NormalizeHEADmain

1 files changed, 0 insertions, 874 deletions

diff --git a/old/67501-0.txt b/old/67501-0.txt
deleted file mode 100644
index f9734ac..0000000
--- a/old/67501-0.txt
+++ /dev/null
@@ -1,874 +0,0 @@
-The Project Gutenberg eBook of Adolescence, by Stephen Paget
-
-This eBook is for the use of anyone anywhere in the United States and
-most other parts of the world 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. If you are not located in the United States, you
-will have to check the laws of the country where you are located before
-using this eBook.
-
-Title: Adolescence
-
-Author: Stephen Paget
-
-Release Date: February 25, 2022 [eBook #67501]
-
-Language: English
-
-Produced by: Charlene Taylor, Donald Cummings and the Online Distributed
-             Proofreading Team at https://www.pgdp.net (This file was
-             produced from images generously made available by The
-             Internet Archive)
-
-*** START OF THE PROJECT GUTENBERG EBOOK ADOLESCENCE ***
-
-
-
-
-
-                              ADOLESCENCE
-
-
-
-
-                              ADOLESCENCE
-
-
-                                  BY
-                             STEPHEN PAGET
-
-
-                          CONSTABLE & COMPANY
-                          LIMITED      LONDON
-
-
-
-
-                         _First printed 1917._
-
-
-
-
-This lecture was read to Oxford University Extension Students, in
-the Sheldonian Theatre, in August, 1917. The general subject of the
-lectures and classes was “The Near Future: problems of construction and
-reconstruction.”
-
-The Master of University College, who presided over the meeting,
-pointed out that I had said nothing of the help which is given to young
-men by their sisters. He spoke of the legions of young men who “keep
-straight” because they keep in mind what their sisters are to them. I
-ought to have said something of this influence of home-life.
-
-And I ought, perhaps, to have defined with more exactness the very
-words which I would use, if it were my duty to attempt a boy’s
-“sex-education”――we could hardly find an uglier title for it. But I was
-afraid to say more than I did say. The great thing is, that the parent,
-or it may be the teacher, should be able to tell the child, “Do come
-to me, right away, whenever you are puzzled or shocked at anything
-that you read, or hear, or notice: and I will tell you, as well as I
-can, all that you need to know about it.” And the greatest thing of all
-is careful self-preparation. To answer a child with evasive or lying
-nonsense is to offend the child: and we have it on good authority that
-we deserve for that offence the millstone round our necks, and the
-depth of the sea.
-
-
-
-
-                              ADOLESCENCE
-
-
-The honour of coming here was embittered by the difficulty of deciding
-what to say and how to say it. One of the hardest of all subjects,
-adolescence, was given to me: with this added hardship, that I was
-to consider it as something which may be reconstructed in the near
-future; or as a problem which we may somehow solve. It needs more than
-a man to understand adolescence: it needs, at the very least, a Royal
-Commission. I do not understand, really understand, anybody except
-myself; indeed, I do not thoroughly understand even me. One thing, to
-begin with, I did know about adolescence. I knew that it was a Latin
-word. So I looked it up in the Latin dictionary. And there I found
-to my surprise that the ancients were not agreed as to the term of
-adolescence. Varro reckons it from the 15th to the 30th year of life.
-Cicero speaks of Crassus, at 34, as adolescent: he even uses the word
-of Brutus and Cassius, when they were 40; and, what is most unexpected
-of all, he uses it of himself, in the year of his Consulship, when he
-was 44. Nothing could be more incorrigibly middle-aged than Cicero
-at 44; nothing could be more finally settled beyond all possibility
-of unsettlement. We cannot discuss adolescence, if it is to include
-persons of that standing.
-
-Shall we therefore put this word back in the Latin dictionary, and
-speak not of adolescence but of youth? But the word youth hardly takes
-into account the bodily changes which occur between childhood and adult
-life. We are concerned here with the schoolroom years, the threshold
-years, say, from 14 to 18. All of us, when we think seriously about
-boys and girls from 14 to 18 years old, have at the back of our minds
-the thought of sex. And you must forgive me, if I use very plain words
-this evening: for I hope and believe that you will prefer, from a man
-of my profession, plain speaking to roundabout phrases.
-
-My theme is adolescence: I have no right to talk about small children.
-But how can I help myself? Boys and girls begin to be vaguely conscious
-of sex, long before they are 14; some of them get into unclean habits,
-or say unclean things, when they are nearer to 4 than they are to 14;
-indeed, they may get into unclean habits before they are 4. If we are
-to understand the schoolroom, we must first understand the nursery.
-Children, by the time that they are 14, are what those 14 years have
-made them, with our assistance, or with our neglect.
-
-But, as all of us are well aware, no two children are exactly alike
-in this matter. The differences between them are finely graduated;
-but the extremes of difference are miles apart. Some children are
-wholly incurious about sex; some are slightly inquisitive, some are
-very inquisitive, and some, but very few, not one in a thousand, are
-downright vicious and obsessed.
-
-We are too ready, it may be, to give all our praise to those who are
-wholly incurious; we call them healthy-minded, pure-minded, and so
-forth. We admire them because they take no interest in this part
-of their natural life, just as we admire them because they take no
-interest in the working of their brains and their digestive organs. But
-there is nothing very admirable in this blank indifference toward the
-affairs of the body; it is good common sense, but we ought to think
-twice before we regard it as a virtue: it is altogether negative, and
-virtues are something positive. We can safely afford to keep some of
-our admiration for the children who are inquisitive. Besides, we have
-no business to put the possession of sex on a level with the possession
-of digestive organs. The facts of digestion are merely physiological:
-you can take them or leave them. The facts of sex are not merely
-physiological: and it is perilous, either to take them or to leave them.
-
-Of course, the incurious child is more easy to talk to, more easy
-to get on with, than the inquisitive child; but we can hardly
-wish all boys and girls from 14 to 18 to remain thus childish in
-their knowledge of themselves. I do not believe that what we call
-“innocence” is any sure protection to boys or to girls against impure
-or perverted ways in adolescence. Indeed, I am inclined to believe that
-innocence, or ignorance, may even betray them instead of protecting
-them.
-
-Besides, it is the accepted way of intelligent children to be
-inquisitive: it is their birthright to ask us any amount of questions.
-A child who never asks a question about sex is indeed, so far as that
-goes, a backward child: what we call unobservant. In some ways, this
-non-questioning mind is good for young children; but surely it is
-unnatural that the children should attain to adolescence and still be
-ignorant of what they are.
-
-Whether these incurious children tend to be passionless in early adult
-life, I do not know; nor can I make any guess as to the proportion, in
-adolescence, of temperaments devoid of passion. Only, if they who are
-incurious during childhood do tend to be passionless in later years,
-that is no reason why we should admire them as children. For, in the
-design of our nature, and in the fabric of our nature, there is a
-place, and a very honourable place, for passion held under control. And
-they who have nothing to control are to be congratulated, because they
-are out of the way of temptation; but we admire, even more, those who
-are in the way of temptation and withstand it.
-
-If this be true, or anywhere near true, that a measure of inquisitiveness
-in childhood, and a measure of passion in early adult life, are welcome
-signs of a sane mind in a sane body, such as Juvenal bids us pray for,
-then it follows that we ought to give careful regard to these
-inquisitive children, and wise and honest answers to their embarrassing
-questions.
-
-But we grown-up folk are not agreed, nor ever shall be, what to tell
-them, and when to tell it. We have no set method of talking to children
-about sex, nor of warning older boys and girls against the miseries
-into which it may, if they let it, bring them. Of course, this want of
-agreement is not altogether our fault; we are so divided, because the
-children are so diverse. Their differences of temperament are reflected
-in our different ways of dealing with them. The fact remains, that we
-have no common plan, no authorised programme: and, if ever we do invent
-one, which we never shall, it will not suit all the children. Each of
-us, in this perplexity, judges for himself or herself; there is nothing
-else to be done.
-
-Still, we can be agreed over some points; we can make one or two rules,
-and keep them before us. It is a good rule, surely, that we should
-prepare ourselves and arm ourselves against the shock of a sudden
-question. We must have our answers ready. We must rehearse, we must
-learn almost word for word, as it were by heart, what we will say, when
-the inevitable demand for facts is sprung on us. That is our bounden
-duty, to make up our phrases beforehand, so that we shall not be caught
-unawares. It is not fair to the children that we should give them
-stupid floundering answers, or snub them, or shut them up. They have
-a perfect right to a well thought out answer. That is the meaning of
-what Horace says, that the utmost reverence is due to them. We cannot
-better reverence them than by deciding, long before the question comes,
-how we will handle it. Think for a moment what silly things are said to
-children, all for want of careful self-preparation.
-
-To this good rule we might add another――that we must never tell them a
-lie. We ought not to be liars, not even to small children. Take, for
-instance, one of the best of all opportunities for telling the truth;
-take the arrival of a baby brother or sister. Where did it come from?
-I have no patience with people who say that the angels, or the doctor,
-brought it. There is enough nonsense already talked about my profession
-without that. What business have they to lie to an honest child? Or
-take a more heart-searching instance. Imagine a child at Christmas-time
-playing with that most beautiful of all Christmas toys, a little
-_crêche_, with little figures of Mary and Joseph and the Babe lying in
-a manger; and the child turns round and asks you where Baby Jesus came
-from. What answer will you give? What harm can it do to a child, to
-know that children are born of their mothers? What does harm the minds
-of children is not our plain speaking; it is their own secret reading,
-gossiping, and imagining.
-
-Now let me venture a bit further. In the kingdom of a child’s mind, it
-is not one set of thoughts, but two, which gradually rise to power,
-as the child grows to adult life. Right away from the nursery age,
-these two ideas are important above all others; important alike to
-the child and to us. One is the child’s notions about sex; the other
-is the child’s notions about God. Everything else wavers and shifts;
-we see the children change every scrap of their minds over and over
-again: their likes and their dislikes, their plans and their decisions,
-flourish and perish, and are no more than stages or phases. But these
-two purposes of their curiosity――the desire to know what sex is, and
-the desire to know what God is――these endure, and are more imperative
-with every added year of life.
-
-As the children ask very absurd questions about sex, so they ask very
-absurd questions about God. As we are taken aback, and say foolish
-things to them over the one subject, so we do over the other. As we
-ought to prepare ourselves for the one opportunity, so we ought for the
-other. As we must answer properly about sex, so we must answer properly
-about God. It is bad enough to shut them up over sex; it is worse to
-shut them up over God. They are trying to get at something. They, at
-their end of life, are like Sir John Falstaff at his end of life――you
-remember the account of his death, by the hostess of the Boar’s Head
-Tavern:
-
-    So ’a cried out――God, God, God!――three or four times. Now I,
-    to comfort him, bid him ’a should not think of God; I hoped
-    there was no need to trouble himself with any such thoughts
-    yet.
-
-Whatever we say to the children we must never say that. But who will
-teach us what we ought to say? Perhaps we might make a rule that we
-will try not to play down to their childish notions. On the contrary,
-we will try to tell them that our grown-up notions are hardly less
-childish than theirs. We cannot worship their little graven image,
-but we can confess to them that our own image is a very poor thing.
-They will be glad to hear of the feebleness of our thoughts. We want
-to lead them out of their first position: we want to get them a little
-further on the interminable quest. We shall not do that by accepting
-and adopting their idea of God, using it as an argument or weapon
-against them. But we may perhaps be of use to them, if we explain to
-them that we, even we, are nothing better than babies, when it comes
-to attempting to think of what we really mean by the Divine Name.
-Let us inform them plainly, that the best that we can do for them is
-to conduct them out of the poverty of their minds into the poverty of
-ours. It is possible, also, that we might find it a good rule with
-children, to make less use of the word “God,” and more use of the
-word “the Spirit,” or “the Holy Spirit.” This word “Spirit” is not
-associated in their minds with any bodily shape; it may thus help them,
-as time goes on, to forsake their little graven image.
-
-I do believe that these two ideas――the idea of sex, and the idea
-of God――are of the utmost importance to us in our dealings with
-children and with adolescents. If we are to think of constructing and
-reconstructing human lives as if they were houses, let us have the
-proper materials for it, and let us handle them wisely. These two ideas
-are good materials; they will take any amount of construction and of
-reconstruction, and, if we build as we ought, they will stand the very
-heavy strain which will be put on them. Please forgive me, that I am
-treating my subject on these old-fashioned lines; I did not choose it:
-the authorities chose it for me. They ought to have given it not to
-a mere grandpapa, but to somebody worthy of the unmusical name of an
-educationalist.
-
-In adolescence, in early adult life, there comes a heavy strain on
-these two ideas, and unless we have built as we ought, some portion of
-the edifice will be in danger of falling. The point is, that we must
-somehow manage to build these two ideas together; we must adjust and
-fit them together, giving to each of them its due place in the house
-of life, not opposing but conjoining them to each other, as a builder
-conjoins bricks and mortar. It is a true saying, “The reasonable soul
-and flesh is one man.” Please observe that they not _are_, but _is_,
-one man; they are so closely united that they _is_ one man. It follows,
-that what we call temptation addresses itself not to the flesh alone,
-but also to the reasonable soul. Consider the predicament of a young
-man who up to now has, as we call it, “kept straight.” All round him,
-day after day, newspapers and books and shop windows and theatres,
-and other men’s talk, and the look of the crowd in the streets, are
-alluding to it. His pride is wounded, and the more he tries not to
-think of it, the more it hurts. All young men covet and pursue the
-experiences of life; he is vexed and resentful that he should be thus
-incomplete. He has given up what a young man most hates to give up: he
-has given up something which would make him just like other young men.
-Not only his body, but his reasonable soul, is restless and impatient.
-That which impels him to the edge of temptation is not his animal
-nature but his whole human nature.
-
-Other motives, alike in boys and in girls, are vanity, sentimentality,
-and intolerance, especially in these tremendous days, of the monotonous
-narrowness of their work and the fretful discipline of their homes. And
-there are some boys and girls――happily it is a small minority――who are
-so passionate and so wilful that they hardly stop to reckon what they
-are doing.
-
-Of course, we have some antidotes against temptation. One of them
-is the right employment of mind and body; but the mind must not
-be employed at haphazard, and the body must not be over-fatigued.
-The employment of the mind must have a touch of refinement or
-fastidiousness: things which are lurid and vulgar must be recognised
-for what they are: the boys and girls must be fond of “good form”;
-they must be picksome over books and theatres and picture-palaces and
-friendships. The employment of the body must have a touch of discipline
-or training: outdoor exercise, athletics in moderation, fresh air,
-plain food, cold water. If I could be a little boy again, I would join
-the Boy Scouts; if I could be a young man again, I would get on without
-alcohol and cigarettes.
-
-To these approved antidotes, let me, as a doctor, add a good tonic,
-to steady the nerves of adolescence. I prescribe a full dose of the
-natural sciences. Some people believe in what are called “hobbies” for
-boys and girls. I do not think much of hobbies, if it comes to nothing
-more than photographing or stamp-collecting or carpentering at odd
-moments; but I love to see boys and girls working hard at physics and
-chemistry. It is a grand thing for them: it really does tranquillise
-and strengthen them; I like to believe that it even tends, as it were,
-to reduce their high temperature and their rapid pulse. All other
-employments of the adolescent mind――as Mrs. Tulliver, in _The Mill
-on the Floss_, says of the crowns of bonnets――they are “so chancy:
-never two summers alike.” Books, art, politics, amusements, outward
-observances of religion――all of them are so chancy: all of them are
-open to the criticism of the young people. I remember, ages ago, a
-German professor dining at my father’s house; and in the course of
-the talk some reference was made to St. Paul. “Ah! Paulus,” said the
-Professor, “I have read his works; but I do not agree with Paulus.”
-Science is not like that: there is no chanciness in her: we inevitably
-agree with her. If a chemical test goes wrong, we know that we have
-done it wrong. This eternal certainty gives to physics and chemistry,
-somehow, authority over the vagrant minds of boys and girls; and this
-authority, surely, must help to keep them able to resist temptation.
-
-These antidotes and this tonic are all very well; but the best thing of
-all would be, for all boys and girls, unfailing belief in what we call
-the Spirit of God, or the Presence of God, in their daily affairs. I
-feel sure that there are many of them who are more likely to be kept
-straight by that than by anything else.
-
-And, of course, it is our business to prepare them, with all the
-wisdom and forethought that we can manage to find in ourselves, for
-these dangerous years of early adult life. But we must begin while
-they are children; we must begin with careful answers to their
-ridiculous questions about sex and about God. These two ideas are
-our building-materials: we must work them together, not keep them
-apart, nor oppose them to each other; we must go on, constructing and
-reconstructing them in the growing fabric of the mind, adapting and
-adjusting them to each other: so that the children, when they come to
-adolescence, shall come to it neither ignorant nor helpless.
-
-So many of us hang about the child’s mind, in a timid sort of way,
-hesitating to go in. We look up at the windows, we peep through the
-letter-box, we try the back door, we ring the bell very gently――the
-left-hand bell, which is marked Servants; we dare not ring the
-visitors’ bell, nor ply the knocker. And the child, all the while, is
-expecting us. We wait for opportunities. It is probable, with some
-children, that we ought to make them, not wait for them. I do not
-altogether like the word “initiate”; yet I have in my imagination some
-special day set and appointed for a grave little home-ceremony; the
-whole thing well thought out, the exhortation written down beforehand,
-every word of it. The occasion of telling boys and girls the truth
-about their bodily nature would thus be made solemn and memorable, as
-an act of their lives. I have been reading again that scene in _Tom
-Brown’s Schooldays_, where the Squire gives his parting advice to Tom,
-on the way to Rugby. It is one of the hundred best things in one of the
-hundred best books. Only, all boys and girls are not alike: there is
-need, with some of them, of saying more than the Squire said. Perhaps a
-birthday would afford a good opportunity. And, of course, it ought to
-be done at home: it ought to be done by the child’s parents. Most of
-us here, when we were 14 or 15 years old, were confirmed, and received
-the Holy Communion. It was a little time of quiet self-judgment and
-good resolutions; it really did help us. If I could have my life back,
-I should like to be told about my bodily nature in that devout and
-premeditated way. It ought to be done at home, and my father ought to
-do it, probably on my birthday. Instead of that, it was done by another
-boy, at a preparatory school. I still remember the exact words that we
-used, and I could still find almost the very paving-stone on which I
-was standing.
-
-There are things to be said to children; and there are things to be
-said to older boys and girls going out into the world. I cannot fix
-the right ages for it: no two children are alike. I feel, also, that
-first-rate school teachers are more likely than second-rate parents to
-say the right thing to children. There is a place, doubtless, in school
-teaching, for lessons in botany and in natural history. The trouble is,
-that some of the children may fail to see what you are driving at. You
-can lead them to the very edge of the stream of analogy, but you cannot
-make them drink. They may remain, at the last moment, recalcitrant;
-and you may never get quite so far as to tell them what you were
-intending to tell them.
-
-If it were my duty to inform a boy, between 12 and 14 years old――and
-it certainly is not the business of any man to speak to girls about
-their bodily nature――I would not begin with botany. I would begin with
-mankind. I would tell him that all of us come out of the bodies of our
-mothers: and in that way come all creatures. I would argue from us to
-animals, not from animals to us. Then I would say something about
-the anatomical differences between male and female children: and I
-would tell him that this difference runs through all creation, all the
-distance from us down to plants and flowers. And I would say to him,
-“All creatures are formed in this way, in the bodies of their mothers,
-before they are born: but they cannot begin to be formed, till the male
-and the female have actually come together: and that is all that you
-need to know.” If it were my duty to talk to a young man 18 or 19 years
-old, I would talk to him as to any other man, freely and explicitly; I
-would also warn him of the disastrous bodily results which may follow
-even one act of wrong-doing, and how these results might be visited,
-years hence, on his children. And, of course, whatever the age, I would
-not only lecture, I would also preach. If I am to help a boy to “keep
-straight,” I must appeal from that which is natural in him to that
-which is spiritual in him.
-
-And――so far as adolescence is concerned――if ever there was a time when
-we ought to speak plainly, it is now. Whether we like it or not, the
-old habit of silence has for some years been falling away from us.
-Even before the War, we had begun to talk more freely, and to be less
-offended by plain speaking. The War has made it still harder for us
-to remain silent. We have seen, everywhere, boys and girls, all of a
-sudden, as it were transfigured: the boys turned into men, the girls
-turned into women; courage, obedience, endurance, flaming up in them,
-so that we marvel at them. But we have seen, also, the dark side
-of their life. They have gone ahead so fast, and their eyes are so
-dazzled, that some of them will not stop to read our danger-signals.
-Most of us have some influence over them, some of us have great
-influence. Things already are bad enough, and, in all probability, will
-be worse in the near future. Our influence was not given to us for
-nothing: and if we do not exercise it now, we shall be sorry, too late.
-
-There is one more bit of advice, in these days, which we might give
-to young men. The War seems to make it somehow wrong, that a young
-man, of decent character, in good health and steady work, should
-remain unmarried. He ought to marry, that sons of his may serve their
-country, filling the empty places of the young men who have died for
-their country. Before the War, it was nobody’s business but his own,
-whether a young man were married or single. We observe him now from
-another point of view, with every added month of the War, and every
-casualty-list; we say that he is not doing his duty, if he prefers
-the comfort and the freedom of bachelor-life to the cares of marriage
-and parentage. Let him so live now, in these terrible days, that his
-children shall be born healthy, a blessing alike to him and to his
-country.
-
-Now, to finish with, let me dot the _i_’s and cross the _t_’s of
-this paper. It is likely enough that I have been talking more of
-things as they were in my boyhood than of things as they are now. The
-Victorian Age was in many ways magnificent; but it neither approved
-of inquisitive children, nor enlightened them. For example――one
-of my contemporaries tells me that she was taught botany out of a
-book called _Lindley’s Ladies’ Botany_. In this book, the fact that
-flowers are male and female was carefully left out. She learned this
-fact when she was 18; she gathered it from a sermon in church, and it
-vexed and offended her. We have got past all that sort of nonsense.
-But we are still at sixes and sevens how to tell children about their
-bodily nature. We let them alone, they let us alone; we wait, they
-wait; neither we nor they like to begin. We do not know what they
-are thinking of. But we know this much, that there are two sets of
-thoughts which must, simply must, be growing up together in their
-minds――the idea of sex, and the idea of God. We cannot help them
-without self-preparation; we muddle them, not educate them, on these
-two subjects, unless we have made up our own minds how we will answer
-their questions.
-
-Further, I do believe that some parents might well make a solemn little
-home-ceremony of telling a child about his or her bodily nature; not
-leave it to chance, nor to the unclean talk of schoolfellows; no, nor
-even leave it to the child’s teachers. Father or mother ought to do it.
-And, when the children are grown up, it ought to be done again, with
-clear warning against the dangers which they are going into.
-
-Finally, what they need is not physiology alone, but physiology and
-faith together. There has been a great deal too much science talked
-about adolescence. Too much physiology, pathology, psychology――not
-that psychology really is a science――too much analysis, too many
-statistics. If any of you, as parents or as teachers, do require a
-short science-book, there is Dr. Starr’s _The Adolescent Period_. It
-has its faults. It is unduly apprehensive of some things which are not
-important. It makes too much of those boys and girls who are abnormal.
-Some children are abnormal; and some, but very few, are as it were
-demoniac, to their own misery and the misery of others. These most
-unhappy children have been put under the microscope for us by our kind
-friends the psychologists. But the vast majority of boys and girls are
-normal.
-
-Dr. Starr’s book is not for general reading. Still, for the right sort
-of readers, it is a good and useful book. But what, after all, do we
-want with books? It is the children that we have got to read; not books
-about them, but them. I doubt whether psychologists understand ordinary
-children better than a wise old family nurse understands them. Boys
-and girls are human beings: they were not discovered by science: they
-refuse to be elucidated by science. The way for us to help them is
-not by psychology, but by faith, self-preparation, courage, and common
-sense.
-
-
-
-
-                        _Printed in England by_
-                          Butler and Tanner,
-                          _Frome and London_
-
-
-
-
- Transcriber’s Notes:
-
- ――Text in italics is enclosed by underscores (_italics_).
-
- ――Punctuation and spelling inaccuracies were silently corrected.
-
- ――Archaic and variable spelling has been preserved.
-
-*** END OF THE PROJECT GUTENBERG EBOOK ADOLESCENCE ***
-
-Updated editions will replace the previous one--the old editions will
-be renamed.
-
-Creating the works from print editions not protected by U.S. copyright
-law means that no one owns a United States copyright in these works,
-so the Foundation (and you!) can copy and distribute it in the
-United States without permission and without paying copyright
-royalties. Special rules, set forth in the General Terms of Use part
-of this license, apply to copying and distributing Project
-Gutenberg-tm electronic works to protect the PROJECT GUTENBERG-tm
-concept and trademark. Project Gutenberg is a registered trademark,
-and may not be used if you charge for an eBook, except by following
-the terms of the trademark license, including paying royalties for use
-of the Project Gutenberg trademark. If you do not charge anything for
-copies of this eBook, complying with the trademark license is very
-easy. You may use this eBook for nearly any purpose such as creation
-of derivative works, reports, performances and research. Project
-Gutenberg eBooks may be modified and printed and given away--you may
-do practically ANYTHING in the United States with eBooks not protected
-by U.S. copyright law. Redistribution is subject to the trademark
-license, especially commercial redistribution.
-
-START: FULL LICENSE
-
-THE FULL PROJECT GUTENBERG LICENSE
-PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK
-
-To protect the Project Gutenberg-tm mission of promoting the free
-distribution of electronic works, by using or distributing this work
-(or any other work associated in any way with the phrase "Project
-Gutenberg"), you agree to comply with all the terms of the Full
-Project Gutenberg-tm License available with this file or online at
-www.gutenberg.org/license.
-
-Section 1. General Terms of Use and Redistributing Project
-Gutenberg-tm electronic works
-
-1.A. By reading or using any part of this Project Gutenberg-tm
-electronic work, you indicate that you have read, understand, agree to
-and accept all the terms of this license and intellectual property
-(trademark/copyright) agreement. If you do not agree to abide by all
-the terms of this agreement, you must cease using and return or
-destroy all copies of Project Gutenberg-tm electronic works in your
-possession. If you paid a fee for obtaining a copy of or access to a
-Project Gutenberg-tm electronic work and you do not agree to be bound
-by the terms of this agreement, you may obtain a refund from the
-person or entity to whom you paid the fee as set forth in paragraph
-1.E.8.
-
-1.B. "Project Gutenberg" is a registered trademark. It may only be
-used on or associated in any way with an electronic work by people who
-agree to be bound by the terms of this agreement. There are a few
-things that you can do with most Project Gutenberg-tm electronic works
-even without complying with the full terms of this agreement. See
-paragraph 1.C below. There are a lot of things you can do with Project
-Gutenberg-tm electronic works if you follow the terms of this
-agreement and help preserve free future access to Project Gutenberg-tm
-electronic works. See paragraph 1.E below.
-
-1.C. The Project Gutenberg Literary Archive Foundation ("the
-Foundation" or PGLAF), owns a compilation copyright in the collection
-of Project Gutenberg-tm electronic works. Nearly all the individual
-works in the collection are in the public domain in the United
-States. If an individual work is unprotected by copyright law in the
-United States and you are located in the United States, we do not
-claim a right to prevent you from copying, distributing, performing,
-displaying or creating derivative works based on the work as long as
-all references to Project Gutenberg are removed. Of course, we hope
-that you will support the Project Gutenberg-tm mission of promoting
-free access to electronic works by freely sharing Project Gutenberg-tm
-works in compliance with the terms of this agreement for keeping the
-Project Gutenberg-tm name associated with the work. You can easily
-comply with the terms of this agreement by keeping this work in the
-same format with its attached full Project Gutenberg-tm License when
-you share it without charge with others.
-
-1.D. The copyright laws of the place where you are located also govern
-what you can do with this work. Copyright laws in most countries are
-in a constant state of change. If you are outside the United States,
-check the laws of your country in addition to the terms of this
-agreement before downloading, copying, displaying, performing,
-distributing or creating derivative works based on this work or any
-other Project Gutenberg-tm work. The Foundation makes no
-representations concerning the copyright status of any work in any
-country other than the United States.
-
-1.E. Unless you have removed all references to Project Gutenberg:
-
-1.E.1. The following sentence, with active links to, or other
-immediate access to, the full Project Gutenberg-tm License must appear
-prominently whenever any copy of a Project Gutenberg-tm work (any work
-on which the phrase "Project Gutenberg" appears, or with which the
-phrase "Project Gutenberg" is associated) is accessed, displayed,
-performed, viewed, copied or distributed:
-
-  This eBook is for the use of anyone anywhere in the United States and
-  most other parts of the world 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. If you are not located in the
-  United States, you will have to check the laws of the country where
-  you are located before using this eBook.
-
-1.E.2. If an individual Project Gutenberg-tm electronic work is
-derived from texts not protected by U.S. copyright law (does not
-contain a notice indicating that it is posted with permission of the
-copyright holder), the work can be copied and distributed to anyone in
-the United States without paying any fees or charges. If you are
-redistributing or providing access to a work with the phrase "Project
-Gutenberg" associated with or appearing on the work, you must comply
-either with the requirements of paragraphs 1.E.1 through 1.E.7 or
-obtain permission for the use of the work and the Project Gutenberg-tm
-trademark as set forth in paragraphs 1.E.8 or 1.E.9.
-
-1.E.3. If an individual Project Gutenberg-tm electronic work is posted
-with the permission of the copyright holder, your use and distribution
-must comply with both paragraphs 1.E.1 through 1.E.7 and any
-additional terms imposed by the copyright holder. Additional terms
-will be linked to the Project Gutenberg-tm License for all works
-posted with the permission of the copyright holder found at the
-beginning of this work.
-
-1.E.4. Do not unlink or detach or remove the full Project Gutenberg-tm
-License terms from this work, or any files containing a part of this
-work or any other work associated with Project Gutenberg-tm.
-
-1.E.5. Do not copy, display, perform, distribute or redistribute this
-electronic work, or any part of this electronic work, without
-prominently displaying the sentence set forth in paragraph 1.E.1 with
-active links or immediate access to the full terms of the Project
-Gutenberg-tm License.
-
-1.E.6. You may convert to and distribute this work in any binary,
-compressed, marked up, nonproprietary or proprietary form, including
-any word processing or hypertext form. However, if you provide access
-to or distribute copies of a Project Gutenberg-tm work in a format
-other than "Plain Vanilla ASCII" or other format used in the official
-version posted on the official Project Gutenberg-tm website
-(www.gutenberg.org), you must, at no additional cost, fee or expense
-to the user, provide a copy, a means of exporting a copy, or a means
-of obtaining a copy upon request, of the work in its original "Plain
-Vanilla ASCII" or other form. Any alternate format must include the
-full Project Gutenberg-tm License as specified in paragraph 1.E.1.
-
-1.E.7. Do not charge a fee for access to, viewing, displaying,
-performing, copying or distributing any Project Gutenberg-tm works
-unless you comply with paragraph 1.E.8 or 1.E.9.
-
-1.E.8. You may charge a reasonable fee for copies of or providing
-access to or distributing Project Gutenberg-tm electronic works
-provided that:
-
-* You pay a royalty fee of 20% of the gross profits you derive from
-  the use of Project Gutenberg-tm works calculated using the method
-  you already use to calculate your applicable taxes. The fee is owed
-  to the owner of the Project Gutenberg-tm trademark, but he has
-  agreed to donate royalties under this paragraph to the Project
-  Gutenberg Literary Archive Foundation. Royalty payments must be paid
-  within 60 days following each date on which you prepare (or are
-  legally required to prepare) your periodic tax returns. Royalty
-  payments should be clearly marked as such and sent to the Project
-  Gutenberg Literary Archive Foundation at the address specified in
-  Section 4, "Information about donations to the Project Gutenberg
-  Literary Archive Foundation."
-
-* You provide a full refund of any money paid by a user who notifies
-  you in writing (or by e-mail) within 30 days of receipt that s/he
-  does not agree to the terms of the full Project Gutenberg-tm
-  License. You must require such a user to return or destroy all
-  copies of the works possessed in a physical medium and discontinue
-  all use of and all access to other copies of Project Gutenberg-tm
-  works.
-
-* You provide, in accordance with paragraph 1.F.3, a full refund of
-  any money paid for a work or a replacement copy, if a defect in the
-  electronic work is discovered and reported to you within 90 days of
-  receipt of the work.
-
-* You comply with all other terms of this agreement for free
-  distribution of Project Gutenberg-tm works.
-
-1.E.9. If you wish to charge a fee or distribute a Project
-Gutenberg-tm electronic work or group of works on different terms than
-are set forth in this agreement, you must obtain permission in writing
-from the Project Gutenberg Literary Archive Foundation, the manager of
-the Project Gutenberg-tm trademark. Contact the Foundation as set
-forth in Section 3 below.
-
-1.F.
-
-1.F.1. Project Gutenberg volunteers and employees expend considerable
-effort to identify, do copyright research on, transcribe and proofread
-works not protected by U.S. copyright law in creating the Project
-Gutenberg-tm collection. Despite these efforts, Project Gutenberg-tm
-electronic works, and the medium on which they may be stored, may
-contain "Defects," such as, but not limited to, incomplete, inaccurate
-or corrupt data, transcription errors, a copyright or other
-intellectual property infringement, a defective or damaged disk or
-other medium, a computer virus, or computer codes that damage or
-cannot be read by your equipment.
-
-1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the "Right
-of Replacement or Refund" described in paragraph 1.F.3, the Project
-Gutenberg Literary Archive Foundation, the owner of the Project
-Gutenberg-tm trademark, and any other party distributing a Project
-Gutenberg-tm electronic work under this agreement, disclaim all
-liability to you for damages, costs and expenses, including legal
-fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT
-LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
-PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE FOUNDATION, THE
-TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE
-LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR
-INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH
-DAMAGE.
-
-1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a
-defect in this electronic work within 90 days of receiving it, you can
-receive a refund of the money (if any) you paid for it by sending a
-written explanation to the person you received the work from. If you
-received the work on a physical medium, you must return the medium
-with your written explanation. The person or entity that provided you
-with the defective work may elect to provide a replacement copy in
-lieu of a refund. If you received the work electronically, the person
-or entity providing it to you may choose to give you a second
-opportunity to receive the work electronically in lieu of a refund. If
-the second copy is also defective, you may demand a refund in writing
-without further opportunities to fix the problem.
-
-1.F.4. Except for the limited right of replacement or refund set forth
-in paragraph 1.F.3, this work is provided to you 'AS-IS', WITH NO
-OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT
-LIMITED TO WARRANTIES OF MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.
-
-1.F.5. Some states do not allow disclaimers of certain implied
-warranties or the exclusion or limitation of certain types of
-damages. If any disclaimer or limitation set forth in this agreement
-violates the law of the state applicable to this agreement, the
-agreement shall be interpreted to make the maximum disclaimer or
-limitation permitted by the applicable state law. The invalidity or
-unenforceability of any provision of this agreement shall not void the
-remaining provisions.
-
-1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation, the
-trademark owner, any agent or employee of the Foundation, anyone
-providing copies of Project Gutenberg-tm electronic works in
-accordance with this agreement, and any volunteers associated with the
-production, promotion and distribution of Project Gutenberg-tm
-electronic works, harmless from all liability, costs and expenses,
-including legal fees, that arise directly or indirectly from any of
-the following which you do or cause to occur: (a) distribution of this
-or any Project Gutenberg-tm work, (b) alteration, modification, or
-additions or deletions to any Project Gutenberg-tm work, and (c) any
-Defect you cause.
-
-Section 2. Information about the Mission of Project Gutenberg-tm
-
-Project Gutenberg-tm is synonymous with the free distribution of
-electronic works in formats readable by the widest variety of
-computers including obsolete, old, middle-aged and new computers. It
-exists because of the efforts of hundreds of volunteers and donations
-from people in all walks of life.
-
-Volunteers and financial support to provide volunteers with the
-assistance they need are critical to reaching Project Gutenberg-tm's
-goals and ensuring that the Project Gutenberg-tm collection will
-remain freely available for generations to come. In 2001, the Project
-Gutenberg Literary Archive Foundation was created to provide a secure
-and permanent future for Project Gutenberg-tm and future
-generations. To learn more about the Project Gutenberg Literary
-Archive Foundation and how your efforts and donations can help, see
-Sections 3 and 4 and the Foundation information page at
-www.gutenberg.org
-
-Section 3. Information about the Project Gutenberg Literary
-Archive Foundation
-
-The Project Gutenberg Literary Archive Foundation is a non-profit
-501(c)(3) educational corporation organized under the laws of the
-state of Mississippi and granted tax exempt status by the Internal
-Revenue Service. The Foundation's EIN or federal tax identification
-number is 64-6221541. Contributions to the Project Gutenberg Literary
-Archive Foundation are tax deductible to the full extent permitted by
-U.S. federal laws and your state's laws.
-
-The Foundation's business office is located at 809 North 1500 West,
-Salt Lake City, UT 84116, (801) 596-1887. Email contact links and up
-to date contact information can be found at the Foundation's website
-and official page at www.gutenberg.org/contact
-
-Section 4. Information about Donations to the Project Gutenberg
-Literary Archive Foundation
-
-Project Gutenberg-tm depends upon and cannot survive without
-widespread public support and donations to carry out its mission of
-increasing the number of public domain and licensed works that can be
-freely distributed in machine-readable form accessible by the widest
-array of equipment including outdated equipment. Many small donations
-($1 to $5,000) are particularly important to maintaining tax exempt
-status with the IRS.
-
-The Foundation is committed to complying with the laws regulating
-charities and charitable donations in all 50 states of the United
-States. Compliance requirements are not uniform and it takes a
-considerable effort, much paperwork and many fees to meet and keep up
-with these requirements. We do not solicit donations in locations
-where we have not received written confirmation of compliance. To SEND
-DONATIONS or determine the status of compliance for any particular
-state visit www.gutenberg.org/donate
-
-While we cannot and do not solicit contributions from states where we
-have not met the solicitation requirements, we know of no prohibition
-against accepting unsolicited donations from donors in such states who
-approach us with offers to donate.
-
-International donations are gratefully accepted, but we cannot make
-any statements concerning tax treatment of donations received from
-outside the United States. U.S. laws alone swamp our small staff.
-
-Please check the Project Gutenberg web pages for current donation
-methods and addresses. Donations are accepted in a number of other
-ways including checks, online payments and credit card donations. To
-donate, please visit: www.gutenberg.org/donate
-
-Section 5. General Information About Project Gutenberg-tm electronic works
-
-Professor Michael S. Hart was the originator of the Project
-Gutenberg-tm concept of a library of electronic works that could be
-freely shared with anyone. For forty years, he produced and
-distributed Project Gutenberg-tm eBooks with only a loose network of
-volunteer support.
-
-Project Gutenberg-tm eBooks are often created from several printed
-editions, all of which are confirmed as not protected by copyright in
-the U.S. unless a copyright notice is included. Thus, we do not
-necessarily keep eBooks in compliance with any particular paper
-edition.
-
-Most people start at our website which has the main PG search
-facility: www.gutenberg.org
-
-This website includes information about Project Gutenberg-tm,
-including how to make donations to the Project Gutenberg Literary
-Archive Foundation, how to help produce our new eBooks, and how to
-subscribe to our email newsletter to hear about new eBooks.