, such as +Social, Literary, Music, Athletic, etc.</p> + +<p><i>Article VII</i>—Meetings.</p> + +<p>The class shall meet at ____o'clock each Sunday for its regular Bible +study session. Week-day meetings may be held each week. Special meetings +may be called at any time by the president, and the presence of +one-fourth of the enrolled membership shall be <a name='Page_84'></a>necessary for the +transaction of class business.</p> + +<p><i>Article VIII</i>—Duties of Officers and Committees.</p> + +<p>Sec. 1. The teacher shall teach the lesson, shall be an ex officio +member of all committees, and shall work cooperatively with the +president in promoting the interests of the class.</p> + +<p>Sec. 2. The president shall preside at meetings of the class, shall have +general supervision over the officers, and shall see that the work of +the class is pushed in accordance with its object.</p> + +<p>Sec. 3. The vice-president shall take the president's place in case of +absence, and shall render such assistance to the president as may be +required of him.</p> + +<p>Sec. 4. The secretary shall make class announcements, keep minutes of +all meetings, write to absent members, and report any information to the +teacher which may be desired.</p> + +<p>Sec. 5. The duty of committees shall be <a name='Page_85'></a>defined by the activity each +carries on, said committee being responsible to the class for the work +entrusted to it.</p> + +<p><i>Article IX</i>—By-Laws.</p> + +<p>From time to time the class may amend this constitution and pass such +by-laws as seem wise in carrying forward the work of the class.</p> + +<p>A careful study of the Organized Class diagram on another page (86) will +furnish the teacher with a workable plan. In all cases it should be +adapted to local conditions.</p> + +<p>Mid-week activities should be planned as a part of the weekly program, +keeping in mind the fourfold life of the pupil. The planning of these +activities should be left almost entirely to the class; any plans that +the teacher may have should be turned over to the class by way of +suggestion. Place the responsibility on the members of the class, and +once they have caught the idea there will be no lack of suggestions on +their part.</p> + +<a name='Page_86'></a> +<pre> + THE TEEN AGE BOYS' ORGANIZED CLASS + | + ORGANIZATION + | + +------------------+-------------+ + | | | + OFFICERS | COMMITTEES + | | | + President[B] | Athletic + Vice-President[B] | Social + Secretary[B] | Membership<a name='FNanchor_3_3'></a><a href='#Footnote_3_3'>[3]</a> + Treasurer[A] | Program<a name='FNanchor_4_4'></a><a href='#Footnote_4_4'>[4]</a> + Teacher[A] | Etc. + | + CLASS MEETING + | + +----------------+--------------+ + | | | + SUNDAY SESSION | THROUGH-THE-WEEK SESSION + | | | + Opening Services | | + Class Lesson | DETERMINED BY ACTIVITY + Discussion of | | + Through-the-Week | | + Activities | ACTIVITY COMMITTEE IN CHARGE + Closing Services | + | + RANGE OF CLASS ACTIVITIES + | + +------------+--------+--------------+----------+ + | | | | | + PHYSICAL MENTAL SOCIAL SPIRITUAL SERVICE + + [A] Adult [B] Older Boy +</pre> + +<p>Prepared by John L. Alexander, Superintendent Secondary Division +International Sunday School Association.</p> +<br /> + +<p><a name='Page_87'></a>The class session on Sunday should be in charge of the president of the +class. The opening services may consist of a short prayer by the teacher +or pupil volunteering; reading of brief minutes, covering the mid-week +activities and emphasizing the important points brought out by the +teacher in the lesson of the previous Sunday; collection and other +business. The president then turns the class over to the teacher for the +teaching of the lesson. The closing services of the class should by all +means be observed.</p> + +<p><i>Committees.</i>—Short-term committees are the more effective, covering +the activities when planned. The short-term committee plan, however, +need not be suggested to the class until it discovers that the long-term +or standing committee has failed. They will doubtless be the first to +suggest the new plan.</p> +<br /> + +<p><b>Class Grouping and Size</b></p> + +<p>It should be sane and natural and not too large. This should be +specially borne in mind in working with boys; a "gang" usually consists +of from seven to fourteen. The <a name='Page_88'></a>girls' class is different, and the size +of the group does not materially matter. The class, however, should not +be so unwieldy as to make it impossible for the teacher to give personal +attention to each individual.</p> + +<p>It is impossible to get the best results when pupils of twelve and +eighteen are members of the same class, for they are living in two +different worlds of thought. A teacher cannot hope to hold together a +group in which there is such disparity of age. A working basis is +(13-14), (15-17), (18-20). This is but a foundation on which to work. +The correct grouping should be on a physiological basis instead of +chronological. A pupil ofttimes will not fit into a group of his or her +own age; physiologically, they may be a year or two in advance of the +rest of the class, and are mingling through the week with an older +group. Adjustments in such cases should be made so that the pupil is +permitted to find his or her natural grouping. Like water, they will +find their level.</p> + +<p>Under no ordinary circumstances should classes be mixed (boys and girls +together).</p><a name='Page_89'></a> +<br /> + +<p><b>Class Names and Mottoes</b></p> + +<p><i>Names.</i>—A class name will help to create a strong and healthy class +spirit, and is valuable as a means of advertising the class and its +work.</p> + +<p>Some prefer to take class numbers or letters, thus recognizing their +relationship to the Sunday school; others select names from the Bible to +indicate their relation to Bible study; others choose names that +indicate some kind of Christian service, thus committing the class to +Christian work; while others take names of heroes or use Greek letters.</p> + +<p><i>Mottoes.</i>—A motto is perhaps more important than a name. It will help +to place and keep before the class a definite purpose. If often repeated +it will aid in producing in the class the spirit expressed in the motto. +The following well-known mottoes may be suggestive: We're in the King's +Business—We Do Things—The World for Christ—We Mean Business—The +Other Fellow—Every Man Up—Quit You Like Men.</p><a name='Page_90'></a> +<br /> + +<p><b>International Teen Age Certificate of Recognition</b></p> + +<p>The International Sunday School Association, through its Secondary +Division, issues a certificate, or charter of recognition.</p> + +<p>This certificate represents a minimum standard of organization for +classes, which is considered practical for scholars of these ages. It +gives the class the recognition of the International, State or +Provincial Associations; and to the schools whose denominations add +their seal and signature, or provide a joint certificate, denominational +recognition as well. The certificate of the Secondary Division is +beautifully lithographed, and is suitable for framing for the class +room. For classes of the Intermediate age (13-16 years) an Intermediate +seal is affixed, and a Senior (17-20 years) or Adult seal may be added +upon the advance of the class to these departments. It can be secured by +filling out the application blank at the end of this leaflet, and by +sending the same, together with twenty-five cents <a name='Page_91'></a>to cover the cost, to +your State or Provincial Association, or Denominational headquarters. +Seals may be secured from the same sources.</p> + +<p>This certificate and registration links the class to the Sunday school +teen age brotherhood throughout the world.</p> + +<a name='FIG1'></a><center> + <img src='images/Figure1-3.png' width='180' height='180' alt='Emblem' title='Emblem'> +</center> +<center><b>Emblem</b></center><br /> + +<p>The royal blue and white button (white center with blue rim) has been +adopted for both the Intermediate (13-16 years) and Senior (17-20 years) +Departments, the blue indicating loyalty and the white purity.</p> + +<span style='margin-left: 6em;'><b>Application Blank</b></span><br /> +<span style='margin-left: 11em;'>for</span><br /> +<b>International Certificate of Recognition</b><br /> +<br /> +<span style='margin-left: 5.5em;'><b>Secondary Division</b></span><br /> +<span style='margin-left: 8.5em;'>Years 13-20.</span><br /> +<br /> +Name of Class ________________________________<br /> +Name of Sunday School ________________________<br /> +Name of Denomination _________________________<br /> +Town or City ________________ County _________<br /><a name='Page_92'></a> +State or Province ____________________________<br /> +Has the class the following officers: President, Vice-President,<br /> +<span style='margin-left: 2em;'>Secretary and Treasurer? ___________</span><br /> +Is the class of intermediate age (13-16), or senior<br /> +<span style='margin-left: 2em;'>age (17-20)? ______________</span><br /> +What is the average age of the members of your<br /> +<span style='margin-left: 2em;'>class? __________</span><br /> +Name of Class Teacher __________<br /> +Post-office address __________<br /> +Name of Class President __________<br /> +Post-office address __________<br /> +Does the class use the Secondary Division Emblem?<br /> +<span style='margin-left: 2em;'>____________________________________</span><br /> +Class motto _______________________________________<br /> +Date of organization ______________________<br /> +Present Membership _______________________<br /> +Date of Application ___________ 19__<br /> +Filled out by:<br /> +<span style='margin-left: 2em;'>Name ________________________________________</span><br /> +<span style='margin-left: 2em;'>Post-office address ____________________________________</span><br /> +Kindly fill out this blank carefully. Detach and<br /> +send same with twenty-five cents to your State Sunday<br /> +School Association office.<br /> +<br /> + +<p>BIBLIOGRAPHY ON THE ORGANIZED CLASS</p> + +<p>International Leaflets on Secondary Adult Classes (Free).</p> + +<p>Pearce.—The Adult Bible Class (.25).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_93'></a> +<a name='IX'></a><h3>IX</h3> + +<h2>BIBLE STUDY FOR BOYS</h2> +<br /> + +<p>The study of the Bible that contributes to the boy's education is now +generally accepted to be that which is adjusted to the known +characteristics of boys. At one time, not so very far distant, all +Scripture was supposed to be good for a boy's moral and spiritual +character-building. One part of the Bible was held to be as good as any +other, the important thing necessary being to get the Bible into the +life of the boy, somehow. It did not matter much whether the boy +understood all he read and was told, or not. It would prepare him for +some future crisis and enable him some time to better meet a possible +temptation. It was to be a sort of preventive application, very much as +vaccination now is administered to ward off <a name='Page_94'></a>dreaded disease. And, to +tell the exact truth, it often did, and the treatment proved more +efficacious than some of the present-day Bible study methods, where mere +knowledge is attempted. The mistake was the misunderstanding (for +misunderstanding it was, and not a desire to merely plague the boy) of +the fact that boys were developing creatures, spiritually as well as +physically, and that Bible study could be made pleasant as well as +profitable. It was a mistake due to a purely mature point of view and a +failure to know that the boy mind needed different treatment from that +of the adult. Lately we have discovered, thanks to general education, +that a boy's Bible study can be adapted to a specific purpose, and to a +present, clear, distinct and practical need of boy life.</p> + +<p>A recent writer has said, "We have come to a fairly definite +understanding that we must take the boy as he is; we must inquire into +his needs; we must consider the conditions of his religious development. +We must ask, then, of the Bible, how far it can be <a name='Page_95'></a>effective to meet +these needs and this development. The fixed factor is the boy, not the +Book. At the same time, we are not obliged to begin always as if the +Bible were a new thing in the world, and its claim to value as religious +material were to be considered afresh. We know that the Bible has proved +itself good. We know that it has been effective in the life of boys. The +question, then, really before us is, What parts of the Bible are really +desirable for the boy, and how are they to be presented so as to be most +useful?"</p> + +<p>This, in other words, is Graded Bible Study, and, possibly, were we to +give a Bible to the boy and induce him to read it, the parts which he +would read would help us a lot in determining the material that would +challenge his interest. The parts he skipped over would also fix our +problem for us.</p> + +<p>The writer had a unique experience in his boyhood. His folks were +members and officers of a church where long doctrinal sermons were the +rule. These had little interest for the growing boy, but parental +persuasion <a name='Page_96'></a>kept him in the pew for hours at a stretch. The boy, under +these circumstances, had to do something in self-preservation, so he +spent the long hours in reading the Bible. The stories of the +Patriarchs, the Judges, the Kings, and the Acts were his peculiar +delight. The sermon period ceased to be tiresome and often was not long +enough. He never read Leviticus, or the Prophets, or the Gospels, or the +Epistles, however. They had no meaning for him. As well as he can now +remember, between his ninth and twelfth years, his favorite Scripture +was the Patriarchs and Judges. Between his twelfth and sixteenth years +he was passionately fond of the Kings and the Acts. After that he began +to feel interested in the Gospels, He was pretty well grown up before he +cared either for the Prophets or the Epistles; they were too abstract +for him.</p> + +<p>The writer's experience corresponds fairly well with the growing modern +usage in Bible study with boys. The philosophy underlying Graded Bible +Study is merely to meet the present spiritual needs, as indexed by <a name='Page_97'></a>the +characteristics of the period of his development.</p> + +<p>At present there are many schemes of Graded Bible Study for boys on the +market. Some of it has been prepared to meet a theory of religious +education. The University of Chicago Series of textbooks and the Bible +Study Union (Blakeslee) Lessons are examples of this trend. Both of them +are exceptionally good. Other courses have sprung up, being written and +used among boys here and there, and later worked together into a Bible +study scheme. The Boys' Bible Study Courses of the Young Men's Christian +Association are recognized as such. Then there is the present system of +Graded Bible Study of the International Sunday School Association. +Fifteen complete years of Graded Bible Study, from the fourth to the +eighteenth year, may now be used in the Sunday school. Great care has +been exercised in the selection of the material with the aim of fixing +definite ideals of Christian life and service. These courses are divided +as follows:</p> + + +<a name='Page_98'></a> +<table summary="Divisions of Sunday School Courses" cellpadding="5" border="1"> +<tr><td colspan="3"><b>Possible Present Use of the Graded Lessons</b></td></tr> +<tr><td><b>Departments</b></td><td><b>Years</b></td><td><b>Courses of Study</b></td></tr> +<tr><td>Beginners</td><td>Four<br />Five</td><td>A Unit of two years.</td></tr> +<tr><td>Primary</td><td>Six<br />Seven<br />Eight</td><td>A Unit of three years.</td></tr> +<tr><td rowspan="2">Junior</td><td>Nine<br />Ten</td><td>Lower--A Unit of two years.</td></tr> +<tr><td>Eleven<br />Twelve</td><td>Upper--A Unit of two years.</td></tr> +<tr><td rowspan="2">Intermediate</td><td>Thirteen<br />Fourteen</td><td>Lower--A Unit of two years.</td></tr> +<tr><td>Fifteen<br />Sixteen</td><td>Upper--A Unit of two years.</td></tr> +<tr><td rowspan="3">Senior</td><td>Seventeen</td><td>A Unit of one year.</td></tr> +<tr><td>Eighteen<br />Nineteen</td><td>A Unit of two years.</td></tr> +<tr><td>Twenty</td><td> </td></tr> +</table> + +<br /> +Lesson Committee Leaflet No. 2,<br /> +International Sunday School Association.<br /> +<br /> +<br /> +<table cellpadding="5" border="1" summary="Topics studied"> +<tr><td colspan="5"><b>The Organization of the Pupils of a Sunday School, and Character<a name='page_99'></a> of Graded Lessons for each Department</b></td></tr> +<tr><td><b>Divisions</b></td><td><b>Departments</b></td><td colspan="2"><b>Age or Grade</b></td><td><b>Themes of Lessons</b></td></tr> +<tr><td rowspan="9">ELEMENTARY</td><td rowspan="2">BEGINNERS</td><td>Four</td><td>1st year</td><td>God the Heavenly Father, our Provider and Protector.</td></tr> +<tr><td>Five</td><td>2d year</td><td>Thanksgiving, prayer, helping others.</td></tr> +<tr><td rowspan="3">PRIMARY</td><td>Six</td><td>1st year</td><td>God's power, love and care, awakening child's love, trust and confidence.</td></tr> +<tr><td>Seven</td><td>2nd year</td><td>How to show love, trust and obedience, in Jesus' love and work for men; how to do God's will.</td></tr> +<tr><td>Eight</td><td>3d year</td><td>People who choose to do God's will; how Jesus revealed the Father's love and will.</td></tr> +<tr><td rowspan="4">JUNIOR</td><td>Nine</td><td>1st year</td><td>Stories of beginnings, three patriarchs, Joseph, Moses and Jesus.</td></tr> +<tr><td>Ten</td><td>2d year</td><td>Conquest of Canaan, stories of New Testament, life and followers of Jesus.</td></tr> +<tr><td>Eleven</td><td>3d year</td><td>Three Kings of Israel, divided kingdom, exile and return, introduction to New Testament.</td></tr> +<tr><td>Twelve</td><td>4th year</td><td>Gospel of Mark, studies in Acts, winning others to God, Bible the Word of God.</td></tr> +<tr><td rowspan="8">SECONDARY</td><td rowspan="4">INTERMEDIATE</td><td>Thirteen</td><td>1st year</td><td>Biog. studies in Old Testament, religious leaders in N.A. salvation and service.</td></tr> +<tr><td>Fourteen</td><td>2d year</td><td>Biog. studies in New Testament, Christian leaders after New Testament times.</td></tr> +<tr><td>Fifteen</td><td>3d year</td><td>Life of the Man Christ Jesus.</td></tr> +<tr><td>Sixteen</td><td>4th year</td><td>Studies in Christian living.</td></tr> +<tr><td rowspan="4">SENIOR</td><td>Seventeen</td><td>1st year</td><td>World as a field for Christian service; problems of youth in social life; Ruth; James.</td></tr> +<tr><td>Eighteen</td><td>2d year</td><td>Religious history and literature of the Hebrew people--Old Testament.</td></tr> +<tr><td>Nineteen</td><td>3d year</td><td>Religious history and literature of the New Testament.</td></tr> +<tr><td>Twenty</td><td>4th year</td><td> </td></tr> +<tr><td>ADULT</td><td colspan="4">Grading and Classification and Courses now being studied by a +Special Committee of the International Association.</td></tr> +</table> + +<p>Prepared by Professor Ira M. Price, Secretary International Sunday +School Association Lesson Committee.</p> +<br /> + +<p><a name='Page_100'></a>These International Lessons are undoubtedly the best on the market at +the present time, although they are very far from being perfect. Gradual +changes, coming from experience in the local Sunday school, will modify +them considerably in the next few years, and they may actually prove to +be forerunners for an almost entirely new series of courses and lessons. +They have been generously received by the eager workers in the local +Sunday school, as an advance on the Uniform Lessons, and where they are +now being tried satisfaction, for the most part, is being evinced. A +great deal of dissatisfaction has been found with the treatment of these +Graded Lessons in some quarters, the Lesson Helps being too mature for +teen age boys. <i>However, in appraising the value of these Graded +Lessons, two things should be kept in mind, viz.: the selection of the +Lesson Material, and the Lesson Help Treatment of the selected +material.</i> Opposition to the lessons should never be taken because of +the Lesson Helps. These can be remedied by the denominational publishing +<a name='Page_101'></a>houses, if their attention is called to the weakness or mistake of +treatment, and the teen age teacher can give great assistance to the +denominational editors by counseling with them.</p> + +<p>Here and there the suggestion has sprung up for a Graded Uniform Lesson. +That is precisely what the treatment of the Uniform Lesson was for a +number of years, and is yet. It is not adaptation of treatment that is +needed, but adaptation of material that is demanded—courses of study +that fit the religious, spiritual need of the various stages of +development. This much is positively settled.</p> + +<p>There is, however, some good reason and very strong ground for uniform +cycles, based on seasonable development rather than on chronological +years and intellectual rating. In some places the present Elementary +International Graded Lessons are being used just this way, although they +do not yield themselves readily to this usage. Cycles of four courses +for the three main divisions of boyhood, nine to twelve years, thirteen +to <a name='Page_102'></a>sixteen years, and seventeen to twenty years, four courses to each +period, based on the general, seasonable development of each period, +have much in their favor. Thus we might have four courses built on +Individual Heroism, four on Altruistic Heroism, and four on the Social +Adaptation which marks the reflective period between seventeen and +twenty. Boys do not mature by years. Growth and development is a jump +from plateau to plateau.</p> + +<p>This would fit in also with the general objective of the Sunday school, +and is not the mere impartation of information, but the letting loose of +moral and religious values in life. The latter is produced more by +contact of personality with personality than by intellectual processes. +Should such a plan ever be adopted the courses of study must be +pedagogically arranged and in keeping with the best findings of +psychological usage.</p> + +<p>At any rate, whatever be the course of study, the teen age boy needs to +have his life and activity center about the dynamics of <a name='Page_103'></a>the Bible. "The +Art of Living Well" can only be learned out of the textbook of the +experience of the ages. The ordinary tasks and interests of boys, as +well as daily conduct, can be made great channels for life's best +achievement only in proportion to the dynamic throb of the Word that has +inspired men to heroism amid the commonplace and the uncommon, to +self-sacrifice and peace.</p> +<br /> + +<p>BIBLIOGRAPHY ON BIBLE STUDY</p> + +<p>Alexander.—Sunday School and the Teens ($1.00).</p> + +<p>Horne.—Leadership of Bible Study Groups (.50).</p> + +<p>Starbuck.—Should the Impartation of Knowledge Be a Function of the +Sunday School? (.65).</p> + +<p>Use of the Bible Among Schoolboys (.60).</p> + +<p>Winchester.—The International Graded Sunday School Lessons (<i>American +Youth</i>, April, 1912) (.20).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_104'></a> +<a name='X'></a><h3>X</h3> + +<h2>THROUGH-THE-WEEK ACTIVITIES FOR BOYS' ORGANIZED CLASSES<a name='FNanchor_5_5'></a><a href='#Footnote_5_5'><sup>[5]</sup></a></h2> +<br /> + +<p>The Sunday school has at last begun to realize that a boy demands more +than spiritual activity to round out his life into symmetrical +development. It also comprehends that religion is more than a set of +beliefs—<i>that religion is a life at work among its fellows.</i> "For to me +to live is Christ"—to live, play, love, and work. Because of these two +reasons, the Sunday school assumes its obligation to direct and foster +the through-the-week life of its boys, as well as the Bible period of +the Sunday session of the school.</p> + +<p><i>Contact</i>.—Of course, for a long time the leaders and teachers of Boys' +Organized Bible Classes have felt the need of a <a name='Page_105'></a>through-the-week +contact with the members of the class. The school period of one hour or +an hour and a half has been found by most teachers to be too meager for +a healthy class life. Then, too, most teachers are realizing that really +to touch the life of the boy more contact than the teaching of the Bible +lesson is necessary. Some teachers are taking an interest in the school +or working conditions of the teen boy. Quite a few teachers are now +deeply interested in the leisure time of their pupils, and have begun to +direct the physical, social and mental activities of the teen years, as +well as the spiritual. They have realized that the teen age is not made +up of disjointed and disconnected activities, but is in a continual +process of development, and that its growth is normally symmetrical and +its activities intertwined.</p> + +<p><i>The Organized Class.</i>—The great majority of Sunday school teachers +have no desire to try any auxiliary organization in combination with +their classes. They are somewhat dubious of the machinery, ritual, etc., +which are concomitants of these schemes.<a name='Page_106'></a> Again and again they have +voiced a demand, not for new organizations, but for activities to deepen +interest in the organization that the teacher understands—the Bible +Class.</p> + +<p>The Organized Boys' Bible Classes operate in the Secondary Division or +teen years of the Sunday school, from 13 to 20, and include both the +younger and older boys. The earlier and later adolescent periods are +separate and distinct groups. Plans and activities that have proven +successful with one group will prove to be ineffectual with the other. +All things should be planned to meet the development of the group. In +the following list of activities the group interests have not been +separated as they intermingle with each other. <i>If the class be allowed +to choose and voice its sentiment, the right activity will always be +selected.</i> Besides, if the members make their own choice, there can be +little complaint at results, and they will work harder for the success +of their own plans. All this develops character, which is one of the +real reasons for these through-the-week activities.</p> + +<p><a name='Page_107'></a><b>Activities for Teen Boys' Organized Bible Classes</b></p> + +<p><b>Physical</b></p> + +<p>ATHLETICS</p> + +<p>Free Hand and Calisthenic Drills Fire, Ambulance, Life-saving Drills +Single Stick and Foil, Boxing Swimming Water Polo Water Sports Jumping +and Running Shot Put Discus Throwing Baseball, Indoor and Outdoor +Basket-ball Football Volleyball La Crosse, Bowling Tennis</p> + +<p>GAMES</p> + +<p>Observation, Agility, Strength, Fun—Indoor and Outdoor Quoits</p> + +<p>SIGNALING</p> + +<p>Semaphore Wig Wag Heliograph Wireless</p> + +<p>WOODCRAFT</p> + +<p>Tracking and Trailing Bird, Plant, Tree, Grass and Flower Lore Star, +Wind and Water Knowledge Stalking with Camera Wild Life</p> + +<p>CAMPING</p> + +<p>Tent and Tepee Making Moccasin Making Huts, Lean-to, Shacks Grass Mat +Weaving Map Making Knot Tying Fire Lighting Boat Management Boat and +Canoe Building Canoeing Fishing Camp Cooking Week-end Camps Indian Camps +Over-night Camps Hikes, Tramps, Walks, Gypsy and Hobo Hill Climbing</p> + +<p>HYGIENE</p> + +<p>Care of body, eyes, nails, teeth, etc. Laws of recreation, Hiking, etc. +Kite Making and Flying Gliding and Aeroplaning Circus Stunts Sport +Carnival Corn, Apple, Clam Roasts, etc. Moonlight Trips, Rides, etc. +Cycling Skating Hockey Skiing</p> +<br /> + +<p><b>Social</b></p> + +<p>Home Socials: Stag Ladles' Nights Parents' Nights</p> + +<p>Entertainments: Playets Minstrel Show Lincoln Night<a name='Page_108'></a> Washington Night +Stunts and Skits Mock Trial Declamation or Oratorical Contest Glee +Concert</p> + +<p>Game Tournaments: Checkers Caroms Chess Ping-Pong Bowling</p> + +<p>Hayseed Carnival Parlor Magic Athletic Stunts Independence Day Political +Campaign Town Meeting Sex Instruction Practical Citizenship</p> + +<p>Exhibition: Pet Show Mandolin and Guitar Fests Fireside and Joke Nights +Spelling Bee History Bee Geography Quiz Hallowe'en Night Pop-corn +Festival Masked Partners Library Party Supper or Banquet Father and Son +Spread Class Guest of Class Calendar Exhibit Coin Exhibit Stamp Exhibit +Arts and Crafts Photographs Wild Flower Tree and Plant Sea Shell +Post-cards</p> + +<p>Social Sing: Popular Songs Old Familiar Songs School Songs Patriotic +Hymns Church Music</p> +<br /> + +<p><b>Mental</b></p> + +<p>Practical Talks: Elementary Mechanics Applied Electricity Wireless +Chemical Analysis Natural Science Mineralogy Nature Study First Aid +Thrift and Property Use of Library</p> + +<p>Life-work Talks: Ministry Law Medicine Teaching Business</p> + +<p>The Trades: Blacksmith Carpenter Plumbing Printing Painting Bricklaying +Masonry Farming Seamanship Architecture Art Chemistry Forestry</p> + +<p>Engineering: Mechanical Electrical Surveying</p> + +<p>Citizenship: The Township or Municipality—Town Meetings Select and +Common Councils Commission Government</p> + +<p>The State—The Legislature The Courts The Governor's Staff</p><a name='Page_109'></a> + +<p>Literary Stunts: Declaiming Extemporaneous Speech Editing Paper</p> + +<p>Educational Trips: Community Visitation—Shops and Factories Fire Houses +City or Community History Public Buildings Public Utilities, etc.</p> + +<p>Neighborhood Visitation—Famous Places Great Industries Coal Mines, etc.</p> + +<p>Arts and Crafts: Drawing Bent Iron Work Clay Modeling Basket Making +Hammock Weaving, etc. Stamp Collecting Coin Collecting Sketch Collecting +Kodaking and Photographing Debating Reading Night and Courses +Discussions Congress and Senate Poster Making Travel and Science Talks +Stereopticon Moving Pictures</p> + +<p>Literary Stunts—Essay Writing and Reading</p> + +<p>The Nation—Congress Army and Navy Civil Service Diplomatic and Consular +Service</p> + +<p>Duties of Citizen—Elections Jury Service Maintenance of Law</p> + +<p>Current Topics</p> +<br /> + +<p><b>Spiritual</b></p> + +<p>Graded Bible Study</p> + +<p>Daily Readings</p> + +<p>Systematic Instruction: Church Membership Benevolences Missionary +Operations</p> + +<p>Supplemental Talks: General Church History Denominational History Local +Church History</p> + +<p>Church Organization: Denominational Local Church Sunday School Auxiliary +Societies</p> + +<p>Teacher Training Class</p> + +<p>Cooperation in Church Activity Personal Evangelism Directed Reading</p> + +<p>NOTE: Of course all the activities enumerated in this leaflet are +Spiritual. This list merely emphasizes a few activities usually +designated spiritual.</p> +<br /> + +<p><b>Service Activities</b></p> + +<p>Christ challenged men to self-sacrifice. He said: "He that would be +greatest among you let him be the servant of all." In this way +adolescent boys must be challenged to <a name='Page_110'></a>lives of unselfish, altruistic, +Christ-like service. There is no other test for the teacher. It is his +business to get teen age boys to serve. This the boy does, first by the +desire to help another, then by right living, doing right for the sake +of right; then by religious belief, which forms a cable to bind him back +in simple faith on God, until he comes face to face with the Master of +men, living right, doing right, thinking right, loving right, serving +right, with all his life, because of his love for Christ.</p> +<br /> + +<p>Physical Service—</p> + +<p>Organize and manage Boys' Baseball Nine.</p> + +<p>Organize and manage Boys' Football Eleven.</p> + +<p>Organize and manage Boys' Basket-ball Five.</p> + +<p>Organize and manage Boys' Track Team.</p> + +<p>Organize and manage Boys' Tennis Tournaments.</p> + +<p>Coach younger boys in baseball.</p> + +<p>Coach younger boys in basket-ball.</p> + +<p>Coach younger boys in football.</p> + +<p><a name='Page_111'></a>Coach younger boys in track athletics.</p> + +<p>Coach younger boys in tennis.</p> + +<p>Train younger boys in free-hand gymnastics.</p> + +<p>Train younger boys in life-saving drills.</p> + +<p>Assist in the running of inter-class athletics.</p> + +<p>Assist in the running of inter-school athletics.</p> + +<p>Lead gymnastic groups for the local school.</p> + +<p>Teach boys to swim.</p> + +<p>Assist in the running of aquatic meets.</p> + +<p>Leaders to encourage boys to get into athletics.</p> + +<p>Leaders to encourage boys in outdoor life.</p> + +<p>Leaders to encourage boys in camps and hikes.</p> + +<p>Leaders to encourage boys in woodcraft and scouting.</p> + +<p>Lead a gymnastic class in Social Settlement.</p> + +<p>Manage and coach athletics in Social Settlements.</p> + +<p><a name='Page_112'></a>Assist as Play Leader in public playground.</p> + +<p>Organize, manage, and umpire Boys' Twilight Ball League.</p> + +<p>Assist in sport carnival, circus, exhibits, etc.</p> + +<p>Make a specialty of some form of camp life and teach it to boys.</p> +<br /> + +<p>Social Service—</p> + +<p>Become responsible for some boy.</p> + +<p>Plan a social time.</p> + +<p>Assist in planning an entertainment.</p> + +<p>Manage and coach musical activity.</p> + +<p>Teach games to backward boy.</p> + +<p>Assist in exhibit.</p> + +<p>Manage celebration.</p> + +<p>Promote class and school picnics.</p> + +<p>Secure home for boy from country.</p> + +<p>Take boys home for meal and social time.</p> + +<p>Promote musical and dramatic entertainments in settlements and +orphanages.</p> + +<p>Visit sick boys in hospital.</p> + +<p>Arrange outings for needy mothers, and children, crippled and +unfortunate boys.</p> + +<p>Automobile party for above.</p> + +<p><a name='Page_113'></a>Play Santa Claus to poor families.</p> + +<p>Lead in keeping school and shop morally clean.</p> + +<p>Stand for clean thoughts, clean speech, clean sport.</p> + +<p>Seek leadership in public school clubs.</p> + +<p>Get interested in the boy life of the community.</p> + +<p>Help boys to find employment.</p> + +<p>Help enforce minor laws.</p> + +<p>Take an interest in the delinquent boy.</p> +<br /> + +<p><i>Mental Service.</i>—</p> + +<p>Secure speakers for practical talks.</p> + +<p>Secure speakers for life-work talks.</p> + +<p>Lead in some mental activity.</p> + +<p>Promote an educational trip.</p> + +<p>Teach elementary arts and crafts.</p> + +<p>Conduct discussion of practical citizenship.</p> + +<p>Lead discussion of current topics.</p> + +<p>Lead younger boys as suggested under class activities—Mental.</p> + +<p>Teach English to foreign-speaking boys.</p> + +<p>Help wage-earning boys in elementary subjects, arithmetic, geography, +etc.</p> + +<p><a name='Page_114'></a>Encourage grade boys to stay at school by coaching them in studies.</p> + +<p>Organize civic nights.</p> + +<p>Organize debates.</p> + +<p>Organize camera trips and photo study.</p> + +<p>Organize Around-the-Fire and story nights.</p> + +<p>Lend books and guide the reading of boys.</p> + +<p>Edit class or school paper.</p> + +<p>Be foreman in printing room of above paper.</p> + +<p>Lead observation trips.</p> +<br /> + +<p><i>Spiritual Service.</i>—</p> + +<p>Lead a Boys' Bible Class.</p> + +<p>Take part in Boys' Conferences.</p> + +<p>Lead Boys' Meetings.</p> + +<p>Teach in extension Sunday school.</p> + +<p>Serve on Sunday school Committees.</p> + +<p>Serve on Church Committees.</p> + +<p>Take an interest in every church organization.</p> + +<p>Promote systematic giving among boys.</p> + +<p>Lead a Mission Biography group.</p> + +<p>Lead an inner circle for prayer and Bible study.</p> + +<p><a name='Page_115'></a>Promote a census of non-church boys.</p> + +<p>Visit homes to invite fellows to church services.</p> + +<p>Join a training class.</p> + +<p>Lead campaign to increase Sunday school membership.</p> + +<p>Promote inter-class relationships.</p> + +<p>Lead prayer groups or circles.</p> + +<p>Help in Home Department.</p> + +<p>Serve on Reception Committee at Church or Sunday school.</p> + +<p>Visit teen age Shut-ins.</p> + +<p>Visit prisoners in jails.</p> + +<p>Do chores for sick folks.</p> + +<p>Help the aged to and from church services.</p> + +<p>Support a bed in a hospital.</p> +<br /> + +<p>The Organized Class, its officers, teacher and committees ought to find +enough to do in the above long list. The service activities have been +listed without any idea of order or grading. They are also for +individuals and the class as a whole. They are merely suggestive. The +class and the teacher should do things as a real part of the class life.</p> + + + +<hr style='width: 65%;' /> +<a name='FIG2'></a><center> + <img src='images/Figure2.png' width='620' height='620' alt='Luke 2:52' title='Luke 2:52'> +</center> +<a name='Illustration'></a><h2><a name='Page_116'></a></h2> +<br /> + +<p>ORGANIZED CLASS ACTIVITIES</p> + +<p>BOYS' BIBLE CLASSES</p> + +<p>JOHN L. ALEXANDER,</p> + +<p>Secondary Division Superintendent, International Sunday School +Association.</p><a name='Page_117'></a> +<br /> + +<p>BIBLIOGRAPHY ON THROUGH-THE-WEEK ACTIVITIES</p> + +<p>Adams.—Harper's Outdoor Book for Boys ($1.75).</p> + +<p>Alexander.—Opportunity for Extension of Boys' Work to a Summer Camp +Headquarters (<i>American Youth</i>, June, 1911), (.20).</p> + +<p>—Using Nature's Equipment—God's Out-of-Doors (<i>American Youth</i>, +August, 1911). Single copies out of print, but bound volume for 1911 may +be obtained for $1.50.</p> + +<p>Baker.—Indoor Games and Socials for Boys (.75).</p> + +<p>Bond.—Scientific American Boy at School ($2.00).</p> + +<p>Boys' Handbook. (Boy Scouts of America) (.30).</p> + +<p>Brunner.—Tracks and Tracking (.70).</p> + +<p>Burr.—Around the Fire (.75).</p> + +<p>Camp.—Fishing Kits and Equipment ($1.00).</p> + +<p><a name='Page_118'></a>Chesley.—Social Activities for Men and Boys ($1.00).</p> + +<p>Clarke.—Astronomy from a Dipper (.60).</p> + +<p>Corsan.—At Home in the Water (.75).</p> + +<p>Cullens.—Reaching Boys in Small Groups Without Equipment. (<i>American +Youth</i>, February, 1911.) (.20).</p> + +<p>Dana.—How to Know the Wild Flowers ($2.00).</p> + +<p>Ditmars.—The Reptile Book ($4.00).</p> + +<p>Fowler.—Starting in Life ($1.50).</p> + +<p>Gibson.—Camping for Boys ($1.00).</p> + +<p>Hasluck.—Bent Iron Work (.50).</p> + +<p>—Clay Modeling (.50).</p> + +<p>—Photography (.50).</p> + +<p>—Taxidermy (.50).</p> + +<p>Job.—How to Study Birds ($1.50).</p> + +<p>Kenealy.—Boat Sailing ($1.00).</p> + +<p>Lynch.—American Red Cross First Aid ($1.00).</p> + +<p>Parsons.—How to Know the Ferns ($1.50).</p> + +<p>Pyle.—Story of King Arthur and His Knights ($2.00).</p> + +<p>Reed.—Bird Guide. In 2 volumes. (Vol I, $1.00, Vol. II,.75).</p> + +<p><a name='Page_119'></a>Reed.—Flower Guide (.50).</p> + +<p>Scout Master's Handbook (.60).</p> + +<p>Seton.—Book of Woodcraft ($1.75).</p> + +<p>----Forester's Manual ($1.00).</p> + +<p>Seven Hundred Things a Bright Boy Can Make ($1.00).</p> + +<p>Warman.—Physical Training Simplified (.10).</p> + +<p>White.—How to Make Baskets ($1.00).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_120'></a> +<a name='XI'></a><h3>XI</h3> + +<h2>THE BOYS' DEPARTMENT IN THE SUNDAY SCHOOL<a name='FNanchor_6_6'></a><a href='#Footnote_6_6'><sup>[6]</sup></a></h2> +<br /> + +<p>The Boys' Department in the Sunday school is the grouping together of +organized classes for the sake of unity and team work among the +adolescent boys. Investigation proves that boys work together best when +separated from men, women and girls. The Boys' Department contemplates a +change from the usual organization in the Sunday school, in that the +classes of boys between twelve and twenty years of age shall meet as a +separate department of the school and have their own closing and opening +services, and the natural activities that would spring from a separate +departmental life. The underlying idea of the Boys' Department is <a name='Page_121'></a>to +make the boys feel that they are a real part of the Sunday school, with +a real purpose and actual activities. Where it has been tried, not only +has the attendance been increased, but the enrollment in the department +has been doubled and trebled. The department also presents an +opportunity of interesting boys in all forms of church life through the +committee work which the department inaugurates. The criticism that the +Boys' Department may become a junior church is not borne out by the +experience of the men who have tried it. On the other hand, the +testimony is that the Boys' Department has increased the attendance at +the morning and evening services of the church, and has created a +general interest and enthusiasm for the entire church life. The Boys' +Department is not urged on any basis of sex segregation, although a good +many educators are urging the segregation of the sexes in public +education. The underlying idea of the Department is to group the boys +together for team work and cooperation, with a clear understanding of +the <a name='Page_122'></a>gang principle which clamors for a club or organization that +satisfies the social and fraternal need. In fact, it is the neglect of +the latter by the Sunday school that has brought the countless boys' +organizations into existence, and the well-conducted Boys' Department, +composed of well-organized, self-governing Bible classes, will mean much +to the general church life, as well as to the simplifying of the present +complicated scheme of work with boys. Nearly all of these auxiliary boy +organizations have had their birth in the Sunday school, through the +attempt to meet the boy need, which the Sunday school hitherto has not +seen its way clear to do.</p> + +<p>When departmental organization, however, is mentioned, the genius of the +individual leader and teacher must come into play. The form of +organization that may be successful with one leader may be a failure +with another. This chance does not lie or inhere in the organization, +but in the leader; for the gifts, talents, equipment and adaptability of +leaders vary just as much <a name='Page_123'></a>in Sunday school organization as in the +so-called secular forms of activity. The best form of organization, +then, as well as the most successful form for the local school, is the +"kind that works."</p> +<br /> + +<p><i>Three Proved Forms of Departmental Organization</i></p> + +<p>Successful organization is the result of experiment. None but the result +of experiment has a right to be exploited. Sunday school teen age +workers have tried, proved and found satisfactory to their own liking, +by its results, the following three kinds of teen age organization for +the local school:</p> +<br /> + +<p><i>Intermediate and Senior Departments</i></p> + +<p>The first of these is known as the Intermediate and Senior Departmental +organization. Its characteristic is the dividing of the teen age into +two groups—Intermediate, 13 to 16 years, and Senior, 17 to 20 years. In +some schools these departments meet <a name='Page_124'></a>separately for Sunday school work. +Wherever this is done there should be at least a superintendent and +secretary for each. While the general principles of the work are the +same, the problems and details of the classes are sometimes different. +The department superintendent should have special charge of his +department and be responsible for building it up; also for department +teachers' meetings, and should be personally acquainted with every +scholar. The department secretary should keep an alphabetical and +birthday card index of scholars; send welcome letters to new scholars; +provide the superintendent with a list of new scholars, that they may be +properly presented to the department; send lists of absentees to +teachers; keep a record of correlated work accomplished by scholars, +quarterly lesson examinations, etc.</p> +<br /> + +<p><i>Teen Age Department</i></p> + +<p>In some schools the custom is to combine the Intermediate and Senior +Departments into one and to regard the years, 13 to 20, <a name='Page_125'></a>as a series of +eight grades. Several large schools are enthusiastic about this plan, +and as the worship requirements are much the same in the teen years the +Opening and Closing Services are acceptable to all grades. This +arrangement also is adaptable to limited equipment, and affords a +certain amount of hero-worship to the younger boy on account of the +older boy being present. It also offers the older boy a field of service +through helpfulness to the younger members of the department. In some +schools this adaptation is known as the High School Department.</p> +<br /> + +<p><i>Boys' Departments</i></p> + +<p>During the last few years separate Boys' Departments have come into +favor with some Sunday school workers. These departments should not be +attempted, however, until every class is organized (see chapter on The +Organized Sunday school Bible Class), and there is efficient leadership +to guide them. A premature start may be ineffective and prejudice +parents and boys.</p><a name='Page_126'></a> +<br /> + +<p><b>The Departmental Committees</b></p> + +<p><i>Executive Committee</i></p> + +<p>The Executive Committee has direct oversight of the general affairs of +the department and acts officially between sessions on matters needing +prompt attention. It is made up of the officers, general superintendent +of the school, the pastor of the church, and the president and teacher +of each class.</p> + +<p><i>Inter-Class Committee</i></p> + +<p>The Inter-Class Committee has the direction and supervision, through +sub-committees, of all the activities of the department, such as:</p> + +Athletics<br /> +Outings<br /> +Camping<br /> +Socials<br /> +Entertainments<br /> +Lectures<br /> +Library<br /> +Vocational Talks<br /> +Practical Talks<br /> +Congress or Senate Debates<br /> +Current Topics<br /> +Practical Citizenship<br /> +Service Councils<br /> +Degrees and Initiations<br /> +Employment Bureau<br /> +Home Cooperation<br /> +School Cooperation<br /> +<br /> + +<p><a name='Page_127'></a><i>Committee on Sunday school Life</i></p> + +<p>This Committee has a twofold function, the planning of the department +program for general school festivals and matters of general school +business. The diagram shows the activities of this committee.</p> + +<p>COMMITTEE ON SUNDAY SCHOOL LIFE</p> + +FEAST DAYS GENERAL BUSINESS<br /> +<br /> +Children's Day Sunday School Board Meetings<a name='FNanchor_7_7'></a><a href='#Footnote_7_7'>[7]</a><br /> +Christmas Teachers' Meetings<br /> +New Year's School Elections<br /> +Easter Membership Campaigns for Entire School<br /> +Rally Day School Needs<br /> +Anniversary Picnics<br /> +Specials, Etc. Socials, Etc.<br /> + +<p><i>Committee on Church Life</i></p> + +<p>The Church Life Committee also has a double task. Its activities along +the lines of church life are as follows:</p> + +<p><a name='Page_128'></a><b>Committee on Church Life</b></p> + +<p>WORSHIP MEMBERSHIP AND BENEVOLENCES</p> + +Morning Preaching Service<br /> +Evening Preaching Service<br /> +Mid-week Prayer Service<br /> +Special Services<br /> +Invitation<br /> +Current Expenses<br /> +Extension Support<br /> +Social Life<br /> +Auxiliary Organizations<br /> + +<p><i>Committee on Inter-Church Life</i></p> + +<p>The Inter-church Life Committee, through its representatives on the +Inter-Sunday school Councils and Committees, cares for its part of the +common teen age Sunday school life of the community. In this way the +Sunday school is made to loom large as the teen age organization in the +town or city. Some of its activities would be:</p> + +Inter-Church Council<br /> +Normal Institute<br /> +Training Classes<br /> +Athletic League<br /> +Church Census<br /> +Boys' Conferences<br /> +Girls' Conferences<br /> +Publicity<br /> +Special Cooperation.<br /> + +<a name='Page_129'></a> +<pre> + + SUNDAY SCHOOL SECONDARY DIVISION + + THE TEEN AGE BOYS' DEPARTMENT + |(Every class organized) + | + ORGANIZATION + | + -------------------+-------+------------ + | | | + OFFICERS | COMMITTEES + | | | +Church Board[a] | -------+---------+----------+------- +Sunday School Board[a] | | | | | | +Sunday School Superintendent[a] | Executive | Sunday School Life | Church + | | Inter-Class Inter-Church Life +Superintendent[b] | | Life +Assistant Superintendent[b] | ------+----- -----+-------- +Treasurer[b] | | | | | +Advisory Superintendent[c] | Feast General Worship General + | Days Interest Church + | Life + DEPARTMENT ACTIVITY + | + -------------------------+---------------------- + | | + SUNDAY SESSIONS MASS WEEK MEETINGS + | (Occasional when there is a motive) +Opening Service + Class Hour +Department Affairs +Closing Services + +[a] Supervisory [b] Older Boy [c] Adult + +</pre> + +<p>Prepared by John L. Alexander, Superintendent Secondary Division +International Sunday School Association</p><a name='Page_130'></a> + +<br /> + +<p>POINTS OF CAUTION!</p> +<br /> + +<p>The promoters of a Boys' Department in the Sunday school should not be +too hasty in pushing the organization. There are certain facts to be +kept in mind in effecting a workable, durable department.</p> + +<p>1. The Boys' Department is merely one of the departments of the school, +and nothing must be done that will cripple or weaken the remainder of +the school. Where possible it is best to promote separate departments +for teen age boys and girls at the same time. This will reduce +opposition and achieve efficiency.</p> + +<p>2. There is no use in trying to organize a Boys' Department, where there +is no adequate meeting place. The value of a Boys' Department lies +almost entirely in the unity produced by the worship of the opening and +closing services and the discussion of departmental common affairs.</p> + +<p>3. The Department cannot take the place of the Organized Class. Where it +does, it is temporary, hurrah-in-character, inefficient <a name='Page_131'></a>and harmful. +The Sunday school is educational in purpose. The Boys' Department must +be likewise.</p> + +<p>4. Nothing should be advocated or promoted in the Boys' Department that +is not in accord with the Sunday school and Denominational policy. The +Boys' Department is part of the Church.</p> +<br /> + +<p><i>Class Organization</i></p> + +<p>The classes of the teen years should all be organized before any scheme +for department organization is put in use. The Organized Class is based +on the so-called "gang instinct," and is the unit of all organization.</p> +<br /> + +<p><i>Departmental Progressive Steps</i></p> + +<p>The steps in organizing a Teen Age Boys' or Secondary Division +Department should be:</p> + +<p>1. Appointment of Teen Age Superintendent.</p> + +<p>2. Every class organized according to Denominational and International +Standard.</p> + +<p><a name='Page_132'></a>3. Two-session-a-week classes—Sunday and week-day.</p> + +<p>4. Trained teachers.</p> + +<p>5. Departmental organization.</p> +<br /> + +<p><b>Departmental Equipment</b></p> + +<p><i>Separate Rooms</i></p> + +<p>There should be separate assembly rooms or divisions for these +departments where they meet apart from each other. There should also be +separate rooms or screened-off places for the classes to meet.</p> +<br /> + +<p><i>Equipment</i></p> + +<p>The outfit for the department and classes should include Bibles, tables, +blackboards, charts, pictures, maps—including maps for mission study, +also relief maps, mission curios, etc.</p> +<br /> + +<p><i>Promotions</i></p> + +<p>Much should be made of promotions to and from the grades within the +department.<a name='Page_133'></a> A certificate or diploma recognizing regular work should be +granted on Promotion Day. Special work done is recognized by placing a +seal upon the certificate. Promotion exercises should include some +statement of the work accomplished.</p> +<br /> + +<p><i>Sunday School Spirit</i></p> + +<p>In order to maintain a genuine spirit of Sunday school unity it is +desirable to have the whole school meet together from time to time for +the common tie and uplift of worship in the mass. The exercises of +festival occasions also help to bring this about, and the common +gatherings, regular or special, of the school, tend to magnify the +united leadership of officers and teachers. These should never interfere +with the work of instruction, the main objective of the school, but +should supplement it. Departments should be made to feel their +partnership in the Sunday school enterprise, and this may be brought +about by the reading of the departmental and school minutes in each +department. Continued emphasis should be <a name='Page_134'></a>placed on the oneness of the +school—"All one body, we." Thus we may hope for Christian comradeship +and loyalty.</p> +<br /> + +<p>BIBLIOGRAPHY ON BOYS' DEPARTMENT</p> + +<p>Boys' Work Message.—(Men and Religion Movement) ($1.00).</p> + +<p>Cope.—Efficiency in the Sunday School ($1.00).</p> + +<p>Huse.—Boys' Department in Springvale, Maine (<i>American Youth</i>, +February, 1911) (.20).</p> + +<p>Stanley.—The Boys' Department in the Sunday School (<i>American Youth</i>, +April, 1911) (.20).</p> + +<p>Waite.—Boys' Department of the Sunday School (Free leaflet).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_135'></a> +<a name='XII'></a><h3>XII</h3> + +<h2>INTER-SUNDAY SCHOOL EFFORT FOR BOYS</h2> +<br /> + +<p>This volume so far has discussed nothing save the work among teen age +boys in the local Sunday school, in Organized Class or Boys' Department. +This is as it should be, "beginning at Jerusalem" and taking care first +of the local school. To magnify the church and church school, however, +in the eye of the boy and to make it his central interest or the center +of his interests, it is necessary to view Sunday school effort in a +larger way than the work of the local school. The Sunday school must +become city-wide in its scope and effort. Common town-wide activity, +such as outings, athletics, camps, entertainments, lectures, campaigns, +etc., must be promoted jointly. Not only this, but the<a name='Page_136'></a> Christian boys +of the community must be taught the democracy of Christianity and be led +to work together in Christian service for each other and with each other +for all the boys of the city. Something of this has been attempted in +some places, but always under adult rule. Adult supervision—not +rule—is always necessary. Thus city camps and Sunday school athletic +leagues have flourished as adult effort for boys. That which is +contemplated in the following two chapters is distinctly work <i>by</i> boys +<i>for</i> boys in the Sunday school field. The need of adult help to +organize and set things going is recognized as necessary, good and the +proper thing. The value of the work will consist in the enlistment of +the boys themselves and the participation in and direction of the +proposed work by the boys. Boys are not as exclusive, limited or +provincial as adults. Their interests are wider than the local church. +The task is to couple those interests with the local church as the +center of greater community-wide activity, and to direct them to +effective service.</p><a name='Page_137'></a> +<br /> + +<p>BIBLIOGRAPHY ON INTER-SUNDAY SCHOOL OR CHURCH WORK</p> + +<p>Barbour (Editor).—Making Religion Efficient (Boys' Work Chapter) +($1.00). This volume also contains the Men and Religion Charts.</p> + +<p>Boys' Work Message (Men and Religion Movement) ($1.00).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_138'></a> +<a name='XIII'></a><h3>XIII</h3> + +<h2>THE OLDER BOYS' CONFERENCE OR CONGRESS<a name='FNanchor_8_8'></a><a href='#Footnote_8_8'><sup>[8]</sup></a></h2> +<br /> + +<p>This is one of the best forms of Inter-Sunday school work for boys. If +it is rightly handled, it will add much to the Christian enthusiasm of +the older boys of the Sunday schools.</p> + +<p><i>It is to be noticed, however, that it is an Older Boys' Conference.</i> +This means that the ages are to be confined to the stretch between +fifteen and twenty years. Do not spoil your effort by "running in" boys +under fifteen. Of course the younger boy is important, but the type of +work accomplished in these conferences is beyond him and his presence +will nearly neutralize your effort.</p> + +<p><a name='Page_139'></a>The aim of the conference should be, not merely to put new Christian +enthusiasm into the older fellow, but to get him to talk over the +problems of the Sunday school from his own point of view. Hundreds of +these conferences have been held throughout the Continent, and scores of +boys have been led into Christian service thereby. The discussion at +these conferences is also most intelligent, being often above the grade +of adult groups. The boy gets to know the Sunday school by talking about +it, sees its problems, his own needs and the way to meet them. He +likewise gets a new idea of his obligations.</p> + +<p>It is to be noticed again that it is an Older Boys' Conference. <i>This +means that the boys themselves should direct the work of the Conference +as much as possible, and that the Conference should be officered by +boys.</i> I have no sympathy with the men who cannot trust boys to do this +work. It is largely due to a fear that the boy will grow conceited +because of his new-found opportunity. It is due more, however, to the +fear that the boy will act unwisely from an <a name='Page_140'></a>adult viewpoint. Both of +these fears come from adult conceit and the inability to trust the boy. +Such men should leave boys and boys' work severely alone.</p> + +<p>It is to be noticed for the third time that it is an Older Boys' +Conference. <i>This means that the large part of the program and all the +discussion should be by the boys themselves.</i> No man should take part in +the discussion save the man who leads it, and the future may also +provide a boy for the leadership of the discussion. The writer in over a +hundred conferences would allow no man to take part, as the aim of the +conference was to make it a boys' conference. If men may dominate and +intimidate the boy, better settle the matter in an adult group.</p> + +<p>The officers of the Older Boys' Conference should be President, +Vice-President (who in most cases should be Toast-Master at the +Conference Banquet) and Secretary. There should also be a committee of +three boys appointed by the President (who may be helped to this end) to +report at the banquet session on the papers and discussions. In this way +<a name='Page_141'></a>the summary of the conference is as the boy sees it. This is the aim of +the conference.</p> + +<p>Two ways are open for the election of the officers: by a Nominating +Committee and in open conference from the floor. <i>If a Nominating +Committee is the method, no man should be present to suggest or +dictate.</i> The committee should, however, have the right to consult +whomever they please, in order to get the information they may wish. +<i>The writer prefers the Open Conference Nominations from the floor. In +over two hundred conferences he has never yet been disappointed in the +choice of the boys.</i></p> + +<p>The program should be distinctly a Sunday school one. The conference is +in the interests of the Sunday school. Keep it to the purpose intended. +Hundreds of good causes might be discussed, but the objective of the +conference would be missed. Below are three different length programs +used at different places. They may prove suggestive to those intending +to conduct such meetings.</p> + +<p>A. Afternoon and Evening Conference (One Day).</p><a name='Page_142'></a> +<br /> + +<p>PROGRAM</p> + +<p>TORONTO</p> + +<p>BOYS' WORK CONFERENCE</p> + +<p><b>December</b> 31, 1912</p> + +<p><i>Conference Theme:</i>—<i>Training and Service</i></p> + +<p><b>St. James' Square Presbyterian Church</b>, Gerrard St., between +Yonge and Church Sts.</p> + +2:00 P.M. Registration of Delegates.<br /> +2:30 Music, in charge of Mr. W.R. Young,<br /> +<span style='margin-left: 6.5em;'>Choirmaster of St. John's Presbyterian</span><br /> +<span style='margin-left: 6.5em;'>Church.</span><br /> +<span style='margin-left: 5.5em;'>Devotional—Rev. E.W. Halpenny,</span><br /> +<span style='margin-left: 6.5em;'>B.D., General Secretary, Ontario</span><br /> +<span style='margin-left: 6.5em;'>Sunday School Association.</span><br /> +3:00 The Message of the Galt Conference,<br /> +<span style='margin-left: 6.5em;'>N.W. Henderson, Robert Walker,</span><br /> +<span style='margin-left: 6.5em;'>Gordon Galloway.</span><br /> +3:20 Address—"Organized Sunday School<br /> +<span style='margin-left: 6.5em;'>Work," by John L. Alexander, Chicago,</span><br /> +<span style='margin-left: 6.5em;'>Ill., Superintendent Secondary</span><br /> +<span style='margin-left: 6.5em;'>Division, International Sunday School</span><br /> +<span style='margin-left: 6.5em;'>Association.</span><br /> +4:15 Group Conferences, led by Taylor Statten,<br /> +<span style='margin-left: 6.5em;'>Preston G. Orwig and A.W.</span><br /> +<span style='margin-left: 6.5em;'>Forgie.</span><br /> +<br /> +5:45 Recreation, Seymour Collings, Physical<br /><a name='Page_143'></a> +<span style='margin-left: 6em;'>Director, Toronto Central Young</span><br /> +<span style='margin-left: 6em;'>Men's Christian Association.</span><br /> +7:00 Banquet to Delegates, on floor of Association<br /> +<span style='margin-left: 6em;'>Hall, Central Young Men's</span><br /> +<span style='margin-left: 6em;'>Christian Association Building, corner</span><br /> +<span style='margin-left: 6em;'>Yonge and McGill Streets.</span><br /> +<span style='margin-left: 5em;'>Chairman—John Gilchrist, President</span><br /> +<span style='margin-left: 6em;'>Toronto Sunday School Association.</span><br /> +<span style='margin-left: 5em;'>(a) Music.</span><br /> +<span style='margin-left: 5em;'>(b) Toasts—The King,—The Chairman</span><br /> +<span style='margin-left: 7em;'>"Our Country."</span><br /> +<span style='margin-left: 5em;'>(c) Address—"The Crusade"—John</span><br /> +<span style='margin-left: 7em;'>L. Alexander.</span><br /> +<br /> +<b>St. James' Square Presbyterian Church</b>,<br /> +<br /> +9:00 Devotional—Rev. E.W. Halpenny.<br /> +9:15 Group Conferences.<br /> +10:00 Address, "In Training," John L.<br /> +<span style='margin-left: 6em;'>Alexander, Chicago, Ill.</span><br /> +10:45 Report of Group Conference Committees.<br /> +11:15 Address, "The Challenge of the New<br /> +<span style='margin-left: 6em;'>Year," Charles W. Bishop, Canadian</span><br /> +<span style='margin-left: 6em;'>National Secretary, Young Men's</span><br /> +<span style='margin-left: 6em;'>Christian Association.</span><br /> +12:15 Adjournment.<br /> + +<p>B. Saturday and Sunday Conferences (One and a Half Days).</p><a name='Page_144'></a> +<br /> + +<p>PROGRAM</p> + +<p>WICHITA OLDER BOYS' CONFERENCE</p> + +<p>MEN AND RELIGION FORWARD MOVEMENT</p> + +<p><b>Saturday, February</b> 10</p> + +9:30 A.M. Song Service.<br /> +9:35 A.M. Election of Officers.<br /> +10:00 A.M. Address, "Second Brand Cartridges,"<br /> +<span style='margin-left: 7em;'>by Dr. David Russell, of South Africa.</span><br /> +10:30 A.M. Papers, read by boys, followed by<br /> +<span style='margin-left: 7em;'>discussion, led by John L. Alexander.</span><br /> +<span style='margin-left: 6em;'>"How Can We Help Increase the Number</span><br /> +<span style='margin-left: 7em;'>of Boys Attending Sunday</span><br /> +<span style='margin-left: 7em;'>School?"</span><br /> +<span style='margin-left: 6em;'>"Why Don't the Older Boys Attend</span><br /> +<span style='margin-left: 7em;'>Church Services? Should They Be</span><br /> +<span style='margin-left: 7em;'>There?"</span><br /> +<span style='margin-left: 6em;'>"Should an Older Boy Teach a Younger</span><br /> +<span style='margin-left: 7em;'>Boys' Sunday School Class?"</span><br /> +11:45 A.M. Address, "Motive," Dr. C. Barbour,<br /> +<span style='margin-left: 7em;'>Rochester, N.Y.</span><br /> +1:30 P.M. Recreation.<br /> +6:30 P.M. Address—Chairman Committee of 100.<br /> +<span style='margin-left: 6em;'>Address—Local Chairman Boys' Work</span><br /> +<span style='margin-left: 7em;'>Committee.</span><br /> +<span style='margin-left: 6em;'>Report of Committees on Conference</span><br /> +<span style='margin-left: 7em;'>Papers.</span><br /> +<br /> +6:30 P.M. Address, "The Set of a Life," William<br /><a name='Page_145'></a> +<span style='margin-left: 7em;'>A. Brown, of Chicago.</span><br /> +<span style='margin-left: 6em;'>Address, "Go to It," John L. Alexander,</span><br /> +<span style='margin-left: 7em;'>Chicago, Ill.</span><br /> +<br /> +<b>Sunday</b><br /> +<br /> +3:00 P.M. Mass Meeting for Older Boys, Addressed<br /> +<span style='margin-left: 7em;'>by John L. Alexander, Chicago,</span><br /> +<span style='margin-left: 7em;'>Ill.</span><br /> + +<p>C. Three Day (Part) Conference.</p> +<br /> + +<p>PROGRAM</p> + +<p><i>Conference Theme, "Training and Service."</i></p> + +<p><b>Friday, December 13</b></p> + +Beginning at 8:30 A.M. Addresses in seven High<br /> +<span style='margin-left: 2.5em;'>Schools, by John L. Alexander.</span><br /> +6:15 P.M. Supper for Delegates.<br /> +7:00 P.M. Address by Hans Feldmann, Chairman<br /> +<span style='margin-left: 7em;'>of Conference.</span><br /> +<span style='margin-left: 6em;'>Address by Rev. R.S. Donaldson.</span><br /> +<span style='margin-left: 6em;'>Remarks by Rev. F.H. Brigham and</span><br /> +<span style='margin-left: 7em;'>John L. Alexander.</span><br /> +<span style='margin-left: 6em;'>Close at 8:30 P.M.</span><br /> + +<p><b>Saturday</b></p> + +9:00 A.M. Songs and Devotional, led by W.H.<br /> +<span style='margin-left: 7em;'>Wones.</span><br /> +9:30 A.M. Organization, to be led by John L.<br /> +<span style='margin-left: 7em;'>Alexander.</span><br /><a name='Page_146'></a> +9:45 A.M. Papers by Delegates. Discussion led by<br /> +<span style='margin-left: 6.5em;'>John L. Alexander.</span><br /> +11:30 A.M. Address by Rev. F.H. Brigham.<br /> +12:00 to 2:00 P.M. Delegates home to lunch.<br /> +<span style='margin-left: 0.5em;'>2:00 P.M. Concert by the Y.M.C.A. Boys' Glee</span><br /> +<span style='margin-left: 6.5em;'>Club.</span><br /> +<span style='margin-left: 0.5em;'>2:15 P.M. Discussion by subjects in groups, led</span><br /> +<span style='margin-left: 6.5em;'>by John L. Alexander, F.H. Brigham,</span><br /> +<span style='margin-left: 6.5em;'>W.H. Wones, and F. C. Coggeshall.</span><br /> +<span style='margin-left: 0.5em;'>4:00 P.M. Recreation period in Y.M.C.A. Building.</span><br /> +<span style='margin-left: 0.5em;'>6:15 P.M. Banquet for delegates and men leaders</span><br /> +<span style='margin-left: 6.5em;'>at boys' invitation.</span><br /> +<span style='margin-left: 5.5em;'>Music by the Boys' Busy Life Club</span><br /> +<span style='margin-left: 6.5em;'>Boys' Orchestra.</span><br /> +<span style='margin-left: 5.5em;'>Toasts by three delegates.</span><br /> +<span style='margin-left: 5.5em;'>Report of the Committee on Inter-Church</span><br /> +<span style='margin-left: 6.5em;'>Program.</span><br /> +<span style='margin-left: 5.5em;'>Addresses by John L. Alexander and</span><br /> +<span style='margin-left: 6.5em;'>F.H. Brigham.</span><br /> +<br /> +<br /> +<b>Sunday</b><br /> +<br /> +<span style='margin-left: 0.5em;'>3:00 P.M. Gospel Meeting for Older Boys, at</span><br /> +<span style='margin-left: 6.5em;'>Grand Avenue M.E. Church. Speaker,</span><br /> +<span style='margin-left: 6.5em;'>John L. Alexander.</span><br /> + +<p>The following announcements were on the backs of these programs:</p><a name='Page_147'></a> + +<br /> +<br /> +<p><b>ANNOUNCEMENTS</b></p> + +<p>CONFERENCE HEADQUARTERS—The Session of St. James' Square Presbyterian +Church has kindly granted the Conference the use of the church and +school rooms. With the exception of the Banquet and Addresses which +follow, all sessions of the Main and Group Conferences will be held in +this Church.</p> + +<p>REGISTRATION—Admission to the sessions of the Conference will be +granted only to those wearing the Souvenir Conference Badge, which will +be given to each delegate presenting a credential signed by the +Conference Secretary at the Conference Office, in St. James' Square +Church, any time after 1:30 P.M., Tuesday, December 31.</p> + +<p>DISCUSSION—Come prepared to take part in the discussion, and to ask +questions regarding the particular needs of your school. An opportunity +will be afforded in the Group Conferences for this phase of the work.</p> + +<p>NOTES—Take careful notes. They will help you make a good report to your +Sunday school after the Conference.</p> + +<p>REMEMBER—You are responsible to those you represent for getting the +most out of every session. Be on hand promptly at the hour mentioned; it +will help.</p> + +<p>BOOK EXHIBIT—Copies of all the latest books on Sunday school and Boys' +Work will be on exhibit in one of the Conference rooms. Teachers and +<a name='Page_148'></a>leaders should not miss this opportunity to look over some of the +splendid literature that has come recently from the press.</p> + +<p>NOTE—Boys under 15 years of age will not be admitted.</p> +<br /> + +<p><b>Basis Of Representation</b></p> + +<p>The delegates are to be boys between the ages of 15 and 20 years, +appointed by the officials of their Sunday school, on the basis of two +delegates for each boys' class (of the teen ages) and each boys' club, +and, additional to these, two delegates at large from each church. Men +leaders of clubs will also be registered as delegates.</p> +<br /> + +<p><b>Registration Fee</b></p> + +<p>The Registration Fee is to be 50 cents, including the cost of the +banquet Saturday evening.</p> +<br /> + +<p><b>Preliminary Arrangements For Older Boys' Conference</b></p> +<br /> + +<p>I. Conference Committee:</p> + +<p>1. Committee supervises, plans and is responsible for the conference.</p><a name='Page_149'></a> + +<p>2. Committee should consist of at least five adult members, and +profitably more, selected from the various Sunday schools.</p> + +<p>3. Committee may appoint special sub-committees to take care of details +and close supervision.</p> +<br /> + +<p>II. Sub-Committees:</p> + +<p>1. Publicity, Delegate and Registration.</p> + +<p>2. Meeting Place and Decoration.</p> + +<p>3. Program and Badge.</p> + +<p>4. Entertainment and Recreation.</p> + +<p>5. Banquet.</p> + +<p>6. Sunday Meeting (if held).</p> +<br /> + +<p>III. Sub-Committee Duties:</p> + +<p>1. Publicity Committee: This committee is responsible for press, pulpit +and Sunday school notices. It also has the duty of discovering the +leader of each Sunday school and of getting the delegates pledged and +registered. For this purpose three letters at least <a name='Page_150'></a>should be sent out +(see IV). A Registration Card also should be filled out by each delegate +and signed by Secretary of Publicity Committee before the conference.</p> +<br /> + +<a name='FIG1'></a><center> + <img src='images/Figure1-3.png' width='180' height='180' alt='Emblem' title='Emblem'> +</center> +<center><b>Emblem</b></center><br /> + + +TORONTO<br /> +BOYS' WORK CONFERENCE<br /> +<br /> +<b>December 31st, 1912</b><br /> +<br /> +This certifies that ____________________________________<br /> +<br /> +<span style='margin-left: 0.5em;'>Address ________________________________________________</span><br /> +<br /> +has been accepted as a Delegate to the above Conference,<br /> +having made application and paid the Registration<br /> +Fee in due time. Upon presentation of this card<br /> +at the Conference Office, St. James' Square Presbyterian<br /> +Church, he is entitled to the Souvenir Conference<br /> +Badge, Program, and Banquet Ticket.<br /> +<br /> +<br /> +<span style='margin-left: 4.5em;'>_______________________________________________</span><br /> +<span style='margin-left: 16.5em;'>Registration Secretary.</span><br /><a name='Page_151'></a> +<br /> +<br /> + +<p>The limit of accommodation for the main banquet on the floor of +Association Hall will be 600. Extra provision will be made elsewhere for +the balance if registration exceeds that number.</p> + +Provision has been made for { Main Banquet<br /> +<span style='margin-left: 6.5em;'>you at the {Auxiliary Supper</span><br /> + +<p>This committee is also responsible for the Registration Table during the +conference.</p> + +<p>2. Meeting Place and Decoration Committee: The duties of this committee +are obvious. Among them, however, are the following: Five chairs and two +small tables should be on the platform, and a blackboard with eraser and +abundant supply of chalk in <i>each</i> meeting room.</p> + +<p>3. Program and Badge Committee: This committee should be responsible for +the preparation, printing and distribution of programs. An ample supply +should be on hand during the conference sessions. A badge<a name='Page_152'></a> (delegate's) +is a good thing for the conference spirit.</p> + +<p>4. Entertainment and Recreation Committee: Where delegates attend from +out-of-town, this committee arranges for their entertainment at the +homes of friends. At a local conference this committee is steadily on +the lookout for the purpose of making the conference and delegates +comfortable. Fresh air, telephone service, messages, etc., all of these +are highly important. This committee also should be responsible for +adequate plans for the conference recreation.</p> + +<p>5. Banquet Committee: The details for the conference banquet, the +seating of the delegates and the serving of the food, all come under +this committee. If a special banquet menu and program are used, <a name='Page_153'></a>this +also is the duty of the committee. An orchestra to play through the +eating period is a splendid feature.</p> + +<p>6. Sunday Meeting Committee: This committee should give careful +attention to the following details:</p> + +<p>(a) <i>That any boy over fifteen years and under twenty-one years be +admitted to the meeting. One leader to each group of boys may attend, +but these must sit by themselves in the rear of the room</i>.</p> + +<p>To secure these arrangements it will be necessary to put a force of +determined adult watchers at every door.</p> + +<p>(b) Be sure to have a live organist, pianist or orchestra to lead the +music. A director to lead the singing,<a name='Page_154'></a> <i>with ginger</i>, will help.</p> + +<p>(c) Have four ushers to each double or central aisle, and have two to +each single or side aisle.</p> + +<p>(d) Everyone present at the meeting should have a song book or sheet.</p> + +<p>(e) Be sure to have a plain white card, 3x5, and a small sharpened +pencil for each one present. This is absolutely necessary for the +Forward Step part of the meeting.</p> +<br /> + +<p>IV. Letters to be sent out (Publicity Committee):</p> + +<p>1. <i>To Pastor</i>, <i>Superintendent</i> or <i>Teacher</i>:</p> + +<p>(a) Announcing the conference, its nature, purpose, etc.</p> + +<p>(b) That it is confined to older boys—15 to 20 <a name='Page_155'></a>years—and one adult +leader from each school.</p> + +<p>(c) From three to five delegates (Christian boys).</p> + +<p>(d) Ask for name of adult leader.</p> + +<p>(e) Enclose Postal Card.</p> + +<p>2. <i>To Sunday School Adult Leader</i>:</p> + +<p>(a) Send plan of conference and details.</p> + +<p>(b) Enclose Tentative Program.</p> + +<p>(c) Ask for names of boy (Christian) delegates, setting time limit and +enclosing credentials.</p> + +<p>(d) Suggest that leader have a meeting of the delegates before the +conference to consider what the conference may mean to their own local +Sunday school.</p><a name='Page_156'></a> + +<p>3. <i>To Each Delegate</i>:</p> + +<p>(a) Send a brief letter with program.</p> + +<p>(b) Emphasize the Christian nature of the conference; that it is for +training and leadership, and that he has been chosen from his school for +this purpose.</p> + +<p>(c) Suggest daily prayer as preparation.</p> +<br /> + +<p>V. Leaders' Meeting:</p> + +<p>If possible, arrange for a luncheon or dinner conference for the Sunday +school adult leaders who are at the conference. Talk over the plans, +programs and hopes of the conference.</p> +<br /> + +<p>VI. Follow-Up After Conference:</p> + +<p>1. A Second Leaders' Meeting. (Details at Conference)</p> + +<p>2. Local Delegates' Meeting. (Details at Conference)</p><a name='Page_157'></a> +<br /> + +<p>BIBLIOGRAPHY ON OLDER BOYS' CONFERENCE</p> + +<p>Dunn.—What the State Boys' Conference Means to the Churches (<i>American +Youth</i>, April, 1911) (.20).</p> + +<p>Hinckley.—The Unique Value of Conferences of Older Boys (<i>American +Youth</i>, April, 1912) (.20).</p> + +<p>Scott.—Boys' Conference in Community and County (<i>American Youth</i>, +April, 1911) (.20).</p> + +<p>Smith.—The Maine Boys' Conference (<i>American Youth</i>, April, 1911) +(.20).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_158'></a> +<a name='XIV'></a><h3>XIV</h3> + +<h2>THE SECONDARY DIVISION OR TEEN AGE BOYS' CRUSADE<a name='FNanchor_9_9'></a><a href='#Footnote_9_9'><sup>[9]</sup></a></h2> +<br /> + +<p>The Older Boys' City-wide Conference is outlined in the previous +chapter. It is a good, but intermittent, form of Inter-Sunday school +activity for boys. The Secondary Division or Teen Age Boys' Crusade is a +permanent form for such activity, and may be launched at the Older Boys' +Conference.</p> + +<p>The idea of the Crusade germinated in the minds of the members of the +Toronto Secondary Division Committee in connection with a Sunday school +Older Boys' Conference in December, 1912. The objectives around which +the idea grew were a campaign for Organized Classes in every school, an +<a name='Page_159'></a>effort to reach Toronto's 10,000 non-Sunday school, teen age boys and a +training class for adolescent leadership. At the evening banquet, at +which the Crusade was presented, 55 Sunday schools registered for the +campaign and 187 older boys signed up for training and the effort to +reach the boys not in Sunday school. At a later meeting a plan of action +was decided upon.</p> + +<p><i>The Objective</i></p> + +<p>The aims to be kept in mind are fourfold: (1) To magnify the Christian +life and the preeminence of Jesus Christ as Saviour and Lord; (2) to +organize the teen Christian boys of the Sunday school for organized +service; (3) to reach the teen non-Sunday school boys for Sunday school +attendance; (4) to train the teen boy for Christian leadership.</p> +<br /> + +<p><b>The Crusade Outlined</b></p> + +<p><i>Campaign of Bible Class Organization</i></p> + +<p>1. It is proposed that every class in the teen age or Secondary division +of every Sunday <a name='Page_160'></a>school be organized according to the International +Standard, and that the boys of the schools be given the task. (See +International Secondary Division Leaflet No. 2.)</p> + +<p><i>Campaign of Enlistment</i></p> + +<p>2. Coincident with the campaign of organization there should be a +systematic effort to reach every boy of the teen age for membership in +the Sunday school. This may be accomplished through two methods:</p> + +<p>(a) Census and Survey. The city should be divided into districts and +mapped out by squares. Then the teen age campaigners should go two and +two for the purpose of a census-taking. The two-by-two system will +result in more thorough work, and it gives the opportunity of helping +the more timid boys by linking them with the bolder ones. An entire +square should be worked by the partners, both making the same call, and +every teen age boy in the town, whether a Sunday school attendant or +not, can be located this way. For this purpose an ordinary filing card +may be used, printed as follows:</p> + +<a name='Page_161'></a> +Date ______________________<br /> +<br /> +Name ______________________<br /> +<br /> +Address ______________________<br /> +<br /> +Religion (Catholic, Jew, Protestant)?<br /> +<br /> +Attend Sunday school (yes or no)?<br /> +<br /> +If yes, where? ______________________<br /> +<br /> +Information gathered by<br /> +________________________<br /> +<br /> +________________________<br /> + +<p>NOTE.—Once this information is gathered it can be kept up-to-date by +arrangement with the moving companies and the water, gas and electric +light companies. A monthly report from these companies, or a stock of +post-cards kept with them, will do the work. Another method is an annual +checking up with the city directory.</p> + +<p>(b) Home Visitation for Enlistment. This is best accomplished by +personal invitation, letter, attractive advertising, etc. Assign to teen +age worker.</p> + +<p><a name='Page_162'></a><i>Training Classes</i></p> + +<p>3. A training class or training classes, central or by districts, should +be arranged to specialize for teen age leadership.</p> + +<p>(a) Adolescent Leadership Course (50 lessons) according to International +Standard.</p> + +<p>(b) Demonstration Course in physical, social, mental and outdoor +activities.</p> +<br /> + +<p><i>Service Programs</i></p> + +<p>4. Practical programs should be prepared and offered to schools and +organized classes to stimulate the membership of the Crusade.</p> + +<p>"For none of us liveth to himself." "For unto every one which hath shall +be given, and from him that hath not, even that which he hath shall be +taken away from him." "Service" is the magic word around which real life +swings. By giving, one gets. The investment of service, as individuals, +and as a class, will bring big dividends in the development of one's +personal life.</p> + +<p><a name='Page_163'></a><i>Missions Program</i></p> + +<p>Promote (a) a course of study of "live" home and foreign mission +material; (b) systematic giving to missions; (c) the study of the +foreign population of your city, particularly of your own neighborhood; +(d) teaching non-English speaking men and boys to read and write; (e) +the investigation, and, when possible, the handling of needy cases in +your community. Anything going out from the class to the other fellow +comes under this head.</p> +<br /> + +<p><i>Temperance Program</i></p> + +<p>Get information along the lines of: (a) bodily self-control; (b) the +injury of tobacco on the growing tissue; (c) the inroads of alcohol on +the growing and mature body; and (d) the economic, material and moral +waste of intemperance of every kind.</p> +<br /> + +<p><i>Purity Program</i></p> + +<p>Hit hard for (a) clean speech, clean thoughts, clean sports; (b) for a +single sex <a name='Page_164'></a>standard; (c) chivalry and cleanliness among the sexes; and +(d) adequate education on sex matters.</p> + +<p>Programs along these three lines will be furnished on application to the +State and Provincial Sunday School Association offices.</p> +<br /> + +<p><b>Preliminary Plans For Crusade</b></p> + +<p>To get things in motion, two lines of action are suggested: First, plan +for a conference of older boys and workers with boys for the community +which you desire to cover. The program should aim to lay before the +conference the plan of the Organized Secondary Division Class; methods +of work should be discussed at group conferences; the Crusade Challenge +presented at the banquet; and the session should close with a rousing +inspirational address. Second, formation of an <i>Inter-Sunday School +Council</i>, the purpose of which is to plan and promote work for Secondary +Division Classes in the city.</p> + +<p><a name='Page_165'></a><i>Promotion of Conference</i></p> + +<p>The Secondary Division Committee, headed by the Secondary Division +Superintendent of the city, township or county, in which the conference +is planned, should head the work, and representative men and older boys +should be chosen to form a Conference Committee.</p> + +<p>First Steps. Call a meeting of the General Conference Committee. State +clearly the objective of the Conference and Crusade, then appoint the +following sub-committees: Program, Printing and Advertising, Banquet, +Registration, Recreation and Promotion.</p> +<br /> + +<p><b>Duties Of Committees</b></p> + +<p><i>Program</i>.—Plan program, secure speakers, organist and leader for +singing.</p> + +<p><i>Printing and Advertising</i>.—To have charge of all printing, such as +Advance Notices of Conference, Registration Cards, Banquet Tickets, +Tentative Program, Completed Program, Crusade Folder, Newspaper +Articles, Conference Badges or Buttons.</p> + +<p><a name='Page_166'></a><i>Banquet</i>.—To arrange all the details of the banquet, the place where +it will be held, securing dishes and silverware, arrangement of tables, +decorations, etc.</p> + +<p><i>Registration</i>.—To arrange a simple system of registration, have charge +of distribution of programs and badges, tabulate record of registration +for report to convention, etc.</p> + +<p><i>Recreation</i>.—To plan for a period of organized recreation between the +afternoon and evening sessions.</p> + +<p><i>Promotion</i> (perhaps the most important of all committees). The +responsibility of securing "picked" members of teen age classes and +workers to attend the Conference rests on the shoulders of this +committee. All members of the General Committee should share with them +this responsibility. The Committee should arrange for a meeting of +Sunday school Superintendents and every effort be made to have every +school represented, by either the Superintendent or a substitute +appointed by him. At this meeting outline carefully the plan of the<a name='Page_167'></a> +Conference and Crusade, enlist their cooperation, secure from each man +present a promise to see that delegates are sent from his school; supply +these men with literature and registration cards. Be sure to have a +record of the name and address of all in attendance at this meeting. +This is important. Make a special drive on this meeting, the object +being to line up a man in every last school who will make himself +responsible for that school being represented in the Conference. The +Superintendents not present at this meeting should be seen and written +to at once, urging upon them the importance of the work, apprising them +of the results of the Superintendents' Conference and showing them the +necessity of their schools being included in this city-wide campaign for +the adolescent boy. Other plans of promotion may be adopted by the +Committee, as warranted by local conditions.</p> + +<p><i>Meetings of General Committee.</i>—The General Conference Committee +should arrange to meet at least once a week, for a month prior to the +Conference, and all plans <a name='Page_168'></a>of the sub-committees should be submitted to +this Committee for their approval before being put into operation.</p> +<br /> + +<p><b>The Conference Program</b></p> + +<p>Conference Theme—Training and Service.</p> + +<p>Temporary Chairman—President or Vice-President of Sunday School +Association, or acceptable substitute.</p> + +2:00 Registration of Delegates.<br /> +2:30 Devotional and Music.<br /> +3:00 Address, "The Biggest Thing in the World."<br /> +3:20 Secondary Division Organization—The Bible Class.<br /> +4:15 Group Conferences (City divided into districts).<br /> +5:45 Recreation.<br /> +7:00 Banquet to Delegates.<br /> +<span style='margin-left: 2.5em;'>(a) Music—Orchestra.</span><br /> +<span style='margin-left: 2.5em;'>(b) Toasts—Two Older Boys.</span><br /> +<span style='margin-left: 4em;'>(1) Our Country.</span><br /> +<span style='margin-left: 4em;'>(2) Our City.</span><br /> +<span style='margin-left: 2.5em;'>(c) Address, "The Crusade."</span><br /> +8:45 Devotional<br /><a name='Page_169'></a> +9:00 Question Box and Conference.<br /> +9:20 Address, "In Training" (Inspirational).<br /> +10:00 Adjournment.<br /> +<br /> + +<p><b>The Banquet Seating Plan</b></p> + +<p>The delegates from each Sunday school should sit together, and when +practicable be also grouped by denominations. At the close of the +address on the Crusade <i>the Inter-Sunday School Council should be +formed</i>.</p> + +<p>This shall consist of two older boys and one man from each participating +Sunday school. The Council is subject to the call of the Chairman of the +Secondary Division Committee.</p> + +<p><i>Method of Enrollment</i></p> + +<p>1. After the presentation of the Crusade, pass a colored card to each +delegation, asking them to confer and to write on the card the names and +addresses of the two older boys they may choose to represent their +school, the name of school, also the names <a name='Page_170'></a>and addresses of the +teachers of the chosen delegates.</p> + +<p><i>The Adult representative from each school should be selected later by +the committee in charge of the Crusade Conference</i>.</p> + +<p>2. Pass white cards, as soon as the colored ones have been properly +filled; or, better yet, place a white card in each banqueter's program +and challenge to service and training.</p> + +<p>3. Write to each chosen representative before the first called meeting, +enclosing credential card to be signed by the superintendent of the +school, the pastor of the church, and write to each of these men +enclosing the plan of the Crusade.</p> +<br /> + +<p><b>First Meeting of Council</b></p> + +<p>Do not allow more than two weeks to pass until the Council meets to lay +its plans. Strike, and keep on striking while the iron is hot.</p> + +<p><i>The Follow-Up</i>.—Call at once a meeting of the older-boy +representatives on the Inter-Sunday School Council. Do not call in the +<a name='Page_171'></a>men until later. This is an <b>Older Boy Movement</b>, and you are +going to get the Older Fellows in the Sunday school to go after the +Older Fellows out of the Sunday school. Impress upon the Council that +this is their job and whatever success is achieved will be due to their +efforts. Let a clean-cut spiritual atmosphere prevail at these meetings. +You will find that the boys are there for business.</p> + +<p>It is suggested that the meetings be held Saturday evening, beginning at +5:30 with supper, to cost not more than fifteen cents per plate.</p> + +<p><i>First Meeting</i>.—Don't rush things. You will gain much by making the +fellows feel that you are all working this problem out together and that +the prayerful cooperation of every member is necessary. Don't stampede +the meeting with a lot of elaborate plans. If you have any plans, turn +them over to the Council by way of suggestion, and let that body use its +own judgment. Everything that is done by the Council should emanate from +its members. It is <a name='Page_172'></a>suggested that the purpose and program of this +meeting should be somewhat as follows:</p> + +<p>(a) Statement of purpose of Council.</p> + +<p>(b) Trace connection of Council to International work (i.e., Council, +City Secondary Division Committee, City Secondary Division +Superintendent, County Secondary Division Superintendent, State or +Provincial Secondary Division Committee, State or Provincial Secondary +Division Superintendent, International Secondary Division Committee, +International Secondary Division Superintendent, etc.—this to show them +that they are officially related to a world-wide movement).</p> + +<p>(c) Fellowship and "Get Together."</p> + +<p>Be sure to have Adult members at this meeting.</p> + +<p><i>Second Meeting</i> (two weeks after first).—</p> + +<p>At this meeting discuss:</p> + +<p>(a) Importance of class organization<a name='Page_173'></a> —each member urged to get to work +at once in his local school.</p> + +<p>(b) Age limit of classes now in the organization.</p> + +<p>(c) Outline possibilities of Council for promotion and all-round +physical, mental, social and spiritual activities of teen age fellows of +the Sunday schools of the city.</p> + +<p>(d) Discuss the idea of the census survey.</p> + +<p>These two meetings will pave the way for the third and following +meetings. Don't meet simply for the sake of holding a meeting. Let your +fellows feel that when a call to meeting is received it is important.</p> +<br /> + +<p><i>Third and Subsequent Meetings</i></p> + +<p>1. Lay your plans carefully for the census-taking, then complete the job +quickly.</p> + +<p>2. Analyze the cards and distribute to the organized classes. Their work +then begins. Encourage regular reports on the work of the classes at +each meeting of the Council, the school representatives reporting.</p> + +<p><a name='Page_174'></a>3. Plan for the execution of the Missionary, Purity and Temperance +Programs.</p> + +<p>4. Extend the Council's field until it covers the common physical, +social, mental and spiritual activities of the community teen age boys.</p> + +<p>5. Plan for regular Conference or Banquet Programs.</p> + +<p>6. Ultimately the entire common Sunday school athletic and social life +of the community would center in the Inter-Sunday School Council.</p> +<br /> + +<p><i>Meeting of Superintendents</i></p> + +<p>It is suggested that at this juncture a meeting of Sunday school +Superintendents be called for the purpose of thoroughly acquainting them +with the plans of the Council. This will secure the cooperation of the +Superintendents, which is most essential. The effort to get the +Superintendents behind the work will be more successful if the city be +divided into sections and a Superintendents' meeting be held in each +section. These meetings can be made very helpful.</p><a name='Page_175'></a> +<br /> + +<p>BIBLIOGRAPHY ON BOYS' CRUSADE</p> + +<p>High School Student Christian Movement Series:</p> + +<p>Bulletin No. 1. The Local Organization (.05).</p> + +<p>Bulletin No. 2. Typical Constitution (.05).</p> + +<p>Bulletin No. 3. The Inner Circle (.05).</p> + +<p>International Secondary Division Leaflet, No. 5 (Free).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_176'></a> +<a name='XV'></a><h3>XV</h3> + +<h2>SEX EDUCATION FOR BOYS AND THE SUNDAY SCHOOL<a name='FNanchor_10_10'></a><a href='#Footnote_10_10'><sup>[10]</sup></a></h2> +<br /> + +<p>There can be no adequate comprehension of the physical side of boyhood +if the sex element be left out. In fact, we have discovered for +ourselves that this is the very element that constitutes the real +problem of boyhood; for until the idea of sex enters into the boy's +consciousness we are only dealing with an infant. It is the gift and +power of self-reproduction that changes the selfish, individual +existence into the larger, altruistic life. It is this that compels +gangs and team-work and the instinctive desire to negate self in service +for others. It is this that forms the basis for the tribal or community +desire; and on it, understood or not, <a name='Page_177'></a>is built all further achievement. +The real value of a brave to his tribe begins with the support of his +squaw, and the modern boy gets his importance among us, when, because of +bodily function, he awakens to the consciousness of the meaning of the +home. This comes gradually at puberty or adolescence with the knowledge +of the sex purpose. And it is the quality of this knowledge, its purity +and fear and regard, that makes the lad a worthy member of the larger +whole, or a peril.</p> + +<p>Knowing this as we do, is it not a matter of some wonder that we have +never really made any systematic effort to instruct the boy concerning +his wonderful power? Very few fathers give their sons any guidance along +this line, although they do so quite freely on every other subject. Of +course, it is a sacred, delicate subject from which we naturally shrink, +but it is overmodesty to allow a lad to fall into the abuse of his +manhood, either alone or in twos, when a wise word, spoken in time, +would save the smirch on two lives or more. In fact, we are <a name='Page_178'></a>beginning +really to understand that it is just as imperative for us to teach a boy +how to live his life with the utmost happiness as to show him how to +procure the wherewithal to feed his body. For this reason it is being +advocated today that the boy should be given explicit instruction as to +the care of the organs of reproduction and detailed information as to +the functions of these organs, and many are doing this.</p> + +<p>Our boys today are eating freely of "the knowledge of good and evil," +and they are not as innocent as we could wish them to be. They are not +ignorant of the processes of life because we have said nothing +concerning them, but their knowledge is partial and faulty and clouded +with misinformation.</p> + +<p>A few years ago a body of men were discussing this very thing in New +York City, and one of them suggested that every one present write on a +piece of paper the age at which he had his first sex knowledge and pass +it to the head of the table. The average age named by this group of +interested men was six and a half years. Not one of <a name='Page_179'></a>these men, either, +had ever had a single word spoken to him on this all-important subject +by any adult. Their knowledge was of the street. Is it any wonder, then, +that boys stray, mar their own lives, betray confidences and innocence +and become moral lepers, feeding like parasites on the fairest of our +communities?</p> + +<p>Instruction in the processes of the function of reproduction would help +many a boy to a clean participation in and a happy understanding of the +home. The divorce evil and the necessity of a large number of surgical +operations among women, to say nothing of the so-called social evil, +would be greatly lessened by such instruction. The father, of course, is +the proper person to deal with this question.</p> +<br /> + +<p><b>Parents and the Sex Problem</b></p> + +<p>When parents understand sex influence they will more than half meet the +problems of the teen age. To rightly instruct along sex lines and so +prepare boys and girls to <a name='Page_180'></a>meet the teen period is almost completely to +meet the teen problem.</p> + +<p>Social and economic changes have moved this generation a full hundred +years ahead of our fathers. The change, however, has a moral menace in +it, for the slow but sure ways of the old-fashioned home with its +genuinely moral atmosphere have nearly slipped us. Today boys and girls +are herded together by the compulsion of the times and moral ideas are +in danger of being warped and twisted. Everything about us today is more +complex than formerly, and the more complex things become the more we +herd together. Mass life is common and growing—in education, in the +schools and in play life, in the big public playgrounds. Religious +activity, in spite of the group tendency toward the small group, is +still in the mass—Christian Endeavor, Sunday school groupings, etc. +With the growing assumption of week-day activities on the part of the +church, the moral peril increases.</p> + +<p>To offset this increasing social danger sex instruction is an insistent +necessity. Boys <a name='Page_181'></a>and girls must be taught to see themselves as members +of society with all that that implies. To do so means a knowledge of +self and sex and their functions and responsibilities. The sources and +processes of life must be intelligently understood and thus respected. +Ignorance of life does not beget purity, respect and honor. A boy's +regard for a girl cannot proceed from lack of knowledge, although this +lack may be termed innocence. A girl's love for the best for self and +others is impossible unless she has knowledge tinged with the awe of +God's purposes. Too often have our boys and girls been merely innocent, +such innocence causing their fall. The tree of knowledge sometimes +demands a high price for its fruit. To safeguard lives unblighted, the +purity and processes of life's mystery must be imparted through +instruction to our growing youth.</p> + +<p>This can best be done by the parents—father or mother—for since +children (boys or girls) ripen and come to puberty, individually and +independently, the parent is God's choice for this task. To group boys +and <a name='Page_182'></a>girls together for this instruction is terribly wrong, as the group +must contain those whose need for information varies. To talk on these +matters in mixed groups of boys and girls is to incite wrong impulses +and is criminal. The parent is God's instructor in these things—a +father to the son and a mother to the daughter. Anything else is second +or third best and only to be done under great necessity. Under unusual +conditions a <i>Christian physician</i> may instruct small groups of like +physiological age, but the parental way is best, because it is both +natural and permanent and we seek both.</p> +<br /> + +<p><b>Sunday School and Sex</b></p> + +<p>Parents must be trained for this high duty. To this end Fathers' and +Mothers' Meetings should be promoted separately by the Sunday school. +Not one merely but a series, so that every father and mother may be able +to attend. It would be well to promote these in small groups by +invitation and acceptance until every father and mother <a name='Page_183'></a>was reached. A +regular course of education might be arranged, viz.:</p> + +<p>First Lecture—How to meet the questions of children.</p> + +<p>Second Lecture—How to prepare the boy and girl for the understanding of +puberty.</p> + +<p>Third Lecture—Adolescence: The Physiology and Anatomy of the Sex Organs +and Methods of Sex Instruction.</p> + +<p>Fourth Lecture—Hygiene: Personal, Public, Home, School and Church.</p> + +<p>These might be preceded by an address on the conditions that today make +the above necessary; such might be a Sunday evening sermon or week-night +address by the pastor of the church.</p> + +<p>The lectures should be delivered and instruction given by a <i>Christian +Physician</i>.</p> + +<p>Meetings should be held for fathers by themselves and for mothers +likewise; however, in either or both meetings the whole field—boys and +girls—should be discussed.</p> + +<p>The whole campaign should be carried out quietly without fuss, feathers +or publicity. Shun the spectacular and remember it is the <a name='Page_184'></a>morality of +the boy and girl that is in question. Keep away from muck-raking, be +constructive and pure and business-like in the whole matter.</p> + +<p>The need is great, for the sources of our life must be kept clean if we +desire social health among our boys and girls. The land is full of the +plague, of open moral sewers and unholy cesspools. The street reeks with +the smut and filth of wrong sex knowledge, and our boys and girls are +getting experience in the laboratory of the immoral. The Sunday school +can help our common, public health by helping the parent. It should +major on parental instruction and keep it up until the parents have been +helped to the adequate fulfillment of their task.</p> +<br /> + +<p><b>Sex Instruction for Boys</b></p> + +<p>Great care should be exercised in the giving of sex instruction to boys +of any age. In the first place, no one without expert knowledge has a +right to approach the boy on the subject. Even a father should make it +his business to master the problem by <a name='Page_185'></a>extensive and wise reading before +he becomes his boy's teacher. In the second place, books or pamphlets on +the subject are poor mediums for instruction on the sex functions. +Nearly every one that I have seen so far is either too technical or too +sentimental. There are a great many books on the market which had been +better left unpublished as far as their helpful influence is concerned. +The treatment of this problem should be oral instead of in written form, +and should be a straight, business-like talk, such as a father would +have with his son about his studies or work. The gush of sentiment plays +havoc with the emotions of the boy and lures him to the edge of the +precipice, just to look over. First, there should be the spoken word +concerning the function of the sex organs; and then, if the need is +urgent, a choice book to guide him a little farther on the way. The less +a boy thinks about these things the better. The instruction should be +for the purpose of teaching him the knowledge of himself in order that +he may see these things in their proper light and <a name='Page_186'></a>live purely, and not +for the purpose of giving him expert advice.</p> + +<p>Another thing is necessary for good sex instruction. Up till a little +while ago it was the custom of workers with boys to caution the lads +against self-abuse. They used all kinds of colored slides and fearful +examples to impress on the boy the horror of the act, and very often +inflamed the boy to exactly the thing they were shooing him from. But +today we are learning the fact that the positive is of more force than +the negative, and that the "thou shalt" is better than the "thou shalt +not." There is a real reason why the later adolescent boy should give no +attention to the "thou shalt not," and so fall into the snare of the +negative; for it is the law of his being to "prove all things." It is +far better to lay emphasis on the legitimate purposes of the boy's sex +life, the glory it gives him and the beauty of the self-sacrifice it +begets, than to say a single word on the other side.</p> + +<p>I have found it a good thing to refer to the practice of self-abuse of +any kind as a <a name='Page_187'></a>sure sign of weak mentality, and this has produced a +greater impression than anything else that I have formerly said. Boys, +it should be remembered, have brains and are really able to think. When +they act wrongly it is so often from lack of knowledge or because of +wrong knowledge. If I were to teach a boy my business I should tell him +everything that would make the business better, and say nothing of how +to put it "to the bad." Now what would we all do if our business was to +help boys to live clean lives, speak truth, bless the community with +unimpaired manhood and honor God with their united physical powers?</p> +<br /> + +<p><b>Methods of Instruction</b></p> + +<p>It is necessary to keep in mind the stage of development of the boy. It +certainly would be foolish to tell a lad of eight years the facts that +should be given to a sixteen-year-old. Great tact and intelligence, +coupled with a knowledge of the stages of physical growth that a boy is +passing through, are necessary.</p> + +<p><a name='Page_188'></a>A boy of under twelve years should be approached biologically: the sex +element in nature study should be gradually disclosed to him. In this +period, when the spirit of curiosity is strong in the boy and he is +continually asking questions on the mystery of life—for instance, how +the stork or the doctor can bring the little brother or sister—it is +the best thing to answer the question with just enough truthful +information to satisfy. Great harm may be done by piling the mind of the +child with facts that cannot but be misunderstood. In the enthusiasm for +doing things right, there must be a guard against going too far.</p> + +<p>The second stage of a boy's physical development, the early adolescent +stage—twelve to fifteen years—is the physiological. Puberty marks its +advent, although the exact sign of its arrival is hard to determine. It +has been easy to discover it in a girl's life, but it still remains a +matter of some guessing in a boy. <i>A recent work of Dr. Crompton states +that the kinking of the hair upon the pubic bone is a sure sign of the +beginning of<a name='Page_189'></a> the period</i>. Some physical directors have found this a +satisfactory sign, and have made this the basis of a graded work with +boys. It is in this period, then, that the boy should learn something of +the anatomy and physiology of the male sexual organs.</p> + +<p>The third stage of sex instruction for boys is during the later +adolescent period—at least over fifteen years—and this should be +pathological. A free discussion of the so-called social evil and the +forms of venereal disease would certainly educate the boys to a proper +conception of the entire subject. All questions should be discussed in +ordinary language and business-like style.</p> +<br /> + +<p><b>Sources of Knowledge for Sex Instruction</b></p> + +<p>1. THE BIOLOGICAL PERIOD (UNDER TWELVE YEARS).</p> + +<p>—A Frank Talk with Boys and Girls About Their Birth (Free).</p> + +<p>—A Straight Talk with Boys About Their Birth and Early Boyhood (Free).</p> + +<p><a name='Page_190'></a>Chapman.—How Shall I Tell My Child? (.25).</p> + +<p>Muncie.—Four Epochs of Life (Chapters 7-12) ($1.50).</p> + +<p>Thresher.—Story of Life for Little Children (Free).</p> + +<p>—When and How to Tell Children. (Oregon State Board of Health.)</p> +<br /> + +<p>2. THE PHYSIOLOGICAL PERIOD (TWELVE TO FIFTEEN YEARS).</p> + +<p>Hall.—From Youth Into Manhood (.50).</p> + +<p>How My Uncle, the Doctor, Instructed Me in Matters of Sex (.10).</p> + +<p>Lowry.—Truths (.50).</p> + +<p>—The Secret of Strength (Social Hygiene Society of Portland, Oregon) +(Free).</p> + +<p>—Virility and Physical Development (Social Hygiene Society of Portland, +Oregon) (Free).</p> + +<p>—Address the Secretary of the Social Hygiene Society, 311 Young Men's +Christian Association Building, Portland, Oregon.</p><a name='Page_191'></a> +<br /> + +<p>3. THE PATHOLOGICAL PERIOD (OVER FIFTEEN YEARS).</p> + +<p>Educational Pamphlets, Nos. 1 and 6 (American Society of Sanitary and +Moral Prophylaxis) (.10 each).</p> + +<p>—Four Sex Lies (Oregon State Board of Health) (Free).</p> + +<p>Hall.—From Youth Into Manhood (Chapter on Sexual Hygiene) (.50).</p> + +<p>Health and the Hygiene of Sex (.10).</p> + +<p>The Young Man's Problem (.10).</p> +<br /> + +<p><b>A Word of Caution</b></p> + +<p>Let it be repeated that sex instruction should be undertaken with great +tact and thoughtfulness. The one who gives the instruction—whether +parent or teacher—should post himself thoroughly and he should be +practical, go slow, not forcing the lad's development by unnecessary +knowledge, avoiding gush and sentiment. He should not seek confession or +allow the boy to confess to him, for confession will raise a barrier +between the two later on; he should help the <a name='Page_192'></a>boy without invading the +lad's innermost life, his soul; he should learn that there are recesses +in the boy's self that are his own and that bear no invasion, and he +should respect this right of privacy.</p> +<br /> + +<p>BIBLIOGRAPHY ON SEX</p> + +<p>Alexander, Editor.—Sunday School and the Teens. (Chapter 14.) This is +the official utterance of the Commission on Adolescence, authorized by +the International Sunday School Association in convention at San +Francisco, and contains a complete, classified bibliography. ($1.00.)</p> + +<p><i>American Youth</i> (April, 1913. This entire magazine number deals with +Sex Education) (.20).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_193'></a> +<a name='XVI'></a><h3>XVI</h3> + +<h2>THE TEEN BOY AND MISSIONS</h2> +<br /> + +<p>No more difficult subject faces the Sunday school today than that of +really vitally interesting the teen age boy in the missionary +enterprises of the church. Missionary enthusiasts, here and there, have +doubtless had success in interesting numbers of boys, but, in spite of +this, the average, red-blooded, everyday, wide-awake fellow that +inhabits our homes, fills our streets, and honors our Sunday schools, +has little or no conception of missions, or even cares enough to make +any effort to discover what missions really signify. To the average boy +missions spell heathen and a collection and little more. There is no +real life interest, or even contact enough to develop an interest in the +<a name='Page_194'></a>subject. This is a Hunt, harsh analysis of the situation, but it is +both honest and true.</p> + +<p>Giving money is not a genuine criterion of interest. I have known lots +of boys who contributed two cents a week to help the other fellow, not +because it was a conviction, but because it was a necessary thing to +keep in good standing on the posted bulletin, and thus to maintain the +regard and esteem of leader and comrades.</p> + +<p>Business men and social leaders have been known to hesitate in +subscribing to funds until the subscription list had been perused by +them, when the list of names already secured has caused them to make +generous additions to the fund. The Sunday school offering is a poor +index of Sunday school enthusiasm. Giving money—even more than one can +afford to give—is not always real self-sacrifice. Sometimes it is +self-saving. At any rate, it is not the reliable guide of a boy's +interest.</p> + +<p>Maybe we shall never get boys to understand the word Missions. Perhaps +it is hopelessly confused with heathen—a poor, <a name='Page_195'></a>unfortunate, +know-nothing, worth-little crowd of black or yellow people—who can +never amount to anything, unless money be given to put grit enough into +them to get them to try to live right—a pretty doubtful investment, +after all. Yes, this is the logic of the average boy, due to the +information of the non-christian's degradation, lack of initiative, low +ideals, and poor morals, as set forth by the returned missionary. Even +the fact that one or two folks, by reason of the missionary's work, have +been raised to better things, affords no promise of rejoicing on the +part of the boy. The American teen age boy shuns "kids," "dagoes," +"hunkies," and everything that seems to him to be inferior. He may +occasionally give them a little pity, but he associates himself in +thought and interest and conduct only with his peers. His gang is as +exclusive as the traditions of Sons of the Revolution. The +non-christians of other lands, like the non-christians of North America, +somehow or other, have got to get as good as he is—not in morals, but +in genuine worth-whileness. If they can "pull off <a name='Page_196'></a>a couple of stunts" +that are beyond him, watch his real admiration and interest grow. Maybe, +after a while, we will drop the word Missions and substitute another +word—Extension. Perhaps! Then the fellow whom he teaches to "throw a +curve" in the vacant lot, or the foreign-speaking boy, who can "shoot a +basket," to whom he gives a half-hour lesson in English, or the Hindoo +lad, who easily swims the Ganges, and who is being sent to school by his +gang, will all command his interest, because they are partners with him +in the common things of his everyday life. The boy grows by +ever-widening circles of interest; first, the self, then the gang, then +the school life, then his city, then the state, then the nation, and so +on—out to humanity. And all of it must be on a par with his highest +ideals. That which falls below meets his contempt. Interest, then, in +non-christian folks in foreign lands, will become the boy's interest +only when it reaches his admiration and the level of the worth-while. +The pity and love that burns to help another is a mature passion, and is +<a name='Page_197'></a>only in germ in boyhood. It is capable, however, of great development.</p> + +<p>The interest of the early adolescent is primarily physical. Most of his +life centers in his play and games. Wise educators are using the play +instinct as a medium for his education. Manual training is increasing, +the formal work of the class-room is taking on the nature of competition +and music, even music with its old-time monotony and routine of running +scales in the practice period under parental persuasion, has ceased to +be a thing of dread, and has become a delightful thing of play—a +building of houses, a planting of seeds, etc.</p> + +<p>The heart of missions is a genuine regard for the highest welfare of the +non-christian, a real interest in the lives of others. Now interest is +the act of being caught and held by something. It is also temporary, as +well as permanent. This depends wholly on how much one is caught and +held. This fact is as true in boyhood as in manhood. Further, interests +are matters of association—one interest is the path to another.<a name='Page_198'></a> +Perhaps, then, the boy's play may widen to embrace China.</p> + +<p>A group of boys, some time ago, were playing games in a church basement, +and the time began to lag just a little. A young man, who happened to be +present, was appealed to for a new game, and he taught them to "skin the +snake." It "caught on" immediately, and the group of boys grew hilarious +in their enjoyment. After a while, however, they stopped to rest, and +one of the boys turned to the man who had taught the game, and said, +"Where did you get that dandy stunt?" The reply was, "Oh, that's one of +the games that the fellows play over in China." There was silence for a +moment or two, and then one of the older fellows said, "Gee, do the +Chinks over there know enough to play a game like that?" Questions +followed thick and fast for a little while about the boys of China, and +the admiration of the boys increased with their knowledge. The boys of +China are a little closer, too, to the American boys of this particular +group whenever "skin the snake"<a name='Page_199'></a> is played. It is altogether too bad +that the play-life of the adolescent in non-christian lands is so +meager, for here in physical prowess is a real contact for the American +boy. The bigness of life is the sum of its contacts.</p> + +<p>A boy between sixteen and twenty years is essentially social in his +interests. It is then that the call of the community, business life, +vocation, etc., to say nothing of the sex and the home voice—make their +big appeal. It is his own personal relation to these that makes them +real, and the closer his relation the deeper is his interest. The social +appeal stirs his thought and leads him to investigation. The similarity +of problems at home and abroad gives him contact with other lands, and +makes for him "all the world akin." The best approach to China's need is +the need of the homeland. Good government here is a link of Manchuria +and Mongolia. The underpaid woman in the shop, store and factory of +America is the introduction to the limitations of the womanhood of India +and the Orient. The problem of Africa <a name='Page_200'></a>is real only through the +economic, social and moral demands of Pennsylvania, Illinois, or +California. The value of all of these in his thought is the relation +which he holds individually to any one. The circle of his interests +grows by the widening of his knowledge. The law of his being is to +accept nothing on hearsay. He must prove all things and cleave only to +that which he finds true. This, however, is the path to missionary and +all other interests.</p> + +<p>How, then, shall all this be worked out in Bible class and +through-the-week activity? The missionary lesson must not be just fact, +but related fact. The through-the-week meeting that contemplates the +deepening of interest in other lands must be recreational and social. +The contacts must be real, vital, and individual—expressed in the +concrete interests of the now. This is the principle. The method must be +the work of the lesson writer and the missionary expert, and, until this +is achieved, missions must still be but two uninteresting facts for the +teen age boy—Heathen and Collection.</p><a name='Page_201'></a> +<br /> + +<p>BIBLIOGRAPHY ON THE TEEN BOY AND MISSIONS</p> + +<p>Fahs.—Uganda's White Man of Work (.50).</p> + +<p>Hall.—Children at Play in Many Lands (.75).</p> + +<p>Johnston.—Famine and the Bread ($1.00).</p> + +<p>Matthews.—Livingstone, the Pathfinder (.50).</p> + +<p>Speer.—Servants of the King (.50).</p> + +<p>Steiner.—On the Trail of the Immigrant ($1.50).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_202'></a> +<a name='XVII'></a><h3>XVII</h3> + +<h2>TEMPERANCE AND THE TEEN AGE</h2> +<br /> + +<p>Temperance embraces the abstaining from everything that challenges +self-control. The two deadliest foes of young life today are admittedly +alcoholic drinks and the cigarette, and any crusade against these for +the conservation of the boy in his teens should be welcomed. It is well, +however, to keep in mind that profane language, the suggestive story, +undue sex familiarity, athletic overindulgence, excessive attendance at +the moving picture shows, or entertainment places, the public dance, and +other things of like ilk in the community, exert a doubtful influence on +boy life.</p> + +<p>Liquor is the greatest plague in a community, and does more to curse the +community than any other one thing. It breaks <a name='Page_203'></a>up homes, causes +divorces, deprives children of their legitimate sustenance, ruins the +life of the drinker, increases taxation, lowers the tone and morals of +the community, and is a detriment to our American life. Cigarette +smoking is bad for anybody. It harms the growing tissue, dulls the +conscience, stunts the growth, and steals the brainpower of growing +boys. In dealing with these facts in the Sunday school let us recognize +then, that they exist, that they are true; and then let us cease merely +to rehearse them from time to time.</p> + +<p>The day of exhortation is past. Temperance education today consists in +the presentation of absolute, scientific fact. Sentimentality and the +multiplication of words no longer mean anything. In dealing with the +teen age boy, spare your words, but pile up the scientific, concrete, +"seeing-is-believing" data. By proved experiment let him discover +through the investigation of himself and others—through books, +pictures, slides, etc.—that everything we take for granted is +scientific truth. You do not need today to <a name='Page_204'></a>prove to a boy that liquor +is bad. Physiology in the public school and the everyday occurrences +about him have already furnished him with that knowledge. Furnish him +now with the actual facts of the effects of alcohol on the heart +centers, lung centers, locomotion centers, knowledge centers, and +inhibitory or control centers. Make no statement that is not absolutely +scientific. You cannot afford to lie, even to keep the boy from the +drink habit. Show concretely—better yet through the investigation of +the boy himself—the economic and moral waste of the liquor habit, but, +in everything, let the hard, cold facts speak for themselves. Let the +boy discover for himself that liquor not only would rob him of his best +development, if he should become a victim of the habit, but is lowering +the tone of his community and country now.</p> + +<p>In the matter of pledge-signing be sure the boy knows what he is doing. +A written pledge may mean a different thing to you than to the boy. It +is better to discuss the subject minutely with the boy, then let him +<a name='Page_205'></a>write his promise in his own language, without any written guide. Do +not let the boy be anything but true to himself. Be scientific and +educational in all your methods.</p> + +<p>When you approach tobacco and cigarettes, do not assume that the boy +regards these as bad. He will readily admit that liquor is harmful, but +will likely to refuse to recognize that the pipe, cigar, or cigarette +are immoral. Your education along this line must be absolutely +scientific. The appeal must be to the self and self-interest. They are +not good for an athlete; the best scholarship is threatened by them; +growing tissue is harmed by indulgence. The appeal must be accurate and +must apply now. Do not quote what will happen forty years hence. Boys do +not fear old age and its frailties. Present enjoyment is too keen. Do +not say that the habit is filthy, etc. Lay the emphasis on health, +physical fitness, the joy of present living. The appeal must be one of +best development. Economic opportunity also may play a part. If business +opportunity is lessened by the habit, prove it. Do <a name='Page_206'></a>not, however, say +anything that cannot be supported with incontrovertible evidence. Stick +to the scientific facts and the appeal to self-interest.</p> + +<p>One thing more! Little good comes from denouncing tobacco in general. A +lot of good men, influential men, strong Christian men, use it. If you +have facts concerning the bad effects of smoking on mature men that are +reliable, make use of them, but be sure you are right about it. +Ignorance multiplied by forty or one hundred does not mean wisdom. It is +still ignorance. Keep yourself out of the crank army. Do not be so +intemperate yourself in thought, speech, and action as to lessen your +influence. Temporizing will not do the work, but let us be wise in our +approach to the subject before boys, whose viewpoint cannot be expected +to be that of adults.</p> + +<p>Liquor and the cigarette are national perils, and both of them, for the +sake of the teen age boy, must be banished from the land.</p><a name='Page_207'></a> +<br /> + +<p>BIBLIOGRAPHY ON TEMPERANCE AND THE TEEN AGE</p> + +<p>Chappel.—Evils of Alcohol (.60).</p> + +<p>Horsely.—Alcohol and the Human Body ($1.00).</p> + +<p>Jewett.—Control of Body and Mind (Concerning Cigarettes) (.60).</p> + +<p><i>Scientific Temperance Journal</i> (Monthly) (.60 per year).</p> + +<p>Towns.—Injury of Tobacco (Pamphlet, $1.50 per hundred).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_208'></a> +<a name='XVIII'></a><h3>XVIII</h3> + +<h2>BUILDING UP THE BOY'S SPIRITUAL LIFE</h2> +<br /> + +<p>The business of the Sunday school is the letting loose of moral and +religious impulses for life—the raising of the life, by information, +inspiration and opportunity, to its highest possible attainment. The +very highest reach that any boy's life can attain is the ideal of life +that Jesus has set forth. Nothing less than this can be the aim of the +Sunday school. Analyzing this ideal, we find that this means that the +boy must physically, socially, mentally, and religiously find the best, +build it into his life, and attain unto the "measure of the stature of +the fullness of Christ." Anything that does not contribute to this end, +in the principle or method of the Sunday school, is wrong.<a name='Page_209'></a> Likewise, +anything, tradition or prejudice, that keeps the school from reaching +the boy for the Christ-ideal is a positive affront to the Lord of the +Church. The Sunday school deals with a living, breathing boy—not a +theory, but a real combination of flesh, bone, muscle, nerve and blood. +It must minister to the needs of this combination in a generous way, +with physical, through-the-week activities, not to induce it to attend +Sunday school for worship and Bible study, but because the highest good +of the combination demands these things. The school also should see that +this living, breathing boy, who, by God's law of life, thinks and moves +by his thought, should receive the best opportunity to develop his mind +by supporting the state institutions in the community for that purpose, +and also in providing culture, recreation-education within the confines +of its own particular sphere. In addition to this, recognizing that the +boy belongs to the social life of the community, and "that no man liveth +unto himself or dieth unto himself," the Sunday school must recognize +its <a name='Page_210'></a>obligation to the community, as well as to the boy, and furnish him +an opportunity for the best social adjustment. The Kingdom of God is a +saved community of saved lives. It is best represented in the Scriptures +as a city, a golden city, without death, crying, or sorrow, all of them +intensely social things, as are their opposites, also. Every lesson the +school gives the boy socially, every chance it affords him to learn by +contact with his fellows of either sex, means just one more effort for +the Kingdom. Moreover, the Kingdom is a community of saved bodies, saved +minds, saved social relations and saved spirits, or a place or group +where the best dominates—the will of God rules over all lesser things, +changing and making them over into the best. Thus the Kingdom is where +life appreciates, enjoys, respects, and honors all of God's gifts, +whether it be body, mind, social relations, or material or spiritual +things. The task of the Sunday school, then, is to reach out +unswervingly, enthusiastically after these ends for the adolescent boy. +Like the commandments, he that transgresseth <a name='Page_211'></a>in one fails in all, in +the largest, truest sense.</p> + +<p>The work of the Sunday school, summed up briefly, is to round out the +boy by all good things that he may see and know and acknowledge Jesus +Christ, the Master of Men, as the Master and Lord of his life, too. Any +step less than the joyous acceptance of the Son of God as Saviour of his +life is to miss the mark entirely. This is the end of all Sunday school +principle and method.</p> + +<p>Further, Jesus Christ, as Saviour of Life, is not an idea, a theory, a +belief, but a practical, everyday, every-minute influence. "For me to +live is Christ." From this time forth everything in life is done in the +Christ-spirit. The boy does not cease to be a boy in the acceptance. He +is now a Christian boy, not a mature, Christian man. He still loves +play, but play is not marred now by the tricks that minister to self. +Play ministers now both to self and others. It does not nor cannot leave +out self, however. It saves self. So, with all things else in life, real +life that is lived seven days in the week, <a name='Page_212'></a>twenty-four hours in the day +among his fellows—and one week following without break the other. +Saviour of Life means saviour of body, of mind, of social contacts, of +spirit. It means more than formal religion, the attendance of services, +the saying of prayers, the observance of customs—these are all +excellent and necessary, but to be saved by the Saviour of Men means new +life, or life with a new, saved meaning: "I come that they might have +life and that they might have it more abundantly" (overflowingly). This +is the great objective of the Sunday school.</p> + +<p>As soon as a life knows Jesus as Saviour, it asks the question, "What +wilt thou have me to do, Lord?" Notice, it is not, what shall I believe, +or what shall I cast out of my life? Doing regulates both of these, and +the "expulsive power of a new affection" settles nearly every problem by +displacement. This, after all, is Christianity—to be "In Christ." "Not +to be ministered unto, but to minister." "He that would be greatest, let +him be the servant of all." The quality of Christianity is Service. The +task of the<a name='Page_213'></a> Sunday school is the raising of the life by information, +inspiration and opportunity to its highest possible attainment. +Christian service is both the highest and the best. To the +acknowledgment of Jesus as Saviour and Lord, then, must be added the +free, voluntary, loving service for others in His name. This is the +Upbuilding of the Spiritual Life of the Boy.</p> + +<p>What shall be used, then, for this purpose? Everything that will +minister to the result—Organization, Leadership, Bible Study, +Through-the-Week Activity, Material Equipment, Teaching, Song, Prayer, +Reproof, Inspiration, Guidance, and all else that the Sunday school may +know or discover. Two factors in it all are preeminent: Christ and the +Boy. All else are but means. The boy a loving, serving follower of his +Lord! This is the endless end.</p> + +<p>What should the Sunday school do to achieve this? Reach to the utmost, +strive to the uttermost, use every resource, redeem every opportunity, +create, discover and harness every method, hold the boy to his best, +<a name='Page_214'></a>patiently see him develop, give him the material and spiritual elements +for his growth, afford him opportunity to find himself, help him to +crystalize his thought for life and lovingly aid him to meet, know and +acknowledge his Lord.</p> + +<p>Thus the boy will be "built up in our most holy faith"—the faith that +loves and serves in healthy life for the joy of living.</p> +<br /> + +<p>BIBLIOGRAPHY ON THE BOY'S SPIRITUAL LIFE</p> + +<p>Alexander (Editor).—Boy Training (Chapter on "The Goal of Adolescence") +(.75).</p> + +<p>Sunday School and the Teens (Chapter on "The Church's Provision for +Adolescent Spiritual Life") ($1.00).</p> + +<p>Boys' Work Message, Men and Religion Movement (Chapters on "The Boy's +Religious Needs" and "The Message of Christianity to Boyhood") ($1.00).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_215'></a> +<a name='XIX'></a><h3>XIX</h3> + +<h2>THE TEEN AGE TEACHER<a name='FNanchor_11_11'></a><a href='#Footnote_11_11'><sup>[11]</sup></a></h2> +<br /> + +<p>The greatest problem that faces the Sunday school and Church as it seeks +to meet the needs of the boys and girls of the teen age is leadership. +The organized men's and women's Bible classes may meet that need. In +fact, the success and ultimate value of these classes lie in their +response and ability to face and supply this growing need.</p> + +<p>God works best through incarnation. When he wanted to tell men who he +was, what he was, and how he wanted men to live, he spoke through +prophets, priests, patriarchs, and kings, and the Old Testament writings +came to us this way. However, men did not seem to understand the +message, <a name='Page_216'></a>and for nearly four hundred years he ceased to speak. Then, +"in the fullness of time," he came himself in the person of his own +Son—born in the womb after the fashion of a human baby, passed through +boyhood in the likeness of a boy and on into manhood as a man—to teach +us who he was, what he was, and how he wanted us to live; and Jesus is +just God spelling himself out in human history in the language that men +understand. This is incarnation, and as he was compelled to pour himself +out into man to reveal himself to men, so men and women who have seen +him must literally pour themselves out—incarnate themselves—into the +lives of growing boys and girls if these boys and girls of the teen age +are to know him.</p> + +<p>Leadership has always been the cry of the world and the Church, and the +history of both is written in biography. The Pharaoh, the Cæsar, +Charlemagne, Peter the Great, William the Silent, Henry of Navarre, +Queen Elizabeth, Ferdinand and Isabella, Columbus, the Pilgrim Fathers, +Washington, Lincoln, and the names of the great on the <a name='Page_217'></a>world's scroll +of fame tell the world's story. The Christ, Peter, John, Paul, +Augustine, Savonarola, Huss, Wycliffe, Luther, Zwingli, Knox, Roger, +Williams, Wesley, Finney, Moody, Booth; and "what shall I more say? for +the time would fail me to tell of 'those' of whom the world was not +worthy," and whose splendid achievements fill out the glorious history +of the Church—these, all of these, in their life and effort constitute +the story of the Kingdom.</p> + +<p>The story is not yet complete. Still the world writes its progress in +the names of its great ones. And yet, as always, the Church must look +for its progress to its Christ-kissed men and women. While teen age boys +and girls escape us at the rate of one hundred thousand a year, the need +for leadership is among us.</p> + +<p>There is no boy problem. There is no girl problem. Boys and girls are +the same yesterday, today and forever. The processes of their developing +life are as the laws of the Medes and Persians, without change, eternal +as the hills. Like the poor, they are <a name='Page_218'></a>always with us. There is neither +boy nor girl problem; it is a problem of the man and a problem of the +woman. Leadership is the key that unlocks the door of the teen age for +the Church.</p> + +<p>The need of the Sunday school in the teen age today is leadership. The +organized classes for men and women can solve the problem of the Church +among the teen age boys and girls. The number of teachers an organized +adult class produces is the measure of its ultimate usefulness in the +Kingdom.</p> + +<p>The problem of the Sunday school, then, can be solved by men teachers +for boys' classes. The more masculine the Sunday school becomes the +deeper will be the boy's interest. A virile, active Christianity will +challenge the boy; and all other things being equal, the man teacher can +present such a Christianity. In some places this will not be possible +because of the dearth of men due to the lack of any sense of Christian +obligation on the part of the males of the community to the growing boy. +Where real men <a name='Page_219'></a>are missing, we will be forced of necessity to fall back +on the big-hearted women that have so long stood in the breach. It may +be well, also, to add that merely being a male does not constitute a man +or manhood. Some men will need to strengthen themselves to do their duty +as the leaders and teachers of boys in the Sunday school.</p> + +<p>None but the strongest teachers should be selected. A boy of high school +age quickly detects weakness in a teacher. Selection of just "any one" +to teach a class is sure failure. The most important element in +organization is leadership. The teacher should aim to become more of a +leader than teacher. Boys' classes should be taught by men, and women +should teach classes of girls. It is impossible for a man to lead girls, +and just as impossible for girls to be led by a man.</p> + +<p>With the period of adolescence come problems which can be understood and +solved only by those who have passed through the same experience. Manly +Christian leadership will help boys to grow naturally into Christian +manhood, while only <a name='Page_220'></a>the kind, sympathetic touch of the conscientious +Christian woman leader can help the girl in developing normally into +honored and respected Christian womanhood.</p> + +<p>The conscientious Christian leader will keep in mind his obligation to +the individual members of the class. By reading and study he will become +acquainted with the characteristics of the teen age life, with a view to +planning such activities, for both the Sunday and the mid-week session, +as will eventually result in the development of stalwart Christian +manhood.</p> + +<p>The successful teacher of the teen age class—</p> + +<p>(a) Always sees and plans things from the viewpoint of the pupil.</p> + +<p>(b) Teaches the scholar and not the lesson.</p> + +<p>(c) Knows personally every member of the class—the home, school, +business, play, social and religious life of every member. This is often +accomplished through an invitation to dinner, a walk, a car ride, or +some other plan, which will bring the scholar and <a name='Page_221'></a>teacher together +naturally. With this knowledge in hand, the teacher can prepare the +lesson to fit the individual needs of the pupil.</p> + +<p>(d) Visits the parents.</p> + +<p>(e) Is always on hand, unless unavoidably prevented, in which case the +president of the class is notified.</p> + +<p>(f) Has a capable substitute teacher to supply in the event of such +absence.</p> + +<p>(g) Realizes that the function of his office is that of friend and +counselor.</p> + +<p>(h) Follows up an absentee (1) through the other members of the class; +(2) Membership Committee; (3) telephone; (4) postcard or letter; (5) +personal call.</p> + +<p>(i) Does not play favorites, nor neglect the less aggressive scholar.</p> + +<p>(j) Has a plan and an objective, with special emphasis on the training +of older boys for leadership of groups of younger boys.</p> + +<p>(k) Always keeps in mind that the supreme task and privilege of the +teacher are to win the boy to Christ for service in His church.</p><a name='Page_222'></a> +<br /> + +<p><b>The Teacher and the Home</b></p> + +<p>The Teacher can do his best work when working in conjunction with the +home. It is a good plan to visit the father and mother of the boy. It is +also a pretty good thing to occasionally drop in to see the father and +mother personally, telling them how the boy is getting along. An +invitation extended to the parents through the boy himself to attend a +week-night meeting of the class will also afford a valuable means of +contact with the home and parents.</p> + +<p>The Teacher should by no means try to become a father to the boy. The +responsibility and duties of parents must not for one moment devolve +upon him. The following editorial from a New York evening newspaper puts +this idea in a very clear manner, and it should be given careful +consideration by every teacher:</p> + +<p>"It takes time to point a boy right. The great merchant can touch a desk +bell to give orders for a steamship or a draft of a million dollars. But +the merchant's young son, <a name='Page_223'></a>age fourteen, cannot be touched off in that +way. The lad has just begun to move out among other boys. They do a +world of talking, these young chaps. The father must watch that talk, +and he can, if he will take the time.</p> + +<p>"The older man has every advantage, for he is looked up to and beloved. +It is not so much the 'don'ts' as the 'do's' that constitute his power. +He can inspire with high resolve. He can narrate his own victories over +sore trials and fiery tests of his integrity. He can draw the sting of +poisonous suggestions, moral disheartenings and malice which his child +has been cherishing in his young heart. But this means time, and time +may be money. Yet no money can buy this sort of instruction, nor put a +price on it. The coin is struck in the soul. It is the costliest barter, +the very exchange of the soul.</p> + +<p>"Boys who go right have invariably had a world of time spent on them in +this way. Boys go wrong because the father would not take the time from +the market. In after <a name='Page_224'></a>years the same parent will take vastly more time +to try, in tears of sorrow, to straighten out that boy."</p> +<br /> + +<p><b>The Teacher and the School</b></p> + +<p>The Teacher must keep in mind that it is his business to work in +cooperation with all of the forces that are trying to help the boy to +live rightly in his community. The work of the public school must +continue to go on without a break if the ideals of our American +citizenship are to be maintained, and it is the business of the Teacher +to give his support, encouragement and cooperation for the carrying out +of the idea for which the school stands. The public school seeks to give +the boy the necessary education toward his earning a livelihood, and the +business of the Sunday school Teacher is to give him the right impulses +for his moral and religious life—to inspire him to seek the best in +everything. The Sunday school Teacher is in partnership with the public +school teacher in the education of the boy.</p> + +<p>Several well-defined and exceedingly clear <a name='Page_225'></a>principles of action +underlie the successful handling of groups of boys:</p> + +<p>First, there must be a clear plan well thought out, progressive in its +stages with an aim for each stage. In other words, no man need try to +work with a group of boys unless he knows what he wants to do, not only +in outline but in detail. He must have these details in mind and so well +worked out in his thought, knowing exactly what comes next and just what +is to be added to that which he has already accomplished, as to be +master of the situation at all times and to be the recognized leader. +Not only this, but the boys must feel that he really knows what he is +driving at in everything that he attempts.</p> + +<p>Secondly, before the leader of a group of boys tries to do anything with +the group, if he is to be successful, it is necessary for him to make a +frankly outlined statement of his plan. That is to say, he should tell +the boys what the game is and how it is to be played, getting their +approval, and agreement to get in on the deal. He can explain this to +all <a name='Page_226'></a>of the boys at one time or singly to each boy. There is no question +but that he will succeed best if he will go over the matter first with +each individual boy personally, finding out his individual impressions +and opinions, and also having discussion before the group. This being +done the boys know the plan, the leader knows what he is working toward, +and the leader and the boys are partners in the work. Too often groups +of boys are brought together and the aim is so hazy in the leader's mind +that all the boys can possibly see in the scheme is a "good time."</p> + +<p>Thirdly, the best way to have boys accomplish things is to allow them to +do the things. Many a leader of boys thinks out a plan, gives it to a +group of boys and then thinks that the boys are themselves doing it, +whereas he is only trying to use the boys as his instrument. The most +effectual way of getting boys to do things themselves is to let them do +as much as they can and will do under adequate supervision. Lead by +suggestion, so that unconsciously the boys <a name='Page_227'></a>follow your advice and +dictation, giving them the benefit of their decisions and impulses. Pure +self-government in which the boys are entirely the dictators of their +policies and activities cannot be thought of, because such a course is +so generally fatal to successful development. But self-government +fostered and dealt with through suggestion by the adult mind is just +what is needed, and should always be encouraged.</p> + +<p>Fourth, in letting the boys run their own affairs in this way the +Teacher must become a real leader. A real leader never stalks in front, +nor gives orders openly. The generals of today fight their battles and +win them twenty-five miles in the rear of the firing line. So it is with +the Teacher. He must be the power behind the throne, rather than the +throne itself. He must be as a conscience—to hold the boys back just a +little when they go too fast and to push just a little when they are +going too slow. The Teacher must recognize himself to be the impetus, +not the goal. The solution of each problem that comes before the class +should <a name='Page_228'></a>not only be considered by the whole group, but should be solved +by the boys. The important thing for the Teacher to remember in these +matters is that the method of practical American citizenship is the +majority rule. But this boy majority rule should, of course, be tempered +by governing leadership. Thus the Teacher will not do anything that the +boy can do himself, and he will be continually placing responsibility on +the lad. Responsibility is the great maker of men.</p> + +<p>Fifth, there will be of course noticeable differences among the boys of +any class. The most serious differences arise even among men. The boys +will "scrap" at times, and there will sometimes be a tension and +rigidity about their discussions that will approach the breaking point. +Through it all it will be difficult for the Teacher to keep himself +patiently aloof and allow the thing to work out its own way. Sometimes +an appeal will be made to him to settle the dispute, and he will be +tempted to do so, but often such action will imperil the object for +which he is working. It is best to allow the boys to <a name='Page_229'></a>discuss, and try +out all of their logic before he begins to make suggestions and, if he +can get the boys to settle the matter themselves, it is to his interest +to do so. If a deadlock threatens to exist, then by wise counsel and +judicious suggestions he may be able to lead the boys out of a quandary +in such a way that it will look as if the boys had gotten out of the +difficulty themselves. This will certainly add strength to their +organization, and they will settle their own quarrels with peace and +dignity. Sometimes the break between the boys will be so bitter as to +cause the formation of intensely hostile factions, and then the best +thing the Teacher can do is not to try any new patching or drawing +together of the opposing forces. There is no use trying to make boys who +are bitterly antagonistic agreeable to each other. Let them make new +alignments if necessary and in combinations of their own choosing, even +if the result should be the formation of new classes.</p> + +<p>Sixth, the boys should make their own rules for their own government, +and they should <a name='Page_230'></a>also deal as a group with the infringement of their +rules. This will solve the discipline problem of the Teacher. +Responsibility should be the keynote of government, and the awakening of +such a feeling in the boys should be the goal.</p> +<br /> + +<p><b>The Adolescent Change</b></p> + +<p>Until about the age of twelve the boy is distinctly individualistic and +selfish. At about twelve years of age his whole nature begins to change +because of the change in his bodily functions. This change occurs +anywhere from the twelfth to the sixteenth year and is really determined +by his physical development rather than by his chronological age. The +change of bodily functions gives him a new outlook upon life. He begins +to see and understand that he is a part of the community in which he is +living and begins to understand that the community life is made possible +by a disposition on the part of his neighbors to help each other. He +also begins to understand the institutional life about him and the +family and sex tie on <a name='Page_231'></a>which it is based. He sees also the need of the +school, the church and other public institutions. He also begins to +appreciate the wider range of things. Nature has greater appeal to him +now than ever. The woods and streams and outdoor life get a new +significance, and the question of livelihood, whether rural and +agricultural, or in the line of the various industries, takes a firm +hold upon his imagination, and gives him a life-compelling purpose. He +begins to feel the mating call and at its first impression is attracted +to the other sex, with the result that by and by he also becomes a +husband and father and a full-fledged citizen among his fellows. Up to +the age of adolescence, however, none of these emotions stir the boy.</p> +<br /> + +<p>GENERAL CHARACTERISTICS OF THE ADOLESCENT AGE</p> + +<p>The interests of the adolescent boy are general and not specialized +between the twelfth and eighteenth years. The boy gets his impressions +of the community objectively, in addition to increasing his +<a name='Page_232'></a>knowledge of the external world through his acquaintanceship with +its phenomena. The Universe and the Community are extensive and many +sided. The step also between twelve and eighteen years is short. The +boy's contact with these, then, must be rapid and general.</p> +<br /> + +<p>CHARACTERISTICS OF THE EARLY ADOLESCENT AGE</p> + +<p>The early adolescent age from twelve to fifteen years is characterized +by a rapid and uneven growth during which vitality and energy alternate +with languorousness, and the boy is awkward and lazy, with bones greatly +outgrowing muscle. The boy also begins to take a new interest in sex and +sex relations, his features and voice change, and the inherited +tendencies begin to assert themselves. His health is usually at its +best, and during his active moments he is boisterous and vigorously +energetic. He is selfish, but shows signs of altruism; his regard for +law increases; the spirit of gang leadership begins to show itself; his +longing for friendship is <a name='Page_233'></a>noticeable; his sense of secretiveness is +apparent; and his self-assertiveness first begins to be manifested. He +is creative in imagination, shows marvelous powers of inference, becomes +strongly intellectual, begins to manifest analytic reasoning, imitates +the ideal, is uncertain in making decisions, is influenced by +suggestion, and possesses generally a strong but not a logical memory. +He develops natural religious notions, has strong impulses to do big +things, has definite convictions as to his belief in God and Heaven and +the understanding of traditional religious terms, shows a noticeable +lack of interest in the forms of worship, but a keen appreciation of the +spiritual, and is passing through a period when great resolves are most +often made.</p> +<br /> + +<p>CHARACTERISTICS OF LATER ADOLESCENCE</p> + +<p>During the period of later adolescence from fifteen to eighteen years of +age, the body nearly attains its maximum growth, the mind begins to show +its dominance over the body, and all the bodily impulses grow <a name='Page_234'></a>stronger +and more vigorous. Altruism steadily increases; the consciousness of +society grows; an appreciation of individual worth and thought develops; +the call of sex and the love emotion grows in strength; sentiment is +inclined to become strong; boundless enthusiasm manifests itself; and +organization and cooperation begin to appeal and be appreciated more and +more. There is a growth in logic, independent thought, alertness in +thinking, and quickness of receptive powers. The boy at this age is in +the period of highest resolves and greatest endeavor, is apt to show +religious skepticism, and reason often takes the place of his faith.</p> +<br /> + +<p><b>Classes of Boys or Boy Types</b></p> + +<p>In talking about boys either in the aggregate or as individuals it is +best to consider them as representative of certain definite types. Boy +life can be more easily considered in this way by making special study +of particular boy types. In the first place there are the psychological +types—the <a name='Page_235'></a>choleric, the sanguine, the phlegmatic, and the hybrid. +There are also the types of real life with which we are most +familiar—the masterful, the weak, the mischievous, the backward, the +shy, the bully, the joker, the "smartie," the echo or shadow, the quiet +or reticent, the girl-struck, the self-conscious, the unconscious, and +the forgetful. Lastly, we should also consider the different types of +the unfortunate boys, including the deficient, the delinquent, the +criminal, the dependent, the neglected, the foreign born, the +wage-earner, the poverty-stricken, boys of very wealthy parents, +overambitious boys who have overambitious parents, and street boys who +are either loafers or engaged in street trades, or are compelled to use +the street as a playground.</p> +<br /> + +<p>THE CHOLERIC BOY</p> + +<p>The choleric fellow who is always off at "half-cock," running his head +into danger whenever he can, and who is extremely hectic in his make-up, +is always a problem. He needs a strong hand. Sometimes he will <a name='Page_236'></a>need +even physical repression, but he always demands great care and patience. +The Teacher should deal with each class of boys largely by suggestion, +but in the case of the choleric fellow he will often need to use orders +and demonstrate that he himself is in the saddle.</p> +<br /> + +<p>THE SANGUINE BOY</p> + +<p>The sanguine fellow is the normal boy who, having a good digestion, a +good home and no cause for worry, sees things as they are and is apt to +take them as they come. He will be the easiest kind of a boy to get +along with, and the only thing that the Teacher will have to do may be +to provide for stimulation of his interest and ambition.</p> +<br /> + +<p>THE PHLEGMATIC TYPE</p> + +<p>The phlegmatic chap requires patience more than anything else; generally +slow of body, he is usually slow of speech and thought. If the Teacher +is not careful he will be apt to call him "dense," and speak to him +sharply and at times rather <a name='Page_237'></a>crossly. He cannot do this if he expects to +win the fellow. Temperamentally, nature has made him what he is, and the +Teacher will have to work harder, make things more concrete that he +wants to teach, and hold his impatience in check. Phlegmatic though he +is, he will prove solid in everything he does, and he will be either a +rock of strength or of weakness to the Teacher. If he likes the Teacher +nothing will shake his love, but if he has a dislike for him, then the +Teacher is at the end of his endeavor as far as he is concerned.</p> +<br /> + +<p>THE HYBRID BOY IS A PROBLEM</p> + +<p>The hybrid boy always furnishes a guessing contest—impulsive today, he +has to be repressed; phlegmatic tomorrow, he has to be stimulated; and +he may be sanguine the next day. There never was a pleasanter boy to +work with, but like the chameleon you are never sure of his color.</p> + +<div class='poem'><div class='stanza'> +<span>"Breath of balm and snow,<br /></span> +<span>June and March together,<br /></span> +<span>In an hour or so."<br /></span> +</div></div> + +<p><a name='Page_238'></a>Just because he is so changeable the Teacher should show him his best +thought and work. It is just such fellows who are inclined to be +shiftless and who are generally crowded out in the fight for life. +Somewhere in the boy's nature, if the Teacher is patient, he will find +the rock bottom upon which to build manhood and citizenship. Such +achievement, however, comes only by great patience and hard work.</p> +<br /> + +<p>THE MASTERFUL BOY AND THE WEAK BOY</p> + +<p>The masterful and weak boys represent the antipodes of boyhood. The +masterful boy will see things quickly, will be the leader of his gang, +will instinctively dominate and run the class unless the Teacher is on +his job. The weak boy will follow anywhere, be the cause good or bad, +and become either a devil or a saint. The masterful boy may be handled +by appealing to his sense of leadership. Responsibility should be placed +upon him. The Teacher should make him feel that he is leaning heavily on +him. The weak boy on the other hand should be tied <a name='Page_239'></a>up to some steady +phlegmatic fellow, the phlegmatic fellow being given the vision of how +he can be an older brother to the boy not as strong as himself. The +result will be that the weak boy will catch some of the spirit of the +phlegmatic chap, and gradually get some depth for himself.</p> +<br /> + +<p>THE MISCHIEVOUS BOY</p> + +<p>Of all the boy types, the mischievous boy furnishes the real pleasure +for the worker with boys. The fellow whose eyes can twinkle and who will +play a practical trick on the friend he most respects is always a +delight. It is he that keeps the crowd in good humor, who is generally +deepest and most abiding in his affection, and who at the drop of the +hat would fight to the last ditch for his friend. To handle him rightly +does not require a six-foot rod, or a half-inch rule. But the Teacher +must keep him so busy doing the things that he likes that he will have +no dull moments in which to vent his inborn sense of humor.</p><a name='Page_240'></a> +<br /> + +<p>THE BACKWARD BOY</p> + +<p>The backward boy will need to be led out of himself. Give him things to +do which will make him forget himself and, by careful utilization of his +time, gradually he will develop into a normal boy.</p> +<br /> + +<p>THE SHY BOY</p> + +<p>The shy boy has merely become shy because of lack of association. +Usually he has been brought up with his mother and sisters and merely +lacks the touch of a man and a man's viewpoint. After he comes in +contact with other boys, this will wear away. The problem of the Teacher +is to get the other boys in his class to pilot the boy into the deeper +waters.</p> +<br /> + +<p>"SMARTIE" AND JOKER TYPES</p> + +<p>The "smartie" and the joker types are thorns in the flesh. Just as +thorns when pressed in too deeply require a surgical operation to remove +them, so it may be necessary <a name='Page_241'></a>for the Teacher to "sit on" both the +"smartie" and the joker. If the other boys of the class make up their +minds to unite in the task, both the "smartie" and joker will become +normal boys in less than one season's activities, and the Teacher will +show his generalship to be of the real sort by enlisting the other boys +to do the job.</p> +<br /> + +<p>THE ECHO OR SHADOW TYPE</p> + +<p>The echo or shadow type is a serious problem. He it is who generally +hinders the good things in life and helps the bad. He can swear by the +ward boss in party politics, or he can prove himself an obstacle in the +way of civic and national righteousness. The Teacher's task in his case +is to somehow or other strike the cord of independence, teach him to do +things by himself, think for himself and stand on his own feet. Along +the coasts of the North Sea, they teach boys to swim by throwing them +out beyond their depth. It may be necessary to awaken manhood and +independence in the echo by swamping him when he is alone.</p><a name='Page_242'></a> +<br /> + +<p>THE BULLY</p> + +<p>The bully will be the worst type for the Teacher until the right boy +comes along; there is no use in the Teacher worrying himself until he +does, because of the bully's bluster and bluff. Usually the normal boy +will accept him at his face value, and it is only when a lad with +self-assertion comes along that the sparks will fly. Then the bully will +have to back down or take his medicine. A fight between boys is usually +not a good thing, but when it comes to putting the bully in his place it +is one of the greatest institutions that the savage man has invented. +Once a bully has lost his place, he may bluster, but his bluff is over.</p> +<br /> + +<p>THE QUIET OR RETICENT BOY</p> + +<p>The quiet or reticent fellow is like the mighty sweeping river. He has +depths which have been unsounded, and his life has promise of great +possibilities. Just the opposite of the bully, he never blusters but +thinks out everything as it comes to him.<a name='Page_243'></a> Every impression is stored +away and out of the countless impressions which are made upon him there +emerges a man of real and wide interests. The task of the Teacher in his +case will be to discover his interests and help him to discover himself.</p> +<br /> + +<p>THE GIRL-STRUCK BOY</p> + +<p>The girl-struck fellow somewhat discourages the worker with boys, and +yet it is natural that the boy should look with favorable eyes upon the +girl, just as the robin hears and answers to the call of his mate. Let +no Teacher or any worker with boys of any organization that has ever +been founded dream for one moment that either he or his institutions can +ever block out the lure of the girl. The girl-struck boy will have +numerous cases of puppy love, and it will be the task of the Teacher to +lead the boy into the kind of social relations that will enable him to +be a real value to those of the opposite sex whom he may meet. The boy +will prove a much better husband and father because of his experience.</p><a name='Page_244'></a> +<br /> + +<p>THE SELF-CONSCIOUS AND THE UNCONSCIOUS BOY</p> + +<p>The self-conscious and the unconscious boys are merely victims of their +surroundings. The self-conscious fellow has no confidence in himself. He +is continuously measuring himself by others and is possibly the victim +of parental teaching. The constant injunction to act like "Little +Willie" next door may have gotten on the boy's nerves, and if the lad +has a chance without undue embarrassment he will soon reach the normal +stage, and be always a little more courteous and respectful and +thoughtful than the fellow without this experience. The unconscious +fellow on the other hand will plug along doing all sorts of absurd +things, because of his lack of knowledge of the fitness of things. He is +generally the boy who grows up without any sense of consistency, and who +has had very much his own way of doing things. He will need to be helped +to adjust himself to his environment and to the way that other fellows +live. He also will <a name='Page_245'></a>develop as a good man if the Teacher is a good +worker.</p> +<br /> + +<p>THE FORGETFUL BOY</p> + +<p>The same may be said about the forgetful boy and, in fact, about all +boys. The forgetful boy has merely not been interested enough to give +his attention to the things that the Teacher wants him to do. Once a boy +has his interest aroused, the Teacher will have no need of complaint of +forgetfulness or of any lack of interest in the boy.</p> +<br /> + +<p>THE UNFORTUNATE BOYS</p> + +<p>The types which have been discussed will generally work out all right +and find their places in the various social strata in the community in +which they live. The unfortunate boys, however, are handicapped +tremendously by their environment and surroundings, and it will often +become a part of the Teacher's work to help secure a change in these +environments. Boys of very wealthy parents and boys from homes of +poverty are usually sinned against by their parents. The <a name='Page_246'></a>parents of +both are either so busy making money and spending it in the social +whirl, or so pushed by the pangs of hunger and the fight for life, that +the children who are brought into the world are left either very much to +themselves or to underlings who have very little interest in the boy's +welfare. It is these neglected boys that oftenest produce our great +criminals. All boys of this type somehow or other are tied together. The +neglected boy generally becomes the delinquent and the delinquent boy +the criminal, so that what might be said about one might also be said +about all. This class constitutes our national deficit when we come to +consider our assets in manhood, and the Teacher can do a tremendous +thing here by helping to form the undeveloped wills of these unfortunate +fellows.</p> +<br /> + +<p>THE DEFICIENT AND THE DEPENDENT</p> + +<p>The deficient boy and the dependent are really out of the scope of the +Teacher. The dependent class will have to be taken care of by the +charitable institutions of the State, <a name='Page_247'></a>and the deficient boy because of +his lack of mental development will always be a ward of the community.</p> +<br /> + +<p>THE WAGE-EARNER AND THE OVERAMBITIOUS BOYS</p> + +<p>The wage-earning boys and the boys of overambitious parents or those who +are overambitious themselves need all the help and sympathy that they +can get from a Teacher. The father who is pushing his boy because of his +own ambition will very often need to be talked to by the Teacher or his +friends, and given an understanding of the crime he is committing +against his own child. The overambitious fellow who is pushing +everything aside for a definite thing in life will often have to be +talked to in the plainest language by the Teacher to get him to see his +other responsibilities and duties in life. The wage-earning boy who +works from early in the morning until late at night to keep bread in his +mouth and breath in his body will compel the Teacher, if he is really +thoughtful, to give up some of the things which he <a name='Page_248'></a>has already held +dearest and possibly lead his wage-earning boy into outdoor activities, +even on the half holidays which he would naturally spend in the circle +of his own family.</p> +<br /> + +<p>THE STREET, FOREIGN-BORN AND NEGRO BOYS</p> + +<p>The street, foreign-born and negro boys will furnish very much the same +kind of problem; because of a general rule, they may be all grouped +under the wage-earning class. Some may be more shiftless than others and +may need more attention, while others may be merely awaiting the touch +of sympathy and the helping hand to make strong men out of them. A +goodly percentage of our greatest Americans have been foreign-born boys, +and, if there is any class that the Teacher should be more patient with +than others, it is the immigrant and the son of the immigrant.</p> +<br /> + +<p><b>Grouping Standards</b></p> + +<p>The Teacher will find it greatly to his advantage to group his boys +according to some <a name='Page_249'></a>standard. Unfortunately, all standards, so far, are +more or less artificial, but approximate success may be secured by using +the experience of boy workers in various parts of the country. The +standard which is most generally used is that of age. It is also the +most unsatisfactory. Boys mature physically rather than chronologically. +This makes the age standard a poor guess, because a boy may be +physically fourteen when he is chronologically eleven, and vice versa. +If the age standard be used, it would be preferable to group all the +boys of twelve years together, then the thirteen-year-old boys in +another group, and the same with the fourteen, the fifteen, the sixteen, +and the seventeen-year-old boys. This would be rather hard to do in +small places, although perfectly feasible in a larger town or city. +Because of its impossibility, as far as the rural districts are +concerned, it might be well to divide the years from twelve to eighteen +into three standards—twelve to fourteen, fourteen to sixteen, and +sixteen to eighteen. The age grouping, however, will never be reliable +<a name='Page_250'></a>in achieving results, as the individual physical development varies so +much.</p> + +<p>The height and weight standard is more scientifically correct than the +age standard, although it has not been tested out enough to warrant any +authoritative declaration in its favor. If this method is used for +grouping, the standards for athletic competition among the boys might be +used; that is, all the boys of ninety pounds and under might be put +together, the same being true for those under one hundred and ten, one +hundred and twenty-five, and one hundred and forty pounds. If height is +used, boys of fifty-six and a half inches in height and classifying +under ninety pounds in weight might be grouped together. Also boys of +sixty-three inches in height and coming within the one hundred and ten +pound weight. This standard will doubtless become the real basis of all +groupings in the future, but as yet it needs more demonstration in order +that the various classifications may be made accurately.</p> + +<p>A simple and rather satisfactory way of <a name='Page_251'></a>grouping is by the school boy +or wage-earning boy standard. If the boy happens to be in the grammar +school he may be grouped with boys of his own educational advancement; +so with the boys who are in the secondary or high schools, and the same +may be said of working boys who are forced to earn their own livelihood.</p> + +<p>Possibly the best and most satisfactory way of grouping boys is by their +interest. Some boys will be mutually interested in collecting stamps, +riding a bicycle, forming a mounted patrol, working with wireless, in +music and orchestra work, etc., and boys grouping together according to +such kindred interests as they manifest has proven most satisfactory in +general boys' work.</p> +<br /> + +<p><b>Problems of Boy-handling Simplified by Natural Standard +Grouping</b></p> + +<p>Grouping the boys according to natural standards makes the problem of +handling them much simpler. Boys between twelve and fourteen are in the +age of authority, and the word of the Teacher will settle most +<a name='Page_252'></a>difficulties that arise. Boys between fourteen and sixteen are in the +age of experience, and an opportunity must be given them to check up +what they are told by what they are experiencing. Between twelve and +fourteen authority may be rigid. Between fourteen and sixteen it must be +giving way to reason. Authority will still continue to settle the boys' +disputes, but it will be the authority that gives reasons for its +action. Boys between the ages of sixteen and eighteen years can only be +handled on the basis of cooperation. They have passed from the stage of +blindly following what they are told. They have experience enough to +know that they are able to do things themselves, and they have +discovered enough things to give them a basis of doing things on their +own account. The way to handle boys rightly in this group will be by +tactful suggestion and cooperation on the part of the teacher. There +will be very little difficulty with the groupings if the Sunday school +superintendent or teacher respects the natural, group "ganging" of the +boys. The boys <a name='Page_253'></a>themselves group, not according to mental efficiency +tests, but according to physiological development. Thus we find boys of +various chronological ages in the same gang. A little common sense will +prevent many blunders.</p> +<br /> + +<p><b>Securing Teen Age Teachers</b></p> + +<p>As soon as Sunday school teaching becomes a dignified, worth-while job, +men will be attracted to the task and privilege. The unemployed male +members of the church will then be led to see that there is something +real to be achieved. The vision of a symmetrically developed boy is all +that is needed to get most men. Of course, they demand a plan, and the +organized Sunday school class with through-the-week activities will +supply that.</p> + +<p>Sometimes it is a good thing to send the boys themselves after the +teachers. This has been found to be of great profit in several places. +The request coming from the boys means a lot more than coming from the +superintendent. The following extracts <a name='Page_254'></a>from two letters of a teen age +superintendent give point to this idea.</p> + +<p>"On Sunday a bunch of the younger boys came to Mr. Ball, and said, 'We +have no teacher; will you get one for us?' Mr. Ball looked at them, and +said, 'Who do you want, fellows?' They looked at each other—this was +something new. 'Who do we want?' and the leader turned around and said +to the fellows, 'Say, fellows, who <i>do</i> we want?' A hurried consultation +revealed the fact that they wanted, of course, one of the prominent men +of the church. Mr. Ball said, 'All right; get hold of my coat-tail'; and +the crew got hold, and formed a snake line, and out of the school they +went, upstairs to one of the class-rooms, in search of Mr. B. They found +that he had left for home, and the boys looked at Mr. Ball and said, +'Now, what shall we do?' Mr. Ball said, 'Well, fellows, you know where +he lives. I can't go with you, but you fellows go to his home and camp +there until he says yes.' Off they started. Several men were telling me +this story, and one is a neighbor of Mr. B's. He <a name='Page_255'></a>said that when he got +home from Sunday school last Sunday—a bitter cold day—he went out into +his back yard, and, glancing over the fences, he saw a bunch of twelve +boys lined up on Mr. B's back porch, stamping their feet. He called +across to them, 'Say, fellows, what's the matter?' 'We're looking for a +Sunday school teacher,' they yelled back. He said he thought he'd drop.</p> + +<p>"The next morning Mr. Ball met Mr. B. in the street car, and he grinned +across at him and said, 'Did a group of boys call on you yesterday, Mr. +B.?' 'They certainly did,' he replied, with a broad grin. 'Well, did +they get you?' 'Did they get me? Yes, they sure got me, and from now on +I'm going to teach their class; there was nothing else for me to do.'"</p> + +<p>The story of another teacher acquired in this way reads as follows:</p> + +<p>"Before the boys got to his house the man was getting ready for bed. He +had fixed the furnace, and had his bath robe on when the door-bell rang. +He had just said to his wife that he did not think any one would <a name='Page_256'></a>call +that night, and it was then about nine-thirty. When the bell rang his +wife snickered,' as he put it. He went down stairs, turned the gas on +low, and opened the door. Three older fellows stood on the porch. He +looked at them and they at him and then he asked them in. They filed +in—fellows 17 and 18 years of age. He led the way into the library, +like a monk in flowing robes, and the three fellows followed. Seating +themselves solemnly they stated the cause of their visit, and he started +to remonstrate, etc. They settled themselves comfortably in their +chairs, and said they had come to camp there until he 'saw it.' This is +the man's own story. He said that when he saw they were in earnest he +told them he would like to teach a class of fellows such as they, and +that he would take the class if they would get on the job."</p> +<br /> + +<p><b>The Teen Age Older Boy as Teacher</b></p> + +<p>Increasing attention is being given in some places to the training of +older boys for the teaching of younger groups in the Sunday <a name='Page_257'></a>school. On +"Decision Day" volunteers are being asked to enter a Training Class, and +choice Christian boys are in this way being interested in the teaching +work of the school. In other places older boys are being put in charge +of younger boys' classes, and are meeting, either on Sunday or on a +week-night, for training. This latter plan affords real laboratory work, +without which teacher-training courses are pure theory. We learn by +doing.</p> + +<p>The teen age boy as teacher will ultimately solve the problem of the +teen age teaching force. As Japan, Corea, India and China must +eventually be Christianized by native Christian forces, so the teen age +in the Sunday school will, of necessity, in principle and practice, be +led by the teen age. The duty of the missionary in non-christian lands +is to train the native forces for the task of Christianizing these +lands; likewise, the men of this Sunday school generation must lead and +train the older adolescent in the Secondary Division of the school for +the leading of the teen age into the service of the church.</p><a name='Page_258'></a> +<br /> + +<p>PREPARATION FOR TEACHING</p> + +<p>The really great task of the Christian adult and older boy in the Sunday +school is a real training for service. Stopping the leak from the teen +age in the Sunday school will never be accomplished until workers are +willing to prepare and equip themselves to a point where their wisdom, +ability and consecration will attract the active minds of the teen boys. +Every teacher should be an International Standard Teacher Training +graduate. Information concerning this course can be obtained from any +Sunday School Association.</p> +<br /> + +<p>PATIENCE NECESSARY IN THE TEACHER</p> + +<p>Things cannot happen in a day. Christianity itself is a growing, +developing thing. "First the seed, then the blade, then the ear, then +the full corn in the ear." Have patience! Maybe you will have to win the +boys yourself first, before you can win them for Him. Read this letter +from a man who <a name='Page_259'></a>has the vision, the plan and a lot of common-sense +patience, and think it over:</p> + +<p>"Very recently I came across your card, and it brought to mind the +promise I made to report progress with my class of boys.</p> + +<p>"You see so many people in the course of a week, to say nothing of a +couple of months, that it may be well to remind you that I am the chap +who came to your room in——, and afterward stuck to you all the way +to——when you were leaving town.</p> + +<p>"When I saw you I was having an average attendance of three, if one is +allowed to stretch a fraction of a boy into a whole one, and a +membership in the class of four. These boys had lost all interest in the +Sunday school, and it was only that 'Dad said you must' that any of them +came at all to the service.</p> + +<p>"Today I have done as well as the faithful servants, and behold my four +talents have gained other four. There is no longer a membership and +average attendance, for they all come when they are not sick or out <a name='Page_260'></a>of +town; and one thing which is a wonder to me is that a good many of the +boys from other schools come to us whenever there is no service in their +own churches.</p> + +<p>"I have not said 'now boys' to this class once, but we have gone hunting +caves and are going again next Thursday, and we are all going camping if +we can arrange a time during the summer.</p> + +<p>"These boys, who used to come to the church with a lurching walk and +underlip stuck out, now come in like men. They have covered the class +room walls with pictures from magazines, have brought rocking chairs +from home and use their room as the place to plan the fun for the +following week. They have, after some pretty violent pushing from the +teacher, petitioned the powers to give the basement of the church over +to them and the other classes of intermediate grade for the purpose of +having a social evening once each week. The petition has been granted +and we will probably open up about May 16th.</p> + +<p>"None of my class show any violent signs <a name='Page_261'></a>of getting converted yet, but +when one considers that this is a class who could not keep a teacher +over three or four Sundays; who used to start a rough-house on all +proper and improper occasions, and who had been known to throw books or +any other handy article when they got sick of hearing any more Bible, I +think I can report progress.</p> + +<p>"The most of my boys were arrested a couple of months ago for breaking +into summer camps and looking around. Today three of them came to my +office with one of their friends who had cut his foot and told me all +about their trouble, owning up to the whole business and ending by +saying that if I would take their Boy Scout society they would cut all +that kind of business out. I wish to God I had the time to take up this +Boy Scout job, but I have not; but I will do the next best thing by +taking them hiking on Thursday, which is my day of rest.</p> + +<p>"One can't teach boys like these the beauties of religion any more than +he can teach Greek to a puppy. They are not up to this kind of thing, so +I am trying to teach <a name='Page_262'></a>them to be men, and when we get that lesson we +will try the higher one. Of course, I give them the moral side of every +lesson and point out how God has worked through some mighty mean +material.</p> + +<p>"We still have a fight once in a while during class hours, and I call +time when they get too near the stove, but this is to be expected in a +class which is entirely self-governing. I never have said one word about +anything they have done in the class, except to impress upon them that +they should be men and the lesson is working slowly.</p> + +<p>"Now, my good sir, don't try to reply to this letter. I know you get a +good many just like it, and I am writing just to give you my experience +in the hope that it may help some one else; also because I promised to +let you know what progress the class was making.</p> + +<p>"<i>If you will drop into——in a year from now I hope to be able to point +to a much larger class than the first six months has shown and to show +you the majority in the church</i>.</p> + +<div class='poem'><div class='stanza'><a name='Page_263'></a> +<span>"Thanking you for reading this far and<br /></span> +<span>with kindest wishes, I am<br /></span> +<span class='i21'>"Very truly yours."<br /></span> +</div></div> +<br /> + +<p><b>The Boy the Main Issue</b></p> + +<p>The idea that must continually be kept in mind is the boy's good and the +boy. A lot of our teachers in the public schools are trying to teach the +subject-matter of the book when they ought to be teaching the boy. They +employ static methods. You can get up a goal for attainment and the boy +will reach the goal. Generally, however, he will go no higher than you +point. Your teaching should be dynamic rather than static.</p> + +<p>Aim to secure balanced, symmetrical activities for your class. Remember +your boy is four-sided, that he is physical, mental, social and +religious in his nature. Do not neglect any one side of him, but get the +proper agencies to cooperate with you for these ends. <i>Let the boys do +whatever they can. Merely insist on adequate adult supervision</i>. Above +all be patient, practical and business-like and remember that old heads +never grow <a name='Page_264'></a>on young shoulders. <i>The Sunday school Teacher should take +his place in the community by the side of the teacher of secular +instruction. He is an educator, and is dealing with the most plastic and +most valuable asset in the community—boyhood</i>. Let him take his task +seriously, look upon his privilege with a desire to accomplish great +things, and always remember that the good of the boy is his ultimate +aim.</p> +<br /> + +<p>BIBLIOGRAPHY ON THE TEEN AGE TEACHER</p> + +<p>Brumbaugh.—The Making of a Teacher ($1.00).</p> + +<p>Foster.—Starting to Teach (.40).</p> + +<p>James.—Talks to Teachers ($1.50).</p> + +<p>Kirkpatrick.—Individual in the Making ($1.25).</p> + +<p>McElfresh.—Training of Sunday-school Teachers (<i>in preparation</i>).</p> + +<p>Schauffler.—Lamoreaux-Brumbaugh-Lawrance. Training the Teacher ($1.00).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_265'></a> +<a name='XX'></a><h3>XX</h3> + +<h2>DANGER POINTS</h2> +<br /> + +<p>A real danger lies in boys' groups which are seemingly organized, yet +which really have no organization. A few Bible classes have officers, +such as president, secretary, and treasurer, and a few standing +committees, all of whom take no real part in the class life, the teacher +doing everything himself and attempting to deceive the boys by giving +them a show of organization. Such classes are detrimental to the spirit +of boys' work, and should not be tolerated.</p> + +<p>The teacher who cannot retire his leadership to the rear of the class, +instead of posing at the front, is another serious damper to organized +work with boys in the Sunday school. A leader should have a strong +Christian character, have the quality of <a name='Page_266'></a>commanding the respect of +boys, have the ability to direct boys in doing things, be keen in his +sympathy, have patience and persistence, and be absolutely natural in +his bearing. He encourages freedom of thought on the part of the boys, +believes that a boy has brains enough of his own to think on any point +that may be discussed, is open and above-board in his teaching, has a +strong grip upon the practical truths of life, and tries to lead his +boys out of doubt and difficulty by the path of service.</p> + +<p>If dangers such as these be eliminated from boys' work in connection +with the Sunday school, and if the spirit of sincerity and earnestness +pervades the work of the leaders, there should be little difficulty in +raising the boy through the physical, social and mental to the larger +spiritual expression for which the church stands. Every week hundreds of +boys of the adolescent years are lining up for Christian service all +over our land, and if the ideas and directions given these boys are of +the right sort, within one generation there will be no boy problem, <a name='Page_267'></a>for +the boy problem of this generation is not the problem of the boys, but +the problem of the men who are leading boys.</p> +<br /> + +<p>BIBLIOGRAPHY ON DANGER POINTS</p> + +<p>The Older Boy Sunday School Superintendent (<i>American Youth</i>, October, +1912). (.20).</p> + +<p>Robinson.—The Adolescent Boy in the Sunday School (<i>American Youth</i>, +April, 1911). Single copies out of print but bound volume for 1911 may +be obtained for $1.50.</p> + +<p>Statten.—Danger Lines in Using Boys (<i>American Youth</i>, June, 1912) +(.20).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_268'></a> +<a name='XXI'></a><h3>XXI</h3> + +<h2>THE RURAL SUNDAY SCHOOL</h2> +<br /> + +<p>The problem of the rural Sunday school is its size and equipment. The +average number in the school is around eighty, and the building is +nearly always a single room. Some very small villages, near great +cities, and even some struggling mission Sunday schools in these cities +have to contend with the same problem. Some of this volume will apply to +the rural Sunday school, and some will not. It is the province of this +chapter to point out the parts that apply.</p> + +<p>Everything that has to deal with the Organized Class or group is +applicable. The Organized Class is the unit and beginning of all +organization. The boy gang, or group, is common to both city and rural +district. There is no problem in either place, if there <a name='Page_269'></a>is no group of +boys. The Departmental groupings may not be feasible. Usually they are +not. There may not be enough groups of boys to form a club or Boy Scout +Troop or a chapter of a boy order. Generally this is true. And, after +all, it is a distinct gain to the Sunday school, as the grouping that is +made by force of compulsion is the Organized Class or group. The chapter +on the Organized Sunday School Bible Class will apply itself to the +rural school, wherever there is a half dozen boys and it is given a +chance.</p> + +<p>The chapter on Bible Study will likewise fit into the rural situation. +No matter whether the boys be urban or rural, they demand Bible Study +that will fit into their religious, developing needs. Perhaps Bible +Study courses with rural application need to be arranged, and I am led +to believe that the illustrative material should be vastly different +from that used for city boys, and of a rural character. However, there +has been too much written and spoken of the difference between rural and +urban boys. The <a name='Page_270'></a>differences discovered by the writer seem to be all in +favor of the country boy—more wholesome surroundings, more quiet and +less nerve-destroying interests, and more time, because of fewer +commercial amusements to really discover things for themselves. The +average rural boy has read more and knows more about current events than +the city-bred lad. The country boy should not be provincialized by his +Bible Study, or anything else. He should be given as large a touch with +the world of men and letters as any one else. The illustrations used in +Lesson Helps, etc., should have some bearing on the life he leads, that +the application of the study may germinate in his daily life, else the +study will have little meaning, but he needs no separate, distinct +courses. It is not a different selection of material, but a different +treatment that is needed. The Denominational Leaders will sooner or +later be forced to heed this cry from the largest section of the Sunday +school field. Until they do Graded Lessons will not gain materially in +the open country.</p> + +<p><a name='Page_271'></a>On the other hand, where there is only one group of adolescent boys in +the Sunday school, Graded Lessons are practicable, as well as necessary +to the best religious development of boyhood. The grading is cut down to +a minimum, and it merely means fewer classes studying the same lesson. +It would mean just the one group, with a new course each year. The +difficulty is not with the lessons, but with the school officials and +the teacher.</p> + +<p>The chapter on Through-the-Week Activities is very applicable. The gang +will get together some time, on Saturday night, if not at another time. +The Young Men's Christian Association County Work Secretaries are +getting the boys of the open country together for week-night meetings +without trouble. "Get something doing" and see how quickly the rural +boys will get together. These activities again will differ greatly from +those of city boys. There will be great emphasis on the Social and +Mental as against the Out-of-Door doings of the urban adolescents. The +principle already laid <a name='Page_272'></a>down, to let the boys themselves decide the +activity, will settle this difficulty at the start.</p> + +<p>So as to the chapter on the Teen Age Teacher! Boys and men are the same +pretty much, wherever they live. They may be more deliberate, less +showy, and steadier in some places than others, but we cannot admit +inferiority or lack of interest on the part of the splendid rural boy. +He is filling the big jobs in our cities today, and will as long as the +cities last. The teen age teacher in the rural school needs to master +himself for his task. He is doing a bigger piece of work than his +brother of the city school. He is preparing men for urban leadership.</p> + +<p>To make a long story short, the parts of this book that deal with the +small group are applicable to the rural Sunday school. The teen age +teacher in the rural school should begin with these, and maybe after a +while he will see opportunities for larger groupings. The Young Men's +Christian Association County Work Secretary certainly is.<a name='Page_273'></a> Inter-Sunday +school work is possible by the Sunday school forces themselves.</p> + +<p>A fitting close to this chapter is the challenge to the teen age +teachers of the rural schools, which Mr. Preston G. Orwig has hurled at +North America:</p> + +<p>"Every rural school has its quota of workers who are, perhaps +unconsciously, limiting their own usefulness, as well as retarding the +progress of the school, by meeting every new plan of work proposed with +the statement that, 'That plan is all right for the city, but it won't +work here because we have so few members and our people live so far +apart.' With the exception of the man who constantly reminds us that 'we +did not do it this way thirty years ago,' and who, in some cases, is +really a menace to the work, there is no greater obstacle confronting +workers in rural schools.</p> + +<p>"In a recent conference of Secondary Division workers in rural Sunday +schools, a speaker was advocating the necessity of recognizing the +fourfold—physical, mental, social and spiritual—life of the scholars, +in <a name='Page_274'></a>planning for the work of the class. The tremendous opportunity of +teachers for reaching adolescent boys for Jesus Christ, through their +physical and social instincts, was emphasized. Luke 2:52 was quoted to +clinch the argument. In the discussion that followed everybody seemed +satisfied that a broader policy of work should be pursued. At this +juncture a man in the audience arose, and, in a most uncompromising +manner, attempted to show that it was useless to promote such methods +for rural schools, as the scattered population and limited membership +made it impossible to develop the work along the lines proposed.</p> + +<p>"Later in the day, two of the members in this man's own class were +interviewed, and, in answer to direct questions concerning the above two +points, stated that during the winter months older boys and girls, many +of whom attended that very school, went as often as three nights a week +to a small pond in the community to skate, some of them traveling from +three to four miles to get there. Other sports were indulged in, +<a name='Page_275'></a>according to the season, and, according to these boys, they seldom +experienced great difficulty in getting 'a crowd' together. Frequently +their games wound up in a grand free-for-all fight.</p> + +<p>"Now, had this teacher recognized the educative value of supervised play +and planned to meet his fellows on the ice, as a class, he would have +formed contacts there which he could never hope to form by simply +meeting them in the Sunday afternoon session. In addition to that he +would have an opportunity to help the class to apply practically the +truths of the Sunday lesson in the activities of everyday life.</p> + +<p>"It would be well for such workers to remember that in some of our +larger cities one must oftentimes travel from one to two hours on +crowded trolley cars, in distance, perhaps, eight or ten miles, in order +to meet with his class. Again, in some sections of the city, populated +mostly by foreigners, the Sunday schools are often smaller, in point of +membership, than many of the rural schools.</p><a name='Page_276'></a> + +<p>"It matters not whether the boy or girl lives in the city or country, +the needs are the same. What is needed is 'Visioned Leadership.'</p> + +<p>"It is, in a sense, pathetic, to note that these objections are always +of adult origin and are not the verdict of the boys. They, however, must +suffer in a handicapped development, through the shortsightedness of +their leaders. Where there's a will, there's a way."</p> +<br /> + +<p>BIBLIOGRAPHY ON THE RURAL SUNDAY SCHOOL</p> + +<p>Cope.—Efficiency in the Sunday School ($1.00).</p> + +<p>Fiske.—The Challenge of the Country (.75).</p> + +<p>The Rural Church Message—Men and Religion Movement ($1.00).</p> + + + +<hr style='width: 65%;' /> +<a name='Page_277'></a> +<a name='XXII'></a><h3>XXII</h3> + +<h2>THE RELATION OF THE SUNDAY SCHOOL TO COMMUNITY ORGANIZATIONS</h2> +<br /> + +<p>The church school is not, by any means, the only force in the community, +as far as the boy is concerned, but it is destined to be the biggest +force. The church, itself, is the most permanent institution of the +community, and will always be so, as long as humanity remains religious. +In the church are all the conserving elements of the community—slow to +change, it stands for the best. Having adopted anything after approved +worth commends it, it tenaciously holds it in trust. Communities may +have homes and schools, but, without the church, they are not good +places in which to live. The church, then, because it is most permanent, +<a name='Page_278'></a>should tie the loyalty of the boy to herself. This she best does +through her school—the Sunday school.</p> + +<p>There are, however, other church forces in the community—organizations +fostered and supported by the material and moral enthusiasm of the +members of the church. Some of these organizations have been frankly +formed for the purpose of assisting the church in some special field of +religious education. This is essentially true of such boy organizations +as the Knights of King Arthur, Knights of St. Paul, Knights of the Holy +Grail, and the Boys' Brigade. It is essentially true, also, of the Young +Men's Christian Association. The first of these—the boy +organizations—constitutes a method which is at the disposal of the +church. The second—the Christian Association—has grown to be a mighty +operating force, with hundreds of employed officers and millions of +dollars of property. Save for the fact that church members compose the +directorates, it is independent of the church. With this and other +organizations what can the <a name='Page_279'></a>church's relationship be? The seeming answer +would be cooperation—a glad working together for the general betterment +of the community itself by tried and approved plans. However, a new +condition has arisen, which offers more than general cooperation between +the Church and these organizations for the teen age boy. Until recently +the church school had no clear-cut method for working with the teen age +lad, while the boy organizations referred to had such a method, and the +Young Men's Christian Association, after years of work, has a force of +more or less experienced experts in boy life in its employ. The methods +of these boy organizations and the boy experts of the Young Men's +Christian Association must have a field of operation, and the best +field, of course, is that of the church school, where boys should be +found. The Young Men's Christian Association, in its own building, +touches but a minute fraction of the boy life of the city in which it +operates, and, to touch the city boy life, must get out of its building. +It then has a choice of fields, Public<a name='Page_280'></a> Playground, Public School, or +Community Betterment. If, however, it is true to the principle of its +founding—to be an arm of the Church among young men—that which it +attempts to do should be tied up to the Church, or, in the case of teen +age boys, to the church school. To accomplish the latter, what shall the +procedure be? Shall the Young Men's Christian Association win the boy, +and then deliver him, saved for service, to the Church, or shall the +Young Men's Christian Association work with the Church as part of the +Church inside the church school? Common sense would say both ways, and +all other ways possible, just so the boy stands saved and in the Church +for service. And this is as it should be, and the employed experts of +the Young Men's Christian Association should render service to the +Church, both within and without the Church—and this service may be +through method, or organization, or both. At all times the weakness of +the Church should be the Association's opportunity to help the Church +realize herself, and this can best be accomplished by <a name='Page_281'></a>the constructive +suggestion that works its way out on the inside of the organization. +Little help comes from battering a wall on the outside. At least it does +not help the house inside any. Cooperation, then, must be understood as +the internal assistance given the Church herself to realize the need and +the plan to meet it.</p> + +<p>In this regard every organization must clearly understand the church it +seeks to aid. Most organizations have singular aims and motives. The +Church is a complex organization, with many needs. The church school has +many divisions and departments, has two sexes to minister to, embraces +all ages, from the cradle to the grave, and usually has no paid +officers. Through it all proportion has to be maintained—balance of +organization, fair opportunity for all, young or old, male and female. A +plan for the education of the teen age boy will no more solve the +problem of the Sunday school than it would the educational, physical +employment, or social difficulties of the Young Men's Christian +Association. In proper <a name='Page_282'></a>relationship to the other factors of the problem +in church school, or Young Men's Christian Association, it would help +the whole organization. It surely takes more than plaster to make a +house, important as is plaster.</p> + +<p>The Sunday school has its own problems of organization, sexes, ages, +equipment, equality, fair-play, opportunity, leadership, etc. No +organization can help these problems from the outside, or by emphasis on +any one phase. Gain in one department may be loss in another. The Sunday +school needs proportionate gain.</p> + +<p>The Sunday school, therefore, should welcome any organization or method +that bids fair to help in the solution of its problems. It should +eagerly avail itself, especially, of the aid that the Boy Life Expert of +the Young Men's Christian Association can give, thus reducing religious, +economic duplication, and achieving united conservation of boy life. On +the other hand, the Boy Life Expert of the Young Men's Christian +Association should thoroughly acquaint himself with the genius of the +Sunday school, the <a name='Page_283'></a>plan of its organization, and the pith of all its +problems of sex and age, leadership and training, aims and objectives. +He should also know thoroughly the policies of denominational and +interdenominational Sunday school bodies, and, where there are +denominations in plural quantity, this may mean a task worth while. +Sometimes it is a slow process. Surely, so! The Kingdom, with all the +wisdom of Heaven, has been twenty centuries in the building, and it has +been wrought out in the Church. The contribution that each man or woman +makes must be small, but likewise great in its possibilities, if wisely, +patiently given.</p> + +<p>An organization cannot be permanently helped by introducing into its +life the methods of another without the process of assimilation; neither +can strength be given merely a part of the body to cure the whole. +Organic tone is needed. Intelligent, Sunday school-wide cooperation! +This is the invitation of the church school to all existing +organizations. The conditions of the challenge are not easy, but the +task is interesting <a name='Page_284'></a>and worth while, and the promise of increased +efficiency is great indeed.</p> +<br /> + +<p>BIBLIOGRAPHY ON SUNDAY SCHOOL AND COMMUNITY ORGANIZATIONS</p> + +<p>Lawrance.—The Cooperation Sunday Schools Desire (<i>American Youth</i>, +April, 1911) (.20).</p> + +<p>Flood.—A Federation of Sunday School Clubs (<i>American Youth</i>, April, +1911) (.20).</p> + +<p>Alexander.—Sunday School Use of Association Equipment (<i>American +Youth</i>, April, 1911) (.20).</p> + +<br /> +<br /> +<p><b>FOOTNOTES:</b></p> + +<div class='note'><a name='Footnote_1_1'></a><a href='#FNanchor_1_1'>[1]</a> + Makes provisions for sick and shut-ins but essentially meant for adults.</div> + +<div class='note'><a name='Footnote_2_2'></a><a href='#FNanchor_2_2'>[2]</a> + A large part of this chapter is taken from Secondary +Division Leaflet Number 2, International Sunday School Association.</div> + +<div class='note'><a name='Footnote_3_3'></a><a href='#FNanchor_3_3'>[3]</a> + Older Boy</div> + +<div class='note'><a name='Footnote_4_4'></a><a href='#FNanchor_4_4'>[4]</a> + Adult</div> + +<div class='note'><a name='Footnote_5_5'></a><a href='#FNanchor_5_5'>[5]</a> + Much of this Chapter has been drawn from Secondary Division +Leaflet Number 4, International Sunday School Association.</div> + +<div class='note'><a name='Footnote_6_6'></a><a href='#FNanchor_6_6'>[6]</a> + Much of this Chapter has been drawn from Secondary Division +Leaflet Number 1, International Sunday School Association.</div> + +<div class='note'><a name='Footnote_7_7'></a><a href='#FNanchor_7_7'>[7]</a> + The Executive Committee of the Department should have +membership on the Sunday School Board.</div> + +<div class='note'><a name='Footnote_8_8'></a><a href='#FNanchor_8_8'>[8]</a> + These conference may also be state wide in their scope.</div> + +<div class='note'><a name='Footnote_9_9'></a><a href='#FNanchor_9_9'>[9]</a> + This Chapter is largely drawn from International Sunday +School Association, Second Division Leaflet Number 5.</div> + +<div class='note'><a name='Footnote_10_10'></a><a href='#FNanchor_10_10'>[10]</a> + This Chapter is a compilation of articles written by the +author in the <i>Westminster Teacher</i> and <i>Illinois Trumpet Call</i>.</div> + +<div class='note'><a name='Footnote_11_11'></a><a href='#FNanchor_11_11'>[11]</a> + This Chapter is a blending of articles written for the Boy +Scout Master's Handbook, the <i>Adult Magazine</i> and hitherto unpublished +material.</div> + + + + + + + + +<pre> + + + + + +End of Project Gutenberg's The Boy and the Sunday School, by John L. 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Alexander + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: The Boy and the Sunday School + A Manual of Principle and Method for the Work of the Sunday + School with Teen Age Boys + +Author: John L. Alexander + +Release Date: May 28, 2005 [EBook #15923] + +Language: English + +Character set encoding: ASCII + +*** START OF THIS PROJECT GUTENBERG EBOOK THE BOY AND THE SUNDAY SCHOOL *** + + + + +Produced by Curtis Weyant, Thomas Hutchinson and the Online +Distributed Proofreading Team. + + + + + + + + + +THE BOY +AND THE +SUNDAY SCHOOL + + + +A Manual of Principle and Method for +the Work of the Sunday School +with Teen Age Boys + + +JOHN L. ALEXANDER + + +_Superintendent Secondary Division +International Sunday School Association +Author and Editor "Boy Training," "The Sunday +School and the Teens," "Boys' Hand +Book, Boy Scouts of America" +"Sex Instruction for Boys," etc_. + + + + +=Introduction by= +MARION LAWRANCE + +_General Secretary, World's and +International Sunday School Associations_ + + + + +ASSOCIATION PRESS +NEW YORK: 347 MADISON AVENUE +1920 + +COPYRIGHT, 1913, BY +THE INTERNATIONAL COMMITTEE OF +YOUNG MEN'S CHRISTIAN ASSOCIATIONS + + +THIS LITTLE BOOK IS DEDICATED TO THE MEN WHO MUST FACE ALL THE PROBLEMS +OF THE SUNDAY SCHOOL--TO THE MEN WHO HOLD THE KEY TO ALL THE LIFE AND +PROGRESS OF THE SCHOOL--THE SUPERINTENDENTS OF NORTH AMERICA. + + + + +INTRODUCTION + + +The Sunday school chapter of Church history is now being written. It +comes late in the volume, but those who are writing it and those who are +reading it realize--as never before--that the Sunday school is rapidly +coming to its rightful place. In the Sunday school, as elsewhere, it is +the little child who has led the way to improvement. The commanding +appeal of the little ones opened the door of advance, and, as a result, +the Elementary Division of the school has outstripped the rest in its +efficiency. + +Where children go adults will follow, and so we discover that the Adult +Division was the next to receive attention, until today its manly +strength and power are the admiration of the Church. + +Strange as it may seem, it is nevertheless true, that the middle +division, called the Secondary, and covering the "Teen Age," has been +sadly neglected--the joint in the harness of our Sunday school fabric. +Here we have met with many a signal defeat, for the doors of our Sunday +schools have seemed to swing outward and the boys and girls have gone +from us, many of them never to return. We have busied ourselves to such +an extent in studying the problem of the boy and the girl that the real +problem--the problem of leadership--has been overlooked. + +The Secondary Division is the challenge of the Sunday school and of the +Church today. It is during the "Teen Age" that more decisions are made +_for_ Christ and _against_ him than in any other period of life. It is +here that Sunday school workers have found their greatest difficulty in +meeting the issue, largely because they have not understood the material +with which they have to deal. + +We are rejoiced, however, to know that the Secondary Division is now +coming to be better understood and recognized as the firing line of the +Sunday school. + +What has been needed and is now being supplied is authoritative +literature concerning this critical period. Indeed, the Sunday school +literature for the Secondary Division is probably appearing more rapidly +now than that for any other division of the school. + +This book is a choice contribution to that literature. It comes from a +man who has devoted his life to the boys and girls, and who is probably +the highest authority in our country in this Department. The largest +contribution he is making to the advancement of the whole Sunday school +work is in showing the fascination, as well as the possibilities, of the +Secondary Division. We are sure this little book will bring rich returns +to the Sunday schools, because of the large number who will be +influenced, through reading its pages, to devote their lives to the +bright boys and fair girls in whom is the hope, not only of the Church, +but of the World. + +=Marion Lawrance.= + +Chicago, June 1, 1913. + + + + +CONTENTS + +CHAPTER PAGE + +Foreword 13 + +I The Home and the Boy 23 + +II The Public School and the Boy 32 + +III The Church and the Boy 37 + +IV The Sunday School or Church School 41 + +V The Boy and the Sunday School 48 + +VI Fundamental Principles in Sunday School Work with Boys 57 + +VII Method and Organization 62 + +VIII The Organized Sunday School Bible Class 74 + +IX Bible Study for Boys 93 + +X Through-the-Week Activities for Boys' Organized Classes 104 + +XI The Boys' Department in the Sunday School 120 + +XII Inter-Sunday School Effort for Boys 135 + +XIII The Older Boys' Conference or Congress 138 + +XIV The Secondary Division or Teen Age Boys' Crusade 158 + +XV Sex Education for Boys and the Sunday School 176 + +XVI The Teen Boy and Missions 193 + +XVII Temperance and the Teen Age 202 + +XVIII Building up the Boy's Spiritual Life 208 + +XIX The Teen Age Teacher 215 + +XX Danger Points 265 + +XXI The Rural Sunday School 268 + +XXII The Relation of the Sunday +School to Community Organizations 277 + + + + +FOREWORD + + +A great deal of material has come from the pens of various writers on +boy life in the last few years. Quite a little, also, has been written +about the Sunday school, and a few attempts have been made to hitch the +boy of the teen years and the Sunday school together. Most of these +attempts, however, have been far from successful; due, in part, to lack +of knowledge of the boy on the one hand, or of the Sunday school on the +other. Generous criticism of the Sunday school has been made by experts +on boy life, but this generally has been nullified by the fact that the +critics have had no adequate touch with the Sunday school or its +problems--their bread-and-butter experience lay in another field. + +"The Men and Religion Forward Movement," in its continent-wide work, +discovered not a few of the problems of the Sunday school, and +attempted a partial solution in the volume on boys' work in the +"Messages" of the Movement. It was but partial, however, first, because +the volume tried to deal with the boy, the church and the community all +together, and second, because it failed to take into account the fact +that there are two sexes in the church school and that the boy, however +important, constitutes but a section of the Sunday school and its +problems. + +In view of this, it may not be amiss to set forth in a new volume a more +or less thorough study of the Sunday school and the adolescent or teen +age boy, the one in relationship to the other, and at the same time to +set forth as clearly as possible the present plans, methods and attitude +of the Sunday school, denominationally and interdenominationally. + +In the preparation of this little book I have utilized considerable +material written by me for other purposes. Generous use has also been +made of the Secondary Division Leaflets of the International Sunday +School Association. A deep debt of gratitude is mine to the members of +the International Secondary Committee: Messrs. E.H. Nichols, Frank L. +Brown, Eugene C. Foster, William C. Johnston, William H. Danforth, S.F. +Shattuck, R.A. Waite, Mrs. M.S. Lamoreaux, and the Misses Minnie E. +Kennedy, Anna Branch Binford and Helen Gill Lovett, for their great help +and counsel in preparing the above leaflets. Grateful acknowledgment is +also made to Miss Margaret Slattery, Mrs. J.W. Barnes, Rev. Charles D. +Bulla, D.D., Rev. William E. Chalmers, B.D., Rev. C.H. Hubbell, D.D., +Rev. A.L. Phillips, D.D., Rev. J.C. Robertson, B.D., and the Rev. R.P. +Shepherd, Ph.D., for their advice and suggestions as members of the +Committee on Young People's Work of the Sunday School Council of +Evangelical Denominations. The plans and methods of these leaflets have +the approval of the denominational and interdenominational leaders of +North America. I wish, also, to make public mention of the great +assistance that Mr. Preston G. Orwig and my colleague, Rev. William A. +Brown, have rendered me in the practical working out of many of the +methods contained in this volume. Two articles written for the "Boys' +Work" volume of the Men and Religion Messages, and one for "Making +Religion Efficient" have been modified somewhat for this present work. +The aim has been to set forth as completely as possible the relationship +of the Sunday school and the boy of the teen years in the light of the +genius of the Sunday school. + +No attempt has been made in this volume to discuss the boy +psychologically or otherwise. This has been done so often that the +subject has become matter-of-fact. My little volume on "Boy Training," +so generously shared in by other writers who are authorities on their +subjects, may be referred to for information of this sort. "The Sunday +School and the Teens" will, likewise, afford valuable technical +information about the Sunday school, it being the report of the +International Commission on Adolescence. + +This book is largely a volume of method and suggestion for leaders and +teachers in the Sunday school, to promote the better handling of the +so-called boy problem; for the Sunday school must solve the problem of +getting and holding the teen age boy, if growth and development are to +mark its future progress. Of the approximately ten million teen age boys +in the field of the International Sunday School Association, ninety per +cent are not now reached by the Sunday school. Of the five per cent +enrolled (less than 1,500,000) seventy-five per cent are dropping from +its membership. Every village, town and city contributes its share +toward this unwarranted leakage. The problem is a universal one. + +The teen age represents the most important period of life. Ideals and +standards are set up, habits formed and decisions made that will make or +mar a life. The high-water mark of conversion is reached at fifteen, and +between the ages of thirteen and eighteen more definite stands are made +for the Christian life than in all the other combined years of a +lifetime. + +It marks the period of adolescence, when the powers and passions of +manhood enter into the life of the boy, and when the will is not strong +enough to control these great forces. Powers must be unfolded before +ability to use them can develop, and instincts must be controlled while +these are in the process of development. The importance of systematic +adult leadership during this period of storm and stress cannot be too +strongly emphasized. + +The teen age boy is naturally religious. Opportunity, however, must be +given him to express his religion in forms that appeal to and are +understood by him. In other words, his religion, like his nature, is a +positive quantity, and will be carried by him throughout the day, to +dominate all of the activities in which he engages. + +The problem also reaches through the entire teen years and must be +regarded as a whole, rather than as a series of successive stages, each +stage being separate and complete in itself. + +The great problem, then, which confronts us is to keep the boys in the +church and Sunday school during the critical years of adolescence and +to bring to their support the strength which comes from God's Word and +true Christian friendship, to the end that they may be related to the +Son of God as Saviour and Lord through personal faith and loyal service. + + +GENERAL BIBLIOGRAPHY + +Alexander, Editor.--Boy Training (.75). The Sunday School and the Teens. +(The Report of the International Commission on Adolescence) ($1.00). + +Alexander, Editor.--The Teens and the Rural Sunday School. (The Report +of the International Commission on Rural Adolescence.) _In preparation_. + +Boys' Work Message (Men and Religion Movement) ($1.00). + +Fiske.--Boy Life and Self-Government ($1.00). + +Hall.--Developing into Manhood (Sex Education Series) (.25) + +Hall.--Life's Beginnings (Sex Education Series) (.25) + +Secondary Division Leaflets, International Sunday School Association +(Free). + +1. Secondary Division Organization. + +2. The Organized Class. + +3. State and County Work. + +4. Through-the-week Activities. + +5. The Secondary Division Crusade. + +Swift--Youth and the Race ($1.50). + + +THE BOY AND HIS EDUCATION + +Three institutions are responsible for the education of the adolescent +boy. By "education" is meant not merely the acquisition of certain forms +of related knowledge, but the symmetrical adaptation of the life to the +community in which it lives. The three institutions that cooperate in +the community for this purpose are: the _home_, the _school_, and the +_church_. There are many organizations and orders that have a large +place in the life of the growing boy, but these must be viewed solely in +the light of auxiliaries to the home, school and church in the +production of efficient boyhood and trained manhood. + + +BIBLIOGRAPHY ON EDUCATION + +Draper.--American Education ($2.00). + +Payot.--Education of the Will ($1.50). + + + + +I + +THE HOME AND THE BOY + + +The greatest of the three institutions affecting boy life, from the very +fact that it is the primary one, is the home. The home is the basis of +the community, the community merely being the aggregation of a large +number of well-organized or ill-organized homes. The first impressions +the boy receives are through his home life, and the bent of his whole +career is often determined by the home relationships. + +The large majority of homes today are merely places in which a boy may +eat and sleep. The original prerogatives of the father and mother, so +far as they pertain to the physical, social, mental and moral +development of boyhood, have been farmed out to other organizations in +the community. The home life of today greatly differs from that of +previous generations. This is very largely due to social and economic +conditions. Our social and economic revolution has made vast inroads +upon our normal home life, with the result that the home has been +seriously weakened and the boy has been deprived of his normal home +heritage. + +To give the home at least some of the old power that it used to have +over the boy life, there must needs be recognized the very definite +place a boy must have in the family councils. The general tendency +today, as far as the boy is concerned, is an utter disregard on the part +of the father and mother of the importance of the boy as a partner in +the family. He is merely the son of his father and mother, and their +obligations to him seemingly end in providing him with wholesome food, +warm clothing, a place to sleep and a room in which to study and play in +common with other members of the household. Very little thought is given +on the part of the father and mother to the real part the boy should +play in the direction of the family life. Family matters are never +determined with the help of his judgment. They are even rarely discussed +in his presence. Instead of being a partner in the family life, doing +his share of the family work and being recognized as a necessary part of +its welfare, he is only recognized as a dependent member, to be cared +for until he is old enough to strike out and make a place for himself. +This sometimes is modified when the boy comes to the wage-earning age, +when he is required to assist in the support of the family, but even +then his place in the family councils to determine the policy of the +family is usually a very small one. + +In the home of today few fathers and mothers seem to realize the claim +that the boy has upon them in the matter of comradeship. The parent +looks upon himself very largely in the light of the provider, and but +very little attention is paid to the companionship call that is coming +from the life of his boy. After a strenuous day's work the father is +often physically incapacitated for such comradeship and only the +strongest effort of will on his part can force him to recognize this +fundamental need of his boy's life. It is just as necessary that the +father should play with and be the companion of his boy as it is for him +to see that he has good food, warm clothing, and a comfortable bed to +sleep in. The father generally is the boy's hero up to a certain age. +This seems to be an unwritten, natural law of the boy's life, and the +father often forfeits this worship and respect of his boy by failing to +afford him the natural companionship necessary to keep it alive. In +addition to a place and a voice in the councils of the family, it is +necessary that the boy should have steady parental companionship to +bring out the best that is in him. + +The ownership of personal property and its recognition by the parent in +the life of the boy is fundamental to the boy's later understanding of +the home and community life. Comparatively few fathers and mothers ever +recognize the deep call of the boy life to own things, and frequently +the boy's property is taken from him and he is deprived of its use as a +means of punishment for some breach of home discipline. In many families +the boy grows up altogether without any adequate idea of what the right +of private property really is, with the result that when he reaches the +adolescent years and is swayed by the gang spirit, whatever comes in his +way, as one of the gang, is appropriated by him to the gang use. This +means that the boy, because of his ignorance, becomes a ward of the +Juvenile Court and a breaker of community laws. The tendency, however, +today in legal procedure is to hold the parents of such a boy liable for +the offenses which may be committed. Instead of talking about juvenile +delinquency today we are beginning to comprehend the larger meaning of +parental and community delinquency. Out of nearly six hundred cases +which came before the Juvenile Court in San Francisco last year only +nineteen, by the testimony of the judge, were due to delinquency on the +part of the offender himself. The majority of the remaining cases were +due to parental delinquency, or neglect of the father and mother. A +real part in the home life may be given to the boy by recognizing his +individual and sole claim to certain things in the home life. + +Failure on the part of the father and mother to recognize the growth of +the boy likewise tends to interfere with normal relationships in the +home. Many a father and mother fail to see and appreciate the fact that +their boy really ceases to be a child. Because of this, parents very +often fail to show the proper respect for the personality of the boy, +riding rough-shod over his feelings and will. There follows in matters +of this kind a natural resentment on the part of the boy which sometimes +makes him moody and reticent. This, in its turn, causes the parents to +try to curb what they consider a disagreeable disposition on the part of +the boy. Sometimes this takes the form of resentment at the fact that +the boy wishes at times to be alone, and so fathers and mothers are +continually on the watch to prevent the boy from really having any time +of his own. All of these things put together have but one logical +result, the ultimate break between the boy and the home, and the +departure of the boy at the first real opportunity to strike out for +himself, thus sundering all the home relationships. + +Perhaps one of the saddest things in the home life today is the neglect +of the father to see that his boy receives the necessary knowledge +concerning sex, that his life may be safeguarded from the moral perils +of the community. This is not always a willful breach of duty on the +part of the father, but usually comes from ignorance as to how to broach +this subject to the boy. A great many growing lives would be saved from +moral taint and become a blessing instead of a curse if the father +discharged his whole duty to his growing son, by putting at his disposal +the knowledge which is necessary to an understanding of the functions of +the sex life. + +To recapitulate, several things are necessary to bring about real +relationships in the home life between the parents and the boy. These +are: a place for the boy in the family councils as a partner in the +home life, the boy's right to companionship with his parents, the +privilege and responsibility of private ownership, the right a boy has +to his personality and privacy, and tactful and timely instruction in +matters of sex. This might be enlarged by the parents' privilege of +caring for and developing social life for the boy in the home, a +carefully planned participation in its working life, instructions in +thrift and saving, and a general cooperation with the school and the +church, as well as the auxiliary organizations with which the boy may be +connected, so that the physical, social, mental and spiritual life of +the boy may become well balanced and symmetrical. Add to this the +Christian example of the father and mother, as expressed in the everyday +life of the home, and especially through family worship and a +recognition of the Divine Being at meal time, and without any cant or +undue pressure there will be produced such a wholesome home environment +as to assure the boy of an intelligent appreciation of not only his +father and mother, but of his home privileges in general, and of the +value of real religion. + + +BIBLIOGRAPHY ON THE HOME + +Allen.--Making the Best of Our Children. Two vols. ($1.00 each). + +Field.--Finger-posts to Children's Reading ($1.00). + +Fiske.--Boy Life and Self-Government ($1.00). + +Kirkpatrick.--Fundamentals of Child Study ($1.25). + +Putnam.--Education for Parenthood (.65). + + + + +II + +THE PUBLIC SCHOOL AND THE BOY + + +Of the primary institutions that are cooperating in the life of the boy +today, without a doubt the public school is the most efficient and most +serviceable. Today the school offers and compels a boy to get certain +related courses of study which will make him a better citizen by fitting +him in a measure for the procuring of an intelligent and adequate +livelihood. The school by no means is perfect in this matter, and as +long as over fifty per cent. of the boys fail to graduate even from the +eighth grade in the grammar school, and but one per cent. go to college, +there will be great need of a reconstruction of its methods of work. +Without question, the curricula of the public school should be modified +so as to meet the needs of all the boys in the community and vocational +and industrial training should have larger place in our educational +plans. The boy who is to earn his livelihood by his hands and head +should receive as much attention and intelligent instruction as the boy +who aims at a professional career. However, with all its limitations, +the public school is the only institution which has a definite policy in +the education of the boy. The leaders of the public school system know +whither they are going and the road they must travel to reach the goal. + +Perhaps the greatest weakness of our public school system today is the +inability, because of our division between church and state, to give the +boy any religious instruction in connection with what is styled "secular +education." For the first time in the history of the world has religious +instruction been barred from the public school, and that in our free +America. Most intelligent Christian men now realize that, because of the +division between church and state in our country, religious instruction +in the public school is impossible, as the school is the instrument of +the state in the production of wealth-producing citizenship. The men who +with clear vision see these things also see this limitation of the +public school system and recognize that the church has a larger mission +to fulfill in America than in any other country, it the education of the +boy is to be symmetrical and well balanced. + +Perhaps the problem of our public school system of education which has +not yet been solved is the vast possibility of the directed play life of +our boys. It is well known by students of boy life that the character of +the boy is very largely determined by the informal education which comes +from his part in sports and play. In some cities the public school has +sought to give partial direction to the play life of the boy through +public school athletic leagues, but even these leagues touch but a small +part of the boy life of any community. Besides the injection of +industrial and vocational training in large quantity in public school +curricula, more thought and place will have to be given to the +expression of the boy life in play than is now provided for. + +In addition to this, the home and the church must render a united +cooperation to make the school life of the boy what it ought to be. The +Parents' and Teachers' Association in the public school is doing much to +bring this about between the home and the school, and it may be that a +Teachers' Association, consisting of officials and teachers of the +public school and the officials and teachers of the Sunday school, might +bring about a closer cooperation in the secular and religious education +of the boyhood of the community. Both these associations, if fostered, +would certainly tend to create a wholesome school atmosphere, which +would render a tremendous service in safeguarding the moral life of the +boy. + + +BIBLIOGRAPHY ON PUBLIC SCHOOL + +Baldwin.--Industrial-social Education ($1.50). + +Bloomfield.--Vocational Guidance of Youth (.60). + +Brown.--The American High School ($1.40). + +Crocker,--Religious Freedom in American Education ($1.00). + +--Religious Education (.65). + + + + +III + +THE CHURCH AND THE BOY + + +If the foregoing facts considering the home and school life are +absolutely true, and the consensus of opinion of the students of boy +life would have it so, it means that the church has a larger opportunity +than formerly supposed to influence the boy life of the community. + +The investigator into the life of boyhood has revealed to us the fact +that a boy's life is not only fourfold--physical, social, mental and +spiritual--but is also unified in its process of development. If this be +so, there must be a common center for the boy's life, and neither the +home nor the school can, because of social or economic or political +conditions, become this center. The only remaining place where the boy's +life can be unified is the church. + +The life of the church, generally speaking, is largely manipulated in +the services of worship, the Sunday school, and such auxiliary +organizations as the Brotherhood, Christian Endeavor, Missionary +societies, and other like organizations. At the present time the church +organization itself is but little adapted to the needs of the growing +boy, the church being a splendidly organized body for mature life. On +the other hand, until lately, the Sunday school has been recognized as a +place for children under twelve years of age. With the Adult Bible Class +movement of the past few years, there has come a revival in the Sunday +school in adult life, so that the place of adults and children in the +Sunday school has been magnified. There still remains, however, the need +of a modification of Sunday school organization to meet the need of the +adolescent boy. + +The opportunity that faces the church and the Sunday school in this +adaptation is tremendous. Investigations of the past few years have +demonstrated beyond a doubt that the time to let loose impulses in the +life for the development of character is between the ages of fourteen +and twenty, or the plastic years of early and middle adolescence. Recent +studies have shown that the break in school life occurs at about +fourteen and a half or fifteen years, and that the majority of cases in +the juvenile courts fall in the same period. More souls are born into +the Kingdom of God in the early years of adolescence than at all other +ages of life put together, and the vantage ground of the church lies at +these ages, the effort necessary being the minimum and the results being +the maximum that can be attained. + +The problem of the church in touching these adolescent years is to make +the right use of all the facts of boy life. Too long has the church +looked upon the boy as a mere field of operation. Too long has she +considered the boy as a dual personality and regarded life as both +secular and spiritual. Today she is beginning to understand that all +boyhood life is spiritual; that there are no secular activities in +boyhood, but that every activity that a boy enters into has tremendous +spiritual value, either for good or for bad. It is especially true in a +boy's life that the spiritual finds expression through the physical. It +should be true of all life, but a boy especially lives by physical +expression. + + +BIBLIOGRAPHY ON THE CHURCH + +Foster.--The Boy and the Church (.75). + +Gray.--Non-Church Going, Its Reasons, and Remedies ($1.00). + +Hodges.--Training of Children in Religion ($1.50). + +Hulbert.--The Church and Her Children ($1.00). + + + + +IV + +THE SUNDAY SCHOOL OR CHURCH SCHOOL + + +The Sunday school is the biggest force of the church in the life of the +boy. At times he refuses to attend the stated worship of the church, but +if the Sunday school be in the least interesting he will gladly attend +it. Its exercises and procedure must, however, be interesting, and +rightly so. The boy has the right to demand that the time, his own time, +which he gives to the Sunday school, should be utilized to some decently +profitable, pleasurable end. Education, even religious education, is not +necessarily a painful process. Discipline of mind or body has ceased to +be a series of disagreeable, rigid postures or exercises. Medicine has +no virtue merely because it is bad to the taste, and modern medical +usage prescribes free air and warm sunshine in large doses in place of +the old-time bitter nostrums. Even where the boy spirit needs +medication, the means employed need not be sepulchral gloom, solemn +warning, other-world songs, and penitential prayers, with great moral +applications of the non-understandable. The germs of spiritual disease +give way before the sunshine of the spirit, just as fast, if not faster, +than the microbes before the sun. The Sunday school, then, should be a +happy, joyous, sunny place, brimful of ideas, suggestion and impulse; +for these three are at once the giants and fairies of religious +education, and are the essential elements of character-making. + +To produce all of the above, three things are needed: adequate +organization, careful supervision, and common-sense leading. The first +is imperative, because all education is a matter of organization. The +second is part of the first, as supervision is the genius of +organization. The third is fundamental, for all expression--true +education--depends on the teacher or leader, whose innate idea of the +fitness of things keeps him from doing, on the one hand, that which is +just customary, or, on the other hand, that which may appear to be just +scientific. The science of yesterday should be the tradition of today; +that is, if we are making progress in educational processes. Today's +science also should be fighting yesterday's for supremacy. Common sense +lies somewhere between the two. + +The only two of these three Sunday school essentials that this chapter +deals with are organization and supervision. + +The Sunday school should be a kind of a religious regiment, martial both +in its music and its virtues for its challenge to the adolescent boy. +Now, every regiment, in peace or war, is properly organized with +battalions, companies, and squads. Everything is accounted for, arranged +for, and some one definitely held responsible for certain things--not +everything. The organization covers every member of the regiment; so +should the Sunday school. + +In Sunday school nomenclature the regimental battalions are +"Divisions"--Elementary, Secondary, and Adult, by name. The companies +likewise are named "Departments," each division having its own as in the +"Elementary"--"Cradle Roll," "Beginners," "Primary," and "Junior." The +squads in each case are the "Classes" that make up the Departments. _It +is essential that the Secondary, or Teen Age Division, which enrolls the +adolescent boy, be adequately organized._ + +Regiments, Battalions, Companies, and Squads must be properly +officered--must be supervised. Colonels, Majors, Captains, Lieutenants, +Sergeants and Corporals are the arteries of an army. In Sunday school +language, the head of the regiment is the General Superintendent, and +all the heads of divisions and departments are likewise named +Superintendent. The leader of the squad is the Teacher. Then a properly +supervised Sunday school is organized not unlike an army, and would be, +according to a diagram, like the following: + + General Superintendent + | +------+-----------------+----------+------+-----------------+--- + | | | | + Elementary Secondary Adult Special +Superintendent Superintendent Superintendent Superintendent + +Cradle Roll Intermediate Organized Bible +Superintendent Superintendent Class + Superintendent + +Beginners' Senior Home Superintendent +Superintendent Superintendent + or +Primary Teen Age +Superintendent Superintendent + or +Junior Boys' +Superintendent Superintendent + and + Girls' + Superintendent + +Thus the modern school of the church would have at least twelve +superintendents to oversee its work, to say nothing of the special +workers, such as Training, Missionary and Temperance. This may seem like +an unnecessary array of officers, but the experienced will admit that +they are essential to good results in teaching boys and girls of varying +requirements. _Not until the Secondary or Teen Age Division is +adequately supervised, will the teen age boy or his religious education +be properly cared for_. + + +BIBLIOGRAPHY ON THE SUNDAY SCHOOL + +Frost.--The Church School (.65). + +Cope.--Efficiency in the Sunday School ($1.00). + +Lawrance.--Housing the Sunday School ($2.00). + +--How to Conduct a Sunday School ($1.25). + +Meyer.--The Graded Sunday School in Principle and Practice (.75). + + +SCHEME OF ORGANIZATION OF THE MODERN SUNDAY SCHOOL + + DIVISIONS AND DEPARTMENTS +============================================================ + ELEMENTARY | SECONDARY | ADULT | SPECIAL +--------------+---------------+--------------+-------------- +Cradle Roll | (A) | Adult | Missionary +(1 Minute-3 | Intermediate | Bible | +years) | Department | Class | +--------------| (13-16 years) | Department | Temperance +Beginners' |---------------| (21 years +) | +Department | Senior |--------------| +(4-5 years) | Department | Home[1] | Purity +--------------| (17-20 years) | Department | +Primary |===============| Visitation | +Department | (B) | Department | Training +(6-8 years) | Teen Age or | | +--------------| High School | | +Junior | Department | | Parents +Department |===============| | +--------------| Girls' | | + | Department | | Parents and + | (13-20 years) | | Teachers + | | | + | (C) | | + | Boys' | | Etc. + | Department | | + | (13-20 years) | | +============================================================ + + + + +V + +THE BOY AND THE SUNDAY SCHOOL + + +There are two factors in the above subject--the factor of the boy and +the factor of the Sunday school. + +The factor of the boy is the more important of the two, as the Sunday +school exists merely for the purpose of serving the boy. The boy, +therefore, should be thought of first, and the Sunday school should be +planned to meet his needs. + +What then is the factor of the boy? "The boy is a many-sided animal, +with budding tastes, clamorous appetites, primitive likes and dislikes, +varied interests; an idealist and hater of shams, a reservoir of nerve +force, a bundle of contradictions, a lover of fun but a possible lover +of the best, a loyal friend of his true friends; impulsive, erratic, +impressionable to an alarming degree." Furthermore, the boy is +maturing, traversing the path from boyhood to manhood, is unstable, not +only in his growth, but also in his thought, is restless because of his +natural instability, and sometimes suffers from headiness and +independence. Between boyhood and manhood he travels swiftly, the +scenery changes quickly as he travels--_but he is traveling to manhood_. +No railway train or vehicle can keep pace with his speed. Morning sees +him a million miles farther on his way than night reckoned him but half +a day before. And yet, in all of it, he moves by well-defined stages in +his journey towards his destination of maturity. Today he is +individualistic, tomorrow heroic, a little later reflective and full of +thought, but in all of it is progressively active, moving forward by +leaps and bounds. His needs also increase with his pace, and must be +fully and timely met, if he is to reach symmetrical maturity. He needs +but three things to attain his best: proper sustenance, unlimited +activity, and careful guidance. Given these three rightly and at the +proper time, the quality of his manhood will go beyond our fondest hope. +The sustenance must be in keeping with his years, the activity in line +with his strength, and the guidance adapted to the needs of his +spirit--firm, compelling, but not irksome. In it all the boy is to be +encouraged in self-expression, resourcefulness, and independent manhood. +Such is a partial appreciation of the boy and his wonderful capacities, +a passing glimpse into a treasure house of wealth and possibility. + +What now is the Sunday school? In the days that are past, it was looked +upon merely as a weekly meeting of boys and girls. Today it is regarded +as an institution for the releasing of great moral and religious +impulses into life. Of late there have even crept into its life the +names and some of the methods of our public school system. Grading and +trained teaching have also come into its life to stay; the modern Sunday +school is but little like that of a decade ago, and the changes are not +yet done with. Some of the innovations will be proved by experience and +retained with modification, while others doubtless will be eliminated as +worthless for the purposes of the Sunday school in its ideals of moral +and religious education. Improvement, however, is in the school +atmosphere. + +However, with all the change, past, present and contemplated, the school +proper has but little time for the doing of its work. Fifty-two sessions +a year, of an hour's or an hour and a half's duration at best, fifty-two +or seventy-eight hours a year, only one-third of which is given to Bible +study, furnish a meager opportunity to accomplish its aim. Compared with +twelve hundred hours a year in the public school, or the twenty-eight +hundred hours a year a boy may work, it seems pitifully small, for the +aim of the Sunday school is bigger than the other two. The Sunday school +purposes to fit the boy to play the game in public school and work and +life. It seeks to give him impulses that will help him to keep clean, +inside and outside, to work with other boys in team play, to render +Christian service to his fellows, and to love and worship God as his +Father and Christ as his Saviour. The means it employs for these great +purposes are Bible study, Christian music, the association of the boys +in classes, and Christian leadership. To these the school is beginning +to add through-the-week meetings for what have been called its secular +activities. All this has come after a great deal of campaigning on the +part of groups of devoted men and women interested in boy life and +welfare. The Sunday school has had to overcome many handicaps in +reaching the boy of teen age, among which were the lack of efficient, +virile teachers, a misunderstanding of boy nature, lessons not adapted +to the boy's needs, music that was not appealing, and the indiscriminate +grouping of boys with members of the other sex. These, however, have +been rapidly overcome, and today the school is fairly well organized to +meet the needs of the boy. + +There are yet some definite things to be written into the life of the +Sunday school to win and hold the boy of teen age in its membership for +life. + +The first of these is the incorporation into the Sunday school +activities of those things that interest and touch and mold every phase +of a boy's life. It means the allotment of a definite part of the school +period for the discussion of the things the group of boys will engage in +during the week, and a through-the-week meeting as a real part of the +school work. This allows and provides for the athletic, outdoor, +camping, social, and literary outlet for the boy spirit. + +Another forward step is graded Bible study, graded athletics, graded +service, graded social life, and graded mental activities. The work of +the school, to hold the boy, must be new and diverse in its interests, +and big enough and broad enough to command his constantly changing +attention. As his years so shall his interest be. To his years the work +of the Sunday school must correspond. + +The Organized Bible Class that is self-governing must be added to the +above. Better have the gang on the inside of the church with a +Christian-altruistic content, than to permit the boys to organize under +self-direction on the outside. The Bible Class, too, has advantages over +every other form of organization. It has the Bible at its heart, the one +thing necessary to assure permanence, and never allows the thought of +graduation. Other boy organizations meet the need of certain specified +years; the Bible Class meets all the needs of all the years, and is +flexible enough to include all the special needs that are met by other +forms of organization. + +The greatest need of the Sunday school is capable teaching. By it the +Bible Class becomes efficient or the reverse. For the boy the teacher +should be a man, a Christian man, who has personality enough to command +the boy's respect, and ability enough to direct the boy in doing things. +This means a comrade-relationship of work and play, Bible study and +athletics, spiritual and social activity, Sunday and week-day interest, +and a disposition on the part of the leader to get the boy to do +everything--government, planning, presiding, achieving--for himself. +This is true teaching and leadership. The greatest thing in the Sunday +school is the teacher. For now abideth the Lesson, the Class, and the +Teacher, but the greatest of these is the Teacher. + +In view, then, of all that has gone before, what shall be said of the +Sunday school and the boy? Each to each is the complement; the two +together form a winning combination. On the one hand, the modern Sunday +school should meet the boy's need at every stage of his development in a +physical, social, mental, and spiritual way. It should give him variety +and progression in the processes of his maturing, and suitable +organization and trained leadership for character-building and +man-making. On the other hand, the boy will render the Sunday school and +church his service, and through both give his heart's thought, devotion, +and worship to his Lord. This is the whole matter of the Sunday school +and the normal boy, and is our vision of the future of the church. The +past did not do it! The past is dead! + + +BIBLIOGRAPHY ON THE BOY AND THE SUNDAY SCHOOL + +Boys' Work Message (Men and Religion Movement) ($1.00). + +Foster.--The Boy and the Church (.75). + +Lewis.--The Intermediate Worker and His Work (.50). + +--The Senior Worker and His Work (.50). + +Robinson.--The Adolescent Boy in the Sunday School (_American Youth_, +April, 1911) (.20). + + + + +VI + +FUNDAMENTAL PRINCIPLES IN SUNDAY SCHOOL WORK WITH BOYS + + +Five fundamental principles must be kept in mind when work with boys in +the Sunday school is attempted, and without these five principles very +little will be accomplished: + +1. _The first of these is the Fourfold Life_. A boy lives physically, +socially, and mentally, as well as spiritually. He lives seven days a +week, twenty-four hours a day, not merely an hour or an hour and a half +on Sunday. His spiritual impulses are received and find their expression +in the physical, social and mental activities in which he is engaged +during the week. Any work that is attempted with a group of boys which +ignores this fourfold life of the boy cannot be a success. The man, +then, who plans to work with boys must plan to touch the various phases +of the boys' lives as he works with them, and he must also do this work +in proportion, not putting too much emphasis on any one phase, but +allowing equal emphasis on all. The ideal for a perfect work with boys +is that which is gleaned from a study of the boyhood of Christ, for the +boy Jesus, "grew in wisdom" (mentally), "and in stature" (physically), +"and in favor with God" (spiritually), "and with man" (socially). The +secret of the life of the Christ as a boy lies in his symmetrical and +well-balanced growth. + +2. _The second principle is Progression._ In a successful church work +with boys the activities must be graded and progressive. The public +school could not command the presence of a boy if the work which it gave +him today was the same as that of last week, and that of last week the +same as that of a year ago. The inherent interest of the public school +to a boy is that he is discovering new things for himself, or being +taught new things all the while. This principle must be incorporated in +church and Sunday school work to keep the continued interest of the boy. +It must be observed, not only in Bible study (and this should be +graded), but also in the physical, social, mental and service activities +in which the boy finds himself engaged. + +3. _The third principle is Service_. Too long has the church bribed her +boys and expected them to remain with her and in her service after +offering them wages for doing the thing which they ought to have done +for sheer love of it. Socials and clubs and athletic organizations and +other devices have been used as a bid to hold the boy, instead of being +used because the church owed these things to the boy as part of his +all-round development. "Where the treasure is, there will the heart be +also"; and it stands to reason that the heart of the boy will be where +he is giving most of himself. If he is investing himself heavily in the +interest and service of the church, that is where his interest will be. + +4. _The fourth principle is Organisation_. + +The law of the boy life in adolescence is organization, or the gang. +The church has its choice, either to let the boys organize themselves on +the outside, under self-directed and therefore incompetent leadership, +or to organize the boys on the inside of the church, provide a definite +place for this organization, and so permeate the gang instinct with the +spirit of Christian altruism. Every church organization for boys, the +organized Bible class, the church club, and other church forms of +organization, are aiming to do just this thing. The law of the boy's +life is to associate with his fellows and the expression of his purposes +is team work. The church, through suitable organization, can meet this +need of the boy life. + +5. _The fifth and last principle is Leadership_. Leadership is +inseparable from organization, and organization is useless without +leadership. The leadership which is necessary for a group of adolescent +boys is that of a man, and the problem which is presented to a leader +with a group of boys in the adolescent years is not that of teaching, +but of awakening virile ideas and purposes in the boy life. The leader +must be able to enter into sympathy with and in at least a partial way +into participation with all the activities of the group. Everything that +a boy does is just the thing that the man used to do. There is, +therefore, little hardship, but instead the joy of living again, when a +man becomes the leader of a group of boys. + + +BIBLIOGRAPHY ON FUNDAMENTAL PRINCIPLES + +Alexander (Editor).--Boy Training (.75). + +Boys' Work Message (Men and Religion Movement) ($1.00). + +Robinson.--The Adolescent Boy in the Sunday School (_American Youth_, +April, 1911) (.20). + + + + +VII + +METHOD AND ORGANIZATION + + +=Organization= + +By organization is meant, of course, boy organization, the form of +organization that attempts to keep the adolescent boy tied up to the +interests of the church. Today the forms of organization for this +purpose are legion, and strangely enough every such form but one has its +headquarters outside of the local church it seeks to serve. The one +exception is the form known as the Boys' Organized Bible Class, an +integral part of the Sunday school with no allegiance of any sort or +kind to any organization but the local church of which it is a +part--bone of its bone, flesh of its flesh, muscle of its muscle. + +These organizations that flourish in our modern church life naturally +fall into three classes: religious, semi-religious and welfare. Other +nomenclature, characterizing them might be used, and would be by their +founders, but these words classify them for the purpose of our +investigation. The _religious_ organizations have for their sole aim the +deepening of the religious impulse, and the missionary objective of +carrying this impulse to others. The _semi-religious_ are built around +religious and symbolic heroes, make a bid for the heroic and the gang +spirit, and seek to inculcate more or less of religious truth by the +sugar-coat method. The _welfare_ type aims at the giving of all sorts of +activity in order to keep the boy interested and busy, and so raise the +tone of his life in general. + +The religious type of organization includes the forms that may be +classed under the church brotherhood idea--the junior brotherhoods of +various sorts. They originated because of the need of some kind of +expression for the religious impressions that were continually coming to +the boy in his church life. The idea was good, but its release poor. +Senior forms of organization were imitated, adult forms of worship and +service diminutized, and juvenile copies of mature experience +encouraged. Junior brotherhoods and junior societies thus have tended to +destroy the genuine, natural, spontaneous religious life of boys, and +have unconsciously aided the culture of cant and religious unreality. + +The semi-religious organizations have gone a full step beyond those of +the religious type. Societies like the Knights of King Arthur, Knights +of the Holy Grail, Modern Knights of St. Paul, and others of such ilk +have in symbolism sought to teach and find expression for the religious +impulse. The method has been more or less the religious type in +disguise--ancient titles, elaborate ritual, initiations, and degrees, +red fire, fuss and feathers, and something doing all the time to attract +the boy. The result has been and is a play-idea of organization and a +make-believe environment on the part of the boy. In his thought it never +classifies with his school or home or general church life. It is a +thing apart, some thing or place to retire to, to forget the everyday +thing for a moment of romance. The mature mind that is responsible for +all of this, however, seeks to bend and use this make-believe world for +the inculcation of religious truth; and the product is an astonishing +variety of results. Most of it is beyond the grasp of the ordinary man, +the only man who at present or at any time will do this work in the +church; and where set programs or ritual are followed the work itself +loses its fire and misses its effectiveness. + +The welfare type of organizations has multiplied in the past few years, +_and their less religious activities have served to keep the religious +and semi-religious types alive_. The Boys' Brigade, the National First +Aid Association, the Woodcraft Indians, Sons of Daniel Boone, Boy +Scouts, and others of like type, are in season and out of season +appealing to American boyhood. Their aim is not specific, but general +and vague: "Something to do, something to think about, something to +enjoy, with a view always to character-building." Their appeal is +mostly to the physical and the out-of-doors; their philosophy that of +the recapitulation of the culture epochs. Their promoters do not claim +that they touch all of life. They seek to dominate the leisure time +only, and to produce goodness by affording no free time for positive +wrong-doing. The domination is also physical expression, and the mental +and spiritual in the boy and his home, school, and church life are not +vitally affected directly. + +All three types, however, have done splendid work in the past, and are +rendering good service in the present as they will in the future. The +success of each depends entirely on its leadership. If a leader be +steeped in the Idylls of the King, the Knights of King Arthur will be +popular with the boys and the church. If the superintendent of the +brotherhood or society be human and magnetic, the church and the boy +will sing its praises. If the scoutmaster is an out-of-door man and has +a point of contact with the boy, the Boy Scouts will be the solution of +all our difficulties. Here lies the crux of the whole matter. If boys +are added to the church through any organization, it is not because of +the method, but because of the worker of the method. The method counts +because it is part of the worker--is in his blood. + + +=Method= + +The aim of all church work should be the production not merely of +manhood but _Christian manhood_. The vision is to see the boy a +Christ-like boy--a physically, socially, mentally and spiritually +balanced man in the making. The organizations used, then, in boys' work +should be selected with this aim in mind. + +Again, modern psychology has demonstrated to us that all boy activities +must be graded according to each stage of a boy's development, and that +there are several such stages. In the adolescent boy these may roughly +be classed as the heroic and reflective stages, or as early, middle, and +late adolescence. Boy activities, then, must group themselves to +minister to the needs of each separate stage in order to work +effectively. But psychology has also shown us that the activities of any +one stage must also be graded to meet the needs of that one stage. Thus +the heroic may run from the twelfth to the fifteenth year, and the +activities of this phase should be graded to meet the development of the +phase. This is well illustrated by the Tenderfoot Second Class Scout and +First Class Scout degrees of the Boy Scouts which operate in this +period. + +The factors of the problem, then, to be considered in the method are: +First, Christian Manhood; second, the fact that there are distinct and +separate stages of growth in a boy's development, each stage having its +own well-defined steps of growth; and third, the selection of existing +boy organization activities to meet the need and produce the aim or +desired result. + +By way of illustration, let us consider a group of boys just past their +twelfth year. All their physical, social, mental, and spiritual needs +are to be met. The boys are just adolescent and their outlook because of +that is altruistic. They have reached the "ganging" period, and so must +have some form of organization. What organizations can be used to lead +them into Christian manhood between the twelfth and fifteenth year? +There are the Knights of King Arthur, the Boy Scouts, the Junior +Brotherhood, the Christian Endeavor, and the Sunday School Bible Class. +There are others--hosts of them--but these widely known forms will suit +the purpose. For physical purposes we have the Scouts, for social +purposes the Scouts, Knights, and the Bible Class; for mental purposes +the Knights, and for spiritual purposes the Knights, Brotherhood, +Endeavor, and the Bible Class. To see a boy get his own full development +under this plan he must needs belong to at least five organizations; and +_the principle of association among boys is not gangs but the gang_. +However, much can be done under difficulties. The Scouts will afford +free, physical, outdoor expression, without which there is no boy. The +Knights will furnish mental ideals and objectives; for the Knights of +King Arthur is the mental expression of the Boy Scouts and the Boy +Scouts is the physical expression of the Knights of King Arthur. Both of +them, with the Bible Class group, will furnish social stimulus and the +Bible study, and the more or less valuable devotional expression of the +Endeavor and Brotherhood will take care of the spiritual. In using an +organization, a clearly defined idea of the end sought should always be +in view. + + +=Efficiency= + +In all church work for boys, efficiency should be sought. _It should +also be kept in mind that it is church work for boys_. + +In all our discussion two things must seem striking: first, that we must +at present use at least five organizations to meet the boy need, five +gangs, when the principle of boy association is not gangs but the gang; +and second, that all of these organizations, with the exception of the +Bible Class, have their headquarters outside of the local church itself. +The headquarters are in New York, Detroit, Boston, Cincinnati, +Baltimore, etc., while the work they seek to do is the local church's +business. Further, they have all had their birth in the misunderstanding +of the church as to her mission for boys. The church, however, has now a +new vision of her mission, as manifested by her patience and forbearance +in trying out and listening to the voices of all these organizations +that would help her from the outside. The church is awake to the need, +but is confused in the method, because she recognizes that no single +organization that knocks at her door is sufficient and complete enough +for her task. She needs all their methods without their organization. +She cannot assume their organization, because it is not of her own flesh +and blood. + +_A boy's allegiance cannot be split up among gangs. He must be a member +of the gang._ One organization is all that he can comprehend with +loyalty at one time. _This organization must be also of the local +church._ But the church needs no new organization. All she needs is +activities suitable to the boy's growth. _She has an organization that +the boy cannot outgrow--the Organized Bible Class._ At fifteen he is +through with the Scouts and the Knights, and at eighteen or twenty he is +through with fraternities and orders, or ought to be; for, if a boy be +not starved for these things when a boy, he will outgrow them as he +outgrows a suit of clothes. Graduation from these orders very often +means graduation from the Sunday school and church; for no single +organization can be conceived, that with ritual and form can bind +together the activities of twelve to fifteen, fifteen to twenty, and +twenty to thirty. However, there can be no graduation from the Organized +Bible Class, flesh of the church's flesh, blood of her blood, muscle of +her muscle; and the Organized Bible Class is flexible enough for an +adjustment to every stage of boy development, and to all its physical, +social, mental and spiritual needs. The organized class between twelve +and fifteen can include all the interests of those years, and when the +next stage of growth is on, can discard these for the interests that +lie between fifteen and twenty, and so on to the end. + +The Organized Bible Class is simple in organization, is modern and +elastic, affords the minimum of organization and the maximum of +efficiency, is big enough to meet all the boy's needs, and is the +church's own. Into it can be poured all the activities of all the +organizations ever known, and it can be made the richest and best +adapted organization to the boy life of the Church that has yet been +conceived. + + +BIBLIOGRAPHY ON METHOD AND ORGANIZATION + +Alexander (Editor).--Boy Training (Chapter on Auxiliary Organizations) +(.75). + +--Sunday School and the Teens (Chapter on Organizations) ($1.00). + +Foster.--The Boy and the Church (Chapter on Books and Notes) (.75). + + + + +VIII + +THE ORGANIZED SUNDAY SCHOOL BIBLE CLASS[2] + + +When all the plans and methods of work are reduced to a minimum, there +is but one. This finds expression in the gang or club life. Boys get +together in a group, elect their own officers and select a man who is to +be their adviser. Then they go out and do the thing they have organized +for in what is to them the simplest and best-known way. It may be stamp +collecting, or star studying, woodcraft, or camping, or the hundred and +one other forms of boy activity which are so common today. Seventy-five +per cent. of these clubs are formed solely for the purpose of physical +expression in athletics. Hundreds of such clubs exist today to meet the +various needs of the growing boy. The Knights of King Arthur, the Boy +Scouts, the Woodcraft Indians, the Sons of Daniel Boone, the Knights of +the Holy Grail, the Knights of St. Paul, and dozens of others have been +conceived and born for the purpose of meeting the needs of boys, as the +founders of the organizations saw them. + +In harmony with all the other boys' organizations, and yet bigger than +all of them put together, is the Sunday school organization for +boys--the Organized Bible Class. It is purely and simply a church +organization, and owes no allegiance to any organization outside of the +local church. It is also a distinct part of the church life and an +organic part of the Sunday school, which is large enough to hold the +boy's interest from the cradle roll to the grave. The other +organizations serve their day in the life of the boy and cease to be. It +is difficult, almost an impossibility, to get normal boys, after fifteen +years of age, to take much interest in the so-called boys' +organizations, because their lives have outgrown these activities and +there is no longer any need of them. The Organized Bible Class presents +a method that can never be outgrown. _It also has at its heart Bible +study, which is the one essential to permanence in any work with boys_. + + +=Class Organization= + + +_Objective_.--Class organization is of no value unless the class has +definite objectives. The members should be made to feel that there is +some great purpose in the organization. The objectives for a teen age +class should be: + +1. The winning of the class members to personal allegiance to Jesus +Christ as Saviour and Lord; and + +2. The proper expression of the Christian life in service for others in +the name and spirit of the Christ. Thus one strengthens one's self and +helps others. + +_Why Organize_.--(a) It is natural for a boy to want to get into an +organization of some kind. Seventy-five per cent. of the boys of a +community are, or have been, connected with some sort of organization. +These organizations, rightly controlled, and dominated by strong +Christian leadership, can be made a power for good in the community and +in the lives of their members. It matters not what the organization may +be connected with, it is the activities that appeal. + +Why should not the Sunday school take advantage of this natural, +God-given instinct, to plan such organization in the church as will +present the strongest claim for the loyalty of the boys in the teen age? + +(b) The organization is in the hands of the members of the class, +activities are planned by them, and discipline, when necessary, is +administered by them. The position of the teacher is thereby +strengthened. Instead of being an "autocrat" or "czar" in dealing with +the class, the function is that of counsellor and friend. + +(c) It develops initiative, self-reliance, self-control, and the ability +to do things; character is thereby developed, and strong Christian +character is what the church needs today. + +(d) The Organized Boys' Bible Classes will, without a doubt, become as +universal in their scope as Organized Adult Bible Classes. To be +affiliated with the biggest teen age organization in the world will, in +itself, appeal to every teen age boy and girl. + +(e) Organization increases class spirit. The organized class becomes +"our class," not the "teacher's class." The unorganized class suffers +greatly if the teacher is removed, and sometimes is obliged to disband. +The organized class helps to secure another teacher, and, in the +interim, maintains its class work and is thus kept together. Though much +depends upon the teacher, the permanency of the class should not rest +wholly upon his personality and work. Changes must necessarily come. + +(f) Organization enables the class to do things. The appointment of +special committees, the assignment of definite work to each committee, +and the introduction of various class activities does much toward +realizing the ideal--"an adequate Christian service for every member." +Large and permanent success is assured when this ideal is attained. + + +=Standard of Organization= + +1. The class shall have at least five officers: President, +Vice-President, Secretary, Treasurer, and Teacher. It shall also have as +many committees as necessary to carry on its work. + +2. The class shall be definitely connected with a Sunday school. + +3. A Sunday Bible session and, if practicable, week-day session or +activities. + +4. The age limits of the class shall be not less than thirteen or more +than twenty years. + + +=How to Organize= + +Secure Secondary Division Leaflet No. 2, of the International Sunday +School Association. + +Study this leaflet carefully, noting especially the standard of +organization and the suggestive constitution, which seek to define an +organized class. Distribute leaflets among those whom you wish to +interest and enlist. Organization should not be forced on the class. Do +not go at it as though you were laying a trap. Observe the following: + +(a) Think it through yourself; then put yourself in the pupil's place +and ask yourself the question, "How would I like to have this presented +to me?" This will give you the viewpoint of your class, and you are then +ready to go ahead. You must believe in it thoroughly, enthusiastically, +before you can hope for the interest and enthusiasm of your class. + +(b) Next, get two or three of your "key" pupils, and talk it over with +them. Show them the possibilities of the organization, emphasizing the +physical, mental, social and spiritual activities. + +(c) Follow this with a special meeting of the class, to be held either +at the home of the teacher or one of the class. + +(d) Make the organization genuine, and show that you mean business. The +teen age abhors shams, and will readily detect any weak spots in the +organization. Impress upon them the necessity of selecting capable +officers. Adopt the class constitution, which follows, select class name +and motto, and elect the officers. + +(e) Then let the officers conduct the meetings, both in the Sunday and +the mid-week sessions. The teacher is one of the class and is the +director of activities; the officers and committeemen do the work. + +(f) In all things keep in close touch with the general superintendent +and the departmental superintendent of the school. Seek the strength +that comes from advice and cooperation. + + +=Constitution= + +A class constitution is not essential, but is often helpful. The +following form of constitution is merely suggestive and may be changed +to conform to the needs of the class. + +_Article I_--Name. + +Our class shall be known as _______________ +_____________ and shall be connected +with, and form a part of, the +______________Sunday school of_______. + +_Article II_--Object. + +The object of the class shall be the training of Christian character for +Christian service in the extension of Christ's Kingdom by means of Bible +study, through-the-week activities, mutual helpfulness, and social +fellowship, in addition to the winning of its members' allegiance to +Christ as Saviour and Lord. + +_Article III_--Class Spirit. + +To create an individuality in class spirit, loyalty and enthusiasm, the +class shall have an emblem, a motto and a color. It may also have a +flower, a song, a yell, a whistle, or such other additions as may seem +wise. + +_Article IV_--Membership. + +Any boy may become a member of this class on invitation of the class. + +_Article V_--Officers. + +The class officers may include the following: Teacher, President, +Vice-President, Secretary and Treasurer. The officers shall be elected +by ballot semiannually by the class, and no officer shall serve in the +same position more than two terms in succession, except the teacher, +whose election or appointment is governed by the church or Sunday +school. The teacher may be elected by the class from a list provided by +the church authorities. + +_Article VI_--Committees + +There shall be as many committees in the class as necessary, such as +Social, Literary, Music, Athletic, etc. + +_Article VII_--Meetings. + +The class shall meet at ____o'clock each Sunday for its regular Bible +study session. Week-day meetings may be held each week. Special meetings +may be called at any time by the president, and the presence of +one-fourth of the enrolled membership shall be necessary for the +transaction of class business. + +_Article VIII_--Duties of Officers and Committees. + +Sec. 1. The teacher shall teach the lesson, shall be an ex officio +member of all committees, and shall work cooperatively with the +president in promoting the interests of the class. + +Sec. 2. The president shall preside at meetings of the class, shall have +general supervision over the officers, and shall see that the work of +the class is pushed in accordance with its object. + +Sec. 3. The vice-president shall take the president's place in case of +absence, and shall render such assistance to the president as may be +required of him. + +Sec. 4. The secretary shall make class announcements, keep minutes of +all meetings, write to absent members, and report any information to the +teacher which may be desired. + +Sec. 5. The duty of committees shall be defined by the activity each +carries on, said committee being responsible to the class for the work +entrusted to it. + +_Article IX_--By-Laws. + +From time to time the class may amend this constitution and pass such +by-laws as seem wise in carrying forward the work of the class. + +A careful study of the Organized Class diagram on another page (86) will +furnish the teacher with a workable plan. In all cases it should be +adapted to local conditions. + +Mid-week activities should be planned as a part of the weekly program, +keeping in mind the fourfold life of the pupil. The planning of these +activities should be left almost entirely to the class; any plans that +the teacher may have should be turned over to the class by way of +suggestion. Place the responsibility on the members of the class, and +once they have caught the idea there will be no lack of suggestions on +their part. + + THE TEEN AGE BOYS' ORGANIZED CLASS + | + ORGANIZATION + | + +---------------+-------------+ + | | | + OFFICERS | COMMITTEES + | | | +President [A] | Athletic +Vice-President [A] | Social +Secretary [A] | Membership[3] +Treasurer [B] | Program[4] +Teacher [B] | Etc. + | + CLASS MEETING + | + +----------------+--------------+ + | | | +SUNDAY SESSION | THROUGH-THE-WEEK SESSION + | | | +Opening Services | | +Class Lesson | DETERMINED BY ACTIVITY +Discussion of | | + Through-the-Week | | + Activities | ACTIVITY COMMITTEE IN CHARGE +Closing Services | + | + RANGE OF CLASS ACTIVITIES + | ++------------+--------+--------------+----------+ +| | | | | +PHYSICAL MENTAL SOCIAL SPIRITUAL SERVICE + + [A] Older Boy [B] Adult + +Prepared by John L. Alexander, Superintendent Secondary Division +International Sunday School Association. + + +The class session on Sunday should be in charge of the president of the +class. The opening services may consist of a short prayer by the teacher +or pupil volunteering; reading of brief minutes, covering the mid-week +activities and emphasizing the important points brought out by the +teacher in the lesson of the previous Sunday; collection and other +business. The president then turns the class over to the teacher for the +teaching of the lesson. The closing services of the class should by all +means be observed. + +_Committees._--Short-term committees are the more effective, covering +the activities when planned. The short-term committee plan, however, +need not be suggested to the class until it discovers that the long-term +or standing committee has failed. They will doubtless be the first to +suggest the new plan. + + +=Class Grouping and Size= + +It should be sane and natural and not too large. This should be +specially borne in mind in working with boys; a "gang" usually consists +of from seven to fourteen. The girls' class is different, and the size +of the group does not materially matter. The class, however, should not +be so unwieldy as to make it impossible for the teacher to give personal +attention to each individual. + +It is impossible to get the best results when pupils of twelve and +eighteen are members of the same class, for they are living in two +different worlds of thought. A teacher cannot hope to hold together a +group in which there is such disparity of age. A working basis is +(13-14), (15-17), (18-20). This is but a foundation on which to work. +The correct grouping should be on a physiological basis instead of +chronological. A pupil ofttimes will not fit into a group of his or her +own age; physiologically, they may be a year or two in advance of the +rest of the class, and are mingling through the week with an older +group. Adjustments in such cases should be made so that the pupil is +permitted to find his or her natural grouping. Like water, they will +find their level. + +Under no ordinary circumstances should classes be mixed (boys and girls +together). + + +=Class Names and Mottoes= + +_Names._--A class name will help to create a strong and healthy class +spirit, and is valuable as a means of advertising the class and its +work. + +Some prefer to take class numbers or letters, thus recognizing their +relationship to the Sunday school; others select names from the Bible to +indicate their relation to Bible study; others choose names that +indicate some kind of Christian service, thus committing the class to +Christian work; while others take names of heroes or use Greek letters. + +_Mottoes._--A motto is perhaps more important than a name. It will help +to place and keep before the class a definite purpose. If often repeated +it will aid in producing in the class the spirit expressed in the motto. +The following well-known mottoes may be suggestive: We're in the King's +Business--We Do Things--The World for Christ--We Mean Business--The +Other Fellow--Every Man Up--Quit You Like Men. + + +=International Teen Age Certificate of Recognition= + +The International Sunday School Association, through its Secondary +Division, issues a certificate, or charter of recognition. + +This certificate represents a minimum standard of organization for +classes, which is considered practical for scholars of these ages. It +gives the class the recognition of the International, State or +Provincial Associations; and to the schools whose denominations add +their seal and signature, or provide a joint certificate, denominational +recognition as well. The certificate of the Secondary Division is +beautifully lithographed, and is suitable for framing for the class +room. For classes of the Intermediate age (13-16 years) an Intermediate +seal is affixed, and a Senior (17-20 years) or Adult seal may be added +upon the advance of the class to these departments. It can be secured by +filling out the application blank at the end of this leaflet, and by +sending the same, together with twenty-five cents to cover the cost, to +your State or Provincial Association, or Denominational headquarters. +Seals may be secured from the same sources. + +This certificate and registration links the class to the Sunday school +teen age brotherhood throughout the world. + +[Illustration: =Emblem=] + +The royal blue and white button (white center with blue rim) has been +adopted for both the Intermediate (13-16 years) and Senior (17-20 years) +Departments, the blue indicating loyalty and the white purity. + + =Application Blank= + for +=International Certificate of Recognition= + + =Secondary Division= + Years 13-20. + +Name of Class ________________________________ +Name of Sunday School ________________________ +Name of Denomination _________________________ +Town or City ________________ County _________ +State or Province ____________________________ +Has the class the following officers: President, Vice-President, + Secretary and Treasurer? ___________ +Is the class of intermediate age (13-16), or senior + age (17-20)? ______________ +What is the average age of the members of your + class? __________ +Name of Class Teacher __________ +Post-office address __________ +Name of Class President __________ +Post-office address __________ +Does the class use the Secondary Division Emblem? + ____________________________________ +Class motto _______________________________________ +Date of organization ______________________ +Present Membership _______________________ +Date of Application ___________ 19__ +Filled out by: + Name ________________________________________ + Post-office address ____________________________________ +Kindly fill out this blank carefully. Detach and +send same with twenty-five cents to your State Sunday +School Association office. + + +BIBLIOGRAPHY ON THE ORGANIZED CLASS + +International Leaflets on Secondary Adult Classes (Free). + +Pearce.--The Adult Bible Class (.25). + + + + +IX + +BIBLE STUDY FOR BOYS + + +The study of the Bible that contributes to the boy's education is now +generally accepted to be that which is adjusted to the known +characteristics of boys. At one time, not so very far distant, all +Scripture was supposed to be good for a boy's moral and spiritual +character-building. One part of the Bible was held to be as good as any +other, the important thing necessary being to get the Bible into the +life of the boy, somehow. It did not matter much whether the boy +understood all he read and was told, or not. It would prepare him for +some future crisis and enable him some time to better meet a possible +temptation. It was to be a sort of preventive application, very much as +vaccination now is administered to ward off dreaded disease. And, to +tell the exact truth, it often did, and the treatment proved more +efficacious than some of the present-day Bible study methods, where mere +knowledge is attempted. The mistake was the misunderstanding (for +misunderstanding it was, and not a desire to merely plague the boy) of +the fact that boys were developing creatures, spiritually as well as +physically, and that Bible study could be made pleasant as well as +profitable. It was a mistake due to a purely mature point of view and a +failure to know that the boy mind needed different treatment from that +of the adult. Lately we have discovered, thanks to general education, +that a boy's Bible study can be adapted to a specific purpose, and to a +present, clear, distinct and practical need of boy life. + +A recent writer has said, "We have come to a fairly definite +understanding that we must take the boy as he is; we must inquire into +his needs; we must consider the conditions of his religious development. +We must ask, then, of the Bible, how far it can be effective to meet +these needs and this development. The fixed factor is the boy, not the +Book. At the same time, we are not obliged to begin always as if the +Bible were a new thing in the world, and its claim to value as religious +material were to be considered afresh. We know that the Bible has proved +itself good. We know that it has been effective in the life of boys. The +question, then, really before us is, What parts of the Bible are really +desirable for the boy, and how are they to be presented so as to be most +useful?" + +This, in other words, is Graded Bible Study, and, possibly, were we to +give a Bible to the boy and induce him to read it, the parts which he +would read would help us a lot in determining the material that would +challenge his interest. The parts he skipped over would also fix our +problem for us. + +The writer had a unique experience in his boyhood. His folks were +members and officers of a church where long doctrinal sermons were the +rule. These had little interest for the growing boy, but parental +persuasion kept him in the pew for hours at a stretch. The boy, under +these circumstances, had to do something in self-preservation, so he +spent the long hours in reading the Bible. The stories of the +Patriarchs, the Judges, the Kings, and the Acts were his peculiar +delight. The sermon period ceased to be tiresome and often was not long +enough. He never read Leviticus, or the Prophets, or the Gospels, or the +Epistles, however. They had no meaning for him. As well as he can now +remember, between his ninth and twelfth years, his favorite Scripture +was the Patriarchs and Judges. Between his twelfth and sixteenth years +he was passionately fond of the Kings and the Acts. After that he began +to feel interested in the Gospels. He was pretty well grown up before he +cared either for the Prophets or the Epistles; they were too abstract +for him. + +The writer's experience corresponds fairly well with the growing modern +usage in Bible study with boys. The philosophy underlying Graded Bible +Study is merely to meet the present spiritual needs, as indexed by the +characteristics of the period of his development. + +At present there are many schemes of Graded Bible Study for boys on the +market. Some of it has been prepared to meet a theory of religious +education. The University of Chicago Series of textbooks and the Bible +Study Union (Blakeslee) Lessons are examples of this trend. Both of them +are exceptionally good. Other courses have sprung up, being written and +used among boys here and there, and later worked together into a Bible +study scheme. The Boys' Bible Study Courses of the Young Men's Christian +Association are recognized as such. Then there is the present system of +Graded Bible Study of the International Sunday School Association. +Fifteen complete years of Graded Bible Study, from the fourth to the +eighteenth year, may now be used in the Sunday school. Great care has +been exercised in the selection of the material with the aim of fixing +definite ideals of Christian life and service. These courses are divided +as follows: + + +=Possible Present Use of the Graded Lessons= + +=Departments Years Courses of Study= + +Beginners | Four | + | Five | A Unit of two years. + + + | Six | +Primary | Seven | A Unit of three years. + | Eight | + + | Nine | Lower--A Unit of two + | Ten | years. +Junior | + | Eleven | Upper--A Unit of two + | Twelve | years. + + | Thirteen | Lower--A Unit of two + | Fourteen | years. +Intermediate | + | Fifteen | Upper--A Unit of two + | Sixteen | years. + + | Seventeen A Unit of one year. + | +Senior | Eighteen | A Unit of two years. + | Nineteen | + | + | Twenty + +Lesson Committee Leaflet No. 2, +International Sunday School Association. + + +THE ORGANIZATION OF THE PUPILS OF A SUNDAY SCHOOL, AND CHARACTER +OF GRADED LESSONS FOR EACH DEPARTMENT + +=Divisions Departments Age or Grade Themes of Lessons= + + / /Four --1st year --God the Heavenly Father, + | BEGINNERS / our Provider and Protector. + | \ Five --2d year --Thanksgiving, prayer, helping + E | \ others. + L | /Six --1st year --God's power, love and care, + E | | awakening child's love, trust + M | | and confidence. + E | | Seven --2d year --How to show love, trust and + N | PRIMARY / obedience, in Jesus' love and + T | \ work for men; how to do God's + A | | will. + R | | Eight --3d year --People who choose to do God's + Y / | will; how Jesus revealed the + \ \ Father's love and will. + | /Nine --1st year --Stories of beginnings, three + | | patriarchs, Joseph, Moses and + | | Jesus. + | | Ten --2d year --Conquest of Canaan, stories of + | | New Testament, life and + | JUNIOR / followers of Jesus. + | \ Eleven --3d year --Three Kings of Israel, divided + | | kingdom, exile and return, + | | introduction to New + | | Testament. + | | Twelve --4th year --Gospel of Mark, studies in + | | Acts, winning others to God, + \ \ Bible the Word of God. + / / /Thirteen --1st year--Biog. studies in Old + | | | Testament, religious leaders + | | Lower / in N.A. salvation and service + S | | \ Fourteen --2d year--Biog. studies in New + E | INTERME- / | Testament, Christian leaders + C | DIATE \ \ after New Testament times. + O | | /Fifteen --3d year--Life of the Man + N | | Upper / Christ Jesus. + D / | \ Sixteen --4th year--Studies in Christian + A \ \ \ living. + R | /Seventeen--1st year --World as a field for Christian + Y | | service; problems of youth in + | | social life; Ruth; James. + | | Eighteen --2d year --Religious history and + | SENIOR / literature of the Hebrew + | \ people--Old Testament. + | | Nineteen --3d year --Religious history and + | | literature of the New + | | Testament. + \ \Twenty --4th year -- + +ADULT Grading and Classification and Courses now being studied by a +Special Committee of the International Association. + +Prepared by Professor Ira M. Price, Secretary International Sunday +School Association Lesson Committee. + + +These International Lessons are undoubtedly the best on the market at +the present time, although they are very far from being perfect. Gradual +changes, coming from experience in the local Sunday school, will modify +them considerably in the next few years, and they may actually prove to +be forerunners for an almost entirely new series of courses and lessons. +They have been generously received by the eager workers in the local +Sunday school, as an advance on the Uniform Lessons, and where they are +now being tried satisfaction, for the most part, is being evinced. A +great deal of dissatisfaction has been found with the treatment of these +Graded Lessons in some quarters, the Lesson Helps being too mature for +teen age boys. _However, in appraising the value of these Graded +Lessons, two things should be kept in mind, viz.: the selection of the +Lesson Material, and the Lesson Help Treatment of the selected +material._ Opposition to the lessons should never be taken because of +the Lesson Helps. These can be remedied by the denominational publishing +houses, if their attention is called to the weakness or mistake of +treatment, and the teen age teacher can give great assistance to the +denominational editors by counseling with them. + +Here and there the suggestion has sprung up for a Graded Uniform Lesson. +That is precisely what the treatment of the Uniform Lesson was for a +number of years, and is yet. It is not adaptation of treatment that is +needed, but adaptation of material that is demanded--courses of study +that fit the religious, spiritual need of the various stages of +development. This much is positively settled. + +There is, however, some good reason and very strong ground for uniform +cycles, based on seasonable development rather than on chronological +years and intellectual rating. In some places the present Elementary +International Graded Lessons are being used just this way, although they +do not yield themselves readily to this usage. Cycles of four courses +for the three main divisions of boyhood, nine to twelve years, thirteen +to sixteen years, and seventeen to twenty years, four courses to each +period, based on the general, seasonable development of each period, +have much in their favor. Thus we might have four courses built on +Individual Heroism, four on Altruistic Heroism, and four on the Social +Adaptation which marks the reflective period between seventeen and +twenty. Boys do not mature by years. Growth and development is a jump +from plateau to plateau. + +This would fit in also with the general objective of the Sunday school, +and is not the mere impartation of information, but the letting loose of +moral and religious values in life. The latter is produced more by +contact of personality with personality than by intellectual processes. +Should such a plan ever be adopted the courses of study must be +pedagogically arranged and in keeping with the best findings of +psychological usage. + +At any rate, whatever be the course of study, the teen age boy needs to +have his life and activity center about the dynamics of the Bible. "The +Art of Living Well" can only be learned out of the textbook of the +experience of the ages. The ordinary tasks and interests of boys, as +well as daily conduct, can be made great channels for life's best +achievement only in proportion to the dynamic throb of the Word that has +inspired men to heroism amid the commonplace and the uncommon, to +self-sacrifice and peace. + + +BIBLIOGRAPHY ON BIBLE STUDY + +Alexander.--Sunday School and the Teens ($1.00). + +Horne.--Leadership of Bible Study Groups (.50). + +Starbuck.--Should the Impartation of Knowledge Be a Function of the +Sunday School? (.65). + +Use of the Bible Among Schoolboys (.60). + +Winchester.--The International Graded Sunday School Lessons (_American +Youth_, April, 1912) (.20). + + + + +X + +THROUGH-THE-WEEK ACTIVITIES FOR BOYS' ORGANIZED CLASSES[5] + + +The Sunday school has at last begun to realize that a boy demands more +than spiritual activity to round out his life into symmetrical +development. It also comprehends that religion is more than a set of +beliefs--_that religion is a life at work among its fellows._ "For to me +to live is Christ"--to live, play, love, and work. Because of these two +reasons, the Sunday school assumes its obligation to direct and foster +the through-the-week life of its boys, as well as the Bible period of +the Sunday session of the school. + +_Contact_.--Of course, for a long time the leaders and teachers of Boys' +Organized Bible Classes have felt the need of a through-the-week +contact with the members of the class. The school period of one hour or +an hour and a half has been found by most teachers to be too meager for +a healthy class life. Then, too, most teachers are realizing that really +to touch the life of the boy more contact than the teaching of the Bible +lesson is necessary. Some teachers are taking an interest in the school +or working conditions of the teen boy. Quite a few teachers are now +deeply interested in the leisure time of their pupils, and have begun to +direct the physical, social and mental activities of the teen years, as +well as the spiritual. They have realized that the teen age is not made +up of disjointed and disconnected activities, but is in a continual +process of development, and that its growth is normally symmetrical and +its activities intertwined. + +_The Organized Class._--The great majority of Sunday school teachers +have no desire to try any auxiliary organization in combination with +their classes. They are somewhat dubious of the machinery, ritual, etc., +which are concomitants of these schemes. Again and again they have +voiced a demand, not for new organizations, but for activities to deepen +interest in the organization that the teacher understands--the Bible +Class. + +The Organized Boys' Bible Classes operate in the Secondary Division or +teen years of the Sunday school, from 13 to 20, and include both the +younger and older boys. The earlier and later adolescent periods are +separate and distinct groups. Plans and activities that have proven +successful with one group will prove to be ineffectual with the other. +All things should be planned to meet the development of the group. In +the following list of activities the group interests have not been +separated as they intermingle with each other. _If the class be allowed +to choose and voice its sentiment, the right activity will always be +selected._ Besides, if the members make their own choice, there can be +little complaint at results, and they will work harder for the success +of their own plans. All this develops character, which is one of the +real reasons for these through-the-week activities. + +=Activities for Teen Boys' Organized Bible Classes= + +#Physical# + +ATHLETICS + +Free Hand and Calisthenic Drills Fire, Ambulance, Life-saving Drills +Single Stick and Foil, Boxing Swimming Water Polo Water Sports Jumping +and Running Shot Put Discus Throwing Baseball, Indoor and Outdoor +Basket-ball Football Volleyball La Crosse, Bowling Tennis + +GAMES + +Observation, Agility, Strength, Fun--Indoor and Outdoor Quoits + +SIGNALING + +Semaphore Wig Wag Heliograph Wireless + +WOODCRAFT + +Tracking and Trailing Bird, Plant, Tree, Grass and Flower Lore Star, +Wind and Water Knowledge Stalking with Camera Wild Life + +CAMPING + +Tent and Tepee Making Moccasin Making Huts, Lean-to, Shacks Grass Mat +Weaving Map Making Knot Tying Fire Lighting Boat Management Boat and +Canoe Building Canoeing Fishing Camp Cooking Week-end Camps Indian Camps +Over-night Camps Hikes, Tramps, Walks, Gypsy and Hobo Hill Climbing + +HYGIENE + +Care of body, eyes, nails, teeth, etc. Laws of recreation, Hiking, etc. +Kite Making and Flying Gliding and Aeroplaning Circus Stunts Sport +Carnival Corn, Apple, Clam Roasts, etc. Moonlight Trips, Rides, etc. +Cycling Skating Hockey Skiing + + +#Social# + +Home Socials: Stag Ladles' Nights Parents' Nights + +Entertainments: Playets Minstrel Show Lincoln Night Washington Night +Stunts and Skits Mock Trial Declamation or Oratorical Contest Glee +Concert + +Game Tournaments: Checkers Caroms Chess Ping-Pong Bowling + +Hayseed Carnival Parlor Magic Athletic Stunts Independence Day Political +Campaign Town Meeting Sex Instruction Practical Citizenship + +Exhibition: Pet Show Mandolin and Guitar Fests Fireside and Joke Nights +Spelling Bee History Bee Geography Quiz Hallowe'en Night Pop-corn +Festival Masked Partners Library Party Supper or Banquet Father and Son +Spread Class Guest of Class Calendar Exhibit Coin Exhibit Stamp Exhibit +Arts and Crafts Photographs Wild Flower Tree and Plant Sea Shell +Post-cards + +Social Sing: Popular Songs Old Familiar Songs School Songs Patriotic +Hymns Church Music + + +#Mental# + +Practical Talks: Elementary Mechanics Applied Electricity Wireless +Chemical Analysis Natural Science Mineralogy Nature Study First Aid +Thrift and Property Use of Library + +Life-work Talks: Ministry Law Medicine Teaching Business + +The Trades: Blacksmith Carpenter Plumbing Printing Painting Bricklaying +Masonry Farming Seamanship Architecture Art Chemistry Forestry + +Engineering: Mechanical Electrical Surveying + +Citizenship: The Township or Municipality--Town Meetings Select and +Common Councils Commission Government + +The State--The Legislature The Courts The Governor's Staff + +Literary Stunts: Declaiming Extemporaneous Speech Editing Paper + +Educational Trips: Community Visitation--Shops and Factories Fire Houses +City or Community History Public Buildings Public Utilities, etc. + +Neighborhood Visitation--Famous Places Great Industries Coal Mines, etc. + +Arts and Crafts: Drawing Bent Iron Work Clay Modeling Basket Making +Hammock Weaving, etc. Stamp Collecting Coin Collecting Sketch Collecting +Kodaking and Photographing Debating Reading Night and Courses +Discussions Congress and Senate Poster Making Travel and Science Talks +Stereopticon Moving Pictures + +Literary Stunts--Essay Writing and Reading + +The Nation--Congress Army and Navy Civil Service Diplomatic and Consular +Service + +Duties of Citizen--Elections Jury Service Maintenance of Law + +Current Topics + + +#Spiritual# + +Graded Bible Study + +Daily Readings + +Systematic Instruction: Church Membership Benevolences Missionary +Operations + +Supplemental Talks: General Church History Denominational History Local +Church History + +Church Organization: Denominational Local Church Sunday School Auxiliary +Societies + +Teacher Training Class + +Cooperation in Church Activity Personal Evangelism Directed Reading + +NOTE: Of course all the activities enumerated in this leaflet are +Spiritual. This list merely emphasizes a few activities usually +designated spiritual. + + +=Service Activities= + +Christ challenged men to self-sacrifice. He said: "He that would be +greatest among you let him be the servant of all." In this way +adolescent boys must be challenged to lives of unselfish, altruistic, +Christ-like service. There is no other test for the teacher. It is his +business to get teen age boys to serve. This the boy does, first by the +desire to help another, then by right living, doing right for the sake +of right; then by religious belief, which forms a cable to bind him back +in simple faith on God, until he comes face to face with the Master of +men, living right, doing right, thinking right, loving right, serving +right, with all his life, because of his love for Christ. + + +Physical Service-- + +Organize and manage Boys' Baseball Nine. + +Organize and manage Boys' Football Eleven. + +Organize and manage Boys' Basket-ball Five. + +Organize and manage Boys' Track Team. + +Organize and manage Boys' Tennis Tournaments. + +Coach younger boys in baseball. + +Coach younger boys in basket-ball. + +Coach younger boys in football. + +Coach younger boys in track athletics. + +Coach younger boys in tennis. + +Train younger boys in free-hand gymnastics. + +Train younger boys in life-saving drills. + +Assist in the running of inter-class athletics. + +Assist in the running of inter-school athletics. + +Lead gymnastic groups for the local school. + +Teach boys to swim. + +Assist in the running of aquatic meets. + +Leaders to encourage boys to get into athletics. + +Leaders to encourage boys in outdoor life. + +Leaders to encourage boys in camps and hikes. + +Leaders to encourage boys in woodcraft and scouting. + +Lead a gymnastic class in Social Settlement. + +Manage and coach athletics in Social Settlements. + +Assist as Play Leader in public playground. + +Organize, manage, and umpire Boys' Twilight Ball League. + +Assist in sport carnival, circus, exhibits, etc. + +Make a specialty of some form of camp life and teach it to boys. + + +Social Service-- + +Become responsible for some boy. + +Plan a social time. + +Assist in planning an entertainment. + +Manage and coach musical activity. + +Teach games to backward boy. + +Assist in exhibit. + +Manage celebration. + +Promote class and school picnics. + +Secure home for boy from country. + +Take boys home for meal and social time. + +Promote musical and dramatic entertainments in settlements and +orphanages. + +Visit sick boys in hospital. + +Arrange outings for needy mothers, and children, crippled and +unfortunate boys. + +Automobile party for above. + +Play Santa Claus to poor families. + +Lead in keeping school and shop morally clean. + +Stand for clean thoughts, clean speech, clean sport. + +Seek leadership in public school clubs. + +Get interested in the boy life of the community. + +Help boys to find employment. + +Help enforce minor laws. + +Take an interest in the delinquent boy. + + +_Mental Service._-- + +Secure speakers for practical talks. + +Secure speakers for life-work talks. + +Lead in some mental activity. + +Promote an educational trip. + +Teach elementary arts and crafts. + +Conduct discussion of practical citizenship. + +Lead discussion of current topics. + +Lead younger boys as suggested under class activities--Mental. + +Teach English to foreign-speaking boys. + +Help wage-earning boys in elementary subjects, arithmetic, geography, +etc. + +Encourage grade boys to stay at school by coaching them in studies. + +Organize civic nights. + +Organize debates. + +Organize camera trips and photo study. + +Organize Around-the-Fire and story nights. + +Lend books and guide the reading of boys. + +Edit class or school paper. + +Be foreman in printing room of above paper. + +Lead observation trips. + + +_Spiritual Service._-- + +Lead a Boys' Bible Class. + +Take part in Boys' Conferences. + +Lead Boys' Meetings. + +Teach in extension Sunday school. + +Serve on Sunday school Committees. + +Serve on Church Committees. + +Take an interest in every church organization. + +Promote systematic giving among boys. + +Lead a Mission Biography group. + +Lead an inner circle for prayer and Bible study. + +Promote a census of non-church boys. + +Visit homes to invite fellows to church services. + +Join a training class. + +Lead campaign to increase Sunday school membership. + +Promote inter-class relationships. + +Lead prayer groups or circles. + +Help in Home Department. + +Serve on Reception Committee at Church or Sunday school. + +Visit teen age Shut-ins. + +Visit prisoners in jails. + +Do chores for sick folks. + +Help the aged to and from church services. + +Support a bed in a hospital. + + +The Organized Class, its officers, teacher and committees ought to find +enough to do in the above long list. The service activities have been +listed without any idea of order or grading. They are also for +individuals and the class as a whole. They are merely suggestive. The +class and the teacher should do things as a real part of the class life. + + + + +[Illustration] + + +ORGANIZED CLASS ACTIVITIES + +BOYS' BIBLE CLASSES + +JOHN L. ALEXANDER, + +Secondary Division Superintendent, International Sunday School +Association. + + +BIBLIOGRAPHY ON THROUGH-THE-WEEK ACTIVITIES + +Adams.--Harper's Outdoor Book for Boys ($1.75). + +Alexander.--Opportunity for Extension of Boys' Work to a Summer Camp +Headquarters (_American Youth_, June, 1911), (.20). + +--Using Nature's Equipment--God's Out-of-Doors (_American Youth_, +August, 1911). Single copies out of print, but bound volume for 1911 may +be obtained for $1.50. + +Baker.--Indoor Games and Socials for Boys (.75). + +Bond.--Scientific American Boy at School ($2.00). + +Boys' Handbook. (Boy Scouts of America) (.30). + +Brunner.--Tracks and Tracking (.70). + +Burr.--Around the Fire (.75). + +Camp.--Fishing Kits and Equipment ($1.00). + +Chesley.--Social Activities for Men and Boys ($1.00). + +Clarke.--Astronomy from a Dipper (.60). + +Corsan.--At Home in the Water (.75). + +Cullens.--Reaching Boys in Small Groups Without Equipment. (_American +Youth_, February, 1911.) (.20). + +Dana.--How to Know the Wild Flowers ($2.00). + +Ditmars.--The Reptile Book ($4.00). + +Fowler.--Starting in Life ($1.50). + +Gibson.--Camping for Boys ($1.00). + +Hasluck.--Bent Iron Work (.50). + +--Clay Modeling (.50). + +--Photography (.50). + +--Taxidermy (.50). + +Job.--How to Study Birds ($1.50). + +Kenealy.--Boat Sailing ($1.00). + +Lynch.--American Red Cross First Aid ($1.00). + +Parsons.--How to Know the Ferns ($1.50). + +Pyle.--Story of King Arthur and His Knights ($2.00). + +Reed.--Bird Guide. In 2 volumes. (Vol I, $1.00, Vol. II,.75). + +Reed.--Flower Guide (.50). + +Scout Master's Handbook (.60). + +Seton.--Book of Woodcraft ($1.75). + +----Forester's Manual ($1.00). + +Seven Hundred Things a Bright Boy Can Make ($1.00). + +Warman.--Physical Training Simplified (.10). + +White.--How to Make Baskets ($1.00). + + + + +XI + +THE BOYS' DEPARTMENT IN THE SUNDAY SCHOOL[6] + + +The Boys' Department in the Sunday school is the grouping together of +organized classes for the sake of unity and team work among the +adolescent boys. Investigation proves that boys work together best when +separated from men, women and girls. The Boys' Department contemplates a +change from the usual organization in the Sunday school, in that the +classes of boys between twelve and twenty years of age shall meet as a +separate department of the school and have their own closing and opening +services, and the natural activities that would spring from a separate +departmental life. The underlying idea of the Boys' Department is to +make the boys feel that they are a real part of the Sunday school, with +a real purpose and actual activities. Where it has been tried, not only +has the attendance been increased, but the enrollment in the department +has been doubled and trebled. The department also presents an +opportunity of interesting boys in all forms of church life through the +committee work which the department inaugurates. The criticism that the +Boys' Department may become a junior church is not borne out by the +experience of the men who have tried it. On the other hand, the +testimony is that the Boys' Department has increased the attendance at +the morning and evening services of the church, and has created a +general interest and enthusiasm for the entire church life. The Boys' +Department is not urged on any basis of sex segregation, although a good +many educators are urging the segregation of the sexes in public +education. The underlying idea of the Department is to group the boys +together for team work and cooperation, with a clear understanding of +the gang principle which clamors for a club or organization that +satisfies the social and fraternal need. In fact, it is the neglect of +the latter by the Sunday school that has brought the countless boys' +organizations into existence, and the well-conducted Boys' Department, +composed of well-organized, self-governing Bible classes, will mean much +to the general church life, as well as to the simplifying of the present +complicated scheme of work with boys. Nearly all of these auxiliary boy +organizations have had their birth in the Sunday school, through the +attempt to meet the boy need, which the Sunday school hitherto has not +seen its way clear to do. + +When departmental organization, however, is mentioned, the genius of the +individual leader and teacher must come into play. The form of +organization that may be successful with one leader may be a failure +with another. This chance does not lie or inhere in the organization, +but in the leader; for the gifts, talents, equipment and adaptability of +leaders vary just as much in Sunday school organization as in the +so-called secular forms of activity. The best form of organization, +then, as well as the most successful form for the local school, is the +"kind that works." + + +_Three Proved Forms of Departmental Organization_ + +Successful organization is the result of experiment. None but the result +of experiment has a right to be exploited. Sunday school teen age +workers have tried, proved and found satisfactory to their own liking, +by its results, the following three kinds of teen age organization for +the local school: + + +_Intermediate and Senior Departments_ + +The first of these is known as the Intermediate and Senior Departmental +organization. Its characteristic is the dividing of the teen age into +two groups--Intermediate, 13 to 16 years, and Senior, 17 to 20 years. In +some schools these departments meet separately for Sunday school work. +Wherever this is done there should be at least a superintendent and +secretary for each. While the general principles of the work are the +same, the problems and details of the classes are sometimes different. +The department superintendent should have special charge of his +department and be responsible for building it up; also for department +teachers' meetings, and should be personally acquainted with every +scholar. The department secretary should keep an alphabetical and +birthday card index of scholars; send welcome letters to new scholars; +provide the superintendent with a list of new scholars, that they may be +properly presented to the department; send lists of absentees to +teachers; keep a record of correlated work accomplished by scholars, +quarterly lesson examinations, etc. + + +_Teen Age Department_ + +In some schools the custom is to combine the Intermediate and Senior +Departments into one and to regard the years, 13 to 20, as a series of +eight grades. Several large schools are enthusiastic about this plan, +and as the worship requirements are much the same in the teen years the +Opening and Closing Services are acceptable to all grades. This +arrangement also is adaptable to limited equipment, and affords a +certain amount of hero-worship to the younger boy on account of the +older boy being present. It also offers the older boy a field of service +through helpfulness to the younger members of the department. In some +schools this adaptation is known as the High School Department. + + +_Boys' Departments_ + +During the last few years separate Boys' Departments have come into +favor with some Sunday school workers. These departments should not be +attempted, however, until every class is organized (see chapter on The +Organized Sunday school Bible Class), and there is efficient leadership +to guide them. A premature start may be ineffective and prejudice +parents and boys. + + +=The Departmental Committees= + +_Executive Committee_ + +The Executive Committee has direct oversight of the general affairs of +the department and acts officially between sessions on matters needing +prompt attention. It is made up of the officers, general superintendent +of the school, the pastor of the church, and the president and teacher +of each class. + +_Inter-Class Committee_ + +The Inter-Class Committee has the direction and supervision, through +sub-committees, of all the activities of the department, such as: + +Athletics +Outings +Camping +Socials +Entertainments +Lectures +Library +Vocational Talks +Practical Talks +Congress or Senate Debates +Current Topics +Practical Citizenship +Service Councils +Degrees and Initiations +Employment Bureau +Home Cooperation +School Cooperation + + +_Committee on Sunday school Life_ + +This Committee has a twofold function, the planning of the department +program for general school festivals and matters of general school +business. The diagram shows the activities of this committee. + +COMMITTEE ON SUNDAY SCHOOL LIFE + +FEAST DAYS GENERAL BUSINESS + +Children's Day Sunday School Board Meetings[7] +Christmas Teachers' Meetings +New Year's School Elections +Easter Membership Campaigns for Entire School +Rally Day School Needs +Anniversary Picnics +Specials, Etc. Socials, Etc. + +_Committee on Church Life_ + +The Church Life Committee also has a double task. Its activities along +the lines of church life are as follows: + +=Committee on Church Life= + +WORSHIP MEMBERSHIP AND BENEVOLENCES + +Morning Preaching Service +Evening Preaching Service +Mid-week Prayer Service +Special Services +Invitation +Current Expenses +Extension Support +Social Life +Auxiliary Organizations + +_Committee on Inter-Church Life_ + +The Inter-church Life Committee, through its representatives on the +Inter-Sunday school Councils and Committees, cares for its part of the +common teen age Sunday school life of the community. In this way the +Sunday school is made to loom large as the teen age organization in the +town or city. Some of its activities would be: + +Inter-Church Council +Normal Institute +Training Classes +Athletic League +Church Census +Boys' Conferences +Girls' Conferences +Publicity +Special Cooperation. + + +SUNDAY SCHOOL SECONDARY DIVISION + + THE TEEN AGE BOYS' DEPARTMENT + |(Every class organized) + | + ORGANIZATION + | + ----------------------------------------------- + | | | +OFFICERS | COMMITTEES + | | | +Church Board [a] | ------------------------------------ +Sunday School Board [a] | | | | | | +Sunday School | | | | | | + Superintendent[a] | Executive | Sunday School Life | Church Life + | | Inter-Class Inter-Church Life +Superintendent [b] | | | +Assistant Superintendent[b] | ------------- ------------- +Treasurer [b] | | | | | +Advisory Superintendent[c] | Feast General Worship General + | Days Interest Church + | Life + DEPARTMENT ACTIVITY + | + ------------------------------------------------ + | | +SUNDAY SESSIONS MASS WEEK MEETINGS + | (Occasional when there is a motive) + Opening Service + Class Hour + Department Affairs + Closing Services + +[a] Supervisory [b] Older Boy [c] Adult + +Prepared by John L. Alexander, Superintendent Secondary Division +International Sunday School Association + + + +POINTS OF CAUTION! + + +The promoters of a Boys' Department in the Sunday school should not be +too hasty in pushing the organization. There are certain facts to be +kept in mind in effecting a workable, durable department. + +1. The Boys' Department is merely one of the departments of the school, +and nothing must be done that will cripple or weaken the remainder of +the school. Where possible it is best to promote separate departments +for teen age boys and girls at the same time. This will reduce +opposition and achieve efficiency. + +2. There is no use in trying to organize a Boys' Department, where there +is no adequate meeting place. The value of a Boys' Department lies +almost entirely in the unity produced by the worship of the opening and +closing services and the discussion of departmental common affairs. + +3. The Department cannot take the place of the Organized Class. Where it +does, it is temporary, hurrah-in-character, inefficient and harmful. +The Sunday school is educational in purpose. The Boys' Department must +be likewise. + +4. Nothing should be advocated or promoted in the Boys' Department that +is not in accord with the Sunday school and Denominational policy. The +Boys' Department is part of the Church. + + +_Class Organization_ + +The classes of the teen years should all be organized before any scheme +for department organization is put in use. The Organized Class is based +on the so-called "gang instinct," and is the unit of all organization. + + +_Departmental Progressive Steps_ + +The steps in organizing a Teen Age Boys' or Secondary Division +Department should be: + +1. Appointment of Teen Age Superintendent. + +2. Every class organized according to Denominational and International +Standard. + +3. Two-session-a-week classes--Sunday and week-day. + +4. Trained teachers. + +5. Departmental organization. + + +=Departmental Equipment= + +_Separate Rooms_ + +There should be separate assembly rooms or divisions for these +departments where they meet apart from each other. There should also be +separate rooms or screened-off places for the classes to meet. + + +_Equipment_ + +The outfit for the department and classes should include Bibles, tables, +blackboards, charts, pictures, maps--including maps for mission study, +also relief maps, mission curios, etc. + + +_Promotions_ + +Much should be made of promotions to and from the grades within the +department. A certificate or diploma recognizing regular work should be +granted on Promotion Day. Special work done is recognized by placing a +seal upon the certificate. Promotion exercises should include some +statement of the work accomplished. + + +_Sunday School Spirit_ + +In order to maintain a genuine spirit of Sunday school unity it is +desirable to have the whole school meet together from time to time for +the common tie and uplift of worship in the mass. The exercises of +festival occasions also help to bring this about, and the common +gatherings, regular or special, of the school, tend to magnify the +united leadership of officers and teachers. These should never interfere +with the work of instruction, the main objective of the school, but +should supplement it. Departments should be made to feel their +partnership in the Sunday school enterprise, and this may be brought +about by the reading of the departmental and school minutes in each +department. Continued emphasis should be placed on the oneness of the +school--"All one body, we." Thus we may hope for Christian comradeship +and loyalty. + + +BIBLIOGRAPHY ON BOYS' DEPARTMENT + +Boys' Work Message.--(Men and Religion Movement) ($1.00). + +Cope.--Efficiency in the Sunday School ($1.00). + +Huse.--Boys' Department in Springvale, Maine (_American Youth_, +February, 1911) (.20). + +Stanley.--The Boys' Department in the Sunday School (_American Youth_, +April, 1911) (.20). + +Waite.--Boys' Department of the Sunday School (Free leaflet). + + + + +XII + +INTER-SUNDAY SCHOOL EFFORT FOR BOYS + + +This volume so far has discussed nothing save the work among teen age +boys in the local Sunday school, in Organized Class or Boys' Department. +This is as it should be, "beginning at Jerusalem" and taking care first +of the local school. To magnify the church and church school, however, +in the eye of the boy and to make it his central interest or the center +of his interests, it is necessary to view Sunday school effort in a +larger way than the work of the local school. The Sunday school must +become city-wide in its scope and effort. Common town-wide activity, +such as outings, athletics, camps, entertainments, lectures, campaigns, +etc., must be promoted jointly. Not only this, but the Christian boys +of the community must be taught the democracy of Christianity and be led +to work together in Christian service for each other and with each other +for all the boys of the city. Something of this has been attempted in +some places, but always under adult rule. Adult supervision--not +rule--is always necessary. Thus city camps and Sunday school athletic +leagues have flourished as adult effort for boys. That which is +contemplated in the following two chapters is distinctly work _by_ boys +_for_ boys in the Sunday school field. The need of adult help to +organize and set things going is recognized as necessary, good and the +proper thing. The value of the work will consist in the enlistment of +the boys themselves and the participation in and direction of the +proposed work by the boys. Boys are not as exclusive, limited or +provincial as adults. Their interests are wider than the local church. +The task is to couple those interests with the local church as the +center of greater community-wide activity, and to direct them to +effective service. + + +BIBLIOGRAPHY ON INTER-SUNDAY SCHOOL OR CHURCH WORK + +Barbour (Editor).--Making Religion Efficient (Boys' Work Chapter) +($1.00). This volume also contains the Men and Religion Charts. + +Boys' Work Message (Men and Religion Movement) ($1.00). + + + + +XIII + +THE OLDER BOYS' CONFERENCE OR CONGRESS[8] + + +This is one of the best forms of Inter-Sunday school work for boys. If +it is rightly handled, it will add much to the Christian enthusiasm of +the older boys of the Sunday schools. + +_It is to be noticed, however, that it is an Older Boys' Conference._ +This means that the ages are to be confined to the stretch between +fifteen and twenty years. Do not spoil your effort by "running in" boys +under fifteen. Of course the younger boy is important, but the type of +work accomplished in these conferences is beyond him and his presence +will nearly neutralize your effort. + +The aim of the conference should be, not merely to put new Christian +enthusiasm into the older fellow, but to get him to talk over the +problems of the Sunday school from his own point of view. Hundreds of +these conferences have been held throughout the Continent, and scores of +boys have been led into Christian service thereby. The discussion at +these conferences is also most intelligent, being often above the grade +of adult groups. The boy gets to know the Sunday school by talking about +it, sees its problems, his own needs and the way to meet them. He +likewise gets a new idea of his obligations. + +It is to be noticed again that it is an Older Boys' Conference. _This +means that the boys themselves should direct the work of the Conference +as much as possible, and that the Conference should be officered by +boys._ I have no sympathy with the men who cannot trust boys to do this +work. It is largely due to a fear that the boy will grow conceited +because of his new-found opportunity. It is due more, however, to the +fear that the boy will act unwisely from an adult viewpoint. Both of +these fears come from adult conceit and the inability to trust the boy. +Such men should leave boys and boys' work severely alone. + +It is to be noticed for the third time that it is an Older Boys' +Conference. _This means that the large part of the program and all the +discussion should be by the boys themselves._ No man should take part in +the discussion save the man who leads it, and the future may also +provide a boy for the leadership of the discussion. The writer in over a +hundred conferences would allow no man to take part, as the aim of the +conference was to make it a boys' conference. If men may dominate and +intimidate the boy, better settle the matter in an adult group. + +The officers of the Older Boys' Conference should be President, +Vice-President (who in most cases should be Toast-Master at the +Conference Banquet) and Secretary. There should also be a committee of +three boys appointed by the President (who may be helped to this end) to +report at the banquet session on the papers and discussions. In this way +the summary of the conference is as the boy sees it. This is the aim of +the conference. + +Two ways are open for the election of the officers: by a Nominating +Committee and in open conference from the floor. _If a Nominating +Committee is the method, no man should be present to suggest or +dictate._ The committee should, however, have the right to consult +whomever they please, in order to get the information they may wish. +_The writer prefers the Open Conference Nominations from the floor. In +over two hundred conferences he has never yet been disappointed in the +choice of the boys._ + +The program should be distinctly a Sunday school one. The conference is +in the interests of the Sunday school. Keep it to the purpose intended. +Hundreds of good causes might be discussed, but the objective of the +conference would be missed. Below are three different length programs +used at different places. They may prove suggestive to those intending +to conduct such meetings. + +A. Afternoon and Evening Conference (One Day). + + +PROGRAM + +TORONTO + +BOYS' WORK CONFERENCE + +=December= 31, 1912 + +_Conference Theme:_--_Training and Service_ + +=St. James' Square Presbyterian Church=, Gerrard St., between +Yonge and Church Sts. + +2:00 P.M. Registration of Delegates. +2:30 Music, in charge of Mr. W.R. Young, + Choirmaster of St. John's Presbyterian + Church. + Devotional--Rev. E.W. Halpenny, + B.D., General Secretary, Ontario + Sunday School Association. +3:00 The Message of the Galt Conference, + N.W. Henderson, Robert Walker, + Gordon Galloway. +3:20 Address--"Organized Sunday School + Work," by John L. Alexander, Chicago, + Ill., Superintendent Secondary + Division, International Sunday School + Association. +4:15 Group Conferences, led by Taylor Statten, + Preston G. Orwig and A.W. + Forgie. + +5:45 Recreation, Seymour Collings, Physical + Director, Toronto Central Young + Men's Christian Association. +7:00 Banquet to Delegates, on floor of Association + Hall, Central Young Men's + Christian Association Building, corner + Yonge and McGill Streets. + Chairman--John Gilchrist, President + Toronto Sunday School Association. + (a) Music. + (b) Toasts--The King,--The Chairman + "Our Country." + (c) Address--"The Crusade"--John + L. Alexander. + +=St. James' Square Presbyterian Church= + +9:00 Devotional--Rev. E.W. Halpenny. +9:15 Group Conferences. +10:00 Address, "In Training," John L. + Alexander, Chicago, Ill. +10:45 Report of Group Conference Committees. +11:15 Address, "The Challenge of the New + Year," Charles W. Bishop, Canadian + National Secretary, Young Men's + Christian Association. +12:15 Adjournment. + +B. Saturday and Sunday Conferences (One and a Half Days). + + +PROGRAM + +WICHITA OLDER BOYS' CONFERENCE + +MEN AND RELIGION FORWARD MOVEMENT + +=Saturday, February= 10 + +9:30 A.M. Song Service. +9:35 A.M. Election of Officers. +10:00 A.M. Address, "Second Brand Cartridges," + by Dr. David Russell, of South Africa. +10:30 A.M. Papers, read by boys, followed by + discussion, led by John L. Alexander. + "How Can We Help Increase the Number + of Boys Attending Sunday + School?" + "Why Don't the Older Boys Attend + Church Services? Should They Be + There?" + "Should an Older Boy Teach a Younger + Boys' Sunday School Class?" +11:45 A.M. Address, "Motive," Dr. C. Barbour, + Rochester, N.Y. +1:30 P.M. Recreation. +6:30 P.M. Address--Chairman Committee of 100. + Address--Local Chairman Boys' Work + Committee. + Report of Committees on Conference + Papers. + +6:30 P.M. Address, "The Set of a Life," William + A. Brown, of Chicago. + Address, "Go to It," John L. Alexander, + Chicago, Ill. + +=Sunday= + +3:00 P.M. Mass Meeting for Older Boys, Addressed + by John L. Alexander, Chicago, + Ill. + +C. Three Day (Part) Conference. + + +PROGRAM + +_Conference Theme, "Training and Service."_ + +=Friday, December 13= + +Beginning at 8:30 A.M. Addresses in seven High + Schools, by John L. Alexander. +6:15 P.M. Supper for Delegates. +7:00 P.M. Address by Hans Feldmann, Chairman + of Conference. + Address by Rev. R.S. Donaldson. + Remarks by Rev. F.H. Brigham and + John L. Alexander. + Close at 8:30 P.M. + +=Saturday= + +9:00 A.M. Songs and Devotional, led by W.H. + Wones. +9:30 A.M. Organization, to be led by John L. + Alexander. +9:45 A.M. Papers by Delegates. Discussion led by + John L. Alexander. +11:30 A.M. Address by Rev. F.H. Brigham. +12:00 to 2:00 P.M. Delegates home to lunch. + 2:00 P.M. Concert by the Y.M.C.A. Boys' Glee + Club. + 2:15 P.M. Discussion by subjects in groups, led + by John L. Alexander, F.H. Brigham, + W.H. Wones, and F.C. Coggeshall. + 4:00 P.M. Recreation period in Y.M.C.A. Building. + 6:15 P.M. Banquet for delegates and men leaders + at boys' invitation. + Music by the Boys' Busy Life Club + Boys' Orchestra. + Toasts by three delegates. + Report of the Committee on Inter-Church + Program. + Addresses by John L. Alexander and + F.H. Brigham. + + +=Sunday= + + 3:00 P.M. Gospel Meeting for Older Boys, at + Grand Avenue M.E. Church. Speaker, + John L. Alexander. + +The following announcements were on the backs of these programs: + +#ANNOUNCEMENTS# + +CONFERENCE HEADQUARTERS--The Session of St. James' Square Presbyterian +Church has kindly granted the Conference the use of the church and +school rooms. With the exception of the Banquet and Addresses which +follow, all sessions of the Main and Group Conferences will be held in +this Church. + +REGISTRATION--Admission to the sessions of the Conference will be +granted only to those wearing the Souvenir Conference Badge, which will +be given to each delegate presenting a credential signed by the +Conference Secretary at the Conference Office, in St. James' Square +Church, any time after 1:30 P.M., Tuesday, December 31. + +DISCUSSION--Come prepared to take part in the discussion, and to ask +questions regarding the particular needs of your school. An opportunity +will be afforded in the Group Conferences for this phase of the work. + +NOTES--Take careful notes. They will help you make a good report to your +Sunday school after the Conference. + +REMEMBER--You are responsible to those you represent for getting the +most out of every session. Be on hand promptly at the hour mentioned; it +will help. + +BOOK EXHIBIT--Copies of all the latest books on Sunday school and Boys' +Work will be on exhibit in one of the Conference rooms. Teachers and +leaders should not miss this opportunity to look over some of the +splendid literature that has come recently from the press. + +NOTE--Boys under 15 years of age will not be admitted. + + +=Basis Of Representation= + +The delegates are to be boys between the ages of 15 and 20 years, +appointed by the officials of their Sunday school, on the basis of two +delegates for each boys' class (of the teen ages) and each boys' club, +and, additional to these, two delegates at large from each church. Men +leaders of clubs will also be registered as delegates. + + +=Registration Fee= + +The Registration Fee is to be 50 cents, including the cost of the +banquet Saturday evening. + + +=Preliminary Arrangements For Older Boys' Conference= + + +I. Conference Committee: + +1. Committee supervises, plans and is responsible for the conference. + +2. Committee should consist of at least five adult members, and +profitably more, selected from the various Sunday schools. + +3. Committee may appoint special sub-committees to take care of details +and close supervision. + + +II. Sub-Committees: + +1. Publicity, Delegate and Registration. + +2. Meeting Place and Decoration. + +3. Program and Badge. + +4. Entertainment and Recreation. + +5. Banquet. + +6. Sunday Meeting (if held). + + +III. Sub-Committee Duties: + +1. Publicity Committee: This committee is responsible for press, pulpit +and Sunday school notices. It also has the duty of discovering the +leader of each Sunday school and of getting the delegates pledged and +registered. For this purpose three letters at least should be sent out +(see IV). A Registration Card also should be filled out by each delegate +and signed by Secretary of Publicity Committee before the conference. + + +[Illustration] + + +TORONTO +BOYS' WORK CONFERENCE + +=December 31st, 1912= + +This certifies that ____________________________________ + + Address ________________________________________________ + +has been accepted as a Delegate to the above Conference, +having made application and paid the Registration +Fee in due time. Upon presentation of this card +at the Conference Office, St. James' Square Presbyterian +Church, he is entitled to the Souvenir Conference +Badge, Program, and Banquet Ticket. + + + _______________________________________________ + Registration Secretary. + + +The limit of accommodation for the main banquet on the floor of +Association Hall will be 600. Extra provision will be made elsewhere for +the balance if registration exceeds that number. + +Provision has been made for { Main Banquet } + you at the {Auxiliary Supper} + +This committee is also responsible for the Registration Table during the +conference. + +2. Meeting Place and Decoration Committee: The duties of this committee +are obvious. Among them, however, are the following: Five chairs and two +small tables should be on the platform, and a blackboard with eraser and +abundant supply of chalk in _each_ meeting room. + +3. Program and Badge Committee: This committee should be responsible for +the preparation, printing and distribution of programs. An ample supply +should be on hand during the conference sessions. A badge (delegate's) +is a good thing for the conference spirit. + +4. Entertainment and Recreation Committee: Where delegates attend from +out-of-town, this committee arranges for their entertainment at the +homes of friends. At a local conference this committee is steadily on +the lookout for the purpose of making the conference and delegates +comfortable. Fresh air, telephone service, messages, etc., all of these +are highly important. This committee also should be responsible for +adequate plans for the conference recreation. + +5. Banquet Committee: The details for the conference banquet, the +seating of the delegates and the serving of the food, all come under +this committee. If a special banquet menu and program are used, this +also is the duty of the committee. An orchestra to play through the +eating period is a splendid feature. + +6. Sunday Meeting Committee: This committee should give careful +attention to the following details: + +(a) _That any boy over fifteen years and under twenty-one years be +admitted to the meeting. One leader to each group of boys may attend, +but these must sit by themselves in the rear of the room_. + +To secure these arrangements it will be necessary to put a force of +determined adult watchers at every door. + +(b) Be sure to have a live organist, pianist or orchestra to lead the +music. A director to lead the singing, _with ginger_, will help. + +(c) Have four ushers to each double or central aisle, and have two to +each single or side aisle. + +(d) Everyone present at the meeting should have a song book or sheet. + +(e) Be sure to have a plain white card, 3x5, and a small sharpened +pencil for each one present. This is absolutely necessary for the +Forward Step part of the meeting. + + +IV. Letters to be sent out (Publicity Committee): + +1. _To Pastor_, _Superintendent_ or _Teacher_: + +(a) Announcing the conference, its nature, purpose, etc. + +(b) That it is confined to older boys--15 to 20 years--and one adult +leader from each school. + +(c) From three to five delegates (Christian boys). + +(d) Ask for name of adult leader. + +(e) Enclose Postal Card. + +2. _To Sunday School Adult Leader_: + +(a) Send plan of conference and details. + +(b) Enclose Tentative Program. + +(c) Ask for names of boy (Christian) delegates, setting time limit and +enclosing credentials. + +(d) Suggest that leader have a meeting of the delegates before the +conference to consider what the conference may mean to their own local +Sunday school. + +3. _To Each Delegate_: + +(a) Send a brief letter with program. + +(b) Emphasize the Christian nature of the conference; that it is for +training and leadership, and that he has been chosen from his school for +this purpose. + +(c) Suggest daily prayer as preparation. + + +V. Leaders' Meeting: + +If possible, arrange for a luncheon or dinner conference for the Sunday +school adult leaders who are at the conference. Talk over the plans, +programs and hopes of the conference. + + +VI. Follow-Up After Conference: + +1. A Second Leaders' Meeting. (Details at Conference) + +2. Local Delegates' Meeting. (Details at Conference) + + +BIBLIOGRAPHY ON OLDER BOYS' CONFERENCE + +Dunn.--What the State Boys' Conference Means to the Churches (_American +Youth_, April, 1911) (.20). + +Hinckley.--The Unique Value of Conferences of Older Boys (_American +Youth_, April, 1912) (.20). + +Scott.--Boys' Conference in Community and County (_American Youth_, +April, 1911) (.20). + +Smith.--The Maine Boys' Conference (_American Youth_, April, 1911) +(.20). + + + + +XIV + +THE SECONDARY DIVISION OR TEEN AGE BOYS' CRUSADE[9] + + +The Older Boys' City-wide Conference is outlined in the previous +chapter. It is a good, but intermittent, form of Inter-Sunday school +activity for boys. The Secondary Division or Teen Age Boys' Crusade is a +permanent form for such activity, and may be launched at the Older Boys' +Conference. + +The idea of the Crusade germinated in the minds of the members of the +Toronto Secondary Division Committee in connection with a Sunday school +Older Boys' Conference in December, 1912. The objectives around which +the idea grew were a campaign for Organized Classes in every school, an +effort to reach Toronto's 10,000 non-Sunday school, teen age boys and a +training class for adolescent leadership. At the evening banquet, at +which the Crusade was presented, 55 Sunday schools registered for the +campaign and 187 older boys signed up for training and the effort to +reach the boys not in Sunday school. At a later meeting a plan of action +was decided upon. + +_The Objective_ + +The aims to be kept in mind are fourfold: (1) To magnify the Christian +life and the preeminence of Jesus Christ as Saviour and Lord; (2) to +organize the teen Christian boys of the Sunday school for organized +service; (3) to reach the teen non-Sunday school boys for Sunday school +attendance; (4) to train the teen boy for Christian leadership. + + +=The Crusade Outlined= + +_Campaign of Bible Class Organization_ + +1. It is proposed that every class in the teen age or Secondary division +of every Sunday school be organized according to the International +Standard, and that the boys of the schools be given the task. (See +International Secondary Division Leaflet No. 2.) + +_Campaign of Enlistment_ + +2. Coincident with the campaign of organization there should be a +systematic effort to reach every boy of the teen age for membership in +the Sunday school. This may be accomplished through two methods: + +(a) Census and Survey. The city should be divided into districts and +mapped out by squares. Then the teen age campaigners should go two and +two for the purpose of a census-taking. The two-by-two system will +result in more thorough work, and it gives the opportunity of helping +the more timid boys by linking them with the bolder ones. An entire +square should be worked by the partners, both making the same call, and +every teen age boy in the town, whether a Sunday school attendant or +not, can be located this way. For this purpose an ordinary filing card +may be used, printed as follows: + +Date ______________________ + +Name ______________________ + +Address ______________________ + +Religion (Catholic, Jew, Protestant)? + +Attend Sunday school (yes or no)? + +If yes, where? ______________________ + +Information gathered by +________________________ + +________________________ + +NOTE.--Once this information is gathered it can be kept up-to-date by +arrangement with the moving companies and the water, gas and electric +light companies. A monthly report from these companies, or a stock of +post-cards kept with them, will do the work. Another method is an annual +checking up with the city directory. + +(b) Home Visitation for Enlistment. This is best accomplished by +personal invitation, letter, attractive advertising, etc. Assign to teen +age worker. + +_Training Classes_ + +3. A training class or training classes, central or by districts, should +be arranged to specialize for teen age leadership. + +(a) Adolescent Leadership Course (50 lessons) according to International +Standard. + +(b) Demonstration Course in physical, social, mental and outdoor +activities. + + +_Service Programs_ + +4. Practical programs should be prepared and offered to schools and +organized classes to stimulate the membership of the Crusade. + +"For none of us liveth to himself." "For unto every one which hath shall +be given, and from him that hath not, even that which he hath shall be +taken away from him." "Service" is the magic word around which real life +swings. By giving, one gets. The investment of service, as individuals, +and as a class, will bring big dividends in the development of one's +personal life. + +_Missions Program_ + +Promote (a) a course of study of "live" home and foreign mission +material; (b) systematic giving to missions; (c) the study of the +foreign population of your city, particularly of your own neighborhood; +(d) teaching non-English speaking men and boys to read and write; (e) +the investigation, and, when possible, the handling of needy cases in +your community. Anything going out from the class to the other fellow +comes under this head. + + +_Temperance Program_ + +Get information along the lines of: (a) bodily self-control; (b) the +injury of tobacco on the growing tissue; (c) the inroads of alcohol on +the growing and mature body; and (d) the economic, material and moral +waste of intemperance of every kind. + + +_Purity Program_ + +Hit hard for (a) clean speech, clean thoughts, clean sports; (b) for a +single sex standard; (c) chivalry and cleanliness among the sexes; and +(d) adequate education on sex matters. + +Programs along these three lines will be furnished on application to the +State and Provincial Sunday School Association offices. + + +=Preliminary Plans For Crusade= + +To get things in motion, two lines of action are suggested: First, plan +for a conference of older boys and workers with boys for the community +which you desire to cover. The program should aim to lay before the +conference the plan of the Organized Secondary Division Class; methods +of work should be discussed at group conferences; the Crusade Challenge +presented at the banquet; and the session should close with a rousing +inspirational address. Second, formation of an _Inter-Sunday School +Council_, the purpose of which is to plan and promote work for Secondary +Division Classes in the city. + +_Promotion of Conference_ + +The Secondary Division Committee, headed by the Secondary Division +Superintendent of the city, township or county, in which the conference +is planned, should head the work, and representative men and older boys +should be chosen to form a Conference Committee. + +First Steps. Call a meeting of the General Conference Committee. State +clearly the objective of the Conference and Crusade, then appoint the +following sub-committees: Program, Printing and Advertising, Banquet, +Registration, Recreation and Promotion. + + +=Duties Of Committees= + +_Program_.--Plan program, secure speakers, organist and leader for +singing. + +_Printing and Advertising_.--To have charge of all printing, such as +Advance Notices of Conference, Registration Cards, Banquet Tickets, +Tentative Program, Completed Program, Crusade Folder, Newspaper +Articles, Conference Badges or Buttons. + +_Banquet_.--To arrange all the details of the banquet, the place where +it will be held, securing dishes and silverware, arrangement of tables, +decorations, etc. + +_Registration_.--To arrange a simple system of registration, have charge +of distribution of programs and badges, tabulate record of registration +for report to convention, etc. + +_Recreation_.--To plan for a period of organized recreation between the +afternoon and evening sessions. + +_Promotion_ (perhaps the most important of all committees). The +responsibility of securing "picked" members of teen age classes and +workers to attend the Conference rests on the shoulders of this +committee. All members of the General Committee should share with them +this responsibility. The Committee should arrange for a meeting of +Sunday school Superintendents and every effort be made to have every +school represented, by either the Superintendent or a substitute +appointed by him. At this meeting outline carefully the plan of the +Conference and Crusade, enlist their cooperation, secure from each man +present a promise to see that delegates are sent from his school; supply +these men with literature and registration cards. Be sure to have a +record of the name and address of all in attendance at this meeting. +This is important. Make a special drive on this meeting, the object +being to line up a man in every last school who will make himself +responsible for that school being represented in the Conference. The +Superintendents not present at this meeting should be seen and written +to at once, urging upon them the importance of the work, apprising them +of the results of the Superintendents' Conference and showing them the +necessity of their schools being included in this city-wide campaign for +the adolescent boy. Other plans of promotion may be adopted by the +Committee, as warranted by local conditions. + +_Meetings of General Committee._--The General Conference Committee +should arrange to meet at least once a week, for a month prior to the +Conference, and all plans of the sub-committees should be submitted to +this Committee for their approval before being put into operation. + + +=The Conference Program= + +Conference Theme--Training and Service. + +Temporary Chairman--President or Vice-President of Sunday School +Association, or acceptable substitute. + +2:00 Registration of Delegates. +2:30 Devotional and Music. +3:00 Address, "The Biggest Thing in the World." +3:20 Secondary Division Organization--The Bible Class. +4:15 Group Conferences (City divided into districts). +5:45 Recreation. +7:00 Banquet to Delegates. + (a) Music--Orchestra. + (b) Toasts--Two Older Boys. + (1) Our Country. + (2) Our City. + (c) Address, "The Crusade." +8:45 Devotional +9:00 Question Box and Conference. +9:20 Address, "In Training" (Inspirational). +10:00 Adjournment. + + +=The Banquet Seating Plan= + +The delegates from each Sunday school should sit together, and when +practicable be also grouped by denominations. At the close of the +address on the Crusade _the Inter-Sunday School Council should be +formed_. + +This shall consist of two older boys and one man from each participating +Sunday school. The Council is subject to the call of the Chairman of the +Secondary Division Committee. + +_Method of Enrollment_ + +1. After the presentation of the Crusade, pass a colored card to each +delegation, asking them to confer and to write on the card the names and +addresses of the two older boys they may choose to represent their +school, the name of school, also the names and addresses of the +teachers of the chosen delegates. + +_The Adult representative from each school should be selected later by +the committee in charge of the Crusade Conference_. + +2. Pass white cards, as soon as the colored ones have been properly +filled; or, better yet, place a white card in each banqueter's program +and challenge to service and training. + +3. Write to each chosen representative before the first called meeting, +enclosing credential card to be signed by the superintendent of the +school, the pastor of the church, and write to each of these men +enclosing the plan of the Crusade. + + +=First Meeting of Council= + +Do not allow more than two weeks to pass until the Council meets to lay +its plans. Strike, and keep on striking while the iron is hot. + +_The Follow-Up_.--Call at once a meeting of the older-boy +representatives on the Inter-Sunday School Council. Do not call in the +men until later. This is an =Older Boy Movement=, and you are +going to get the Older Fellows in the Sunday school to go after the +Older Fellows out of the Sunday school. Impress upon the Council that +this is their job and whatever success is achieved will be due to their +efforts. Let a clean-cut spiritual atmosphere prevail at these meetings. +You will find that the boys are there for business. + +It is suggested that the meetings be held Saturday evening, beginning at +5:30 with supper, to cost not more than fifteen cents per plate. + +_First Meeting_.--Don't rush things. You will gain much by making the +fellows feel that you are all working this problem out together and that +the prayerful cooperation of every member is necessary. Don't stampede +the meeting with a lot of elaborate plans. If you have any plans, turn +them over to the Council by way of suggestion, and let that body use its +own judgment. Everything that is done by the Council should emanate from +its members. It is suggested that the purpose and program of this +meeting should be somewhat as follows: + +(a) Statement of purpose of Council. + +(b) Trace connection of Council to International work (i.e., Council, +City Secondary Division Committee, City Secondary Division +Superintendent, County Secondary Division Superintendent, State or +Provincial Secondary Division Committee, State or Provincial Secondary +Division Superintendent, International Secondary Division Committee, +International Secondary Division Superintendent, etc.--this to show them +that they are officially related to a world-wide movement). + +(c) Fellowship and "Get Together." + +Be sure to have Adult members at this meeting. + +_Second Meeting_ (two weeks after first).-- + +At this meeting discuss: + +(a) Importance of class organization--each member urged to get to work +at once in his local school. + +(b) Age limit of classes now in the organization. + +(c) Outline possibilities of Council for promotion and all-round +physical, mental, social and spiritual activities of teen age fellows of +the Sunday schools of the city. + +(d) Discuss the idea of the census survey. + +These two meetings will pave the way for the third and following +meetings. Don't meet simply for the sake of holding a meeting. Let your +fellows feel that when a call to meeting is received it is important. + + +_Third and Subsequent Meetings_ + +1. Lay your plans carefully for the census-taking, then complete the job +quickly. + +2. Analyze the cards and distribute to the organized classes. Their work +then begins. Encourage regular reports on the work of the classes at +each meeting of the Council, the school representatives reporting. + +3. Plan for the execution of the Missionary, Purity and Temperance +Programs. + +4. Extend the Council's field until it covers the common physical, +social, mental and spiritual activities of the community teen age boys. + +5. Plan for regular Conference or Banquet Programs. + +6. Ultimately the entire common Sunday school athletic and social life +of the community would center in the Inter-Sunday School Council. + + +_Meeting of Superintendents_ + +It is suggested that at this juncture a meeting of Sunday school +Superintendents be called for the purpose of thoroughly acquainting them +with the plans of the Council. This will secure the cooperation of the +Superintendents, which is most essential. The effort to get the +Superintendents behind the work will be more successful if the city be +divided into sections and a Superintendents' meeting be held in each +section. These meetings can be made very helpful. + + +BIBLIOGRAPHY ON BOYS' CRUSADE + +High School Student Christian Movement Series: + +Bulletin No. 1. The Local Organization (.05). + +Bulletin No. 2. Typical Constitution (.05). + +Bulletin No. 3. The Inner Circle (.05). + +International Secondary Division Leaflet, No. 5 (Free). + + + + +XV + +SEX EDUCATION FOR BOYS AND THE SUNDAY SCHOOL[10] + + +There can be no adequate comprehension of the physical side of boyhood +if the sex element be left out. In fact, we have discovered for +ourselves that this is the very element that constitutes the real +problem of boyhood; for until the idea of sex enters into the boy's +consciousness we are only dealing with an infant. It is the gift and +power of self-reproduction that changes the selfish, individual +existence into the larger, altruistic life. It is this that compels +gangs and team-work and the instinctive desire to negate self in service +for others. It is this that forms the basis for the tribal or community +desire; and on it, understood or not, is built all further achievement. +The real value of a brave to his tribe begins with the support of his +squaw, and the modern boy gets his importance among us, when, because of +bodily function, he awakens to the consciousness of the meaning of the +home. This comes gradually at puberty or adolescence with the knowledge +of the sex purpose. And it is the quality of this knowledge, its purity +and fear and regard, that makes the lad a worthy member of the larger +whole, or a peril. + +Knowing this as we do, is it not a matter of some wonder that we have +never really made any systematic effort to instruct the boy concerning +his wonderful power? Very few fathers give their sons any guidance along +this line, although they do so quite freely on every other subject. Of +course, it is a sacred, delicate subject from which we naturally shrink, +but it is overmodesty to allow a lad to fall into the abuse of his +manhood, either alone or in twos, when a wise word, spoken in time, +would save the smirch on two lives or more. In fact, we are beginning +really to understand that it is just as imperative for us to teach a boy +how to live his life with the utmost happiness as to show him how to +procure the wherewithal to feed his body. For this reason it is being +advocated today that the boy should be given explicit instruction as to +the care of the organs of reproduction and detailed information as to +the functions of these organs, and many are doing this. + +Our boys today are eating freely of "the knowledge of good and evil," +and they are not as innocent as we could wish them to be. They are not +ignorant of the processes of life because we have said nothing +concerning them, but their knowledge is partial and faulty and clouded +with misinformation. + +A few years ago a body of men were discussing this very thing in New +York City, and one of them suggested that every one present write on a +piece of paper the age at which he had his first sex knowledge and pass +it to the head of the table. The average age named by this group of +interested men was six and a half years. Not one of these men, either, +had ever had a single word spoken to him on this all-important subject +by any adult. Their knowledge was of the street. Is it any wonder, then, +that boys stray, mar their own lives, betray confidences and innocence +and become moral lepers, feeding like parasites on the fairest of our +communities? + +Instruction in the processes of the function of reproduction would help +many a boy to a clean participation in and a happy understanding of the +home. The divorce evil and the necessity of a large number of surgical +operations among women, to say nothing of the so-called social evil, +would be greatly lessened by such instruction. The father, of course, is +the proper person to deal with this question. + + +=Parents and the Sex Problem= + +When parents understand sex influence they will more than half meet the +problems of the teen age. To rightly instruct along sex lines and so +prepare boys and girls to meet the teen period is almost completely to +meet the teen problem. + +Social and economic changes have moved this generation a full hundred +years ahead of our fathers. The change, however, has a moral menace in +it, for the slow but sure ways of the old-fashioned home with its +genuinely moral atmosphere have nearly slipped us. Today boys and girls +are herded together by the compulsion of the times and moral ideas are +in danger of being warped and twisted. Everything about us today is more +complex than formerly, and the more complex things become the more we +herd together. Mass life is common and growing--in education, in the +schools and in play life, in the big public playgrounds. Religious +activity, in spite of the group tendency toward the small group, is +still in the mass--Christian Endeavor, Sunday school groupings, etc. +With the growing assumption of week-day activities on the part of the +church, the moral peril increases. + +To offset this increasing social danger sex instruction is an insistent +necessity. Boys and girls must be taught to see themselves as members +of society with all that that implies. To do so means a knowledge of +self and sex and their functions and responsibilities. The sources and +processes of life must be intelligently understood and thus respected. +Ignorance of life does not beget purity, respect and honor. A boy's +regard for a girl cannot proceed from lack of knowledge, although this +lack may be termed innocence. A girl's love for the best for self and +others is impossible unless she has knowledge tinged with the awe of +God's purposes. Too often have our boys and girls been merely innocent, +such innocence causing their fall. The tree of knowledge sometimes +demands a high price for its fruit. To safeguard lives unblighted, the +purity and processes of life's mystery must be imparted through +instruction to our growing youth. + +This can best be done by the parents--father or mother--for since +children (boys or girls) ripen and come to puberty, individually and +independently, the parent is God's choice for this task. To group boys +and girls together for this instruction is terribly wrong, as the group +must contain those whose need for information varies. To talk on these +matters in mixed groups of boys and girls is to incite wrong impulses +and is criminal. The parent is God's instructor in these things--a +father to the son and a mother to the daughter. Anything else is second +or third best and only to be done under great necessity. Under unusual +conditions a _Christian physician_ may instruct small groups of like +physiological age, but the parental way is best, because it is both +natural and permanent and we seek both. + + +=Sunday School and Sex= + +Parents must be trained for this high duty. To this end Fathers' and +Mothers' Meetings should be promoted separately by the Sunday school. +Not one merely but a series, so that every father and mother may be able +to attend. It would be well to promote these in small groups by +invitation and acceptance until every father and mother was reached. A +regular course of education might be arranged, viz.: + +First Lecture--How to meet the questions of children. + +Second Lecture--How to prepare the boy and girl for the understanding of +puberty. + +Third Lecture--Adolescence: The Physiology and Anatomy of the Sex Organs +and Methods of Sex Instruction. + +Fourth Lecture--Hygiene: Personal, Public, Home, School and Church. + +These might be preceded by an address on the conditions that today make +the above necessary; such might be a Sunday evening sermon or week-night +address by the pastor of the church. + +The lectures should be delivered and instruction given by a _Christian +Physician_. + +Meetings should be held for fathers by themselves and for mothers +likewise; however, in either or both meetings the whole field--boys and +girls--should be discussed. + +The whole campaign should be carried out quietly without fuss, feathers +or publicity. Shun the spectacular and remember it is the morality of +the boy and girl that is in question. Keep away from muck-raking, be +constructive and pure and business-like in the whole matter. + +The need is great, for the sources of our life must be kept clean if we +desire social health among our boys and girls. The land is full of the +plague, of open moral sewers and unholy cesspools. The street reeks with +the smut and filth of wrong sex knowledge, and our boys and girls are +getting experience in the laboratory of the immoral. The Sunday school +can help our common, public health by helping the parent. It should +major on parental instruction and keep it up until the parents have been +helped to the adequate fulfillment of their task. + + +=Sex Instruction for Boys= + +Great care should be exercised in the giving of sex instruction to boys +of any age. In the first place, no one without expert knowledge has a +right to approach the boy on the subject. Even a father should make it +his business to master the problem by extensive and wise reading before +he becomes his boy's teacher. In the second place, books or pamphlets on +the subject are poor mediums for instruction on the sex functions. +Nearly every one that I have seen so far is either too technical or too +sentimental. There are a great many books on the market which had been +better left unpublished as far as their helpful influence is concerned. +The treatment of this problem should be oral instead of in written form, +and should be a straight, business-like talk, such as a father would +have with his son about his studies or work. The gush of sentiment plays +havoc with the emotions of the boy and lures him to the edge of the +precipice, just to look over. First, there should be the spoken word +concerning the function of the sex organs; and then, if the need is +urgent, a choice book to guide him a little farther on the way. The less +a boy thinks about these things the better. The instruction should be +for the purpose of teaching him the knowledge of himself in order that +he may see these things in their proper light and live purely, and not +for the purpose of giving him expert advice. + +Another thing is necessary for good sex instruction. Up till a little +while ago it was the custom of workers with boys to caution the lads +against self-abuse. They used all kinds of colored slides and fearful +examples to impress on the boy the horror of the act, and very often +inflamed the boy to exactly the thing they were shooing him from. But +today we are learning the fact that the positive is of more force than +the negative, and that the "thou shalt" is better than the "thou shalt +not." There is a real reason why the later adolescent boy should give no +attention to the "thou shalt not," and so fall into the snare of the +negative; for it is the law of his being to "prove all things." It is +far better to lay emphasis on the legitimate purposes of the boy's sex +life, the glory it gives him and the beauty of the self-sacrifice it +begets, than to say a single word on the other side. + +I have found it a good thing to refer to the practice of self-abuse of +any kind as a sure sign of weak mentality, and this has produced a +greater impression than anything else that I have formerly said. Boys, +it should be remembered, have brains and are really able to think. When +they act wrongly it is so often from lack of knowledge or because of +wrong knowledge. If I were to teach a boy my business I should tell him +everything that would make the business better, and say nothing of how +to put it "to the bad." Now what would we all do if our business was to +help boys to live clean lives, speak truth, bless the community with +unimpaired manhood and honor God with their united physical powers? + + +=Methods of Instruction= + +It is necessary to keep in mind the stage of development of the boy. It +certainly would be foolish to tell a lad of eight years the facts that +should be given to a sixteen-year-old. Great tact and intelligence, +coupled with a knowledge of the stages of physical growth that a boy is +passing through, are necessary. + +A boy of under twelve years should be approached biologically: the sex +element in nature study should be gradually disclosed to him. In this +period, when the spirit of curiosity is strong in the boy and he is +continually asking questions on the mystery of life--for instance, how +the stork or the doctor can bring the little brother or sister--it is +the best thing to answer the question with just enough truthful +information to satisfy. Great harm may be done by piling the mind of the +child with facts that cannot but be misunderstood. In the enthusiasm for +doing things right, there must be a guard against going too far. + +The second stage of a boy's physical development, the early adolescent +stage--twelve to fifteen years--is the physiological. Puberty marks its +advent, although the exact sign of its arrival is hard to determine. It +has been easy to discover it in a girl's life, but it still remains a +matter of some guessing in a boy. _A recent work of Dr. Crompton states +that the kinking of the hair upon the pubic bone is a sure sign of the +beginning of the period_. Some physical directors have found this a +satisfactory sign, and have made this the basis of a graded work with +boys. It is in this period, then, that the boy should learn something of +the anatomy and physiology of the male sexual organs. + +The third stage of sex instruction for boys is during the later +adolescent period--at least over fifteen years--and this should be +pathological. A free discussion of the so-called social evil and the +forms of venereal disease would certainly educate the boys to a proper +conception of the entire subject. All questions should be discussed in +ordinary language and business-like style. + + +=Sources of Knowledge for Sex Instruction= + +1. THE BIOLOGICAL PERIOD (UNDER TWELVE YEARS). + +--A Frank Talk with Boys and Girls About Their Birth (Free). + +--A Straight Talk with Boys About Their Birth and Early Boyhood (Free). + +Chapman.--How Shall I Tell My Child? (.25). + +Muncie.--Four Epochs of Life (Chapters 7-12) ($1.50). + +Thresher.--Story of Life for Little Children (Free). + +--When and How to Tell Children. (Oregon State Board of Health.) + + +2. THE PHYSIOLOGICAL PERIOD (TWELVE TO FIFTEEN YEARS). + +Hall.--From Youth Into Manhood (.50). + +How My Uncle, the Doctor, Instructed Me in Matters of Sex (.10). + +Lowry.--Truths (.50). + +--The Secret of Strength (Social Hygiene Society of Portland, Oregon) +(Free). + +--Virility and Physical Development (Social Hygiene Society of Portland, +Oregon) (Free). + +--Address the Secretary of the Social Hygiene Society, 311 Young Men's +Christian Association Building, Portland, Oregon. + + +3. THE PATHOLOGICAL PERIOD (OVER FIFTEEN YEARS). + +Educational Pamphlets, Nos. 1 and 6 (American Society of Sanitary and +Moral Prophylaxis) (.10 each). + +--Four Sex Lies (Oregon State Board of Health) (Free). + +Hall.--From Youth Into Manhood (Chapter on Sexual Hygiene) (.50). + +Health and the Hygiene of Sex (.10). + +The Young Man's Problem (.10). + + +=A Word of Caution= + +Let it be repeated that sex instruction should be undertaken with great +tact and thoughtfulness. The one who gives the instruction--whether +parent or teacher--should post himself thoroughly and he should be +practical, go slow, not forcing the lad's development by unnecessary +knowledge, avoiding gush and sentiment. He should not seek confession or +allow the boy to confess to him, for confession will raise a barrier +between the two later on; he should help the boy without invading the +lad's innermost life, his soul; he should learn that there are recesses +in the boy's self that are his own and that bear no invasion, and he +should respect this right of privacy. + + +BIBLIOGRAPHY ON SEX + +Alexander, Editor.--Sunday School and the Teens. (Chapter 14.) This is +the official utterance of the Commission on Adolescence, authorized by +the International Sunday School Association in convention at San +Francisco, and contains a complete, classified bibliography. ($1.00.) + +_American Youth_ (April, 1913. This entire magazine number deals with +Sex Education) (.20). + + + + +XVI + +THE TEEN BOY AND MISSIONS + + +No more difficult subject faces the Sunday school today than that of +really vitally interesting the teen age boy in the missionary +enterprises of the church. Missionary enthusiasts, here and there, have +doubtless had success in interesting numbers of boys, but, in spite of +this, the average, red-blooded, everyday, wide-awake fellow that +inhabits our homes, fills our streets, and honors our Sunday schools, +has little or no conception of missions, or even cares enough to make +any effort to discover what missions really signify. To the average boy +missions spell heathen and a collection and little more. There is no +real life interest, or even contact enough to develop an interest in the +subject. This is a Hunt, harsh analysis of the situation, but it is +both honest and true. + +Giving money is not a genuine criterion of interest. I have known lots +of boys who contributed two cents a week to help the other fellow, not +because it was a conviction, but because it was a necessary thing to +keep in good standing on the posted bulletin, and thus to maintain the +regard and esteem of leader and comrades. + +Business men and social leaders have been known to hesitate in +subscribing to funds until the subscription list had been perused by +them, when the list of names already secured has caused them to make +generous additions to the fund. The Sunday school offering is a poor +index of Sunday school enthusiasm. Giving money--even more than one can +afford to give--is not always real self-sacrifice. Sometimes it is +self-saving. At any rate, it is not the reliable guide of a boy's +interest. + +Maybe we shall never get boys to understand the word Missions. Perhaps +it is hopelessly confused with heathen--a poor, unfortunate, +know-nothing, worth-little crowd of black or yellow people--who can +never amount to anything, unless money be given to put grit enough into +them to get them to try to live right--a pretty doubtful investment, +after all. Yes, this is the logic of the average boy, due to the +information of the non-christian's degradation, lack of initiative, low +ideals, and poor morals, as set forth by the returned missionary. Even +the fact that one or two folks, by reason of the missionary's work, have +been raised to better things, affords no promise of rejoicing on the +part of the boy. The American teen age boy shuns "kids," "dagoes," +"hunkies," and everything that seems to him to be inferior. He may +occasionally give them a little pity, but he associates himself in +thought and interest and conduct only with his peers. His gang is as +exclusive as the traditions of Sons of the Revolution. The +non-christians of other lands, like the non-christians of North America, +somehow or other, have got to get as good as he is--not in morals, but +in genuine worth-whileness. If they can "pull off a couple of stunts" +that are beyond him, watch his real admiration and interest grow. Maybe, +after a while, we will drop the word Missions and substitute another +word--Extension. Perhaps! Then the fellow whom he teaches to "throw a +curve" in the vacant lot, or the foreign-speaking boy, who can "shoot a +basket," to whom he gives a half-hour lesson in English, or the Hindoo +lad, who easily swims the Ganges, and who is being sent to school by his +gang, will all command his interest, because they are partners with him +in the common things of his everyday life. The boy grows by +ever-widening circles of interest; first, the self, then the gang, then +the school life, then his city, then the state, then the nation, and so +on--out to humanity. And all of it must be on a par with his highest +ideals. That which falls below meets his contempt. Interest, then, in +non-christian folks in foreign lands, will become the boy's interest +only when it reaches his admiration and the level of the worth-while. +The pity and love that burns to help another is a mature passion, and is +only in germ in boyhood. It is capable, however, of great development. + +The interest of the early adolescent is primarily physical. Most of his +life centers in his play and games. Wise educators are using the play +instinct as a medium for his education. Manual training is increasing, +the formal work of the class-room is taking on the nature of competition +and music, even music with its old-time monotony and routine of running +scales in the practice period under parental persuasion, has ceased to +be a thing of dread, and has become a delightful thing of play--a +building of houses, a planting of seeds, etc. + +The heart of missions is a genuine regard for the highest welfare of the +non-christian, a real interest in the lives of others. Now interest is +the act of being caught and held by something. It is also temporary, as +well as permanent. This depends wholly on how much one is caught and +held. This fact is as true in boyhood as in manhood. Further, interests +are matters of association--one interest is the path to another. +Perhaps, then, the boy's play may widen to embrace China. + +A group of boys, some time ago, were playing games in a church basement, +and the time began to lag just a little. A young man, who happened to be +present, was appealed to for a new game, and he taught them to "skin the +snake." It "caught on" immediately, and the group of boys grew hilarious +in their enjoyment. After a while, however, they stopped to rest, and +one of the boys turned to the man who had taught the game, and said, +"Where did you get that dandy stunt?" The reply was, "Oh, that's one of +the games that the fellows play over in China." There was silence for a +moment or two, and then one of the older fellows said, "Gee, do the +Chinks over there know enough to play a game like that?" Questions +followed thick and fast for a little while about the boys of China, and +the admiration of the boys increased with their knowledge. The boys of +China are a little closer, too, to the American boys of this particular +group whenever "skin the snake" is played. It is altogether too bad +that the play-life of the adolescent in non-christian lands is so +meager, for here in physical prowess is a real contact for the American +boy. The bigness of life is the sum of its contacts. + +A boy between sixteen and twenty years is essentially social in his +interests. It is then that the call of the community, business life, +vocation, etc., to say nothing of the sex and the home voice--make their +big appeal. It is his own personal relation to these that makes them +real, and the closer his relation the deeper is his interest. The social +appeal stirs his thought and leads him to investigation. The similarity +of problems at home and abroad gives him contact with other lands, and +makes for him "all the world akin." The best approach to China's need is +the need of the homeland. Good government here is a link of Manchuria +and Mongolia. The underpaid woman in the shop, store and factory of +America is the introduction to the limitations of the womanhood of India +and the Orient. The problem of Africa is real only through the +economic, social and moral demands of Pennsylvania, Illinois, or +California. The value of all of these in his thought is the relation +which he holds individually to any one. The circle of his interests +grows by the widening of his knowledge. The law of his being is to +accept nothing on hearsay. He must prove all things and cleave only to +that which he finds true. This, however, is the path to missionary and +all other interests. + +How, then, shall all this be worked out in Bible class and +through-the-week activity? The missionary lesson must not be just fact, +but related fact. The through-the-week meeting that contemplates the +deepening of interest in other lands must be recreational and social. +The contacts must be real, vital, and individual--expressed in the +concrete interests of the now. This is the principle. The method must be +the work of the lesson writer and the missionary expert, and, until this +is achieved, missions must still be but two uninteresting facts for the +teen age boy--Heathen and Collection. + + +BIBLIOGRAPHY ON THE TEEN BOY AND MISSIONS + +Fahs.--Uganda's White Man of Work (.50). + +Hall.--Children at Play in Many Lands (.75). + +Johnston.--Famine and the Bread ($1.00). + +Matthews.--Livingstone, the Pathfinder (.50). + +Speer.--Servants of the King (.50). + +Steiner.--On the Trail of the Immigrant ($1.50). + + + + +XVII + +TEMPERANCE AND THE TEEN AGE + + +Temperance embraces the abstaining from everything that challenges +self-control. The two deadliest foes of young life today are admittedly +alcoholic drinks and the cigarette, and any crusade against these for +the conservation of the boy in his teens should be welcomed. It is well, +however, to keep in mind that profane language, the suggestive story, +undue sex familiarity, athletic overindulgence, excessive attendance at +the moving picture shows, or entertainment places, the public dance, and +other things of like ilk in the community, exert a doubtful influence on +boy life. + +Liquor is the greatest plague in a community, and does more to curse the +community than any other one thing. It breaks up homes, causes +divorces, deprives children of their legitimate sustenance, ruins the +life of the drinker, increases taxation, lowers the tone and morals of +the community, and is a detriment to our American life. Cigarette +smoking is bad for anybody. It harms the growing tissue, dulls the +conscience, stunts the growth, and steals the brainpower of growing +boys. In dealing with these facts in the Sunday school let us recognize +then, that they exist, that they are true; and then let us cease merely +to rehearse them from time to time. + +The day of exhortation is past. Temperance education today consists in +the presentation of absolute, scientific fact. Sentimentality and the +multiplication of words no longer mean anything. In dealing with the +teen age boy, spare your words, but pile up the scientific, concrete, +"seeing-is-believing" data. By proved experiment let him discover +through the investigation of himself and others--through books, +pictures, slides, etc.--that everything we take for granted is +scientific truth. You do not need today to prove to a boy that liquor +is bad. Physiology in the public school and the everyday occurrences +about him have already furnished him with that knowledge. Furnish him +now with the actual facts of the effects of alcohol on the heart +centers, lung centers, locomotion centers, knowledge centers, and +inhibitory or control centers. Make no statement that is not absolutely +scientific. You cannot afford to lie, even to keep the boy from the +drink habit. Show concretely--better yet through the investigation of +the boy himself--the economic and moral waste of the liquor habit, but, +in everything, let the hard, cold facts speak for themselves. Let the +boy discover for himself that liquor not only would rob him of his best +development, if he should become a victim of the habit, but is lowering +the tone of his community and country now. + +In the matter of pledge-signing be sure the boy knows what he is doing. +A written pledge may mean a different thing to you than to the boy. It +is better to discuss the subject minutely with the boy, then let him +write his promise in his own language, without any written guide. Do +not let the boy be anything but true to himself. Be scientific and +educational in all your methods. + +When you approach tobacco and cigarettes, do not assume that the boy +regards these as bad. He will readily admit that liquor is harmful, but +will likely to refuse to recognize that the pipe, cigar, or cigarette +are immoral. Your education along this line must be absolutely +scientific. The appeal must be to the self and self-interest. They are +not good for an athlete; the best scholarship is threatened by them; +growing tissue is harmed by indulgence. The appeal must be accurate and +must apply now. Do not quote what will happen forty years hence. Boys do +not fear old age and its frailties. Present enjoyment is too keen. Do +not say that the habit is filthy, etc. Lay the emphasis on health, +physical fitness, the joy of present living. The appeal must be one of +best development. Economic opportunity also may play a part. If business +opportunity is lessened by the habit, prove it. Do not, however, say +anything that cannot be supported with incontrovertible evidence. Stick +to the scientific facts and the appeal to self-interest. + +One thing more! Little good comes from denouncing tobacco in general. A +lot of good men, influential men, strong Christian men, use it. If you +have facts concerning the bad effects of smoking on mature men that are +reliable, make use of them, but be sure you are right about it. +Ignorance multiplied by forty or one hundred does not mean wisdom. It is +still ignorance. Keep yourself out of the crank army. Do not be so +intemperate yourself in thought, speech, and action as to lessen your +influence. Temporizing will not do the work, but let us be wise in our +approach to the subject before boys, whose viewpoint cannot be expected +to be that of adults. + +Liquor and the cigarette are national perils, and both of them, for the +sake of the teen age boy, must be banished from the land. + + +BIBLIOGRAPHY ON TEMPERANCE AND THE TEEN AGE + +Chappel.--Evils of Alcohol (.60). + +Horsely.--Alcohol and the Human Body ($1.00). + +Jewett.--Control of Body and Mind (Concerning Cigarettes) (.60). + +_Scientific Temperance Journal_ (Monthly) (.60 per year). + +Towns.--Injury of Tobacco (Pamphlet, $1.50 per hundred). + + + + +XVIII + +BUILDING UP THE BOY'S SPIRITUAL LIFE + + +The business of the Sunday school is the letting loose of moral and +religious impulses for life--the raising of the life, by information, +inspiration and opportunity, to its highest possible attainment. The +very highest reach that any boy's life can attain is the ideal of life +that Jesus has set forth. Nothing less than this can be the aim of the +Sunday school. Analyzing this ideal, we find that this means that the +boy must physically, socially, mentally, and religiously find the best, +build it into his life, and attain unto the "measure of the stature of +the fullness of Christ." Anything that does not contribute to this end, +in the principle or method of the Sunday school, is wrong. Likewise, +anything, tradition or prejudice, that keeps the school from reaching +the boy for the Christ-ideal is a positive affront to the Lord of the +Church. The Sunday school deals with a living, breathing boy--not a +theory, but a real combination of flesh, bone, muscle, nerve and blood. +It must minister to the needs of this combination in a generous way, +with physical, through-the-week activities, not to induce it to attend +Sunday school for worship and Bible study, but because the highest good +of the combination demands these things. The school also should see that +this living, breathing boy, who, by God's law of life, thinks and moves +by his thought, should receive the best opportunity to develop his mind +by supporting the state institutions in the community for that purpose, +and also in providing culture, recreation-education within the confines +of its own particular sphere. In addition to this, recognizing that the +boy belongs to the social life of the community, and "that no man liveth +unto himself or dieth unto himself," the Sunday school must recognize +its obligation to the community, as well as to the boy, and furnish him +an opportunity for the best social adjustment. The Kingdom of God is a +saved community of saved lives. It is best represented in the Scriptures +as a city, a golden city, without death, crying, or sorrow, all of them +intensely social things, as are their opposites, also. Every lesson the +school gives the boy socially, every chance it affords him to learn by +contact with his fellows of either sex, means just one more effort for +the Kingdom. Moreover, the Kingdom is a community of saved bodies, saved +minds, saved social relations and saved spirits, or a place or group +where the best dominates--the will of God rules over all lesser things, +changing and making them over into the best. Thus the Kingdom is where +life appreciates, enjoys, respects, and honors all of God's gifts, +whether it be body, mind, social relations, or material or spiritual +things. The task of the Sunday school, then, is to reach out +unswervingly, enthusiastically after these ends for the adolescent boy. +Like the commandments, he that transgresseth in one fails in all, in +the largest, truest sense. + +The work of the Sunday school, summed up briefly, is to round out the +boy by all good things that he may see and know and acknowledge Jesus +Christ, the Master of Men, as the Master and Lord of his life, too. Any +step less than the joyous acceptance of the Son of God as Saviour of his +life is to miss the mark entirely. This is the end of all Sunday school +principle and method. + +Further, Jesus Christ, as Saviour of Life, is not an idea, a theory, a +belief, but a practical, everyday, every-minute influence. "For me to +live is Christ." From this time forth everything in life is done in the +Christ-spirit. The boy does not cease to be a boy in the acceptance. He +is now a Christian boy, not a mature, Christian man. He still loves +play, but play is not marred now by the tricks that minister to self. +Play ministers now both to self and others. It does not nor cannot leave +out self, however. It saves self. So, with all things else in life, real +life that is lived seven days in the week, twenty-four hours in the day +among his fellows--and one week following without break the other. +Saviour of Life means saviour of body, of mind, of social contacts, of +spirit. It means more than formal religion, the attendance of services, +the saying of prayers, the observance of customs--these are all +excellent and necessary, but to be saved by the Saviour of Men means new +life, or life with a new, saved meaning: "I come that they might have +life and that they might have it more abundantly" (overflowingly). This +is the great objective of the Sunday school. + +As soon as a life knows Jesus as Saviour, it asks the question, "What +wilt thou have me to do, Lord?" Notice, it is not, what shall I believe, +or what shall I cast out of my life? Doing regulates both of these, and +the "expulsive power of a new affection" settles nearly every problem by +displacement. This, after all, is Christianity--to be "In Christ." "Not +to be ministered unto, but to minister." "He that would be greatest, let +him be the servant of all." The quality of Christianity is Service. The +task of the Sunday school is the raising of the life by information, +inspiration and opportunity to its highest possible attainment. +Christian service is both the highest and the best. To the +acknowledgment of Jesus as Saviour and Lord, then, must be added the +free, voluntary, loving service for others in His name. This is the +Upbuilding of the Spiritual Life of the Boy. + +What shall be used, then, for this purpose? Everything that will +minister to the result--Organization, Leadership, Bible Study, +Through-the-Week Activity, Material Equipment, Teaching, Song, Prayer, +Reproof, Inspiration, Guidance, and all else that the Sunday school may +know or discover. Two factors in it all are preeminent: Christ and the +Boy. All else are but means. The boy a loving, serving follower of his +Lord! This is the endless end. + +What should the Sunday school do to achieve this? Reach to the utmost, +strive to the uttermost, use every resource, redeem every opportunity, +create, discover and harness every method, hold the boy to his best, +patiently see him develop, give him the material and spiritual elements +for his growth, afford him opportunity to find himself, help him to +crystalize his thought for life and lovingly aid him to meet, know and +acknowledge his Lord. + +Thus the boy will be "built up in our most holy faith"--the faith that +loves and serves in healthy life for the joy of living. + + +BIBLIOGRAPHY ON THE BOY'S SPIRITUAL LIFE + +Alexander (Editor).--Boy Training (Chapter on "The Goal of Adolescence") +(.75). + +Sunday School and the Teens (Chapter on "The Church's Provision for +Adolescent Spiritual Life") ($1.00). + +Boys' Work Message, Men and Religion Movement (Chapters on "The Boy's +Religious Needs" and "The Message of Christianity to Boyhood") ($1.00). + + + + +XIX + +THE TEEN AGE TEACHER[11] + + +The greatest problem that faces the Sunday school and Church as it seeks +to meet the needs of the boys and girls of the teen age is leadership. +The organized men's and women's Bible classes may meet that need. In +fact, the success and ultimate value of these classes lie in their +response and ability to face and supply this growing need. + +God works best through incarnation. When he wanted to tell men who he +was, what he was, and how he wanted men to live, he spoke through +prophets, priests, patriarchs, and kings, and the Old Testament writings +came to us this way. However, men did not seem to understand the +message, and for nearly four hundred years he ceased to speak. Then, +"in the fullness of time," he came himself in the person of his own +Son--born in the womb after the fashion of a human baby, passed through +boyhood in the likeness of a boy and on into manhood as a man--to teach +us who he was, what he was, and how he wanted us to live; and Jesus is +just God spelling himself out in human history in the language that men +understand. This is incarnation, and as he was compelled to pour himself +out into man to reveal himself to men, so men and women who have seen +him must literally pour themselves out--incarnate themselves--into the +lives of growing boys and girls if these boys and girls of the teen age +are to know him. + +Leadership has always been the cry of the world and the Church, and the +history of both is written in biography. The Pharaoh, the Caesar, +Charlemagne, Peter the Great, William the Silent, Henry of Navarre, +Queen Elizabeth, Ferdinand and Isabella, Columbus, the Pilgrim Fathers, +Washington, Lincoln, and the names of the great on the world's scroll +of fame tell the world's story. The Christ, Peter, John, Paul, +Augustine, Savonarola, Huss, Wycliffe, Luther, Zwingli, Knox, Roger, +Williams, Wesley, Finney, Moody, Booth; and "what shall I more say? for +the time would fail me to tell of 'those' of whom the world was not +worthy," and whose splendid achievements fill out the glorious history +of the Church--these, all of these, in their life and effort constitute +the story of the Kingdom. + +The story is not yet complete. Still the world writes its progress in +the names of its great ones. And yet, as always, the Church must look +for its progress to its Christ-kissed men and women. While teen age boys +and girls escape us at the rate of one hundred thousand a year, the need +for leadership is among us. + +There is no boy problem. There is no girl problem. Boys and girls are +the same yesterday, today and forever. The processes of their developing +life are as the laws of the Medes and Persians, without change, eternal +as the hills. Like the poor, they are always with us. There is neither +boy nor girl problem; it is a problem of the man and a problem of the +woman. Leadership is the key that unlocks the door of the teen age for +the Church. + +The need of the Sunday school in the teen age today is leadership. The +organized classes for men and women can solve the problem of the Church +among the teen age boys and girls. The number of teachers an organized +adult class produces is the measure of its ultimate usefulness in the +Kingdom. + +The problem of the Sunday school, then, can be solved by men teachers +for boys' classes. The more masculine the Sunday school becomes the +deeper will be the boy's interest. A virile, active Christianity will +challenge the boy; and all other things being equal, the man teacher can +present such a Christianity. In some places this will not be possible +because of the dearth of men due to the lack of any sense of Christian +obligation on the part of the males of the community to the growing boy. +Where real men are missing, we will be forced of necessity to fall back +on the big-hearted women that have so long stood in the breach. It may +be well, also, to add that merely being a male does not constitute a man +or manhood. Some men will need to strengthen themselves to do their duty +as the leaders and teachers of boys in the Sunday school. + +None but the strongest teachers should be selected. A boy of high school +age quickly detects weakness in a teacher. Selection of just "any one" +to teach a class is sure failure. The most important element in +organization is leadership. The teacher should aim to become more of a +leader than teacher. Boys' classes should be taught by men, and women +should teach classes of girls. It is impossible for a man to lead girls, +and just as impossible for girls to be led by a man. + +With the period of adolescence come problems which can be understood and +solved only by those who have passed through the same experience. Manly +Christian leadership will help boys to grow naturally into Christian +manhood, while only the kind, sympathetic touch of the conscientious +Christian woman leader can help the girl in developing normally into +honored and respected Christian womanhood. + +The conscientious Christian leader will keep in mind his obligation to +the individual members of the class. By reading and study he will become +acquainted with the characteristics of the teen age life, with a view to +planning such activities, for both the Sunday and the mid-week session, +as will eventually result in the development of stalwart Christian +manhood. + +The successful teacher of the teen age class-- + +(a) Always sees and plans things from the viewpoint of the pupil. + +(b) Teaches the scholar and not the lesson. + +(c) Knows personally every member of the class--the home, school, +business, play, social and religious life of every member. This is often +accomplished through an invitation to dinner, a walk, a car ride, or +some other plan, which will bring the scholar and teacher together +naturally. With this knowledge in hand, the teacher can prepare the +lesson to fit the individual needs of the pupil. + +(d) Visits the parents. + +(e) Is always on hand, unless unavoidably prevented, in which case the +president of the class is notified. + +(f) Has a capable substitute teacher to supply in the event of such +absence. + +(g) Realizes that the function of his office is that of friend and +counselor. + +(h) Follows up an absentee (1) through the other members of the class; +(2) Membership Committee; (3) telephone; (4) postcard or letter; (5) +personal call. + +(i) Does not play favorites, nor neglect the less aggressive scholar. + +(j) Has a plan and an objective, with special emphasis on the training +of older boys for leadership of groups of younger boys. + +(k) Always keeps in mind that the supreme task and privilege of the +teacher are to win the boy to Christ for service in His church. + + +=The Teacher and the Home= + +The Teacher can do his best work when working in conjunction with the +home. It is a good plan to visit the father and mother of the boy. It is +also a pretty good thing to occasionally drop in to see the father and +mother personally, telling them how the boy is getting along. An +invitation extended to the parents through the boy himself to attend a +week-night meeting of the class will also afford a valuable means of +contact with the home and parents. + +The Teacher should by no means try to become a father to the boy. The +responsibility and duties of parents must not for one moment devolve +upon him. The following editorial from a New York evening newspaper puts +this idea in a very clear manner, and it should be given careful +consideration by every teacher: + +"It takes time to point a boy right. The great merchant can touch a desk +bell to give orders for a steamship or a draft of a million dollars. But +the merchant's young son, age fourteen, cannot be touched off in that +way. The lad has just begun to move out among other boys. They do a +world of talking, these young chaps. The father must watch that talk, +and he can, if he will take the time. + +"The older man has every advantage, for he is looked up to and beloved. +It is not so much the 'don'ts' as the 'do's' that constitute his power. +He can inspire with high resolve. He can narrate his own victories over +sore trials and fiery tests of his integrity. He can draw the sting of +poisonous suggestions, moral disheartenings and malice which his child +has been cherishing in his young heart. But this means time, and time +may be money. Yet no money can buy this sort of instruction, nor put a +price on it. The coin is struck in the soul. It is the costliest barter, +the very exchange of the soul. + +"Boys who go right have invariably had a world of time spent on them in +this way. Boys go wrong because the father would not take the time from +the market. In after years the same parent will take vastly more time +to try, in tears of sorrow, to straighten out that boy." + + +=The Teacher and the School= + +The Teacher must keep in mind that it is his business to work in +cooperation with all of the forces that are trying to help the boy to +live rightly in his community. The work of the public school must +continue to go on without a break if the ideals of our American +citizenship are to be maintained, and it is the business of the Teacher +to give his support, encouragement and cooperation for the carrying out +of the idea for which the school stands. The public school seeks to give +the boy the necessary education toward his earning a livelihood, and the +business of the Sunday school Teacher is to give him the right impulses +for his moral and religious life--to inspire him to seek the best in +everything. The Sunday school Teacher is in partnership with the public +school teacher in the education of the boy. + +Several well-defined and exceedingly clear principles of action +underlie the successful handling of groups of boys: + +First, there must be a clear plan well thought out, progressive in its +stages with an aim for each stage. In other words, no man need try to +work with a group of boys unless he knows what he wants to do, not only +in outline but in detail. He must have these details in mind and so well +worked out in his thought, knowing exactly what comes next and just what +is to be added to that which he has already accomplished, as to be +master of the situation at all times and to be the recognized leader. +Not only this, but the boys must feel that he really knows what he is +driving at in everything that he attempts. + +Secondly, before the leader of a group of boys tries to do anything with +the group, if he is to be successful, it is necessary for him to make a +frankly outlined statement of his plan. That is to say, he should tell +the boys what the game is and how it is to be played, getting their +approval, and agreement to get in on the deal. He can explain this to +all of the boys at one time or singly to each boy. There is no question +but that he will succeed best if he will go over the matter first with +each individual boy personally, finding out his individual impressions +and opinions, and also having discussion before the group. This being +done the boys know the plan, the leader knows what he is working toward, +and the leader and the boys are partners in the work. Too often groups +of boys are brought together and the aim is so hazy in the leader's mind +that all the boys can possibly see in the scheme is a "good time." + +Thirdly, the best way to have boys accomplish things is to allow them to +do the things. Many a leader of boys thinks out a plan, gives it to a +group of boys and then thinks that the boys are themselves doing it, +whereas he is only trying to use the boys as his instrument. The most +effectual way of getting boys to do things themselves is to let them do +as much as they can and will do under adequate supervision. Lead by +suggestion, so that unconsciously the boys follow your advice and +dictation, giving them the benefit of their decisions and impulses. Pure +self-government in which the boys are entirely the dictators of their +policies and activities cannot be thought of, because such a course is +so generally fatal to successful development. But self-government +fostered and dealt with through suggestion by the adult mind is just +what is needed, and should always be encouraged. + +Fourth, in letting the boys run their own affairs in this way the +Teacher must become a real leader. A real leader never stalks in front, +nor gives orders openly. The generals of today fight their battles and +win them twenty-five miles in the rear of the firing line. So it is with +the Teacher. He must be the power behind the throne, rather than the +throne itself. He must be as a conscience--to hold the boys back just a +little when they go too fast and to push just a little when they are +going too slow. The Teacher must recognize himself to be the impetus, +not the goal. The solution of each problem that comes before the class +should not only be considered by the whole group, but should be solved +by the boys. The important thing for the Teacher to remember in these +matters is that the method of practical American citizenship is the +majority rule. But this boy majority rule should, of course, be tempered +by governing leadership. Thus the Teacher will not do anything that the +boy can do himself, and he will be continually placing responsibility on +the lad. Responsibility is the great maker of men. + +Fifth, there will be of course noticeable differences among the boys of +any class. The most serious differences arise even among men. The boys +will "scrap" at times, and there will sometimes be a tension and +rigidity about their discussions that will approach the breaking point. +Through it all it will be difficult for the Teacher to keep himself +patiently aloof and allow the thing to work out its own way. Sometimes +an appeal will be made to him to settle the dispute, and he will be +tempted to do so, but often such action will imperil the object for +which he is working. It is best to allow the boys to discuss, and try +out all of their logic before he begins to make suggestions and, if he +can get the boys to settle the matter themselves, it is to his interest +to do so. If a deadlock threatens to exist, then by wise counsel and +judicious suggestions he may be able to lead the boys out of a quandary +in such a way that it will look as if the boys had gotten out of the +difficulty themselves. This will certainly add strength to their +organization, and they will settle their own quarrels with peace and +dignity. Sometimes the break between the boys will be so bitter as to +cause the formation of intensely hostile factions, and then the best +thing the Teacher can do is not to try any new patching or drawing +together of the opposing forces. There is no use trying to make boys who +are bitterly antagonistic agreeable to each other. Let them make new +alignments if necessary and in combinations of their own choosing, even +if the result should be the formation of new classes. + +Sixth, the boys should make their own rules for their own government, +and they should also deal as a group with the infringement of their +rules. This will solve the discipline problem of the Teacher. +Responsibility should be the keynote of government, and the awakening of +such a feeling in the boys should be the goal. + + +=The Adolescent Change= + +Until about the age of twelve the boy is distinctly individualistic and +selfish. At about twelve years of age his whole nature begins to change +because of the change in his bodily functions. This change occurs +anywhere from the twelfth to the sixteenth year and is really determined +by his physical development rather than by his chronological age. The +change of bodily functions gives him a new outlook upon life. He begins +to see and understand that he is a part of the community in which he is +living and begins to understand that the community life is made possible +by a disposition on the part of his neighbors to help each other. He +also begins to understand the institutional life about him and the +family and sex tie on which it is based. He sees also the need of the +school, the church and other public institutions. He also begins to +appreciate the wider range of things. Nature has greater appeal to him +now than ever. The woods and streams and outdoor life get a new +significance, and the question of livelihood, whether rural and +agricultural, or in the line of the various industries, takes a firm +hold upon his imagination, and gives him a life-compelling purpose. He +begins to feel the mating call and at its first impression is attracted +to the other sex, with the result that by and by he also becomes a +husband and father and a full-fledged citizen among his fellows. Up to +the age of adolescence, however, none of these emotions stir the boy. + + +GENERAL CHARACTERISTICS OF THE ADOLESCENT AGE + +The interests of the adolescent boy are general and not specialized +between the twelfth and eighteenth years. The boy gets his impressions +of the community objectively, in addition to increasing his +knowledge of the external world through his acquaintanceship with +its phenomena. The Universe and the Community are extensive and many +sided. The step also between twelve and eighteen years is short. The +boy's contact with these, then, must be rapid and general. + + +CHARACTERISTICS OF THE EARLY ADOLESCENT AGE + +The early adolescent age from twelve to fifteen years is characterized +by a rapid and uneven growth during which vitality and energy alternate +with languorousness, and the boy is awkward and lazy, with bones greatly +outgrowing muscle. The boy also begins to take a new interest in sex and +sex relations, his features and voice change, and the inherited +tendencies begin to assert themselves. His health is usually at its +best, and during his active moments he is boisterous and vigorously +energetic. He is selfish, but shows signs of altruism; his regard for +law increases; the spirit of gang leadership begins to show itself; his +longing for friendship is noticeable; his sense of secretiveness is +apparent; and his self-assertiveness first begins to be manifested. He +is creative in imagination, shows marvelous powers of inference, becomes +strongly intellectual, begins to manifest analytic reasoning, imitates +the ideal, is uncertain in making decisions, is influenced by +suggestion, and possesses generally a strong but not a logical memory. +He develops natural religious notions, has strong impulses to do big +things, has definite convictions as to his belief in God and Heaven and +the understanding of traditional religious terms, shows a noticeable +lack of interest in the forms of worship, but a keen appreciation of the +spiritual, and is passing through a period when great resolves are most +often made. + + +CHARACTERISTICS OF LATER ADOLESCENCE + +During the period of later adolescence from fifteen to eighteen years of +age, the body nearly attains its maximum growth, the mind begins to show +its dominance over the body, and all the bodily impulses grow stronger +and more vigorous. Altruism steadily increases; the consciousness of +society grows; an appreciation of individual worth and thought develops; +the call of sex and the love emotion grows in strength; sentiment is +inclined to become strong; boundless enthusiasm manifests itself; and +organization and cooperation begin to appeal and be appreciated more and +more. There is a growth in logic, independent thought, alertness in +thinking, and quickness of receptive powers. The boy at this age is in +the period of highest resolves and greatest endeavor, is apt to show +religious skepticism, and reason often takes the place of his faith. + + +=Classes of Boys or Boy Types= + +In talking about boys either in the aggregate or as individuals it is +best to consider them as representative of certain definite types. Boy +life can be more easily considered in this way by making special study +of particular boy types. In the first place there are the psychological +types--the choleric, the sanguine, the phlegmatic, and the hybrid. +There are also the types of real life with which we are most +familiar--the masterful, the weak, the mischievous, the backward, the +shy, the bully, the joker, the "smartie," the echo or shadow, the quiet +or reticent, the girl-struck, the self-conscious, the unconscious, and +the forgetful. Lastly, we should also consider the different types of +the unfortunate boys, including the deficient, the delinquent, the +criminal, the dependent, the neglected, the foreign born, the +wage-earner, the poverty-stricken, boys of very wealthy parents, +overambitious boys who have overambitious parents, and street boys who +are either loafers or engaged in street trades, or are compelled to use +the street as a playground. + + +THE CHOLERIC BOY + +The choleric fellow who is always off at "half-cock," running his head +into danger whenever he can, and who is extremely hectic in his make-up, +is always a problem. He needs a strong hand. Sometimes he will need +even physical repression, but he always demands great care and patience. +The Teacher should deal with each class of boys largely by suggestion, +but in the case of the choleric fellow he will often need to use orders +and demonstrate that he himself is in the saddle. + + +THE SANGUINE BOY + +The sanguine fellow is the normal boy who, having a good digestion, a +good home and no cause for worry, sees things as they are and is apt to +take them as they come. He will be the easiest kind of a boy to get +along with, and the only thing that the Teacher will have to do may be +to provide for stimulation of his interest and ambition. + + +THE PHLEGMATIC TYPE + +The phlegmatic chap requires patience more than anything else; generally +slow of body, he is usually slow of speech and thought. If the Teacher +is not careful he will be apt to call him "dense," and speak to him +sharply and at times rather crossly. He cannot do this if he expects to +win the fellow. Temperamentally, nature has made him what he is, and the +Teacher will have to work harder, make things more concrete that he +wants to teach, and hold his impatience in check. Phlegmatic though he +is, he will prove solid in everything he does, and he will be either a +rock of strength or of weakness to the Teacher. If he likes the Teacher +nothing will shake his love, but if he has a dislike for him, then the +Teacher is at the end of his endeavor as far as he is concerned. + + +THE HYBRID BOY IS A PROBLEM + +The hybrid boy always furnishes a guessing contest--impulsive today, he +has to be repressed; phlegmatic tomorrow, he has to be stimulated; and +he may be sanguine the next day. There never was a pleasanter boy to +work with, but like the chameleon you are never sure of his color. + + "Breath of balm and snow, + June and March together, + In an hour or so." + +Just because he is so changeable the Teacher should show him his best +thought and work. It is just such fellows who are inclined to be +shiftless and who are generally crowded out in the fight for life. +Somewhere in the boy's nature, if the Teacher is patient, he will find +the rock bottom upon which to build manhood and citizenship. Such +achievement, however, comes only by great patience and hard work. + + +THE MASTERFUL BOY AND THE WEAK BOY + +The masterful and weak boys represent the antipodes of boyhood. The +masterful boy will see things quickly, will be the leader of his gang, +will instinctively dominate and run the class unless the Teacher is on +his job. The weak boy will follow anywhere, be the cause good or bad, +and become either a devil or a saint. The masterful boy may be handled +by appealing to his sense of leadership. Responsibility should be placed +upon him. The Teacher should make him feel that he is leaning heavily on +him. The weak boy on the other hand should be tied up to some steady +phlegmatic fellow, the phlegmatic fellow being given the vision of how +he can be an older brother to the boy not as strong as himself. The +result will be that the weak boy will catch some of the spirit of the +phlegmatic chap, and gradually get some depth for himself. + + +THE MISCHIEVOUS BOY + +Of all the boy types, the mischievous boy furnishes the real pleasure +for the worker with boys. The fellow whose eyes can twinkle and who will +play a practical trick on the friend he most respects is always a +delight. It is he that keeps the crowd in good humor, who is generally +deepest and most abiding in his affection, and who at the drop of the +hat would fight to the last ditch for his friend. To handle him rightly +does not require a six-foot rod, or a half-inch rule. But the Teacher +must keep him so busy doing the things that he likes that he will have +no dull moments in which to vent his inborn sense of humor. + + +THE BACKWARD BOY + +The backward boy will need to be led out of himself. Give him things to +do which will make him forget himself and, by careful utilization of his +time, gradually he will develop into a normal boy. + + +THE SHY BOY + +The shy boy has merely become shy because of lack of association. +Usually he has been brought up with his mother and sisters and merely +lacks the touch of a man and a man's viewpoint. After he comes in +contact with other boys, this will wear away. The problem of the Teacher +is to get the other boys in his class to pilot the boy into the deeper +waters. + + +"SMARTIE" AND JOKER TYPES + +The "smartie" and the joker types are thorns in the flesh. Just as +thorns when pressed in too deeply require a surgical operation to remove +them, so it may be necessary for the Teacher to "sit on" both the +"smartie" and the joker. If the other boys of the class make up their +minds to unite in the task, both the "smartie" and joker will become +normal boys in less than one season's activities, and the Teacher will +show his generalship to be of the real sort by enlisting the other boys +to do the job. + + +THE ECHO OR SHADOW TYPE + +The echo or shadow type is a serious problem. He it is who generally +hinders the good things in life and helps the bad. He can swear by the +ward boss in party politics, or he can prove himself an obstacle in the +way of civic and national righteousness. The Teacher's task in his case +is to somehow or other strike the cord of independence, teach him to do +things by himself, think for himself and stand on his own feet. Along +the coasts of the North Sea, they teach boys to swim by throwing them +out beyond their depth. It may be necessary to awaken manhood and +independence in the echo by swamping him when he is alone. + + +THE BULLY + +The bully will be the worst type for the Teacher until the right boy +comes along; there is no use in the Teacher worrying himself until he +does, because of the bully's bluster and bluff. Usually the normal boy +will accept him at his face value, and it is only when a lad with +self-assertion comes along that the sparks will fly. Then the bully will +have to back down or take his medicine. A fight between boys is usually +not a good thing, but when it comes to putting the bully in his place it +is one of the greatest institutions that the savage man has invented. +Once a bully has lost his place, he may bluster, but his bluff is over. + + +THE QUIET OR RETICENT BOY + +The quiet or reticent fellow is like the mighty sweeping river. He has +depths which have been unsounded, and his life has promise of great +possibilities. Just the opposite of the bully, he never blusters but +thinks out everything as it comes to him. Every impression is stored +away and out of the countless impressions which are made upon him there +emerges a man of real and wide interests. The task of the Teacher in his +case will be to discover his interests and help him to discover himself. + + +THE GIRL-STRUCK BOY + +The girl-struck fellow somewhat discourages the worker with boys, and +yet it is natural that the boy should look with favorable eyes upon the +girl, just as the robin hears and answers to the call of his mate. Let +no Teacher or any worker with boys of any organization that has ever +been founded dream for one moment that either he or his institutions can +ever block out the lure of the girl. The girl-struck boy will have +numerous cases of puppy love, and it will be the task of the Teacher to +lead the boy into the kind of social relations that will enable him to +be a real value to those of the opposite sex whom he may meet. The boy +will prove a much better husband and father because of his experience. + + +THE SELF-CONSCIOUS AND THE UNCONSCIOUS BOY + +The self-conscious and the unconscious boys are merely victims of their +surroundings. The self-conscious fellow has no confidence in himself. He +is continuously measuring himself by others and is possibly the victim +of parental teaching. The constant injunction to act like "Little +Willie" next door may have gotten on the boy's nerves, and if the lad +has a chance without undue embarrassment he will soon reach the normal +stage, and be always a little more courteous and respectful and +thoughtful than the fellow without this experience. The unconscious +fellow on the other hand will plug along doing all sorts of absurd +things, because of his lack of knowledge of the fitness of things. He is +generally the boy who grows up without any sense of consistency, and who +has had very much his own way of doing things. He will need to be helped +to adjust himself to his environment and to the way that other fellows +live. He also will develop as a good man if the Teacher is a good +worker. + + +THE FORGETFUL BOY + +The same may be said about the forgetful boy and, in fact, about all +boys. The forgetful boy has merely not been interested enough to give +his attention to the things that the Teacher wants him to do. Once a boy +has his interest aroused, the Teacher will have no need of complaint of +forgetfulness or of any lack of interest in the boy. + + +THE UNFORTUNATE BOYS + +The types which have been discussed will generally work out all right +and find their places in the various social strata in the community in +which they live. The unfortunate boys, however, are handicapped +tremendously by their environment and surroundings, and it will often +become a part of the Teacher's work to help secure a change in these +environments. Boys of very wealthy parents and boys from homes of +poverty are usually sinned against by their parents. The parents of +both are either so busy making money and spending it in the social +whirl, or so pushed by the pangs of hunger and the fight for life, that +the children who are brought into the world are left either very much to +themselves or to underlings who have very little interest in the boy's +welfare. It is these neglected boys that oftenest produce our great +criminals. All boys of this type somehow or other are tied together. The +neglected boy generally becomes the delinquent and the delinquent boy +the criminal, so that what might be said about one might also be said +about all. This class constitutes our national deficit when we come to +consider our assets in manhood, and the Teacher can do a tremendous +thing here by helping to form the undeveloped wills of these unfortunate +fellows. + + +THE DEFICIENT AND THE DEPENDENT + +The deficient boy and the dependent are really out of the scope of the +Teacher. The dependent class will have to be taken care of by the +charitable institutions of the State, and the deficient boy because of +his lack of mental development will always be a ward of the community. + + +THE WAGE-EARNER AND THE OVERAMBITIOUS BOYS + +The wage-earning boys and the boys of overambitious parents or those who +are overambitious themselves need all the help and sympathy that they +can get from a Teacher. The father who is pushing his boy because of his +own ambition will very often need to be talked to by the Teacher or his +friends, and given an understanding of the crime he is committing +against his own child. The overambitious fellow who is pushing +everything aside for a definite thing in life will often have to be +talked to in the plainest language by the Teacher to get him to see his +other responsibilities and duties in life. The wage-earning boy who +works from early in the morning until late at night to keep bread in his +mouth and breath in his body will compel the Teacher, if he is really +thoughtful, to give up some of the things which he has already held +dearest and possibly lead his wage-earning boy into outdoor activities, +even on the half holidays which he would naturally spend in the circle +of his own family. + + +THE STREET, FOREIGN-BORN AND NEGRO BOYS + +The street, foreign-born and negro boys will furnish very much the same +kind of problem; because of a general rule, they may be all grouped +under the wage-earning class. Some may be more shiftless than others and +may need more attention, while others may be merely awaiting the touch +of sympathy and the helping hand to make strong men out of them. A +goodly percentage of our greatest Americans have been foreign-born boys, +and, if there is any class that the Teacher should be more patient with +than others, it is the immigrant and the son of the immigrant. + + +=Grouping Standards= + +The Teacher will find it greatly to his advantage to group his boys +according to some standard. Unfortunately, all standards, so far, are +more or less artificial, but approximate success may be secured by using +the experience of boy workers in various parts of the country. The +standard which is most generally used is that of age. It is also the +most unsatisfactory. Boys mature physically rather than chronologically. +This makes the age standard a poor guess, because a boy may be +physically fourteen when he is chronologically eleven, and vice versa. +If the age standard be used, it would be preferable to group all the +boys of twelve years together, then the thirteen-year-old boys in +another group, and the same with the fourteen, the fifteen, the sixteen, +and the seventeen-year-old boys. This would be rather hard to do in +small places, although perfectly feasible in a larger town or city. +Because of its impossibility, as far as the rural districts are +concerned, it might be well to divide the years from twelve to eighteen +into three standards--twelve to fourteen, fourteen to sixteen, and +sixteen to eighteen. The age grouping, however, will never be reliable +in achieving results, as the individual physical development varies so +much. + +The height and weight standard is more scientifically correct than the +age standard, although it has not been tested out enough to warrant any +authoritative declaration in its favor. If this method is used for +grouping, the standards for athletic competition among the boys might be +used; that is, all the boys of ninety pounds and under might be put +together, the same being true for those under one hundred and ten, one +hundred and twenty-five, and one hundred and forty pounds. If height is +used, boys of fifty-six and a half inches in height and classifying +under ninety pounds in weight might be grouped together. Also boys of +sixty-three inches in height and coming within the one hundred and ten +pound weight. This standard will doubtless become the real basis of all +groupings in the future, but as yet it needs more demonstration in order +that the various classifications may be made accurately. + +A simple and rather satisfactory way of grouping is by the school boy +or wage-earning boy standard. If the boy happens to be in the grammar +school he may be grouped with boys of his own educational advancement; +so with the boys who are in the secondary or high schools, and the same +may be said of working boys who are forced to earn their own livelihood. + +Possibly the best and most satisfactory way of grouping boys is by their +interest. Some boys will be mutually interested in collecting stamps, +riding a bicycle, forming a mounted patrol, working with wireless, in +music and orchestra work, etc., and boys grouping together according to +such kindred interests as they manifest has proven most satisfactory in +general boys' work. + + +=Problems of Boy-handling Simplified by Natural Standard +Grouping= + +Grouping the boys according to natural standards makes the problem of +handling them much simpler. Boys between twelve and fourteen are in the +age of authority, and the word of the Teacher will settle most +difficulties that arise. Boys between fourteen and sixteen are in the +age of experience, and an opportunity must be given them to check up +what they are told by what they are experiencing. Between twelve and +fourteen authority may be rigid. Between fourteen and sixteen it must be +giving way to reason. Authority will still continue to settle the boys' +disputes, but it will be the authority that gives reasons for its +action. Boys between the ages of sixteen and eighteen years can only be +handled on the basis of cooperation. They have passed from the stage of +blindly following what they are told. They have experience enough to +know that they are able to do things themselves, and they have +discovered enough things to give them a basis of doing things on their +own account. The way to handle boys rightly in this group will be by +tactful suggestion and cooperation on the part of the teacher. There +will be very little difficulty with the groupings if the Sunday school +superintendent or teacher respects the natural, group "ganging" of the +boys. The boys themselves group, not according to mental efficiency +tests, but according to physiological development. Thus we find boys of +various chronological ages in the same gang. A little common sense will +prevent many blunders. + + +=Securing Teen Age Teachers= + +As soon as Sunday school teaching becomes a dignified, worth-while job, +men will be attracted to the task and privilege. The unemployed male +members of the church will then be led to see that there is something +real to be achieved. The vision of a symmetrically developed boy is all +that is needed to get most men. Of course, they demand a plan, and the +organized Sunday school class with through-the-week activities will +supply that. + +Sometimes it is a good thing to send the boys themselves after the +teachers. This has been found to be of great profit in several places. +The request coming from the boys means a lot more than coming from the +superintendent. The following extracts from two letters of a teen age +superintendent give point to this idea. + +"On Sunday a bunch of the younger boys came to Mr. Ball, and said, 'We +have no teacher; will you get one for us?' Mr. Ball looked at them, and +said, 'Who do you want, fellows?' They looked at each other--this was +something new. 'Who do we want?' and the leader turned around and said +to the fellows, 'Say, fellows, who _do_ we want?' A hurried consultation +revealed the fact that they wanted, of course, one of the prominent men +of the church. Mr. Ball said, 'All right; get hold of my coat-tail'; and +the crew got hold, and formed a snake line, and out of the school they +went, upstairs to one of the class-rooms, in search of Mr. B. They found +that he had left for home, and the boys looked at Mr. Ball and said, +'Now, what shall we do?' Mr. Ball said, 'Well, fellows, you know where +he lives. I can't go with you, but you fellows go to his home and camp +there until he says yes.' Off they started. Several men were telling me +this story, and one is a neighbor of Mr. B's. He said that when he got +home from Sunday school last Sunday--a bitter cold day--he went out into +his back yard, and, glancing over the fences, he saw a bunch of twelve +boys lined up on Mr. B's back porch, stamping their feet. He called +across to them, 'Say, fellows, what's the matter?' 'We're looking for a +Sunday school teacher,' they yelled back. He said he thought he'd drop. + +"The next morning Mr. Ball met Mr. B. in the street car, and he grinned +across at him and said, 'Did a group of boys call on you yesterday, Mr. +B.?' 'They certainly did,' he replied, with a broad grin. 'Well, did +they get you?' 'Did they get me? Yes, they sure got me, and from now on +I'm going to teach their class; there was nothing else for me to do.'" + +The story of another teacher acquired in this way reads as follows: + +"Before the boys got to his house the man was getting ready for bed. He +had fixed the furnace, and had his bath robe on when the door-bell rang. +He had just said to his wife that he did not think any one would call +that night, and it was then about nine-thirty. When the bell rang his +wife snickered,' as he put it. He went down stairs, turned the gas on +low, and opened the door. Three older fellows stood on the porch. He +looked at them and they at him and then he asked them in. They filed +in--fellows 17 and 18 years of age. He led the way into the library, +like a monk in flowing robes, and the three fellows followed. Seating +themselves solemnly they stated the cause of their visit, and he started +to remonstrate, etc. They settled themselves comfortably in their +chairs, and said they had come to camp there until he 'saw it.' This is +the man's own story. He said that when he saw they were in earnest he +told them he would like to teach a class of fellows such as they, and +that he would take the class if they would get on the job." + + +=The Teen Age Older Boy as Teacher= + +Increasing attention is being given in some places to the training of +older boys for the teaching of younger groups in the Sunday school. On +"Decision Day" volunteers are being asked to enter a Training Class, and +choice Christian boys are in this way being interested in the teaching +work of the school. In other places older boys are being put in charge +of younger boys' classes, and are meeting, either on Sunday or on a +week-night, for training. This latter plan affords real laboratory work, +without which teacher-training courses are pure theory. We learn by +doing. + +The teen age boy as teacher will ultimately solve the problem of the +teen age teaching force. As Japan, Corea, India and China must +eventually be Christianized by native Christian forces, so the teen age +in the Sunday school will, of necessity, in principle and practice, be +led by the teen age. The duty of the missionary in non-christian lands +is to train the native forces for the task of Christianizing these +lands; likewise, the men of this Sunday school generation must lead and +train the older adolescent in the Secondary Division of the school for +the leading of the teen age into the service of the church. + + +PREPARATION FOR TEACHING + +The really great task of the Christian adult and older boy in the Sunday +school is a real training for service. Stopping the leak from the teen +age in the Sunday school will never be accomplished until workers are +willing to prepare and equip themselves to a point where their wisdom, +ability and consecration will attract the active minds of the teen boys. +Every teacher should be an International Standard Teacher Training +graduate. Information concerning this course can be obtained from any +Sunday School Association. + + +PATIENCE NECESSARY IN THE TEACHER + +Things cannot happen in a day. Christianity itself is a growing, +developing thing. "First the seed, then the blade, then the ear, then +the full corn in the ear." Have patience! Maybe you will have to win the +boys yourself first, before you can win them for Him. Read this letter +from a man who has the vision, the plan and a lot of common-sense +patience, and think it over: + +"Very recently I came across your card, and it brought to mind the +promise I made to report progress with my class of boys. + +"You see so many people in the course of a week, to say nothing of a +couple of months, that it may be well to remind you that I am the chap +who came to your room in ----, and afterward stuck to you all the way +to ---- when you were leaving town. + +"When I saw you I was having an average attendance of three, if one is +allowed to stretch a fraction of a boy into a whole one, and a +membership in the class of four. These boys had lost all interest in the +Sunday school, and it was only that 'Dad said you must' that any of them +came at all to the service. + +"Today I have done as well as the faithful servants, and behold my four +talents have gained other four. There is no longer a membership and +average attendance, for they all come when they are not sick or out of +town; and one thing which is a wonder to me is that a good many of the +boys from other schools come to us whenever there is no service in their +own churches. + +"I have not said 'now boys' to this class once, but we have gone hunting +caves and are going again next Thursday, and we are all going camping if +we can arrange a time during the summer. + +"These boys, who used to come to the church with a lurching walk and +underlip stuck out, now come in like men. They have covered the class +room walls with pictures from magazines, have brought rocking chairs +from home and use their room as the place to plan the fun for the +following week. They have, after some pretty violent pushing from the +teacher, petitioned the powers to give the basement of the church over +to them and the other classes of intermediate grade for the purpose of +having a social evening once each week. The petition has been granted +and we will probably open up about May 16th. + +"None of my class show any violent signs of getting converted yet, but +when one considers that this is a class who could not keep a teacher +over three or four Sundays; who used to start a rough-house on all +proper and improper occasions, and who had been known to throw books or +any other handy article when they got sick of hearing any more Bible, I +think I can report progress. + +"The most of my boys were arrested a couple of months ago for breaking +into summer camps and looking around. Today three of them came to my +office with one of their friends who had cut his foot and told me all +about their trouble, owning up to the whole business and ending by +saying that if I would take their Boy Scout society they would cut all +that kind of business out. I wish to God I had the time to take up this +Boy Scout job, but I have not; but I will do the next best thing by +taking them hiking on Thursday, which is my day of rest. + +"One can't teach boys like these the beauties of religion any more than +he can teach Greek to a puppy. They are not up to this kind of thing, so +I am trying to teach them to be men, and when we get that lesson we +will try the higher one. Of course, I give them the moral side of every +lesson and point out how God has worked through some mighty mean +material. + +"We still have a fight once in a while during class hours, and I call +time when they get too near the stove, but this is to be expected in a +class which is entirely self-governing. I never have said one word about +anything they have done in the class, except to impress upon them that +they should be men and the lesson is working slowly. + +"Now, my good sir, don't try to reply to this letter. I know you get a +good many just like it, and I am writing just to give you my experience +in the hope that it may help some one else; also because I promised to +let you know what progress the class was making. + +"_If you will drop into ---- in a year from now I hope to be able to point +to a much larger class than the first six months has shown and to show +you the majority in the church_. + + "Thanking you for reading this far and + with kindest wishes, I am + "Very truly yours." + + +=The Boy the Main Issue= + +The idea that must continually be kept in mind is the boy's good and the +boy. A lot of our teachers in the public schools are trying to teach the +subject-matter of the book when they ought to be teaching the boy. They +employ static methods. You can get up a goal for attainment and the boy +will reach the goal. Generally, however, he will go no higher than you +point. Your teaching should be dynamic rather than static. + +Aim to secure balanced, symmetrical activities for your class. Remember +your boy is four-sided, that he is physical, mental, social and +religious in his nature. Do not neglect any one side of him, but get the +proper agencies to cooperate with you for these ends. _Let the boys do +whatever they can. Merely insist on adequate adult supervision_. Above +all be patient, practical and business-like and remember that old heads +never grow on young shoulders. _The Sunday school Teacher should take +his place in the community by the side of the teacher of secular +instruction. He is an educator, and is dealing with the most plastic and +most valuable asset in the community--boyhood_. Let him take his task +seriously, look upon his privilege with a desire to accomplish great +things, and always remember that the good of the boy is his ultimate +aim. + + +BIBLIOGRAPHY ON THE TEEN AGE TEACHER + +Brumbaugh.--The Making of a Teacher ($1.00). + +Foster.--Starting to Teach (.40). + +James.--Talks to Teachers ($1.50). + +Kirkpatrick.--Individual in the Making ($1.25). + +McElfresh.--Training of Sunday-school Teachers (_in preparation_). + +Schauffler.--Lamoreaux-Brumbaugh-Lawrance. Training the Teacher ($1.00). + + + + +XX + +DANGER POINTS + + +A real danger lies in boys' groups which are seemingly organized, yet +which really have no organization. A few Bible classes have officers, +such as president, secretary, and treasurer, and a few standing +committees, all of whom take no real part in the class life, the teacher +doing everything himself and attempting to deceive the boys by giving +them a show of organization. Such classes are detrimental to the spirit +of boys' work, and should not be tolerated. + +The teacher who cannot retire his leadership to the rear of the class, +instead of posing at the front, is another serious damper to organized +work with boys in the Sunday school. A leader should have a strong +Christian character, have the quality of commanding the respect of +boys, have the ability to direct boys in doing things, be keen in his +sympathy, have patience and persistence, and be absolutely natural in +his bearing. He encourages freedom of thought on the part of the boys, +believes that a boy has brains enough of his own to think on any point +that may be discussed, is open and above-board in his teaching, has a +strong grip upon the practical truths of life, and tries to lead his +boys out of doubt and difficulty by the path of service. + +If dangers such as these be eliminated from boys' work in connection +with the Sunday school, and if the spirit of sincerity and earnestness +pervades the work of the leaders, there should be little difficulty in +raising the boy through the physical, social and mental to the larger +spiritual expression for which the church stands. Every week hundreds of +boys of the adolescent years are lining up for Christian service all +over our land, and if the ideas and directions given these boys are of +the right sort, within one generation there will be no boy problem, for +the boy problem of this generation is not the problem of the boys, but +the problem of the men who are leading boys. + + +BIBLIOGRAPHY ON DANGER POINTS + +The Older Boy Sunday School Superintendent (_American Youth_, October, +1912). (.20). + +Robinson.--The Adolescent Boy in the Sunday School (_American Youth_, +April, 1911). Single copies out of print but bound volume for 1911 may +be obtained for $1.50. + +Statten.--Danger Lines in Using Boys (_American Youth_, June, 1912) +(.20). + + + + +XXI + +THE RURAL SUNDAY SCHOOL + + +The problem of the rural Sunday school is its size and equipment. The +average number in the school is around eighty, and the building is +nearly always a single room. Some very small villages, near great +cities, and even some struggling mission Sunday schools in these cities +have to contend with the same problem. Some of this volume will apply to +the rural Sunday school, and some will not. It is the province of this +chapter to point out the parts that apply. + +Everything that has to deal with the Organized Class or group is +applicable. The Organized Class is the unit and beginning of all +organization. The boy gang, or group, is common to both city and rural +district. There is no problem in either place, if there is no group of +boys. The Departmental groupings may not be feasible. Usually they are +not. There may not be enough groups of boys to form a club or Boy Scout +Troop or a chapter of a boy order. Generally this is true. And, after +all, it is a distinct gain to the Sunday school, as the grouping that is +made by force of compulsion is the Organized Class or group. The chapter +on the Organized Sunday School Bible Class will apply itself to the +rural school, wherever there is a half dozen boys and it is given a +chance. + +The chapter on Bible Study will likewise fit into the rural situation. +No matter whether the boys be urban or rural, they demand Bible Study +that will fit into their religious, developing needs. Perhaps Bible +Study courses with rural application need to be arranged, and I am led +to believe that the illustrative material should be vastly different +from that used for city boys, and of a rural character. However, there +has been too much written and spoken of the difference between rural and +urban boys. The differences discovered by the writer seem to be all in +favor of the country boy--more wholesome surroundings, more quiet and +less nerve-destroying interests, and more time, because of fewer +commercial amusements to really discover things for themselves. The +average rural boy has read more and knows more about current events than +the city-bred lad. The country boy should not be provincialized by his +Bible Study, or anything else. He should be given as large a touch with +the world of men and letters as any one else. The illustrations used in +Lesson Helps, etc., should have some bearing on the life he leads, that +the application of the study may germinate in his daily life, else the +study will have little meaning, but he needs no separate, distinct +courses. It is not a different selection of material, but a different +treatment that is needed. The Denominational Leaders will sooner or +later be forced to heed this cry from the largest section of the Sunday +school field. Until they do Graded Lessons will not gain materially in +the open country. + +On the other hand, where there is only one group of adolescent boys in +the Sunday school, Graded Lessons are practicable, as well as necessary +to the best religious development of boyhood. The grading is cut down to +a minimum, and it merely means fewer classes studying the same lesson. +It would mean just the one group, with a new course each year. The +difficulty is not with the lessons, but with the school officials and +the teacher. + +The chapter on Through-the-Week Activities is very applicable. The gang +will get together some time, on Saturday night, if not at another time. +The Young Men's Christian Association County Work Secretaries are +getting the boys of the open country together for week-night meetings +without trouble. "Get something doing" and see how quickly the rural +boys will get together. These activities again will differ greatly from +those of city boys. There will be great emphasis on the Social and +Mental as against the Out-of-Door doings of the urban adolescents. The +principle already laid down, to let the boys themselves decide the +activity, will settle this difficulty at the start. + +So as to the chapter on the Teen Age Teacher! Boys and men are the same +pretty much, wherever they live. They may be more deliberate, less +showy, and steadier in some places than others, but we cannot admit +inferiority or lack of interest on the part of the splendid rural boy. +He is filling the big jobs in our cities today, and will as long as the +cities last. The teen age teacher in the rural school needs to master +himself for his task. He is doing a bigger piece of work than his +brother of the city school. He is preparing men for urban leadership. + +To make a long story short, the parts of this book that deal with the +small group are applicable to the rural Sunday school. The teen age +teacher in the rural school should begin with these, and maybe after a +while he will see opportunities for larger groupings. The Young Men's +Christian Association County Work Secretary certainly is. Inter-Sunday +school work is possible by the Sunday school forces themselves. + +A fitting close to this chapter is the challenge to the teen age +teachers of the rural schools, which Mr. Preston G. Orwig has hurled at +North America: + +"Every rural school has its quota of workers who are, perhaps +unconsciously, limiting their own usefulness, as well as retarding the +progress of the school, by meeting every new plan of work proposed with +the statement that, 'That plan is all right for the city, but it won't +work here because we have so few members and our people live so far +apart.' With the exception of the man who constantly reminds us that 'we +did not do it this way thirty years ago,' and who, in some cases, is +really a menace to the work, there is no greater obstacle confronting +workers in rural schools. + +"In a recent conference of Secondary Division workers in rural Sunday +schools, a speaker was advocating the necessity of recognizing the +fourfold--physical, mental, social and spiritual--life of the scholars, +in planning for the work of the class. The tremendous opportunity of +teachers for reaching adolescent boys for Jesus Christ, through their +physical and social instincts, was emphasized. Luke 2:52 was quoted to +clinch the argument. In the discussion that followed everybody seemed +satisfied that a broader policy of work should be pursued. At this +juncture a man in the audience arose, and, in a most uncompromising +manner, attempted to show that it was useless to promote such methods +for rural schools, as the scattered population and limited membership +made it impossible to develop the work along the lines proposed. + +"Later in the day, two of the members in this man's own class were +interviewed, and, in answer to direct questions concerning the above two +points, stated that during the winter months older boys and girls, many +of whom attended that very school, went as often as three nights a week +to a small pond in the community to skate, some of them traveling from +three to four miles to get there. Other sports were indulged in, +according to the season, and, according to these boys, they seldom +experienced great difficulty in getting 'a crowd' together. Frequently +their games wound up in a grand free-for-all fight. + +"Now, had this teacher recognized the educative value of supervised play +and planned to meet his fellows on the ice, as a class, he would have +formed contacts there which he could never hope to form by simply +meeting them in the Sunday afternoon session. In addition to that he +would have an opportunity to help the class to apply practically the +truths of the Sunday lesson in the activities of everyday life. + +"It would be well for such workers to remember that in some of our +larger cities one must oftentimes travel from one to two hours on +crowded trolley cars, in distance, perhaps, eight or ten miles, in order +to meet with his class. Again, in some sections of the city, populated +mostly by foreigners, the Sunday schools are often smaller, in point of +membership, than many of the rural schools. + +"It matters not whether the boy or girl lives in the city or country, +the needs are the same. What is needed is 'Visioned Leadership.' + +"It is, in a sense, pathetic, to note that these objections are always +of adult origin and are not the verdict of the boys. They, however, must +suffer in a handicapped development, through the shortsightedness of +their leaders. Where there's a will, there's a way." + + +BIBLIOGRAPHY ON THE RURAL SUNDAY SCHOOL + +Cope.--Efficiency in the Sunday School ($1.00). + +Fiske.--The Challenge of the Country (.75). + +The Rural Church Message--Men and Religion Movement ($1.00). + + + + +XXII + +THE RELATION OF THE SUNDAY SCHOOL TO COMMUNITY ORGANIZATIONS + + +The church school is not, by any means, the only force in the community, +as far as the boy is concerned, but it is destined to be the biggest +force. The church, itself, is the most permanent institution of the +community, and will always be so, as long as humanity remains religious. +In the church are all the conserving elements of the community--slow to +change, it stands for the best. Having adopted anything after approved +worth commends it, it tenaciously holds it in trust. Communities may +have homes and schools, but, without the church, they are not good +places in which to live. The church, then, because it is most permanent, +should tie the loyalty of the boy to herself. This she best does +through her school--the Sunday school. + +There are, however, other church forces in the community--organizations +fostered and supported by the material and moral enthusiasm of the +members of the church. Some of these organizations have been frankly +formed for the purpose of assisting the church in some special field of +religious education. This is essentially true of such boy organizations +as the Knights of King Arthur, Knights of St. Paul, Knights of the Holy +Grail, and the Boys' Brigade. It is essentially true, also, of the Young +Men's Christian Association. The first of these--the boy +organizations--constitutes a method which is at the disposal of the +church. The second--the Christian Association--has grown to be a mighty +operating force, with hundreds of employed officers and millions of +dollars of property. Save for the fact that church members compose the +directorates, it is independent of the church. With this and other +organizations what can the church's relationship be? The seeming answer +would be cooperation--a glad working together for the general betterment +of the community itself by tried and approved plans. However, a new +condition has arisen, which offers more than general cooperation between +the Church and these organizations for the teen age boy. Until recently +the church school had no clear-cut method for working with the teen age +lad, while the boy organizations referred to had such a method, and the +Young Men's Christian Association, after years of work, has a force of +more or less experienced experts in boy life in its employ. The methods +of these boy organizations and the boy experts of the Young Men's +Christian Association must have a field of operation, and the best +field, of course, is that of the church school, where boys should be +found. The Young Men's Christian Association, in its own building, +touches but a minute fraction of the boy life of the city in which it +operates, and, to touch the city boy life, must get out of its building. +It then has a choice of fields, Public Playground, Public School, or +Community Betterment. If, however, it is true to the principle of its +founding--to be an arm of the Church among young men--that which it +attempts to do should be tied up to the Church, or, in the case of teen +age boys, to the church school. To accomplish the latter, what shall the +procedure be? Shall the Young Men's Christian Association win the boy, +and then deliver him, saved for service, to the Church, or shall the +Young Men's Christian Association work with the Church as part of the +Church inside the church school? Common sense would say both ways, and +all other ways possible, just so the boy stands saved and in the Church +for service. And this is as it should be, and the employed experts of +the Young Men's Christian Association should render service to the +Church, both within and without the Church--and this service may be +through method, or organization, or both. At all times the weakness of +the Church should be the Association's opportunity to help the Church +realize herself, and this can best be accomplished by the constructive +suggestion that works its way out on the inside of the organization. +Little help comes from battering a wall on the outside. At least it does +not help the house inside any. Cooperation, then, must be understood as +the internal assistance given the Church herself to realize the need and +the plan to meet it. + +In this regard every organization must clearly understand the church it +seeks to aid. Most organizations have singular aims and motives. The +Church is a complex organization, with many needs. The church school has +many divisions and departments, has two sexes to minister to, embraces +all ages, from the cradle to the grave, and usually has no paid +officers. Through it all proportion has to be maintained--balance of +organization, fair opportunity for all, young or old, male and female. A +plan for the education of the teen age boy will no more solve the +problem of the Sunday school than it would the educational, physical +employment, or social difficulties of the Young Men's Christian +Association. In proper relationship to the other factors of the problem +in church school, or Young Men's Christian Association, it would help +the whole organization. It surely takes more than plaster to make a +house, important as is plaster. + +The Sunday school has its own problems of organization, sexes, ages, +equipment, equality, fair-play, opportunity, leadership, etc. No +organization can help these problems from the outside, or by emphasis on +any one phase. Gain in one department may be loss in another. The Sunday +school needs proportionate gain. + +The Sunday school, therefore, should welcome any organization or method +that bids fair to help in the solution of its problems. It should +eagerly avail itself, especially, of the aid that the Boy Life Expert of +the Young Men's Christian Association can give, thus reducing religious, +economic duplication, and achieving united conservation of boy life. On +the other hand, the Boy Life Expert of the Young Men's Christian +Association should thoroughly acquaint himself with the genius of the +Sunday school, the plan of its organization, and the pith of all its +problems of sex and age, leadership and training, aims and objectives. +He should also know thoroughly the policies of denominational and +interdenominational Sunday school bodies, and, where there are +denominations in plural quantity, this may mean a task worth while. +Sometimes it is a slow process. Surely, so! The Kingdom, with all the +wisdom of Heaven, has been twenty centuries in the building, and it has +been wrought out in the Church. The contribution that each man or woman +makes must be small, but likewise great in its possibilities, if wisely, +patiently given. + +An organization cannot be permanently helped by introducing into its +life the methods of another without the process of assimilation; neither +can strength be given merely a part of the body to cure the whole. +Organic tone is needed. Intelligent, Sunday school-wide cooperation! +This is the invitation of the church school to all existing +organizations. The conditions of the challenge are not easy, but the +task is interesting and worth while, and the promise of increased +efficiency is great indeed. + + +BIBLIOGRAPHY ON SUNDAY SCHOOL AND COMMUNITY ORGANIZATIONS + +Lawrance.--The Cooperation Sunday Schools Desire (_American Youth_, +April, 1911) (.20). + +Flood.--A Federation of Sunday School Clubs (_American Youth_, April, +1911) (.20). + +Alexander.--Sunday School Use of Association Equipment (_American +Youth_, April, 1911) (.20). + + + + +FOOTNOTES: + +[1: Makes provisions for sick and shut-ins but essentially meant for +adults.] + +[2: A large part of this chapter is taken from Secondary Division +Leaflet Number 2, International Sunday School Association.] + +[3: Older Boy] + +[4: Adult] + +[5: Much of this Chapter has been drawn from Secondary Division Leaflet +Number 4, International Sunday School Association.] + +[6: Much of this Chapter has been drawn from Secondary Division Leaflet +Number 1, International Sunday School Association.] + +[7: The Executive Committee of the Department should have membership on +the Sunday School Board.] + +[8: These conference may also be state wide in their scope.] + +[9: This Chapter is largely drawn from International Sunday School +Association, Second Division Leaflet Number 5.] + +[10: This Chapter is a compilation of articles written by the author in +the _Westminster Teacher_ and _Illinois Trumpet Call_.] + +[11: This Chapter is a blending of articles written for the Boy Scout +Master's Handbook, the _Adult Magazine_ and hitherto unpublished +material.] + + + + + +End of Project Gutenberg's The Boy and the Sunday School, by John L. 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