MAKE YOU FREE."—John vffi, 86.
VOL. L.
TRAINING THE BOYS
(Paper read at the Presbyterian Workers’ Conference held at
Haines Institute, Augusta, Ga., January 31st to February 3rd.)
By Rev. J. G. Porter
If the great principles of life
are to be maintained in the
home, in the Church and in so
ciety in the present generation
and in the future, as a conse
quence, the highest type of
training must be given to those
who make up our citizens of to
day, and to those who are to
constitute our citizens of tomor
row, especially the boys, for
they are the ones who must in
time assume the place of lead
ership and responsibility in the
home, in the Church and in the
world at large.
“Yesterday,” wrote Elbert
\ Hubbard, “I rode horseback past
a field where a boy was plough
ing. The lad’s hair stuck out
through the top of his hat, one
suspender held his trousers in
place, his form was bony and
awkward, his bare legs and
arms were brown and scratched
and (briar scarred. He turned
his horses as I rode by and from
under the flapping 'brim of his
hat he cast a quick glance out
o£ dark, half bashful eyes, and
modestly returned my salute.
When his back was turned I took
off my hat and sent a God-bless
you down the furrow after him.”
Who knows! I may yet go to
that boy to borrow money, or to
hear him preach, or beg him to
defend me in a lawsuit, or he
may stand, bare of arm with
pulse unmoved, in a white apron
ready to do his duty While the
f cone is placed over my face and
* ifeafth comes erecting IfftcTThf
veins.”
Be patient with the boys, for
we are dealing with soul-stuff.
Destiny awaits just around the
corner.
Boys have too often been the
recipients of reprimands that
came because they were not un
• derstood. In many cases par
ents and teachers have been to
blame because they failed to
place themselves in the boy’s
environment.. A teacher, for
instance, attempts the impossi
ble, and the whole task is upset.
In many cases just a few things
were known about the boy-life,
especially about the mental and
moral side of their nature, trag
edies, perhaps, might have been
avoided in the care and training
of their life.
There is little difference be
tween boys and girls until they
reach the age of twelve years.
The changes that take place af
ter that age, both physiological
and mental, must foe accounted
tor in tne irduuib
character. This adoscelent pe
riod is the critical time of youth,
and right training then will
leave its mark and influence in
later years.
One of the first characteristics
of this period is the intense
straggle that takes place in the
minds of many boys as they
seek for self-mastery. Self
consciousness is noted, and the
boy begins to 'feel self-impor
tant. Oftentimes this feeling is
irksome to the others in the fam
ily, but its presence cannot be
averted.
Another characteristic of this
period is the love for the heroic.
He admires the courageous, and
if the right type of courage is
emphasised, right ideals may be
easily implanted in the heart of
the boy.
This is the age when the boy
wants to know everything, but
with this difference, that where.
as in earlier years he may ask
questions, and be put off with
answers often ridiculous, now he
.is not satisfied until he gets a
proper answer or diligently dis
covers it for himself. He wants
to know the “why" and where
fore" of everything.
This is the age for future
dreams and ambitions. The out
look on life is rosy, and he has
dreams and visions of the fu
ture. He builds air castles; for
tunately, his dreams change
somewhat easily, and the air
castle of today may be forgotjten
tomorrow. This is a period of Ire
construction and change. The
angle of view is different, and
often peculiar. Ideas change,
and too often, ideals with them.
Longing for love(, sympathy,
friendship and for the good and
the true and the beautiful often
sways the whole course of a
boy’s life, even when to all Ex
ternal appearances he cares
nothing for these things. \
So evenly (balanced is the mor
al sense at this period that the
swing of the pendulum of char
acter very easily can be swayed
either way. The crisis of life
must be met by adapting the
method of training to the condi
tion of the boy.
The boy should not be con
stantly ‘nagged’ about his self
consciousness. He is awkward,
cannot control himself, but to
be called “clumsy,” a “clodhop
per,” or other similar sarcastic
names will not aid materially in
removing that element of self
consciousness from his life.
These things should either be ig
nored or made use of in inducing
the boy to do real things.
This period of self-mastery is
one that needs constant encour
agement. It should be taken
ing for normal self-expression,
and if he is attempting to over
come evil suggestions within
himself, he ought to have all the
encouragement that is posible.
Too much blame and complaint
may tend to so encourage him
that he will refuse to attempt
anything becaiise he is made to
feel that he is of not much ac
count anyhow. It is at this
point that many a boy has got
ten among the toughs instead of
having real and true compan
ions.
The upholding of real heroes
will have a marked effect on his
life. The effiminate and sissy
type as a rule is utterly abhor
rent. It is natural for the boy
to be attracted to the heroic and
courageous by seeing examples
rather than by moralizing about
real bravery. To be able to say
to a boy, “Do this with me,”
will carry much further than in
structions about the things that
ought to be done or not done.
As it is natural for the boy
to ask questions, the answers
ought to be truthful. He wants
to know, but he wants the
truth. He does not care about
proprieties or formalities. And
if the one training the boy does
not know the answer, the thing
for him to do is to get busy with
the boys in the search for the
corrdct answer. Once let the
sincerity of the teacher foe ques
tioned in the boy’s mind,, and the
effect is disastrous.
The awakening period of life
with its dreams and phantasies
should foe sacredly regarded.
The boy lives in the imagination
of his mind, and sometimes
these imaginations are very fan
ciful. But they are real, mark
you, real, and intensely so, to
the boy. Turn not a deaf ear to
his ramblings; let him ramble,
and encourage him to dream and
imagine. However, in the train
ing of character, this imagina
tive impulse may foe directed.
Let him imagine what results
will follow certain actions, being
careful to give him normal acts,
and not the unusual. Let me
illustrates Do not ask a boy to
imagine what will or might re
sult if an intoxicated man has
control of an automobile. He
will do that anyway, hut rather'
ask him what would happen if
tomorrow every one in his home
should decide that he or she »
going to do just as he or she
pleases. Let him work that out
as it relates to every individual
in the family.
Do not expect a boy , to be
perfect or consistent. He will
not be, so if you expect it, you
will receive disappointment. At
this period, he does not know his
own mind. Hence, as he is
somewhat adrift, he needs di
rectional thought which wil| lead
his pathway right, and give him
the basis for a character built
upon right thought.
A boy needs love, sympathy,
comradeship at this age rather
than dogmatic teaching. And
happy is the man or woman,
who, although they may feel
that they have not been able to
give their boys the very best
instruction, have still won their
confidence, love and affection.
Having thus considered some
of the methods by which to deal
with boys, let us now consider
some of the elements that should
enter into their proper train
ing.
To say that a college or an in
stitution is prepared to give the
proper kind of training to boys,
it is assumed that it has among
its chief equipment a well pre
pared set of teachers—’teachers
not only prepared in head, but
prepared in heart and soul;
teachers who are not only will
ing, but eager to dp their best,
A successful administration
of a college is largely dependent
upon those who co-operate in
working out the policies arid
purposes of the institution. A
purpose is of no avail unless it
Ts incarnated. Much depends
upon the instructors that con
stitute the faculty of the school
or college. The ideal college for
the training of boys seeks per
sonality, ability and religious
faith on the part of the teach
ers. It must have capable
teachers tout they must be
Christians also. Dr. King says:
“The great road to character and
influence and happiness is the
contagion of great lives and the
sharing in their visions.”
The courses of study as out
lined in our schools and colleges
are designed to prepare the stu
dent for the highest possible
usefulness in life; to do this the
faculties of the mind and the
powers of the body must be
thoroughly developed, mar me
boy may have a strong, healthy
body he must have the right
kind of food and exercise and
rest, and the proper balance be
tween all three. The care of
the 'body is absolutely necessary.
A dissipated foot ball team never
wins; neither can a dissipated
boy or man win in life. A chain
is no better than Its weakest
link and a man is no better than
his worst habit. A clean,
healthy body contributes to a
strong and healthy mind.
A iboy must have strength to
use his eyes and ears and feet
and fingers accurately. No boy
can reach the high standard of
clean citizenship and usefulness
that is possible for him to reach
unless he practices the clean
habits of life.
When we see the boys on the
streets and public places we
wonder if they know that busi
ness men are watching them. In
every shop, store and office
there will be a place fbr a boy
to fill. Those who have the af
fairs of business will select one
of the boys; they will not select
him for his ability to swear, or
smoke cigarettes. Business men
may have a few loose habits
themselves, but they are looking
for boys that are as near gen
tlemen in every sense tof the
word as they can find, and arc
abl©, to gjve the character oi
everybody in town. When £
boy applies for one of these
places and is refused they maj
tot tell him the reason why they
ikr~BOt want him, but the boy
nay depend upon Tt that he is
*eing rated according to his be
lavior.
Out df door sports should lave
i place the training of the
K>y. Athletic contests improve
he physical condition of the
K>y. ' In "the early days of ath
etic sports students trained for
te season only, but now they
ain for . all time. Athletic
ames improve the morals and
tanners of the student and the
nblic. In these contests boys
lay be taught how to make sac
fices, how to command, how; to
bey; in these games they may
am how to be temperate
i all things, to know the value
F team work, to be energetic;
> be courteous and fair under
1 circumstances. The play life
Lves an apportunity to teach
le boy some of the finest les
>ns in clean sportsmanship. In
word, the play ground affords
laboratory training for the de
alopment of character such as
f not afforded elsewhere in the
fe of the school boy.
The iboys should also be
gained to use their hands as a
leans of livlihood, and that it
[ just as honorable as any other
lirsuit in life.
$ There is a state oi tnings in
te of our college life that
mgly tends to induce boys
despise the principles which
Cincinnatus to love the
r, and Washington to delight
the scenes of Mount Vernon.
tj&id it is to be feared that there
Mmany a young man in college
taring to enter life who
Id deem it dishonorable to
. his living by manual labor,
it never be forgotten by the
it is entering upon
have thus far adorned our peo
ple and land, and all which can
adorn it are those which cluster
around the pursuit of honest
and sober industry. The culti
vation of the soil and the call
ings of sober andhardy toil are
not only consistent with, but are
productive of the highest vir
tues; and our schools do not ac
complish their purpose unless
they impress those who are
trained there with the conviction
that there is no dishonor in go
ing from college walls to hold
the plow, and to cultivate the
virtues and “engage in the toils
of what is usually deemed ob
scure and humble life.
It is impossible for all men
to enter the professions; some
must enter the common indus
tries to feed and clothe those
who enter the professions and
the others who make up the
world. Every boy is not fitted
by nature to be a doctor, a law
yer or a school master, but some
are made to be farmers', carpen
ters and Blacksmiths. There
fore the business of the teacher
is to study tne jiature oi xne ooy
—know what he has been cut
out for, and then train him to
do well that for which he is best
fitted, whether it be a doctor or
a farmer or a shoemaker.
It is also necessary in draining
boys for life’s work that atten
tion be given to the attitude of
the heart. The moral and spir
itual side of life must be the
dominating principle. Education
in its supreme end is to be God
centered. The spirit that en
thrones the Christ will uncon
scionsly rise albove the passing
to embrace the permanent and
develop a manhood that will
look back .to the school or col
lege as the beginning of a spir
itual awakening and the recogni
tion of the realities of life.
The courses of study that fail
to include the Bible as a text
book we would not list as Chris
tian. The school qualified t<
give the proper kind of training
to boys not only puts the BibU
(on par with every other majoi
, subject, but believes it is s<
'fundamental as~to be a requirec
I (Continued on page 4)
SKETCH OF LIFE OF REV.
W. A. SCOTT.
Rev. W. A. Scott was born
at Statesville, N. C., October the
6th, 1842, and died February 10,
1928, at the age of 85 years-and
four months.
Mrs. Rachel A. Scott was born
at Oxford, Pa., February 25th,
1844, and died February 11th,
1928, aged 84 years.
Rev. W. A. Scott was one of
the first graduates from Lincoln.
University and very soon after
wards was sent South that he
might through the power of the
gospel and through his instruc
tions as a teacher during these
perilous days, following so close
after the Civil War, aid in elevat
ing the Negro race from the
slough of ignorance and super
stition.
He was a man of courage and
of integrity—a minister of the
gospel of whom it might well be
said, “Behold an Israelite in
whom there is no guile.” He
gave the major portion of his
life to the service of his Master,
and reaching that ripe old age
when the Church of his choice
said: “Well done, thou good and
faithful servant,” he passed
from the active pastoral list to
take his place among others who
had retired.
Fifty-six years ago he was
joined in the holy bonds of mat
rimony to his life partner, who
followed him so closely to the
great beyond. To them were
born five children, of Which four
are living to mourn tneir loss.
A patient and devoted mother
whose heart was full of sympa
thy and compassion aided her
life, partner to spread joy and
sunshine in the life of others.
ife .. . _ .
sunshine and rain, when the sea
of matrimony was calm or when
tempests arose, always she was
at his side to give help and
cheer for the faith that was
within.
Nor can we say this life part
nership was (broken. For hardly
had the venerable pioneer of the
gospel folded about him the
mantle of immortality and lay
himself down to be carried away
to his Master’s bosom that the
God of justice and of truth that
had guided them through all
these long years, feeling that it
was not good for him to be
alone, called her to the great
beyond that they both together
might answer before the Judge
of all the earth, like Samuel of
old, “Here am I for thou didst
call me.”
The Church has lost a great
minister. The city of Fayette
ville has lost two great citizens.
May their life be an inspiration
to those that follow, for great
good to all mankind.
J. B. FRANCIS.
Laurinburg, N. C.
CHICAGO HARD HIT BY UN
EMPLOYMENT.
Citizens Try New Methods tc
Curb it.
The Industrial Relations De
partment of the National Urbai
League has released _the follow
ing on unemployment in Chica
go:
‘Chicago presents a most in
teresting situation in unemploy
ment. A loop clothing firm hiret
eight male salesmen who wer<
trained by the company for th<
position. Six others are ii
training. But unemployment ii
Chicago is though^ to be critical
for a large department store hai
cut its force of twenty-tw<
workers to twelve. The reasoi
for their discharge was given b;
the management as T‘experi
menting,” though their wor]
1 was efficient and satisfactory
Doubt was expressed by th
1 store as to whether "or not th
' remaining twelve, four maid
' and eight laundreses, would b
[ let out. A .well established chai
‘ restaurant has dismissed ii
colored porters and bus boys
from several of its places. A
hotel formerly employing thirty
eight maids and two housemen,
retained only one houseman. A
prominent hospital reduced its
force of colored maids anid em
ployed twenty-two Polish wom
en in their places.
“Deperately pressed because
of the above and other instanc
es, Chicago is seeking to offset
its losses by two innovations. A
coure in salesmanship whose
registration at its second class
reached ninety-eight, gives
promise of relieving the press
ure in some quarters. Several
firms have promised to hire stu
dents who complete the eight
weeks’ course. The Masons have
organized an employment com
mittee upon which the Grand
Master of each lodge has ap
pointed a member to serve. Hie
committee reports its unem
ployed Masonic members and all
jobs called to the attention of
lodge members to the Urban
League which finds applicants
coming from this source above
the average in qualification. So
successful has the experiment
been that invitations are to be
extended to Elks, Odd-Fellows,
the Knights of Pythias and oth
er fraternal organizations.”
CHAPEL HILL CHURCH
By Mrs. S. E. Strothers
Owing to the inclement
weather of February and Match
we failed to get the amount for
benevolence that we intended
getting, yet we are trying to do
what we can. I take this op
portunity to. thank the members
and friend^ for cooperating
with
Sunday* February aF'S
o’clock, Rev. J. C. Nelson, of
Franklin Chapel, came to us
bringing his choir and members.
He preached the Word of, God
from Acts 5: 38-39, “And now
I say unto you, Refrain from
these men and let them alone;
for if this counsel or this work
be of men it will come to naught.
But if it be of God ye cannot
overthrow it, lest happily ye be
found even to fight against
God.”
A grand sermon was delivered
by Rev. Nelson. The collection
was taken up and the following
named persons responded:
Mr. Rolbert Henington —$ .25
Mr. J. W. Dockery-:— .26
Mr. Joseph Smith-.25
Mr. Luther McNeil - .60
Mr. W. H. McMillan ..50
Mr. W. M. Malloy _- .60
Rev. W. Williams- .50
Mrs. V. J. Stubbs_ 1.00
Mrs. C. P. Ringer- 1.50
Rev. J. C. Nelson - 1.00
Mr. D. M. McMillan 1.00
W. M. Strothers- 1.00
Miss Hattie Patterson 2.00
Mrs. Lula Woodard- 3.25
Mrs. Celia A. McMillan 5.60
Mrs. Margaret Jones- 6.05
Mrs. Lizzie Smith - 2.30
Mrs. Easter McArthur — 2.50
Miss Willie P. McCall .... 1.26
Miss Estelle Pegues —- 3.62
, Mr. Leo Pegues -- 2.00
Mrs. S. E. Strother - 8;10
. Mrs. Mary E. Dockery — 8il5
Mrs. Mary A. McMillan.:- liST
. Mrs. Mary A. Brown 4.00
. Mrs. Mary E. Page —— 5.40
[ Miss Maggie Patterson — 1.00
. Mrs. Artensa McCall — 5.10
> Public collection —- .29
i The total amount collected
1 was $68.40.
; Our Sunday school'is contin
* uing to go forward with Mr.
) Horace McCall as Superinten
i dentent.
r ‘ We are glad to report Mrs.
- Annie McMillan-Fletcher is able
c to be out again, after being in
• for a month or more from an
a attack of inflamatory rheuma
e matism.
s Also Little Miss Allene
e Strother is able to be up after
a toeing in doors for two months
s from a broken limb.