The Boy and the Sunday School Part 21

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 cla.s.s 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 cla.s.s. The most serious differences arise even among men. The boys will "sc.r.a.p" 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 cla.s.ses.

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 inst.i.tutional life about him and the family and s.e.x tie on which it is based. He sees also the need of the school, the church and other public inst.i.tutions. 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 s.e.x, 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 s.e.x and s.e.x relations, his features and voice change, and the inherited tendencies begin to a.s.sert 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-a.s.sertiveness first begins to be manifested. He is creative in imagination, shows marvelous powers of inference, becomes strongly intellectual, begins to manifest a.n.a.lytic 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 G.o.d 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 pa.s.sing 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 s.e.x 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.

=Cla.s.ses 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-c.o.c.k," 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 cla.s.s 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 cla.s.s 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 a.s.sociation.

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 cla.s.s 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 cla.s.s 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