A study of the Christian Citizenship Program in certain churches in Southwest Los Angeles

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Content A STUDY OF THE CHRISTIAN CITIZENSHIP PROGRAM IN CERTAIN CHURCHES OF SOUTHWEST LOS ANGELES ' 3 / A T hesis P r e s e n te d to the Departm ent of R e lig io u s E d u ca tio n U n i v e r s i ty of S o u th ern C a li f o r n ia I n p a r t i a l f u l f i l l m e n t of the R equirem ents f o r the Degree of M aster of A rts By L om e W. B e ll May 1930 UMI Number: EP65021 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Diisseftaïibn Publishing UMI EP65021 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346 This thesis, having been approved by the special Faculty Committee, is accepted by the Council on Graduate Study and Research of the University of Southern California, in partial fulfillment of the requirements for the degree of .............. Secretary ifean Date .. 19 S I. Committee: Professor fa y lo r Professeur LaPorte Professor Hutton To th e many u n s e l f i s h church h o y s ' l e a d e r s o f Southw est Los A ngeles who are h e lp in g hundreds of ho y s develop i n t o C h r i s t i a n c i t i z e n s . PEEPACE The fo llo w in g c h u rch es o f Southwest l o s A ngeles a re u s in g the C h r i s t i a n C iti z e n s h ip Program method o f approach, and t h e i r h o y s' l e a d e r s made t h i s stu d y p o s s i b l e . The w r i t e r i s d e ep ly in d e b te d to them and a ls o to Dr. R o bert J . T aylor and M iss J e a n G ertru d e H utton o f the d ep artm e n t of R e lig io u s e d u c a tio n o f th e U n i v e r s i ty of s o u th e rn C a li f o r n ia B erean C o n g re g atio n a l C h r i s t M ethodist E p isc o p a l Emmanuel B a p t i s t P a irv ie w H e ig h ts B a p t i s t f i r s t C h r i s t ia n f i r s t P r e s b y t e r i a n f l o r e n c e Ave. U n ite d P r e s b y t e r i a n Gardena B a p t i s t Hoover Ut. B a p t i s t Shox P r e s b y t e r i a n M agnolia C h r i s t i a n M ira Monte P r e s b y t e r i a n Moneta Jap an ese B a p t i s t Plymouth C o n g re g atio n a l U n ited B re th re n U n i v e r s i ty C h r i s t i a n U n i v e r s ity M e th o d ist E p isc o p a l S t . Marks M eth o d ist E p is c o p a l Second U n ited P r e s b y t e r i a n South P a rk B a p t i s t Southwest B a p t i s t Southwest P r e s b y t e r i a n Sunnyside M e th o d ist E p is c o p a l Vermont Ave. P r e s b y t e r i a n Vermont Square M e th o d ist E p isco p a l West Adams M e th o d ist E p isc o p a l 11 GOKTEîfTS C h apter Page P r e fa c e I . THE Y.M.G.A. AHh THE CHRISTIAN CITIZENSHIP PROGRAM IH SOUTHWEST LOS ANGELES........................................... 1 S tatem ent of the p ro b le m .................. ............................. 1 The p la c e o f t h e Y.M.C.A. i n Southw est Los A n g e le s.................. ; ........................... 2 The m a t e r i a l o f th e s t u d y ............................................... 8 I I . REASONS FOR CHURCH HOYS' WORE................................................ 9 Guiding and c o n t r o l l i n g o b j e c ti v e s in church b o y s' w o rk ...................................................... 9 C urriculum c o n c e p ts ..................................................... 11 O b je c tiv e s in church b o y s '.......... w o rk........... 15 P la c e of b o y s' work i n th e i d e a l c u rric u lu m . .18 I I I . A DESCRIPTION Of THE CHRISTIAN CITIZENSHIP PROGRAM................................................................................................... 21 H i s t o r i c a l s t a t e m e n t .......................... ..............................22 f r i e n d l y I n d ia n d i v i s i o n ...................................................25 P io n e e r d i v i s i o n .................................................................. 27 Comrade d i v i s i o n ................... 29 R e la ti o n s h ip to C h r i s t i a n Q uest m a t e r i a l s . . . 51 IV. THE EITENT Of TEE CHRISTIAN CITIZENSHIP PROGRAM. 55 By d e n o m in a tio n s ................................................................... 55 f r i e n d l y I n d i a n ........................ 55 P i o n e e r ......................................................................................... SB Comrade....................................... 40 Program em p h a sie...................................................................... 41 I l l C h ap ter Page E v a lu a tio n o f the C h r i s t i a n C itiz e n s h ip Program method, o f a p p ro a c h .................................. 50 T . LEADERSHIP ............................ 52 Q u a l i f i c a t i o n s f o r l e a d e r s h i p ........... ....................... 55 Age o f l e a d e r s .......................... • .............. 55 Sex o f l e a d e r s ........................................................................ 56 Background o f le a d e ^ s -T y p ic a l c a s e s 59 L e a d e rsh ip p ro b le m s ............ 60 Development of a church c o n s c io u s n e s s ............... 61 V I. RESULTS OF THE CHRISTIAN CITIZENSHIP PROGRAM METHOD OF APPROACH .................................................... 65 In the l i v e s o f the b o y s ............................................ 67 F o r the c h u rc h ......................................................... 67 I n th e home............................................................ 67 V II. CONCLUSIONS AND RECOMMENDATIONS.......................................... 72 BIBLIOGRAPHY......................................................................................% 76 APPENDIX A........................................................................................ 78 APPENDIX B ............................................................................... 81 APPENDIX C................................................................................. 84 APPENDIX D......................................... 86 APPENDIX E ....................................... 87 APPENDIX F ...................... 95 APPENDIX G.............................................................................................101 APPENDIX H................................................. 104 APPENDIX I ................. 107 APPENDIX J .......................................................................................... 109 I V LIST Of TABLES T ables Page I The f r a n k Judgment of the Work of the Y.M.C.A. as the C o o rd in a tin g Agency f o r Boys' Work i n Southw est Los A n g e l e s . . . ............. V I I An A n a ly sis of the Guiding and C o n tro llin g O b je c tiv e s i n Church Boys' Work as Given by the L eaders i n Southw est Los A n g e le s .....................10 I I I The Churches of Southw est Los Angeles Using t h e ’C h r i s t i a n C i ti z e n s h ip Program Method of Approach D i s t r i b u t e d Among the D e n o m in atio n s. . . 34 IV f r i e n d ly In d ian T rib es of Southw est Los Angeles D is tr ib u te d a c c o rd in g to C hurches................35 V The C l a s s i f i c a t i o n of f r i e n d l y I n d ia n T rib e s i n the Churches of Southw est Los Angeles a c c o r ding to T heir . O rg a n iza tio n a l R e l a t i o n s h i p 36 VI P io n e e r Clubs of Southw est Los Angeles D is tr ib u te d a c c o rd in g to C h u rc h es...........................................38 VII The C l a s s i f i c a t i o n of the P io n e e r Clubs i n the Churches of Southw est Los A ngeles a c c o r d - ing to Their O rg a n iz a tio n a l R e l a t i o n s h i p ...................39 V III Comrade Clubs of Southw est Los Angeles D is t r i b u t e d a c c o rd in g to Churches .........................................40 ■ ' IX The C l a s s i f i c a t i o n o f .t h e Comrade Clubs in ' the Churches of Southw est Los A ngeles a cco rd in g t o Their O rg a n iz a tio n a l R e l a t i o n s h i p . . . . . . . 42 X A c t i v i t i e s Which May Be C l a s s if i e d as D e v o tio n a l Which Have Been Conducted in the C h r istia n C it iz e n s h ip Program Groups in Southw est Los A ngeles ...................■ ............................................................ 43 XI A c t i v i t i e s Which May Be C l a s s i f i e d as I n t e l l e c t u a l Which Have Been Conducted i n the C h r istia n C itiz e n s h ip Program Groups i n Southw est Los A n g e le s....................................................... 44 XII A c t i v i t i e s Which May Be C l a s s if i e d as S e rv ic e s Which Have Been Conducted i n the C h r i s t i a n C i ti z e n s h ip Program Groups i n Southw est Los A n g e le s ..........................................................46 Table X III XIV XV XVI XVII XVIII XIX XX XXI XXII X X III V Page A c t i v i t i e s Which l'&y Be C l a s s i f i e d as P h y s ic a l Which Have Been Conducted i n the C h r i s t i a n C iti z e n s h ip Program Croups of Southw est Los A n g e le s............................................... 47 Type of P la y F a c i l i t i e s A v a ila b le i n the Tw enty-Six Churches of Southw est Los Angeles Which Are U sin g the C h r istia n C itiz e n s h ip . Program Method of A pproach ................. 48 An E v a lu a tio n of the C h r i s t i a n C itiz e n s h ip Program Method of Approach as S t a te d by the L ead ers of Boys' Croups i n Southw est Los A n g e l e s . . ................................................................ 51 The Approximate Ages of the L eaders of the F r i e n d ly I n d ia n T rib e s i n the Churches of Southw est Los A n g e le s........................... 54 The Approximate Ages of the L eaders of the P io n e e r Clubs i n the Churches of Southw est Los A n g e le s.............................................................. 56. The Approximate Ages of the L eaders of the Comrade Clubs i n the Churches of Southw est Los A n g e le s....................................... 57 The Numbers and Sex of the L eaders of the C h r i s t i a n C it iz e n s h ip Program Croups in Southw est Los A n g e le s.............................................................. 58 The Problem s of L eaders i n Southw est Los A ngeles as They Lead the B o ys' Clubs Which Are Using the C h r i s t i a n C i ti z e n s h ip Program Method of A p p ro a c h . ................... 62 Methods f o r C re a tin g a C onsciousness f o r the Need of Church Boys' Work as S ta te d by the L eaders and M in iste r s of the Churches in Southw est Los A ngeles U sing the C h r istia n C iti z e n s h ip Program ...................................................... 63 Methods Used f o r M easuring P ro g re s s as S ta te d by the L eaders' of C h r i s t i a n C itiz e n s h ip Program Croups i n Southw est Los A n g e le s. D e f in ite R e s u lts Seen i n the L iv es of the Boys as S t a te d by the Leaders o f C h r istia n C i t i z e n s h ip Program Croups i n Southw est Los Angele 66 68 V I Table Page ÎÜCIT D e f in ite K e s u lts been i n th e Church .as S ta te d by th e D eaders of C h r i s t ia n c i t i z e n sh ip Program Croups in Southwest nos u n g e l e s ................. 60 XXV D e f in ite K e s u lts been i n the Boys' a t t i t u d e Toward the Borne a s b ta te d by the r e a d e r s of C h r i s t i a n c i t i z e n s h i p Program Croups in sou thw est nos ^ n g e l e s ...................................................................71 v i l WANTED—A MAN.TO LEAD There i s n ' t a h o y h u t w a n ts to grow Manly and tr u e a t h e a r t , And ev ery la d would l i k e to know The s e c r e t we im p a rt. He d o e s n 't d e s i r e to s l a c k or s h i r k - Ohî h a v e n 't you h e a rd him p le a d ? H e ' l l fo llo w a man a t p la y or work, I f only th e man w i l l l e a d . Where a re the men to le a d today, Sparing an hour o r two, Teaching th e hoy th e game to p l a y J u s t a s a man sho uld do? V illa g e and slums a re c a l l i n g , come. Here a re the hoys in d ee d , Who can t e l l what th e y m i ^ t become I f only ’th e men w i l l le a d ? Motor and g o l f and w in te r ^ o r t F i l l up the time a l o t . But w o u ld n 't you l i k e to f e e l y o u 'd ta u g h t Even a boy a knot? Country and home depend on you. C h a ra c te r most indeed, How can a boy know what to do I f th e re i s n ' t a man to le a d ? Where a re the men to le n d a hand? Echo i t f a r and w id e , Men who w i l l r i s e i n every la n d , B rid g in g the "G reat D ivide"^ N atio n and f l a g and tongue unite. J o in in g each c l a s s and c re e d , Here a re the boys vho WOULD do r i ^ t But where a re th e M EN to le a d ? — A uthor Unknown CHAPTER I THE Y.M.C.A. AND THE CHRISTIAN CITIZENSHIP PROGRAM IN SOUTHWEST LOS ANGELES For f i v e y e a r s churches i n the so uth w est s e c t i o n o f Los A ngeles have seen the needs o f hoys and have t r i e d to meet th e s e need s "by o rg a n iz in g t h e i r b o y s' c l a s s e s un der the p la n known a s the C h r i s t ia n c i t i z e n s h i p Program . At no time i n th e h i s t o r y o f th e work i n Douthwest Los A ngeles h a s a c a r e f u l stu d y o f b o y s ' work been made. I t i s the p urpose o f t h i s t h e s i s to d i s c u s s f i r s t , re a s o n s f o r church b o y s' work; second, the C h r i s t ia n c i t i z e n s h i p Program method o f approach; t h i r d , the e x te n t of 1he use o f the C h r i s t i a n C itiz e n s h ip Program method; f o u r t h , the le a d e rs h ip ::o f th e church g rou ps; and f i f t h , the r e s u l t s a s seen in th e l i v e s o f the boys, in the church and i n th e home. The problem o f the s tu d y w i l l be to f a c e f r a n k l y the above q u e s tio n s , a n aly ze the f i n d in g s , and i n th e l i g h t of what i s thought to be th e b e s t known p ro c e d u re , make c e r t a i n d e f i n i t e c o n c lu s io n s and recom m endations. The q u e s tio n i s o fte n a sk e d , and r i g h t f u l l y so, what i s the p la c e o f the loung Mens' C h r i s t ia n a s s o c i a t i o n i n Southw est Los Angeles a s i t r e l a t e s i t s e l f to th e churches o f th e a r e a ? The Ï.M .G.A. h a s long f e l t , and many churches a re coming to se e , t h a t the "Y" h o ld s a uniqu e p o s i t i o n in r e l a t i o n s h i p to th e c h u rch . I t i s a p o s i t i o n which m ight w e ll be d e s c rib e d as b e in g o f th e church b u t n o t in th e ch u rch . I t s l e a d e r s a re church men, b u t th e r e i s no o rg a n ic 2 r e l a t i o n s h i p w hich m ight tend to h in d e r the A s s o c ia tio n as i t t r i e s to se rv e a l l churches of any d eno m in atio n . A lthough the C h r i s t i a n C i tiz e n s h ip Program i s n o t the program f o r hoys c o n s id e re d from an o r g a n iz a tio n a l p o i n t of view, the Young Mens' C h r i s t i a n A s s o c ia tio n b e lie v e s very d e f i n i t e l y i n the C h r i s t i a n C itiz e n s h ip Program method of approach and has assumed a very a c t iv e l e a d e r s h i p i n i t s developm ent thro ugh the y e a r s . When a church ask s the Y.M.C.A. f o r su g g e s tio n s on church boys' work, i t makes no a p o lo g ie s , and u rges the use of the C h r i s t i a n C i ti z e n s h ip Program method of approach as the one method which makes p o s s i b l e the com plete u n i f i c a t i o n of the boys' work of the church i n t o the c h u rc h 's whole p la n of the C h r i s t i a n e d u c a t i o n . The p la c e of the Young Men!É C h r i s t i a n A s s o c ia tio n i n Southw est Los Angeles may be d e s c rib e d on the f o llo w in g e i g h t - f o l d b a s i s : f i r s t - . T h e "Y" s ta n d s read y a t a l l tim es to h e lp churches o rg an iz e bo y s' groups w h i c h w i l l c a r r y on a mid-week program of a l l - r o u n d a c t i v i t i e s . The s e c r e t a r i e s of the A s s o c ia tio n a re n o t h ig h p re s s u re salesm en t r y in g to lo a d a church w ith a panacea f o r a l l the needs of t h e i r boys, but r a t h e r a re boy l i f e c l i n i c i a n s , who a re always ready to h e lp a church w ith i t s b o y s' work, when asked to do s o . Second- A co n tinu ous course of tr a in in g i n the m a t e r i a l s and methods of boys' club l e a d e r s h ip i s conducted f o r the l e a d e r s of b o y s' g r o u p s . The p r e s e n t p lan c a l l s f o r a l e a d e r s ' 3 c o u n c il m eeting once a month, f o r n in e months o f the y e a r . a t each m eeting th e l e a d e r s of the th r e e d i v i s i o n s of the C h r i s t ia n C iti z e n s h ip Program meet i n t h r e e d i f f e r e n t g ro u p s, and n o t only p la n c o o p e r a tiv e ly th e i n t e r - c h u r c h h o y s' work program , h ut a ls o stu d y th e tech n iq u e o f h o y s' club le a d e r - 1 s h ip , borne o f the t o p i c s d is c u s s e d have been, "C h a ra c te r B u ild in g Through s e r v ic e P r o j e c t s " , "The D e v o tio n a l L ife of a P io n e e r" , "How To Develop a Program of a c t i v i t y A risin g From th e Deeds and i n t e r e s t s of the Boys", "Methods For De v e lo p in g Boy L ea d ersh ip W ithin the Group", and many o th e r s of a s i m il a r t y p e . T h ird - Another v e ry im p o rta n t f e a t u r e of the A sso cia t i o n ' s s e r v ic e i s t h a t of group v i s i t a t i o n . There have de veloped two v e ry d i s t i n c t ty p e s of v i s i t a t i o n . The f i r s t i s l a r g e l y p ro m o tiv e . The "Y" s e c r e t a r y v i s i t s th e group fo r a few m in utes to promote some c e r t a i n i n t e r - c l u b a c t i v i t y . I t may be b a s e b a l l , a Koundup, or a b o y s' c o u n c il m ee tin g . The o th e r ty p e , and th e one where the g r e a t e s t good i s accom p l i s h e d , i s when the s e c r e t a r y comes e a r l y and s ta y s w ith the group through the e n t i r e evening. F ollow ing a v i s i t of t h i s t y p e , th e le a d e r i s coached and c o u n s e lle d . T his type of v i s i t a t i o n a c t u a l l y becomes an o p e ra tio n i n th e p ro c e s s of th e s u p e r v is io n . F o u tth - A lthough the b o y s ' l e a d e r s of th e C h r i s t ia n c i t i z e n s h i p c lu b s of th e d i s t r i c t a c t u a l l y p la n th e a t h l e t i c program , the conduct o f the a c t i v i t i e s i s l e f t to the Y.M.C.A. i n the bouthw est D i s t r i c t . F or F r ie n d ly I n d ia n s the fo llo w - 1 bee A ppendix 1 in g a t h l e t i c a c t i v i t i e s a re sch ed u led : s o c c e r, b a s k e t b a l l , b a s e b a l l , t r a c k and f i e l d . The P io n e er clu b s p a r t i c i p a t e in v o l l e y b a l l , b a s k e t b a l l , b a s e b a l l , t r a c k and f i e l d . The Com r a d e s enjoy a v o l l e y b a l l tournam ent, b a s k e t b a l l , b a s e b a l l , t r a c k and f i e l d , and swimming. F i f t h - The members o f F r ie n d ly in d ia n T r ib e s , P io n e e r g ro u p s, and Comrade c lu b s , e x p erien c e a sense of b e lo n g in g to a v i t a l C h r i s t i a n movement, th ro u g h p a r t i c i p a t i o n i n F r i e n d ly i n d ia n Pow wows. P io n e e r Koundups, and Comrade Ban q u e ts . The boys o f a l l the c o o p e ra tin g ch u rches a re b ro u g h t t o g e t h e r f o r a f e llo w s h ip c o n ta c t t h a t cannot be enjoyed in any o th e r manner. There a re g e n e r a l l y f o u r F r i e n d ly In d ia n Pow wows h e ld each y e a r, i n November, F e b ru a ry , A p r il, and J u n e . The P io n e e r noundups are h e ld a t about the same tim e . The a f f i l i a t e d comrade B anquets are scheduled abou t every seven w eeks, n i l o f th e s e a f f a i r s a re p lan n ed by the l e a d e r s , and by r e p r e s e n t a t i v e b oys, b u t th e "Y" a c t s a s a u n i f i e r o f p l a n s and c a r r i e s o u t the i n s t r u c t i o n s o f the p la n n in g g ro u p s. S ix th - Over two hundred and f i f t y boys and l e a d e r s from . Southw est Los A ngeles''attended three d i f f e r e n t camp p e r i o d s a t Round Meadow, the Los A ngeles Y.M.C.A. camp f o r b oys, h ig h i n th e San B e rn a rd in o m o u n tain s. T h is camping e x p e rie n c e i s g iv e n under c a r e f u l and s k i l l e d d i r e c t i o n and w ith a corps o f t r a i n e d l e a d e r s . Under the h e ad in g , camps and c o n fe r e n ce s, should a ls o be l i s t e d th e o u ts ta n d in g , i n s p i r a t i o n a l g a th e r in g of th e y e a r f o r Comrades, the Y.M.C.A. S outhern C a l i f o r n i a O lder B oys' C o n fe re n c e . At th e s e g a th e r in g s 5 some s i x hundred o ld e r h ig h sch o o l hoys a re b ro u g h t to g e t h e r , and fac e man-to-man, the l i f e and p e r s o n a l i t y of J e s u s the C h r i s t . L a s t y e a r , (1929) t h i r t y Comrades from th e South w est a tte n d e d th e T w e n ty -six th Older B oys' C onference, which was h e ld a t H ollyw ood. The theme was, "Men to Match Our M o u n ta in s " . Seventh- One o f the most o u ts ta n d in g p ie c e s of work i s b e in g accom plished i n Southw est Los A ngeles, i n th e b r in g ing to g e th e r o f r e p r e s e n t a t i v e boys from the P io n e e r Clubs, and the form ing o f a b o y s' P io n e e r C o u n cil. The same p r o j e c t i s c a r r i e d on f o r Comrades, form ing th e Comrade Board o f G o vernors. J u s t r e c e n t l y (March 1930), " k e y " . f r i e n d l y In d ia n s were c a l l e d t o g e t h e r , and a F r i e n d ly I n d ia n C h ie f s ' C ouncil was form ed. I t is th e purpose of th e se b oys' coun c i l groups to give boys a p r a c t i c a l e x p erien c e i n s e l f gov ernm ent. These th r e e groups n o t only p la n c o o p e r a tiv e ly , the i n t e r - c l u b a c t i v i t i e s , b u t a ls o d i s c u s s l o c a l groupf problem s, and the b e s t methods f o r m eeting th e se problem s. I t i s h e re t h a t th e s e o u ts ta n d in g 'b o y s r e c e i v e the o p p o rtu n i t y to i n i t i a t e , conduct, and e v a lu a te t h e i r own i n te r - g r o u p a c t i v i t i e s . E ig h th - The u s e f u ln e s s o f the Y.M.C.A. i n Southwest Los A ngeles I s g r e a t l y enhanced by a number of s p e c ia l 2 s e r v i c e s : F a th e r and Son Week Observance s u g g e s tio n s , c o o p e ra tio n w ith Southw est Los Angeles' Council of R e lig io u s E d u ca tio n i n i t s sp o n so rsh ip of th e Southwest Los A ngeles 1 s ta n d a r d L ea d ersh ip T ra in in g School, aong l e a d e r s , and song s h e e ts f o r a number of v a r ie d church f u n c t i o n s , speak e r s on boy l i f e , and a g e n e r a l c le a r i n g house fo r the b o y s' work o f th e d i s t r i c t . The above e i g h t f o l d d e s c r i p t i o n t e l l s b r i e f l y the p l a c e 'o f the Y.M.C.A. i n Southwest Los A n g eles. In answer to t h i s q u e s tio n , "What i s yo u r f r a n k judgment o f th e Y.M.C.A. a s the c o o rd in a tin g agency i n the use o f the C h r i s t i a n C i t i z en sh ip Program method of a p p ro a c h "? , th e fo llo w in g r e p l i e s a re t y p i c a l ; " I t i s the only agency which h a s the a v a ila b le t a l e n t n e c e s s a r y f o r t h is phase of church work"; " I t h as g r e a t e r i n f lu e n c e on boys than any o t h e r s in g le ag en c y "; " i th in k the "Y" i s doing an e x c e ll e n t w ork". The r e a c tio n s o f the le a d e r s a r e g iven i n Table I , and show the freq u en cy o f th e d i f f e r e n t o p in io n s . P ro b a b ly th e a c id t e s t of th e Y.M.C.A. and i t s cooper a t i v e work w ith th e churches came i n F eb ru ary , 1930, when th e Southwest Los A ngeles Y.M.C.A. Committee f e l t th e need of a group of men who would become the Y.M.C.A. i n the d i s t r i c t , and t h u s form a c o n s titu e n c y which would b e lie v e in the work. A d d itio n a l funds was a ls o an im p o rtan t n eed . The two needs were fa c e d s q u a re ly by a group of r e p r e s e n t a t i v e church men, and th ey u n r e s e r v e d ly in d o rs e d the cooper a t i v e membership p r o j e c t . The campaign fo r members e n l i s t ed some t h i r t y c h urch men, iMio went out and s e c u re d one hundred and t h i r t e e n members. T his not o n ly c r e a te d an 1 Bee A ppendix D TABLE I THE ERME JUDGMENT OE THE WORK OE THE Y.M.C.A. AS THE COORDIÎIATIHG AGEHCY FOR BOYS' WORK IN SOUTHWEST LOS ANGELES — Judgment Frequency I t i s doing an e x e e l l e n t work 26 B e s t I e x p ect to see 4 A work no o th e r agency can do 3 I t g iv e s the hoys a chance to f e e l a p a r t o f a l a r g e movement them selves 2 I t u n i f i e s the h o y s ' a c t i v i t i e s in the church 2 I t i s a g r e a t a id to l e a d e r s 2 The in f lu e n c e i s im m easurable 2 I t s b e s t work 1 I t i s l o g i c a l and econom ical 1 8 a c tiv e c o n s titu e n c y , h u t also g u a ra n te e d the f u r th e r a n c e of the work i n the a r e a . The m a t e r i a l s i n the stu d y in c lu d e d a b ib lio g r a p h y , 1 th re e q u e s t io n n a ir e s , p e rs o n a l i n te r v ie w s w ith le a d e r s and m i n i s t e r s , and the experi eh ce and o b s e r v a tio n of the w r i t e r . The e x p e rie n c e o f the w r i t e r in c lu d e s two and one h a l f y e a rs work in Southw est Los x n g e le s , as the Y.M.C.A. s e c r e t a r y , and back o f t h i s , a fo u r y e a r p e rio d of s e rv ic e w ith t h e Long Beach Y.M.C.A., where a s i m ila r type of work was i n i t i a t e d and s u p e r v is e d . 1 Bee Appendix A, B, and C CHAPTER I I REASONS FOR CHURCH HOTS' WORE A v e ry r e a l , and p r a c t i c a l view o f in a d e q u a te concepts o f th e ou rricu lu m may he g ain ed from a stu d y of the g u id in g and c o n t r o l l i n g o b j e c t i v e s i n church boys* work. About tw enty r e a c t i o n s , from as many d i f f e r e n t boys* l e a d e r s of th e d i s t r i c t , r e v e a le d t h a t th e re a r e th re e main pu rp o ses a t work i n th e churches of th e d i s t r i c t . The fo llo w in g r e p l y may be v e ry d e f i n i t e l y c l a s s i f i e d in the group w hich m ight be l i s t e d a s "The p e r p e t u a t i o n of t h e o l o g i c a l c o n c e p ts " . "The main p u rp o se o f a l l of our boys * work and o th e r a c t i v i t i e s i s to g e t the boys t r u l y saved, and to re c o g n iz e J e s u s C h r i s t as t h e i r p e rs o n a l S a v io r ." Table I I r e v e a l s t h a t o n ly th re e o f the tw e n ty , emphasized t h i s o b j e c t i v e . The c o n t r o l l i n g o b j e c t i v e t h a t o c c u rre d w ith the g r e a t e s t f r e quency was the developm ent o f C h r is tia n c h a r a c t e r . The f o l low ing r e p l y i s t y p i c a l : "The g u id in g o b j e c ti v e i n our church boys* work, i s to l e a d the boys to s tr o n g e r m a n if e s t a t i o n of C h r i s t i a n manhood, which ^ o u l d l e a d them to serve t h e i r club , t h e i r church, and t h e i r community". S t i l l a n o th e r group o f o b j e c t i v e s p l a i n l y s t a t e d t h a t th e p rim ary re a so n f o r boys* work was th e development o f the church school and church members. "We have l o t s o f boys i n our t r i b e , and our main goal i s to t r y to g e t th ese boys to j o in our ch u rch". 10 TABLE I I AN ANALYSIS OF TSE GUIDING AND CONTROLLING OSURCE BOYS' WORE AS GIVEN BY TEE LEADERS LOS ANGELES OBJECTIVES IN IN SOUTHWEST O b je c tiv e s Frequency Development of C h r i s t i a n c h a r a c te r 11 E n lis tm e n t of members f o r church school and church 6 P e r p e t u a ti o n of t h e o l o g i c a l c o n ce p ts 3 I I I t i s u n f a i r to -Qiink d ia t ihe l e a d e r s who s a id t h a t t h e i r p rim a ry o b j e c t i v e s were to c re a te church members o r to have boys a c c e p t J e s u s C h r i s t a s t h e i r p e r s o n a l S a v io r a re n o t tr y i n g to develop C h r i s t i a n c h a r a c t e r ; b u t i t does show t h a t ■ p r a c t i c a l l y a l l o f th e s e l e a d e r s s t a t e t h e i r o b j e c t i v e s , n o t i n term s o f the n eed s o f th e boys, b u t r a t h e r i n term s which c e n te r around a m a t e r i a l - c e n t e r e d c u rric u lu m . T his le a d s im m ed iately in to a d is c u s s io n o f in a d e q u a te c o n cep ts of th e c u rric u lu m of r e l i g i o u s e d u c a tio n , w hich o f course im p lie s t h a t th e s e same c o n cep ts a p p ly to a c h u r c h 's work w ith boys. P ro b a b ly th e m ost narrow view of the c u rric u lu m of r e l i g i o u s e d u c a tio n i s t h a t w hich p la c e s th e p r i n t e d page f i r s t and the boy second. T h is p la n o f a t t a c k makes th e boy the means to the end, and the s a t i s f a c t o r y a s s i m i l a t i o n of the p r i n t e d page becomes the end so u g h t. . C e r ta in f a c t s , s t o r i e s , e x p e rie n c e s of o th e r p e o p le s , have a c e n t r a l p la c e in the c u rric u lu m , and a t the same tim e ,th e needs o f the growing boy or g i r l a re a b s o l u t e l y f o r g o t t e n . The c u rric u lu m th e n b e comes m a t e r i a l c e n te r e d , and to th e e x te n t t h a t m a t e r i a l is. p u t f i r s t , j u s t to t h a t e x te n t i s th e . cu rric u lu m in a d e q u a te to meet the demands o f y o u th . With t h i s p o i n t of view o f the c u rric u lu m a church schoo l may conduct b o y s ' c lu b s , v a c a tio n church s c h o o ls, camps, c o n fe ren c es, h i k e s , and many o th e r a c t i v i t i e s , b u t i n t h i s case th e se f e a t u r e s become m erely " e x p r e s s io n a l a c t i v i t i e s " or e x t r a - c u r r i c u l a r . T his cau ses c o n fu s io n , and a l l such a c t i v i t i e s a re n o t complete in them s e lv e s , b u t become sim ply an o th er means to g e t a c ro s s the 12 d e s i r e d m a t e r i a l or b e l i e f s . As Theodore G erald S oares p u ts i t , "to in c lu d e e x t r a - c u r r i c u l a r a c t i v i t i e s in your program of s o c i a l i z a t i o n i s o n ly c o n fu sin g , f o r th ey a re i n the v e ry n a tu r e of the case i n t r a - c u r r i c u l a r . When a le a d e r con s i d e r s a l l the a c t i v i t i e s o u ts id e o f th o se which a re a c t i v e ly sp e n t in d is c u s s in g th e m a te r ia l he w ants to 'J)ut o v e r" , as e x t r a - c u r r i c u l a r , he a c t u a l l y lo o k s upon then a s o u ts id e of th e e d u c a tiv e p r o c e s s . I f they had a n y th in g to do w ith r e l i g i o u s e d u c a tio n , he would in c lu d e them in the c u r r i c ulum. George H e rb e rt B e t t s , in d is c u s s in g t h i s problem s t a t e s : I t i s p o s s ib l e to lodge much s u b j e c t m a tte r in th e mind which, once t h e r e , does n o t f u n c t i o n . I t i s p o s s ib l e to te a c h many f a c t s which do not p la y a p a r t in th e shaping o f i d e a l s , i n th e q u ick e n in g o f e n th u sia sm s or i n d i r e c t i n g co n d u ct, and a l l such m ental m a te r ia l v h ic h l i e s dead and unused, i s b u t so much r u b b is h and lumber of the mind. I t p la y s no p a r t i n the c h i l d 's tr u e e d u c a tio n , and i t d u l l s th e edge of the l e a r n e r ’s i n t e r e s t , and h i s enjoym ent of th e school and i t s i n s t r u c t i o n . The s i t u a t i o n in Southw est Los Angeles i s hot h o p e le s s . W it h 'b o y s ’ l e a d e r s e n r o l l e d in the southw est D i s t r i c t S tan dard L ea d ersh ip T ra in in g School, and w ith a la r g e a t t e n d ance a t th e C h r is tia n C i tiz e n s h ip Program L e a d e rs' C ouncil M eetings each month, more a d eq u ate concepts o f th e c u r r i c ulum o f r e l i g i o u s e d u c a tio n a r e f in d in g a p la c e i n th e th in k i n g of the church b o y s ’ l e a d e r s . I f the cu rric u lu m o f r e l i g i o u s e d u c a tio n i s som ething b r o a d e r th an j u s t th e p r i n t e d page, our n e x t s te p i s to d is c o v e r what th e i d e a l c u rric u lu m c o n ta in s . The fo llo w in g s ta te m e n ts b r in g the v ie w p o in ts o f many w r i t e r s a s th e y t r y 1 _ ^Theodore G e rald S o ares, R e lig io u s e d u c a ti o n , p . 151 George H e rb e rt B e t t s , How to Teach R e lig io n , p . 27 13 to d e s c rib e th e i d e a l c u rric u lu m . I t i s the program f o r the d i r e c t i o n o f the c h i l d ’s t o t a l ex p e r ie n c e , and must in c lu d e a c o n s id e r a tio n of a l l of h i s r e l a t i o n s h i p s , i n t e r e s t s , a c t i v i t i e s , and p o s s i b i l i t i e s . . . ^ The c u rric u lu m may he d e fin e d as th e program by which the o rg an iz ed f o r c e s o f yo uth, w ith t h e a d v ice o f r e s p o n s ib le a d u l t s , seek to accom plish d e s ir e d aim s. I t should r e f e r tOp th e whole range of a c t i v i t i e s in which young people e n g ag e.. Under the concept o f th e cu rricu lu m we are to th in k o f the p u p il as moving th u s throu gh s o c ia l e x p e r ie n c e s ; of th ese e x p e rie n c e s as a r i s i n g i n a c t i v e d e a l in g s w ith r e a l s i t u a t i o n s of the p r e s e n t ; a s in c lu d in g th e r i s e o f i n t e l l i g e n t s o c i a l p u rp o se s ; a s coming i n a p re a rra n g e d o rd e r t h a t i s governed by th e growth of the p u p ils* c a p a c i t i e s ; and as in c lu d in g human and d iv in e fe llo w s h ip i n a s i n g l e w hole. Fundam entally, th e n , th e c u rric u lu m i s a c o u rse of l i v i n g , n o t a cou rse i n supposed p r e l i m i n a r i e s to r e a l l i f e . . . ^ There is a p a r t i c u l a r need fo r a broad view of th e c u r r i c u lum, meaning one t h a t b e t t e r f i t s th e c h il d to liv e h i s own l i f e , and to l i v e i n a w orld, where g r e a t s o c i a l i s s u e s a re a t s t a k e .. The norm al everyday e x p e rie n c e s o f the in te r m e d ia te a re be coming the o b j e c ts o f s c i e n t i f i c stu d y , i n o rd er t h a t th ey may be used a d v a n ta g e o u sly i n prom oting growth i n th e r i g h t d i r e c t i o n ...................f a c t o r s such as w o rsh ip , r e c r e a t i o n , s e r v i c e , f r e e d i s c u s s i o n , assume v i t a l p la c e s in the c u r r i c u lum. . . 5 Among many, even tod ay , th e term cu rric u lu m s i g n i f i e s a body o f s u b j e c t m a tte r o r m a t e r i a ls which a re to be im p a rte d to the c h il d o r imposed upon him. But i t i s r i ^ t l y u n d e rsto o d to in c lu d e , a l s o , th e arrangem ent of o rd e r in which th e s e m a t e r i a l s a re to be t a u g h t , and the p l a n s and d e v ic e s fo r i n s t r u c t i o n , i t in c lu d e s th e e n t i r e ran g e of a c t i v i t i e s , m a t e r i a l s and r e l a t i o n s h i p s through w hich the l i f e e x p e r i ences o f th e p u p il a re e n ric h e d . ^Theodore G erald S o a re s, K e lig io u s E d u c a tio n , p . 177 -H arry Thomas ü to ck . Church Work With Young P e o p le , p . 35 ’ ^George A lb e rt Coe, A S o c ia l Theory o f K e lig io u s Educa t i o n , "p. 98 ^Marie Cole P o w ell, J u n io r Method i n the church s c h o o l , p . 59 bprank M. McEibben, In te r m e d ia te Method In the church School, . p . 115 AÎary Anne Moore, S e n io r Method in the ch urch School, p . 191 14 The c u rric u lu m c o n s i s t s of a l l the o rg an iz ed e d u ca tiv e i n f l u ences brought to bear upon the c h ild th ro ugh the agency of the s c h o o l 1 Not only w i l l th e r e be l e s s o n m a te ria l i n the c u rric u lu m , but a l s o th e r e w i l l be w orship program s, handwork, p r a c t i c e work i n d r a m a tiz a tio n , s t u d i e s proposed by th e p u p i l s , and any o th e r o u t l e t s of s e l f e x p re s s io n which have a s i g n i f i c a n t con t r i b u t i o n to make to the l e a r n i n g p ro ce ss i n r e l i g i o n 2 More r e c e n t ly , however, the cu rricu lu m i s thought o f as i n - c lu d in g a l l the m a t e r i a l s , d i r e c t e d e x p e r ie n c e , r e l a t io n s h ip s , and a s s o c i a t i o n s provid ed by the s c h o o l . . . . , 3 With t h i s a r r a y of d e f i n i t i o n s from prom inent a u th o rs i n the f i e l d of r e l i g i o u s ed u c a tio n l e t us turn to the f i e l d of p u b l ic e d u ca tio n and d is c o v e r what c u rric u lu m p r i n c i p l e s are being re c o g n iz e d by the l e a d e r s i n t h is f i e l d . D r. B e tts has summarized th ese as f o llo w s : The c h i l d i s the d eterm in in g f a c t o r i n a l l c u rric u lu m p la n n in g . The emphasis i s n ot on f a c t u a l knowledge, but on the growing l i f e of the c h i l d . Another p r in c ip le re c o g n iz e d by the p u b lic sch o o l e d u c a to r s , i s t h a t only a s o c i a l i z e d cur ricu lu m can enable the sch o o l to f u l f i l l i t s f u n c t io n . Third, the curriculum must be g ra d e d . This p r in c ip le of g r a d a tio n has lo n g been f e l t , b u t has never been a c t u a l l y observed i n r e l i g i o u s e d u c a tio n . A ll the m a te r ia ls of the c u rric u lu m must be as broad as th e i n t e r e s t s , r e l a t i o n s , and a c t i v i t i e s of the c h i l d . F i f t h , the m a t e r ia ls f o r the c u rric u lu m must be drawn from many s o u r c e s ^ For the b o y s' c lu b l e a d e r , these p r in c ip le s brought from p u b lic sch o o l e d u c a tio n carry a - r e a l and s i g n i f i c a n t m eaning. The above d e f i n i t i o n s and p r in c ip le s im ply t h a t any a l l - r o u n d program must in c lu d e a number of a c t i v i t i e s , 1 George H e rb e rt B e tt s , The O urriculum of R e lig io u s E d u cation, p . 239 2 George H e rb e rt B e tts and Mari on 0 . Hawthorne, Method I n Teaching R e l i g i o n , p . 136 E a rle Edward Emme and Paul Raymond S te v ic ÿ , P r i n c i p l e s of R e lig io u s E ducation, p . 143 4 George H e rb e rt B e tt s , The C urriculum of R e lig io u s E du catio n, p . 236 15 a l l o f which have a r e a l p la c e in the c u rric u lu m of the b o y s' grou p. I t can r e a d i l y be seen in the l i g h t o f the b ro a d e r view o f , the c u rric u lu m , t h a t a b o y ’s p e r s o n a l i t y i s an i n d i v i s i b l e 1 whole and t h a t he i s a u n i t a r y organism . Dr. b o ares once s a id , "We cannot send a b o y 's body to the gymnasium, h i s mind to the 2 sc h o o l, and h i s so ul to churchV Any c u rric u lu m t h a t i s ade q uate and which w i l l enable boys and b o y s' le a d e r s to ach iev e the g r e a t e s t o b j e c t i v e s , must be based on a complete e x p erien c e o f the boy. W ith t h i s s tu d y o f the c u rric u lu m b e fo re us we are read y to d is c u s s adequate and i d e a l o b j e c t i v e s i n church b o y s' work, ü h a ll i t be in. term s o f knowledge to be im parted? S h a ll i t be s t a t e d i n term s of th e i n s t i t u t i o n , o r s h a l l i t be s t a t e d in term s of the needs o f each i n d i v i d u a l boy? i t i s im p e ra tiv e t h a t a b o y s ’ le a d e r have c o n s c io u s ly b e fo r e him c e r t a i n d e f i n i t e aims which w i l l c o n tr o l and m o tiv a te h i s l e a d e r s h i p , in t h i s c o n n e c tio n i t i s im p o rtan t th a t the d i s t i n c t i o n between th e means and ends be k e p t c l e a r l y in mind. T his d i s t i n c t i o n m ight seem easy to make, b u t the i n a b i l i t y to make i t a cc o u n ts f o r a c o n s id e ra b le p ro p o rtio n o f f a i l u r e s in many b oy s/ c lu b s to d a y . ^ in h i s book. How To l e a c h R e lig io n (Abingdon P r e s s , new York, 1919) Hr. n e t t s s t a t e s the aim in te a c h in g r e l i g i o n i n th r e e g r e a t re q u ire m e n ts which l i f e i t s e l f p u ts upon the c h il d ; 1 Erwin u . sh a v e r. How to Teach o e n io r s , p . 14 p giviarie uole P o w ell, J u n io r method in th e Church s c h o o l , p . 31 ü-eorge H e rb e rt B e t t s and mari on u. Hawthorne, method i n Teaching r e l i g i o n , p . 60 16 f r u i t f u l know ledge; knowledge o f r e l i g i o u s t r u t h s t h a t can he se~t~at work i n the d a i l y l i f e o f the c h i l d now, and in the y e a r s to come. R ig h t a t t i t u d e s ; th e r e l i g i o u s warmth, r e s p o n s iv e n e s s , i n t e r - e s t s , i d e a l s , l o y a l t i e s and enthusiasm s w h ic h 'le a d to a c tio n and to a tru e sense of what i s most w o rth w h ile . S k i l l in l i v i n g ; the power and. w i l l to use the r e l i g i o u s know 1 edge""and enthusiasm s s u p p lie d by e d u c a tio n i n shaping th e a c t s and conduct of the d a i l y l i f e H r. George A lb e rt Coe h a s o f f e r e d a s ta te m e n t which em p h a size s. th e growing r e a l i z a t i o n o f the aim i n the l i f e o f the p u p il; Growth of th e young toward and in to m ature and e f f i c i e n t de v o tio n to the democracy o f God and happy s e l f r e a l i z a t i o n . . % Quoting the p ro posed I n t e r n a t i o n a l s ta n d a rd f o r the V a ca tio n Church School, Hr. P au l H. V ie th w r i t e s in h i s Teaching fo r C h r i s t ia n L i v i n g , (Bethany P r e s s 1929) ; The aim of r e l i g i o u s e d u c a tio n from the v iew p o in t o f the • e v a n g e li c a l d enom inations i s complete C h r i s t i a n l i v i n g which in c lu d e s b e l i e f i n God as r e v e a le d i n Je s u s C h r i s t , and v i t a l f e llo w s h ip w ith Him, p e rs o n a l a cc ep tan c e of C h r i s t as a S av io r and H is way of l i f e , and membership i n the church; th e C h r i s t i a n m otive i n making c h o ices, and w h o le k h ea rte d p a r t i c i p a t i o n i n , and c o n s tr u c tiv e c o n t r i b u t i o n to the p ro g r e s s iv e r e a l i z a t i o n of a s o c i a l order c o n t r o l l e d by C h r i s t i a n p r i n c i p l e s ^ In t h i s same book Hr. V ie th l i s t s th e fo llo w in g seven o b j e c t i v e s ; 1. C onsciousness o f God and a r e l a t i o n s h i p to Him. 2. An u n d e rs ta n d in g and a p p r e c i a ti o n o f the p e r s o n a l i t y , l i f e and te a c h in g s of J e s u s , and a c o n scio u s a cc e p ta n c e o f Him and l o y a l t y to H is cau se. Zk A p r o g r e s s iv e developm ent of C h r i s t l i k e c h a r a c t e r . 4 . The a b i l i t y and d i s p o s i t i o n to sh a re i n the b u ild in g o f a C h r i s t i a n s o c i a l o r d e r . 5. The a b i l i t y and d i s p o s i t i o n to p a r t i c i p a t e e f f e c t i v e l y i n the l i f e and work o f th e chu rch. 6. A C h r i s t ia n i n t e r p r e t a t i o n o f l i f e and th e u n iv e r s e , and the development o f a C h r i s t ia n p h ilo so p h y o f l i f e . 7. A knowledge o f the B i b l e . . . . ^ 1 George H e rb e rt B e t t s , How-To Teach R e l i g i o n , p . 47 ^George A lb e rt Coe, a S o c ia l Theory o f R e li g i o u s E d u c a tio n , p . 55 %^aul H., V ie th , Teaching Bor C h r is tia n L iv i n g , p . 28 h - b id , p . 41-45 17 A nother w r i t e r has fo rm u la te d the fo llo w in g o b j e c t i v e s : 1. To h e lp young people u n d e rs ta n d the n a tu r e of r e l i g i o n , and th e meaning of C h r i s t i a n i t y . 2. To a i d in the fa c in g o f e t h i c a l and s o c i a l problem s o f th e imm ediate p r e s e n t and the f a r f u t u r e . 3. To c r e a te an a c t iv e and i n t e l l i g e n t l o y a l t y to C h r i s t i a n i d e a l s . 4 . To h e lp youth to g a in a new power to do what th ey know to be r i g h t . 5. To a s s i s t young peo ple to become i n t e l l i g e n t w o rld c i t i zens . 6. To p ro v id e o p p o r t u n i t i e s f o r young peo ple to share i n s i g n i f i c a n t s e r v i c e . " ^ 7. To t r a i n f o r f u tu r e C h r i s t ia n l e a d e r s h i p . . . . I n S en io r Method in t h e Church S c h o o l, (Abingdon P r e s s 1929) Mary Anne Moore l i s t s th e s e o b j e c ti v e s ; 1. Devout C h r is tia n f a i t h e x p re sse d in l o y a l t y to God. 2. R e c o g n itio n o f J e s u s as the C h r i s t . 3. P e rso n a l b e l i e f s c o n s i s t e n t w ith the b e s t t h e o l o g i c a l th in k in g o f the church. 4 . f e l l o w s h ip w ith f o llo w e r s of the C h r i s t . 5. I n t e l l i g e n t a p p r e c i a ti o n o f the B i b le . 6. I n t e r e s t and s k i l l i n the use o f c e re m o n ia ls, m a t e r i a l s , and modes of w o rsh ip . 7. R e s p o n s i b i l i t y f o r C h r i s t ia n s te w a rd s h ip . 8. C h r i s t i a n i d e a l s i n d a i l y l i v i n g . In a tte m p tin g to l i s t o r s t a t e g u id in g and c o n t r o l l i n g o b j e c t i v e s fo r a church in i t s b o y s ’ work, i t m ust f i r s t be r e a l i z e d t h a t a l l o b j e c t i v e s sho uld grow o u t o f n e ed s, • p r e s e n t and f u t u r e , and t h a t the needs of one group i n one church a re e n t i r e l y d i f f e r e n t from the needs o f a group i n a n o th e r c h u rch . I t i s a ls o tr u e t h a t th e needs o f a t r i b e of f r i e n d l y I n d ia n s a re e n t i r e l y d i f f e r e n t than th o se o f a Comrade Club. Any sta te m e n t o f aim s or o b j e c t i v e s f o r ^Brwin L. o hav er. How To Teach S e n i o r s , p . 196 %îary Anne Moore, S en io r Method i n the Church S c h o o l,p . 29-32 18 work w ith boys must re c o g n iz e the fo llo w in g c a rd in a l p o i n t s : f i r s t , t h a t a c c o u n t must be tak e n o f th e whole range o f c h a r a c t e r i s t i c s o f boy l i f e ; second, th e C h r i s t ia n c o n ce p tio n of the v a lu e and the d e s t i n y o f the boy m ust be r e c o g n is e d , and t h i r d , p r o v is io n must be made f o r the use o f th e laws of growth a s shown by p sy chology and s o c io lo g y ,^ The f i r s t aim t h a t a ch urch should have i n i t s work w ith boys should be to h e lp the boy c r e a te f o r h im s e lf a con s c io u s n e s s o f God and h i s p e rs o n a l r e l a t i o n s h i p to Him. The second g r e a t o b je c tiv e should be th e p r o g r e s s iv e development i n the l i f e o f th e boy o f a C h r i s t - l i k e c h a r a c t e r which would r e s u l t i n an i n t e l l i g e n t and a c t i v e l o y a l t y to C h r is t and C h r i s t i a n i d e a li s m . These should be the two p rim ary and fu n dam ental o b j e c t i v e s . Secondary o b j e c ti v e s sh o u ld in c lu d e the o p p o rtu n ity f o r wholesome f e llo w s h ip , f o r c o o p e ra tio n w i t h a d u l t s , ihe chance to develop i n t o a w orld c i t i z e n , th e o p p o r tu n ity to sh a re in w orthw hile s e rv ic e p r o j e c t s , and sh o u ld a ls o in c lu d e the o p p o r tu n ity to gain an a p p r e c i a t i o n o f the B ib le and sa c re d a r t . ■ I t i s q u ite e v id e n t t h a t i f th ese o b j e c t i v e s a re to be rea ch e d in a c h u r c h 's w ork w ith boys th e tim e allow ed f o r Sunday m orning c la s s work i s i n s u f f i c i e n t . I t then becomes n e c e s s a ry f o r each b o y s' c la s s to have a t l e a s t two m eetin g s a week; one on Bunday morning a t th e church school h o u r, and 1 E a rl Edward Emme and P aul Raymond S fe v ick , P r i n c i p l e s o f R e lig io u s E d u c a tio n , p . 72 19 th e o t h e r a t some tim e in th e week. I t i s i n the mid-week m eetin g o f the c la s s t h a t the hoy may b e g in to f e e l t h a t th e church i s a d m in is te r in g to h is "whole" s e l f ; i n th e mid-week m eeting of the c la s s t h a t th e boy b e g in s to f e e l h im s e lf a p a r t o f a cohesive group, and not m erely a member o f a f a b r i c a te d group formed sim ply f o r the purpose of B ib le i n s t r u c - 1 t i o n . The n a t u r a l or cohesive c l a s s then becomes a d e f i n i t e p a r t of th e i d e a l c u rric u lu m , and i t is in t h i s group t h a t c h o ic e s are made in the l i g h t o f the b e s t ex p erien c e of th e r a c e , and i t i s h e re t h a t c h a r a c te r i s or may be d evelo ped. Boys a re C h r is tia n when th e y a re l e a r n in g to be C h r i s t i a n s . 7/hen a group i s c a rry in g on an a ll - r o u n d program of a c t i v i t y , plan n ed c o o p e r a tiv e ly ,a n d d e m o c r a tic a lly , l i f e s i t u a t i o n s are fa c e d by th e group and by the in d iv i d u a l members o f the g ro u p , a boy i s l e a r n in g to be a C h r is tia n when he e x p e rie n c e s w ith p le a s u r e and s a t i s f a c t i o n C h r i s t i a n r e a c t i o n s to a l l o f h i s l i f e s i t u a t i o n s . A boy l e a r n s what he p r a c t i c e s . He does not. le a rn vhat somebody e ls e w ants him to l e a r n , b u t o n ly what ha p r a c t i s e s . I f an a c t i v i t y i s s a t i s fy in g to him, then he w i l l be w i l l i n g to p r a c t i c e th e se r e sponses time and time a g a in . However, i f a boy p r a c t i c e s an a c t i v i t y t h a t i s not s a t i s f y i n g to him, he i s l e a r n in g annoy ance f o r t h a t a c t i v i t y , and in l a t e r y e a r s , vdien th e f o r c e i s 2 removed, w i l l r e b e l a t r e p e a t i n g i t . 1 Abel J . Gregg, Group L ead ers and Boy C h a ra c te r, p . 34 2 I b i d , p . 23-24 20' I t i s i n the C h r i s t i a n C iti z e n s h ip Program method o f approach, when i d e a l l y conducted, t h a t boys l e a r n to p r a c t i c e w ith s a t i s f a c t i o n th o se r e a c t i o n s , r e s p o n s e s , and a c t i v i t i e s in which they develop i n t o a C h r i s t i a n c i t i z e n . The c u rric u lu m co n cep ts h e ld by th e b o y s ’ le a d e r s i n the churches o f Southw est Los Angeles w i l l never r i s e v e ry much h ig h e r than th o se h e ld by th e church le a d e r s i n th e se c h u rc h e s. U nless the m i n i s t e r , the g e n e r a l s u p e r in te n d e n t, and d e p a rtm e n ta l s u p e r in te n d e n ts hold a broad view o f the c u rric u lu m th e b o y s ’ le a d e r w i l l f in d i t im p o ssib le to a c h ie v e a minimum p ie c e o f the b o y s ’ group w ork. The p ro blem c o n fro n tin g the p r o g r e s s iv e church today i s the d i s covery of a method whereby th e wo r k e r s i n a l l the p h a ses o f th e c h u rc h ’s l i f e w i l l g a in an a p p r e c i a t i o n o f the i d e a l c u rric u lu m . Those charged w ith r e s p o n s i b i l i t i e s o f le a d e r s h ip i n th e f i e l d o f r e l i g i o u s e d u c a tio n in th e churches of South w est Los Angeles must come to r e a l i z e t h a t the C h r is tia n C itiz e n s h ip Program method of approach i s unique i n i t s f u l f i l l m e n t of th e demands made by t h e i d e a l c u rric u lu m . 21 CHAPTER I I I A DESCRIPTION OP THE CHRISTIAN CITIZENSHIP PROGRAM The C h r i s t i a n C itiz e n s h ip Program i s not an o rg a n iz a t i o n , h u t a method of approach to the h o y s ’ work of th e church, which co m p letely u n i t e s i t s e l f w ith th e c h u rc h e s ’ whole p ro gram o f r e l i g i o u s e d u c a tio n . I d e a l l y , i t should he used hy the r e g u l a r l y o rg a n iz e d h o y s ’ c l a s s , g e a rin g i n t o , and s t r e n g th e n in g th e i n s t r u c t i o n a l , and w orship a c t i v i t i e s of Jhe church s c h o o l. I t i s church c e n te re d , m eeting a long f e l t need f o r an ad equate method of approach f o r the h o y s ’ c l a s s e s of th e church s c h o o l. I t em phasizes th e a ll - r o u n d developm ent, and m eets th e needs o f hoys hy expanding t h e i r oïm i n t e r e s t s , and p u rp o s e s . Thus i t r e l a t e s r e l i g i o n to a l l o f l i f e , c o o rd in a tin g i n t o one comprehensive program a l l of th e a c t i v i t i e s o f the home, the sc h o o l, and the ch u rc h . I t i s p r o g r e s s iv e i n i t s v a rio u s su g g e ste d methods o f approach, m eeting the changing l i f e s i t u a t i o n s o f th e v a rio u s age g ro u p s. I t p ro v id e s le a d e r s h ip s u g g e s tio n s , and such s u rfa c e a p p e a ls as i n s i g n i a , award system s, r i t u a l s , and o th e r s o - c a l l e d " s c a f f o l d i n g " , h u t le a v e s to th e members o f the group ample oppor t u n i t y f o r s e l f - e x p r e s s i o n and s e l f - d e t e r m i n a t i o n . The program s u g g e s tio n s are d iv id e d i n t o th r e e d i v i s i o n s . F i r s t , th e F r i e n d ly In d ia n work f o r boys o f the J u n io r de p a rtm e n t; second, t h e P io n e e r d i v i s i o n , f o r the boys of the J u n i o r h ig h school d e p artm en t; and t h i r d , th e Comrade work, 1 C h r i s t i a n C i tiz e n s h ip Program manuals 22 f o r the. h ig h sch ool h o y s ’ c la s s e s in t h e S e n io r d ep artm e n t. In 1918, a w o r ld ’ s con ference o f Y.M.G.A, s e c r e t a r i e s was h e ld a t Geneva, S w itz e rla n d , w ith seven hundred d e l e g a t e s . Out o f t h i s g a th e r in g , grew th e a g i t a t i o n f o r a " d e f i n i t e p ro gram"' f o r th e Y.M.G.A. in i t s work v/i th h o y s. As a r e s u l t , th e re was p r i n t e d i n 1919 the P in n e e r Handbook and the Comrade Handbook. These e d i t i o n s were b a sed l a r g e l y on t h e e x p erien c e o f the old American Stand ard B o y s’ Work, which was the r e s u l t , o f twenty f i v e y e a rs o f A s s o c ia tio n b o y s ’ work ex p erim enta t i o n . The Canadian S tan dard E f f i c i e n c y T ra in in g Program was a ls o used a s a b a s i s f o r th e s e two handbooks. At the time o f t h e i r p u b l i c a t i o n both o f th ese books were known a s d i v i s i o n s of the C h r i s t i a n C itiz e n s h ip T r a in in g Program . These books were voluminous and top heavy, w i t h i n t r i c a t e s c o rin g and award system s. There was no evidence o f the modern e d u c a tio n a l approach i n e i t h e r of them. The G.C.P. o f 1919 to 1923 was s o ld on th e b a s i s o f a "canned" program , re a d y to solve a l l th e needs o f a l l b o y s ’ w orkers everyw here. B o y s’* s/'/ork S e c r e t a r i e s on the I n t e r n a t i o n a l Committee, (now the N a tio n a l C ouncil o f the Y.M.G.A. ) found d i f f i c u l t y in " s e l l i n g " t h i s program to l o c a l s e c r e t a r i e s , and by 1923 t h i s v e ry much to be d e s i r e d panacea was not a s u c c e s s . In th e s p r in g o f 1922 the B o ys’ Work S e c r e t a r i e s o f Cal i f o r n i a met and a p p o in te d a committee to a d a p t the s u g g e s tio n s made in the two n a t i o n a l handbooks, and to p re p a re two sm all m anuals, w hich would be sim ple, b u t a t t h e same tim e, meet the need* The committee met in Los A ngeles, i n A p r il, under the 23 l e a d e r s h ip of Ralph G. Oole, who was then the S ta te Y.M.G.A. S e c re ta r y f o r h o y s ’ w ork. In th e f a l l o f 1922 a sm all P io n e e r and Comrade Manual appeared, t h e r e s u l t o f th e co m m ittee’s e f f o r t s . At t h i s •time th e word " t r a i n i n g " , was dropped from th e C h r i s t i a n G itiz e n a h ip T r a in in g Program le a v in g the w ords, C h r i s t i a n C itiz e n s h ip Program . Prom 1922 u n t i l 1925 th e men of C a l i f o r n i a and in o th e r s t a t e s looked upon the G.C.P. a s a " s e t " program , the id e a b e in g t h a t i f the program was c lo s e l y fo llo w e d , r e a l C h r i s t ia n c h a r a c t e r would r e s u l t . In 1925 under th e l e a d e r s h ip of Abel J . Gregg o f the N a tio n a l C ouncil, a new e d u c a tio n a l i d e a l began to seep down in to the c o n sc io u sn e ss o f Y.M.G.A. b o y s ’ w o rk ers, and a s a r e s u l t we fin d t h a t the p r i n t e d ma t e r i a l s sin c e t h a t time have emphasized th e laws o f le a r n in g and the p r o j e c t method. The F r i e n d ly In d ia n T r i b a l work was f i r s t p lan n ed and u se d by Roy Hohberger o f B o ise , Idaho, i n 1924. At th e Y.M. C.A. P a c i f i c Summer School o f t h a t y e a r, the program s u g g e s t io n s were o f f i c i a l l y adopted by t h e C a lif o r n ia S e c r e t a r i e s . Since th e n , Mr. Hohberger h a s b e en h e lp e d by o t h e r s who have had e x p erien c e w ith the many In d ia n t r i b e s o f the U nited S t a t e s . During the p a s t e i g h t y e a r s church le a d e r s and b o y s ’ w ork ers everywhere in the U n ited s t a t e s have had a sh a re in the r e v i s i o n o f th e G,G.P. p r i n t e d l i t e r a t u r e . Since i t s f i r s t p r e p a r a t i o n , the C a l i f o r n i a Plan has become k n o w n th ro u ^ - o u t th e e n t i r e w o rld , u n t i l S ta te Y.M.G.A. s i n alm ost ev ery 24 s e c t i o n o f the U n ited s t a t e s have worked out t h e i r own a d a p ta t i o n , and many f o r e i g n c o u n t r i e s have tak en th e c a l i f o r n i a manuals and r e w r i t t e n them i n t h e i r own to n g u e. The p r e s e n t tr e n d i n th e use of th e C h r i s t i a n C i tiz e n s h ip Program l i t e r a t u r e i s away from the mould or, s e t program ap p ro a c h which i n r e a l i t y was a p ro c e s s through which hoys were made to go to th e d em o cratic method where hoys and l e a d e r s - r to g e th e r p la n t h e i r own program , b a sed on th e needs and i n t e r e s t s of th e g ro up. In t h i s a p p ro ach , the G.C.P. l i t e r a t u r e becomes source m a t e r i a l , and the d e f i n i t e s u g g e stio n s a re m erely s c a f f o l d i n g which a group may use as i t b u i ld s a l i t t l e democracy l i k e unto the "Kingdom of God", where f u l l and com p l e t e r e s p e c t f o r p e r s o n a l i t y r e i g n s suprem e. A h a s t y ex am in atio n of th e su g g e s tio n s embodied i n th e l i t e r a t u r e r e v e a l s th e f a c t t h a t ihe e n t i r e p la n i s based on th e f o u r f o ld id e a , w hich was e x p re sse d by the w r i t i n g s a c c re d i t e d to Luke when he s a id , " J e s u s grew i n wisdom and i n s t a t u re and in f a v o r w ith God and man". This f o u r f o ld emphasis had i t s p la c e because i t emphasized th e development of th e a l l - r o u n d man. n i s l n g to th e d e fe n s e o f t h i s f o u r f o ld arran g em en t, h a r r y Thomas ütock sa y s, "The dom inating id e a i s one of co m p leten ess, o f the n e c e s s i t y f o r d e v elo p in g the whole p e r s o n a l i t y , o f engaging in a program which m in i s t e r s to a l l 1 human needs and i n t e r e s t s " . However t h i s has been a mechan i s t i c view of l i f e e sp e ci ^ l y when one h as to b e g in to c l a s s i f y a c t i v i t i e s . Which ^ a l l b e .p h y s i c a l , i n t e l l e c t u a l , 1 H arry Thomas Stock, Church Work With Young P e o p le , p . 36 25 d e v o îio n a l o r s e r v ic e ? There is something v e ry a r t i f i c i a l about th e e n t i r e f o u r f o l d i d e a . L ife cannot be q u a rte r e d , and those in p o s i t i o n s o f le a d e r s h ip today r e a l i z e t h a t d e f i n i t e a c t i v i t i e s sh o u ld be u n d ertak en b e cau se of t h e i r spec i a l v a lu e , and n o t n e c e s s a r i l y because th e y can be c l a s s i f i e d under a g iv e n h e a d in g . The boy needs an approach w hich w i l l give him a u n i t i n g e x p e rie n c e — one t h a t w i l l a p p ea l to h i s i n t e l l e c t , to h i s d e s ire f o r a c t i o n , and which w i l l be sh o t th ro u g h and th ro u g h w ith a s tr o n g C h r i s t i a n m o tiv e . C h a ra c te r grow th b e g in s v e ry e a r l y , and the need fo r some su ggested method o f ap proach has long been f e l t f o r boys under tw elve y e a r s of a g e . The F r ie n d ly I n d ia n work i s b u i l t around the In d ia n l o r e and i s d e sig n ed to meet the needs o f the J u n io r boy. I t i s d i s t i n c t l y C h r is tia n i n i t s em phasis, and s t r e s s e s the a ll - r o u n d growth o f the members of th e t r i b e . I t also p r e p a re s the J u n io r boys i n a n a t u r a l way fo r the group e x p e rie n c e s he w i l l e n c o u n te r as an . e a r l y a d o le s c e n t. When a t r i b e i s formed i t i s l o g i c a l t h a t the boys and th e l e a d e r t o g e t h e r choose a name f o r t h e i r t r i b e . S uggest io n s f o r t r i b a l names may be found in the F r i e n d l y In d ian 2 m anual, i n books on I n d ia n l i f e , a t t h e l i b r a r y o r from the g e n e ra l in fo rm a tio n t h a t the boys may h ave. A fte r th e t r i b a l name h a s been s e l e c t e d , i t i s su g g e ste d th a t each boy p i c k an In d ia n nam e. Hollowing t h i s i t i s g e n e r a l l y cu sto - 1 Theodore G erald s o a r e s , R e lig io u s e d u c a t i o n , p . 154 2 See A ppendix 2 26 mary t h a t t r i b a l o f f i c e r s a re s e l e c t e d . The o f f i c e r s a re a s f o llo w s : Big C hief (an a d u l t ; , th e c h ie f , Tom-tom B e a te r , M edicine man, jampum B e a re r, and In d ia n Runner. The C hief a c t s as the p r e s i d i n g o f f i c e r a t each meeting o f th e t r i b e and h o ld s a p o s i t i o n s i m il a r to. t h e p r e s i d e n t o f any group. ' The Tom-tom B e a te r c a l l s the m e e tin g s to ord er and h as com p l e t e charge of the Tom-tom. The Medicine Man lo o k s a f t e r the f i r s t a id m a t e r i a l s on h i k e s , and encourages the stu d y and c a r r y in g out of f i r s t a id p r o j e c t s . The -/iampum B earer i s the s e c r e t a r y - t r e a s u r e r o f the t r i b e . The I n d ia n Runner ru n s a l l the e rra n d s f o r t h e Big C hief and has charge of the t r i b a l p r o p e r t y . Follow ing a l l o f th e above l i s t e d p ro c e d u re s , a t r i b a l emblem i s g e n e r a l l y s e l e c t e d w hich i s sym b o l i c o f some g r e a t t r i b e . A t y p i c a l m eeting c o n s i s t s o f the fo llo w in g ite m s: '' ' • ■ ■ ■ '■ Opening ceremony - B ib le study o r C h r i s t i a n l i f e d i s c u s s i o n C ouncil b u s in e s s Announceme n t s P la n s f o r h i k e s or o th e r t r i p s b t o r y p e rio d Hobbies and h a n d i c r a f t Games or o th e r d e f i n i t e l y p h y s i c a l a c t i v i t i es Jhen a new member comes in to th e t r i b e , th e group may work o u t an in d u c tio n ceremony, or use the one g iv e n i n th e F r i e n d l y I n d ia n m anual. M a te r ia ls f o r the p r e p a r a t i o n of cerem onies may be secu red a t th e p u b lic l i b r a r y . New mem b e r s a re asked to l e a r n the r e q u ire m e n ts on t h e F r i e n d l y 1 I n d ia n "How" Card. in order to measure the grow th, i n t e r e s t 1 bee A ppendix 2 27 and p a r t i c i p a t i o n i n the a c t i v i t i e s o f the t r i b e , a n r i a n d l y 1 I n d ia n sco re card may be u se d . R e c o g n itio n i s g iv e n f o r work done a t sc h o o l, a t home, and in the c h u rc h -sc h o o l group on Sunday morning.- The token, (a b r a s s p a p e r c l i p ; i s th e sug g e s te d award, i f a boy r e c e iv e s from f i f t y , to f i f t y - n i n e p o i n t s , he g e t s one to k e n . Four to k e n s a re the maximum num b e r which may be earned i n one month, when a r r ie n d ly In d ia n f i r s t jo in s the t r i b e , he is known a s a Buck. When he r e c e iv e s tw elve to k e n s , he i s re c o g n iz e d a s a W arrio r, w hich i s one degree h i ^ e r . A f te r b e in g awarded tw en ty-tw o to k e n s , he i s then a n r a v e , and a f t e r the pr e s e n t a ti o n of t h i r t y - s i x to kens he i s a bachem. The fo llo w in g s u g g e s tio n s fo r t r i b a l a c t i v i t y have grown o u t o f the e x p e rie n c e o f f r i e n d l y In d ia n Big C h iefs i n Southw est Los A ngeles: s t a r stu d y , f o r e s t r y r u l e s , tr e a s u r e h u n t s , f i r s t a id , soap c a rv in g , w o o d c r a fts , cam p craft, bead and b a sk etw o rk , w orld f r i e n d s h i p p r o j e c t s , and a t h l e t i c t e s t s o f a l l ty p e s . The P io n e e r d i v i s i o n o f the C h r i s t ia n c i t i z e n s h i p P ro gram i s b e s t u sed w ith boys of j u n i o r h ig h sc h o o l age, who a re g e n e r a l l y found i n th e in te r m e d ia te or ju n io r h ig h d ep artm en ts o f th e c h u rc h -s c h o o ls . The P io n e e r manual f o r boys g iv e s an e x c e ll e n t d e s c r ip t io n of th e P io n e e r: A P io n e e r i s one who f i n d s h i s own way, or one who e x p lo r e s . T his c a l l s to our minds the g r e a t P io n e e rs of h i s t o r y , we a ls o th in k o f th o se g r e a t P io n e e r s of s c ie n c e , art, e n g in e e r in g , commerce and e d u c a tio n , who thro u g h t h e i r s a c r i f i c in g t o i l , and much h a r d sh ip , have added u n to ld b l e s s i n g s to o t h e r s ............. NO f i n e r o r h i g h e r c h alle n g e can come to any boy or man than to become in the t r u e s t sense a P io n e e r. some o f th e marks o f a P io n e e r a re: he f i n d s new ways, he makes new t h in g s , he does new t h in g s , he knows how to use o rd in a r y t h in g s , he l i v e s sim ply and e n jo y s th e o u t - o f - d o o r s , ^ See A ppendix E 28 he knows how to g e t a lo n g w ith f o l k s , and he can alw ays he counted u p o n................ ^ In o rd e r t h a t th e c lu h may come to have r e a l meaning f o r each hoy, the name of th e group should he chosen w ith g re a t c a r e . A few c lu h s have chosen names which th e P io n e e rs were ashamed o f i n a few m onths. A g la r in g example o f t h i s i s the group which chose "R inkydink P io n e e r Gluh" f o r a name. Lead e r s i n h i s t o r y , i n church h i s t o r y , or le a d e r s i n modern l i f e f u r n i s h s u i t a b l e names from which a group may choose. &ome c lu b s have found i t b e s t to s e l e c t a m o tto, and from the f i r s t l e t t e r i n each word o f the m otto, coin a name o r a s e r - 2 i e s o f i n i t i a l s . The P io n e e r "How" Card , sc o re c a rd , growth c a rd , a p p l i c a t i o n card , and o t h e r forms a re a v a i l a b l e i f th e members of the P io n e e r clu b wish to use them. I n o rg a n iz in g a new club , the fo llo w in g o f f i c e r s a re chosen; C h ief Ranger, who i s th e p r e s i d e n t o f the g roup . Deputy Ranger, who i s the v i c e - p r e s i d e n t of the clu b , th e R ecorder, who i s the c l u b ’s s e c r e t a r y , and the t r e a s u r e r , who of course h a n d le s the club f i n a n c e s . P ro g re s s i n a P io n e e r club may be m easured by th e use o f a P io n e e r score c a rd , w hich em phasizes the e a rn in g of p o i n t s , o r, by th e u s e o f a growth card which s t r e s s e s i n t e r e s t and e f f o r t as the b a s i s f o r g iv in g n o tc h e s . The sug g e s te d award system p ro v id e s a bronze b u tto n f o r P a th f in d e r P io n e e r s , a s i l v e r b u tto n fo r T r a i l B la z e r P io n e e r s , and a g o ld b u tto n f o r Guide P i o n e e r s . A P io n e e r, when u s in g the 1 C h r i s t i a n C itiz e n s h ip Program Manuals 2 See A ppendix P 29 notch, system must secure tw e n ty -fo u r n o tc h e s in each b u tto n b e fo re he may be recognized, f o r th e n e x t h ig h e r d e g re e . The h i g h e s t p o s s ib l e r e c o g n itio n su g g e ste d i s th e p r e s e n t a t i o n o f th e M aster P io n e e r Medal which i s p r e s e n te d when a P io n e e r f i d I s h i s go ld b u tto n w ith tw e n ty -fo u r n o tc h e s . For t h i s ho n o r, i t i s su g g e ste d t h a t die church bo y s' work committee p a ss on the P io n e e r b e fo re he r e c e i v e s the m edal. In o rd e r to emphasize the a l l - r o u n d developm ent many c lu b s a rra n g e t h e i r c h a i r s so t h a t they ta k e th e form o f a s q u a re . A ty p i c a l m eeting in c lu d e s : Opening ceremony B ib le stu d y or l i f e problem d is c u s s io n R e p o rts on clu b p r o j e c t s g e n e ra l b u s in e s s s e s s io n P h y s ic a l or s o c i a l a c t i v i t i e s As a h e lp to the i n d i v i d u a l l e a d e r , t h e P io n e e r manual i n c lu d e s a number o f s u g g e s tio n s on group p r o j e c t s , u n d er the ■ fo llo w in g h e ad in g s: i n t e l l e c t u a l , p h y s i c a l , d e v o tio n a l, and s e r v i c e . The P io n e e r club or c l a s s when i t g ra d u a te s from the j u n io r h ig h departm ent i n to the s e n io r high d ep artm ent a u to m a t i c a l l y becomes a comrade c lu b . The boys by t h i s tim e a re p r a c t i c a l l y a l l in s e n io r h ig h sc h o o l, and s t i l l a n o th e r s e t of program s u g g e s tio n s i s a v a i l a b l e . I d e a l l y , the method of approach i s t h e same, b u t i f the le a d e r has n o t le a r n e d to use the c o o p e ra tiv e method i n h i s P io n e e r club he w i l l f i n d t h a t i n a t r u l y s u c c e s s f u l Comrade he w i l l have to use the de m o c ratic ap p ro ach . The Comrade p r i n t e d l i t e r a t u r e in c lu d e s th e fo llo w in g h e lp s : O lder B o y s’ - m anual, ^ comrade a p p l i c a t i o n card, Comrade 1 oee A pp en d ix G 30 member ship card, and silv e r and gold comrade emblems. The program may vary according to the wishes of the group, the chief aim being th a t each member of the club should fe e l him s e lf a p a rt of the fellow ship of the club, sharing common id e a ls , and purposes. T h e Comrade manual suggests t h e follow ing Comrade o f f ic e r s ; benior Comrade/ who p resid e s a t a l l the meetings and has f u l l charge of the club; Junior comrade who a s s i s t s the oenior Comrade, and who also has charge of a l l the equipment; the comrade of the Colors, who has charge of the new members and who ac ts as the se c re ta ry ; the comrade of the he y8 who has charge of the a t h l e t i c program of the club, and the Comrade of the Treasury, who handles the club monies, informal C h ristia n l i f e discussions ^ o u l d have a large place in every comrade club meeting. Probably more here than in any other group, the le a d e r must understand the psychology of middle adolescence and t r y to guide the group in i t s thinking on the r e a lly g re a t issu e s and problems of l i f e . in the use of a l l the C h ristian c itiz e n sh ip Program l i t e ra tu re , the lead er i s con stan tly reminded th a t the m a terial i s only suggestive, and i s prepared to give,him a minimum of program h elp s, and also to provide p o in ts of departure fo r those lead ers and boys who desire to plan th e ir own programs out of the needs and I n te r e s t s of the group. Committees and sub-com m ittees w orking on the I n t e r - ' n a t i o n a l C ouncil o f R e lig io u s E d u catio n have worked out a s e r i e s of pam phlets known as the C h r i s t i a n Q u e s t. T his m a t e r i a l covers th e problem s o f o r g a n iz a tio n , s te p s i n group l e a d e r s h i p , program s u g g e s tio n ^ , and a d is c u s s i o n o f the 31 q u a l i f i c a t i o n s of l e a d e r s h i p . A number o f o th e r p am phlets a re ■ now i n th e p ro c e s s o f p r e p a r a t i o n by th e s e same com m ittees. What i s the r e l a t i o n s h i p betw een th e p r i n t e d l i t e r a t u r e of the C h r i s t i a n c i t i z e n s h i p Program and t h a t o f the C h r i s t i a n Q uest? In a sense th e r e i s no r e l a t i o n s h i p , b u t on th e o t h e r hand th e r e i s a v i t a l and l i v e c o n n e c tio n . T his can r e a d i l y be seen when one s t u d i e s th e f i r s t f i v e pam phlets in th e C h r i s t i a n Q uest s e r i e s . Abel J . Gregg, the N a tio n a l C ouncil o f th e Y.M.G.A. s a t i n u n o f f i c i a l l y on a l l o f the m eetin g s o f the com m ittees t h a t p re p a re d the Quest s e r i e s . A c o n sid e ra b le amount o f the m a t e r i a l p re p a re d by Mr. Gregg and h i s a s s o c i a t e s h a s been embodied i n the s e r i e s p u b lis h e d by th e I n t e r n a t i o n a l C ouncil o f R e lig io u s E d u c a tio n . The l i t e r a t u r e o f the C h r i s t i a n C iti z e n s h ip Program i s more d e f i n i t e i n i t s s u g g e s tio n s , and i n t h i s p a r t i c u l a r i n s ta n c e i s p ro b a b ly more h e l p f u l to the av erag e l e a d e r , w h ile a t the same tim e, the v e ry d e f i n i t e n e s s which h e lp s some one l e a d e r might become a h in d ra n c e to a v e ry f i r s t - c l a s s l e a d e r . In many c i t i e s d e n o m in atio n al r e p r e s e n t a t i v e s a re in c lu d in g in t h e i r r e p o r t s a l l C h r i s t i a n C i tiz e n s h ip Program c lu b s , and r a t i n g them as C h r i s t i a n Quest g ro u p s. The fo llo w in g s ta te m e n t, which a p p ea rs i n each o f the F r ie n d ly In d ia n , P io n e e r and Comrade m anuals, w h ile n o t h a v in g the s ig n a tu r e o f Dr. P e rc y Hayward, D ir e c t o r of Young P e o p l e ’s Work f o r the I n t e r n a t i o n a l C ouncil of R e lig io u s E d u c a tio n , a c t u a l l y i s a s e m i - o f f i c i a l v ie w p o in t, and i s the r e s u l t o f a conference between Dr. Hayward and Ralph G. Cole; These m a t e r i a l s have been o f f e r e d by th e Young Menfe C h r i s t i a n A s s o c ia tio n of C a li f o r n ia to a id church le a d e r s o f boys i n b u i ld i n g an a ll - r o u n d program f o r t h e i r l o c a l g ro u p s. W ithin the p a s t two y e a r s , the churches o f N orth A m erica, 32 c o o p e ra tin g "through the I n t e r n a t i o n a l C ouncil o f R e lig io u s E d u catio n , have p re p a re d a body o f youth program m a t e r i a l s under the g e n e r a l name, " C h r i s t ia n Q u e st". I t i s su g g e ste d , t h e r e f o r e , th a t l e a d e r s who have u se d , or who a re p la n n in g to u se , th e se C h r i s t i a n C i tiz e n s h ip m a te r i a l s , a ls o secu re the " C h r i s t ia n Q uest" b a s ic pam phlets, which s e t up a proced u re f o r a le a d e r and h is g ro u p . The l e a d e r w i l l f in d f u r t h e r h e lp in t h e re s o u rc e m a t e r i a l s o f the C h r i s t i a n Q uest, and a lso i n the C h r i s t ia n C itiz e n s h ip m a t e r i a l s . L eaders of the Y.M.G.A. and o f the churches have c o o p erate d i n the p r e p a r a t i o n of b o th s e t s o f m a t e r i a l s , so t h a t th ey are to be thou ght o f a s supplem entary r a t h e r than c o m p e titiv e , w ith each o t h e r . L eaders i n the v a r i o u s organ i z a t i o n s a re w orking to g e th e r to b rin g a b o u t the tim e when a l l the C h r i s t i a n f o r c e s w i l l t o g e th e r c re a te and promote one body o f program m a t e r i a l s ................ ^ 1 C h r i s t ia n C iti z e n s h ip Program Manuals 33 C H A P T E R IV IHE EXTENT O P TH E USE O P THE GHRISTIM CITIZENSHIP PRO G RAM T able I I I shows the ch u rch es o f S ou th w est Los A n g eles u s in g th e C h r is tia n C it iz e n s h ip Program method o f approach d is t r ib u t e d a c c o rd in g to d e n o m in atio n s. I t can be seen t h a t tw e n ty - s ix p e r c en t of the t o t a l number of ch u rch es a re found i n the B a p t i s t d e n o m in atio n . The n e x t denom ination, from the s ta n d p o in t of church boys/ work i s the M eth o d ist E p is c o p a l, w ith tw e n ty -th re e p e r c e n t. Three o f the B a p ti s t churches u sin g the C h r i s t i a n C itiz e n s h ip Program a re a c t u a l l y o u tsid e of the a re a se rv e d by the X.M.C.A. i n S ou th w est Los A n g e le s. One i s i n Maywood, one i n Gardena, and a n o th er i n Moneta. This p u ts the f i r s t th re e a c t u a l l y on about the same l e v e l . At the p r e s e n t time th e r e are s i x t e e n F r ie n d ly I n d ia n t r i b e s i n Southw est Los A ngeles, found i n fo u r te e n d i f f e r e n t c h u r c h e s. A ll of th e se t r ib e s have a la r g e m em bership. There i s one l i s t e d as a community t r i b e w hich has an e n r o l l ment of over s i x t y b o y s . Table V i n d i c a t e s t h a t alm ost f i f t y p e r c e n t of the t r ib e s a re d e p artm e n tal g r o u p s . Ex p e rie n c e i n Southw est Los A n g eles i s showing t h a t i t i s much e a s i e r to o rg an ize a t r i b e on the d e p artm e n tal b a s is th an on the c l a s s sch em e. I t seem s th a t in d iv id u a l b o y s ’ c l a s s e s in th e J u n io r d ep artm en ts a re too sm a ll to o r g a n ize as a t r i b e , and th a t boys o f th a t age do n o t g e n e r a te s u f f i c i e n t 34 TABLE I I I TEE ÜEÜRCHES OF SOUTHW EST LOS ANGEIES USING THE ÜHRISTIAN CITIZENSHIP mOGHAM M ETH O D O F APPROACH DISTRIBUTED A M O N G THE VARIOUS DENOMINATIONS Denom ination F requ en cy Per cen t age B a p t i s t 7 26.92 M eth o d ist E p is c o p a l 6 25.08 P r e s b y t e r i a n 5 19.25 D i s c i p le s o f C h r is t S 11.54 G ongr e ga t io n al 2 7.69 U n ited P r e s b y t e r i a n 2 7.69 U nited B re th re n 1 3.85 Ç o ta l 26 35 TABLE IV FRIEtlDLY IITBIAII TRIBES O E SOUTHffEST LOS AlIGELES LISTBIBUTEB AGCOEDIKG T O GHDECHE3 Ghurches Frequency F lo re n c e Ave. U n ited P r e s b y t e r i a n 2 Moneta Jap an e se B a p t i s t 2 C h r i s t M eth o d ist E p isco p a l 1 Emmanuel B a p t i s t 1 Gardena B a p t i s t 1 Knox P r e s b y t e r i a n 1 M ira Monte P r e s b y t e r i a n 1 Plymouth C o n g re g a tio n a l 1 U n ited B re th re n 1 Uni ver si ty Chri s t i a n 1 U n i v e r s i ty M eth o d ist E p isc o p a l 1 S t , Marks M eth odist E p is c o p a l 1 Vermont Square M e th o d ist E p isc o p a l 1 West Adams M ethod ist E p isco p a l 1 T o ta l 16 36 TABLE T THE OLASSIFIOATION OF FRIENDLY INDIAN TRIBES IN THE CHURCHES O F SOUTHW EST LOS ANGELES AOOORDING T O THEIR ORGANIZATIONAL RELATIONSHIPS C l a s s i f i c a t i o n Frequency Per cen tage A d e p a rtm e n ta l group 8 50.00 Community group 5 33.35 Ghurch school c la s s 3 20.00 T o ta l 16 3? group m orale to 'build a la r g e group from a sm all o n e . Almost every experim ent alo n g t h i s l i n e shows t h a t i t take s a t l e a s t a membership o f tw elve in a t r i b e to o rg a n iz e a group. A ccording to Table VI th e r e a r e se v en te en churches i n h u Southwest Los A ngeles u sin g th e P io n e er d i v i s i o n o f the C h r i s t ia n C itiz e n s h ip Program . In th ese c h u rc h es th e r e are tw enty- th re e c lu b s , bix ch urch es have two P io n e e r g ro u p s. In t h i s d i v i s i o n t h e r e i s a p p a re n tly an i n c r e a s e in t h e number of c h u rc h -sc h o o l c l a s s e s u s in g th e P io n e e r m ethod. The p e rc e n ta g e i s t h i r t y - f o u r as a g a i n s t tw enty f o r th e F r ie n d ly I n d ia n s . The d e p a rtm e n ta l group fo r P io n e e rs v a r i e s tw en ty p e r cen t from th a t f o r F r i e n d ly In d ia n s w hile the community group i s six per cent over the p e rc e n ta g e f o r th e I n d ia n s . The w r i t e r b e li e v e s t h a t a number of l e a d e r s who c la s s e d t h e i r P io n e e r c lu b s as community groups are a c t u a l l y ch u rc h -sc h o o l c la s s e s w hich allow a l i m i t e d number o f o u t s i d e r s to j o i n the club w ith o u t r e q u i r i n g church school a tte n d a n c e . I f t h i s is tr u e i t would make th e c hurch-sch ool c la s s p e r centage much h i g h e r . I s the C h r i s t i a n C i t i z e n ^ i p Pro gram p r o g r e s s iv e in i t s su g g e ste d program a c t i v i t i e s ? The answer can be d isc o v e re d by a g lan ce a t T able V III which r e p o r t s f i f t e e n Comrade c lu b s i n t h i r t e e n d i f f e r e n t c h u rc h es. % ill the program s u g g e s tio n s and the i n t e r - c l u b a c t i v i t i e s i n t e r e s t boys who have not come up through th e o th e r two d i v i s o n s o f the C h r i s t i a n C itiz e n s h ip Program? A stu d y of the f i f t e e n Comrade c lu b s, i n d i c a t e s t h a t seven o f the f i f t e e n have n e v er been P io n e e r c lu b s , and the o th e r e i g h t have had s u c c e s s fu l h i s t o r i e s a s P io n e er groups in the months gone b y . ^n i n t e r e s t i n g o b s e r v a tio n i s p o s s ib le by 38 TiBLE VI PIOHEES CLUBS OP SOUTHWEST LOS AHGELES LISTBIBUTEB jiCOORBIHG TO CHURCHES Churches F requen cy Emmanuel B a p t i s t 2 F lo re n c e Ave. U n ited P r e s b y t e r i a n 2 Knox P r e s b y t e r i a n 2 Moneta Ja p a n e sé B a p t i s t 2 Plym outh c o n g re g a tio n a l 2 Uni ver si ty Chri s t i a n 2 C h r is t M e th o d ist E p isc o p a l 1 F a irv ie w H e ig h ts B a p t i s t 1 F i r s t C h r i s t ia n , Inglewood 1 Hoover b t . B a p t i s t 1 Mira Monte P r e s b y t e r i a n 1 M agnolia C h r i s t i a n 1 Second U nited P r e s b y t e r i a n 1 S t . Marks M eth odist E p isc o p a l 1 Southw est B a p t i s t 1 Vermont Ave. P r e s b y t e r i a n 1 Vermont Square M e th o d is t E p isco p al 1 T otal 25 39 TABLE V II THE CLASSIFICATION OP PIONEER CLUBS IN THE CHURCHES OE SOUTHÏ/EST LOS ANGELES ACCORDING TO THEIR OEGAtîIZATIONAL RELATIONSHIP C l a s s i f i c a t i o n Frequency P ercen tag e Community group 9 39.13 Church scho ol c l a s s 8 34.78 A d e p artm e n tal group 6 26 .0 9 T otal 23 40 TÜBIE V I I I C O M R A D E CLUBS Oï’ SOUTH W EST LOS MGELES DISTRIBUTED ACG ORDIHG TO CHURCHES Ghurches Frequency F lo re n c e Ave. United. P r e s U y te ria n E West Ad.ams M etliodist E p isco p a l 2 E erean C o n g re g a tio n a l 1 F i r s t P r e s l y t e r i a n 1 Emmanuel B a p t i s t 1 U niver s i t y uhri s t i a n 1 U n i v e r s i ty M e th o d ist E p isc o p a l 1 Moneta Japanese B a p t i s t 1 S t . Marks M eth odist E p isco p a l 1 Second U nited P r e s b y t e r i a n 1 South P a rk B a p t i s t 1 Southw est P r e s b y t e r i a n 1 Sunnyside M eth o d ist E p is c o p a l 1 T o ta l 15 41 Table IX, which shows th a t e i ^ t y p e r c e n t o f the Comrade c lu b s a re r e g u l a r l y o rg an iz ed ch u rc h -sd h o o l c l a s s e s . T his i s an i d e a l arra n g em e n t. The churches o f Southw est Los A ngeles a re on th e whole r a t h e r sm all, and t h e r e a re v e r y few S en io r departm en ts i n which may be found more than one h ig h schoo l b o y s' c l a s s . T his e x p la in s the l a c k of groups c l a s s i f i e d as a d e p a rtm e n ta l g roup . S t a t i s t i c s i n Table X r e v e a l th e in fo rm a tio n th a t in th e f i f t y - t h r e e groups u sin g the C h r i s t i a n C i t i z e n ^ i p Program method of approach th e r e i s v ery l i t t l e b e in g accom plished alo n g the more form al d e v o tio n a l l i n e s . There i s p r a c t i c a l l y no time g iven i n any o f the groups f o r C h ristian l i f e d i s c u s s io n . F i f t e e n o f the l e a d e r s i n d i c a t e d t h a t they had p ra y e r as a p a r t of t h e i r m eetin g . E it h e r the le a d e r s f e e l th a t the time s p e n t Sunday morning i s s u f f i c i e n t , o r e ls e they a re ta k ing th e p a th of l e a s t r e s i s t a n c e and n e g le c tin g e n t i r e l y t h i s p a rt of a g r o u p 's program . When t h e r e a re so many co u rses a v a i la b l e f o r t h i s work, i t i s d e p lo ra b le t h a t t h i s c o n d itio n should e x i s t . A lthough each of the G.G.P. manuals su g g e sts Innum erable p r o j e c t s which a r e c l a s s i f i e d under th e h e a d in g of i n t e l l e c t u a l , some f o r t y le a d e r s who answered th e q u e s tio n n a ir e did n o t see f i t to l i s t v e ry many a c t i v i t i e s u n der t h i s h e a d in g . E i t h e r the groups a re c a rry in g on p r o j e c t s which should be c l a s s i f i e d as I n t e l l e c t u a l or e ls e t h i s phase of the work i s n o t b e in g touched upon. The d a ta on T able XI shows the r e s p o n s e to the q u e s tio n d e a lin g w ith t h e s o - c a l l e d I n t e l l e c t u a l p r o j e c t s . The q u e s tio n d e a lin g w ith the s e r v ic e p r o j e c t s o f the 42 TABLE IX THE ULASSIEI CATION OP COMRADE CLUBS IN OHUBGHES Of SOUTHWEST LOS ANGELES ACCORDING TO THEIR ORGANIZATIONAL RELATIONSHIP C l a s s i f i c a t i o n Frequency P e rc e n ta g e Church school c l a s s 12 80.00 Community group g 20.00 A d e p a rtm e n ta l group 0 T o ta l 15 45 TABLE X ACTIVITIES WHICH M AY BE CLASSIFIED AS jjEVOTIONAL WHICH HAVE BEEN CONDUCTED IN uHRISTIAH CITIZENSHIP PROGRAM UROUPS IN SOUTHWEST LOS ANGELES A c t i v i t i e s P . I . P. Frequency C. P ra y e r 5 ? 5 B ib le s tu d y 1 5 0 Only i n r i t u a l s 2 2 0 L ife problem s d is c u s s io n 0 3 2 B ib le s t o r i e s 1 1 0 B ib le d r i l l 1 0 0 T alking a b o u t Punday school le s s o n 1 0 0 44 TABLE x l ACTIVITIES W H IC H M A Y BE CLASSIFIED AS INTELLECTUAL W HICH H A V E BEEN CONDUCTED IN THE CHRISTIAN CITIZENSHIP PRO G RAM GROUPS IN SOUTHW EST LOS ANGELES A c t i v i t i e s F . I . P. Frequency c. G ra ft work 2 0 0 c p e c ia l to p ic s 0 2 0 Bead work 1 0 0 S l i d e s 1 0 0 I n d ia n s t o r i e s 1 0 0 utudy of v o c a tio n s 0 0 1 4 5 group s r e c e iv e d even a sm a lle r resp o n se as shown i n l a h l e X I I . I t i s v e ry a p p aren t t h a t t h i s phase of the a l l - r o u n d group program i s no t b eing touched, in many c ases th e l e a d e r s l e f t the b la n k p ro v id ed f o r t h i s answer e n t i r e l y empty. AS m ight be exp ected th e item a sk in g f o r in fo r m a tio n d e a lin g w ith th e p h y s i c a l program of the group drew a heavy r e s p o n s e . Almost ev ery q u e s tio n n a ir e l i s t e d one or more ite m s d e a lin g w ith th e p h y s ic a l a c t i v i t i e s o f the g roup, i t i s q u ite a p p a re n t t h a t a d d it i o n a l emphasis on the p h y s ic a l s id e of the program i s n o t needed, and on th e o th e r hand the w r i t e r i s n o t re a d y to say t h a t l e s s emphasis should be g iv e n . Because boys o f th e l a t e r c h ild h o o d p e rio d and the e a r ly and m iddle a d o le s c e n t p e rio d s a re so i n t e n s e l y i n t e r e s t e d in phy s i c a l a c t i v i t i e s , t h i s becomes the p a th of l e a s t r e s i s t a n c e and ta k e s th e p la c e o f p r o j e c t s w hich come h a r d e r, and which th e boys some tim es se em in g ly do n o t care a b o u t, f a b le X III i n d i c a t e s the fre q u e n c y of the v a r io u s p h y s ic a l a c t i v i t i e s which were l i s t e d , iin i n t e r e s t i n g o b s e rv a tio n i s made p o s s i b l e by T able XIV which shows t h a t f i f t y p e r c en t o f the churches u sin g the C h r i s t ia n c i t i z e n s h i p Program m ethod of approach do n o t have any p l a y f a c i l i t i e s e x c e p t the sm a ll c l a s s room w hich i s used fo r a m ee tin g p la c e o f the group. W illia m Ralph L aPorte i n h i s book R e c r e a tio n a l l e a d e r sh ip f o r Boys (M ethodist Book Concern 1927; p roves t h a t th e r e a r e two d i s t i n c t re a so n s why a church th ro u g h i t s boys* club work sh ould emphasize th e r e c r e a t i o n a l f e a t u r e s : The f i r s t i s t h a t an e d u c a tio n a l i n s t i t u t i o n can n ot a f f o r d to le a v e out o f i t s c u rric u lu m such a v i t a l f o r c e i n h a b i t 46 TABLE X II ACTIVITIES WHICH MAY BE CLASSIFIED A3 SERVICE WHICH HAVE BEEN CONDUCTED IN THE CHRISTIAN CITIZENSHIP PROGRAM GROUPS IN SOUTHWEST LOS ANGELES A c t i v i t i e s P . I . P. Frequency G. Around the church 3 5 0 B a sk e ts f o r th e needy 0 2 0 Paper d r i v e s 1 0 0 47 TABLE X I I I ACTIVITIES WHICH M AY BE CLASSIFIED AS PHYSICAL '.ffilCH HAVE BEEN CONDUCTED IK THE CHRISTIAK CITIZMTSHIP PROGRAM GROUPS IN SOUTHWEST LOS ANGELES A c t i v i t i e s F . I . P. Frequency G. A t h l e t i c s 7 9 5 Mass games 8 5 0 H ik es 2 7 3 Feeds 1 3 1 Swimming 1 1 0 H orseback r i d i n g 0 1 2 4 8 ÏTABLE XIV TYPE OP PLAY FACILITIES AVAILABLE IN THE TWENTY SIX GHDBGHES OP bOUTBTJEST LOS iiNGELES WHICH ARE USING THE G H SISTIM CITIZENSHIP PROGRAIÆ OP APPROACH D e s c r ip tio n Frequency Percen tage C lass room 13 50.00 Gymnasium 6 2 3 .0 8 L ig h te d c o u rt 3 11.54 Church basem ent 2 7.69 Large assem bly room 2 7.69 T o ta l 26 4 9 fo rm a tio n and c h a r a c te r developm ent as p l a y h a s proved to h e ...................The second re a s o n i s t h a t the church i s i n a p o s i t i o n to p ro v id e the most i d e a l su rro u n d in g s and l e a d e r sh ip f o r the p la y pro g ram ............. w hile th e answers to th e q u e s t io n d e a lin g w ith program emphasis were in co m p lete, and c a n n o t be r e l i e d upon e n t i r e l y , th e w r i t e r i s a f r a i d t h a t th e p i c t u r e p r e s e n te d i s a l l too tr u e i n many c a s e s . Une who i s i n a p la c e of s u p e r v is io n i s alw ays fa c e d w ith two a l t e r n a t i v e s ; he may send o u t each month a "canned" program f u l l o f s u g g e s tio n s , w hich a le a d e r can fo llo w and p u t the boys through or he may s t r e s s a t every o p p o r tu n ity th e n e c e s s i t y fo r an a ll- r o u n d program , and give s u g g e s tio n s a s to how th a t program may be developed o ut of th e n eeds and i n t e r e s t s o f the gro up i t s e l f . The f i r s t p la n w i l l secure p a r t i c i p a t i o n i n an a ll- r o u n d s e t o f a c t i v i t i e s n o t planned by t h e boys and to which th ey f e e l th ey have made no c o n t r i b u t i o n , and th e o th e r p la n w hich has been fo llo w e d in S'auDthweélt Los Angeles w i l l r e s u l t i n many c ase s i n th e p i c t u r e as shown in the accompanying T a b le s . A l i t t l e more o p t i m i s t i c p i c t u r e i s g a th e re d in C hapter V, where the r e s u l t s o f the program are d i s c u s s e d . P r a c t i c a l l y e v e ry le a d e r f e e l s t h a t he i s g a in in g ground, and t h a t c h a r a c t e r growth i s tak in g p l a c e , even in the groups where th e emphasis i s alm ost e n t i r e l y p h y s i c a l . A f te r a d i s c u s s i o n o f the e x t e n t and use o f the C h r i s t ia n C i ti z e n s h ip Program method of approach i t i s i n order to n o te th e fr a n k e v a lu a tio n of t h i s approach by the l e a d e r s who a re u sin g the su g g e s tio n s in th e b o y s' groups o f the D i s t r i c t . Pour t y p i c a l answ ers a re as fo llo w s: ^W illiam Kalph L aP orte, R e c r e a t io n a l L ead ersh ip of Boys, p . 18-19 50 I f e e l t h a t t h i s su g g e ste d method of approach i s a l i f e s a v e r . I t h e lp s to h o ld the i n t e r e s t of a l l th e hoys i n my c lu b . The p r e s e n t a t i o n of the i d e a l s o f C h r i s t i a n i t y by th is method i s i n v a l u a b l e . The trem endous amount o f keen clu b a c t i v i t y and le a d e r s h ip t r a i n i n g cannot be e s tim a te d . I t i s v a lu a b le a s i t allow s f o r group i n i t i a t i v e and demands of the l e a d e r s a p e r s o n a l i n t e r e s t in each boy. I t ta k e s advantage o f th e n a t u r a l i n t e r e s t of boys, and i s a d a p ta b le to any g ro u p . The b a la n c e d program su g g e s tio n s conform to the n a ti v e d r iv e s of boy l i f e , and w h ile i t g iv e s d e f i n i t e s u g g e s tio n s , i t i s f l e x i b l e so t h a t i t allo w s f o r a le a d e r * s i n i t i a t i v e . I t must be r e a l i z e d t h a t the av erage b o y s' le a d e r i s n o t t r a i n e d to make a s c i e n t i f i c a n a l y s i s o f any g iv e n meth od of approach, and that- i t i s v e ry e asy to say f l a t t e r i n g t h i n g s . I t i s tr u e however, th a t in t h e i r r e a c t i o n s to th e method o f approach, as su g g e ste d by t h e C h r i s t ia n C i ti z e n sh ip Program, a number o f l e a d e r s have c a u ^ t the h e a r t of the method,, and see t h a t i t i s no t a mould or a s e t through w hich boys should be shoved b u t r a t h e r i t i s a way o f b u i l d in g a program which w i l l a r i s e from t h e needs and i n t e r e s t s o f the l o c a l group.* i n answering t h i s q u e s tio n on th e e v a l u a ti o n of the c .G .P . method, le a d e r s u n d o u b ted ly asked them s e lv e s the fo llo w in g q u e s tio n s : Does i t i n t e r e s t and ho ld boys? I s i t a " s e t program" o r does i t allow f o r the i n i t i a t i v e o f the le a d e r ? Does i t r e l a t e a boy to the church and to h i s home? W ill i t app eal to a l l a g e s, even a f t e r a boy h a s been in the program two o r th re e y e a r s ? I s i t an e x tr a o r g a n iz a tio n or does i t f i t i n t o th e a lre a d y e x i s t i n g church- scho ol c la s s ? T able XV g iv e s th e e v a lu a tio n o f t h e le a d e r s a s they t r i e d to answer some of th e above q u e s t io n s . 51 TABLE ZV AN EVALUATION OF THE CHRISTIAN CITIZENSHIP PROGRAM METHOD OF APPROACH AS aTATED BY THE LEADERS OF BOYS' GROUPS IN aOUTH- _ WEST LOS ANGELES E v a lu a tio n Frequency A ppealing and i n t e r e s t i n g to th e hoy 9 I t t i e s th e hoy to the home and to th e church 8 Gives the hoy a d e f i n i t e r e l a t i o n sh ip to the church 7 Makes r e l i g i o n and God r e a l to the hoys 5 F u rn is h e s a p ro g re s s iv e program 4 I t i s l i f e c e n te re d 3 Does n o t r e q u ir e an e la b o r a t e se t-u p 2 P ro v id e s a s p le n d id o r g a n i z a t i o n f o r Sunday schoo l c l a s s 2 A d ap tab le to a l l age g ro ups 1 Makes p o s s ib le le a d e r i n i t i a t i v e 1 I t h e lp s th e boys to h e lp them selves 1 5 2 CHAPTER y LEADERSHIP I f you would be a le a d e r t r u e , J u s t t r a i n y o u r s e l f th ese th in g s to do- To merge y o u r s e l f i n t o your group, TO no known wrong co n sen t to sto o p . To grow i n p u rp o se , s t r e n g t h and p o is e , TO le a d onward toward c o d , a l l your b o y s . . . Mho should le a d a church group of boys which u s e s th e C h r i s t ia n C itiz e n s h ip Program method of approach? How old should he be? I t i s n o t the purpose of the w r ite r to en deavor to answer th e s e q u e s tio n s ; however, i t i s n e c e s s a r y t h a t th e e s s e n t i a l q u a l i f i c a t i o n s fo r a b o y s' l e a d e r be d is c u s s e d . H arry Thomas s t o c k i n h i s uhurch Work For Young P e o p le , (P ilg rim P r e s s 1929; l i s t s the f o llo w in g r e q u i r e ments f o r a le a d e r o f youth; A b i l i t y to g et the a d o le s c e n t s ' p o in t of view and to sym p a th iz e w ith i t even i f not in agreem ent w ith i t . Genuine i n t e r e s t in ev ery member of the group. Ü . knowledge o f the s u b j e c t . G enuineness of u h r i s t i a n l i f e and p u rp o se , oense of humor. Good p e r s o n a l i t y . cond uct o f s e s s io n s a s a b a s i s of g e n e r a l p a r t ic ip a t io n by th e members of the g roup . R e g u la r it y o f a tte n d a n c e . P a t i e n c e - L eaders of boys should be s p i r i t u a l l y dynamic, and able to i n t e r p r e t i n t h e i r own l i v e s th e r e l i g i o n of tjesus C h ris t so as to make i t a t t r a c t iv e to th e boys i n t h e i r groups'. The l e a d e r s of F r ie n d ly In d ia n t r i b e s and P io n e e r groups should p o s s e s s th o se q u a l i t i e s which w i l l , i n th e eyes of 1 C h r i s t i a n c i t i z e n s h i p Program manuals 2 Harry Thomas oto ck , church work w ith Young P e o p le , p . 72 53 th e hoys, make them h e ro e s to ev ery hoy. The l e a d e r s of Comrade Cluhs should have these same q u a l i t i e s , w hich, w h ile n o t c r e a t i n g the "hero w orship" r e a c t i o n , w i l l draw hoys to them on the b a s i s o f .f r i e n d s h i p . ' n church b o y s ’ l e a d e r , a tte m p tin g to u se the v h r i s t i a n C i tiz e n s h ip Program method of approach must f i r s t of a l l b e li e v e t h a t th e J e s u s method o f m eeting l i f e s i t u a t i o n s i s th e one way t h a t w i l l a id youth to day in 'm e e tin g h i s many problem s i n a complex ag e. He n e x t, i f he i s go ing to be c o n s i s t e n t , must b e lie v e i n th e law of growth and c h a r a c t e r f o r m a tio n . He must giv e h im s e lf . P a ra p h ra s in g D r. S h a v e r 's s ta te m e n t, "Who g iv e s h im s e lf , s e rv e s th r e e , h im s e lf , h i s boys, and th e M a ste r" .^ Many tim es i t i s n e c e s s a r y to answer the q u e s tio n s d e a l in g w ith the p ro p e r age o f l e a d e r s . Table XTI shows t h a t s i x t y - s i x p e r c e n t o f th e F r i e n d ly In d ian le a d e r s a re of c o lle g e age o r o l d e r . T his v e ry d e f i n i t e l y i n d i c a t e s t h a t churches a re f in d in g t h a t the b e s t l e a d e r s h ip fo r F r i e n d ly I n d ia n s comes from men o r young men o u t of h ig h sch oo l.- A c e r t a i n degree of. f a t h e r l i n e s s and u n d e rs ta n d in g i s needed i n work w ith boys o f t h i s age which v ery few o ld e r h ig h sch o o l boys h a v e . There a re u n q u e s tio n a b ly c e r t a i n o ld e r boys who p o s s e s s th e s e q u a l i t i e s and w^o make ad m irab le F r i e n d ly I n d ia n B ig C h ie fs . F ig u r e s , a s shown in T able XVII, i n d i c a t e t h a t th e age o f the l e a d e r s i n the P io n e e r c lu b s i s alm ost e n t i r e l y above the h ig h school p e r io d . Only t h i r t e e n p e r c en t o f the P io n e e r l e a d e r s a re o f h ig h sch oo l a g e . Over s i x t y - 1 Erwin L. S haver, How To Teach S e n io rs , p . EDO 54 TABLE XVI TEE APPROXIMATE AGES OF THE LEADERS OF THE FRIENDLY INDIAN TRIBES IN THE CHURCHES OF SOUTHWEST LOS ANGEIES Approximate age Frequency P e rc e n ta g e High school age 5 33 .3 3 C ollege age 3 20.0 0 23-40 5 33.33 41- 2 13.34 T o ta l 15 55 TABLE XVII THE APPEOXXMATE AGES OB THE lEABERS OB THE PIONEER CLUBS IK THE CHURCHES OP SOUTHWEST LOS ANGELES Approximate age Frequ en qy P e rcen tag e High School age 5 15 .0 4 . C ollege age 5 2 1 .7 4 25-40 11 4 7 .8 5 41- 4 17 .39 T o ta l 25 f i v e p e r c e n t of th e s e l e a d e r s a re above the c o lle g e a g e . The f i g u r e s on the Comrade le a d e r s show a s t i l l f u r t h e r r i s e in th e age o f the l e a d e r s h i p . Table XV III re c o rd s the in fo rm a tio n t h a t th e r e are no h ig h sch ool boys le a d in g Com rad e c lu b s , t h a t only fo u r c o lleg e age young men lea d th e se h ig h sch ool b o y s' grou ps, and th a t s e v e n ty - th r e e p e r c e n t of th e l e a d e r s h ip i s o v e r tw e n ty -th re e y e a rs o f age. The l e a d e r s of th e C h r is tia n O itiz e n s h ip Program groups in Southwest Los Angeles a re a l l men w ith the e x c e p tio n o f t h r e e . Table XIX g iv e s th e p e rc e n ta g e . I t is i n t e r e s t i n g to n o te in p a s s in g t h a t two o f the women le a d s u c c e s s fu l F r ie n d ly I n d ia n t r i b e s , and th e t h i r d i s th e le a d e r o f a P io n e e r gro u p . Who a re the l e a d e r s ? What i s t h e i r background? The fo llo w in g a n a l y s i s p r e s e n t s te n t y p i c a l l e a d e r s and g iv es a s p le n d id c r o s s se c tio n of t h e church b o y s ' le a d e r s h ip i n Southwest Los A ngeles: L eader A. Leads a Comrade c lu b - betw een 41-60 y e a rs of age- salesm an- member of th e ch urch - m ajored i n law a t C ollege b u t nev er g ra d u a te d - n e v e r taken any p r o f e s s i o n a l co u rses i n r e l i g i o u s e d u c a tio n n or in p u b lic school e d u c a tio n - has ta u g h t a ch u rc h -sc h o o l c la s s for fo u r y e a r s - h as rea d not|r- ing in the f i e l d of r e l i g i o u s e d u c a tio n n o r h a s he taken a n y th in g i n th e S tandard L ead ersh ip T ra in in g Schools. Leader B. Leads a F r ie n d ly In d ia n T rib e - between 18-26- out o f work- member of th e ch urch - g ra d u a te d from h ig h sc h o o l- has never taken any f u r t h e r t r a i n i n g along any o th e r l i n e - i s a. new le a d e r , w ith v ery l i t t l e e x p e rie n c e - i s doing n o th in g to improve the s t a t u s of h i s l e a d e r s h i p . Leader 0 . Leads a Comrade club- between 23-40 y e a rs o f age- a c le r k - member o f the ch u rch - c o lle g e g ra d u a te - g ra d u a te of a t h e o lo g ic a l sch o o l- h a s ta k e n fo u r p r o f e s s i o n a l co u rses in r e l i g i o u s e d u c a tio n - has taught in church sch o o ls f o r tw elve y e a r s - h as seven y e a rs e x p e rie n c e in the l e a d e r ^ i p o f b o y s' c lu b s- i s doing n o th in g a t p r e s e n t to improve h is l e a d e r s h i p . 57 TABLE X V III THE AEHROXIMATE AGES OF THE LEADERS OF THE COMRADE CLUB’S IN THE CHURCHES OF SOUTHWEST LOS ANGELES Approximate age Frequency Per cen tage High school age 0 C ollege age 4 26 .6 7 23-40 8 5 3 .3 3 41- 3 20.00 T o ta l 15 58 TABLE XIX THE NUMBER AND SEX OB THE LEADERS OF THE CHRISTIAN CITIZEN SHIP PROGRAM GROUPS IN SOUTHWEST LOS ANGELES Sex Freqa ency P e rce n tag e Male 51 94.45 Female 3 5.55 T otal 64 59 Leader L. Leads a P io n e e r Glub- betw een 23-40 y e a r s o f age- a salesm an- has gone to c o lle g e f o r two y e a r s - has taken no p r o f e s s i o n a l co u rses in r e l i g i o u s e d u c a tio n no r p u b l i c school e d u c a tio n - h a s ta u g h t a b o y s' c l a s s f o r two y e a r s - h as te n c r e d i t s i n th e s ta n d a rd L e a d e rsh ip T ra in in g w ork. Leader 2 . Leads a F r i e n d ly I n d ia n T rib e - below 18 y e a r s of age- i s a s tu d e n t in h ig h s c h o o l- h a s had e x p e rie n c e in young p e o p l e 's a c t i v i t i e s f o r two y e a rs and has le d a b o y s' group f o r one y e a r- re a d s r e g u l a r l y the den o m in atio n al le a d e r s h ip t r a i n i n g m ag a zin e . Leader F . Leads a Comrade c lu b - betw een f o rty -o n e and s i x t y y e a r s o f age- an e l e c t r i c a l e n g in e e r- member of the church- h a s tak en th r e e courses i n p u b lic school e d u c a tio n - has ta u g h t a b o y s' c l a s s f o r f iv e y e a r s - i s a r e g u l a r s tu d e n t i n th e s ta n d a rd L ea d ersh ip T ra in in g S c h o o ls. L eader G. Leads a P io n e er c lu b - between e ig h te e n and tw enty- f i v e y e a rs of age- i s a s tu d e n t- a member of the church- h as ta k e n no p r o f e s s i o n a l c o u rses i n p u b l ic school e d u c a tio n nor r e l i g i o u s ' e d u c a tio n - has ta u g h t a b o y s' c la s s f o r two y e a rs - r e a d s books on r e l i g i o u s e d u c a tio n , a t l e a s t one a month- h a s r e c e iv e d th re e c r e d i t s i n th e Stand ard L ea d ersh ip T ra in in g S choo ls. L eader H. Leads a F r i e n d ly I n d ia n ‘ J-'ribe- over f o r ty -o n e y e ars o f age- i s a l a n t e r n s l i d e l e c t u r e r - a member of the church- a c o lle g e g ra d u a te - has taken f iv e co u rses i n r e l i g i o u s edu c a t i o n in the S tandard L e a d e rsh ip T ra in in g Schools- h as ta u g h t c h u rc h -sc h o o l f o r t e n y e a r s - has been i n b o y s' work f o r f i v e y e a r s - re a d s r e g u l a r l y the d e n o m in a tio n a l l e a d e r s h ip t r a i n i n g m agazine- and keeps a b r e a s t of the books on r e l i g io u s e d u c a tio n . Leader I . Leads P io n e e r Club- i s between e ig h te e n and twenty- f i v e y e a rs o f age- i s a c o lle g e s tu d e n t- a member o f th e church- has ta k e n two c o u rses i n p u b lic school e d u c a tio n - has ta k e n p r a c t i c e te a c h in g in r e l i g i o u s e d u c a tio n - ta u g h t a b o y s' c l a s s fo r one y e a r and h a s worked i n young p e o p l e 's groups f o r fiv e y e a r s . Leader J . Leads a F rie n d ly I n d ia n ’ -^'ribe- i s between e ig h te e n and tw e n ty -fiv e y e a r s o f age- a c o lle g e s tu d e n t- a member of th e church- has taken th re e co urses i n p u b lic sch ool educa t i o n - and f i v e p r o f e s s i o n a l c o u rse s in r e l g i o u s e d u c a tio n - has ta u g h t fo r one y e ar and had e x p e rie n c e in b o y s ’ club work fo r e ig h t y e a r s . The c h a r a c t e r i z a t i o n s a re f o r te n t y p i c a l l e a d e r s . There are f o r t y - f o u r o t h e r s j u s t lik e them. Men and women w ith l i t t l e or no t r a i n i n g in die le a d e r s h ip of b o y s ' gro u p s, b u t who d e s i r e to make t h e i r c o n t r i b u t i o n to th e developm ent of 60 C h r i s t i a n c h a r a c te r in th e l i v e s o f b o ys, ü l l o f them a r e w orking om .a v o lu n te e r b a s i s ; t h e i r o n ly reward i s t h a t found i n le a d in g boys in th e J e s u s way o f l i f e . With t h i s m o tiv a tio n i s i t p o s s i b l e to c r e a t e d e s i r e f o r t r a i n i n g which w i l l a c t u a l l y r e s u l t i n a b e t t e r type o f b o y s' group l e a d e r sh ip ? E x p erien ce i s pro v in g t h a t b e f o r e a le a d e r may ev er hope to lea d h i s boys, he must h im s e lf have the d e s i r e to grow i n th e knowledge o f l e a d e r s h i p . With t h i s s p i r i t , b a c k e d up w ith c o n tin u o u s t r a i n i n g ex te n d in g over a p e rio d of months h ig h type l e a d e r s h ip i s bound to come. I s le a d in g a b o y s' club easy? Why does i t tak e t r a i n in g ? I s n ' t i t p o s s ib le to p u t die boys through t h e i r "p aces" and t r u s t to the fu tu re f o r r e s u l t s ? T able XX answ ers th e se q u e s tio n s , and a l s o shows v e ry d e f i n i t e l y th e problem s t h a t the l e a d e r s o f b o y s ' groups i n Southw est I*oB Angeles are f a c i n g . A few sa n p le r e a c t i o n s a r e : h a r d e s t problem i s to get th e boys t o ,e x p r e s s t h e i r cwn id e a s and to p la n t h e i r own a c t i v i t i e s . My club ru n s o u t of p e p . How do you g e t boys to p l a n t h e i r own a c t i v i t i e s ? The developm ent of se rv ic e p r o j e c t s seems alm o st im p o s s ib le . How do you g e t the c o o p e ra tio n s o f the m in is te r and a ls o how can a le a d e r keep i n p e rs o n a l touch w ith each boy? A s tu d y o f the problem s in Table XX shows t h a t th e re are two fundam ental problem s which a r i s e : f i r s t , th e one a r i s i n g from th e l a c k of t r a i n i n g and u n d e rs ta n d in g of boy l i f e , and th e second, t h e problem s a r i s i n g from th e im p ro p e r a d m i n i s t r a t i o n of the b o y s' work program in the lo c a l c hu rch. An example of t h e l a t t e r i s th e problem o f s e c u rin g 61 th e t r a n s p o r t a t i o n f o r th e hoys on i h e i r t r i p s , ü good i l l u s t r a t i o n of the f i r s t fundam ental problem i s , "How may I c re a te a s p i r i t o.f re v e re n c e d u rin g p r a y e r s " ? Problems of t h i s type can o n ly be solved by e x p erien c e and c o n tin u o u s t r a i n i n g . The problem s a r i s i n g from poo r a d m i n i s t r a t i o n a re o n ly solved when a few laymen o th e r than the le a d e r g e t back o f the church b o y s ’ work and h e lp to c r e a te a church con s c io u s n e s s f o r the need o f b o y s ' workf , One of the g r e a t "widbes" or " d e s i r e s " i s the demand f o r r e c o g n i t i o n . T his i s e s p e c i a l l y t r u e amongst l e a d e r s o f b o y s' c lu b s . I f a le a d e r f e e l s t h a t h i s work i s re c o g n iz e d and t h a t i t i s a p p r e c ia te d by th e church l e a d e r s , then t h a t l e a d e r w i l l tu r n i n a much b e t t e r " jo b " . T his r e c o g n i ti o n may take many form s, b u t w ith o u t i t , th e a v erag e le a d e r l o s e s i n t e r e s t and in many c ases drops out of the p o s i t i o n o f le a d e r s h ip . On the o th e r h a n d , the r i g h t amount of r e c o g n itio n and p u b l ic a p p r e c i a t i o n w i l l cause him to spend e x t r a hou rs w ith boys; i t w i l l m o tiv a te him to a tte n d le a d e r s h ip t r a i n i n g c l a s s e s ; i t w i l l c h alle n g e him to go the second m ile i n home v i s i t a t i o n ; and i t w i l l a ls o h e lp a t home to make the w ife o r m other f e e l t h a t h e r husband o r son i s doing g r e a t work, and a w ork t h a t demands one hundred p e r c en t c o o p e ra tio n from th e loved ones a t home. The d a ta p r e s e n te d i n Table XXI g iv e s v a r i o u s methods which a id i n the development o f the church c o n sc io u sn e ss f o r the need o f b o y s' w ork. A lthough th e ite m on Boys' Work Committee h as o n ly an a c tu a l fre q u e n c y of f o u r , th e w r i t e r b e li e v e s t h a t a w e ll run, f u n c tio n in g b o y s' w ork committee 62 TABLE XX THE PROBLIMS OP LEADERS IN SOUTHWEST LOS ANGELES AS THEY LEAD BOYS' CLUBS WHICH ARE USING E E CHRISTIAN CITIZENSHIP PROGRAM AETHOD OP APPROACH Problem s Frequency To se cu re th e s u s ta in e d i n t e r e s t o f th e boys. 9 To g et th e bo y s to p l a n t h e i r own a c t i v i t i es 8 S u f f i c i e n t t r a n s p o r t â t ! on 4 To g e t over the d e v o tio n a l program 4 How to know i n d i v i d u a l need s 3 T ra n s fe r o f te a c h in g to conduct 3 To secu re p a s t o r a l c o o p e ra tio n 3 Hot enough tim e a t m ee tin g s 2 Lack o f s t o r i e s and knowledge o f h o b b ie s 2 Lack of i n t e r e s t by men o f the church 1 How to se cu re rev e ren c e 1 63 TABLE XXI METHODS BOR (CREATING A CONSCIOUSNESS FOR THE NEED OF CHURCH BOYS' W ORK AS STATED BY THE LEADERS AND MINISTERS OF CHURCHES IN SOUTHWEST LOS ANGELES USING THE CHRISTIAN CITIZENSHIP PROGRAM Method Frequency N o tic e s in church b u l l e t i n s 11 P a r e n t s ’ N ig h ts 10 S p e c ia l e n te r ta in m e n ts by boys 6 Boys take charge o f th e s e r v i c e s 5 Men and boys b a n q u ets 5 B oys' work committee 4 P u ttin g boys to work around th e church 4 Home v i s i t a t i o n % Messages from the p u l p i t 2 B oys' work ite m i n th e budget 2 Survey by the c h u rc h e s ’ c o u n c il o f r e l i g i o u s e d u c a tio n 2 64 can do more f o r th e h o y s' work o f a, g iv e n church than any one o th e r f a c t o r . S u g g e stio n s fo r the p ro p e r o r g a n i z a t i o n of a church h o y s' work committee may he found i n th e P io n e e r L e a d e r s ' M anual.^ 1 bee Appendix F 65 OEÆ PTER V HE8 U1 TS OF THE ÜHRI8 TIAH UITIZIMSHIP PROGRAM METHOD OF APPROACH One of the g r e a t e s t needs a t the p r e s e n t time i n the f i e l d of hoy8^ work i s for a n o n - t e c h n ic a l method o f m easure ment o f p r o g r e s s i n group w ork. I s a l e a d e r " g e t t i n g any w here"? I s c h a r a c t e r heing developed i n e ac h hoy? Are hoys form ing r i ^ t a t t i t u d e s ? These a re o n ly a few o f the p e r t i n e n t q u e s tio n s t h a t growing hoys' leaders a re f a c i n g . Be f o r e r e s u l t s can he examined o r d iscu ssed i t is necessary t h a t m ethods f o r determining th ese r e s u l t s he su rv ey ed . Tahle XXII r e v e a l s the meihods used hy th e C h r i s t i a n C i t i z e n ship. Program l e a d e r s in Southwest L os-A ngeles. A ll of these methods a r e u n s c i e n t i f i c , h u t a t th e same time a re r a t h e r c r i t i c a l . One o p p o rtu n ity i n l e a d e r s h i p t r a i n i n g w hich p ro h - a h ly i s not emphasized a s i t should he i s th e s t r e s s which must he p la c e d on th e im portance of c o n s t a n t l y m easuring the work done hy each h o y s' l e a d e r . I s the work w orth w h ile? A lthough t h e t a b l e s showing program emphasis d is p la y e d a la c k of a t t e n t i o n to many im p o r t a n t p h a ses o f the program , t h e l e a d e r s i n t h e i r answers i n the q u e s t io n n a ir e h e lie v e t h a t r e s u l t s a re heing a c h ie v e d . I f th e i n t e r e s t i s good, and th e group a tte n d a n c e e x c e l l e n t , le a d e r s as a whole consider t h a t w o rthw h ile r e s u l t s a re Veihg o b ta in e d . While the r e s u l t s as n o ted i n ^ a h le s X X III, XXIV, and XXV, a re n o t founded upon s c i e n t i f i c i n v e s t i g a t i o n , they do prove a t l e a s t to the l e a d e r s , and to t h e m in i s t e r s o f 66 TABLK X X II METHODS USED jj'C R 4ÎSASÜHIHG PROGRESS AS STATED BY THE OF OHEISTIAH OITIZEIISHIP PROGRAM GRORPS I I SODTEWESI LOS Æ E L E S Methods F requency By th e i n t e r e s t of th e hoys 8 Use o f the score card 5 R e s u lts in th e l i v e s o f the hoys 5 P e rs o n a l in te r v ie w s 4 P e r s o n a l o b s e r v a tio n 3 By group a t t i t u d e 2 Y/athh r e a c t i o n s d u rin g d is c u s s io n s .12 By th e amount o f le a d e r s h ip produced 1 67 th e church es t h a t the C h r i s t ia n c i t i z e n s h i p Program method o f approach i s f u n c t i o n in g . Tahle XXIII v e ry d e f i n i t e l y i n d i c a t e s t h a t hoys a r e g e t t i n g a b e t t e r g ra sp of th e C h r i s t ia n l i f e because of th e group work w hich th ey a re e x p e r ie n c in g . The r e s u l t w ith h i p e s t fre q u e n c y i s t h a t w hich s o c i o l o g i s t s would l a b e l a s the " p ro c e ss of s o c i a l i z a t i o n " . U ndoubtedly hoys a r e f e e l ing a f i n e r s p i r i t of C h r i s t ia n com radeship because of th e group e x p e rie n c e . The f a c i n g of l i f e s i t u a t i o n s i n th e h e a t of the a t h l e t i c c o m p e titio n i s c r e a t i n g a r e a l g p i r ih o f s p o rts m a n s h ip . Prom the church p o i n t of view, the r e s u l t s i n the l i v e s o f th e hoys i n r e l a t i o n s h i p to the church are most encourag i n g . I n t e r e s t i n church a c t i v i t i e s and church work i s the item w ith g r e a t e s t fre q u e n c y i n T ahle XXIV. Second to t h i s i s the in c r e a s e i n church a tte n d a n c e , and g e n e ra l f a i t h f u l n e ss to a l l the m eetin g s of th e c h u rc h . T hird i s the a c t u a l i n c r e a s e i n church membership because of the group a c t i v i t i e s zilthough th e re i s l e s s resp onse on the q u e s tio n d e a lin g w ith r e s u l t s i n the home, s t i l l a goodly group f e e l s t h a t r e s u l t s a re h e in g a ch iev e d w ith th e hoys in t h e i r r e l a t i o n sh ip to t h e i r homes. This r e a c t i o n on r e s u l t s i n the home l i f e i s p ro b a b ly the h a r d e s t to r e a l i z e a s i t i s p r a c t i c a l l y im p o s sib le to g e t a t t h i s q u e s tio n u n l e s s a given le a d e r a c t u a l l y v i s i t s each home and t a l k s w ith each p a r e n t , seven l e a d e r s n o te d t h a t the hoys seemed more w i l li n g to h e lp i n the home, w ith f i v e o t h e r s f e e lin g t h a t the hoys had a 68 TABLE X X I I I DEFINITE RESULTS üEEN IN TEE LIVES OF TEE BOYS AS STATED BY TEE LEADERS OF CHRISTIAN CITIZENSHIP PROGRAM GROUPS IN SOUTHWEST LOS ANGELES R e s u lts F requency F in e s p i r i t o f com radeship 12 A "better g rasp o f th e C h r i s t i a n l i f e 9 B e t t e r sportsm anship . 5 They le a d c le a n e r l i v e s 4 More independence 4 Assume more r e s p o n s i b i l i t i e s 4 Boys r e p o r t answ ers to p r a y e r s 2 T r a in s f o r le a d e r s h ip 1 B e t t e r a t t i t u d e toward school 1 More h o h e s ty 1 69 TABLE XXIT DEPIHITE RESULTS SEEH IH TEE CHURCH A3 STATED BY THE LEADERS OF CHEISTIAR CITIZEHSHIP PROGRAM GROUPS IK SOUTHWEST LOS ANGELES R e s u lts Frequency G re a te r i n t e r e s t in a c t i v i t i e s and w ork of th e church 14 More f a i t h f u l a tte n d a n c e to the m eetin g s o f the church 12 Many gioin the church 7 More i n t e r e s t i n the B ib le 5 More w i l l i n g to work f o r th e church 4 G r e a te r s p i r i t o f w orship 2 O lder boys w i l l i n g to te a c h 2 C re a te s a d u lt i n t e r e s t 1 70 g r e a t e r s p i r i t of d e v o tio n to t h e home because of the g r o u p s ' program . Table XXV g iv e s th ese f r e q u e n c i e s . 71 TABLE XXV DEFINITE RESULTS SEEN IN THE BOYS' ATTITUDE TOW ARD THE HOME AS STATED BY THE LEADERS OF CHRISTIAN CITIZENSHIP PROGRAM GROUPS IN SOUTHWEST LOS ANGELES R e s u lts Frequency W illin g to h e lp a t home, 7 More d e v o tio n to p a r e n ts 5 B e t t e r s p i r i t betw een f a t h e r and son 5 U n ited the home to the church 3 7 2 CHAPTER V II CONCLUSION AND RECOMMENDATIONS 1. Every i n d i c a t i o n p o i n ts to th e f a c t t h a t v e ry few h o y s' l e a d e r s of Southwest Los A ngeles have t h e new view o f the c u rric u lu m . Even those who w ish to have c h a r a c t e r d e v e l oped ex p ect to see i t happen th ro u g h the u se of a m a t e r i a l c e n te re d c u rric u lu m . This means t h a t th e Y.MdC.A. in Southw est Los A ngeles should e n r i c h i t s c u rric u lu m of le a d e r s h ip .tra in in g , so as to h e lp a l l o f th ese l e a d e r s g a in f o r them selves an adequate c o n c e p tio n of th e i d e a l c u r r i c u lum of r e l i g i o u s e d u c a tio n . Each lo c a l church h a s a v ery heavy r e s p o n s i b i l i t y i n t h i s re g a rd a s the p rim a ry p o in t of c o n ta c t i s made by th e l o c a l church l e a d e r s . Those charged w ith th e o p p o r tu n ity of l e a d e r s h ip t r a i n i n g should p ro v id e a type o f i n s t r u c t i o n w hich w i l l g r a d u a lly , through a s y s te m a tic p ro ced u re h e lp n o t o n ly b o y s ' l e a d e r s , b u t a ls o th e t e a c h e r s o f g i r l s ' c la s s e s to come to an u n d e rs ta n d in g and a p p r e c ia tio n o f the new view o f th e cu rric u lu m . 2, Through em phasis a t th e C h r i s t i a n C iti z e n s h ip Program L e a d e rs ' C ouncil m eetin g and i n p e r s o n a l c o n fe re n c e s, le a d e r s should be urged to fo llow a s u i t a b l e course of study along the l i n e s of C h r i s t i a n l i f e d i s c u s s i o n in each of t h e i r g ro u p s. With s u f f i c i e n t m a t e r i a l a v a i la b l e th e r e i s no excuse f o r any group n o t spending a t l e a s t tw anty min u t e s o f t h e i r mid-week m eeting on t h i s p a r t of th e program . 73 3. Church h o y s ' work com m ittees, m i n i s t e r s , and th e Y.M.C.A. s e c r e t a r i e s should c o n ti n u a l l y h e lp l e a d e r s to e v a lu a te t h e i r work i n the l i g h t of the b e s t known p ro c e d u re . S e m i-s c ie n t i f i c t e s t s should .be p re p a re d by the le a d e r s th e m se lv e s, so t h a t th ey may t e s t t h e i r work and g a in a. t r u e p i c t u r e o f the p r o g r e s s t h a t i s b e in g made. 4 . L ead ers should be u rg ed to v i s i t the homes o f th e boys i n t h e i r c lu b s . I f the l e a d e r can n o t give th e time to t h i s a l l - im p o rta n t phase o f the work, o t h e r church laymen sh o u ld be e n l i s t e d to do t h i s c a l l i n g . 5. B efore any church can ev er hope to do a l a s t i n g p ie c e of b o y s ' work, a f u n c tio n in g b o y s' work committee should be se c u red , w ith the "key b o y - m an"of the church as the chairm an. T his committee w i l l len d d i g n i t y to th e work and, i f p r o p e r l y o rg a n iz e d w i l l prove in v a lu a b le to th e le a d e r o f th e b o y s ' g ro u p . I t i s t h i s group w orking as a sub-commit tee on th e c h u rc h e s ' c o u n c il o- r e l i g i o u s e d u c a tio n t h a t h as th e com plete charge o f the b o y s' w ork program i n a g iv en c h u rc h . 6. a lth o u g h th e re are o n ly a few boys o f h ig h school age le a d in g f r i e n d l y I n d ia n t r i b e s i n Southwest Los A ng eles, i t i s fo r the b e s t i n t e r e s t s o f the work t h a t the use o f boys of t h i s age be frowned upon. The most s u c c e s s f u l f r i e n d l y In d ia n t r i b e s a re th ose whose le a d e r s a re o ld e r men. 7. The Y.M.C.A. i n Southw est Los Angeles should assume an a c t i v e le a d e r s h ip th ro u g h th e C h r i s t i a n C i tiz e n s h ip Program and in L e a d e rs' C ouncil m ee tin g s in th e fo rm atio n of a B oys' L ea d ersh ip S ta n d a rd . T his sh o u ld , o f c o u r s e , be p re p a re d by the l e a d e r s th em se lv e s, ad o p ted by them, and th en c o p ie s 74 sh o u ld he made a v a i l a b l e fo r use i n the lo c a l c h u rc h es. I t should n o t be a Y.M.C.A. p ro d u c t b u t sh ould come from the le a d e r s th e m se lv e s. 8. From t h e L e a d e rsh ip s ta n d a r d a L e a d e rs ' C o n tra c t should be p re p a re d by a committee of l e a d e r s , which could be used i n th e l o c a l church . 9. As a p a r t o f t h i s p la n a B oys' L e a d e rs' Commission should be p re p a re d w hich could be p r e s e n te d to th e le a d e r a f t e r he ad o p ts the s ta n d a r d and sig n s the L e a d e rs' C o n tr a c t. The emphasis i n a l l o f t h i s should come from the church, and should be g iv e n by the c h u rc h . The Y.M.C.A. shou ld s t a r t the p r o j e c t s i n the L e a d e rs ' C ouncil which i s h e ld ev ery m onth. 10. The su g g e s tio n s made in seven, e ig h t , and nine would then become a p a r t of ^ s t e m of r e c o g n itio n f o r b o y s' le a d e r s . T h is form al r e c o g n i ti o n i s needed b a d ly , and ste p s should be tak en w dthin the n e x t s ix months to g e t such a p l a n under way. 11. I t seems im p o s s ib le , b u t i t i s tr u e , t h a t many church es do n o t see th e v alu e in le a d e r s h ip t r a i n i n g . Some of th e s e churches have b o y s' groups, and i t goes w ith o u t say ing t h a t i t i s i n th ese churches t h a t t h e b o y s' le a d e r s need a d d i t i o n a l t r a i n i n g . M in is te r s , b o y s ' work com m ittee men, and b o y s ' le a d e r s sh ould a l l be " s o ld " on th e extreme im portance o f a d e q u a te t r a i n i n g fo r t h e work t h a t they a re a tte m p tin g to do . 12. Each church sh ould provid e each of i t s b o y s' l e a d e r s w ith a good magazine on r e l i g i o u s e d u c a tio n , s u i t a b l e f o r f o r the age of hoys which the le a d e r i s h a n d lin g . 13. The Y.M.C.A. s e c r e t a r i e s i n Southwest Los A ngeles should spend more time in a c t u a l group s u p e r v is io n . I f n e c e s s a r y , a d d i t i o n a l men should he added to the s t a f f ) i n order t h a t t h i s e x tre m e ly im p o rtan t phase o f th e work he done. 14. I n t e r - g r o u p c o o p e ra tiv e a c t i v i t i e s o th e r than p h y s i c a l shou ld he plan ned hy the l e a d e r s , so th a t the im petus f o r an a l l - r o u n d program w i l l n o t only come from each le a d e r h u t w i l l a ls o come from th e o u t s i d e . T his w i l l tend to i n c r e a s e th e a c t i v i t i e s o f th e group, because th ey w i l l n a t u r a l l y d e s i r e to sh a re i n th e c o o p e ra tiv e program o f the d i s t r i c t . In c o n c l u s i o n . I t i s the hope o f th e w r i t e r t h a t t h i s stu d y w i l l be a s s tim u l a ti n g to tho se who rea d i t as i t has been to the one who h a s w r i t t e n i t . 76 BIBLIOGRAPHY B e t t s , George H e rb e rt, The G urriculum o f R e lig io u s E d u c a tio n . The Abingdon P r e s s , New York, 1924. B e t t s , George H e rb e rt, How To Teach R e l i g i o n . The Abingdon P r e s s , New York, 1919. B e t t s , George H erb ert, Hawthorne, M arion 0 . , Methods i n Teach in g R e l i g i o n . The Abingdon P r e s s , New York, 1925. Bower, W illiam C lay to n , The Gurriculum o f R e lig io u s E d u c a tio n . C harles S c r i b n e r 's Sons, New York, 1926. Coe, George A lb e r t, A S o c ia l Theory of R e lig io u s E d u c a tio n . C h a rle s S c r ib n e r 's Sons, New York, 1919. Coe, George A lb e r t, What i s C h r i s t i a n E d u c a tio n . C h arles S c r ib n e r 's Sons, New York, 1929. Emme, E a rle Edward, S te v ic k , Paul Raymond, P r i n c i p l e s of R e lig io u s E d u c a tio n . The M acm illan Co., New York, 1927. Gibson, H. W. B oyology . A s s o c ia tio n P r e s s , New York, 1916. Gregg, Abel J ., Group L eaders and Boy C h a ra cter, 2nd e d .. A s s o c ia tio n P r e s s , New York, 1927. L a P o r te , W illiam R alph, R e c r e a tio n a l L ead ersh ip o f B o y s. The M e th o d ist Book Concern, New Yor k, 1927. Moore, Mary Anne, S e n io r Method in t h e Church P c h o o l. The Abingdon P r e s s , New York, 1929. McKibben, Frank M ., In te r m e d ia te Metbod i n th e Church S c h o o l. The Abingdon P r e s s , New York, 1926. P ow ell, Marie Cole, J u n i o r Method in th e Church S c h o o l. The Abingdon P r e s s , New York, 1923. R ich a rd so n , Norman E . , The Church a t P l a y . The Abingdon P r e s s , New York, 1922. 77 S h a v e r, Erwin L ., T eaching A d o le sc e n ts in the Church S c h o o l. George H. Doran Co,, New York, 192 3. Shaver, Erwin L ., How To Teach S e n i o r s . The P ilg r im P r e s s , B o sto n , 1927. S h e rid a n , Alma S ta n le y , T eaching I n te r m e d ia te s i n th e Church S c h o o l. The M e th o d ist Book Concern, n . p . 1928. S o a res, Theodore G e rald , R e lig io u s E d u c a tio n . The U n iv e r s ity o f Chicago P r e s s , Chicago, 1928. S tock, H arry Thomas, Church Work With Young P e o p l e . The P ilg r im P r e s s , B oston, 1929. V ie th , H. P a u l, Teaching For C h r is tia n L iv i n g . The B ethany P r e s s , S t. L o u is, Mo., 1929. C h r i s t i a n C itiz e n s h ip Program Manuals, F r i e n d ly I n d i a n , P i o n e e r , and O lder B oys. S ta te Council o f Young C h r i s t ia n A s s o c ia tio n s of C a l i f o r n i a , Los A ngeles, 1929. APPENDIX À 78 SOUTHWEST LOS ANGELES CHRISTIAN CITIZENSHIP PROGRAM SURVEY Group L e a d e rs ' Report Church Date A ddress . Name o f l e a d e r 1. Types of g r o u p :F r ie n d ly I n d ia n P io n e e r____Comrade_________ 2 . e n ro llm e n t_______Average a tte n d a n c e _______________ 3. C l a s s i f i c a t i o n o f group:Sunday School C la s s D ept, groups G 0 mrnuni t y _______ 4 . si h a t a c t i v i t i e s do you and the boys p la n ? a . D ev o tio n s__________________________________________________________ b . Study, d i s c u s s i o n s , s t o r y h o u r, c r a f t work_________________ c . S e rv ic e ___________________________________________________________ _ d . R ecreation 5. What d e f i n i t e r e s u l t s have you seen because of th e use of the C h r i s t ia n C itiz e n s h ip Program? I n th e l i v e s o f boys a ._________________________________________ ; __________________________ b ._________________________________________________ c .___________________________________________________________________ In th e church a . ____________________________________________________________________ b .___________________________________ c . I n th e home a . _______ b . _______ c . 79 6. What a re your s p e c i a l problem s a s a le a d e r o f boys? 7. In what ways have you found th e G h ils tia n c i t i z e n s h i p Program method o f appro ach s a t i s f a c t o r y ? a . b . c . d. e . r 8. I n what ways have you found th e C h r i s t i a n u i t i z e n s h i p Program method o f approach u n s a t i s f a c t o r y ? a . b . c . d. e . 9. What d e f i n i t e s u g g e s tio n s can you make so as to improve th e C h r i s t ia n C itiz e n s h ip Program method of approach? a . _________________________________________________________________ _ b .______ ___________________________________________________________ c . _________________________________________________________________ d .________________ ; _________________________________________________ e . 10. ,Vhat i s your f r a n k judgment o f the work o f the Y.M.C.j a s th e c o - o r d in a tin g agency? 11. What means do you use for m easuring your work? 80 12. M isc e llan e o u s Remarks. 81 APPENDIX B SOUTHWEST LOS ANGELES CHRISTIAN CITIZENSHIP PROGRAM SURVEY S u p e r v is o r s ' or A d m in is tr a to r s ' R e p o rt, church Date Address Name 1. Number of C .c .P . groups in your churchy F r i e n d ly In d ia n P io n e e r Comrade_____ 2 . E nrollm ent in each g r o u p :F r ie n d ly In d ia n P io n e e r___ Comrade _ 3. When do groups m e e t:F r ie n d ly I n d i a n T rib e _____________ P io n e e r c lu b ________________________ - Comrade Club 4. How would you c h a r a c t e r i z e your groups? Sunday achool c l a s s _______ n e p t.c ro u p com.croup 1 Teacher Plan 2 Teacher P la n F r ie n d ly In d ian _______________________________________________ P io n e e r_________________________________________________________ comrade_________________________________________________________ 5. In what ways have you found th e C h r i s t i a n C itiz e n s h ip Program method o f approach s a t i s f a c t o r y ? a ._______________________________________________________________ b . ______________________________________________________________ c. — - ^ .................................................................................... e .___________________________________________ 6. i n what ways have you found th e C h ristian c it iz e n s h ip frogram method o f approach u n s a t is fa c t o r y ? a . 82 b .___________________________________________________________________ c .___________________________________________________________________ d . ___________________________________________________________________ e .___________________________________________________________________ 7. Wîiat d e f i n i t e s u g g e stio n s can you make f o r im proving . th e C h r i s t i a n C i ti z e n s h ip Program method o f approach? a .___________________________________________________________________ b .___________________________________________________________________ c .___________________________________________________________________ d . ___________________________________________________________ 8. What i s your f r a n k judgment of the w ork o f the Y.M.C.A. a s the c o - o r d in a tin g agency? a .__________________________________________________________ b .____________________________________________________________ ;_______ c . ; _____________________________________ 9. What d e f i n i t e r e s u l t s have you seen because o f the use o f th e C h r i s t i a n C i tiz e n s h ip Program method o f approach? In the l i v e s o f boys? a . _________________________________________________________________ b . _____________ ^ _________________________________________________ c ._______ , _________________________________________________________ In the church? a ..__________________________________________________________________________________ h . _________________________________________________________________ c . _____________________________________________________________ I n the home? a .____________________________________________________________ b . ________________________________________________________________ c . 88 10, What a re your s p e c ia l problem s as an a d m in is tr a to r o r s u p e r v is o r o f b o y s' work?_________________________________________ 11. What i s b e in g done i n your church to c r e a te a growing c o n sc io u sn e ss fo r the need o f b o y s' work?____ . ____________ 12. What i s your church doing to r a i s e th e s ta n d a rd o f le a d e r s h ip i n i t s boys work? _________________________________________ 13. What is th e membership o f your church 14. What i s the e n ro llm e n t i n your Sunday School? Average a tte n d a n c e ? _______________________________ _____ 15. M isc e lla n e o u s Remarks 8 4 APPENDIX C SOUTHWEST LOS ANGELES CHRISTIAN CITIZENSHIP PROGRAM SURVEY B oys' L e a d e rs' Background. (P lease n o t e , use checkmark i n answ ering each q u e s tio n w ith the e x c e p tio n s of 3-5-9 and 10) 1. Type o f g r o u p :F r ie n d ly In d ia n P io n e e r___ Comrade_________ 2. L e a d e rs ' Age:Below 18___ 18-25___ 26-40 41 -6 0___Over 60 3. L e a d e rs' P r e s e n t O ccupation___________ _____________________ 4. Are you a member o f a church? Yes No 5. G eneral E d u ca tio n : L ess than 8th Grade g ra L ess than 8th Grade g ra d u a tio n Less th a n High School g ra d u a tio n High School g r a d u a tio n P a r t i a l Normal or College Course M a jo r Subject__ G ra d u atio n from Normal or C o lle g e___ Major S u b je c t How many y e a r s of g ra d u a te stu d y____ Major Subject^ T h e o lo g ic a l 8tudy_______________________________________ ^ Advanced D egrees________________________________________ 6. P r o f e s s io n a l co u rses taken in P u b l i c School e d u c a tio n . E d u ca tio n on C i ti z e n s h ip _______ __________ C o n s t i t u ti o n of the U nited S t a te s P r i n c i p l e s o f Elem entary' E d ucation P r i n c i p l e s o f Secondary Education_J H is to r y o f E d u c a tio n s________________ O ther Course 7. P r o f e s s io n a l c o u rse s taken in R e lig io u s E du catio n I n t r o d u c t i o n to R e lig io u s E d u c a tio n ____________ P r i n c i p l e s and Methods in Teaching P sychology of Childhood and A dolescence B i b le _________________________________________ ; O ther Courses 8. S ta te number of y e a rs ex p erien c e i n any o f the fo llo w in g P u b lic School te a c h in g ____________________________ Sunday School te a c h in g Young P e o p l e 's S o c i e t i e s Boys' Club Work Y.M.C.A.____________________ S c o u tin g _________________ 86 9. Improvement i n S e rv ic e what j o u r n a l s of R e lig io u s E d u catio n re a d r e g u l a r l y What hooks on R e lig io u s E d u ca tio n re a d d u rin g p a s t 12 m onths__________________________________________________ __ have you a tte n d e d C ollege c l a s s e s i n l a s t 12 months Have you r e c e iv e d any c r e d i t s i n S ta n d ard L ead ersh ip T ra in in g School i n th e l a s t 12 months______________ - 1 0 .Because fo rm al academic stu d y i s n o t n e c e s s a r i l y the m easure of a le a d e r ^ grow th, what non-academ ic stu d y in g haye you done______________________________________________________ In o rd e r to make a thorough stu d y , i t i s e s s e n t i a l t h a t each l e a d e r check t h i s b la n k . We are a s k in g your c o o p e ra tio n i n o rd er th a t th e r e may be 100^ r e p o r t . I f you care t o , you may s ig n your name; however, i t i s en t i r e l y o p t io n a l . Si gn ed_^_____________ .______ iiPPEHDIX D 86 V ^ n u Ü jtB P at iiatrirt ^tanîiarî» Keabfralfip ©raining B rl^nol C o n d u c te d b y S O U T H W E S T D IS T R IC T C O U N C IL O F R E L IG IO U S E D U C A T IO N of L os A n g eles, C a lifo rn ia A ffiliated w ith SO U T H E R N C A L IF O R N IA A N D ! | IN T E R N A T IO N A L C O U N C IL S O F R E LIG IO U S E D U C A T IO N S eco n d (S p rin g ) S e m este r 1 9 2 9 -1 9 3 0 I I F e b ru a ry 25 to A p ril I, 1930 I I I E a c h T u e sd a y E v en in g , 7:15 o ’clo ck a t th e ^ ST. M A R K S M E T H O D IS T E P IS C O P A L I C H U R C H f I 5 2 n d a n d M ain S tre e ts appendix d 86 OBJECTIVE AND PLAN P lan n ed to m eet th e a ctu al n eeds of tea ch e rs in th e S o uthw est D istrict, th e S o u th w est D istrict C ouncil of R e ligious E d u catio n ag ain offers th e follow ing cu rric u lu m fo r th e second “ S p rin g ” sem ester, 1 9 2 9 -1930. A s in th e p ast, th e school will be org an ized u n d e r th e p lan of th e In te rn a tio n a l C ouncil of R eligious E d u catio n and all of th o se w ho m eet th e re q u ire m e n ts will receiv e c red it to w ard s a S ta n d ard L ead ersh ip diplom a. T h e c u rric u lu m co m m ittee w as influ en ced in its choice of cu rric u lu m by th re e fa cto rs: first, th a t g re a t b o d y of tea ch e rs w hich is w o rk in g to w ard s th e S ta n d ard L ead ersh ip dip lo m a; second, m any p eo p le in th e c h u rch e s of the S o uthw est D istrict w ho a re in ten sely in te rested in th e field of C h ristian E d u catio n , bu t w ho a re n o t te a c h e rs; and th ird , th e larg e n u m b e r of co n se cra te d S u n d ay School su p e rin te n d en ts w ho d esire fu r th e r kno w led g e in th e field of S u n d ay School a d m in istratio n . T h e officers of th e S o u th w est D istrict C ouncil of R eligious E d u catio n an d o f th e S ta n d ard L ead ersh ip T rain in g School are as follow s; H o w ard , J. H ., P resid en t P ly m o u th C o n g reg atio n al F red E. D udley, V ice-P resid en t K nox P re sb y te ria n M rs. 1. L. H o u g h to n , S e c retary C h u rc h of God C. W . H all, T re a su re r U n iv ersity M eth o d ist E piscopal L o m e W . Bell, D ean Y. M. C. A ., S o u th w est D istrict M rs. C. B. K in n am o n , R e g istra r F lo ren ce A v en u e U nited P re sb y te ria n R M. C u rrie r, L ib ra ria n S o u th w est B aptist T H E FA C U L TY A n ex cellen t facu lty has been enlisted, w ith each m em b er esp ecially qualified to tea ch his p a r tic u la r su b je ct: D u tt, E. M eade, M inister U n iv ersity C h ristia n C h u rch E ngle, Irw in A ., M inister St. M ark s M ethodist E piscopal C h u rch H e rb erts, H e rb e rt L. Y o u n g M en’s C h ristia n A ssociation H ud so n , Miss M arion, B abtist R ep resen tativ e, U n iv ersity R eligious C o n feren ce, U. C. L. A . ' K inne, A nsel R ., D ire c to r of R eligious E d u catio n , F irst P re sb y te ria n C h u rch R E G IST R A T IO N A n y in te rested p erso n m ay enroll, b u t b ecause of th e c h a ra c te r of th e c u rric u lu m , th e school is designed p rim a rily to challen g e th e a tte n tio n of g en eral su p e rin te n d en ts,, d e p a rtm e n ta l su p e rin te n d en ts, teach ers, p ro sp ectiv e tea ch e rs, and m em bers of co m m ittees of religious ed u catio n . T h e en ro llm en t fee will be one do llar, ($ 1 .0 0 ) , fo r each stu d e n t reg isterin g , th is a m o u n t b ein g re q u ire d of all w ho a tte n d th e school reg u larly . M em b ers of th e school a re u rg ed to b rin g visitors. T H E SC H ED U LE of classes on each T u esd ay ev en in g will be as follow s:— 7:15, F irst P erio d ; 8 :1 0 , S pecial F e a tu re s; 8 :3 5 , Second P eriod. DESCRIPTION OF COURSES OFFERED Second S em ester, 1929-30 C o u rse No. 5 — “ T H E M ESSAGE AN D PR O G R A M O F T H E C H R IST IA N R E LIG IO N .” T h e relig io n of Jesus in 1930— T h e p ro b lem s and task s c re a te d by th e d iscrep an cies b etw een th e tea ch in g s of Jesus a n d th e p ra ctic e s of the c h u rch e s and g o v ern m en ts of ^o-called C h ristian n atio n s---- Je su s’ co n cep tio n of th e K ingdom of God-—its significance fo r th e w hole of life— social, p o litical and religious. T his is one of the re q u ire d co u rses fo r the S ta n d ard L ead ersh ip T ra in in g d iplom a, an d is th e first tim e th a t it h as been offered in th e S o u th w est D istrict. It should h av e a w ide ap p eal fo r all w ho a re in te re ste d in th e relig io n of Jesus. In stru c to r: M r. D u tt T e x t: S h ack fo rd , J. W . ---- “ T he P ro g ra m of the C h ristian R elig io n .” C o u rse No. 4 1 — “ STUD Y O F L A T E R C H IL D H O O D . ” T h is is a basic co u rse in th e Ju n io r D e p a rtm e n t sp ecializatio n section. It discusses th e cap acities and n o rm al d ev elo p m en t of ch ild ren in th e y ears of la te r childhood, w ith special a t ten tio n to th e elem ents of religious n u rtu re . No. Ju n io r D e p a rtm e n t te a c h e r can do th e m ost effective w o rk u n less th e m ate ria l p re se n te d in th is co u rse h as b een studied. In stru c to r: Miss H ud so n T ex t: W hitely, M. T . “ A S tudy of th e Ju n io r C h ild ” C o u rse No. 6 2 -7 2 “ S en io r and Y o ung P eo p les’ M aterials a n d M ethods. ’ T his is a m ost p ra c tic a l co u rse, as it dis cusses an d trie s to solve th e p ro b lem s faced by te a c h e rs and lea d ers of th e h ig h school an d college age gro u p . T y p es of classes an d g ro u p activ ities, su ch as stu d y , w o rk , re cre atio n , a n d service, a re a few of th e su b jects p resen ted . T h e o p p o rtu n ity to ta k e th is co u rse sh o u ld be g ra sp ed by e v ery te a c h e r w o rk in g w ith y o u th in th e c h u rch e s of o u r D istrict. In stru c to r: M r. H e rb e rts T ex t: M aus, C. P. “ T ea ch in g th e Y outh of th e C h u rc h .” C o u rse No. 9 1 — “ C H U R C H S C H O O L A D M IN ISTR A T IO N .” T his will be a S em in ar, esp ecially fo r g en eral and d e p a rtm e n ta l su p e rin te n d en ts. T h e p ro b lem s of c h u rch school ad m in istratio n , o rg a n iz atio n and a d ju stm e n t; pupil classification and a c c o u n tin g ; th e disco v ery an d tra in in g and p lac em e n t of th e te a c h e rs and officers, a re b u t a few of th e su b je cts to be discussed. E very tru ly co n se cra te d S u p e rin te n d e n t in th e S o u th w est D istrict will en ro ll in th is course. In stru c to r: M r. K inne T ex t: M onroe “ T he C h u rc h A s a S ch o o l.” C o u rse No. 1 0 2 — “ STU D IES IN T H E P R O P H E T S .” A co u rse discussing th e social and religious co n d itio n s u n d e r w h ich th e p ro p h e ts w ro te. T h e m ea n in g of th e ir m essages to th e ir tim es; th e ir p lace in and co n trib u tio n to O ld T e s ta m en t religion, an d th e ir sig nficance fo r th e p re se n t day C h ristia n life. E very p e rso n in te re ste d in th e relatio n sh ip of th e u tte ra n c e s of th e p ro p h e ts to m o d ern life should enroll in th is course. In stru c to r: M r. E ngle T ex t: To be an n o u n ced . app bh dix k 87 How to Become a Friendly Indian F irs t: Have parent fill out an Application for Mem» bership card. S econd: Learn and recite to leader the following: D efinition o f a F rie n d ly In d ia n A boy, such as I, who loves the Great Spirit, who is doing his best to build himself in body, mind and spirit so that he may be ready and happy to serve whenever the opportunity is offered. T h e A im o f a F rie n d ly In d ia n To pray to God daily, honor Country and Flag^ at tend Sunday School and Church, earn good marks in School, observe carefully our health habits, do faithfully and cheerfully all Home work; help others, and PLAY SQUARE, WORK SQUARE and BE SQUARE. P le d g e to th e U n ite d S ta te s F la g I pledge allegiance to the Flag of the United States of America, and to the Republic for which it stands, one nation indivisible, with liberty and justice for all. P le d g e to th e C h ristia n F la g I pledge allegiance to the Christian Flag and to the Saviour for whose Kingdom it stands, one brother hood uniting all mankind in service and love. T h ird : E x p la in th e d u tie s o f th e officers: 1. The Chief is the Head of the Tribe. 2. The Tom Tom Beater has charge of the Tom Tom and calls the members to meeting. 3. The Indian Runner has charge of all equipment and does any service incidental to the group while meeting. 4. The Medicine Man looks after First Aid ma terial on hikes and encourages First Aid in struction in the Club. 5. The Wampum Bearer is the secretary-treasurer. 6. The Leader may be known as the Big Chief. He should have assisting him an older boy, who is often called the Assistant Big Chief. F o u rth : Pay club fee for headband and button and be officially inducted into the Tribe. (O v e r) as O PEN ING CEREMONY FOR “FRIEN D LY IN D IA N " M EETIN G (The follow ing Cerem ony for “ F riendly In d ian " M eetings is su g gested. It se rves to explain and em phasize the p lan and ideals of th is Y ounger B oys’ P rogram .) (Tom Tom B eater calls m eeting to ord er w ith tom tom . Boys stan d .) Big Chief: How! T ribe: How A genalia (pronounced “A h-ge-nah-le-a,” m eaning “M y T rue F riend.” ) Chief: F riendly Indians respect th eir n ation’s flag. L e t us all join in our pledge of allegiance to the U nited S tates flag. T rib e: I pledge allegiance to th e F lag of the U n ited S tates of A m erica and to the Republic for which it sta n d s, one nation indivis ible, w ith lib erty and justice for all. (Tom Tom B eater beats tw ice and all are seated .) Chief: Tom Tom B eater, w hat is a “ F riendly Indian’’ ? Tom Tom B eater: A boy, such as I, who loves the G reat Spirit, who is doing his b est to build him self in body, m ind and sp irit so th a t he m ay be ready and happy to serve w henever o p p o rtu n ity is offered. Chief: Tom Tom B eater, w hat is your special d u ty ? Tom Tom B eater: I call m y fellow tribesm en to council th a t we m ay learn m ore of the G reat S pirit and how we m ay b e st carry o u t o u r g reat purpose. Chief: Indian R unner, how are you helpful to the trib e ? Indian R unner: I run all errands for the chiefs and care for the trib a l property. Chief: W am pum B earer, w hat service do you g iv e? W am pum B earer: I sta n d guard over the m oney of the trib e and collect from each tribesm an th a t which will help our Indian Boy F riend (N am e of Indian boy th is trib e is helping) to enjoy som e of the good th in g s of which we have so m any. Chief: M edicine M an, how do you help? M edicine M an: M y d u ty is to be ever ready to ease th e h u rts of- all and help any one in trouble. C hief: Big Chief, w hat do you do h ere? B ig Chief: M y T ribesm en, I am here to help you all to live up to the g re a t aim of the Friendly Indians. W h at is th a t aim ? T ribesm en: The aim of Friendly Indians is to p ra y to God daily, honor C ountry and Flag, atten d Sunday School an d C hurch, earn good m arks in School, observe carefully ou r health h ab its, do fa ith fully and cheerfully all Home work, help o th ers, and PLA Y SQUARE, W ORK SQUARE an d B E SQUARE. Big Chief: L et us now do honor to th e C h ristian Flag. (Tom Tom B eater heats once. Boys stan d , rig h t hand over h eart.) T ribe: I pledge allegiance to th e C hristian F lag an d to th e Saviour for whose Kingdom it sta n d s, one brotherhood u n itin g all m ankind in service and love. Chief: Big Chief, will you lead us while we ta lk to th e G reat S p irit? (P ra y e r. All sta n d w ith hands over head, looking up.) (Tom Tom B eater beats twice, all are seated.) C hief: Indian R unner, call th e roll. (Indian nam es only.) (A s nam es are called boys deposit dues in w am pum bag.) Indian R unner: The roll is called. Chief: I t is well. Big Chief, will you lead u s in th e stu d y of the W hite-M an’s B ible? (over) 89 : e ' 1 .-1 # ^ : : JD ■ ■ I f g \t (D : < v ; T J i i § 0) U « « a I I '1 . MANUAL Christian Citizenship Program SUPPLIES FOR “FRIENDLY INDIANS " T A B L E O F C O N T E N T S P a g e “ T h e C h r is tia n Q u e s t” — A S t a t e m e n t ................................. 2 P u rp o s e a n d “ S e t t i n g " ............................................................ < 3 H o w to S t a r t a F rie n d ly I n d ia n T rib e . . . . . 4 M e e tin g s . 6 in d u c tio n C e r e m o n y ..........................................................................7 S c o rin g S y s te m . . . . . . . . . . . . 7 A B o y ’s A d v a n c e m e n t ..........................................................................7 R e c o rd s o f A d v a n c e m e n t ............................................................ 8 A d v e n tu re s ( P r o j e c t s ) .................................................................10 A c tiv ity M a t e r i a l .............................................................................. 12 H e a d -D re s s, B la n k e ts , e tc ......................................... . 1 4 T h e T o m T o m ..........................................................15 P o w W o w s .............................................................................................16 L ife -S a v in g M e d a l .............................................................................. 16 O p e n in g a n d C lo sin g C e r e m o n i e s .................................... 17, 18 T rib a l a n d P e r s o n a l N a m e s . 1 9 , 2 0 B o o k s f o r F r ie n d ly I n d i a n s ......................................................... 21 " T ip s ” t o L e a d e r s ..............................................................................22 S u n > l i e s ............................................................ In sid e B a c k C o v e r P R IN T E D M A T T E R T h e fo llo w in g s u p p lie s m a y be o b ta in e d fro m th e S ta te A s s o c ia tio n Y .M .C .A ., 7 1 5 S o u th H o p e S t., L o s A n g e le s, C a lif. O rd e r a ll s u p p lie s s e n t C .O .D ., o r e n c lo se c h e c k w h e n o rd e rin g . P o s ta g e o r e x p re s s c h a rg e s w ill be P r e p a id on a ll o r d e r s a c c o m p a n ie d b y c h e c k o r c a s h . O n a ll C .O .D . o r d e r s , th e P u r c h a s e r w ill b e e x p e c te d t o p a y p o s ta g e o r e x p r e s s c h a rg e s . N o a c c o u n ts c a rr ie d . E a c h P e r 100 M a n u a ls (R e v is e d S e p t. 1, 1 9 2 8 ) ............................................ $ .1 2 $ 1 0 .0 0 “ H o w t o B ec o m e a F r ie n d ly In d ia n ’’................................................0 3 2 .0 0 A p p lic a tio n fo r M e m b e rs h ip — C a rd s ................................................0 3 2 .0 0 I n d u c tio n C e re m o n y ...................................................................................03 M o n th ly S c o re C a r d s .................................................................................. 0 3 2 .0 0 L e a d e r’s T r ib a l R e c o rd S h e e t (n e w — fo r th e y e a r ) ................0 4 3 .0 0 I n d ia n H a n d ic r a f t— E a rle F . D e x te r.............................................. 12 “ F r ie n d ly I n d ia n S o n g ’’— R o y A . H o h b e rg e r ...........................2 0 “ Y u -M i-C i-A ” — S o n g b y R o y A . H o h b e r g e r :............... -35 C h r is tia n C itiz e n s h ip P r o g r a m , W h a t Is I t ? ( 4 p g .) ................0 3 2 .0 0 P la c e o f th e C h r is tia n C itiz e n s h ip P r o g r a m in a W e ll- o rg a n iz e d C h u rc h S c h o o l ( c h a r t a n d e x p la n a tio n ) .0 2 1.50 B IB L E S T U D Y C O U R S E S P e r D oz. “ M a s te r M en o f th e O ld T e s t a m e n t’’— R a lp h G . C ole .1 5 $ 1.50 “ H o o w a zee ” B ib le S to r ie s , S e rie s 1,2, 3 a n d 4 , b y R o y A . H o h b e r g e r ..................................................................................2 0 2 .0 0 “ J e s u s in th e M o u n ta in s ’’ ( f o r C a m p e r s ) ........................................12 1 .2 0 F R IE N D L Y IN D IA N IN S IG N IA M ^ n u f a c tu r e d a n d d is tr ib u te d b y J . A . M e y e rs C o., 8 2 2 S o. F lo w e r S t., L o s A n g e le s, C a lif. S e n d o r d e r s , w ith c h e c k , d ir e c t t o th e m . E a c h C ellu lo id B u tt o n s fo r B u c k , W a rr io r , B ra v e a n d S a c h e m $ .0 5 L e a d e r s ’ B u tto n , g o ld fille d ........................................................................ - .............50 L e a d e rs B u tto n , 1 0 -k ......................................................................................................5 0 L e a d e r s ’ P in , g o ld fille d ................................................................................................ 5 0 L e a d e rs ’ P in , 1 0 -k ....................................................................................................... 1.00 S p o n s o r’s P in , 1 4 -k g o ld , p la in .......................... 2 .0 0 ( S e t w ith p e a rl o r d ia m o n d , w r ite fo r p ric e s ) F R IE N D L Y IN D IA N S P E C IA L T IE S M a n u f a c tu r e d a n d d is tr ib u te d b y F is c h & C o., 2 8 1 6 S . S a n P e d r o S t., L o s A n g e le s , C a lif. S e n d o rd e rs , w ith c h e c k , d ir e c t to th e m . E a c h P e r D oz. H e a d b a n d ..................................................................................................$ .2 0 $ 2 .4 0 S w e a te r E m b le m ($ 1 8 p e r 1 0 0 ).................................................. .2 0 S w e a te r E m b le m ( s m a ll s i z e ) .................................................................10 R o o tin g C ap 7 5 9 .0 0 T u r b a n 5 0 6 .0 0 S k u ll C ap 2 5 3 .0 0 J o c k e y C ap ......................................................................................................5 0 E y e s h a d e s .4 0 4 .8 0 F i r s t A id K i t ................................................................................................... 7 5 F e lt B a n n e r ( 1 8 x 2 4 ) ................................................................... 0 .0 0 U n ite d S ta t e s a n d C h r is tia n F la g s ( c o tto n , 1 2 x 1 8 ) $ 1 2 .0 0 a g r o s s ) .....................................- ...................................I S U n ite d S ta t e s a n d C h r is tia n F la g s ( s ilk , 1 2 x 1 8 )......................7 5 — — — MANUAL Christian Citizenship Program SIXTH REVISION “T H E C H R IS T IA N Q U E S T ” A N D T H E C H R IS T IA N C IT IZ E N S H IP P R O G R A M T h e se m a ter ia ls h a v e b een offered b y th e Y o u n g M en's C h ristia n A sso c ia tio n s o f C a lifo rn ia to aid C hurch lea d ers o f b oys in b u ild in g an a ll-ro u n d p rogram for th e ir lo ca l g ro u p s. W ith in th e p a st tw o y e a r s, th e C h u rch es o f N o rth A m e rica , c o o p e r a tin g th ro u g h th e In te r n a tio n a l C ou n cil o f R e lig io u s E d u c a tio n , h ave p re p ared a b o d y o f y o u th p rogram m a teria ls u n d er th e g e n e ra l n a m e, “ T h e C h ristia n Q u e st.” It is su g g e s te d , th e r e fo r e , th a t lea d er s w h o h a v e u sed or a re p la n n in g to u se th e se C h ristia n C itizen sh ip m a ter ia ls se c u r e a lso “ T h e C h ristia n Q u e st” b asic p a m p h lets w h ich se t up a p ro ced u re fo r a le a d e r and his grou p . T h e le a d e r w ill find fu r th e r h elp in th e reso u rc e m a ter ia ls o f “T h e C h ristian Q u e st” an d also in th e C h ristia n C itize n sh ip m a teria ls. L ea d ers o f th e Y . M. C. A . an d th e C h u rch es h a v e c o o p e ra ted in th e p r ep a ra tio n o f b o th se ts o f m a teria ls so th a t th e y are to b e th o u g h t o f as su p p le m e n ta r y to an d n o t c o m p e titiv e w ith e a ch o th er. L e a d e rs in th e v a rio u s o r g a n iz a tio n s are w o rk in g to g e th e r to b rin g a b o u t th e tim e w h en all th e C h ristian fo r c e s w ill to g e th e r c r e a te an d p r o m o te o n e b od y o f p rogram m a te r ia ls. Sept. 1, 1929 “ FR IEN D LY IN D IA N S” A S U G G E S T E D F O U R -F O L D C H R IS T IA N C IT IZ E N S H IP P R O G R A M F o r B o y s U n d er 12 Y ea rs o f A g e IT S P U R P O S E C h a ra cter b u ild in g b e g in s ea rly an d th e n e e d o f an a d e q u a te p rogram fo r b oys u n d er 12 has lo n g b e e n fe lt. S u ch a p rogram o f n e c e ss ity sh o u ld be tie d d e fin ite ly w ith th e b oy's S u n d a y S ch ool cla ss an d u n ite th e a c tiv i tie s o f h om e, C hurch and sch ool. T h is p ro g ra m , b u ilt arou n d In d ian lo re, is d e sig n e d to m e e t th is n e e d . It is d istin c tly C h ristian , str e s se s th e fo u r fo ld d e v e lo p m e n t o f th e m em b ers and p rep a res th e b o y s n a tu r a lly fo r th e la te r p rogram s o f C h ristia n C it izen sh ip . It is e sp e c ia lly d e sig n ed as a m id -w eek a c tiv ity fo r J u n io r D e p a r tm en t S u n d a y S ch o o l c la sse s, b u t ca n b e u sed w ith a n y g rou p o f b oys u n d er 12 y ea rs o f a g e . T H E S E T T IN G T h e In d ia n lo r e w ith its rich tra d itio n s h as a b ig p la ce in th e lif e o f e v e r y b o y and e sp e c ia lly in b o y s o f th is a g e . It ca n b e u sed v e ry a d v a n ta g e o u sly , if r ig h tly h a n d led , to lea d a b oy in to th e “ all-round** life . T h er e are g o o d and bad in all str a ta o f s o c ie ty . So it is w ith th e In d ian . N u m erou s In d ian trib es o v e r ou r c o u n tr y h a v e p la y e d a g rea t part in m a k in g its h isto r y and h ave h eld im p o rta n t p la ces a m o n g th e c o n str u c tiv e fo rc es in th e b u ild in g o f o u r n a tio n . N o ta b le a m o n g th e In d ian s is th e N e z P e r c e T rib e, w h ich h elp ed L e w is an d C larke in th eir lo n g jo u r n e y in to th e N o r th w e st— real S E R V IC E . W h en th is trib e h eard o f th e “W h ite M an's B ib le, " th e r e g r e w in th em th e d e sir e to k n o w m ore a b o u t it, w ith th e r e su lt th a t th e y se n t six o f th e ir n u m b er to S t. L ou is to p ro cu re a cop y. O n ly th r e e reach ed S t. L o u is, tw o d ied w h ile th e r e and th e th ird p erish ed on his retu rn trip . In sp ite o f th is d isa p p o in tm e n t, th eir p lea w as h eard , a n d m is sio n a ries a fe w y e a rs la te r d e v e lo p ed a w r itte n la n g u a g e fo r th em an d tr a n sla te d th e B ib le fo r th e ir u se . T h is sh o w s a d eep D E V O T IO N A L n a tu re. W e a ll k n o w o f th e P H Y S IC A L p ro w ess o f th e In d ian . T h e g r e a t o u t-o f-d o o rs w a s his sch o o l, and h e r ein w e find th e IN T E L L E C T U A L d e v e lo p m en t. T H E “ F R IE N D L Y IN D IA N ” A N D O T H E R D IV IS IO N S O F T H E C H R IS T IA N C IT IZ E N S H IP P R O G R A M L o n g b e fo r e th e “W h ite M an ” cam e, th e In d ia n h eld sw a y in th is g r e a t lan d o f ou rs. T h en ca m e th e w h ite m en , “ P io n e e r s” w h o w e re h e lp e d g r e a tly b y F rien d ly In d ia n s. (A s C h ristia n s w e r e g r e t th a t all to o f r e q u e n tly th e w h ite m an b e tr a y e d th e fin e frie n d sh ip o f th e In d ian , a d isg ra c e to o u r n a tio n . O fte n a F rien d ly In d ian g a v e his lif e fo r h is fr ie n d s, sh o w in g th e real sp irit o f C h r ist.) A s c iv iliz a tio n a d v a n ced , th e P io n e e r an d In d ian s e ttle d d ow n to g e th e r in th e p u rsu its o f fa r m in g , sto c k r a isin g , e tc .,— C om rad es to g e th e r , and b oth g o o d c itiz e n s . C h ristia n C itizen sh ip is an id e a l o f life , a n d th e C h ristia n C itize n sh ip P rogram is a m eth o d o f w ork w ith b o y s w h ich aim s to b rin g a ll g ro u p m em b ers up to th is ' id ea l. T h e first ste p in th e p rogram is k n o w n as th e “F r ie n d ly In d ia n ,” fo r b o y s te n an d e le v e n y e a rs o f a g e . W h en a b o y rea ch es tw e lv e y e a rs o f a g e h e b e co m e s a P io n e e r . A t th e a g e o f fifte e n he ta k e s up th e C om rad e, H i-Y or E m p lo y ed Boys* P ro g ra m , d e sig n e d e sp e c ia lly fo r o ld e r boys* g ro u p s; a n d , a t th e a g e o f e ig h te e n , e n te r s th e Y o u n g M en ’s D iv isio n , w h er e he p u ts o n th e final to u ch es fo r th e g r e a t r e sp o n sib ility o f a fu ll-fle d g e d C h ristia n c itiz e n . A b o y n e v e r b e c o m e s to o old; th e r e is a lw a y s so m e th in g b ig g e r an d m ore in te r e stin g a h ead . H O W T O S T A R T A “ F R IE N D L Y IN D IA N ” T R IB E A n y g rou p o f b oys 9 -1 0 -1 1 y e a r s o f a g e , w ith five m em b ers as a m in im u m an d fo u r te e n as a m axim u m , m ay o r g a n ize a “ F rien d ly Indian** T rib e. I f th e r e are m ore th an th is n u m b er ( 1 4 ) it is reco m m en d ed th a t th e T r ib e b e d iv id e d in to V illa g e s. T h e b o y s c h o o se a C h ie f, T om T om B e a te r , In d ian R u n n er, M ed icin e M an and W am p u m B e a re r. W h en th e i trib e Is first o r g a n ize d , a ll o f th e officers, w ith th e e x c e p tio n o f th e In d ian R u n n er, a r e ch o sen b y th e b oys; b u t, if d esired th e r e a fte r , th e se offices m a y b e op en to th e b o y s w h o can m ak e th e m o st p o in ts d u rin g th e m o n th . In c a se o f th e C h ie f’s ty in g w ith a n o th e r b oy, h e r e ta in s office. T h e b o y w in n in g th e se c o n d la r g e st n u m b er o f p o in ts b eco m es th e T om T om B e a te r ; th ird . W am p u m B e a r e r an d fo u r th . M ed icin e M an. T h e In- d ian R u n n er is th e w in n er , each m on th , o f a r a ce in w h ich all th e b o y s, e x c e p t officers, p a r ticip a te . T h e C h ie f is th e H ead o f th e T rib e. T h e T om T om B e a te r h as ch a rg e o f th e T om T om and c a lls m em b ers to m e e tin g . T h e In d ia n R u n n er h as ch a rg e o f all eq u ip m en t and d oes a n y se r v ic e in c id e n ta l to th e grou p w h ile m e e tin g . T h e M ed icin e M an lo o k s a fte r F ir st A id m a teria ls on h ik es a n d e n c o u r a g e s F ir st A id in str u c tio n in th e Club. T h e W am p u m B e a r e r is th e se c r e ta r y -tr e a su r e r . T h e L e a d e r m a y b e k n o w n as th e B ig C h ie f. H e sh ou ld h a v e a ss is tin g him an o ld er b oy, w h o o fte n is ca lled th e A s sista n t B ig C h ie f. A ll b o y s a re g iv e n In d ian n a m es, su ch a s “ R ain -in - th e -F a c e ,” “ S w ift E a g le ,” e tc . (S e e p a g e 2 0 fo r s u g g e ste d n a m e s.) It u su a lly is th e p o lic y to c o lle c t 2 5 c in d u ctio n fe e from ea ch b o y an d issu e to him a “ B u ck ” F rien d ly In dian b u tto n , a “ H o w C ard ” an d a “ H ea d b a n d .” T h e u su al d u es are o n e c e n t or m ore p er w eek , w h ich go to In d ian boys* w ork . It is s u g g e s te d th a t h ea d b a n d s, to m -to m , flags and b a n n ers b e p u rch a sed b y c o m m itte e sp o n so rin g trib e an d th e sa m e sh o u ld b e m ad e trib a l p ro p erty rath er th an th a t o f th e in d iv id u a l m em b ers. U p on o r g a n iz a tio n , th e g ro u p d e c id es u p on th eir trib a l n am e ( S e e p a g e 1 9 ) and th e ir in sig n ia (a r r o w h ead , sw a stik a , m oon , e tc .; s e e c u ts b e lo w ). A co m m itte e o f b o y s sh o u ld c u t th e s e o u t o f fe lt a n d p a ste or se w on th e h ea d b a n d s. W h en h ead b an d s are o rd ered from th e m a n u fa c tu r e r s, in d ic a te th e in sig n ia d e sir ed — su ch as arrow h ead , sw a stik a , e tc . T h ese are cu t o u t o f g r ee n fe lt, an d w ill be fu r n ish e d fr e e w ith ord ers fo r h ead b an d s. 9 O A ^ J) ARROW HEAD RISING SUN TEE PE E SW ASTIKA M O O H ❖ CLOUD AMO RAIN L I G H T N I N G RAINBOW B E A R CLAW H a v e n am ed b y C hurch B oard or B ro th erh o o d a C hurch B o y s’ W ork C o m m ittee o f w h om o n e w ill sp o n sor e sp e c ia lly th e F r ie n d ly In d ia n w ork . S U G G E S T IO N S F O R T H E M ID -W E E K M E E T IN G T h e M id -W eek M e e tin g s a r e h eld p r e fe r a b ly a fte r sch o o l o r on S a tu rd a y s. T H E M E E T IN G P L A C E It is to b e d e sir ed th a t a room in th e C h urch or in stitu tio n fo ste r in g th e T rib e b e p ro v id ed as a p erm a n e n t m e e tin g p la ce, w ith th e fo llo w in g eq u ip m en t: 1. H ea t, lig h t an d p ro p er v e n tila tio n . 2. T h e req u ired n u m b er o f ch airs an d a sm a ll ta b le , a rra n g ed in cir cle. 3. A U n ite d S ta te s a n d a C h ristia n F la g o f e q u a l s iz e p la c ed in a w o o d en b lo ck as a sta n d a rd . 4 . T h e B o o k o f th e G reat S p irit— th e B ib le. 5 . T om T om , or su b s titu te . 6 . S u ch th in g s as In d ia n r e lic s, a r tic le s o f h a n d i c r a ft, h ob by d isp la y s, e tc ., as th e b o y s m ay se c u r e or m ak e fo r th e p e r m a n en t d e c o r a tio n o f th e room . E v e r y th in g sh o u ld b e rea d y an d in p rop er ord er b e fo r e th e b o y s a rriv e. T Y P IC A L M E E T IN G 1. O p en in g C erem o n y . (T h e sin g in g o f su ch so n g s as th e F r ie n d ly In d ian S o n g , A m e rica , e tc ., m ay b e su b stitu te d or u sed in a d d itio n to th e r e g u la r o p e n in g c e r e m o n y .) 2. B ib le S tu d y . ( S e e in sid e b ack co v er fo r su g g e ste d c o u r se s.) 3 . B u sin e ss C o u n cil— a n n o u n c e m e n ts, p la n s fo r h ik es, p o w -w o w s, sw im s, o u tin g s. 4 . S to r y P erio d . a. R e a d in g from a go o d b ook b y B ig C h ie f. (S u g g e s te d list on p a g e 2 1 .) b. In d ia n sto r ie s to ld by b o y s. c. M issio n a ry and B ib le sto r ie s. 5. H ob b y, N a tu r e S tu d y an d H a n d ic r a ft e x h ib its and e x p la n a tio n s b y b o y s. 6. G am es an d P h y sic a l T e sts a n d A c tiv itie s . S U G G E S T IO N S F O R A N IN D U C T IO N C E R E M O N Y A ft e r th e g ro u p h as ch o se n a trib a l n am e, th e lea d er an d old er b o y s m a y w o rk o u t a m e a n in g fu l In d u ctio n C erem o n y b a sed up on a trib a l le g e n d . M aterial fo r th is can e a sily b e o b ta in ed fro m th e P u b lic L ib rary. S u ch a c erem o n y , o f co u rse, sh o u ld in c lu d e th e m em ory w ork on th e “ H o w to B e c o m e a F r ie n d ly In d ia n ” card . It m ay be a rra n g ed in p a g e a n t or d ia lo g u e form . (A su g g e ste d In d u ctio n C e re m o n y m ay b e se cu re d from th e S ta te Y .M .C .A . O ffice.) SC O R IN G S Y S T E M A s a m ea n s o f c h e c k in g up on th e F rien d ly In d ia n ’s fo u r fo ld d e v e lo p m e n t, th e re is p ro v id ed a R e v ised M on th ly S co re C ard; w h ich sh o u ld b e g iv en to th e b o y a t th e la st m e e tin g o f ea ch m on th so th a t his record m ay b e c h e ck ed u p an d th e card sig n e d b y p a r e n t, te a c h e r an d lea d er (c r e d it b e in g b a sed up on th e b o y ’s effo rt as w e ll as th e q u a lity o f h is w o r k ). T h e card sh ou ld be r e tu r n e d to th e le a d e r at th e first m e e tin g o f th e fo llo w in g m on th an d k e p t on file b y him . A B O Y ’S A D V A N C E M E N T A b o y ’s a d v a n ce m en t is e v id e n c e d b y e ith e r fe a th e r s or “ to k e n s” ( ro u n d -h ea d ed , q u a rte r-in ch b rass p a p er fa ste n e r s or la rg e b e a d s ). I f fe a th e r s are u sed fo r aw ard s, n o n e sh ou ld b e p la ced in h ea d b a n d s u n til ea rn ed . I f “ to k e n s” a re u sed as aw ard s, b oys m ay fill th eir h ead b an d s w ith fe a th e r s, th e ^'tokens” b e in g fa ste n e d b e tw e e n th e fe a th e r s. T h e fo llo w in g sh o u ld be th e b a sis o f aw ard s: P o in ts m ade d u rin g m o n th A w a rd F e a th e r or T o k en 5 0 to 5 9 ................................ B la ck C h ick en 1 T ok en 6 0 to 6 9 ................................ G ray C h ick en 2 T ok en s 7 0 to 8 9 ................................R h od e Isla n d R ed 3 T ok en s 9 0 or m o re.......................... B la ck T u rk ey 4 T ok en s W h en a b o y h as w o n te n to k e n s or th e e q u iv a le n t v a lu e in fe a th e r s h e r e c e iv e s th e “W a rrio r” B u tto n . W h en h e has ea rn ed a to ta l o f 2 2 to k e n s or th e e q u iv a le n t v a lu e in fe a th e r s h e w ill b e e n title d to w ea r th e “B r a v e ” B u tto n . W h en 3 6 to k e n s, or th e e q u iv a len t v a lu e in fe a th e r s, h ave b een m a d e, a b oy is e n title d to w ea r th e “ S a ch em ” b u tto n (a n ad d ed ste p to p rovid e fo r F r ie n d ly In d ia n s w h o p r o g ress r a p id ly ). W h en a “ S a c h e m ” has a cq u ired 2 0 a d d itio n a l to k e n s, he is e lig ib le fo r m em b ersh ip in th e P io n e e r s an d , u p on m ee t- in g th e P io n ee r r e q u ire m en ts, sh o u ld h e aw ard ed th e b ro n ze P io n e e r b u tto n w ith fo u r n o tc h e s c u t. A “ S a ch em ” ea rn s h is 2 0 to k e n s b y a c tin g as a “b ig b r o th e r ” to o n e o f th e n e w e r b o y s in th e T rib e, h e lp in g him m ake his to k en s; th e S ach em to r e c e iv e as m a n y to k e n s in his a d v a n c e m e n t as d o es th e b oy w h om h e is co a ch in g . H O W R E C O R D S O F A D V A N C E M E N T M A Y B E K E P T In d ivid u al M o n th ly S co re C ards (r e v is e d ) are a v a il a b le fo r ea ch b oy. In o rd er to h elp lea d er s k e e p a co n tin u o u s record th e r e is p ro v id ed a “ T rib al R eco rd S h e e t.” ( S e e list o f su p p lie s on in sid e b ack c o v e r .) T h e fo llo w in g su g g e s tio n s w ill h elp lea d er s g ra d e th e ir b o y s. F reed o m in c h a n g in g th e sy ste m to m e e t lo ca l situ a tio n s is u rg ed . SC H O O L W O R K — T a k e th e b o y ’s la st a v e r a g e g ra d e, o r m ark, in sch o o l— A g ra d e o f I or “ A ” (E x c e lle n t ) a llo w s an aw ard o f 5 p o in ts; a g ra d e o f II or “ B ” (G o o d ) a llo w s th r e e p o in ts, an d a g ra d e o f III or ^'C ’ (F a ir ) a llo w s o n e p o in t. R E A D IN G — It is h op ed th a t th e b o y ’s H om e R e a d in g m ay b e stim u la te d a lo n g p ro p er ch a n n els. H e sh ou ld a lso b e g in to lea r n th e art o f sto r y te llin g . T h e r e fo r e , g iv e him 5 p o in ts fo r r ea d in g a sto r y o n c e a m on th and te llin g it to th e grou p . “ H A N D IC R A F T ,” th e fo llo w in g a re su g g e ste d : T h e m ak in g o f In d ian im p lem e n ts, r elic s, b ead -w ork , o r n a m en ts, e tc ., p a tte r n e d a ft e r th o se h e m ay se e on e x h ib itio n or w h ich a re d e p ic te d in b ook s. T h is g iv es him so m e th in g to d o a t tim es w h en “h e d o e sn ’t k n o w w h at to do w ith h im s e lf.” I f th e b o y h as a h o b b y , su ch as th e c o lle c tio n o f sta m p s or c o in s, or th e ra isin g o f' d o v es, a ga rd en , e tc ., h e m a y b e g iv en cre d it n o t o fte n e r th an tw ic e a y e a r fo r rep o rts on ea ch . C red it sh o u ld be g iv e n ea ch m on th fo r o n ly o n e e x h ib it, or o n e rep o rt, u n d er an y o f th e item s in th is lin e o f a c tiv ity . (S e e p a g e 12 for a d d itio n a l s u g g e s tio n s .) H E A L T H H A B IT S — T h e b o y sh ou ld b e encouraged^ in e v er y p o ssib le w a y to fo rm an d p r a c tic e r ig h t h e a lth h a b its. T h ree o f th e m o st e sse n tia l o n es a re lis te d on th e “ H o m e ” sid e o f th e S c o r e C ard, an d h e m ig h t w e ll b e e n c o u r a g ed to ta k e o th e rs as S p ecia l P r o je c ts from tim e to tim e as h e se e m s to n eed th em . U su a l h e a lth h ab its are— C lea n te e th d a ily ; b a th e tw ic e w e e k ly ; drink g la ss o f w a te r u p o n a r isin g ; te m p e r a te in u se of* sw e e ts; n in e h o u rs’ sle ep ; e x e r c ise d a ily ; p rop er e lim in a tio n . G A M E S— E v e ry b o y sh o u ld b e e n c o u r a g e d to ta k e p art in all grou p g a m es. T h is is th e a g e w h en b o y s sh ou ld learn to p la y w ith o th e r s. G iv e from o n e to five p o in ts on b a sis o f a ttitu d e a n d p a r ticip a tio n . P H Y S IC A L T E S T S — S e a so n a l p h y sic a l te s ts, su ch a s b aseb all th ro w in th e sp rin g ; k ick in g fo o tb a ll in th e fa ll; sh o o tin g b a sk ets d u rin g th e w in te r; ru n n in g an d ju m p in g in th e tra ck se a so n , e tc ., a re ty p ic a l. C H U R C H SC H O O L — F o r C hurch S ch o o l a tte n d a n c e , w ith s a tisfa c to r y w ork an d d e p o r tm e n t, o n e p o in t sh ou ld b e g iv e n fo r e a ch S u n d a y ; five p o in ts fo r p e r fe c t a t te n d a n c e d u rin g th e m o n th . P R O G R E S S IN C H U R C H SC H O O L — T a k e th e C hurch S ch o o l te a c h e r ’s e stim a te o f th e b o y ’s p r o g ress fo r th e m o n th — A g ra d e o f I or A a llo w s 5 p o in ts; a g ra d e o f II or B a llo w s 3 p o in ts, an d a g r a d e o f III or C a llo w s 1 p o in t. B IB L E S T U D Y — S a tis fa c to r y B ib le stu d y p a r ticip a tio n at m id -w eek an d S u n d a y m e e tin g s, su ch as m em ory w ork , a n sw ers to le sso n q u e stio n s an d a ttitu d e . P o s sib le 10 p o in ts. C H U R C H — I f th e b o y is u n a b le to a tte n d C hurch w ith h is p a r e n ts, h e m a y be g iv e n cre d it fo r a tte n d a n c e w ith L ea d er or o th e r a d u lt. O n e p o in t fo r each S u n d a y . D A IL Y P R A Y E R and B ib le stu d y , or p a r ticip a tio n in fa m ily w orsh ip , m ay b e c r e d ite d to th e b o y . A ch eck up w ith p a ren ts is a lw a y s v a lu a b le . O n e to five p o in ts. H O M E — T a k e th e p a r e n t's e stim a te o f th e b o y ’s ra tin g in th e v a rio u s H o m e p r o je c ts, a llo w in g 5 p o in ts fo r E x c e lle n t; 3 fo r G ood or 1 fo r F a ir. T R IB A L W O R K — H is a tte n d a n c e a t th e m id -w eek m e e tin g is ch eck ed b y th e “ W am p u m B e a r e r .” O n e p o in t is g iv e n fo r e a ch a tte n d a n c e ; five p o in ts fo r p er fe c t a tte n d a n c e d u rin g th e m on th . C H U R C H S E R V IC E — F iv e p o in ts are aw a rd ed fo r an y p ie c e o f se r v ic e to h is C hurch o r C hurch S ch o o l o u tsid e o f r eg u la r c la sse s; su ch a s d istr ib u tin g b ook s, r u n n in g erran d s, sin g in g in th e ch o ir, e tc . S u ch se r v ic e s m ay b e tr e a te d as “ a S p ec ia l P r o je c t.” N E W M E M B E R — F iv e p o in ts sh o u ld b e g iv e n fo r se c u r in g a n ew m em b er fo r th e “ F r ie n d ly In d ia n s,” fo r h is C hurch or C h urch S ch o o l. N o t m ore th a n five p o in ts sh o u ld b e aw ard ed a n y m on th . T H R IF T — I f th e b o y has a sa v in g s a c c o u n t and g iv e s reg u la r ly to his C hurch S ch o o l, to th e “ F rien d ly In d ia n s,” or o th e r a p p ro v ed c a u se , fu ll c r e d it sh o u ld b e g iv en . — 9 F R IE N D L Y IN D IA N A D V E N T U R E S (P R O J E C T S ) C h oose a n y o f th e fo llo w in g o r m ak e u p a n e w o n e y o u r se lf and w r ite in on y o u r m o n th ly sc o re card , u n d er Y o u r S ch o o l, Y ou r C h urch, Y o u r H om e or Y o u r T rib e. 1. B O O K S — G iv e list o f te n b ook s an d a u th o rs th a t you h a v e read w h ich y o u th in k m ak e go o d r ea d in g . G iv e rea so n s fo r c h o ice . 2. M A G A Z IN E S — L ist ten m a g a zin es fo u n d in th e P u b lic L ib rary. G iv e n a m e o f e d ito r an d m ain to p ic s w ith w h ich ea ch d e a ls. 3. O B S E R V A T IO N — R e la te so m e in c id e n t in n a tu r e w h ich y o u h a v e o b ser v ed , su ch as th e w o rk in g o f a b e e h iv e. 4. F O R E S T R Y R U L E S — G iv e ru les fo r th e care a n d p r o te c tio n o f ou r fo r e sts. 5. IN D IA N IM P L E M E N T — M ake so m e In d ian im p le m e n t, su ch as a sto n e a x e , b o w a n d a rro w s or In d ian b la n k et. 6. B E A D W O R K — B ea d w o rk p r o je c t. 7. C O L L E C T IO N — P r e se n t so m e c o lle c tio n o f you rs o n w h ich yo u h a v e sp e n t tw o m on th s' w ork , su ch as sta m p s, c o in s, e tc . 8. C O M M U N IT Y K N O W L E D G E — N a m e th e to w n s in y o u r c o u n ty o r d istr ic t as a ssig n e d b y lea d er a n d list five p la ces y o u w o u ld lik e to v isit. 9. O B S E R V A T IO N — T a k e a trip o f a t le a st o n e m ile a n d w r ite o r rep o rt te n or m ore in te r e stin g th in g s se e n o n th e w a y . 10. T R IP — M ake a trip to a fa c to r y , b u sin ess h o u se o r m u seu m and g iv e a sh ort sk etc h o f th in g s se e n . 11. C O M M U N IT Y S E R V IC E — S u g g e st five sim p le ta sk s th a t an y b o y c o u ld u n d e rta k e to h elp h is ow n c o m m u n ity or n eig h b o rh o o d . 12. S T A R S — N a m e and p o in t o u t five sta rs an d c o n ste lla tio n s. 13. IN D IA N R E L IG IO U S L IF E — D e sc r ib e o n e a c tiv ity o f In d ia n r e lig io u s life . 14. IN D IA N M IS S IO N A R Y — N a m e an d te ll o f th e life o f o n e m an w h o h elp ed sp rea d C h ristia n ity a m o n g In d ian s. 15. O L D T E S T A M E N T B O O K S — N a m e th e b ook s o f th e O ld T e sta m e n t. 1 6 . O L D T E S T A M E N T H E R O — W h o is y o u r h ero in th e O ld T e sta m e n t and w h y ? 17. N E W M E M B E R — S e c u r e o n e n e w m em b er fo r y o u r S u n d a y S ch o o l. — 10— 18. O L D M E M B E R — W in a d e lin q u en t m em b er b ack to S u n d a y S ch o o l. 19. S E R M O N T O P IC S — S u g g e st five to p ics th a t you w o u ld lik e to h ea r y o u r p a sto r p reach ab ou t to b oys o f y o u r a g e. 2 0 . B IB L E T R E A S U R E H U N T — T ak e p art in B ib le T r ea su r e H u n t. 21 . B IB L E S T O R Y — T e ll th e sto r y y o u lik e b e st in th e O ld or th e N e w T e sta m e n t. 22 . S A V IN G S A C C O U N T — G ive p r o o f o f sa v in g s a c c o u n t. 2 3 . W O R L D B R O T H E R H O O D G IV IN G — G ive to W orld B ro th erh o o d (m is s io n a r y ) fu n d . 24 . W O R L D B R O T H E R H O O D IN F O R M A T IO N — A t te n d e d u c a tio n a l ta lk o n W orld B ro th erh o o d a t th e Y .M .C .A ., o r e lse w h e r e . 25 . F IR S T A ID — G iv e th r ee u ses o f tr ia n g u la r b a n d a g e. 2 6 . S A F E T Y F IR S T — T e ll at le a st six p r in c ip les o f s a fe ty first. 2 7 . H A N D IC R A F T — B u ild so m e th in g fo r th e h om e in v o lv in g a t le a s t fo u r h o u rs’ w ork. 28 . B E IN F O R M E D — K n ow e x a c t lo ca tio n and t e le p h on e n u m b er o f n e a r e st fire alarm b ox, d o cto r, lo ca l h o sp ita l. 29 . L IN C O L N ’S S P E E C H — R e cite L in c o ln ’s sp ee ch at G etty sb u rg . 3 0 . P L E D G E S — L ea rn and r e c ite p le d g e s to th e U n ite d S ta te s o f A m e r ic a F la g and th e C h ristian F la g . 31 . S K IN C A T — S k in th e cat b e tw e e n bars. 3 2 . F O R W A R D R O L L — D o forw ard roll tw o or m ore tim es. 3 3 . C H IN B A R — C hin b ar tw o or m ore tim es. 3 4 . R O P E C L IM B — C lim b 1 8 -fo o t rop e. 35. B R O A D J U M P — S ta n d in g broad ju m p tw o in c h e s f a r t h e r th a n h e ig h t. 36. 5 0 Y A R D D A S H — 5 0 -y a rd dash in 9 2 /5 seco n d s. 37 . H E A L T H H A B IT S — W r ite 1 00-w ord e ssa y on H e a lth H abits. 38. P H Y S IC A L E X A M IN A T IO N — T a k e p h y sica l e x am in a tio n . sh o w in g g o o d h e a lth . 39 . SW IM — S w im o n e le n g th o f pool. 40 . D IV E — S u r fa c e d iv e from sp rin gb oard . — 11 — S U G G E S T E D A C T IV IT Y M A T E R IA L 1. T h e S to r y P erio d . T h e v a lu e o f th e sto r y , e ith e r rea d or to ld , in w o rk w ith b o y s o f th e F rien d ly In d ia n a g e h as b een p ro v en to b e g r e a t. M an y lea d er s h a v e m ad e e ffe c tiv e u se o f th e rea d in g o f o n e ch a p ter a w e e k from a sta n d a rd b ook , su ch as th o se liste d on p a g e 16. A lso , th e r e is co n sid er a b le c h a r a c te r b u ild in g v a lu e in h a v in g th e b o y s te ll sto r ie s w h ich th e y h a v e p r e v io u sly read . F u r th e rm o re , th is p eriod o ffers a sp le n did o p p o rtu n ity fo r m issio n a ry e d u c a tio n . In th is, it is w e ll to e m p h a siz e fo r b o y s o f th is a g e th e h ero ic q u a litie s o f th e C h ristia n m issio n a ries. 2 . H o b b ies. In th e te n -y e a r -o ld b o y th e a c q u isitiv e in stin c t is str o n g a n d e x p r e sse s it s e lf in c o lle c tio n s o f v a rio u s so rts. T h is in stin c t m ay b e u tiliz e d fo r ch a r a c te r b u ild in g b y stim u la tin g su ch w o r th w h ile c o lle c tio n s as sta m p s, c o in s, b u tter flie s a n d o th e r n a tu re sp e c i m en s, cu rio s, m in e ra ls, e tc . E n c o u r a g e th e b o y s to e x h ib it an d e x p la in th e ir c o lle c tio n s fro m tim e to tim e. T a lk s or e ssa y s on th e ca re o f p e ts w h ich th e b o y s h ave c o n stitu te an in te r e stin g an d h e lp fu l a c tiv ity . 3 . N a tu r e S tu d y , O cca sio n a l o u tin g s fo r th e p u r p o se o f n a tu re stu d y o p en to th e b o y a w o rld o f fa s c i n a tin g e x p e r ie n c e s. T e a ch th e b o y th e n a m es and h ab its o f tr e e s , flow ers, b ird s an d in se c t lif e . E n c o u r a g e c o l le c tio n s o f n a tu r e sp e c im e n s. T alk s b y n a tu r a lists are a w o rth w h ile fe a tu r e fo r th e w e e k ly m e e tin g . 4 . H a n d ic r a ft. T h e c r e a tiv e in stin c t d e se rv e s rec o g n itio n and d e v e lo p m e n t a n d fu r n ish e s a c tiv ity m a te rial. B o y s ca n b e in te r e ste d in m a k in g bird h o u ses, k ite s, sc o o te r s, sm a ll a r tic le s o f fu r n itu r e , In d ia n su p p lie s, su ch as b la n k e ts, b ow s and a rro w s, w am p u m b o x e s and b a g s, tom to m s, e q u ip m en t b o x , e tc . (S e e p a g e s 14 and 15 fo r b la n k e t a n d tom tom s u g g e s tio n s .) S o m e lea d ers h a v e u tiliz e d b ead w ork a n d b a sk et w e a v in g a d v a n ta g e o u sly . T h e e x h ib it a n d e x p la n a tio n o f h o w th e a r tic le w as m ad e c o n s titu te an in te r e stin g fe a tu r e o f th e C lub p ro g ra m . 5. “ C arvin g in Iv o ry S o a p ” a n d “ B lo c k P r in tin g w ith Ivory S o a p ” are su g g e s te d as su ita b le a c tiv ity m a ter ia l, e sp e c ia lly if co n fin ed to In d ia n o b je c ts an d d e sig n s. S en d 10 c e n ts to P r o c to r & G am b le, Ivory S oap M a n u fa c tu r er s, C in cin n a ti, O hio, fo r e a ch o f th e a b o v e b o o k lets. 6. “ F rien d ly In d ia n H a n d ic r a ft,” a little illu stra te d , m im eo g ra p h ed p a m p h let, e d ite d b y E a r le F . D e x te r , o f F re sn o , an d J. V . R o o t, o f N o rth H o lly w o o d , is a v a ila b le — — 12 " th rou gh th e C a lifo r n ia S ta te Y . M. C. A . O ffice a t 1 0 c e n ts a cop y. 7 . F ir st A id . T h e sim p le first p rin cip les o f first aid to th e in ju red m ay w e ll form a p art o f th e F r ie n d ly In d ian p rogram ; su ch e le m e n ta r y tr e a tm e n ts as th o se o f sim p le c u ts, b u rn s, b r u ises a n d sp rain s, o f su n b u rn , p o iso n o a k , fa in tin g an d sh ock , in se c t b ites and stin g s, n o seb lee d , e tc . T h e u se o f th e sim p le tria n g u la r b a n d a g e m a y b e p r a c tic ed . O u tsid e sp eak ers m ay b e s e cu red to p r e se n t th e a b o v e. 8. P h y sic a l T e sts. S e a so n a l p h y sica l te s ts, su ch as b a seb a ll th ro w fo r d ista n c e , k ick in g fo o tb a ll, sh o o tin g b a sk e ts, ru n n in g h igh ju m p , b road ju m p , p u sh -u p , p u ll- up, h o p -step -a n d -ju m p , an d p o ta to race are fine, w h ile a q u a tic te s ts , su ch as te n -y a r d sw im , d iv in g , e tc ., m ay b e u sed . 9. G am es. T h ere is b o th a real n eed an d v a lu e in th e u se o f p le n ty o f g ro u p g a m es in F rien d ly In d ian w ork. W h ere a v a ila b le , Y .M .C .A . p h y sica l d irecto rs and b o y s’ w o rk ers a r e g la d to ren d er h elp a lo n g th is lin e. T h e fo llo w in g b ook s sh o u ld p r o v e h e lp fu l to th e lea d er: H a n d y — L y n n R oh rb ou gh . B o y s’ G am es A m o n g N o rth A m erica n In d ian s— E d ith S to w . In d oor G am es an d S o c ia ls fo r B o y s— G. D . B a k er. L e t’s P la y — E d n a G eiste r. G am es— G eo rg e O. D rap er. G am es, C o n tests, R e la y s— S. C. S ta le y . T h e B o o k o f W o o d c r a ft an d In d ian L ore— E r n e st T h om p son S e to n . F ir st A id M ade E a sy — T o w n sen d . C am p F ires a n d C am p C o o k ery — P a lm er. N a tu re G am es— P a lm er. 10. H ik es an d O u tin g s. N o b o y s’ clu b p rogram can b e com plete w ith o u t th e o c c a sio n a l h ik e an d o u tin g . T h e F rien d ly In d ian h ik e sh o u ld b e sh o rt, ea sy and pu r p o se fu l. N a tu re stu d y an d o u td o o r g a m es add to th e in te r e st oi th e hike. T r ea su r e h u n ts, w e in e r r o a sts, and a rch ery w ill add spice an d v a r ie ty to clu b a c tiv itie s. 13— H E A D -D R E S S A t th e m id -w eek m e e tin g ea ch b o y w ea rs a h e a d b an d. T h ese are m ad e b y d o u b lin g a p ie c e o f g in g h a m , or lin in g cam b ric, 2 4 in ch es lo n g so th a t, w h en d o u b led a n d raw e d g e s a re tu r n e d in, it w ill b e 2 % in ch es w id e . E ig h te e n o n e -h a lf-in c h slo ts, th r e e -q u a r te r s o f an inch a p art, sh ou ld b e stitc h e d in b y a se w in g m a ch in e in ord er to m ake p o c k e ts to hold th e fe a th e r s. T h e h e a d b an d s fo r th e trib esm e n sh ou ld b e m ad e o f p la in le a th e r - b row n g in g h a m or cam b ric. A t b oth th e top an d b o t tom o f th e ban d m ak e a b ord er o f b la ck tr ia n g le s, le a v in g a sp a ce in fr o n t fo r th e fe lt in sig n ia . U se b la ck ME AD B A N D v a rn ish fo r th is. S n ap s or s a f e t y p in s sh o u ld b e u sed fo r fa ste n in g . T h e b o y ’s n am e sh o u ld b e p rin ted w ith p e n c il on th e in sid e o f th e h e a d b a n d , b ack o f th e in sig n ia . H ead b an d s are u sed o n ly a t th e m id -w eek m e e tin g and on sp ec ia l o c ca sio n s. T h e y a re h an d ed o u t and c o lle c te d b y th e “ In d ian R u n n er .” A fte r c o lle c tin g th em , he tu rn s th em o v e r to th e L ea d er, w h o sh o u ld k eep all su p p lies in a b o x w ith lo ck an d k e y . T h e h e a d ban ds sh ou ld b e th e co m m o n p ro p erty o f th e trib e and n ot o f in d iv id u a ls. I f to k en s are u sed it is su g g e s te d th a t b o y s b e a l lo w ed to g a th e r th e ir ow n fe a th e r s fo r th e h ea d ban d. If th e fe a th e r sy ste m is u sed th e su p p ly o f fe a th e r s sh ou ld b e h a n d led b y th e lea d er and aw a rd ed b y him . A sp e c ia l fe a th e r (p r e fe r a b ly a la r g e w h ite o n e ) or o th er in sig n ia , m ay be c h o sen b y th e B ig C h ief to b e w orn b y th e C h ie f o n ly . T h is w h ite fe a th e r sh ou ld b e w orn in th e fro n t c e n te r slo t, o th e r fe a th e r s sh ou ld be p la ced b e g in n in g w ith th e b a ck slo ts o f h ead b an d . T h e B ig C h ief or L e a d e r m ay w e a r h ea d b an d s filled w ith fea th er s if d esired . B la n k ets are w orn in a d d itio n to th e head ban ds on all sp ecia l o c ca sio n s, su ch as a p p ea r a n c e s b e fo r e C hurch and civ ic clu b s, in p a ra d es, or w h en p a r e n ts a tte n d the m e e tin g s. It is s u g g e s te d th a t th e L ea d er an d B oy C h ief w ea r red b la n k e ts a n d th e b o y s th o se of khaki color. IN D IA N B L A N K E T S V e r y se r v ic e a b le im ita tio n s o f In d ia n b la n k e ts can b e m ad e b y th e b o y s in th e fo llo w in g w a y : R ip ap art a g u n n y sa ck or p u rch a se a b o u t a yard an d a h a lf o f b u rlap . T h is can be d y ed a b rig h t c o lo r or u sed as it c o m e s. N o w cu t o u t o f card b oard a ste n c il o f a n y d e sig n y o u w ish , su ch as sw a stik a s, cro sses, e tc . P ro c u r e a sm a ll q u a n tity o f com m on w a ll k a lso m in e in colors d esired an d m ix w ith w a te r . N o w p a in t o v er th e p rep ared ste n c il w ith an o rd in a ry b rush, m akin g th e b la n k et as o r n a te as y o u w ish . S o m e w ill p a in t d e sig n s w ith o u t ste n c ils. In stea d o f th e u su a l to k e n s or fe a th e r aw ard s, o n e su c c e s sfu l lea d er has th e b o y in d ic a te h is a d v a n cem en t on his b la n k et b y p a in tin g u p o n it c er ta in in sig n ia in su ita b le p la ces, in h a rm o n y w ith o th e r d e sig n s on th e b la n k et. In th is le a d e r ’s g ro u p , th e b la n k et is th e p ro p e r ty o f th e g rou p u n til th e b o y a d v a n ces in to th e P io n eers, w hen it is p r e se n te d to him . I f h e lea v e s th e c ity , h e is a llo w ed to ta k e it w ith him ; b u t, if he w ith d raw s from th e g ro u p fo r a n y o th e r rea so n , th e b lan k et rem ain s th e p ro p erty o f th e grou p . T h ese b la n k e ts are in v a lu a b le fo r clu b m e e tin g s, d e m o n str a tio n s an d room d isp la y s. T H E TO M TO M A T om T om ca n b e m ade by th e le a d e r and b o y s if th e y p o sse ss suffi c ie n t in g e n u ity an d p a tie n c e . T O M T O M P ro c u r e a str o n g n ail k eg; d riv e th e to p h oop s d o w n tig h t an d sa w off th e en d s e v e n w ith th e h o o p s. T h e c e n te r hoop s can th en b e rem oved . S a n d p a p er th e en d s o f th e sta v e s, u n til th e y a re p e r fe c tly sm o o th . T h in bark, if d esired , can b e ta ck ed o v er th e k e g so th a t it w ill lo o k lik e a hollow log. P u rc h ase a fre sh c a lf sk in fro m a b u tch er or sla u g h te r house, b ein g su re th a t it is n o t ta n n ed or d ried . This w ill w eig h from n in e to tw e lv e p ou n d s an d sh ou ld cost from 15c to 2 0 c a p o u n d . P erh a p s th e h a rd est job is the rem o v a l o f th e h air. In a w a sh tu b p la ce five pounds o f u n sla c k e d lim e an d co v er w ith tw e n ty gallons of w a te r, le ttin g th e lim e sla ck . M ix th o r o u g h ly . P lace the h id e w ith th e h a ir sid e d ow n in th is so lu tio n and cover th e tu b w ith c a n v a s, a llo w in g it to sta n d forty -eig ht h ou rs; a fte r w h ich th e h a ir sh ou ld scra p e off e a sily w ith an old k n ife or p ie c e o f g la ss. U se care n o t to cu t th e h id e. — 15— A fte r scra p in g an d c le a n in g th e h id e th o r o u g h ly , c u t tw o circu la r p ie c e s th r e e in ch es la r g e r th an th e h ea d o f th e k e g . W ith a p o c k e t k n ife cu t h o les in b o th p ie c e s ab ou t o n e in ch b a ck fro m th e e d g e and fo u r in ch es ap art fo r la c in g th e se h ea d s o n to th e k e g . C ut lo n g la c in g strip s % in ch w id e, fa s te n in g strip s to g e th e r to m ak e a la c e a b o u t th ir ty fe e t lo n g . T w ist th e strip u n til it is a rou n d cord an d a llo w it to d ry a b o u t o n e hou r. In la c in g th e tw o h ea d s o v e r th e k e g , skup o n e h o le th e first tim e a ro u n d an d in th e se co n d la c in g p ick up th e m isse d h o le s, p u llin g th e la c e as tig h t as p o ssib le. N o w p la c e th e drum in th e su n or a w arm p la c e to d ry, an d in tw o d a y s it w ill b e tig h t an d rea d y for d e c o ra tio n . A g o o d b e a te r m a y b e m ad e b y tw is tin g to g e th e r fo u r str ip s o f h id e a b o u t o n e in ch w id e a n d at le a st fifte e n in ch es lo n g . T ie a k n o t in th e c e n te r an d p u ll th e tw o en d s b ack , b ra id in g to g e th e r . S tr e tc h a sm o o th p ie c e o f h id e o ver th e k n o t, ty in g se c u r e ly w ith cord . T h en w rap th e h a n d le tig h tly w ith cord u n til it d ries, w h en th e cord m ay b e rem o v ed . B e a te r m a y be m ad e o f w ood , b u t h id e is b e tte r . T h e ta il c a n b e u sed as d e c o ra tio n o f th e b e a ter . P O W W O W S , E T C , In c o m m u n ities w h er e th e r e are tw o or m ore trib es, th e r e sh ou ld b e a m o n th ly “ P o w W o w ,” or g e t-to g e th e r , fo r sp ec ia l program an d stim u la tio n o f e n th u sia sm . If p o ssib le, th e *'Big C h ie fs” sh o u ld a lso g e t to g e th e r fo r tra in in g an d e x c h a n g e o f id ea s. In ter -trib a l c o m p e ti tio n w ill be stim u la tin g . E ach y e a r th e re sh o u ld b e a c o m m u n ity -w id e e x h ib it o f “ In d ia n ” r e lic s, in str u m e n ts an d o r n a m en ts m ad e by th e b o y s, fo r w h ich rib b on p rizes sh ou ld be a w ard ed . A n n u a l h ob b y sh o w s, e tc ., sh o u ld b e in clu d ed . L IF E -S A V IN G M E D A L T h e L ife -S a v in g A w a rd is o n e o f th e m o st im p or ta n t se rv ic e r e c o g n itio n s a F r ie n d ly In d ian can r e c e iv e . T h e H on or F r ie n d ly In d ia n G old B a d g e is p r e se n te d fr e e by J. A . M ey ers & C o., je w e le r s, L os A n g e le s. T h e r e q u irem en ts are: 1. F u ll sta te m e n t o f th e c ir c u m sta n c e s, sig n e d b y th e F rien d ly In d ian . 2 . S u b sta n tia tin g e v id e n c e b y w itn e ss e s , p a r e n ts or lea d er. 3 . P r e se n ta tio n o f th e a b o v e m a ter ia l w ith in 6 0 d a y s o f th e e v e n t to S ta te Y .M .C .A . H ea d q u a rte rs. — 16— — O P E N IN G C E R E M O N Y F O R “ F R IE N D L Y IN D IA N ” M E E T IN G (T h e fo llo w in g C erem o n ies fo r “ F r ie n d ly In d ia n ” M e e tin g s are su g g e ste d . T h e y se r v e to e x p la in and em p h a size th e p lan a n d id ea ls o f th is Y o u n g e r B o y s ’ P ro g r a m .) (T o m T om B e a te r c a lls m e e tin g to ord er w ith tom tom . B o y s sta n d .) B ig C h ief: H o w ! T rib e: H ow A g e n a lia (p r o n o u n c e d “A h -g e-n a h -Ie-a ,” m ea n in g “M y T ru e F rien d . ”) C h ief: F r ie n d ly In d ian s r e sp e c t th e ir n a tio n ’s flag. L et u s all jo in in ou r p le d g e o f a lle g ia n c e to th e U n ite d S ta te s flag. (T o m T om B e a te r b e a ts o n c e . B o y s all sta n d and u se sch o o l s a lu te .) T rib e: I p le d g e a lle g ia n c e to th e F la g o f th e U n ited S ta te s o f A m e rica an d to th e R ep u b lic fo r w h ich it sta n d s, o n e n a tio n in d iv isib le , w ith lib e r ty an d ju stic e fo r a ll. (T o m T om B e a te r b e a ts tw ic e an d a ll are s e a te d .) C h ief: T om T om B e a te r , w h a t is a “ F r ie n d ly In d ia n ” ? T om T om B e a te r . A b o y , su ch as I, w ho lo v e s th e G reat S p irit, w h o is d o in g h is b e st to b u ild h im se lf in b o d y , m ind an d sp irit so th a t h e m a y b e r ea d y an^d h ap p y to se r v e w h e n e v e r th e o p p o r tu n ity is o ffered . C h ief: T om T om B e a te r , w h a t is y o u r sp ec ia l d u ty ? T om T om B e a te r : I c a ll m y fe llo w trib esm e n to c o u n cil th a t w e m ay lea rn m ore o f th e G rea t S p irit and h o w w e m ay b est carry o u t our g r e a t p u rp o se. C h ief: In d ian R u n n er, h ow are y o u h e lp fu l to th e trib e ? In d ian R u n n er: I run a ll erran d s fo r th e c h ie fs and ca re fo r th e trib al p ro p erty . C h ief: W am pu m B ea rer, w h a t se r v ic e d o y o u g iv e ? W am pu m B ea rer: I sta n d g u a rd o v e r th e m o n e y o f th e trib e and c o lle c t from e a ch trib esm a n th a t w h ich w ill h elp our In d ian B o y F rien d (n a m e o f In d ian b o y th is tr ib e is h e lp in g ) to e n jo y se m e o f th e good th in g s o f w h ich w e h a v e so m a n y . C h ief: M ed icin e M an, h o w d o y o u h e lp ? M ed icin e M an: M y d u ty is to b e e v e r rea d y to e a se th e hi^rts o f all an d h elp a n y o n e in tro u b le. C h ief: B ig C h ief, w h a t do y o u d o h e r e ? B ig C h ief: M y T rib esm en , I am h ere to h elp you a l l to liv e u p to th e g r ea t aim o f th e F r ie n d ly In d ian s. W h at is th%t a im ? — 17— T rib esm en : T h e A im o f F r ie n d ly In d ia n s is to p ray to G od d a ily , h on or C o u n try an d F la g , a tten d S u n d a y S ch o o l an d C h u rch , earn good m arks in S ch ool, o b serv e c a r e fu lly ou r h e a lth h a b its, d o fa ith fu lly and c h e e r fu lly all H o m e w ork , h elp o th ers, an d P L A Y S Q U A R E , W O R K S Q U A R E an d B E S Q U A R E . B ig C h ief: L e t us n o w do h on or to th e C h ristian F la g . (T o m T om B e a te r b e a ts o n c e . B o y s sta n d w ith rig h t h an d o v er h e a r t.) T rib e: I p le d g e a lle g ia n c e to th e C h ristia n F la g and to th e S a v io u r fo r w h o se K in gd om it sta n d s, o n e b roth erh ood u n itin g all m an k in d in se r v ic e a n d lo v e. C h ief: B ig C h ie f, w ill y o u lea d u s w h ile w e ta lk to th e G reat S p irit? (P r a y e r . A ll sta n d w ith h an d s o v e r h ea d , lo o k in g u p .) (T o m T om B e a te r b e a ts tw ic e , all are s e a te d .) C h ief: In d ia n R u n n er, call th e ro ll. (In d ia n n am es o n ly .) (A s n am es a re ca lled b o y s co m e fo rw a rd and d e p o sit d u es in w am p u m b a g .) In d ian R u n n er: T h e ro ll is ca lled . C h ief: It is w e ll. B ig C h ie f, w ill you lead us in th e stu d y o f th e W h ite M an ’s B ib le ? S U G G E S T IO N S F O R C L O SIN G C E R E M O N Y B o y s sta n d in c ir c le w ith arm s o v er h ea d and ch an t or sp ea k th e O m ah a T rib a l P ra y er: “ F a th e r, a n e e d y o n e sta n d s b e fo r e th ee; I th a t sin g (s p e a k ) am h e .’ or sin g th e “ C lo sin g P r a y e r S o n g .” T u n e— “T a p s.” (S ta n d in g in a c ir c le , th e b o y s ra ise an d lo w e r th eir arm s a lte r n a te ly w ith ea ch lin e o f th e s o n g .) “ D a y is d o n e. G on e th e su n F rom th e h ills, from th e la k e, from th e sk y; A ll is w e ll. S a fe ly r e st, G od is n ig h .” “ "18— — T R IB A L N A M E S U G G E S T IO N S T h e fo llo w in g n am es o f v a rio u s In d ian N a tio n s an d T rib es are su g g e ste d for F r ie n d ly In d ian T rib al n am es: A L G O N Q U IN S (M a in e ). R eg a rd ed as go o d frie n d s o f w h ite m en . C H E R O K E E (N o r th C a r o lin a ). L o n g er h isto r y o f w h ite c iv iliz a tio n th an a n y o th e r tr ib e . M an y C h ristia n s. C R O W S (M o n ta n a ). A llie s an d sc o u ts fo r w h ite m en . M E N O M IN E E (W is c o n s in ). K n ow n fo r frien d sh ip to w h ite m en an d fid e lity to g iv e n w ord . M O H IC A N S (N e w Y o r k ). H ard w o rk in g ; lea d ers; v e ry in te llig e n t. N A V A J O (A r iz o n a -N e w M e x ic o ). N o p o v e r ty . In d u strio u s. N E Z P E R C E (I d a h o ). W o n d e r fu l p h y sic a l sp e c i m en s. L iv in g c o n d itio n s fine. P A W N E E (O k la h o m a ). M ean s “ M en o f M en .” F a ir ly p ro sp ero u s. P IM A (M ea n s “ T h e P e o p le ” ) . (A r iz o n a an d N e w M e x ic o .) C h ristia n sta n d a rd s in fa m ily life . P O T A W A T O M I (W is c o n s in ), H ig h d o m e stic sta n d a rd s. C h ie f in co m e from c u ltiv a tio n o f lan d . W A S C O (C a lifo r n ia ). V e ry p e a c e fu l an d in d u s trio u s. A P A C H E M IA M I A R A P A H O E S M O H A W K S A Z T E C S M O N O B E A R C L A W S N A R R A G A N S E T T E S B L A C K F E E T O M A H A S C A Y U G A S O N E D IA S C A Y U S E P A T W IN C H E Y E N N E S P O N T IA C C H IC K A S H A S S E M IN O L E S C H O C T A W S E N E C A S C O M A N C H E E S S H A S T A C R E E S H A W N E E S C R E E K S S IO U X H U R O N S W A S H O E IR O Q U O IS W IC H IT A S M A ID U W IN T O O N M A N IT O U Y O K U T M A S S A S O IT O th er su g g e s tio n s m ay b e o b ta in ed from lib ra ry book s. — 19 — S U G G E S T E D P E R S O N A L N A M E S T h e fo llo w in g a u th e n tic a te d In d ian n a m es are s u g g e ste d fo r th e b o y s to ch o o se as th e ir n a m e s in th e trib e: A n a n g — S ta r A n ek u s— S q u irrel A n o k i— A c to r A p ek a to s— 'A n telo p e A p e la c h i^ — A H elp er A y ita — W o rk er B e b e -ji— W ild H o rse B eb e-m a k — D ark H o rse B in e sh i— B ird Sh arp B isa n a b i— T h e S ile n t O ne B o d a w a y — ( H e ) m a k es fire G a b esh ik ed — C am p er G a g o ik e d — F ish erm a n C h ab ak w ed — C am p C ook C h im a lu s— B lu eb ird C h issa k id — J u g g le r C h o g a n — B lack b ird C h u le— P in e T ree G itc h i-sa k a — B ig S tic k H a tu ja — W in d H u y a — F ig h tin g E a g le J isa k a — R ob in K a -b a -to — R u n n er K a k -i-n o -sit— T h e T a ll O n e W a d jep i— N im b le N a s-w a w -k ee — F ea th er ed A rro w N ib a w — I sta n d up N o d in — W in d N o k isa n — W o n d er C ook O n -jim a— S tr o n g H and O soh ad a— W h ite C edar P a n o ssim — W a ter -d o g or S ea -d o g S a -q u a -sip i— R iv e r o f M ys te r y S h a w a n i-n o d in — S ou th S h eb o y g o — W riter S k a ju n a — E a g le S o n g a n — S tr o n g T a -h o o -ta -n a -k e— R ab bit T ch essa k id — E n te r ta in e r T em s-k w a h -ta -w a h — H e w ho sits b y th e fire T ilip e — F o x T o n a — T u rk ey T u m m u n k — B ea v er W a b a n in a d in — E a st K ee w a y -d in — N orth K itc h in o d in — W e st K oda— F rien d K oon — S n o w K o u sh en — R a v en L i-ta h -n i— L ittle F la m e M ash k ik i— C am p D o c to r M in o w a y — M ovin g V o ic e M itig w a k id — F o r e ste r N a m id — D a n c e r N in a -b o -jo u — S u n G od W ah -b it— K een E y e s W a ss-w a — S p ea rm a n , or B ig S p earm an W a p o o s— R ab b it W a w -b a n -see— M irror W a te r W a w in g e s— Sk il fu l W e e s-w e e s— L ittle O w l W eeto m p — F rien d W o w ita n — H on or Y uk p a— M erry — 20— S U G G E S T E D B O O K S F O R “ F R IE N D L Y IN D IA N S ff In d ian L e g en d s an d F o lk lo r e S to r ie s o f th e R ed C h ild ren .................................................B rook s In th e R eig n o f C o y o te ...................................................... C h an d ler S m o k y D a y ’s W ig w a m E v e n in g s ................................... E a stm a n P a w n e e H ero S to r ie s and F o lk T a le s .........................G rin n ell W ig w a m S to r ies ...............................................................................Judd R ed In d ia n F a ir y B o o k ........................................................... O lc o tt S to r ie s th e Iroq u ois T e ll T h eir C h ild ren ........................P o w er s In d ian F o lk T a le s......................................................................... R o u let G ray W o lf S to r ie s.......................................................................S e x to n O ld In d ia n le g e n d s .............................................................. Z itk a la -S a S o n s o f K a i.......................................................................................B e sto n In d ia n N ig h ts ...............................................................................B r o w n e K o o ten a i W h y S to r ie s ......................................................L in d erm a n In d ian L e g e n d s ............................................................................L y b a ck N a v a h o T a le s ............................................................................W h itm a n In d ian L ife and C u sto m s M y L ife A m o n g th e In d ian s (B o y ’s C a t lin ) ................C atlin In d ia n B o y h o o d ...................................................................... E a stm a n In d ian G a m es an d D a n c e s................................................... F le tc h e r S to r y o f th e In d ia n .................................................................G rin n ell F a m o u s In d ian C h ie fs I H a v e K n o w n ........................ H ow ard S to r ie s o f In d ia n C h ild ren ................................................... H u sted F o u r A m e r ic a n In d ia n s......................................................W h itn e y In d ian s o f N o rth A m e r ic a ...................................................... B rook s H ow th e In d ian s L iv e d .........................................................D earb orn K w ah u , th e H op i In d ian B o y ..............................................M oran B o y s ’ G am es A m o n g th e A m erica n In d ia n s...................S to w W h ite In d ian B o y .........................................................................W ilso n In d ian S to r ie s T rail B o o k .......................................................................................A u stin T h u n d er B o y ....................................................................................B a k er B o y L ife A m o n g th e In d ia n s........................................... G o u ld in g F la m in g o F e a th e r ...................................................................... M u n roe L o st In d ia n M a g ic ............................................................................M oon S in o p a h th e In d ian B o y ........................................................... S c h u ltz W ith th e In d ia n s in th e R o c k ie s......................................S c h u ltz T a lk in g L e a v e s ......................................................................... S tod d ard W h en B u ffa lo R a n ................................................................... G rin n ell B o o k o f In d ian B r a v e s.........................................................S w e e tse r In d ian H ero es an d G reat C h ie fta in s............................. G reg o r N e z P e r c e J o se p h ...................................................................... H ow ard F^fty M issio n a ry H e r o e s......................................................J o h n sto n P u eb lo B o y ....................................................................................C an n on N ew M oon ......................................................................................... M eig s F la m in g A rro w ................................................................................. M oon A* th e C row F lie s ............................................................................M eig s “T I P S ” TO L E A D E R S A sk illfu l le a d e r w ill a lw a y s tr y to b e com e a tr u e m em b er o f th e g ro u p . O f c o u r se, as an o ld er m em b er, he w ill n e e d to b e p rep a red to o ffer h e lp fu l a d v ic e to th e b o y s, an d to c o o p e r a te as o p p o rtu n ity a f- Leaders* fo rd s. H e d o es n o t n e e d to h a v e a c o m p le te B utton k n o w le d g e o f th e w h o le p rogram in o rd er to b e g in . B y ta k in g o n e ste p a t a tim e, b y h a v in g a g e n u in e in te r e st in b o y life , by m a in ta in in g a p er so n a l life a b o v e r e p roa ch , and by b e in g r eg u la r in a tte n d a n c e a t b oth clu b m e e tin g s an d tr a in in g c la sse s, th e lea d er m a y be a ssu red o f s a tis fa c tio n . H e w ill ta k e a d v a n ta g e o f e v e r y th in g w h ich in d ic a te s th e in te r e st, p u rp ose, p rob lem s and d e sir es o f th e m em - { h ers o f th e grou p a n d w ill gu ard a g a in st m a k in g th e p rogram m ec h a n ica l in its a p p lica tio n . H e w ill k eep s e n s itiv e to th e v ie w p o in t o f y o u th . H e m u st k eep fle x ib le an d a b le to slid e from th e a ttitu d e o f th e a d u lt lea d er , w ith th e e x p e r ie n c e o f m a tu re y e a r s, v e rse d in th e lo re o f th is, an d in th e tec h n iq u e o f th a t, o v e r in to th e o u tlo o k o f th e b o y w ith th e d e sir e fo r th in g s o f th e b oy w orld . Y e t, he m u st b e e v er s e e k in g to d raw b o y s up to a h ig h er le v e l in th in k in g and a c tiv ity . T h e fo llo w in g su g g e s tio n s and ca u tio n s m ay p ro v e h e lp fu l: I. S u g g e stio n s: 1. B e on th e a ler t fo r e x p r e ssio n s o f d esir es, w ish es an d p ro b lem s on th e p art o f m em b ers o f th e g ro u p . S u ch e x p r essio n s as th e fo llo w in g w ill b e in d ic a tiv e o f in te r e st an d p u rp ose: G ee, I w ish ........................................................ L e t’s ......................................................................... I w o n d er i f ........................................................ W o u ld n ’t it b e fu n ........................................ I w ish w e c o u ld ................................................ 2. W h en th e se in d ic a tio n s are n o tic e d th e lea d er sh o u ld g iv e o p p o rtu n ity fo r th e grou p to d iscu ss fr e e ly w h a t th e g rou p w o u ld w a n t to do in ea ch c a se an d , if p o ssib le, ca rry th e p lan th ro u g h . 3 . W a tch fo r p ro b lem s w h ich g r o w o u t o f th e r e g u la r a c tiv ity o f th e clu b . P la c e s w h ere th e r e are d iffe re n c es in sta n d a rd s o f a c tio n , a ttitu d e s, op in - 22 io n s an d p r a c tic e s (su c h as d iffe re n c e in p r a c tic e o f sp o rtsm a n sh ip on th e b a sk e tb a ll floor, d iffer e n c e s in sta n d a rd s o f tr e a tm e n t o f o th e r b o y s, th e ja n ito r , th e p a sto r, e tc .)» g iv e o p p o r tu n ity fo r g ro u p d iscu ssio n an d grou p d e te r m in a tio n o f w h a t th e clu b o p in io n , a ttitu d e a n d p r a c tic e sh o u ld b e. 4. M ake u se o f p rob lem s w h ich g r o w o u t o f th e e v e r y d a y life o f th e b oy in h om e, C h urch, sch o o l an d p la y in m uch th e sr m e w a y . 5. L iv e w ith th e b o y s on th eir o w n le v e l. E sta b lish a n a tu ra l co m ra d erie. T h e sk illfu l lea d er sh a res h is o w n e x p e r ie n c e w h en it h elp s th e grou p to m ak e a m ore m e a n in g fu l ch o ice. . C a u tio n s: 1. G uard a g a in st u sin g aw ards as th e m ain en d s o f gro u p e n d e a v o r . A sk illfu l le a d e r str iv e s to in te r e s t th e b o y in th e a c tiv ity its e lf, ra th er th a n in th e r e c o g n itio n th e b oy g e ts b e c a u se o f p a r tic ip a tin g in th e a c tiv ity . A w a rd s sh o u ld b e co m e th e e v id e n c e o f a tta in m e n t. 2. D o n o t th in k th a t b e c a u se b oys h a v e b e e n in so m e a c tiv ity so m e w o rth w h ile r e su lt h as f o l lo w ed . A lea d er m u st c o n sta n tly q u e stio n h im s e lf as to w h a t is r ea lly h a p p en in g in th e a ttitu d e and p u rp o se o f th e boy. 3. G uard a g a in st d o in g th in g s ju st b e c a u se th e se p a g e s s u g g e s t th em , or ju st fo r th e sa k e o f d o in g so m e th in g . T h e sk illfu l lea d er r e c o g n iz e s th a t h e m u st u se th is m a teria l to o p en up n e w in te r e sts a n d m ea n in g s in his g ro u p , ra th er th an m er ely to k eep h is clu b b u sy w ith a c tiv itie s . T h e rea so n s fo r th e se su g g e stio n s an d c a u tio n s a re to be fo u n d in w h a t p eo p le n o w k n ow a b o u t h ow b oys develop a n d h ow c h a r a cter grow s. Such p sy c h o lo g y as w e n ow h a v e lead s u s to th e general c o n c lu sio n th a t a fe llo w form s h is id e a ls in th e &ame w ay th a t h e b u ild s a n y h ab it o f a c tio n . A b o y becom es tr u stw o r th y b y a c tin g in th e w a y th a t w e ca ll tru s tw o rth y in a n u m b er o f d ifferen t real life situ a tio n s -not^ as w e h a v e o c c a sio n a lly assu m ed , b y r e p e a te d ly ray ing th a t h e is "reliable.^' A b oy b eco m es C h rist-lik e b y ch o o sin g an d a c tin g in th e J e su s w a y in e v e r y lif e situ a tio n , be it on th e p la y g ro u n d , a t h om e, a t C h urch, or a t sch o o l. 23 — M o reo v er, C h ristian c h a r a cter se em s to co m e n o t b y se e k in g it d ir e c tly , b u t b y d o in g a lo t o f d iffe re n t th in g s w ith th e a ttitu d e and in th e sp irit o f J e su s. A ll o f th is k n o w led g e a b o u t h o w c h a r a c te r grows^ is su m m ed up in w h a t h a v e b een c a lle d " th e la w s o f le a r n in g ,” th e m o st im p o rta n t o f w h ich are: 1. L a w o f R ea d in ess. A b o y lea r n s m ore q u ick ly th a t fo r w h ich h e is rea d y (in w h ich h e h as an in te r e s t) . 2 . L a w o f E x e r c ise . A b o y lea r n s w h a t h e p r a c tic e s or rep ea ts. 3 . L a w o f E ffe c t. A b o y ten d s to p r a c tic e th o se th in g s w h ich s a tis fy an d n o t to r ep ea t th o se th in g s w h ich a n n o y . 4 . L a w o f A s so c ia tiv e S h ift. A b o y ’s in te r e st in a n d r esp o n se to o n e situ a tio n or th in g m a y b e sh ifte d to a n o th er b y c o n n e c tin g th e sa tisfa c tio n ^ o f th e old to th e n e w s itu a tio n . A lea d er w h o w ill tr y to u n d e rsta n d th e se la w s an d to u se th em in his w ork w ith th e b oys w ill find h im se lf e n jo y in g th e la r g e r r etu r n s w h ich c o m e from h is e ffo rt. A sk illfu l lea d er , th e r e fo r e , w ill g iv e up h is id ea s o f e n te r ta in in g th e b o y s or a r r a n g in g th in g s fo r th em to do an d th en tr y in g to m ak e th o se th in g s in te r e stin g . H e w ill d e v e lo p th e sk ill o f so r e la tin g to th e clu b p rogram th e in te r e sts an d p u rp o ses o f a g rou p th a t th e b o y s th e m se lv e s w ill fu r n ish th e m o tiv e p o w er. O ut o f w h a t th e y r e a lly w a n t to do, th e b o y s p ro v id e th e c o n tin u ity o f in te r e st o f th e grou p . T h e le a d e r b e c o m e s th e g u id e , th e co m ra d e, th e e n c y c lo p e d ia o f w a y s w h er eb y th o se in te r e sts an d p u rp o ses m a y b e u sed m ost r e w a r d in g ly b y th e b o y s th e m se lv e s. H e w ill fr e q u e n tly c h e c k th e a c tiv itie s to se e th a t th e b o y s a re g ro w in g : in k n o w le d g e , in a ttitu d e , in c o n d u ct. A g r o w in g lea d er w ill fu r th e r a v a il h im se lf o f th e b e st p o ssib le b ook s on th e se su b je c ts. H e w ill a lso profit g r e a tly b y th e " C h ristian C itize n sh ip S e r v ic e ” fu r n ish e d by th e N a tio n a l C o u n cil Y .M .C .A . (S e e lo ca l Y .M .C .A . S e c r e ta r y fo r e n r o llm e n t.) "G R O U P L E A D E R S A N D B O Y C H A R A C T E R ,” b y A . J. G reg g (r e v ise d S e p te m b e r, 1 9 2 7 , an d p u b lish ed b y A sso c ia tio n P re ss, 3 4 7 M ad ison A v e ., N e w Y ork C ity — $ 1 .5 0 ) is o n e o f th e b e st b ook s a v a ila b le fo r lea d er s o f b oys' g ro u p s. It in c lu d e s su ch v a lu a b le s u g g e stio n s as " H ow to B e g in ” , " H ow a L e a d e r M ay B e c o m e A c q u a in te d W ith B o y s ” , " H ow to G u id e G roup P ro g ra m B u ild in g ” , e tc , T H E C H R IS T IA N Q U E S T ( S e e P a g e 2 ) — 6 " B a sic ” p a m p h lets, 7 0 c; 8 " R eso u rce ' p a m p h lets, $ 1 .4 0 ; b in d er, 6 0 c . O rd er from C ou n cil o f R e lig io u s E d u c a tio n o f y o u r C ity or S ta te , or from D e n o m in a tio n a l B oard . 91 .2 % g « - u " £ Ï Ï Æ S ' C Q O ) < D E o s 2 ll c-s I C O -"I I :z § CA 5 - I M . J 2 0 a S a ë = " < w CO M u k M I ■ 6-? ( 6 o s > D s D u V k - J E 5 - S i f IS 0 r t l | s 3 . % m j: go a.Q < o = □ - □ I I I - I a > 5 H n s H C O < Ui o 2 < Û 2 W H H < 1 s J3 a < U ■ M a J 2 a C M i □ ID ID □ siD D J D □ ? o S^D □ =3D “^D □ 30 3D V (d o k c . 2 . 2 T 3 G 0 IS . Q X O I I X . Q f l .2 c < i > J S & U ï.ÿ c n c a 92 « ft CO CO id I b S=2 I I O U < i n 1 1 1 l l APPEHDIX F 92 How to Become a Pioneer First: Fill out and sign an “Application for Membership” card, which should be approved by parent and by the leader of the Club. Second: Learn and recite to the Leader the following: Purpose of a Pioneer “To follow the trail blazed by the Great Pioneer, in a life of service, and of growth in wisdom and stature, and in favor with God and man.” Aims of a Pioneer “As a Pioneer, I AIM to 1. “Seek Health” 2. “Do My Whole Duty” 3. “Play a Team Game” 4. “Play the Game Clean” 5. “Be Self-Controlled” 6. “Be Self-Reliant” 7. “Be Absolutely Reliable” 8. “Be Thorough” 9. “Be Always Kind” 10. “Be Reverent” 11. “Be Loyal in all my Relation ships.” (Over) 94 “The Star Spangled Banner” O, say! can you see, by the daw n’s early ligh t. W hat so proudly w e hailed at the tw ilig h t’s last gleam ing? W hose broad stripes and bright stars, thru’ the perilous fight. O’er the ram parts w e w atched, w ere so gallan tly stream ing? And the rock ets’ red glare, the bombs bursting in air. Gave proof through the night th at our flag w as still there. O, say, does that Star-Spangled B anner yet w ave O’er the land of the free and the hom e of the brave? Pledge to the United States Flag I pledge allegiance to the flag o f the U nited S tates of A m erica and to the Republic for w hich it stands, one N ation indivisible, w ith lib erty and ju stice for all. Pledge to the Christian Flag I pledge allegiance to the Christian flag and to the Saviour for w hose Kingdom it stands; one brotherhood u n itin g all m ankind in service and love. The Lord’s Prayer or A Boy’s Prayer Give me clean hands, clean w ords, and clean thoughts; help m e to stand for the hard righ t again st the easy w rong ; save m e from habits that harm ; teach m e to work as hard and play as fa ir in T hy sight alone as if all th e world saw ; forgive m e w hen I am unkind, and help me to forgive those who are unkind to m e; keep me ready to help others at som e cost to m y self; send me chances to do a little good every day, and so grow more like Christ. (O ver) 9-5 (D ü o 4-1 O j § O ) o) è S 3 S '! : g T 3 fl o 4 - 1 1 3 4-^0 '2 g 4 = 1 ‘ ^ O ) A S O ) i H : i - & O) s < D O) 4-1 A p q : S > . o o P i l | " o s o O < D tP d C « O . « «.tJ ! î l l l § § g l 2 à | § F •p O ) S i S 'g •s s 2 s:S 9.6 _ œ •S 'o P 4 S fl .S 'o P m 1 o 1 3 5 o P 4 1 3 o P 4 o o 03 O i o O 0 3 O " P 0 3 O i % > r 4 - > £ r c ; P 4 O ) Q 03 m O I z ; 97 Pioneer Manual (LEADERS’ EDITION) Christian Citizenship Program TABLE OF CONTENTS L E A D E R S ’ S E C T IO N Page T h e P io n e e r P r o g r a m ...................................... I B e c o m in g a S k illfu l L e a d e r ........................................... III C o n s titu tio n B u ild in g .................................................................................................................VIII E le m e n ts o f a S u c c e s s fu l C lu b ............................ V G i'oup O rg a n iz a tio n .................................................................................................................... V H o w to L e a d G ro u p G a m e s ...................................................................................................... 3 2 In d u c tio n C ere m o n ie s ........................................................................... 33 L e a d e rs ’ B ib lio g ra p h y ................................................................................................................. 37 M a s te r P io n e e r R e c o g n itio n S e r v ic e ................................................................. X S c a ffo ld in g ........................................................................................................................................... II S e a s o n a l A c tiv itie s ........................................................................................................................ 27 S u p p lie s L i s t....................................................................................................... In s id e B a c k C o v er Y e a r’s P r o g r a m in O u tlin e :...................................................................................................... 3 0 B O Y S ’ S E C T IO N In tr o d u c tio n — “ T h e P io n e e r ’ ............................................................................................... 1 C h a p te r I H o w to B ec o m e a P io n e e r ........................................ 2 H o w to O rgcm ize a P io n e e r C lu b .......................................... 2 O fficers ................................................................................................. 2 R itu a ls a n d R itu a l B u ild in g ................................................................................... 2 C h a p te r II E q u ip m e n t o f a P io n e e r .................................................................................................... 5 D e g re e s a n d In s ig n ia ....................................................................................................... 5 E q u ip m e n t of a P io n e e r C lu b ..................................................... 6 A d d itio n a l O p tio n a l E q u ip m e n t.................................................................................... 7 P io n e e r C lub M e e tin g s ....................................................................................................... 8 C h a p te r III P la n n in g Y o u r C lub P r o g r a m ....................................................................................... 9 E v id e n c e s of G ro w th ........................ 10 S co re C a rd E x p la in e d ................................................... 10 G ro w th C a rd P la n .................................................................................................................. 10 C H A P T E R IV P r o je c t S u g g e s tio n s ........................................................................................ 11 G ro u p P r o je c ts ........................................................................................ -••• H In d iv id u a l P r o je c ts (O n -g o in g T y p e ) ............... 16 In d iv id u a l P r o je c ts ( T e s t T y p e ) .............................................................................. 17 C h a rtin g O u rs e lv e s ............................................................................................................ 2 4 B o o k s f o r P io n e e r s ............................................................................................................... 2 5 P io n e e r S u p p lie s ................................................................................................In s id e B a c k C o v er P u rp o s e a n d A im s B a c k C o v e r o 1 6 .0 0 2.00 2.00 2.00 2.00 2.00 3 .0 0 3 .0 0 2.00 3 .0 0 1.50 PIONEER SUPPLIES P R IN T E D M A T T E R T h e fo llo w in g s u p p lie s m a y b e o b ta in e d fro m th e S ta te A s s o c ia tio n Y .M .C .A ., 7 1 5 S o u th H o p e S t., L o s A n g e le s, C a lif. O rd e r a ll s u p p lie s s e n t C .O .D ., o r e n c lo s e c h e c k w h e n o rd e r in g . P o s ta g e o r e x p re s s c h a rg e s w ill b e P r e p a id on a ll o rd e rs a c c o m p a n ie d b y c h e c k o r c a s h . O n a ll C .O .D . o r d e rs , th e P u r c h a s e r w ill b e e x p e c te d to p a y p o s ta g e o r e x p re s s c h a rg e s . N o a c c o u n ts c a rr ie d . E a c h P e r 100 M a n u a ls — B o y s ’ E d itio n (R e v is e d S e p t., 1 9 2 9 ) ............. $ .13 $ 1 0 .0 0 M a n u a ls — L e a d e r s ’ E d itio n (R e v is e d S e p t., 1 9 2 9 ) .................................2 0 “ H o w to B ec o m e a P io n e e r ’’— c a rd ......................................................................03 A p p lic a tio n fo r M e m b e rsh ip — c a r d ......................................................................03 M o n th ly G ro w th a n d M e m b e rs h ip C a rd ...,.,................................................... 03 M o n th ly S co re C a rd ......................................................................................................03 M e m b e rs h ip C a rd ....................................................................... 03 L e a d e rs ’ C lu b R e c o rd S h e e t................................................................................... 0 5 C lub W a ll C h a r ts — s ix m o n th s ’ re c o r d ($ 2 .5 0 d o z .) ..............................25 S e c r e t a r y - T r e a s u r e r ’s R e c o rd S h e e ts .................................................................0 4 A p p lic a tio n fo r M a s te r P io n e e r M e d a l..............................................................03 “ T h e C h r is tia n C itiz e n s h ip P r o g r a m , W h a t I s I t ? ”..............................03 “ A B o y s ’ W o rk C o m m itte e ’’— m o n o g r a p h ..................... .0 5 S e lf-A n a ly s is B la n k s ( f o r “ F in d Y o u r s e lf ” c a m p a ig n ) .........................0 4 “ Y .M .C .A .” S o n g — b y A lle n S p u r r ............................................................... .2 5 “ Y u -M i-C i-A ” S o n g — b y R o y A . H o h b e r g e r ............................... 3 5 “ B o y B e h a v io r” — s y lla b u s fo r tr a in in g c la s s e s — S o m e rs ....................10 “ E le m e n ta r y B ib le S tu d y ” — s y lla b u s • fo r tr a in in g c la s s e s — B u tte r f ie ld ............................................................................................................ 10 P la c e o f th e C h ris tia n C itiz e n s h ip P r o g r a m in a W e ll-o rg a n iz e d C h u rc h S ch o o l ( c h a r t a n d e x p l a n a ti o n ) .................................................0 2 IN S IG N IA M a n u f a c tu r e d a n d d is tr i b u te d b y J . A . M a y e rs & C o., 8 2 2 S o. F lo w e r S t., L o s A n g e le s . S e n d o rd e r s , w ith c h e c k , to th e m . B U T T O N S B ro n z e .................................................... $ .2 5 L e a d e r s ’ (g o ld f ille d ) .....................$ .50 S te rlin g S ilv e r 4 0 L e a d e r s ’ ( 1 0 - k ) .................... 90 G o ld ( 1 0 - k ) ......................... 1 .1 5 P IN S ( w ith s a f e t y c la s p , a d d 10c e a c h to a b o v e p ric e s .) M a s te r P io n e e r M e d a l (in c lu d in g n a m e , n a m e o f c lu b , a n d d a t e ) $ 2 .5 0 L E A D E R S ’ R IN G S H e a v y S te r lin g S ilv e r................... $ 3 .5 0 1 0 -k g o ld ( h e a v y ) ........................... $ 1 0 .0 0 1 0 -k g o ld ( m e d iu m ) .................. 6.50 A D V IS O R S ’ B A D G E S G o ld fille d $ 2 .5 0 F o b (g o ld fille d ) .................................$ 4 .0 0 1 0 -k g o ld 4 .0 0 F o b ( 1 0 k g o ld ) ................................. 8 .0 0 S P O N S O R S ’ P IN S 1 4 -k g o ld ...............................................$ 2 .0 0 1 4 -k w h ite g o ld ....................................$ 2 .5 0 O F F IC E R S ’ G U A R D A N D C H A IN S ilv e r o r g o ld fille d .........................$ .7 5 1 0 -k g o ld .................................................$ 2 .0 0 W O R L D B R O T H E R H O O D B U T T O N B u tto n P in B u tto n P in B ro n z e , p la in .................... $ .2 5 $ .35 G o ld fille d , p la in $ .5 0 $ .60 S ilv e r, p la in ..............................3 5 .4 5 G o ld , 1 0 -k , p la in .9 0 1.15 ( F o r e n a m e le d b u tt o n s o r p in s , a d d 1 0 c to a b o v e p ric e s .) M IS C E L L A N E O U S /io n e e r k n ife , m e d . o r la r g e ..$ 1 .5 0 P io n e e r P la q u e (8 x 1 0 ) $ 5 .0 0 P io n e e r n e w w id th b e lt B u c k le P io n e e r P la q u e (1 0 x 1 1 V i a ) ........... 6 .0 0 s ilv e r p la te .............................................. 7 5 ( P la q u e s w ith e v e n t p a n e l, L e a th e r b e lt to m a tc h , a ll s iz e s .7 5 $ 1 .5 0 a d d itio n a l) S P E C IA L T IE S M a n u f a c tu r e d a n d d is tr i b u te d b y F is c h & C o., 2 8 1 6 S . S a n 'P e d rO S t,. L o s A n g e le s, C a lif. S e n d o rd e r s , w ith c h e c k , d ir e c t to th e m . N e c k e rc h ie f s ($ 2 2 a 1 0 0 ) ............ $ .2 5 S w e a te r E m b le m s ( $ 1 8 a 1 0 0 ) .2 0 S w e a te r E m b le m s ( s m a ll s iz e ) .. .10 F i r s t A id K i t s ..............................................7 5 F e lt B a n n e r ( 1 8 x 2 4 ) .............. 6 .0 0 F e lt P e n n a n t s ........................................... 50 U n ite d S ta te s a n d C h r is tia n F la g s ( 1 2 x 1 8 ) , c o tto n , 1 5 c ; s ilk ...........................7 5 R o o tin g C ap ....................................... $ .75 T u r b a n ........................................................... 5 0 S k u ll C ap ......................................................25 J o c k e y C ap ................................................ 50 E y e s h a d e ......................................................4 0 Pioneer Manual (Leaders’ Edition) Christian Citizenship Program ) And Jesus increased in wisd<m and staturef and in' favo^-with God and. man* —Luke 2:52. EIG HI’ H REVISION September* 1929 "THE CHRISTIAN QUEST” AND ^H E CHRISTIAN ^ CITIZENSHIP PROGRAM These materials have been offered by the Young Men’s Christian Association of California to aid Church leaders of boys in building an all round program for their local groups. Within the past two years, the Churches of North America, cooperating through the International Council of Religious E^pcation, have prepared a body of youth program materials under the general name, "The Ùhrisüàn Quest.” ' It is suggested/'therefbi’ e, that leaders who have used or are planning to use these Christian Citizenship materials secure also ^'The Christian Quest” basic pamphlets which set up a procedure for a leader and his group. The leader will And further help in the resource materials of "The Christian Quest” and also in the Chnstian Citizenship materials. Leaders of the Y.M.C.A. and the Churches have cooperated in the preparation of both sets of materials so that they are to be thought of as supplementary to and not competitive with each other. Leaders in the various organizations are working together to bring about the time when all the Christian forces will together create and promote one body of program materials. Revised Sept. 1, 1929 3 : . : ' 'N i .. LEADERS’ EDITION THE PIONEER PROGRAM Christian Citizenship is an ideal of life for boys and men; The Chris tian Citizenship Program is â method of procedure for work with boys and men which embodies at * least the following: 1. IT EMPHASIZES ALL-ROUND DEVELOPMENT— Physical. Men tal, Social and Devotional. 2. IT IS PROGRESSIVE— geared to meet the needs of successive age groups. ' . 3. IT IS COOPERATIVE with Home, Church and Schools— coordinat ing activities of all into one "growth” program. 4. 4. IT IS EDUCATlQNAL-^the program beihjg built as much as pos sible out of the, interests, purposes, problems and deshes of the group.' • ; B. IT IS CENTERED IN THE CHURCH. It is not mother, o r n n ù a -‘ tion, but a Program of Religious Education to be used by the regulafly-orgmdzed class, glaring intô "and strengtheminr* the f àstfüctknal, worship and expressional activities of the Church School; usable, however, by any group of boys. The Pioneer Section of the Christian Citizenship Program is designed esi^cially for boys betiveen the ages of 12 and 15 years. The suggestions in bothi the Leaders’ and the Boys’ Sections pf this manual #re. the r^ u lt of years of experience of Association Secretaries, Pastors, Sunday §çhdd$ Superintendents^ Teachers of Boys’ Classes and Leaders of Boys’ Club Work. In no sense, hoveyer, are these suggestions offered as final, but, on the contrary^ it is hoped that leaders and boys 'mil use their^ initiative in adapting them for the benefit of the group members. - ' A boy grows thrppgh participation in interesting actiyijdes, or in other ‘ words, he "lèàrns what he practices.^ Through the Pioneer Program he^ is encourxyged fo participate with Satisfaction through pérsoftal and group ffort in a maximn# number P# actiyities whl^h wiR j)eyel% &hi# i'entdlîÿv coeially and devotiomafiy,: aml^yimproye^ his ^ attitp^k# ipj lif^iff arlous relationships. Luke 2:52, "Jesus ih<^%ased^ih Wisdom and sthttxre, and in favor with God and man,” is the basis of the divisions of the ■ ; in the Boys’ Section of this Manual, will be foünd .many shggMtiohs for stimulating interest in program activities, , t’ î . < . " ' \ It cannot be too strongly emphasized that the material in thd Manual is suggestive only. This Manual is prepared to ^do. two things: FiMt, givé * minimum limtline p.roginm materiàl -'to beginning leaders - who need such help; and, " second^" dtoVlde materW for the leader'and gf6up who wisl^^b build up iheii own program nut of the Interests smd needs the group^^ I# iS ^ evideh^ that the secdnd methbdj W pWrhaps more difficult; iS more rewarding in the actual practical I«&fhfngS which come to À e 'W VsG ' - CHAPTER A— SCAFFOLDING So many leaders and boys ask, "What can we do?”, that there seems to be great need for program suggestions and help in getting things started. These methods and helps to stimulate activities become to the character builder what scaffolding is to the contractor. Awards and prizes, scoring methods, point systems, growth cards, charting plans, etc., as scaffolding, are valuable in building character, but must not become the main end in themselves. In other words, a leader in congratulating a boy should lay stress upon his progress in character growth, rather than upon his having gained a certain number of notches. Boys do like recognition, for they are human, and they will get it in one way or another. If proper recognition is given for worthwhile progress, it will not be necessary for the boy to seek other means of gaining it. With this in mind, the following recognition scaffolding has been used and found practical for Pioneer Club work and for other groups of the same age not using the full Pioneer Program. THE NOTCH IDEA A simple and very effective award plan is that built around the idea of boys cutting notches in their buttons, hiking sticks, tennis rackets, etc., upon attaining certain goals. In the Notch system followed by clubs using the full Pioneer Program, bronze, silver and gold Pioneer buttons are used to designate the various steps of a boy’s progress. Around the edge of each button there is space for filing twenty-four notches; when a Pathfinder’s bronze button is filled wiUi notches, he becomes a Trailblazer and is entitled to wear the silver button, and so on. Notches should be filed by the leader or the boy as they are merited; thus keeping the record up to date. In clubs where the Notch system is not used, leaders may issue the next higher button to the Pioneer as he completes each year of SATIS FACTORY work, buttons to be presented at a recognition service, in a club meeting, at church or Sunday school, or at a "Roundup” of a number of clubs. THE SCORE CARD As explained in greater detail in the Boys’ Manual, page Q O , a score card has been devised whereon boys, leaders and parents may keep a record of accomplishments in the Physical, Mental, Social and Devotional realms of life. Various activities are given point value and one notch is awarded when à boy receives at least 50 points on each side; his rating being based upon his lowest score for the month regardless of the scores . made on the other three sides. For example, if his score is 50 on the Physical side, 70 on the Mental, 90 on the Social and 60 on the Devotional, he Would rate as "square” at 50 and be awarded one notch. If he has at least 60 points, on each side, he rates two notches; 70 points gives three; , 80 or better four, and 90 or more, five notches. The fact that credit is based upon a boy’s lowest score should serve to stimulate boys to bring up their Weaker sides, thus making for a higher foursquare development. ' (See Charting Plan, page 24, and Score Card for fuller explanation.) This is useful scaffolding, especially for beginning clubs. In cases where the Pioneer is running a very high score on just one side and low on the others, an equalization should be sought. A "one interest” boy sometimes can be made to bring up the other three sides by challenging him. (Leaders, parents and boys should avoid being "big hearted” in marking cards. Over estimating progress really slows the boy down, as he does not work so hard as he should, but continues with an inflated idea.of his own ability.) THE GROWTH CARD - This so-called "scaffolding” is considered much more scientific educa tionally than the score card. Credit is based not upon the number of activities performed, but upon the effort made and the spirit or attitude shown in all of life’s situations. By use of this simple card, parents, teachers and leaders help boys measure themselves physically, mentally, socially and devotionally oh a 100% growth line. Notches may be used, if desired, on the same basis as with the Score Card. It will be seen that this scheme is based upon quality of effort as conceived by the boy and the leader, while the former is based more upon quantity of activity. A CLUB MONTHLY RECORD SHEET Has been prepared for the leader to use; on it may be carried a detailed record of each boy in a club of twenty. CHAPTER B BECOM ING A SKILLFUL LEAD ER If you would be a leader true, _ Just train yourself the^e things to do— To merge yourself into your -group, ' To no known wrong consent to stoop,' To grow in purpose, strength and poise. To lead on, Godward; all your boys. , - • It is well to recognize this truth at the outset—that no skillful- leader ever completely arrives. ^ If he thinks he has completed his skillfulness, by that very thought he proves that he hasn’t. Working with and for our fellow human beings is an even growing and an ever changing experience. The degree of skillfulness in leadership cannot be measured by the age of the leader, nor the years of service. Some of th e. oldest- m re the poorest and some of the youngest are the best, and each must determine what degree of skillfulness he will attuin. In his own hands rests the results. In the production of strong, manly boyhood lies the reward. YOU can be a great leader, if you will to be. Will you? c o a c h in g RULES 1. What you really are, within you, ever remains the biggest contribu tion which you can make to the boys. " 2. The. leader who goes the second nule with his boys finds them going the third, mile for him. ' , . 3. Leadership and admiration are earned, hot inherited, when one becomes a leader. 4. Sacrifice of one’s self in the interest of others kindles eternal loyalty. - ■ V : - r 5. Sincerity and genuineness stand the wean 6. One can share only when he has something to share; 7. Radiant personalities are the result of constant effort to make them radiant. , . . . . . . . . . . . , ; 8. Reputation does count. Be, careful find tactful. 9. Anything which harms personality is sinful and should be detected by us as leaders of youth. • - - - - - = . 10. "Launching out into thé deep beyond ohe’s depth” is necessary before the sailor can sail, the swimmer swim, or the leader lead. L ading boys is not an easy task—but plunge in, it’s greajt. GET GOING : * 1. Find a bunch of boys hnd call a meeting ANYWHERE. 2. H ave nothing to "p u t over, ON them ”, b u t lo ts to p u t over WITH them. -1".-" ' ....... 3. Find out a lot of the things in-wbich they are interested. 4. Reveal manÿ plans which they can follow, but lead themrko decide their'course themselves and to decide it rightly; • • • ' 5. Bring them constantly to the "fork in the iroad” where they must nake a choice of direction— then help them to arrive at the right choice after considering ALL the evidence. 6. Use no awards, prizes or bribes to influence action. Get them to engage in every activity for the love of engaging in it. 7. Have a quiet, personal, well planned talk with each boy to discover his interests, his strength, his weakness and his needs. Do it within two weeks after organizing. Know every boy intimately and remember no two boys are alike. 8. Never fail or disappoint them. Stick by your* word and see to it that your plans are carried through to success always. 9. As soon as possible, call upon and meet every boy’s father or mother. Get them with you from the start. It may save later embarrass ment. Besides they have a right to know who is influencing their boy. — Ill— .10. If possible, get into a leadership training class, but at least get next to a minister or a Y.M.C.A. secretary and demand of him all the help that he can give you. You have that right, and it is his profession to be helpful along thësê^ lines. , . % " v : Buy now— "Group Leaders and Boy Character”, by Gregg (Assb- da^oA Ipress, 347 Madison Avenue, New York City, $1.50). It’s worth its v eig }t in gold to any g^w ing Ibader. ? liZ;-j Be creative— think) plan ahead and work at it hard. Nothing is more worthy of your efforts. Be at least one step ahead of the boys at all times. .-g-j . , 13. Lead each and every boy to make new forward steps in right living w[ith consistent regularity— to make constructive decisions, the ac ceptance of Jesus as his "Captain” being thé greatest decision of hllj 14. if ray i "If ye ask anything in My name, ye shall receive it.” : START TODAY! ; ^ In the words of one of America’s great men: ' ■ > ■ "Lay hold, hang on and hump!” . A Group Leader’s Version of I Corinthians 13 If I am able to speak to my group with the eloquence of men and of angels, but have not love for the individual boys, 1 become as sounding brass and clanging C]^bal.,. And if I have the gift of understanding life and know all the mysteries of psychology, and all knowledge of boy be havior, and if I have all faith in my ability as à leader, but haVe not love for the boys in"my group, I am not worthy of being their leader. If I give of my time in unlimited measure, and if I continually sacrifice that they may find enjoyment in numerous activities, but in so doing if I am not led in the spirit of love, it profiteth me nothing. - * Love is patient with the mistakes of boyhood and is sympathetic with the boy’s problems; Love. keepeth me from envying the success of" other groups. Love giveth satisfaction other than that found in largç ^numbers. Because it seeketh not its own, it giveth power for me to be true to my highest ideals for the sake of my boys. It giveth patience in times of discouragement. H giveth nb satisfaction in those times when, because df my failute to prepare, I have bluffed- my way through the meeting. It giveth pleasure only when I give my best. Jt beareth all things, be- lieveth all things, hopeth $11 things, and enduyeth $11 things .for the sake of oay groupé :r , T .. . J - ■ ■ A • ' . - Love never faileth as à forBe to malce my work productive. If I depend upon numerous philosophies, they will change; if I depend upon scientific knowledge, my efforts will lack breadth and depth. For now we think ^bttly. in part^ and we know in part. When that which is per fect is come, then shall we understand our present limitations. Life is growth. We haVe outgrown the viewpoints bf childhood. The words, the thoughts, the feelings that we have today will be changed by the experience of tomorrow^ But in all this changing there abideth faith iii the work I am doing Lwith boys, hape in its productiveness in Christian character, and love of boys as they are and for what it is. possible for them to Become. Faith, hope, Jove— these three abide,., but the greatest of these is love. — IV— ■/V 4- ELEM ENTS OF* A* SU CCESSFUL PlO NfeÉftf CLUB - i " i, T *■ : " r > , ■ • ' •■ ^ * ,1. A GROUP <>F BCtyS^T^elve to Aftqe# years of age or bveK k who [haW a maximum humher of cbiumon interests. In most cases, this group he ah organizecl Sunday-School class,^ with-the pioneer Brogram serying 'M s a mid-week expressibnal activity. It may he a neighborhood gang, a home club, or, in fact, any nqturaUy, cohesive group,. 2. ADEQUATE L E A D E R SH IP^M ef^bly both a leader and an as, Sistant leader, both of whom participate in the, midrweek as well as the Sunday progrm)?; ^^red into the Church S ch o o ^ ^ ^ 3. SPONSOR FOR EACH BOYS’ CLUB^The Sponsor ahould he chosen- ffrom 1 amnng those men whh have a vîtél interest in boys, but whose time or ability may precludé'’ the assumption of full leadership responsibiUty^^^ 4. A CHURCH BOYS’ WORK COMMITTEE^:;^^ 4 1 committee ? To guarahfëe permanency of the #O r'kk^ -"^^IWlp back and encourage thë Ibade# of thg h o # : To enlarge ^he j circle of men vitally interested in boys’ work. To officially y , ^represent the boysVneeds before;the church; .‘ - Personnel of %e OOn^itti^—j h committee might; weli be composed of such men as The following: one member of the Church Board, the Sunday School superintendent iapd his* assistant, the departmental superintendent, the father of h'bhy; iWth the pastor and his assistant as ex officio members; Duties' of the committee^— To conduct In the church a boyf survey and a leadership su ^ ey ; help secure leadeirs for the groups ; #Knd letters to the -parents about activities (dr their boys ; arrange monthly meeting of leaders; suggest some goal*1hf '%ttaiifinent for ëâch-group; help plan chprch^ hikes ; correlate the Sunday School wOrk ^ t h the week day, activitiescon d u ct ;;testO;from timei tartine dh the progress of a group) assist leaders in Arrang ing athletic schedules and leagues, mass meetipg of air boys jfo contact'thekh with strong, helpful personalities, monthly father and son < mixers, mother Ihnd sdh affajrs; ^ ren ts’ c«mferences* leaders’m conferences; bO ya*^ confer- ^ ç 'é s, ’ stiînt itight' for p ar^ tt, Bible story telling, debating and oratorical c<m#Ats, And jh follo^hg Up o n ,decisions made by boys at summer camps; âî^ahgê for discussion group or course O i% parents’ problems, to continue over ja period of four , or five weeks; promotg summer camps and aid in selecting leaders, conduct p h ysiol examination of all boys at least onçe •a 'ÿèàr; inake report at each réiulàr business meeting of the Church B c^d, conduct vocational guidance courses for the older hoy^;^ cooperate in'-work- iJngf out'^a; yearly program' of activities to culminhfe in sumtner cap% p; conduct VGo-to^Church” campaigns^ " G ^ : 5. tHOROUGHuORGANIZATION^Boys are. social hnlmais an d rik e to c^ganize. Organizational proceedings ÿrill probably be about fpUo^ji: 7 ^ - : v .'- ' ;,a i- Election o f officers ' '' ' ■ - ' ; - LG ,....* , : F rep ^ tio n and adoption of ^^stiW tion ( p a g e ^ ^ ) , ^ r z V suggestions, page V III)/ ^ d. Discussion of type of ritiml, if any, desired (page 2) . e, .j Start Immediately with a gtqUp acti^ ty t l ^ e 9, ^TkmUihg j#e Program”) -7 ' . f. Carry on some such discuiiion ^ a s, t% following in order to discover common interests; f l .', (1) What are some of the things this %roup has done during ■ the past months? (U st them^^ G ^ (2) What other things do you like #d do? ' ; ^ \ '-'"I... ' (4^ could be done, thi^ough our club f ' (k) \W%ich o f k these would you-' like tO ; see this* cliib do%r#%^' ; fd)? What bther fehsOns caiÂe you tO wish to'belmig 4^'a®d want a club? • J . ; - V ; are to have a Club? " ■r ' ' - (8) W hat sacrifices will the leader of th is group have to m ake? (9) Do you know anyone who is 100% foursquare? (Try chart ing several well-known men, page 24.) g. A fter the club has become organized, new m em bers will probably be asked to follow the steps indicated on the "How” card, while bid members will, of course, acquaint them selves w ith all suggested memory work. h. Develop on-going in terests by m eans of some of the suggestions made in Boys’ Manual, page-16. - - " THE FIR ST FEW M IDW EEK M EETINGS The following suggestions may prove helpful in organizing the Club and getting things started. FIRST M EETING The first meeting of a group of boys who are considering^ the organi zation of a Pioneer Club will ordinarily contain these features in about the order given. 1. A discussion by the leader and boys of the subject, "If We Decide That We Want to Organize a Pioneer Club, What are the Things We Shall Want to Do?” Make a careful list in the order of importance as deter mined by the group. 2. What things in the Club will make other boys want to join? List. 3. What are the various. things that are necessary in order that a good Club be formed ? 4. in order that a Club secure the approval of parents and the sponsor ing organization it must have an older person in charge. List the things thàt might interest an older person to take the leadership of the group. 5. What are the apparent difficulties that will have to be overcome if a Club is to be organized? List. 6. . The Christian Citizenship Program called Pioneers has had very rapid gVowth among boys and has been adopted as the national program of a number of large organizations. What are their officers^ called? How do they conduct their meetings? What emblems or insignia do they wear? Whpt special things do they do ? 7. In view of our discussion, is the group ready to decide whether or not they wish to form a Pioneer Club? How many vote in favor of under taking this kind of program? 8. The first step in the organization will be the appointment of a temporary president from among the boys who are going to be in the club and the election of temporary vice-president, secretary and treasurer. Then the president must appoint a Constitution Committee and a meeting of the Committee and the leader must be determined upon, to take place before the Club meets again. The time and place of the next meeting must be decided upon. 9. Plans should be discussed and a date set for the first camping trip or for a practice of a team, or some other activity should at once be started. 10. The meeting should be closed with some games of the stunt va riety; e.g.. The Dizzy Relay; The Airplane Ride. SECOND M EETING ' The second meeting of a new group of Pioneers would ordinarily con tain the following features in about the following order: 1. The meeting is called to order by the temporary president, and the temporary secretary is asked to read the minutes of the last kneeting. The minutes should contain a detailed account of the discussions and the results, and a list of the naines and addresses of those who were present and of those who voted to form the Club. The leader will have to make it a special point to see that the officers of the group are prepared for this first meeting. 2. Next will come a report of the Constitution Committee. Each item ‘ 'Should be considered and voted upon separately. . -- — VI— 3. When the whole constitution Js finally approved, it should be de termined who are the charter members and they should sign the constitu tion. The first permanent officers should then be elected. It should then be determined when the treasurer, should first start to collect dues or_ initiation )feçs. - It should be decided whether the charter members should- learn the Pioneer requirements for membership and fill out the regular application for membership cards. The desires of the leader should, of course, be considered in this. A date should be set when the treasurer will have received sufficient money to purchase the Pioneer pins; and the new Club should either visit an older group for the induction - ceremony or have it read in their own meeting. 4. The game of "Jenkins Up” is. suggested to finish 'this meeting; 5. The leader could well include in this meeting a short talk on- the Pioneer Purpose and the place of Bible study and of prayer in the Club meeting. A short prayer should close the talk. THIRD M EETING - - 1. At this meeting the permanent officers should be in their places and the regular order of meeting as described in the Manual should be followed. The officers should read the opening ritual from the Manuals* It would be well to hold a special meeting of the officers of the group in preparation for this meeting, with a rehearsal of the ritual. 2. Of course, at this meeting item Number 4 of the order of business would be omitted. 3. Following the business session a discussion should be held on the question, "How Does, a Boy Earn Notches?” The leader at this point is faced with the problem of helping the boys determine definitely which of the various plans of awarding notches is to be followed. Previous to this time the leader will need to have studied what at fiirst is the rather compli cated plan of checking and encouraging, growth under the nojtch plan and lead them to decide Upon four individual projects and four club projects and meetings when each project will ' be brought to a completion. The various projects that are chosen must be carefully recorded. Plans must be made for the group projects. If possible, a postal card should, be sent each boy during the following week reminding him of his project, and per haps adding some suggestions as^ to how to begin. 4. If there has been sufficient interest in the beginning of the notch work, there will be little time left for games. The "Number Call” game isT suggested to finish this meeting. -VII— A N O UTLINE CO NSTITUTIO N The following outline m ay be used as a guide in the preparation of a C onstitution. Full discussion by the whole group w ill stim ulate in terest and create a sense of ownership. ARTICLE I. Name The nam e of th is organization shall be the ..... ........................................... Pioneer Club of th e......................................... ;............................................ 1. W hat frontiersm en or early pioneer leaders do you adm ire? 2. W hat pioneers in th e field of invention appeal to you? 3. W hat pioneers in Church h istory ? 4. W hat characteristics of these men m ost appeal to you? W hat fu rth er do you w ant to know about them ? 5. W hich of these men have characteristics th a t appeal to you as being m ost in keeping w ith the purpose of th is club? ARTICLE II. Purpose. The purpose of th is Club shall be to .......................................................... ■ . ...... 1. Why do we want a club? 2. What are some of the things this club might do? 3. Whom should this club take as an Ideal? 4. What service might this club render? 5. What passage of scripture would most nearly express the purpose of this club? (Luke 2:52, Mark 12:30, Luke 10:27.) From the answers to the above questions, build, if possible, the " purpose of this club. Leaders’ Note: This discussion ought to occur yearly. See suggested purpose on Manual . cover. ARTICLE III. Colors. The colors of this club shall be..................... and....................................... 1. How many colors should this club have? 2. What combination of colors do we prefer? ARTICLE IV. Membership. 1. What should be the age limits of our group ? 2. How many boys do we want in our club? Shall the number be limited? 3. Should applicants be required to sign the Club Purpose before being qualified to vote? 4. How large a vote of members present shall be required to elect an applicant— majority, two-thirds, three-fourths, or unanimous? ARTICLE V. Officers. Section 1. The officers of this club shall be.......................................................... 1. Should the election of officers be held annually or semi-annually? 2. Should they be elected by ballot or by acclamation? Section 2. Any officer may be removed from office..................................... 1. How might an officer be removed from office and for what reason? ARTICLE VI. Election and Recall of Officers. Section 1. The election of officers shall be....................................................... 1. Should the election of officers be held annually or semi-annually? 2. Should they be elected by ballot or by acclamation? Section 2. ^ Any officer may be removed from office........................................ 1. How might an officer be removed from office and for what reason? — =VIH^— ARTICLE V IL M eetings. Section 1. The club shall m eet regularly. ............... ...................................... 1. W hen is the b est tim e for the club to m eet? Indicate day of the week ahd hour. 2. Special m eetings............. Jl.v.t...........*......______ _ W hat sbquld be done if special m eetings are to be called? ARTICLE V III. Quorum. ^ How m any should be present to constitute a quorum ? ARTICLE IX. Fees and Dues. ' '''' ' 1. How much should a boy pay wheA he joins th e club? (Induction fee.) 2, W hat would b e a good am ount for m onthly dues and when should they be paid? ^ ' ARTICLE X. A ffiliation. W ith w hat vrider organization should th is club affiliate itse lf? Discuss thoroughly. {M ost clubs find it' an àdvahtage to affiliate w ith other groupq th ro u g h the Local or State Y.M.C.A.) ARTICLE XI. A m endm ents; : - 1. How large a vote of th e m em bership should be necessary to am end the Constitution? . , ? 2 . Should am endm ent be allowed a t any. reg u lar m eeting, or should it be announced in advance? -. . .r ; i 3. W ould any articles be indicated as exceptions from am endm ent? O ther articles m ay be developed in a sim ilar w ay on subjects the group th in k s should be included. . . \ f 4. , /^Profitable projects m ight develop^ out of these discussions; especially historical and biographical, around th e group nam e, governm ental around am endm ents, election and so forth. The in terest of the group should deterqoine th e tim e given to these discussions, ' '* ' MASTER PIONEER RECOGNITION SERVICE This Recognition service is suggested for boys receiving the highest possible recognition in Pioneer Club work, the Master Pioneer Medal. It may be used with a slight modification for any recognition service. It is designed for use in a Church service. The time used being ap proximately fifteen minutes. The seating arrangement might well be the open square. Participants: The Pastor of the Church, the chairman of the Boys* Work Committee, the Sunday School Superintendent, the Leader, a soloist and the boy, or boys, who are to receive recognition. Part. I The Leader - introduces the boys with a few very personal remarks about each one. (The Leader should call the boys from the audience to the platform.) Time— three minutes. Part II , The Sunday School Superintendent thanks the boys for their faithful ness to the Pioneer Club and for their loyalty to the Sunday School, to the Church, and to Christ, emphasizing the value of the boy to the Church and the value of the Church to the boy. Time-—two minutes. Part III The Chairman of the Boys* Work Committee awards the Pioneer medal, speaking of the four-fold accomplishment and the various steps in Pioneer work already attained by the boy. Time— three minutes. Part IV The Pastor gives the Challenge of Service, and urges further study and growth toward Christian leadership, closing the remarks with prayer, while all kneel on the left knee. Time— four minutes. Part V While all are kneeling, the soloist sings one verse and the chorus of “Our Best.” NOTE— A dditional Leadership M aterial follow s the B oys’ Section o f this M anual— See pages 27 to 38. Pioneer Manual (Boys’ Edition) Christian Citizenship Program And Jesus increased in wisdom and stature, and in favor with God and man. —Luke 2 :52. EIGHTH REVISION Septem ber, 1929 PIO N EER ’S PERSO NA L RECORD Name............................................................................................... Age. Address.................................................................................... Phone... School....................................................................................... Grade... Pioneer Club .......................................................................................... Locker No................................................. Gym C lass........................ Weight........................................................ Height............... ............... Leader......................................................................................... Phone. Leader’s Address ..................................... '........................................... DEGREE RECORD Date I became a Pathfinder...................................... Trailblazer ................................................................ Guide ......................................................................... Master Pioneer.......................................................... MY ATHLETIC RECORD 50-Yd. Dash..............................................; 75-Yd. Dash........ 100-Yd Dash................................... ; Standing Broad Jump. Running Broad Jump.................................................................. Potato Races: 3 lap..............................................; 4.lap......... 5 lap.............................................................; 6.lap...................... MY CHURCH RECORD Date I joined Church........................................................................................................ Date of Bible Study Certificate.................................................................................... Attended..................................................................................................times last year. Name of boy I influenced tb join my Church............................................................ SCHOOL RECORD Grade (Average) the past year.................................................................................... School activity in which I am taking part................................................................. Revised Sept. 1, 1929 Pioneer Manual BOYS’ EDITION THE PIONEER A Pioneer is “one who finds his own way,” “one who explores,” or “one who goes before to remove obstacles and prepare the way for others.” This calls to our minds such great heroes of the Bible as Abraham and Moses in the Old Testament, and John, the Baptist, who said: “Prepare ye the way of the Lord, make His paths straight.” It reniinds us of Columbus, of Daniel Boone, George Washington, Abraham Lincoln and a score of other great men who blazed new trails, and of course reminds us of our great modem Pioneer, Charles Lindbergh, who explored a new trail for us across the Atlantic. We also think of those great pioneers who have found a better way for us in science, art, engineering, commerce and education, and who through their sacrificing toil and much hardship have added untold blessings to others. Above all, it reminds us of Jesus, the Great Pioneer, who said: “I am the way, the truth and the life.” Surely He cut new paths through a wilderness of superstition, ignorance and sin and led the world to heights of achievement. No finer or higher challenge can come to any boy or man than to become in the truest and noblest sense a Pioneer. Some of the marks of a true Pioneer are: 1. He finds new ways (is original) 2. He makes new things (is creative) 3. He does new things (has initiative) 4. He knows how to use ordinary things (is resourceful) 5. He lives simply and enjoys the out-of-doors (is self-reliant) 6. He knows how to get on with folks (is socially adjusted) 7. He can always be “counted upon” (is dependable) While a true Pioneer will do the things listed above, he will be modest and will welcome the help of others. He will be especially glad to have a guide who has gone farther along the way. Like Pioneers of old, the Boy Pioneers of today work together in gangs, groups or clubs. They welcome the help of a guide who leads and cooperates but who never drives. You will find in this Manual many suggestions for your own and your Club’s activities, but of course you will, with your Club and leader, work out many other projects. Read every word of it. The Pioneer Purpose and Aims, printed on the cover, have been devised by other Pioneers and should be memorized. Perhaps you or your Club can some day re-state them better. Try it. Finally, a true Pioneer carries on, and it is hoped that after two or three years of pioneering you will progress into the next step of the Christian Citizenship Program and become a Comrade Club member, and always try to be a True Christian Citizen. CHAPTER I HOW TO BECOME A PIO NEER To become a Pioneer the following steps are usually required: 1. Fill out application for membership, which should be approved by your parent or guardian. Then have a talk with your leader. 2. Learn and recite to the leader or the club: a. Pioneer Purpose and Aims. b. First stanza of "The Star Spangled Banner.” c. The pledges to the Christian Flag and to the Flag of the United States of America. d. The Lord's Prayer or a Boy's Prayer. 3. Pay the local club fee to the treasurer and be officially inducted into the club. You' will now have the right to wear the button and neckerchief and receive the membership certificate and Score or Growth Card and other Pioneer equipment. HOW TO ORGANIZE A PIO N EER CLUB Any group or gang of boys between the ages of 12 and IS may form a Pioneer Club. Most clubs begin by discussing the things they would like to do. (See Leaders' Manual, page V, or page 9 of this Manual.) This leads to making a Club Constitution which will state the Club purposes, and guide in future activities, . The building of a Constitution is a fine project in. itself and may be done in one of the following ways: 1. The officers or leader may find a sample constitution and change it to meet the needs of the Club. This is probably the poorest way. 2. A committee of boys may be instructed to prepare and present a constitution. This may result in one which is more nearly theif own. 3. The whole Club may discuss the items and reach group decisions. At least such matters as name, purpose, pins, or insignia, colors, officers, time and place of meeting, dues and fees, quorum, com mittees, and amendments, heed club decision. Discussion to de termine the group mind could be profitably held on each. Sug gested questions on building a constitution are found in the Leaders' Manual, page VIII. O FFICERS OF A PIO N EER CLUB The names and duties of officers of the Pioneer Club usually are: Chief Ranger, who presides over the Club meetings Deputy Ranger, who takes the Chief Ranger's place when necessary, and who has charge of the. Club flags Recorder, who keeps the Club records Treasurer, who handles the Club funds Other names may be substituted, if desired. RITUALS AND RITUAL BUILDING After a Club has formed its constitution and decided on its Club activi ties, it will usually want to make use of rituals. Many Clubs prefer to build their own. The following questions suggest how a ritual might be built which would tend to influence the everyday conduct of boys as well as make the Club meetings more meaningful: 1. What are the purposes for which this club exists? (List them.) 2. What are the different situations or places where the purposes of the club should make a difference; such as situations at home, school, Church, in the community and club life? — 2— 3. How could these be worked into the ritual? 4. What seating arrangement could make clearer the meaning of the Purpose and its relation to life situations and ideals? 5. What use of Scripture would make the connection between the Club Purpose and these situations have richer meaning ? 6 What story might be worked into the ritual? 7. How can music and lighting effects be used to enrich the meaning of the Purpose of the Club ? 8. What grip or signals should be used? 9. How may there be introduced the Purpose, slogan, name and button ? 10. How shall prayer and Scripture be used? 11. Who should take part in the ritual. 12. After the above discussion, does the group wish to turn over the details to a committee to formulate and present for trial, suggestions and revision ? SAM PLE RITUAL FOR PIO NEER CLUBS The following ritual has been used with profit by hundreds of Pioneer Clubs. It can serve as a basis for beginning groups, and later they may work out their own, using the questions listed above. Note— Club members should be seated in open square, as shown in diagram, page 6. Leave at least one foot between chairs, if possible. Chief Ranger (raps once) : “Members will take their seats and come to order.” (Raps twice and officers stand). “Deputy Ranger, by what name are we known?” Deputy Ranger: “Chief Ranger, we are known as Pioneers.” Chief Ranger: “What is a Pioneer ?” Deputy Ranger: “À hunter in new fields, an explorer of new realms.” Chief Ranger: “What realms shall we explore ?” Deputy Ranger: “The realms of life.” Chief Ranger: “Recorder, for what shall we hunt?” Recorder: “Chief Ranger, we shall hunt for every opportunity to prove our avowed purpose.” Chief Ranger: “What is that purpose?” Recorder: “To follow the trail blazed by the Great Pioneer in a life of service, and of growth in wisdom and stature and in favor with God and man.” Chief Ranger: “Treasurer, what is our chart?” Treasurer: “Chief Ranger, our chart is the square.” Chief Ranger: “The square of what?” Treasurer: “The square of growth.” Chief Ranger: “Why the square of growth ?” Treasurer: “Because a Pioneer grows equally in body, in intellect, in service, and in devotion to his God. (As the words “to his God” are said, the Deputy Ranger takes Christian Flag in his left hand in front of body.) Chief Ranger: (Raps'three times, all stand): “Together, Pioneers.” At the command “Pioneers” all place right hand over heart and repeat: “I pledge allegiance to the Christian Flag and to the Saviour for whose Kingdom it stands, one brotherhood, uniting all mankind in service and love*” (All drop hands as C.R. commands “Two” !) Chief Ranger: “Pioneers, kneel!” (All kneel on right knee.) Chief Ranger leads all in Lord's Prayer. (Raps once, all sit.) Leader: “Pioneers, are our aims true?” All in unison: **A s true as truth itself.” Leader: “What are the aims of loyal Pioneers ?" (Pioneers stand in turn; recite an aim and remain standing.) Pioneer No. 1 : “A? a Pinneer I aim tq seek health.” Pioneer No. 2; “As a Pioneer I aim to do my whole duty.” Pioneer No. Pioneer No. Pioneer No. Pioneer No. Pioneer No. Pioneer No. Pioneer No. 3: **A s a Pioneer I aim to play a team game.” 4: “As a Pioneer I aim to play the game clean.” 5: **A s a Pioneer I aim to he self-controlled.” 6: “As a Pioneer I aim to be self-reliant.” 7: “As a Pioneer 1 aim to be absolutely reliable.” 8: “As a Pioneer I aim to be thorough.” 9: “As a Pioneer I aim to be always Icind.” Pioneer No. 10: “As a Pioneer I aim to be reverent.” Pioneer No. 11: “As a Pioneer I aim to be loyal in all my relation ships.” (As the words “all my relationships” are said. Deputy Ranger takes United States Flag in left hand in front of body.) Chief Ranger (Raps three times, all stand): “Together, Pioneers!” (At command “Pioneers !” all salute United States Flag, using local school salute.) All: “1 pledge allegiance to the Flag of the United States of America and to the Republic for which it stands, one nation indivisible, with liberty and justice for all.” (All drop hands as C.R. commands “Two!” ) Chief Ranger: “Deputy Ranger, with what motto shall we open this meeting of the......................................................................... Pioneers ?” Deputy Ranger: “Chief Ranger, the motto is Luke 2:52— 'And Jesus increased in wisdom and stature and in favor with God and man*.” (A new verse may be used each month.) Chief Ranger: “Together, Pioneers!** “Luke 2:52— 'And Jesus increased in wisdom, etc.* * * (All repeating in unison.) Chief Ranger: “I now declare this meeting of the........................................ Pioneers duly opened.** PIONEER LEADERS AND SPONSORS CHAPTER II U SU A L EQUIPM ENT OF A PIO NEER Pioneers can “find the way” with very little equipment, but experience shows that a Pioneer will have greater success If ko î« #ouinned with at least some of the following materials: 1. Pioneer Manual 2. 3. 4. 5. Pioneer's Guide Book (New Testament) Pioneer Button (This may be a standard button such as those listed in the back of the Manual, or one which the Pioneer Club members work out for themselves.) A Monthly Score Card or Growth Card, if the Club decides to follow one of the plans explained on page 10. Other equipment optioned — Sateen neckerchief, sweater emblem, belt buckle, cap, sweater, etc. (See list of available supplies on back of cover and illustrations throughout the Manual.) iarrruN Pioneer Button SUGG ESTED DEG REES AN D IN SIG N IA PATHFINDER, or FIRST DEGREE— Attained when a boy has joined a Pioneer Clikb and fulfilled the Club requirements. Insignia: Bronze Pioneer Button, Slogan: “To Find the Trail for Myself.” TRAILBLAZER, or SECOND DEGREE—Attained when he has secured 24 notches on his bronze button. Insignia is the Silver Pioneer Button. Slogan: “To Blaze the Trail for Others.” GUIDE, or THIRD DEGREE— Awarded a boy who has secured 24 notches on his silver button. Insignia is the Gold Pioneer Button. Slogan: “To Help the Other Fellow Along the Trail,” In clubs where the Notch System Is not used, leaders may issue the next higher button to the Pioneer as he completes each year of SATISFAC TORY work, buttons to be presented at a recognition service. _ MASTER PIONEER—The highest degree a Pioneer can attain. Awarded when a Guide has received 24 notches in his gold button and has demonstrated to the satisfaction of his leader and the Boys' Work Committee that his character and spirit of service are such that he is worthy of this recognition. An exceptional older worthy boy, if fifteen years of age or a high school sophomore, may, at the discretion of the committee, be awarded this degree without having met the full notch requirements. The Master Pioneer Medal is the insig nia, and it is customary for the Boys' Work Committee of the city or district to make the award. (Application Form can be se cured from State Y.M.C.A., Los Angeles.) Slogan: “And Whosoever Would Be First Among You Shall Be Servant of All.” PIONEER PRE-EMINENT MEDAL— Given to outstanding Laymen Pioneers. To date only Captain Robert Dollar, Mr. Geo. W. Marston, Chief Justice Wm. H. Waste and Charles C. Chapman of (California have been sO j honored. USUAL EQUIPMENT OF A PIONEER CLUB 1, Room with heat, light and proper ventilation. Everything ready and in proper order before the boys arrive. One member responsible for each meeting. 2. One or more tables and necessary chairs. 3. A United States and a Ckriotlan flag of equal size, placed in wooden blocK. 4, Pioneer Guide Book—The Bible. 5. Gavel. 6. Pioneer Leaders’ Manual and other necessary supplies. (See list in back of Manual.) 7. Necessary note hooks, record sheets, wall charts, etc. 8. Plaques, pennants, etc., as desired. (See list in back of Manual.) 0-0-0-H Z3 eO Pcc. Note— One table may be pro vided for each officer, with flags on the Deputy Ranger’s table. Clubs may with profit be seated around one large table. Extra boys are seated between Number 11 and the Chief Ranger. Members who are late, or who were absent at the previous meeting, may be requested to take seats at the foot of the line. Number 1 be ing considered the head. Suggested Seating Arrangement of Club Meeting A TYPICAL PIONEER MEETING — ADDITIONAL OPTIONAL EQUIPMENT FOR PIONEERS AND PIONEER CLUBS LOS ANGEL CLUB IN SIG N IA Clubs or members may pur chase and use as desired for club or personal room decora tion or for competition awards, the very attractive bronze plaques as shown in cut. Lov ing Cups carrying the Pioneer design are also available. A large green and gold felt banner has proven valuable for display and decorative pur poses. (See back pages for description and prices.) m LIFE-SA V IN G M EDAL The Life-Saving Award is one of the most im portant service recognitions a Pioneer can receive. The Honor Pioneer Gold Badge is presented free by J. A. Meyers & Co., jewelers, Los Angeles. The require ments are: 1. Full statement of the circumstances, signed by the Pioneer. 2. Substantiating evidence by witnesses, parents or leader. 3. Presentation of the above material within 60 days of the event to State Y.M.C.A. Headquarters. CLUB DEG REES, STA R S A N D CHEVRONS A club which has earned a total of 100 notches or more will be ranked as a First Degree Club; 200 notches or more, a Second Degree Club; 300 notches or more, a Third Degree Club. Members may indicate the degree of their club by wearing a star on the left sleeve of their shirt, above the chevrons as follows: Bronze Star— First Degree Club. Silver Star— Second Degree Club. Gold Star—Third Degree Club. CHEVRONS A Pioneer is eligible to a chevron for every six notches that he earns. They should be worn on the upper left sleeve, and should correspond in color with his button. The first chevron is sewed on with point up, and the second is placed so that the two together form a hollow square; likewise with the third and fourth. Stars and Chevrons may be cut out of felt; for size, see above. PIO N EER CLUB M EETINGS Most Pioneer Clubs hold two meetings a week. One is held as a Sunday School Class on Sunday morning, the other on some evening during the week. For the benefit of Club officers and leaders the following outline of usual meeting procedure is carried; I, Typical Sunday Meeting: 1. Chief Ranger presides 2. Roll coll and collection 3. Prayer (Lord’s Prayer or prayers by leader and class members) 4. Chief Ranger asks leader to conduct the lesson study 5. Recorder reads minutes of last mid-week meeting, thus con necting mid-week activities and Sunday session. 6. Brief reports from committees as needed 7. Announcement of plans for mid-week activities 11, Typical Mid-Week Meeting: 1. Chief Ranger presides, members being seated as suggested on page 6. 2. Ritual or opening ceremony 3. Bible study and discussion 4. Reports on Projects 5. Business Session— Roll call, minutes of last meeting, treasurer’s report, committee reports, unfinished business, new business. 6. Visitors introduced, prospective members allowed to recite Pur pose and Aims, or new members inducted 7. Physical and social activities. NOTE—The above is only suggestive, for special interests will cause many changes in meeting programs. We must always remember that the meetings are a small part of the whole Pioneer program. PIONEER ROUND UP - —8—' CHAPTER III PLANN ING YOUR CLUB PROGRAM After a Club has been formed, the members and leaders will want to plan together their activities, usually for several months in advance. Undoubtedly, since they will wish to grow into all-around, well-developed men, they will decide upon upon some physical, some devotional, some educational and some service activities. The following spaces are provided for you to write in some of the things you would like to see your Club do in the near future: Physical Devotional Educational Service For your convenience, many possible club and individual projects are listed on pages 11 to 23, and on pages 27 to 30 of the Leaders* Manual, but it really is better for you to work out your own. (Note to Leaders—It is found that boys usually suggest that they ought to have Bible Study as a part of the mid-Veek meeting. Some lead ers delay the religious part of the program, but experience teaches that it is easier to start Bible Study when the club is first organized. (See list of Bible Study courses in Leaders* Manual.) EV ID EN C ES OF GROWTH As an evidence of advancement and growth, hut not as the final goal of a good Pioneer, a scheme of cutting notches in buttons, hiking sticks, etc., has been used for many years. In some cases a monthly score card is used, which shows the number of activities a fellow finishes. In other cases, a club uses the Growth Card plan, explained below; while other clubs may prefer to devise their own programs and awards. TH E MONTHLY SCORE CARD PLAN EX PLA IN ED In the Score Card plan, every fellow carries a score card on which he keeps track of his physical, mental, service and devotional activities of the month. With his leader these activities are evaluated and, at the end of the month, he figures his score on each side of his Square chart. Since a Pioneer should be foursquare, notch honors are based on his lowest score for the month, regardless of scores made on the other sides. If, for ex ample, his score is 50 on the physical side, 70 on the mental, 90 on the social, and 60 on the devotional, he would rate as “square” at 50, and be awarded one notch. If his lowest score is 60 on any side, he would receive two notches; if 70, he gets three notches, and if 80 he is eligible to four notches. He is a “Topnotcher” for the month, and receives five notches, if he scores 90 or more on each side. (Less than 50 not counted.) (See Charting Plan, page 24.) TH E GROWTH CARD PLAN The Growth Card is based more upon the quality than the quantity of activity. Each fellow has one of the small cards (See supply list) and, with the leader, grades himself on a 100% growth line for the club and personal activities in each of the four divisions during the month. Spirit and attitude shown as well as participation count. Space is left for boys to write in whatever activity they decide upon, and the leader or parent helps in evaluating them. Notches may be awarded on the same basis as in the “Score Card System” explained above. —10-^— CHAPTER IV PROJECT SUGGESTIONS Growing out of the experience of Pioneer Clubs of past years, there have been collected many activity suggestions and projects. Many leaders are finding that group projects are more valuable than individual projects in developing boys, and it is suggested that greater emphasis be placed upon the former. A number of suggestions are listed under the following classifications; though each leader will, of course, work out with his boys many others adapted ta local needs. ^ 1. GROUP PROJECTS— (Pages 11 to 15), arranged under Intellec tual, Physical, Service and Devotional headings. IJsable with Monthly Score card, or Growth card, and highly suggestive for any club. 2. INDIVIDUAL PROJECTS— On-going Type (Page 16). Valuable for use with Growth card. Easily adaptable to Symbol plan. 3. INDIVIDUAL PROJECTS—Test Type (Pages 17 to 23). For use especially with the Monthly Score card, but highly suggestive for any boy Q r leader. _ GROUP PROJECTS The “Group Projects” listed below are suggested for Pioneers to choose and write in on their Score or Growth cards. The best group activities, however, are those which arise spontaneously out of the interests and pur poses of the group. Additional suggestions are given in Leaders’ Manual, pages 27-30. GROUP INTELLECTUAL PROJECTS 1. SCHOOL VALUE DISCUSSIONS— Conduct a discussion or series of discussions on “How to Get the Greatest Value from School.” The discus sion might he opened by two or three specially prepared papers or talks by boyis. Have a committee of hoys ask a spécial speaker of their own choice to speak at the close (school principal, teacher, college student, etc.) ; or, better, follow a program planned by the hoys. The topic might be made ♦ ‘The Real Value of an Education,” “Why Go to High School?” etc. 2. DEBATES, ETC.— Conduct a debate or oratorical or declamatory contest in the club or in competition with another club. Have the hoys choose the topic, make and accept challenges, invite judges, etc. Have a boy act as chairman, . 3. PARLIAMENTARY PROCEDURE— Make a study of Parliamentary Law, consisting chiefly of. active drills extending oVer several meetings. See “Robert’s Rules qf OrderJ’ ; , . s vv./ ■ . ; 4. MOCK TRIAL-rrHava boys fiud out,all they'can. about actual court procedure and from this information plan their own court. Haye them elect their judge, prosecuting attorney, clerk, etc. 5. STUDY CURRENT NEWS TOPIC— Have the club members in vestigate various phases of it and report them. If a real interest should then develop, discuss the topic thoroughly and follow it through to its close, or until the interest lags. 6. CREATE A CLUB “MUSEUM”—Let the boys decide what types of specimens should be collected. Have the hoys investigate methods for preserving specimens. Mounted butterflies, pressed leaves and wild flowers, relics and curips, etc., make excellent club collections. 7. NATURE STUDY—As a club, begin the study of some phase of natural history, as astronomy, bird life, the wild flowers of your vicinity, forestry, etc. Have talks, discussions, papers hy boys, etc. Let the boys choose the topic and the manner in which it shall be investigated. 8. CONSTRUCT FURNITURE— Undertake, as a club, to construct some useful article or articles for the clubroom, the church, etc. Have the boys plan it, gather the material and tools and build the articles. 9. CLUB WORKSHOP— Equip a 'club workshop where all sorts of useful and interesting things may be made. A work bench, tools and ma terials might be accumulated through purchase, donation hy the boys and gifts from interested adults. If the boys plan the equipment, it will come faster than if the leader does it all. 10. HOBBY SHOW—Conduct an exhibit or show of articles made or collected hy the club members. Let the boys plan and arrange for the place, the time, the nature of the exhibits, the decorations, those to be invited, prizes, etc. 11. MAP MAKING— Have boys investigate methods and choose area for charting. Make excursions into the open country for the work. 12. CLUB KODAK BOOK— Secure an album, of which a hoy or com mittee should be in charge. Get pictures of all club activities possible and of individual members. 13. PHOTOGRAPHY—Make a study of photography, including talks and demonstrations on picture taking, developing and printing, enlarging, etc. An exhibit of pictures might be desired by the hoys. 14. RADIO— Construct and erect a radio for the club. Parts might be constructed, purchased or donated. Have the boys study and do as much of the construction work as possible. 15. EDUCATIONAL TRIP—Visit a museum, college or university, industry, hank, large commercial house, concert or entertainment, of the boys' choosing. If possible, have the boys make the necessary arrange ments. 16. EDUCATIONAL TALK—Have educational talk or discussion on “Early History of this Locality,” “Aviation,” “The Effects of Machinery upon the World,” “Fire Prevention,” “Forestry,” “Modern Facts About Alcohol and Dope,” exploration, invention, travel, science, etc. 17. SEX INSTRUCTION— Have sex talk by someone well qualified to give such a talk to hoys. 18. DRAMATICS— Present a boys' play. A competent coach should be secured, but have boys plan costumes, scenery, tickets and other details. 19. BUILD CEREMONY—Develop a ritual or an induction ceremony for the cluh, letting the boys decide what ideals should be expressed in it and having them write the words. The boys should choose whatever quota tions are used. 20. CLUB PAPER—Publish a club paper with a staff of boys editing it. It might well be mimeographed, or, in some cases, printed. 21. CLUB LIBRARY—Accumulate a club library, in charge of a club librarian. —12— — GROUP PHYSICAL PROJECTS 1. ATHLETICS— Organize an athletic team in season (basketball, baseball, volly ball, track, swimming, etc.). Have the boys elect a captain, schedule practices and join a league, or schedule match games. Have a discussion of the rules. It may be well to bring in a school coach or player to assist. 2. HIKE— Go on a hike. Through discussion and vote, determine the day, place and objective, details as to food, transportation, etc. Delegate boys to arrange necessary details. 3. KNOT TYING— Undertake a study of knots and ropes. Have a rope available and practice tying knots. Try splicing ropes. 4. FIRE BUILDING—Practice fire building and camp cooking. Go out into the open and have boys build their own Ares and cook their own meals. 5. SWIMMING— Have a Learn-to-Swim Campaign among the mem bers. Arrange for a swim and instruction In Y.M.C.A., school or public pool. The boys might desire to go periodically for swimming. 6. SWIMMING MEET—Challenge another club to a swimming meet. Have the boys make and accept the challenge, secure officials, choose events, arrange for a pool and work out other details. 7. LIFE SAVING— Go to a swimming pool for instruction and practice in life saving and artificial resuscitation. If a pool is not available, an eve ning spent in the club room on this project may prove interesting and profitable, y 8. ROWING—Spend a day or afternoon in small boats. Give the boys some instruction in rowing and handling of the boat. Let every boy do some^ rowing. This project may sometimes be combined with swimming activity. It should be very carefully supervised. 9. GROUP GAMES—Frequently include group games in the evening program of your club. Have the boys find and present new games, by reading and by interviewing directors of physicaj education. Let different boys conduct the games. 10. TRACK MEET—Challenge another club to track and field meet. Have boys arrange for field, equipment, officials and other details. Let them choose the events to be included. 11. GYMNASTICS AND PHYSICAL EXERCISES— Have at least five minutes of body-building exercise in mid-week meeting with coats off and room well ventilated. Boy should lead. If possible, secure mats and practice tumbling, pyramid building, etc. Competition in the hexathlon can be had by consultation with Y.M.C.A. Physical Director. 12. CLUB CABIN— Finance and construct a mountain or seaside cabin or hut. Discuss and decide together the location and type of cabin to build. 13. HEALTH HABITS— Conduct talk or discussion on health habits. Have the boys present specially prepared papers or talks on various phases of the general subject. 14. QUOITS, ETC.—Have stakes and horseshoes and other athletic equipment for contests at or near meeting place. Hold a championship tournament among club members or in competition with another club. 15. PHYSICAL EXAMINATION— Have physical examinations for all of the hoys of your club. Physicians and dentists of your Church or com munity may be interested in assisting or the Physical Department of the Y.M.C.A. may assist. 16. ARCHERY—Take up archery. Let the boys make or purchase, preferably make, bows, arrows and targets. Have them study written mat ter on archery and, if possible, secure the assistance of an expert for a time or two. (See Loose-Leaf Library; F. H. Cheley, editor, Denver.) — — 13— GROUP DEVOTIONAL PROJECTS 1. CHURCH ATTENDANCE— Attend Church in a body. 2. CHURCH SERVICE— Conduct a boys’ service in the Church. Have the boys approach the pastor and help him work out the program. Boys should have as much part as possible contributing talks, music, readings, demonstrations of club activity, etc. 3. CHURCH SCHOOL SERVICE— Conduct the opening exercises of the Church School, proceeding along the same plan as given above. 4. BIBLE STORY PAGEANT—Present at Church, at Church School, or at a special program a Biblical pageant. Have the boys choose the theme to be presented, work out the details, plan the costumes, etc. 5. BIBLE STUDY— Follow a course of Bible study or of life problem discussions running from week to week. Give the boys as much part in the lessons as possible, using them for special reports, talks, questions and answers, Bible reading and short prayers. (See courses listed on page 26.) 6. BlBLE MEMORY WORK—Undertake to learn a Bible verse each week. Let the boys choose the verse and learn it as a group. 7. BOOK READING— Have read in successive meetings some good book carrying a strong spiritual message. 8. SINGING—Have a place in the weekly club meeting (or singing. If possible, develop a good song leader among the boys, and have one of the boys accompany on the piano or other instrument. 9. CLUB ORCHESTRA—Form a cluh orchestra. Organize it under some qualified person, using boys for as many duties as possible. 10. CLUB TRIP— Attend some concert or play with a strong re ligious message. Have the boys decide upon the plan, choose the time, and secure the tickets. 11. TALKS AND DISCUSSIONS— Have your pastor give one or more talks or lead discussions on “The Meaning of the Church and of Church Membership,” or “The Story of the Bible.” The boys should have a part ill the discussion, and they might give special reports. 12. CREATIVE WORK—Compose a group prayer and a group code of living. Do it by the discussion method, letting the boys write these things out of their own interests, experiences and ideas. GROUP SERVICE PROJECTS 1. FATHER AND SON BANQUET— Conduct a Father and Son Ban quet. Have the boys plan the date, program and other details. Let them invite their fathers, secure program features, arrange and decorate the dining room, prepare or arrange for the preparation of the meal, etc. Have a boy toastmaster and other boys and fathers on the program. (National Father and Son Week in November.) 2. MOTHER AND SON AFFAIR—Have a Mother and Son Banquet along the above lines. 3. PARENTS’ NIGHT— Have a Parents’ Night, with special program, planned by the boys, to demonstrate the activities of the club. 4. THANKSGIVING AND CHRISTMAS BASKETS— Provide a large basket of food, clothes and other gifts for a needy family at Thanksgiving or Christmas. The boys should plan the contents of the basket and pur chase them or bring them from home. Have the boys deliver the basket. 5. CHURCH— Accept the responsibility, as a club, for placing for the Church a blackboard sign, bulletin, or other advertisements each week call- —14— ing attention to the services, subject of sermon, special music, etc. . Dis cuss and carry out other service to Church, such as rehinding worn hymn hooks or Bibles, gluing and wiring loose and broken chairs, repainting floors or walls, distributing envelopes or circulars, etc. 6. BEAUTIFY CHURCH— Choose some way to beautify the church grounds and interior; plan it together and carry out the improvement. 7. SURVEY—Have a campaign to see all the boys of your Church community who are not in Sunday School and ask them to come. The boys should plan the campaign in detail, perhaps districting the field, and have a team organization. Or assist in a Church survey of your c o m 4 munity. 8. WORLD BROTHERHOOD— Let the group make a monetary contribution to some missionary or world brotherhood causé. It Would be well for the boys _ to investigate the work toward which their contribution will be made and, if possible, to correspond with boys in the mission field. 9. ENTERTAIN OTHER GROUP— Invite another Pioneer Club, or the Friendly Indian Tribe of your Church to hold a joint meeting with your group. Have the boys send the invitations and plan and arrange the program and refreshments. World Brotherhood Button 10. ENTERTAIN AT ROUND-UP—-Provide an act of entertainment at a Pioneer Round-up or other gathering of boys. Plan carefully the details and practice it thoroughly. The boys should make all arrangements. 11. HOST AT ROUND-UP— Act as hosts to a Pioneer Round-up. Let the boys discuss thoroughly their obligations as hosts and plan accordingly. 12. COMMUNITY WELFARE— Take a definite and active part in a city or community welfare campaign, as “Clean-up,” “Swat the Fly,” “City Beautification,” “Tree Planting,” “Community Chest.” 13< FIRST AID— -Take up the study of first hid to the injured. If possible, do this at a time when the interest in such study is present in the group. Make it as practical as possible, emphasizing the boys’ “doing” and “practicing,” instead of their “looking” and “listening.” Include the “Safety First” idea. 14. VOCATIONAL GUIDANCE— Have a talk or discussion on “Choos ing a Life Work.” Possibly have different boys present special talks ot papers on specific vocations., Have the group determine in discussion where fellows of Pioneer age should stand in regard to choosing a vocation. 15. THRIFT— Have a talk or discussion on “Earning, Saving, Giving.” As in all discussions, strive to make it so practical that it will bring results in the living of the boys. PIONEER CAPS Rooting Skull Turban SUGGESTED INDIVIDUAL PROJECTS A C TIV ITIES O UTSIDE TH E CLUB ON-GOING TYPE Listed below are a number of projects which a boy might choose as a special subject of interest and write in on his Growth or his Score card. A boy may already have special interests which he may follow as his major instead of one listed below. Responsibility as to how these subjects are to be developed is left largely with the boy, although his leader and parents will be glad to help. Agriculture Poetry Archery Printing Animal Husbandry Public Speaking Architecture Radio Art Safety First Aquatics Signs, Symbols and Signaling Astronomy Thrift Bible History , Track and Field Bible Lessons Travel Botany Woodcraft Camp Craft World Brotherhood Carpentry Hiking ^ Cartooning Journalism Chemistry Landscape Gardening Citizenship Leadership Collections Life Saving Commercial Mechanics Cooking Medicine Electricity Missionary Interests First Aid Music Forestry Nature Interests Geology Pets Gymnastics Photography Handicraft Physical Fitness The above “On-going” projects or activities are not classified under the fourfold division for the reason that most of the projects may carry con current values of the Intellectual, from the study made; Physical, from the work done; Devotional, from the spirit shown; and Service, from the use made of the results. As an example of the way a Pioneer developed a major interest, we offer the following: 1st, He reported to leader the subject chosen—Archery. 2d. Discussed present information, including slight experience with borrowed bow and arrow, 3d. Outlined work to be done as follows: a. To read encyclopedia about Archery and “Making Bows and Arrows,” by Frank Cheley, b. To visit local Archery Club or specialist in Archery, 4th. Made a bow and arrow. 5th. Practiced with bow and arrow, 6th, Read a good book on Archery. 7th. Developed shooting ability, making a fair score. 8th, Demonstrated before Club how to make and use a bow and arrow, —16— SUGGESTED INDIVIDUAL PROJECTS A C TIV ITIES O U TSID E TH E CLUB T EST TYPE The following activities are suggested for use primarily in leisure time. They may be written into the Individual Activities space on either the Score or the Growth card. If rightly handled they should lead to “On- Going” activities. (See page 16.) Out of contacts of the leader with the boy in his home, and personal talks with him, will come ideas for individual projects that will help most in the boy's development. IN D IV ID U A L IN TELLECTUAL PROJECTS Jesus increased in wisdom . . , Luke 2:52 1. Write a 150 word theme on the chief agricultural products of your state. 2. Be able to explain five fundamental laws of health. 3. Investigate and write or tell in 200 words how your City disposes of its garbage. 4. Make a three-minute speech before group or other audience on an assigned topic. 5. Recite an acceptable poem or prose selection of at least 100 words. 6. Memorize U. S. Forest Service six rules for fire prevention. 7. Collect five nature specimens from water, woods and fields and name each correctly, telling or writing briefly about each. 8. Build and fly a kite. 9. Build and erect bird house for specific type of bird. 10. Make a neatly labeled collection of any or all of the following: 10 stamps of different countries. 10 relics (such as arrowheads or Indian implements). 10 pictures taken and finished by yourself. 10. rare coins, minerals, samples of wood, leaves of trees, insects, wild flowers or moths. 11. Draw a map of your county showing cities and towns and principal highways, also indicating county seat and principal business center. — 17— 12. Name five vital functions of the body and describe the process of each. 13. Explain what fumigation is, how to do it, and tell after what common diseases homes should be fumigated. 14. Explain what is meant by a “balanced diet.* out a day’s menu. Illustrate by writing 15. For a period of one month, read all you can find on any specialized line, such as radio, stock raising, aviation, etc., and make a scrap-book of clippings, and present same to club. 16. Give a short account of some outstanding pioneer of your com munity, or a talk on the subject, “Pioneers of Yesterday and Today,” 17. Write or tell in 200 words about some special nature observation of your own. ^ 18. Name and describe at least five different methods of seed dissemi nation employed by nature. Name those using each method. 19. Construct or reconstruct for use in the home some useful article, requiring at least four hours’ work, 20. Construct a model of a boat or airship. (Double credit if model is successfully operated.) 21. Construct a bow and arrow sufficiently well made to use in target practice. 22. Write or tell in at least 250 words how to properly care for the teeth and eyes. 23. Compete in debate or oratorical contest, representing school, club or other organization. 24. Speak before an outside audience such as Sunday School, Men’s Club, etc., on some subject connected with Pioneering. 25. Preside over at least two business meetings of your group, using correct parliamentary procedure throughout the meeting. 26. Write about 250 words or speak on the subject, “Who I Think Was the Greatest Pioneer in the United States and Why.” 27. Write one paper of at least ISO words on the planting, cultivating and harvesting of one of the leading crops of your State. 28. Explain the principles of fertilization of flowers, giving instances where this is accomplished with insect help and explain why. 29. Memorize the game and fish laws effective in your State and diçtriçt. 30. Take hike of two miles out of the city and report upon twenty interesting things observed on the way. 31. “Carving in Ivory Soap” and “Block Printing in Ivory Soap” may be used as projects. (Instructions for this work may be secured from Proctor & Gamble, Ivory Soap Manufacturers, Cincinnati, Ohio, at 10 cents for each pamphlet.) PIONEER SPECIALTIES Sweater Emblem Kerchief Eyeshade INDIVIDUAL PHYSICAL PROJECTS Jesus increased in . . . stature. Luke 2:52 % 1. Have a thorough physical examination by a doctor, approved by your leader. 2. Reach the given standards in any of the following athletic events: Age 12 Age 13 Age 14 Age 15 or up to or 95 to or 110 to or over 95 lbs. 110 lbs. 125 lbs. 125 lbs. a. Standing Broad Jump.. 5 ft. 4 in. 5 ft. 10 in, 6 ft. 4 in, 7 ft. 2 in, b. Top, Skip and Jump ..1 4 ft. 6 in. 16 ft. 6 in. 18 ft. 6 in. 21 ft. 6 in. c. Chinning ....................... 4 times 4 times 6 times 8 times d. Push-ups ..................... 6 times 8 times 10 times 12 times e. 8-lb. Heave ...11 ft. 13 ft. 15 ft. 20 ft. f. Potato Race, 4 laps....28 sec. 26 sec. 24 sec. 23 sec. g. Rope Climb, 18 ft......15:3 sec. 15:2 sec. 15:1 sec. 14 sec. h. Baseball Throw ........135 175 185 200 i. Running Broad Jump... 10 ft. 4 in. 1> ft. 6 in. 12 ft. 13 ft. 2 in. j. One-mile Walk............... 13 12 11.2 10.4 3. Attain proper form and real proficiency In starting, running, broad jumping and high jumping. 4. Make a diagram of any two of the following: Baseball diamond, basketball court or football field, and be able to answer any questions regarding distances, length of lines, etc. 5. Attain reasonable proficiency in at least one team game. 6. Learn, play and be able to describe at least five group names. 7. Choose equipment for overnight hike and show how to pack for carrying. —19— 8 . Show how to mark a trail by means of ten common signs of stones, grass, twigs and similar substances. 9. Sketch and describe poison ivy and poison oak and tell best treat ment for each. 10. Describe three poisonous snakes and three non-poisonous snakes of the United States and give locality of each. 11. Spend at least one full camp period in an organized boys' camp. 1 2 . Be able to cook satisfactorily over a campfire any three of the fol lowing: Oatmeal, or other cereal, bacon and eggs, potatoes, Irish stew, fish, steak or chops, vegetables, pancakes or a “twist" baked on a stick. 13. Learn to measure the height of any object, such as tree, pole, build ings, etc., without climbing; also, how to measure the distance across a river or other body of water. A Pioneer should develop ability to do this with reasonable accuracy. 14. Learn to mix dough and bake bread, biscuts or corn cakes in a Dutch oven. 15. Catch at least two different species of fish, by bait, fly casting or trolling. Name them and dress the catch properly for cooking. 16. Hike eight miles and carry pack; camp out overnight. 17. Leam how to tell the time of night by the stars and moon. 18. Learn how to cook in an Indian fireless-cooker, a bean hole. 19. Learn how to cook any of the following in an open Are without cooking utensils— roast com, plank a Ash, barbecue a steak. 2 0 . Make a list of the First Aid and medical material for a party of ten on a six-days' camp, and explain the use of the different items. 2 1 . Submit to leader a list of the Ave best places for outings and hikes around your home town and tell in detail from personal observation why they are desirable. 2 2 . Demonstrate how to select and arrange a camp site, including loca tion, sanitation, water supply, drainage and garbage disposal. 23. Tell how to And dry wood in wet weather. Build a Are without matches, using Are-drill or flint and steel. 24. Pass any of the aquatic tests in the National Swimming and Life Saving Program of the Y. M. C. A.; or in the Red Cross Junior Life Saving Tests. See Y. M. C. A. Physical Director, or local Red Cross, for full de tails; or use the following simple tests: For beginners: 1 . Swim 50 feet, any stroke 2 . Swim 1 0 0 yards, any i% tyle 3. Dive— any style, to score 6 out of a possible 10 points. For Advanced Swimmers: 1 . Teach one boy to pass “Beginner" Tests 2. Swim 50 yards, on back. 3. Swim 440 yards. —20— INDIVIDUAL DEVOTIONAL PROJECTS Jesus increased in . . . favor with God. Luke 2:52 1 . As an act of worship perform voluntarily some task for a period of one month in connection with one of the worship services of your church; e. g. ushering, taking up collection, etc. 2 . Memorize your favorite Church hymn. 3. Take part in choir or religious pageant or similar activity arranged for a special service in your Church. 4. Assume some definite class or Church School responsibility covering a three-months' period and requiring four hours' work (such as serving as class or departmental officer or working on a committee). 5. Participate in Church School Orchestra. 6 . Secure one new member for your Church School who is not attend ing another Sunday School. 7. Assist in Church School or other Church entertainment, social or picnic, involving at least three hours' service, 8 . Give five reasons why a boy should become a Church member. 9. Help secure at least one new member for your Church during the year. 1 0 . Attend the annual Church Membership Preparatory Class of your Church. 1 1 . Take lessons on some musical instrument. 1 2 . Name three kinds of architecture and describe the differences. 13. Learn something of the life of any one of the world's great painters, naming several of his masterpieces. If possible, tell where those master pieces are now located. 14. Memorize a new verse of Scripture each week for four weeks, 15. Mmmmrize the Ten Commandments and the Beatitudes. 16- Memorize the books of the New Testament in their order. — 2 1 — ^ 17. Read the life of-som e outstanding leader in your denomination. (Ask pastor for suggestions.) 18. Learn and report to club something of the great story of the spread of Christianity. 19. Read the story of Livingstone and Stanley in Africa, or “Chinese" Gordon in China. 2 0 . Learn and report to Club what the coming of Christianity has meant to some special country, such as Korea, India, Africa. 2 1 . Suggest to your leader two ways in which Church services could he made more interesting and valuable to boys of your age. 2 2 . Identify five standard hymns or pieces of classical music by ear. 23. Name and describe five pieces of classical statuary. 24. Learn Psalm 1 , 8 , 19 or 23. 25. Lead the Bible study discussion of your club or class at one session. 26. Learn the books of the Old Testament in their order. 27. Locate and name five towns on the map of Palestine and tell some incident in the life of Jesus which occurred in each town. 28. Read the story of the work being done by your Church in foreign countries. 29. Bring a boy who is not a regular Church attendant to Church ser vice with you for four consecutive Sundays. 30. Write at least 1 0 0 words on “How I Think our Minister Could Make His Sermons of More Interest to Boys." 31. Write at least 1 0 0 words on “How a Boy Can Best Serve His Church as a Member.” 32. Act as leader of at least one meeting of the Young People’s Society of your Church. 33. Attend a high-grade concert by an orchestra or choir that renders some famous oratorio. 34. Visit an art gallery of at least 100 pieces ; report in writing the thing that appealed to you most. 35. Name ten poets and one of the principal works of each. 36. Tell club something of the life of a famous sculptor, naming several of his masterpieces. 37. Read the Sermon on the Mount, and, in writing, tell what you con sider its five greatest and most practical teachings. 38. Write 100 words on the meaning of the Lord’s Prayer. 39. Be able to trace three missionary journeys of Paul, tell the purpose of each and give some interesting experiences which he had. 40. Be able to name five men who have been outstanding leaders in the development of Christianity, telling when they lived and one or two out standing facts of their lives. Pioneer Belt Buckle (regulation size) is available for all Pioneers. — 2 2 — INDIVIDUAL SERVICE PROJECTS Jesus increased in . . . favor with man. Luke 2:52 m m m 1 . Accept responsibility for regular borne duties as specified by parent, same to represent not less than four hours’ service a week. 2. Take a definite part in a Mother’s Day program or the program for Father and Son Week. 3. Write at least 20Ô words, telling ways in which you think a boy can make his home more enjoyable to himself and family. 4. Report to authorities abuse or neglect of children or animals. 5. Contribute at least three dollars which you have earned during the year to some worthy cause identified with work with boys. 6 . Take a course of study, either in your Church School or elsewhere, covering home and foreign missions, 7. Follow up a definite piece of missionary work. 8 . Leam and report the history of the Constitution of the United States and be able to recite the preamble. 9. Be able to name ten of the most useful citizens of your country and give the reasons for your choice. 10. Write at least 100 words on what you consider to be the greatest menace to good citizenship in your community, giving suggstions for a remedy. 1 1 . Learn the main features of the Traffic Laws. 1 2 . Learn all the qualifications for a voter in your community and how a primary election differs from the regular one. 13. Write at least 200 words telling how a boy should go about choos ing his life work. 14. Demonstrate five ways of carrying an injured person. (Two boys may work together on this.) 15. Give a thorough demonstration and explanation of the Schaefer method of resuscitation. 16. Explain how you would recognize any of the following fractures: simple, compound; and how you would render first aid treatment in each of the following fractures; fracture of the jaw, rib, arm and leg, 17. Tithe your income for at least three months. — 2 3 ^ CHARTING O URSELVES One oi the distinctive things about the Christian Citiznship program is its attempt to hase its activities upon the interests and needs of the group. Charting may be called the personal or group interview method of discover ing these interests and needs. It is an attempt to ''plot or graph" the growth of a hoy or group on the physical, mental, social and devotional sides. By individual or group discussion it is not hard to discover» the high and low sides. For details of the method. Leaders should read "Group Leaders and Boy Character." Revised, pages 50, 52, 152, 153, 155, 156, 217. Group charting at the beginning of the program serves as a fine ap proach to the program building. The charting of a well known character or two, followed hy a check-up of the whole group will stimulate charting interest and understanding. The monthly growth cards will then offer a medium of monthly charts through personal interviews with leaders. If score, symbol or other plan is used, a frequent check-up on this chart is valuable. Obviously, charting helps the hoys know themselves, leaders to under stand their hoys and both to better build their program to meet the needs of the group. Character building takes place most effectively when a group realizes it is low, for instance, in its service development, and decides to improve and actually works out a plan of activities whereby the members can achieve their desires. This is the opportunity offered us by the chart ing plan. A REAL PIONEER AIMS TO BE FOURSQUARE —24— BOOKS FOR PIONEERS Pioneers will find in the Public Libraries the books listed below. For a good balance, a boy should read a few from each of the groups. I. HEROES OF ADVENTURE Grey friar's Bobby............................................................................Eleanor Atkinson Heroes of Modern Adventure................................................ T. C. Bridges Captains Courageous.......................................... Rudyard Kipling Jim Davis.......................................................... .................................... John Masefield Gay-Neck........................................................... ...... ...............................D. G. Mukerji Pearl Lagoon.................................................................................... ..Charles Nordhoff II. HEROES OF CHIVALRY Story of Roland............. «............J. Baldwin Legends of Charlemagne....................................................................... U. W. Echols Sir Marrok................................................................- A. French Story of King Arthur and His Knights............................................Howard Pyle Story of the Grail and the Passing of Arthur................................. Howard Pyle Merry Adventures of Robin Hood............................. ......................... Howard Pyle Ivanhoe ..................................................................................................... Walter Scott III. HEROES OF DARING Story of Siegfried................................................................................ James Baldwin Adrift on an Ice-Pan W. I. Grenfell Scottish Chiefs............. ...............................................................................Jane Porter Road to Cathay Merriam Sherwood Ben Hur: A Tale of the Christ............................................................. Lew Wallace Adventurers All.................................... ....................... .............................M, H. Wade IV. HEROES OF HUMOR Don Quixote Miguel Cervantes Adventures of Tom Sawyer............................................................ Samuel Clemens Adventures of Huck Finn..................- ............................................ Samuel Clemens Innocents Abroad ..............................................................................Samuel Clemens Penrod Booth Tarkington Paul Bunyan and His Great Blue Ox.................................. Wallace Wadsworth V. HEROES OF THE NATION A. Biography and History Father of His Country ......................................................... W. E. Barton Autobiography of Benjamin Franklin............................Benjamin Franklin Boys' Life of Theodore Roosevelt Herman Hagedom Boys’ Life of Edison W. H, Meadowcroft Boys' Life of Lincoln ................................... Helen Nicolay Exciting Adventures of Captain John Smith.........................Vernon Quinn Hero Tales from American History ....Roosevelt and Lodge B. Books of the Great War Forward Ho..... Perry Newberry Story of the Great War......................... W. L, Nida Fighting the Flying Circus E. Rickenbacker Over the Top..! A. G, Empey VI. HEROES OF THE OUT OF DOORS A. Biography of Pioneers David Crockett.............................................................. C. F. Allen Adveuluies uf DufTalu Dill............................................................. W. F. Cody Boys’ Book of Scouts iP . K. Fitzhugh Daniel Boone....................................................... S. E. White — 25— B. Stories of outdoor life Smoky ....................................................................................................Will James Call of the Wild................................................................................ Jack London Bob, Son of Battle Alfred Ollivant Biography of a Grizzly E. T. Seton VII. HEROES OF SPORTS Half Back................................................................................................. R, H. Barbour That Year at Lincoln High Joseph Gollomb Dorset's Twister William Heyliger Tom Brown's School Days...............................................................Thomas Hughes Jester of St. Timothy's............................................................................... A . S. Pier Baby Elton, Quarterback.................................................... Leslie Quirk Mayfield's Fighting Five..................................................................... H. M. Sherman VIII. HEROES OF SUCCESS Lives of Poor Boys who Became Famous S. K. Bolton Henry Ford, the Man J. G. Hamilton Boys' Life of Mark Twain..................................................................... A. B. Paine Overcoming Handicaps Archer Wallace * 2 6 — ADDITIONAL LEADERSHIP MATERIAL SUGG ESTIO NS FOR SEA SO N A L A C TIV ITIES The following list is only suggestive. The group should plan their own program to meet local needs and fit their own interests. September—Rally amd Promotion Emphasis Reorganization of club Election and installation of officers Officers' overnight camp Organization of committees and planning for fall work Plan for Bible study or discussion course Membership drive Induction of new members Round-ups Campers' rally to help preserve and carry over what boys have gained in summer camp experiences Boys report on summer experiences—in working, on trips, etc. Educational trips "City Camp" for rural boys Party Study of football rules and football practice "Californiad" preparation throughout fall and winter by California groups. October— World Brotherhood. Emphasis (should be followed up throughout the year) Goal of every boy contributing to this wok and corresponding regularly with a boy in another country Discussion on the U. S. and Its World Responsibilities and Opportu nities Boys report on various nationalities represented In community and discuss what their own attitude toward them should be Organize basketball team and start practice for league games Inter-club athletic meet Parents' night Hallowe'en party with girls Camp Craft— Knot tying, signaling, Are lighting, first aid demonstra- - tion and practice; demonstration Schafer method of resuscitation, " etc., nature study (this campera ft work should be continued through out the year) November—'Father and Son Emphasis Father and Son Week observance— banquets, hikes, "Go to Church" Sunthiy, etc. ; Talks bn physical fitness, hygiene, "life's beginnings", etc. ‘ Armistice Day program, with talk on "What Armistice Day Has Meant to World Brotherhood" Thanksgiving baskets, etc., for needy families Athletic events— Basketball practice and participation in league games ; pull-ups, 50-yard dash; broad jumps; swimming and diving tests, etc. (See page 0 0 for athletic tests) December— Service Emphasis Plan for furnishing. Christmas cheer to needy families Cooperate with churches, schools, lünchëdh clubs in community service Christmas caroling . . , . Join with another group In short/caknp during ChHstmas vacation Skating party Boys write or speak on changes brought about in some non-Christian land by coming of. Christianity - : Inter-club aquatic meet Indoor athletic meets House parties — “" 2 7— ^ January—Thrift Emphasis " Three-minute talks by boys on thrift subjects Help boys with personal budgets of earning, spending, giving Visit to some industrial plant, also to some department of city, county or state government Talk by boy and discussion on "What Constitutes Good*'Citizenship" Club competition in potato race, standing broad jump, broad jump, dumb-bell diill, etc; Midwinter picnic (indoor) February—Stick-to-School Emphasis "Find Yourself" campaign (in own group or church, if city-wide or district campaign is not to be held) Talk and discussion on value of education; -educational requirements for various vocations, etc. Hobby show Mass games— give boys opportunity to teach new games to group Patriotic emphasis Talks or essays by boys on Lincoln and Washington as. Pioneers. Boys chip in and buy picture (Hoffman's "Jesus in the Temple", or some other) for club room Boys write essay on "How Jesus grew in wisdom" Valentine party March— Emphasis on Christian Life and Church Relationships Campaign of friendship Give pastor opportunity to talk with boys re church membership Suggested topics for ^scussion or talksr— • The Value of the Church The Place of the Church in a Pioneer's Life What Shall We Do on Sundays , Has Religion a Place in a Pioneer s Life The Meaning of Church Membership < . Worship Through Giving Worship Through Service Projects What Worship Means to a Pioneer Study and report on Church history Special service projects in connection with the Church Go to Church Sunday (group) Encourage daily prayer and Bible study , Indoor or outdoor baseball practice St. Patrick's party April—Outdoor Emphasis Continuation of campaign of friendship, "and other special efforts to bring members of grôup into closer friendship with Christ and rela tionship with the Church Easter vacation trip to mountains or beach Camp reunions " * . . - Nature study projects Build bird hoUsés ^ Have talk op birds of locality or other nature study subject Practice,goid^ a mile in Ï 2 minutes-—walk'50 paces and run SO paces; ^ and other tests page 0 0 ) % V ^ ^ Discuss why hiking Is good exercise • ’ Debate: Resolved that hiking is better exercise than swimming. Edùcàtibhâi eip^" \ - Hikes t : - Treasure hunt ' " ' Help with Easter egg hunt May—Mother and. Son fm phasis Theatre party ^ Projects in connection w ith beys .of other landf-^fqrelgn missions^ etc. Boys report on letters received from foreign boy correspondents * ^ V - îî,. C l Plan for summer camp attendance—-Booster meeting, with pictures; talk on "Why Go to Camp," etc.; sign ^or camp < ^ ~ 5 ... " Hare and Hound, or other club hike—demohs^ate ^ w to. buU.d ii cook ing fire, a smudge fire, an all-night fire, , —28— June, July, August— Beach trip, wienie or clam bake, hikes, etc. Special Y.M.C.A. Physical Department or playground features for boys who cannot attend summer camp Twilight baseball games and other team games Swimming meets Instead of discontinuing club meetings, have one meeting each month, preferably out of doors, or at home of leader or a boy. Treasure hunt The following suggestions may prove helpful in conductnig the special club events mentioned: Oyer-Night Hikes ' 1 . Lay careful plans— a. Place and transportation (ask Boys’ Work Committee’s help). b. General equipment— Food, cooking utensils, first aid, bandages, tape, iodine. c. Boys’ packs— blankets rolled; personal effects. 2 . Organize Group— a. Assistant leader for every six to eight boys. b. One pace-setter; another to bring up rear, c. Assign boys to work squad— K.P., wood, water, etc. 3. Program— a. Rest periods on long hike (opportunity for short talk on educa- catlonal and inspirational topics). b. Morning Bible study and assembly. c. Camp fire program consisting of songs, expressions of apprecia tion, story or talk, religious songs, devotional period. (Insist upon quiet after taps and until rising call.) Inter-Club Games 1 . Cooperate in fonning leagues with other Churches for seasonal games. 2. Hold practice periods, dividing club into two teams. (Y.M.C.A. can usually arrange for loan of gymnasium.) 3. Encourage good sportsmanship, not merely spirit of winning. Pioneer Round-Ups 1 . Who? All Pioneers of city, community or district. 2. When? At least quarterly; often monthly on Sunday evening at central Church or Y.M.C.A., and occasionally throughout the afternoon and evening. 3. What? Program will vary with needs. Monthly emphasis can be physical one time, mental another, etc. Games, passing of Pio neer tests, barbecue, and good campfire program. Demonstration Nothing engenders loyalty or sells the Pioneer idea to adults like demonstrations of short typical club meeting with ritual, performing of projects, talks by boys, etc., at luncheon clubs, Sunday Schools, Prayer meetings, Father and Son banquets, etc. “ ather and Son Activities Special Father and Son Week, that week in November in which Armis tice Day ( 1 1 th) occurs. (Write State Y.M.C.A. Office for special material.) Hikes, games and suppers with Dads during the year. Mother and Son Night Following is suggested order of events for an annual Pioneer Mothers’ Night meeting. This is not designed to be a banquet, but simply a regular meeting to which the mothers are invited and in which an effort is made to demonstrate to the mothers what the club is doing. 1 . The meeting is called to order by the Chief Ranger, and the opening ceremony gone through, followed by the regular Bible, study. . 2. Boys then make reports on four different projects as typical of the four phases of the program^ - 2 9 - - " 3. A group project. (No. 1 under Group Intellectual Projects is sug gested as one in which the parents might join.) 4. Each hoy is given an opportunity to introduce his mother. This part of the meeting to he in charge of the leader, who is to give a t ten- minute talk on "The Aims o f . the Pioneer Club." If possible a mother should be called upon to talk on the subject, "Whiat Values I Think There Should Be in Pioneer Club Organization." 5. Games, musical numbers, etc., by' the members of the club. TH E YEA R'S PROGRAM IN O UTLINE To be filled in by boys and leader, choosing their own activities or selecting them from the foregoing list of suggestions. September October. November December January February March April May June — 31- July August HOW TO LEA D GROUP GAMES Group games form an Important part of the club program. The follow ing suggestions are made by an experienced leader, and should prove valu able. See Leaders* Bibliography for list of good "Games" books. 1. Know the game thoroughly before attempting to explain it. . 2 . Arrange to have everyone participate some way in the game. 3. The principal factor in successful game leadership is making the play continuously snappy and vigorous. 4. Develop the spirit of play; avoid the idea of work. 5. Always have whistle but do not over-use it. 6 . Train the players to "Stop, Look and Listen" instantly upon the blowing of the whistle. 7. Halt all "horseplay” at its first appearance. 8. Always in sist upon fair play—enforce the rules. 9. Keep things moving the entire play period. 1 0 . "Kill" a game before it becomes "dead.” 1 1 . Processes in introducing a new game, contest, race, stunt, etc.: ( 1 ) Name it. ( 2 ) Put the group into formation for it. (3) Explain it. Wait until quiet and attention are absolute. Be clear, brief and to the point. (4) Demonstrate it; have one or more members go through the fun damental processes. (5) Ask for questions. ( 6 ) Start it immediately, with enthusiasm. (7) Stop it if there are any difficulties, iron them out and re-start it. 1 2 . Complete all preparations for an event before starting to introduce the game, (all equipment, lines, etc.). 13. In team games and relay races, especially encourage the losing side. 14. Those finishing a relay race or eliminated from a game should be required to fall into some formation or take a definite position on the floor. . . . 15. Every unit or team should have its ewu leader or captain. 16. Team games on occasion may be given an added interest by having the teams arranged as follows: à. Tails, shorts, niediUms. b. Fats, thins, mediums. c. First half of alphabet, second half. d. Curly hair, straight hair. SUGGESTED PIONEER INDUCTION CEREMONIES CEREM ONY I The Recorder, several days before the induction, should ask the Candi date whether he is familiar with the Parable of the Good Samaritan, and whethef he knows the Pioneer "Purpose and Aims" and other "How" card material. If not, the Candidate should be asked to read the parable (Luke 10:25-37), and to learn the material, before the induction. The Chief Ranger should see that everything is in readiness, and that the room is properly "set up." There should be no confusion, and every body should be able to carry his part smoothly and without hesitation. All parts should be carried through in a serious and dignified manner. The induction ceremony should be rehearsed before use. All "horse-play" and jokes should be reserved until thq end. Local clubs are, of course, fiae to change ceremony to make it more effective. OFFICERS:—:Leader (L.) ; Chief Ranger (C. R.) ; Deputy Ranger (D. R.) ; Recorder (Rec.) ; Treasurer (Treas.) ; Guard; Guide. MOTTO:— "Help the Other Fellow.” GRIP;— Fingers gripped over base of other fellow's thumb just above the wrist. Clubs may choose any other desired. KNOCK:—To be arranged by the Club. PASSWORD:— "Watch Your Step." The following gavel raps are used: — 1 rap for silence, seats and order; 2 raps for officers to stand; 3 raps for members to stand. Part I (The Club is seated in the regular meeting square formation.) The Candidate is brought to the door by the Guide, who instructs him as follows: - You are about to be honored by being made a membet^ of the great brotherhood of Pioneers. You have nothing to fear. Do as you are bidden, answer all questions promptly, and speak only when spoken to. The Guide knocks. Response is made by the Guard, who opens ddor. Guard—Who comes here? Guide—A stranger who wishes to become a member of our Club. Guard— Why does he wish to become a member? Guide— That he may be among friends. Guard—What does he seek within bur walls? Guide?—He seeks Truth, that he may progress in life. Guard (turning to the C.R.)— Chief Ranger, there is a stranger at .the door who wishes to become a brother with us. C.R.—Let the stranger come in. (Candidate, with Guide, enters room, advances to face the C.R.) C.R.—My friend, what is your name? (Answers.) C.R.—Why are you here? (Answers.) C.R.— Why do you wish to become a member of this club? (Answers.) C.R.— Do you know the Pioneer "Purpose and Aims"? (Answers.) C.R.— Repeat them. C.R.—‘ It is well. In order to become a member of this Club, you will be required to demonstrate your courage to the satisfaction of the inbmbers. I promise you that no bodily harm shall come to you. Are you willing to submit to the ordeal? (Answers.) C.R.—Guide, you may withdraw with the candidate whH# we make Iready tor the test which is before him. Prepare him thoroughly for this ordeal# ^ Part II (Members seated in two rows, parallel, eight feet apart, facing each •other. Chief Ranger and Leader at one end; a blanket on the floor.) After preparation, the candidate, having been blindfolded and his coat *removed, is brought to the door of the room by the Guide. Knocks are given, responded to by the Guard. ^ Guard—Who comes here? ' -, Guide— ......... ..., who "desires to continue his progress on the Pioner Trail, Guard—Let him enter. (Guide and Candidate enter and face the C.R.) Guide— ^ h ie f Ranger, we have one who has passed the first gate of •entrance to our Club, and who is now ready for the great ordeal that will test his worthiness to become our brother. C.R.—Do you pledge yourself to Loyalty, to the organization? (An swers.) . C.R.— You are to represent the man who traveled from Jerusalem to Jericho. Guide, conduct the Candidate. NOTE:— Here will follow the demonstration of the Parable of the Good •Samaritan. The Leader reads Luke 10:25-37, while the Guide conducts the Candidate around the room. When the Leader reads, "fell among robbers," etc., two appointed members attack the Candidate, throwing him (carefully) onto the blanket on the floor, tying his hands, etc., "leaving him half dead." The Leader continues reading and, at the word, "priest," a member passes by repeating the words, "I Thank Thee, Lord, that I am not as other men," and at the word, "Levite," another member passes by with a similar state ment. At the word, Samaritan," another member comes forward, unties the Candidate and, in due time, carries him. (using fireman's lift) out of the room. The Club should be cautioned that nei&er laughter nor snickering is in order. The room is made ready quickly for the following part of the ceremony, and the Candidate is brought again to the door by the Guide, who gains admission in the usual manner. Part III (The Club is arranged in square formation.) The candidate is blindfolded or not at the discretion of the leader. The Guide conducts him to the door, gives the knock; response being made by the Guard. Guard—Who comes here ? Guide—• who desires to continue his progress on the Pioneer Trail. Guard—Let him enter. (Guide conducts the Candidate to the Worthy Leader.) Leader—Who comes here? Guide—I bring. .who has successfully passed the outer gates and wishes to learn further about the aims and objects of-our Club. Our members voted unanimously to approve him. He is fully recommended to our fellowship. • - Leader— My friend, we believe in a life of service and our motto is ^'Help the Other Fellow.** "Leader explains the action parts of the parable demonstration.) The truth conveyed in that parable is the guiding prin- — 34— ciple of our Club. Guide, you will now conduct the Candidate to the Chief Ranger, who will instruct him further. (Guide conducts him to the Chief Ranger.) ' Guide— Chief Ranger, we present our friend, who now desires to receive further instructions in Pioneering, C.R—We would have you know that this group is one of a great num^ her of Pioneer Clubs whose circle of influence-extends around the globe. You have learned the Purpose and Aims of a loyal Pioneer. Our members are seated in the form of a square with four equal sides, typifying the Pioneer who should grow equally on four sides— Body, Intellect, Service and Devotion to his God. You always will find in our clubroom the Christian flag and the United States flag. As evidence of your loyalty to them, we ask that you repeat now the pledges of allegiance to both, first to the Christian and then to the United States flag. (Repeats pledges.) C.R.— It is well. The Deputy Ranger will instruct you regarding the Knock, the Grip and the Password of the Club. Guide, you will conduct the Candidate to the Deputy Ranger. Deputy Ranger shows him the Knock and the Grip and explains the Password. D R.— Guide, you will now conduct the Candidate to the Treasurer. Treas.— My friend, our Club is founded for Service, not for gain. How ever, there are occasional minor expenses to be met. You already have paid the induction fee; there is in addition a small amount- due monthly for expenses. Will you be willing to meet this obligation for expenses? (An swers.) You will now be conducted to the Recorder for further questions. Rec.— (Calls him by name an asks)—Will you endeavor to interest the boys of............. .....................in our Club and to make it a power for good among all boys? (Answers.) Rec.—Will you do your part in the social activities of the Club, demo cratically helping every boy to have a good time, rich and poor alike ? (Answers.) Rec.—Will you strive manfully to follow (lod’s commands and . laws, to obey the teachings of Jesus and to be loyal to your Church? (Answers.) The Guide will now conduct you to the Worthy Leader. Leader— (Calls him by name, and says: You have agreed to the re quirements of membership in our Club. The promises you have made are simply those which should be the aim of every real boy—^ to be honorable and true, and to have such a part in these activities as will make you a real help to yotir country. Before proceeding further, we desire to assure ourselves of your attitude toward our great Nation, and ask that you repeat for us "The Star Spangled Banner." (Candidate responds.) Leader—You have answered well. I now present to you the Badge of our order. You will note that it is Round, standing for our Round-the- World Brotherhood. It carries a Square, which signifies Fourfold Develop ment. We see the block “Y" in the background, which indicates to us that back of the Pioneer stands the great Young Men’s Christian Associa tion. As you wear the badge, mayi you b mindful of the ideals it symbolizes. This is but the first of the buttons possible; for, when you have filled this one with notches, you will be eligible to the next, the silver one, and finally you should gain the gold one. When that one is filled with notches, you will be eligible, if deemed worthy, to the Master Pioneer Medal. I give you, therefore, the hand of fellowship, and bid you welcome to our Square of Friendship. Our Chief Ranger will now present you wil several of your Pioneef'tools. Chief Ranger— Fellow Pioneer, you now are entitled to carry this Pio neer Manual. This membership and growth card serves as a means of keeping track of your attitudes and effort in the club and also shows that you are in good standing during the month shown on the card. It is the custom of Pioneer Clubs to number the members. Number 1 is seated at the Leader’s left, number 2 beside number 1 , and so on around the eqiiare. Each member has his own "Aim" to recite in the opening ritual of each meeting. When any member is absent, his "Aim" is not Said that evening. Any member absent twice in succession, without good excuse, loses his seat and his "Aim," and he must start again at the end of the line. All members below him move up one "Aim" and one seat. You, as the newest member, are given the last seat. By faithful attendance and interest in the Club, you will obtain higher rating from time to time. Leader— Pioneers, kneel. (Use the following, or à personal prayer.) "Our Heavenly Father, grant Thy favor upon this, our new brother; help us all to be kind and true; may we all work together in the spirit of Christian good-fellowship, ready always to help and serve others. Give us strength to resist in the hour of temptation* Make us manly in muscle, mind and morals as a foundation for Christian living. Amen." (All stand after kneeling for the prayer; one rap ,all are seated. Deputy Ranger escorts Candidate to his proper seat). All welcome the new member. Club is then dismissed. (Joke stunts may be carried out now. If desired, with the Candidate as the "goat" in all cases.) CEREMONY II The Pioneers are in camp, their wagons pulled up at the edge of the scene and all lights out. In the semi-dsrkness of the camp, lighted only by the campfire, two guards are seen walking their beats with their guns on their shoulders. Around the fire are seated the rest of the club, one of whom is stirring the beans or other eats as they cook over the campfire. After sufficient time has elapsed (to allw the candidate to get the set ting), the cook beats upon a dishpan or other hapdy utensil to call the guards to mess. The cook then passes the plates and other tools to the Pioneers and they eat the soup, at the same time carrying on a conversa tion such as would be appropriate around a campfire. After the meal has progressed for a little and while conversation is brisk, the Chief Ranger suddenly hears something in the bushes near the wagons. C.R. (whispers loudly)— Grab your guns! Deputy Ranger: (slips out the other way and, going around the wagons, fires two shots from his pistol as a signal). At this signal, the others charge into the darkness and several shots are fired. The entire group enter the camp again in a few monaents, bringing with them the candidates, who are dressed like Indians. The officers take their respective positions and the guards stand in the center, on each side of the candidates. C.A.— Meeting will please come to order. C.R.—Recorder call the roll. Rec.—The roll is taken. C.R. (to the guards)—Who are these prisoners? Guard— They are Friendly Indians who are desirous of becoming Pio neers, G.R.— Have they passed the tests? Guards— No. “ C.R.—Take them to the Deputy Ranger to pass the tests (those given on the "How to Become a Friendly .Indian" card). After passing the tests the Deputy Ranger brings them back to the Chief Ranger. D;R.— They have passed the tests, , , C Jt— Take them to the Treasurer to pay their dues. Chief Ranger now instructs Guards to take them before the Leader. Leader tells the candidates the reasons for the different questions they were asked and what they must do in order to be true Pioneers. ' ^ Leader—Do you pledge yourselves to -be true Pioneers? Candidates answer. i ■ ■ Leader*— Pioneers, make ready for the Candidates' jihysîçal tests. (Such sports as the paper fight, the'blind boxers, etc„ may be used with good results.) > . 7/. (after physical tests)— I now declare you a member of the.^..... Pioneers, (he shakes hands) and give you a hearty welcome. ''^ 4 • ' JEach Pioneer shakes hands and welcomes each new mefnbef.^ ' ■ 36 ■ ' LEADERS' BIBLIOGRAPHY The leader will find the books listed below very effective working tools. Leaders will grow in skill as they avail themselves of the assistance which books such as these will render. GENERAL Every leader of a boys’ club should be familiar with these books: "First Principles of Boys’ Club Leadership’’ — Ford. State Y.M.C.A., Harrisburg, Pa., SOc. "Group Leaders and Boy Character’’— A. J. Gregg (revised Sept., 1927) contains valuable practical suggestions for the growing leader. Among others, the following topics are treated In a Very practical way— "How to Begin’’, "How a Leader May Become Acquainted with Boys”, "How a Boy Leams’’, "How to Organize a Group”, "How to Guide Group Program Buflding and Estimate Results”. (Ptthlisbed by Association Press, 347 Madison Avenue, New York City, $1.50.) "A Leader’s Work Book” (8 ^ x 1 1 ), issued by Northwest Council Y.M.CA,., 304 Y.M.C.A, Bldg., Portland, Ore. (Price, $ 1 .0 0 .) (Also "Supervisor’s Work Bookf’, same size and price.) "The Christian Quest” (See title page) — 6 "Basic” pamphlets, 70c; 6 ^(Resource” pamphlets $1.40; binder, 60c. Order, from Council of Religious Education of your City or State, or from Denominational Board! EDUCATIONAL METHOD "Foundations of Method”— Kilpatrick. Macmillan Company, $ 2 . "Experiment with a Project Curriculum”— Collins. "Project Principle in Religious Education”— Shaver. University of Chicago Press, $2.75. "Matter and Method in Education”**-Sturt and Oakden. "Experiment and Measurement fn Religious Education”—Watson. g a m e s ^ "Games’^ — Draper.. Association Press;:-, :$1.90. "Games, Contests, Relays”;-*^taley. Association Press, $3.00. "Handy”—Rohrbaugh. 510 Wellington Ave., Chicago; $2.50. "Games and Recreational Methods”—Chas. F. Smith; Dodd Mead, $3.00. "Nature Games”—Palmer. CAMPCRAFT "Camping Out”— Macmillan Company. "(%ampcraft”-**^Kephart. "Camping and Outing Activities”—Cheley-Baker. Association Pyess, $2.00. "Camping for Boys”—Gibson. Association Press, $1.50. , / "Camp Recreations and Pageants”— Hofer. Association Press, $2.00. ^ "Camp Fires and Camp Cookery”—falqier. - "Camping and Character”— Dimock and Hendry. STORY TELLING "Self-starters - for Boy Leaders’ — rCheley. F.'îHl Cheley, Denver, 50c. "Told by the Campfire”— *Ghéley. F, H. Chelejr, Denver^ $1.50. "Stories for Talks to Boys”**Gheley. Association Press, $1.50» "Arodnd the Fire”- ! — Burr, Association Press, $1.50. aEX EDUCATION "From Youth to Manhood”— Hall. Association Press, $ 1 .0 0 . "Reproduction and Sex Hygiene”— Hall. Association Press, $1.00; "Keejdng, in Condition”*-rMoore. Association Press, 75c.. WOODCRAFT ■ . "Woodcraft’? — *Kephart. . j .- ,: v "The Birchbark Roll’’— Seton. NATURE STUDY . t "The Elfin Forest”— Fultz; - = " » ' ^ ■ "Wildflowcrs of California”? — Parsods. ■ # - . - * : » > . \i:i .— 37— FIRST AID "First Aid”— Johnson. "First Aid Made Easy”-TrTownsend. PARENTAL PROBLEMS "What Ails Our Youth”— Coe. Scribners, $1.25. "Youth in Conflict”— Van Waters. New Republic Pub. Co., $1.00. "Wholesome Childhood”— Dr. and Mrs, Groves. Houghton, $1.75. "Understanding Our Children”— Pierce. E .- P. Dutton Co., $2.00. "Concerning Parents,” Symposium—The New Republic Co., $1.00. "Psychology of the Adolescent”— Hollingsworth, y "Psychology of Youth”— Cosgrave "Growing Into Life”— David Seabury. "Developing Personality in Boys”— Boorman. "Can I Teach My Child Religion?”— Stewart. "The Child’s Religion”— Pierre Bovet. "Building Character”— Proceedings of Mid-West Conference on rental Education. * VACATIONAL GUIDANCE Pa- "Guiding Principles in Vocational Guidance”— Robinson. F. H. Cheley, Denver, Colo., 50c. "The Boy and His Vocation”—Sowers. Manual Arts Press, $1.50. "Opportunities Ahead”— Ernst and White. (Especially good for boy himself.) "Careers”—Roger. "Book of Opportunities”— R. H. Platt, Jr. SUGG ESTED BIBLE STUDY COURSES First Year— Each Dozen The Pioneer Way of Living (24 lessens)............. ...............$ .50 $4.80 Order from Church Publishing House, 17 N. Wabash Ave., Chicago. * Athletes of the Bible...................................... ........................ .85 *Men Who Dared (18 lessons) .15 1.50 Master Men of the Old Testament (19 lessons) 15 1.50 ^Facing Life Squarely (Leaders’ 75c) Students’..................... .30 *Out of Doors With Boys ................... . 1 0 *World Cruise Among Boys of Other Lands...................................75 Second Year— *What Manner of Man Is This (19 lessons).................... 60 The Master Man (20 lesSons).......... , .15 1.50 Master Men of the New Testament (17 lessons) .15 1.50 * Jesus the Leader ( 1 0 lessons )— Leader’s .15 1.50 Student’s . 1 0 1 . 0 0 * Spirit of World Brotherhood (J. C. Clark) Student’s ^ . 1 0 1 . 0 0 * Travels of Paul (Melvin Jackson) . Student’s .15 1.50 * Jesus, the Master (Leader’s, 15c) Student’s ..................: ... . 1 0 *Life and Works df Jesus .................;..................... 15 Studies in Friendship— E. E. Micklewright, Omaha, Neb. Studies in Leadership— E. E. Micklewright, Omaha, Neb. Third Year— . *The Campaign of Friendship (Leader’s, 15c) Student’s 10 What Does Christ Expect of Young People Today?— Pil grim Press. Right Living, by Newburg—University of Chicago Press, Have boys make their own course, using project method. For source material, leader consult * "Boys’ Questions” . 2 0 2.00 (*Order from Association Press, 347 Madison AVe.^ New York. Others may be ordered from State Y.M.CtA. office.) — 38— 98 • -s “i !} l i ! sii : : I f a ( D Ï 3 5 % = S M s £ a o CO n ( M 9 i l i i | s isSH i l l 15 5 I !»c^ U ^ " m 2 U l m " 0 ) S f l ili O Ü S < D □ D ai H 2 W 0| Û ^ gl « Î I I I a| fi- 2 “ - 5 c , -# § § '0 ; i k » ; “ * ^ -p S ' -•la® l l v l m i . S o :!i •I J.i : 2 * 3 99 H Z w s O _ ) w > w a I I w w ;q < u m il ü » s IIÉ- ! 3 % ü Ü 0 3 < '■ siT ft o m C “ S ft i o r> ^ à H z w s k o p j w > û < ; £ i g S ë |l i::A 2 ” 0 i l l i i:r :-sii o >.X.(U at, “ g % ; ' - 3 : 3 g X §"2^3: l a « I I N ^ s | H Z w s k 0 pj w > s w •t; a pj < < D i H 0 0 W .s U 0 w ! B H u Z « “ S i=ia & o ... l i : i N|: -S c à 1131 I I I 0? “ P <-gg I.S^i. 2 .T ft III " c 3 œ 2 0 s % ' S 100 2îl]ts is to Olcrtifg 'Qltjat has completed the requirements and has been accepted as a member of the Pioneer Club of the of (C ity a n d S ta te ) Date Y .M .C .A . S e c r e ta r y C h a irm a n B o y s ’ W o rk C o m m itte e L e a d e r PIONEER CERTIFICATE OF MEMBERSHIP P IO N E E R A IM S S eek h e a lth Do m y w h o le d u ty P la y a te a m g a m e ^ P la y th e g a m e clean B e s e lf -c o n tro lle d B e s e lf - r e lia n t P I O N E E R A IM S B e a b s o lu te ly re lia b le Be th o r o u g h B e a lw a y s k in d B e r e v e r e n t B e lo y a l in a ll m y r e la tio n s h ip s A P IO N E E R ’S P U R P O S E To fo llo w th e tr a i l b la z e d b y th e G r e a t P io n e e r, in a life o f s e r v ic e a n d o f g r o w th in w isd o m a n d s ta t u r e , a n d in f a v o r w ith G od a n d m a n . 1 0 1 Comrade Induction Requirement Card N a m e o f C a n d id a te Y o u r in d u c tio n in t o t h e ............................... .C o m ra d e C lu b w ill ta k e p la c e a t.. L e a r n th e fo llo w in g ; a n d b r in g w ith y o u a c le a n h a n d k e r c h ie f to b e u s e d a s a b lin d fo ld . 1. C o m ra d e R e s o lv e : A s C o m ra d e s w e re s o lv e to a t t a i n th e h ig h e s t p o s s ib le in o u r in te lle c tu a l, p h y s ic a l, r e lig io u s a n d s o c ia l d e v e lo p m e n t a n d to g o v e r n o u r life ’s r e la tio n s h ip s o n th e p r in c ip le s o f th e G r e a t C o m ra d e . 2. T h re e I d e a ls : “ T h in k T ru ly , a n d t h y t h o u g h t s s h a ll th e w o r ld ’s fa m in e fe e d ; S p e a k T r u ly , a n d e a c h w o rd o f th in e s h a ll p r o v e a f r u it f u l s e e d ; L iv e T r u ly , a n d t h y life s h a ll b e a g r e a t a n d n o b le c r e e d .’’ 3. P o e m , “ O th e r s ” — L o rd , le t m e liv e fro m d a y to d a y In s u c h a s e lf - f o r g e tf u l w a y T h a t e v e n w h e n 1 k n e e l to p r a y M y p r a y e r s s h a ll b e f o r O T H E R S . H e lp m e in a ll th e w o rk 1 do T o e v e r b e s in c e re a n d tru e . A n d k n o w t h a t a ll 1 d o f o r Y o u M u s t n e e d s b e d o n e fo r O T H E R S . O th e r s , L o rd , y e s , O T H E R S , L e t th is m y m o tto b e ; H e lp m e to liv e f o r O T H E R S , T h a t 1 m a y liv e f o r T H E E . 4. M a tt . 2 0 :2 6 - 2 8 : “ W h o e v e r w a n ts t o b e g r e a t a m o n g y o u m u s t b e y o u r s e r v a n t a n d w h o e v e r w a n ts to b e f ir s t a m o n g y o u m u s t b e y o u r s la v e ; j u s t a s th e S o n o f M a n h a s c o m e n o t to b e s e r v e d b u t to s e r v e a n d to g iv e h is life a s a ra n s o m fo r m a n y .” 5. Be p r e p a r e d to g iv e y o u r p e r s o n a l r e a s o n fo r d e s ir in g m e m b e rs h ip in t h i s C lu b . 102 f i l » m ■ - L - logs’ M an oal ( E o m r a d p o ' m Eoiglogpb logo And Jesus increased in wisdom and stature, and in favor with God and man, —Luke 2:52, September, 1929 Published by the STATE ASSOCIATION YOUNG MEN'S CHRISTIAN ASSOCIATIONS OF CALIFORNIA 1 1 1 0 Y. M. C. A. Bids’ . Los Angeles, Calif. TABLE OF CONTENTS SECTION I— GROUP WORK FOR OLDER BOYS Page Bibliography for L ead ers............................................................................44 Constitution— Suggested O u t lin e ................................ 6 Historical Statement . . . . . . . ..'...................... . . . 1 How to Meet Any Problem or Situation................................................... 6 How to Organize Any G r o u p ................................................................... 3 Leadership . 9 Program— How D eterm in ed ........................................................................ 4 R ela tio n sh ip s....................................................................................................2 Ritual B u ild in g .............................................................................................. 4 SECTION II— COMRADES Comrade Resolve and O b je c tiv e s ............................................................11 Degree P l a n ..................................................................................................28 Discussion C o u rses........................... 43 Historical S t a t e m e n t ...................................... 11 I n s ig n ia ..................................................' ....................................................... 28 ^Organization S u ggestion s............................................................................ 1 2 Personal and Group C h a r tin g .................................................................23 Projects suggested for an Older Boys' C lu b ......................................18 Rituals 16 Suggestions for G r o w t h ............................................................................23 Typical Sunday and Mid-week S essio n s.................................................15 What Is a Comrade....................................................................................... 1 2 S u p p lies.............................................................................................................46 SECTION III— HI-Y C a m p a i g n s ..........................................................................................................................39 C o m m itte e s ..........................................................................................................................35 D isc u ssio n C o u r s e s ......................................................................................................43 H is to ric a l S t a t e m e n t ............................................................................................... 30 H i-Y C lub, W h a t Is I t ? .........................................................................................31 H i-Y P in . 34 H ow to O rg a n ize ......................................................................32 H ow to R e g i s t e r ......................................................................................................32 In n e r C ircle— T h e S m all D y n am ic G r o u p .................................................. 31 M e e t i n g s ......................................................................................................................... 33 N ew M e m b e r s ...................................................................................................................33 O fficers— S ta n d a rd o f E fficiency f o r ............................................................... 33 P u rp o s e , S lo g an a n d O b j e c t i v e s ......................................................................30 R e p o r t s ................................................................................................................................34 S easo n ab le A c t i v i t i e s ............................................................................................... 36 S erv ice A c t i v i t i e s ......................................................................................................37 W h y H i-Y C l u b s ? ......................................................................................... . 32 W o rld B ro th e rh o o d , e tc ............................................................................................... 34 S u p p l i e s ................................................................................................................................46 SECTION IV— EMPLOYED BOYS B i b l i o g r a p h y ................................................................................................................... 43 D isc u ssio n C o u r s e s ......................................................................................................43 E m p lo y ed B oys in C l u b s ...................................................................... 41 H o w to O r g a n i z e ......................................................... 42 P r o g r a m ................................................................................................................................42 P i n s ...................................................................................................................................... 42 S u p p l i e s ................................ 46 SECTION I GROUP WORK FOR OLDER BOYS A HISTORICAL STATEM ENT The most successful and far-reaching Older Boys’ Club ever organ ized was the one started in a London dry goodV store by George Wil liams, in 1844. Although only'-a "nineteen-year-old country boy in a strange city, he gathered together a small group of associates for the purpose of Christian fellowship and mutual uplift* After deciding to organize their Club, each of these older boys agreed to bring in a suit able name, with the result that out of several submitted the -group de cided on the name, “Young Men’s Christian Association.’’ From ' this one fellow’s vision and this small dynamic group have grown this worlds wide movement and thé organization of thousands of Older Boys’ Clubs in all lands. As early as 1825, the great educator, Pestalozzi, was an ddvocate of developing the physical, intellectual and moral capacities of children, as well as the theory that the child should acquire his development through free activity. As early as 1871, Robt. McBumey advocated a fourfold emphasis. The Y. M. C. A. struggled with these objectives for years, but it was not until 1908 that Harvey L. Smith, Boys’ Work Secretary A TYPICAL OLDER BOYS’ GROUP IN : tBAINING of the Bedford ! Y. M. C. A. Branch, Brooklyn, suggested a fourfold , uni^ fied and integrated program with an honor scheme known as the “Tuxis System!'— “Tuxis’- meaning U and I, with Christ, Training for Service. This was followed by experimentation all over the country, with the following historic dates: 1913-^anadiân Standard Efficiency Tests. , , 1915—The American Standard Program. ' 1919— The Christian Citizenship (Training) Program. . ' Experimentation has proven the wisdom of progressive steps in this program, with terminology for age groups, as fellows : For 9 to 12-year-old boys— The “Friendly Indians.” For 12 to 15-year-old boys— The “Pioneers.” . For 15 to 18-yeaï-old fellows-The "Comrades.". “Hi'-Y," ahd ployed Boys’ ” Qubs. For 18 to 25-year-old fellows— The “Y, M, D. Clubs,” College Y. ’ M. r . C.tA,îs, etc. ♦ For men 25 and over— Men’s Clubs (often called “ Brotherhoods”). • R ELA TIO NSH IP OF COMRADE, H I-Y AND EM PLO YED BOYS' CLUBS History is ever in the making. Life’s relationships for older boys are multiplied; hence no one organization seems able to provide for all of his loyalties. Evidently, we can state here only the present trends and leave it to boys and leaders to further work out these important matters. THE COMRADE PROGRAM The Pioneer, at the age of fifteen, graduates from that division into the Comrade section of the Christian Citizenship Program. Usually, Comrade Clubs are formed of regularly organized Sunday School classes, furnishing a mid-week expressional program correlated with the regular Sunday morning class work; though the program is quite as usable with other common interest groups meeting in , private homes, places of employment or at the Y.M.C.A. The program may vary with the wishes of the group, the chief aim being th a t all older boys in these groups may feel the “Comrade fellowship,” sharing common ideals and purposes. Abundant activities for individuals and groups are listed in the manual, a degree system is provided, and outlined organization mechanics suggested. In order to stress an unselfish outlook, the personal activities are listed under the most im portant of life relationships—home. Church, school and work, and com m unity (local, notional and world) ;— while the group activities are a r ranged in a suggested list. (See page 18.) Comrade members wear the Comrade pin as illustrated and explained on page 28. W ith the or ganization of the ' City-Wide or D istrict Comrade Board of Governors, a community wide Christian fellowship of boys is made possible. At least, two Comrades from each club should be represented on the board. It has been found advisable to have a Comrade Board of Governors plan all the inter-club activities. THE HI-Y CLUB Æ1 older boys,.^especially those who have progressed through the Christian Citizenship Program and are members of Comrade Clubs, should, as good citizens, be concerned about, the condition of their school, community, or place of employment. There have grown up, therefore, through the years, special interest clubs through which older boys can bring to bear the principles of Christ on particular situations. The Hi-Y Club seeks to unite those older upper-classmen of a high school who are ready to “create, maintain and extend throughout the school and community high standards of Christian character.” It exists to make effective'the standards of Jesus in student life. It usually is highly selective and is judged not by the number of meetings held, but by the school attitudes and ideals raised and by the service rendered. In some cases, it meets but once or twice a' month, wheh^with Christian strategy the members plan their personal and group contribution to the life’ ^bf the school and community. In most places the Hi-Y Club will find in the membership of the Comrade Clubs the type of leading Christian fellows it requires for its service program. In some places, we may^ find the affiliated Comrade Clubs constituting the Hi-Y ; in others, it will continue to be more of an Inner Circle of leading Com rade members ; while in others, it may function in relation to the high school independent of the other group. EMPLOYED " BOYS* CLUBS Full-time employed boys will seek to unite with others of common interest in club activities and in tackling situations peculiar to their environment. Experience shows that they will function in three or more types of clubs as follows : . 1. In Comrade Clubs in Churches or Neighborhoods. 2. In Continuation or Part-Tim e High Sdhool Clubs (some of which are called Hi-Y). ^ - 2- 3. Distinctive Employed Boys’ Club, with special name, such as Employed Boys’ Brotherhood, A. R. E- B. (American Railway Employed Boys), Y-Indus Club (Y. M. C. A. in Industry), etc, (See pages 40-42.) Occasional conferences and training camps of Hi-Y officers, as well as of leading employed boys, serve tn strengthen the fellowship and ser vice of these special groups. HOW TO ORGANIZE AN Y GROUP OF OLDER BOYS Any group of older boys, whether Comrade, Hi-Y’ or Employed* will want to exercise the greatest of freedom in building their own organiza tion. The following suggestions for the building of a successful club, however, may prove helpful: 1. A strong leader or advisor—an adult qualified by leadership abilities and an exemplary life and who is willing to give time and thought to the work of the club. An associate advisOr also is recom mended, 2. A Sponsor for the club. A sponsor should be chosen from among those men who have a vital interest , in the work, but whose time or ability may preclude the , assumption of full leadership responsibility. Strong fac- ult5[ men serve Hi-Y Clubs acceptably* while outstanding ' business men are fine for Church or Employed Boys’ Groups. , Sponsor • 3. A limited, meaningful membership. Mass gather- Pm ings are all right for special affairs, but smaller groups make the best clubs. Meaningful membership will come best by having each member make written application, be inducted into the club appro priately and be presented with membership card, pin, etc. Early partici pation is essential. 4. Thorough organization: a. Preparation and adoption of a constitution, (See page 6 for . ‘ -suggestions.) b. Election of officers and appointment of special committees. c. Discussion with group of ritual desired. (See page 4 for ritual suggestions.) d. Plan early group activities. (See seasonable activity sugges tions on page 36 and group activities on page 18.) e. At an early meeting discuss thoroughly such questions as the following: (1) W hat are some of the things members of this group have done during the past year? (List.) (2) What are some things you have known other groups to do? (List.) (3) W hat activities do you like best ? W hat are most worth while ? (4) Why do you want a club? (5) W hat sacrifices shall we have to make in order to have a successful club? What about the leaders? (6) W hat things will a club provide which you lack now? (7) List all of the things which you think your club might ^ssib ly do during the. next six months, including servuxt tasks. (8) In the light of the above, do we still think it wise to I start a club? j . r ; ^ J r . I ' (Further discussion along this line, is suggested under “An Outline Constitution,” page 6.) RITUALS Rituals and ceremonies have held an important place in our his tory. They have their place in visualizing our ideas and ideals, but their vâlue is limited . . and they should not occupy too prominent a place in the plans and work of the group. Many satisfactory rituals have been devised for the use of older boys’ groups. One of the most meaningful is the one now in general use by Comrade Clubs. Many clubs will prefer to use it at first, using their initiative later, however, in revising it as they may desire. (See page 15 for sample.) GROUP DISCUSSION ABOUT RITUAL The following list of questions will, be found useful in helping a group to build for themselves a ritual which will tend to influence the everyday conduct of the fellows. 1 . W hat are the purposes for which this Club exists? (List them.) 2. W hat are the different situations or places where the purposes of the Club should make a difference; sUch as situations at home, school. Church, in the community and Club life? 3. How could these be worked into the ritual ? 4. W hat seating arrangem ent could make clearer the meaning of the Purpose and its relation to life situations and ideals? 5.' W hat use of Scripture would make the connection between the Club Purpose and these situatipns have richer, meaning? 6 * W hat story might' be worked into the ritual? 7 . HoW can riiusic and lighting effects be used to enrich the mean ing of the Purposes of the Club? 8. W hat grip or çignals should be used? 9. How may there be introduced the Purpose, slogan, name and Pin ? 10. How shall prayer and Scripture be used? 11. Who should take part in the ritual ? After the above discussion, does the group wish to turn over the de tails to a committee to formulate and present for trial, suggestion and revision? HOW D ETE R M IN E A CLUB PROGRAM A fter the club has worked out its constitution, elected officers, ap pointed committees and decided upon its ritual and special cere monies, it will want to plan for future activities. It may, work out its program using a suggested outline as found in “Group Leaders and Boy Character,” or in the Hi-Y Section of the, manual, page 33 under Seasonal Activities. It may choose its activities and projects from those listed in the Comrade section of the manual (pages 17-19), building at least a month’s program in advance, or it may build its program out of its own interests. Questions found in the Outline Constitution will be helpful in dis covering group interests. The following questions will serve as types which get results. They will serve to bring out the attitude and view point of the boys, and suggest further possibilities along this line.’ School W hat do the fellows like best about school? W hat do they know the most about in school? Why? Who is doing the most for your school? What is he doing? W hat difference does it make whether or not a boy gets good marks nr bad? W hat per cent of the fellows would quit school if they could ? Why ? Church W hat are some of the things you think the Church should stand for in a community ? Which of these things do you think your own Church is doing best? W hat are some of the things teen-age fellows can do for their Church ? Sunday School When boys arc talking over what they like and do not like about Sunday School, what do they say? W hat are some of the things you think fellows would like to have discussed in Sunday School? In what ways can a fellow serve his Sunday School and help make it of more value to other fellows? W hat is there about our own Sunday School class which encourages us to invite our friends? If this is not the case, what could we do ? " Home W hat responsibility does each member of your family have in mak ing your home possible? W hat is your responsibility? Wherein would an orphanage differ from a home in advantages? Which would you prefer and why? If you were in your father’s and mother’s place, what things would you change about your home? Why? Neighborhood W hat things do you and the fellows of your neighborhood most like to do together? W hat groups of fellows do you run with? Are they organized? . Which do you like best? W hy?. - ; W hat fellows are the most troublesome in the groups ? W hat kind of fellows does your crowd like best? W hat does your crowd do, about the fellow who does not fit into the “gang?” ’■ > - ' - ■ 1 , What, in ypur neighborhood relationships, gets you into the most trouble? Why? Girls W hat kind of girls do your crowd like best? W hat kind do they like least? , . , Does it help or hinder to have fellows and girls in the same class or group ? Why ? What are some of the standards fellows should set in order to help girls be at their best ? , After discussion such* as suggested above, the leader should allow the group to determine which of the many fields seem to them most worth while ^o be^gin with and allow the group to determine what project it will undertake in this field. Then he should let the interest and purpose of the group lead on to associated interests. — 5 — HOW M EET A N Y PRO BLEM OR SITUA TIO N The following questions will help any leader open up and discuss with his fellows any problem or puzzling situation which a ^ o u p is facing. Of course, additional questions will be added as occasion sug gests. Try it on any problem that needs solution! I. Questions Which Will Help to Describe the Situation Being Faced 1. Why is there interest in this situation or problem? 2. W hat individuals or groups are concerned in the situation? 3. W hat is at stake for each person (or group) involved ? . 4. What does each person or group fear will happen if wrong de cisions are made? II. Questions Which Will Bring Out the Underlying Issues in the the Situation 1. W hat reasons does each person or group concerned give to es-' tablish their views? 2. Are these reasons sound? (a) To what extent are they*true to the best experience of people? (b) To what extent are they in harmony with the teachings of Jesus? The leader would introduce here any Biblical material or other experience which would help the group see the full impli cations of the problem. III. Questions Which Will Bring Out the Possible Ways of Meeting the Situations Determined Upon 1. W hat are the possible ways of, meeting the situation? 2. Which one seems best? 3. Which one would this group be ready to adopt ? The discussion should continue until the full meaning of the proposed solutions are understood and their worth analyzed. Out of the discussions a solution should emerge for trial. IV. Questions Which Will Help to Put Into Practice the “Way” De termined Upon 1 . W hat changes in present practice would the chosen solution cause? ' 2. W hat new things must be done if we are to put into practice the chosen solution ? AN O UTLINE CONSTITUTION FOR A N Y CLUB The following outline may be used as a guide in the preparation of a constitution. Full discussion by the whole group will stimulate in terest and sense of ownership. ARTICLE I. Name The name of this organization shall be ___ ___________________ 1. W hat great men do you admire? Why do you admire them? 2. W hat leaders in social movements, such as Christianity, aboli tion, peace, race, etc., appeal to you most? 3. W hat characteristics of these men most appeal to you? 4. 'What further do you know about them ? * 5. Could any of these names be used as a club name? 6. If not, what name appeals to you and why? ARTICLE II. Purpose The purpose of this Club shall b < 1. Why do we want a club? 2. W hat are some of the things this club might do? 3. Whom should this club take as an ideal? 4. W hat service might Hliis club render / 5. W hat passage of Scripture would most nearly express the pur pose of this club? (Comrade— Matt. 20:26-28; H i-Y— Phil. 4:8.) , • 6. W hat purposes have other clubs, used satisfactorily ? From the answers to the above questions build, if possible, the pur pose of this group. ARTICLE III. Colors The colors of this club shall be------------------- : ------------------------- 1. How many colors should this club have? 2. W hat combination of colors do we prefer? ARTICLE IV. Membership 1. W hat should be the age limits of our group ? 2. How many fellows do we want in our (Zlub? Shall the number be limited? 3. Should fellows applying for membership be recommended by one or more members of the club ? Why ? 4. How large a vote of members present shall be required to elect an applicant— majority, two-thirds, three-fourths, or unanimous? 5. Should applicants be required to sign the Declaration of Purpose and Constitution before being qualified to vote? ARTICLE V. Officers and Committees Section 1. The officers of this Club shall be-------------------------------- 1. W hat officers do we need in our club ? (See page 12 for sugges tions.) Section 2. Their duties shall be— Section 3. Committees. 1. Does this club desire standing committees, or shall special com mittees be appointed as needed? ARTICLE VI. Election and Recall of Officers Section 1. The election of officers shall be________________ ...___ 1. Should the election of officers be held annually or semi-annually? 2. Should they be elected by ballot or by acclamation ? Section 2. Any officer may be removed from office._______________ 1. How might an officer be removed from office and for what reason ? ARTICLE VII. Meetings Section 1. The Club shall meet regularly---- 1. When is the best time for the Club to meet? Indicate day of the week and hour. Section 2. Special m eetings----------------------------------------------------- 1. W hat should be done if special meetings are to be called ? ARTICLE VIII. Quorum How many should be present to constitute a quorum? ARTICLE IX. Fees and Dues V pay — 7— 1. How much should a fellow pay when he joins the Club? (In duction fee.) 2 . Should the fee include the cost of the initial supplies ? (Manual and pin) ? 3. What would be a good amount for monthly dues and when should they be paid? 4. Should the money be used for ourselves or others? ARTICLE X. Affiliation With what wider organization should this club affiliate itself? Dis cuss thoroughly. (Many clubs find it an advantage to affiliate with other groups through the Local or State Y. M. C. A.) ' ARTICLE XI. Amendments 1. How large a vote of the membership should be necessary to amend the constitution? 2. Should amendment be allowed at any regular meeting, or should it be announced in advance? 3. Would any articles be indicated as exceptions from amendment? Other articles may be developed in a similar way on subjects the group thinks should be included. Profitable projects m ight develop out of these discussions, especially historical and biographical, around the group nam e; governmental around amendments, election and so forth. The interest of the group should determine the time given to these discussions. LEADERSHIP If you would be a leader true. Ju st train yourself these things to do-— To merge yourself into your group. To no known wrong mngont to otoop. To grow in purpose, strength and poise. To lead on, Godward, all your boys. It is well to recognize this tru th at the outset— th at no skillful leader ever completely arrives. If he thinks he has completed his skillfulness, by th at very thought he proves th at he hasn’t. Work ing with and for our fellow human beings ,is an ever growing and an ever changing experience. The degree of skillfulness in leadership cannot be measured by the age of the leader, nor the years of service. Both men well advanced in years and boys still in high school have been known to become very successful leaders of boys ; on the other hand, men of any age may fail to acquire characteristics of effective leadership. Each m ust determine what degree of skillfulness he will attain. In his own hands rests the results. In the production of strong, manly boyhood lies the reward. YOU can be a great leader if you will to be. Will you? COACHING RULES 1. W hat you really are, within you, ever remains the biggest contribution which you can make to the boys. 2. The leader who goes the second mile with his boys finds them going the third mile for him. 3- Leadership and admiration are earned, not inherited when one becomes a leader. 4. Sacrifice on one’s self in the interest of others kindles eternal loyalty. 5. Sincerity and genuineness stand the wear, 6. One can share only when he has something to share. 7. Radiant personalities are the result of constant effort to make them radiant. 8. Reputation does count. Be careful and tactful. 9. Anything which harms personality is sinful and should be detected by us as leaders of youth. 10. “Launching out into the deep beyond one’s depth” is neces sary before the sailOr can sail, the swimmer swim, or the leader lead. Leading boys is not an easy task—but plunge in, it’s great. GET GOING 1. Find a bunch of boys and call a meeting ANYWHERE— preferably a t your church or Y.M.C.A. 2. Have nothing to “put over ON them,” but lots to put over W ITH them. 3. Find out a lot of the things in which they are interested. 4. Reveal many plans which they can follow, but lead them to decide their course themselves and to decide it rightly.. 5'. Bring them constantly to the “fork in the road” where they m ust make a choice of direction— then help them to arrive at the right çhoice after considering ALL the evidence. 6. Use no, awards, prizes or bribes to influence action. Get them to engage in every activity for the love of engaging in it. 7. Have a qtiiet, personal, well planned talk with each boy to discover his interests, his strength, his weakness and his needs. Do it within two weeks after Organizing. Know every boy intimately and remember no two bpys are alike. - 9 - 8. Never fail or disappoint them. Stick by your word and see to it that your plans are carried through to success always. 9. As soon as possible, call upon and meet every boy’s father or mother. Get them with you from the start. It may save later embarrassment. Besides they have a right to know who is influ encing their boy. 10. If possible, get into a leadership training class, but at least get next to a m inister or a Y.M.C.A. secretary and demand of him all the help th at he can give you. You have that right, and it is his profession to be helpful along these lines. 11. Buy now—“Group Baders and Boy Character”, by Gregg (Association Press, 347 Madison Avenue, New York City, $1,50). It’s worth its weight in gold to any growing leader. 12. Be creative— think, plan ahead and work a t it hard. Nothing is more worthy of your efforts. Be at least one step ahead of the boys at all times. 13. Lead each and every boy to make new forward steps in right living with consistent regularity— to make constructive decisions, the acceptance of Jesus as his “Captain” being the greatest decision of all. 14. Pray! “If ye ask anything in My name, ye shall receive it.” START TODAY! In the words of one of America’s great men : “Lay hold, hang on and hump!” A Group Leader’s Version of I Corinthians 13 If I am able to speak to my group with the eloquence of men and of angels, but have not love for the individual boys, I become as sounding brass and clanging cymbal. And if I have the gift of understanding life and know all the mysteries of psychology, and all knowledge of boy behaviour, and if I have all faith in my abiltiy as a leader, but have not love for the boys in my group, I am not worthy of being their leader. If I give of my time in unlimited measure, and if I continually sacrifice th a t they may find enjoyment in num er ous activities, but in so doing if I am not led in the spirit of love, it profiteth me nothing. Love is patient with the mistakes of boyhood and is sympathetic with the boy’s problems. Love keepeth me from envying the success of other groups. Love giveth satisfaction other than th at found in large numbers. Because it seeketh not its own, it giveth power for me to be true to my highest ideals for the sake of my boys. It giveth patience in times of discouragement. It giveth no satisfac tion in those times when, because of my failure to prepare, I have bluffed my way through the meeting. It giveth pleasure only when I give my best. It beareth all things, believeth all things, hopeth all things, and endureth all things for the sake of my group. Love never faileth as a force to make my work productive. If I depend upon numerous philosophies, they will change; if I depend upon scientific knowledge, my efforts will lack breadth and depth. For now we think only in part, we speak in part, and we know in part. When th a t which is perfect is come, then shall we understand our present lim itations. Life is growth. We have outgrown the viewpoints of childhood. The words, the thoughts, the feelings that we have today will be changed by the experiences of tomorrow. But in all this changing there abideth faith in the work I am doing with boys, hope in its productiveness in Christian character, and love of boys as they are and for what it is possible for them to become. Faith, hope, love— these three abide, but the greatest of these is love. — 10— SECTION II THE COMRADE PROGRAM The Comrade Section of the Christian Citizenship Program originated with the National Council of the Y. M. C. A. in 1919. In California, it was first experimented with a t San Jose and Holly wood in 1923. COM RADE RESO LVE To attain the highest possible in our Intellectual, Physical, Re ligious and Social development and to govern our life's relationships on the principles of the Great Comrade. COM RADE OBJECTIVES C h a r a c t e r (The Comrade seeks to acquire contagious Christian Character.) O p t i m i s m (The Comrade enters all club and related activities with enthusi asm and zest.) M a n h o o d (The Comrade is clean-cut, chivalrous, a thorough gentleman at all times.) RELIGION (The Comrade is positive in his religious beliefs, a student of God'i word, devoted to His cause.) A m b it io n (The Comrade is not satisfied with mediocre products or goals, but seeks the highest and best.) D e c is io n (The Comrade takes a decisive stand for the right and is not afraid to let others know where he stands.) E NDURANCE (The Comrade, though he may have many failures, is persistent and will try again and again.) S ervice (The Comrade tries to make his life count for the most in unselfish service tasks.) — II— W H AT IS A COM RADE? It is said th at the Comrade Program is a training in citizenship. It is th at and more. It is a training in Christian Citizenship with Christ as the center of the program. It is more, however, than a program or organization ; it is an ideal of life for older boys based upon a “Comrade Fellowship” and an all-round unselfish develop ment. It is a method of procedure for work with boys in coopera tion with all agencies in a community, especially the Chuych. It is a practical method for the application of the project principle in religious education to the high school boys’ group. An activity becomes a project when it is purposive to those Comrades who participate in the activity. The success of any ac tivity as a project rests entirely upon the extent to which the Com rades themselves initiate, conduct and evaluate the activity. The word Comrade is composed of eight letters, each having a very significant meaning— C standing for Character and S for Service, Character through Service, and the letters between stand ing for Optimism, Manhood, Religion, Ambition, Decision and En durance. (See the Comrade Objectives for fuller explanation.) The ideal unit for a Comrade Club is the Church School class made up of boys of high school age. Each group may carry on a very different type of program. In this case the term “Comrade” becomes a common denominator which unites these organized church school classes. Organization details, ceremonies, pins, degrees, personal growth activities, etc., are suggested in this manual, but it is urged th at the members and leader use initiative in further experimentatibn and improvement. Especially, it is urged th at the club program shall be built around the needs of the group rather than to follow any set plan. (See page 4 on Determining a Club Program.) ORGANIZATION SUGG ESTIO NS The Club The Comrade Club usually consists of from eight to sixteen older fellows who preferably are members of the^ same Church School class. Midweek meetings usually are held in the evening from 7:00 or 7:30 to 9:00 o’clock, in a specially assigned room, properly decorated with pictures, pennants, flags, etc., and with a large letter “C” painted or chalked on the floor. .M embers’ chairs- are arranged on the “C” with an altar and a vacaht chair, for the unseen but ever-present Comrade, placed in the open side of the letter. (See diagram, page 16.) ■ ■ Full suggestions on organization procedure are .found on page, 3. Emphasis is laid upon each member's having a part in thé building of the constitution, the choices about the ritual and the planning of the program. r . The Officers ; - ; The officers of the club may be designated as follows: Senior Comrade (or President), Who' presides at meetings and assumes primary responsibility for the club. He should seek sug- — "1 3 r— gestions for b u ild in g 'a .well rounded prograriï, for- meeting discus sions, service activities, and personal development of the members. He should be thoroughly familiar with the program materials and suggestions in j:his manual (pages 33 to 35). The appointment of and the check up on the activities of committees is an important duty of this office. junior Comrade (or vice-president), who assist's and'takes the place of the Senior Comrade when necessary. He is responsible for the meeting place arrangem ent each week. This officer should read and apply to himself all the duties of the Senior Comrade. He shbuld be able to assist the Senior Comrade in ALL his planning, as well as the checking of the Committees. . . Comrade of the Records (or Secretary), who keeps the minutes and records of the group and handles the correspondence. He should remember th at well kept records are invaluable to any club, and th at such records should always be available when called for". Letters to absent and sick members add very much to the spirit of the' club. Comrade of the Treasury (or treasurer) ^ who takes care of the finances of the club. This officer should see th at all dues are col lected promptly, that all bills may be paid promptly. Careless habits in these things will seriously cripple a club’s usefulness. Finances should be provided before bills are incurred. Comrade of the Keys (Sergeant at A rm s), who is custodian of the Club’s properties and assists the Junior Comrade in the Club Room arrangem ents. All property should be kept neat and clean*, and if possible neatly put away when not in use. Order and artistic arrangem ent of the club room adds much to the club’s success. He with the Junior Comrade should see th at all materials necessary for the ritual service are in proper place before the club'convenes. Comrade of the Colors, who is custodian of the flags, should check with the Junior Comrade and the Comrade of the Kys to see that the Christian flag and the United States flag are in proper place before the meeting opens. He should see th a t proper care is taken of the flags at the close of all meetings. They should always be kept neat and clean. i • ... ; : * Comrade of Brotherhood, who is custodian of the “SPIRIT” of World Brotherhood. He should be chairman of a standing committee, for the promotion of education in, and activities and projects for World Brotherhood. He should seek methods of bringing to the club the spirit of brotherhood of all nations and peoples. Some definite projects should be undertaken by the club, promoted by his commit tee. He should get in touch with the chairman of the World Brother hood Commission of the State. This can be done by writing the State Office of the Young Men’s Christian Association. Comrade Chanèelïor (of leader)?, who'act's as advisor or adult leader of the class (preferably Church SchOol teacher). Should al ways be ready with suggestions of projects or methods to be used in carrying out the program worked out by the members of the club. He should be thoroughly fam iliar with suggested materials that might help the boys in planning and putting'inéh effect the club’s program. The Comrade Board of Governors The Comrade B o ard ^ f .Governors is composed of the Senior and Junior Comrades, or other leading members from each Comrade Club, and meets monthly to ,plan and promote inter-club and ^inter-church competition and activity, and to pass on candidates for degrees. The Comrade Chancellors* (Leaders*) Council The Comrade Chancellors’ Council is composed of all leaders and assistant leaders of Comrade Clubs and should meet at least monthly for conference, training and fellowship. The Boys* Work Committee Why a committee ? To guarantee permanency of the work. To help back and encourage the leaders of the boys. To enlarge the circle of men vitally interested in boys’ work. To officially represent the boys’ needs before the church. Personnel of the committee— The Boys* Work Committee should be definitely related to the committee or board responsible for the whole religious education program in the church, probably as a sub committee thereof. It m ight include such men as the following : a member of the official Church Board, the Director of Religious Education (if there is one), the Church School superintendent, the departmental superintendents concerned with the boys involved, the father of a boy and the pastor, as an ex-officio member. The Men’s Brotherhood m ight also be represented. Duties of the committee— To conduct in the church a boy survey and a leadership survey; help secure leaders for the groups ; send letters to the parents about activities for their boys ; arrange monthly meeting of leaders, suggest some goal of attainm ent for each group; help plan church hikes, correlate the Sunday School work with the week day activities ; conduct tests from time to time on the progress of a group ; assist leaders in arranging athletic schedules and leagues, mass meeting of all boys to contact them with strong, helpful per sonalities, monthly father and son mixers, m other and son affairs, parents’ conferences, leaders’ conferences, boys’ conferences, stu n t night for parents, Bible story telling, debating and oratorical con tests, and in following up on decisions made by boys a t summer camps; arrange for discussion group or course on parents’ problems, to continue over a period of four or five weeks ; promote summer camps and aid in selecting leaders, conduct physical examination of all boys a t least once a year; make report a t each regular business meeting of the Church Board, conduct vocational guidance cohrses for the older boys ; cooperate in working out a yearly program of ac tivities to culminate in summer camp; conduct “Go-to-Church” campaigns. COMRADE OFFICER’S GUARD PIN Comrade of the Records (Similar Guard Pins Available for All Officers) — 14— Î TYPICAL SU N D A Y SESSIO N OF A COMRADE CLUB I The Sunday session should provide especially for worship and instruction. The worship period of the Church School should furnish the former, in part a t least, and the class period the latter. In some rnsps, it may be expedient to use the whole Church School period for the class session and include in it both essentials. The following, however, is suggested after the Church School worship period : , ' 1. Senior Comrade calls the meeting to order. , I... t ' " 2. Comrade of the Records and Comrade of the Treasury check attendance and collection; I 3. Announcements and business (6 min. lim it). 4. Senior Comrade calls upon teacher or advisor to lead in the discussion of the lesson. ‘ 5. Closing prayer by leaders or members. , TYPICAL M ID-W EEK SE SSIO N OF A COMRADE CLUB The mid-week session of a Comrade Club should provide for discussion of life problems and for the planning and carrying out of projects (activities) making for the development of a full and balanced personality. Occasional supper meetings, with special speakers, entertainm ent and other program features, are helpful in the development of a strong group fellowship. The members usually keat themselves in the form of ah open “C”, with one vacant chair, symbolic of the Unseen but ever present Comrade. 1. Opening ritual. (See suggestions on page 16.) 2.* Senior Comrade asks Chancellor to lead the Life Problems Discussion Period . (See suggested books.) 3. Business a. Roll Call. b. Minutes of last meeting. c. Report of Comrade of the Treasury and payment of dues. d. Reports of Committees. e. Unfinished business. ’ f. New business. Time should be taken for the planning ai\d development of various special club activities, as suggested on pages 18-22. g. Check up on club standards report cards. h. Check on individual projects. (See pages 23-27.) i. Provide from five to th irty minutes for one club activity as suggested on pages 18-22.) 4. Closing ritual, (See page 17.) 5. Special physical and recreational features. r-15— SUGGESTED COMRADE RITUAL The following rituals for opening and closing meetings have been used by many clubs with satisfaction. It is suggested th at groups use their own initiative in changing these as desired or in building their own anew. (See page 4 for suggestions on ritual building.) % ^ , f / > / COMRADE O f 4 /% 0 M R A D E O f TREASURY V ^ J KEY* JUNIOR COMRADE D l LEADER OR I CUAIiCCUOR j U SE N IO R COMRADE U N SEEN C C M M O eS CHAIR, COMRADE OF THE RECORDS / / y i V COMRADE OF THE COLORS a c5i COMRADE OPENING RITUAL (Chairs are placed in the form of the letter “C” with officers in the positions indicated in diagram. At one rap members are seated, at two raps officers stand, and a t three raps all stand. The salute is with right hand over heart, fingers forming letter “ C.” ) Senior Comrade (President): “Comrade of the Keys, are all those present either Comrades of our order, or properly accounted for?” Comrade of the Keys: “Senior Comrade, they are.” Senior Comrade: “Junior Comrade, is the altar properly arranged?” (Christian and U. S. Flags crossed on flag stand, placed on altar with open Bible.) Junior Comrade: “Senior Comrade, the altar is duly arranged.” Senior Comrade: “Comrade of the Records, you will approach the altar and read the words of our Unseen Comrade on which our com radeship is based.” Comrade of the Records: (Reads Luke 10:27 or some other appro priate passage.) Senior Comrade: “Comrade Chancellor, while we stand in respect ful attitude, will you address our Unseen, but ever-present Comrade, asking His guidance upon this meeting?” (Raps three times.) (Prayer.) (Remain standing for salute to Christian and U. S. flags.) (Continues): “There is only one flag that ever flies above our country's flag. Recognized the world around, it is the symbol of Chris tian Citizenship and World Brotherhood.” (Continues): “Comrade of the Colors, present the Christian flag for our salute and pledge.” — 16— Pledge to the Christian Flag “I pledge allegiance to the Christian flag and to the Saviour for whose Kingdom it stands; one brotherhood uniting all mankind in ser vice and love.” Senior Comrade; “As patriotism is so important in our lives, no meeting is complete without the proper recognition of the flag of this Republic. “Comrade of the Colors, present the United States flag for our salute.” (Salute flag in unison— using pledge if desired.) Pledge to the United States Flag “I pledge allegiance to the flag of the United States of America- and to the Republic for which it stands; one Nation, indivisible, with lib erty and justice for all.” (Raps once— all are seated.) Comrade Chancellor: “Comrades, what is our high resolve?” Comrades (in unison) : “As Comrades we resolve to attain the high est possible in our intellectual, physical, religious and social develop ment and to govern our life’s relationships on the principles of the Great Comrade. Senior Comrade: “Comrades, let us ever remember that everything we do should be done in the spirit of our Unseen, but ever-present Com rade. I now declare the meeting regularly opened.” (See page 14 for suggested order of business, etc.) CLOSING CEREMONY Senior Comrade: “As there is no further business to come before us at this time, we shall prepare for adjournment. ‘Junior Comrade, what guide is given to teach us all that we should know about life’s journey?” Junior Comrade: “The Holy Book that lies before us is the guide book of life for all Comrades. Through it, the Unseen Comrade says to us, ‘As ye would that men should do to you, do ye also to them likewise.' ” Senior Comrade: (Raps three times and alL rise and take the posi tion of salute.) “Comrades, what is the meaning of our letter ‘C’ ?” In unison: “Christ” “Our” “ Master” “Requires'' “And” “De serves” “Earnest” “Service.” Senior Comrade: “Let us all bow our heads for closing prayer.” (Prayer.) “I now declare this meeting of Comrades adjourned.” r Rooter's Cap Turban Cap Plaque Trophy —1 7 — SUG G ESTED PROJECTS (A C T IV IT IE S) FOR A N OLDER BOYS' CLUB The group should determine by general discussion those activi ties which it wishes to undertake. Those decided upon should then be planned by the entire group; after which committee and indi vidual responsibilities for carrying out the projects may be assigned. 1. Join with other Comrade Clubs in basketball, baseball and other athletic leagues and contests. 2. Conduct Father and Son, Mother and Son, and Parents’ banquets and other events. 3. Assist in conducting work for younger boys in the Church or community. 4. Conduct social events with the girls' clubs of the Church or community. 5. Plan and carry out club hikes, camps and other outings. 6. Hold a “College Night,” inviting representatives of various colleges and universities to speak. 7. Render deputation team service, providing programs for young people’s meetings. Church services, homes for the aged or crippled, missions, etc. 8. Plan and conduct “Find Yourself,” “Friendship” or “Keep F it” Campaign, alone or in conjunction with other clubs. (Get help from Y. M. C. A. Secretary. See page 36.) 9. Conduct Pre-E aster “Join the Church” campaign among members and friends. 10. Hold special mass meetings with speaker and program, with : a. Older boys. b. Girls. c. Parents and older friends. 11. Help with an Older Boys’ Conference (your denomination Comrades, Annual State or D istrict Older Boys’, or Employed Boys’. 12. ‘‘C aliforniad" prep aratio n throughout fall and w inter by all C alifornia clubs. 13. Conduct a club or inter-club picnic, inviting friends. 14. Give swimming parties, skating parties, etc. 15. Have a continuous World Brotherhood program, including the following: a. A study of foreign lands, their needs and Christian work now being carried on. b. The expression of this interest in definite service for Christian work in other lands. (See also page 31.) 16. Consider the meaning and problems of United States citi zenship. " 17. Under competent coach stage good dramas or plays before the public. — 18— 18. Conduct observation trips through factories, laboratories, museums, universities, business houses, etc., possibly using them as a basis of discussion. 19. Have report meeting when different members report on leading civic organizations, such as Chamber of Commerce, Rotary or other luncheon club, Mnaons or othct lodge. Church Brotherhood, University Club, Ebell Club, etc. 20. Have reports by different members of their investigation of different Church organizations and activities, as. The Prim ary Department of Sunday School, The Men's Class, Baraca Class, )Yomen's Class, Church adm inistration, the pastor's work, etc. 21. Have a Travel N ight program with accounts by members of travels taken and, if desired, a speech and slides by an adult. 22. Conduct a Hobby Show,^ getting all classes and clubs of the Church or Y. M. C.A. to participate. Offer awards to best group exhibits. 23. Hold inter-club debating or oratorical contest. 24. Entertain other older boys or a young boys' club with a stag social or other event. 25. Have first-aid demonstration and practice under the leader ship of a competent instructor. 26. Collect and distribute food, clothes, etc., to the needy on Thanksgiving, Christmas, etc. 27. Have Club Poetry Program when each member recites or reads one favorite poem. 28. Select some poor family and help care for its needs. 29. Make a study of parliam entary law, with active drills. 30. Do needed work of repairing or beautifying Church property, 31. Compile a history of the club, including photographs. 32. Finance and construct a mountain or seaside cabin or hut to be presented to the Church or community agency. It might be well to join with other groups in carrying out this project. 33. Form a club orchestra or glee club. Use in services of worship or at other Church meetings. 34* Act as hosts to affiliated Comrade Clubs banquet. 85. Plan and carry out an International Social. 36. Sing carols at Christmas or hymns and favorite songs for shut-ins and old people. 37. Make a book of clean humor for a shut-in friend. 38. Take a nature hike. 39. Organize a “Good Cheer Committee” to bring good cheer to sick and shut-ins in various ways. 40. Show appreciation of paid or volunteer workers in the Church by letter or by presentation of some gift. —19— 41. A ssist in every-menibqr canvass. 42. Make a survey of the Church School or the Senior Depart ment, with constructive recommendations for improvement. 43. Make a parish survey under the direction of the pastor. 44. Act as waiters, ushers, etc., for Church events. 45. Pay the expenses of a delegate to a conference. 46. Mimeograph or print a church calendar. 47. Assist the pastor by doing clerical work, delivering mes sages, running the stereocopticon, and like service. 48. Carry on a get-an-education campaign among the young people. 49. Raise a fund for a scholarship to provide higher education for a worthy student from the community. 50. Arrange for the transportation of children and old people to and from Church. 51. Send letters of commendation and encouragement to Christian leaders in national and world life. 52. Make a world-peace exhibit, including such articles as posters, peace literature, charts, pictures, etc. 53. Set up a world-friendship bulletin board and keep it posted with, pictures and clippings. 54. Petition state and national officers for desirable legislation. 55. A ssist in educating for the enforcement of prohibition legislation. , 56. . P rotest against and assist to remedy specific cases of the m istreatm ent of foreigners in this country. 57. Send aid to sufferers in catastrophes. . 58. Aid the foreign students in America, through gifts of money if need be, and especially by personal forms of kindness. 59. Plan, work up and give a m instrel show or circus to finance some project. 60. Plan and give or participate in a pageant or parade for the benefit of some community movement. 6.1, Choose an evening’s program to be given over to astronomy with interesting speaker, or à visit to an observatory, 62. Study into the reason for and the basic rules of physical training for athletic competition. 63., Study into , the reasons for and the importance of “good forin” in athletic events so as to understand what good form is in several events of your own choice. 64. Study into the advantages, and disadvantages of am ateur and professional ratings. — 2d— 65. A ttend in a body some college or professional championship game and discuss later the situations which arose involving skill and sportsmanship. ^ 66. Study sources of our English Bible and learn how to use the Bible as a source of reference for principles by which to solve the problems which come up in group disouoaiou. 67. Build some article of furniture for club room, home or church, learning the right use of tools in its production. 68. In cooperation with others, get into touch with all un churched boys in the community in connection with church and ^Sunday School atendance, etc. 69. Plan a service of worship for the Sunday School, relating to some special theme for a particular occasion or to fit in with the Sunday School lesson for the day. 70. Select and carry through a course of Bible study of not less than 12 lessons, with 80% attendance, 71. Visit such institutions as jail, penitentiary, reform school, ' poor farm, insane asylum, deaf and dumb institute, university, agri cultural, mining and forestry schools. 72. Study city from points of view of housing, poverty, races, vocations, education, city beauty, charitable, welfare, religious edu cation or recreational agencies and institutions. 73. Study and analyze the gist of the laws affecting the boy life of the community. 74. Participate actively in such movements as the following: Community Chest Campaign, Health Campaign, Three “C’s” Cam paign, Tree Planting, Clean-up Campaign, Community Beautifying, Playground Movement, Baby Welfare, Red Cross. 75. Select and dramatize in a pageant some phase of the pioneer life of the locality or state. 76. Have a group hobby and seek to gain all possible knowledge regarding it, " " • * ' 77. Attend concert by ppted orchestra or an instrum ental or vocal soloist, ^ . 78. Participate in open forum on some present day issue* 79. Visit a cqurt room ,during some especially interesting case and discuss together impressions and convictions about what you saw. ■ ". . - 80. Visit headquarters and meetings of political parties in local. State or national campaign. 81. Discover boys who are neglecting their studies, are discour aged or not making satisfactory progress and encourage " and coach them, 82. Plan to make definite stand against cheating, profanity or any other undesirable practice which exists among boys at school. 83. Plan to give right lead to new boys entering school or in dustry and let them know there is a friendly grQup'pf Christian boys ready to help them. — 21— 84. Discuss problem of standards for boy and girl relationships until there is developed a group code to govern the practice of the group in all th e i/ relationships with girls. 85. Have banker speak on use of money and best way of estab lishing th rift habits. 86. Plan and carry out a social function which includes several other groups or the young people of the church. 87. Plan a gypsy trip of several days to some point of interest. For additional activity su ggestions see pages 23-27 and 36-38. LEADERS OF OLDER BOYS* CLUBS -— 22— PER SO N A L A N D GROUP CHARTING As a stimulus to personal interviews and to a better understanding of ourselves, there has been devised a self-chart plan. By means of this each fellow can grade himself on twenty-eight arbitrarily chosen items, and thus draw his own chart. This is done in conference with the leader, alone nr in the club meeting. A Club composite chart is made by averaging the grades of all. Chart cards and full explana tion are available through the State Office. (See supply lists.) SUGGESTIONS FOR GROWTH A fellow leams (grows by) what he practices. The Personal Gro^wth activities suggested on the following pages will be of value only as they are participated in by the fellows. Sufficient confidence is felt in older fellows that they will personally and as a group check and re check themselves against the projects listed. The suggestions also pro vide a basis for the Comrade Degree plan, but since no such plan can be all inclusive, the real value will accrue to those who participate to the full without regard to points or degrees. Different groups will work out their own schemes of stimulating interest in the personal growth activities suggested. HOME Suggested program activities which center in and around the life of the home. Routine: 1. Adopt as your own health habits those suggested by the five laws of health : a. Exercise. Regular daily physical exercise, setting up and corrective. b. Proper sleep. Have a fixed hour for retiring^ and rising which will permit eight to nine hours of sleep, with windows open. c. Diet. Meals at regnflar hours. Drink at least one glass of cold water upon rising and frequently during the day. Tem perate in use of sweets and abstain from use of tobacco in any form. d. Cleanliness. Bathe at least twice- a week, cleanse teeth at least once a day and give evidence of care of personal ap pearance, care of hair, nails, etc. ■ ‘ e. Proper elimination. 2. Accept responsibility for regular home duties, involving a spe cific amount of time, such as: caring for lawns, garden, keeping your own room clean and tidy, doing the family marketing, caring for chick ens, pets, etc. 3. Read at least one book a month, making selection from all of the following classes: Biography, history, fiction, travel, science, poetry, and follow newspaper current events. 4. Follow a satisfactory plan of daily personal devotions, including Bible reading and prayer. Group: 1. Invite some less fortunate boy to your home and entertain him so that he will not be embarrassed and will enjoy your hospitality. 2. Co-operate in or plan carefully a successful family outing, picnic, etc. ' : : i — 23— 3. Be responsible for the selection of songs, both secular and sacred, for a family sing around the piano in which the family participates four times. 4. Entertain the family at home by a special evening program you have planned and provided. Individual: 1. Observe, or ask your mother what you can make for her, which would lighten the home duties, or add to her comfort; then make the article. 2. Know what it costs to keep you in school. Arrange a definite allowance and keep within it to make the burden on your parents as light as possible.' If necessary, earn part or all of the money needed to stay in school. 3. Make repairs in the home such as a. Repair and place screens on windows and doors. b. Repair gates and fences. c. Lay carpets and repair upholstery. d. Fix curtain rods or blind fixtures. e. Repair window sash cords, window and door fastenings. 4. Have a talk with your father, or logical substitute, regarding normal sex life. CHURCH Suggested program activities which center around the Church. Routine: 1. Attendance at Church School 75% of sessions. 2. Attendance at 50% of regular Church services (morning or evening). 3. Participate in some other Church activity, as choir, ushering, etc, 4. Contribute definite pledge to annual Church budget. 5. Support and hold office in Young People’s Society. 6. Membership in Church. Croup: 1. Contribute money or time to beautify Church building and grounds. 2. Leam history and customs of some foreign people and what your Church is doing in that field. 3. Contribute to some missionary project. 4. Plan and conduct games for Church School party or picnic. 5. Invite parents once a year to special club meeting. Individual: # 1. Teach Church School class. 2. Lead Pioneer, Friendly Indian or other boys’ club. — 24— 3. Represent Church in athletics. - . ' 4. Report some convention or camp before a Church group. 5. Enlist non-Church goer for regular Sunday School or Church membership. 6. H elp m V acatio n C h u rch School. SCHOOL Suggested program activities which center in and around the life of the school. Routine: 1. Maintain at least 95% attendance apart from periods of sickness or enforced absence. 2. Regular preparation of lesson assignments and best achieve ment in all studies, rem em ^ring that each day’s work must be done each day. - 3. Co-operate with the school staff in promoting athletics and pos itive school activities. 4. Accept responsibilities of student body offices, remembering that a Comrade's influence is. judged by his participation in and successful accomplishment of such duties. ' Group: . 1. Plan a series of glroup discussions on such subjects as “What is Education?” “Our Educational System,” “The Value of an Educa tion,” “Why Go to Côllege,” and “W hat Constitutes Good Sportsman ship?” 2. Discover boys who are neglecting their studies and are discour aged, and new boys entering the school, assuring them that this is a friendly group of Christian boys ready to help and encourage them. 3. T ake a definite sta n d a g a in s t ch eatin g , pro fan ity , sm oking and o th e r h a rm fu l p ra c tic e s o f sch o o l b o y s ; an d p ro m o te th e “ C lean S peech, C lean A th le tic s a n d C lean L ife ” idea, e n lis tin g e v e ry p o ssib le boy to s ta n d fo r th e s e id eals. 4. Plan a program of activities which will stimulate an interest in and active participation in plans^making for World Brotherhood. Individual: ' 1. Participate in school orchestra, glee club, literary or other activ ity of your school. 2. Captain, manage or instruct a group team in athletics, team games, swimming, etc. 3. Whenever occasion offers, do some special task not called for in your regular work, such as: a. Aiding some new pupil. b. Rendering first aid to a fellow student. c. Representing your Comrade Club or school at an Older Boys* . Conference. , d. Making constructive suggestions for the betterment of your school. — 25— 4. Acquaint yourself with one or more boys who need help in the pursuit of their studies and spend a specified amount of time aiding them. 5. Select at least one of the following crafts and hobbies and ^ do sufficient practical work on it to give you a fair understanding of it: a. Craftsmanship. b. Mechanics. c. Horticulture d. Radio. e. Photography. f. Collections. g. Live Stock. 6. Cultivate an interest in and an appreciation for the following: a. Nature Study. b. Astronomy. c. Art. d. Music. EMPLOYMENT Suggested program activities which relate to employment. Routine: 1. Spend sixty minutes of every hour you are ejqiected to work in real, conscientious service. 2. Be prompt in starting your work in the morning and after lunch. Keep very punctually every appointment through the day. 3. Observe your personal appearance and keep your clothing as neat as your work will permit. 4. Participate regularly in night school, correspondence or other courses of study. Group: 1. Plan a “Find Yourself” Campaign for the boys of your organi zation. 2. Promote within your place of employment leagues for competi tion in various team games which will provide for participation of every boy. 3. Plan for the presentation of the Clean Living, Clean Speech and Clean Sportsmanship idea and follow this up with personal enlistment of every possible fellow to stand for these ideals. 4. Encourage an interest, on the part of your associates, in the subject of World Brotherhood. Individual: 1. Support and take an active part in all welfare activities organ ized in your place of employment. 2. Whenever occasion offers, do some special task not called for in your regular work, such as; a. Aiding some new employe. b. Making constructive suggestions for the betterment of your place of employment. — 26— 3. Cultivate an interest in and an appreciation for the following: a. Astronomy. b. Nature Study. c. Art. d. Music. 4. Participate in athletic activities and team games organized among the fellows with whom you work. 5. Accept responsibilities and opportunities as they present them selves so that you will grow in value to your organization. COMMUNITY Suggested program activities which relate to the life of the community. Routine: 1 . Be a member of some community organization whose objective is community betterment, such as Hi-Y Club, Employed Boys* Brother hood, etc. 2. Assist as a leader of Friendly Indians or Pioneers in club work. 3. Know and observe the customs and courtesies for all patriotic oc casions, especially as they pertain to the flag of the United States. 4. Help keep your community clean by not throwing papers, etc., on streets, lawns or in parks; by discouraging it on the part of others; by removing unsightly papers, etc. 5. Form the habit of following events recorded in daily papers which are of vital interest to city, state, nation ' or world. Group; 1. Attend a definite course in leader or teacher training. 2. Make a study of your city government: a. Visit and observe the procedure at a polling place during an actual election. b. Attend two sessions of City Council. c. Attend two sessions of regular court. d. Visit police headquarters and police courts. 3. Leam the main features of the State and local traffic laws. 4. Make a definite study of the problems of law enforcement. Individual: 1 . Pass National Y. M. C. A. Swimming and Life Saving tests for Seniors. 2. Read one or two good books on “Economics.” 3. Read one or two good books on “International Relations.” 4. Carry on correspondence with at least two foreign boys. 5. Make friends with boys of at least three naticmalites in your own community. — 27— TH E COMRADE DEG REE PLAN As evidence of growth and recognition of progress in the Comrade Program, a simple but attractive and practical Degree system has been recommended. As in any award plan, care must be taken th at the “sign” does not become the im portant thing instead of what it stands for. Local groups may with satisfaction work out their own recognition ceremonies and make the Degree system contribute largely to the interest and success of the club. ; F irst Degree. Obtained when an older boy has filled ofit ^ and signed tfie application for Comrade membership, learned the Comrade Resolve and the m aterial on the Re quirement Card, attended three meetings of the Club and has been inducted as a Comrade. He may then wear the silver Comrade pin. Second Degree. Meet the requirements th at enable him to fill out the application for Comrade Second Degree, write the paper requested and present both to the Comrade Board of /Governors. When the application is approved, he may wear the gold Comrade pin. - ^ Third Degree. Meet the requirements th at enable him to fill out the application for Comrade Third “ Degree, write the paper requested and present both to the Com rade Board of Governors. Appear before the local Boys’ 'Work - Committee. When approved by both the Board of Governors and the Boys’ Work Committee, he may wear the jeweled Comrade pin. (See list of supplies in back of Manual for Degree application forms.) COMRADE IN SIG N IA I Comrade Clubs will find it a profitable experience to develop their own pins and other insignia. However, for those who do not wish to do so, there is available a quite complete assortm ent of Comrade in signia. Moreover, the emblems developed by individual groups may be used in con junction with those already available ; the former representing, of course, the local unit and the latter the general movement of older boys’ groups. In addition to the First, Second and Third Degree pins men tioned above, there are available leaders’ pins and rings, advisors’ badges for adult sponsors of the group and Comrade belt buckles. LIFE-SAVING MEDAL The Life-Saving Award is one of the most im portant service recognitions a Comrade can receive. The Honor Comrade Gold Badge is presented free by J. A. Meyers & Co., jewelers, Los Angeles. The re quirements are : 1. FuU statement of the circumstances, signed by the Comrade! 2. Substantiating evidence by witnesses,; parents or leader. 3. Presentation of the above material within 40 days of the event to State Y. M. C. A. Headquarters. 28— COMRADE CLUB PLAQUE Clubs or club members may purchase and use as desired the very attractive plaque as sKpwn on page 17, Cups carrying Comrade design are also obtainable. '' '. FELT EMBLEMS Comrade banners, pennants, rooters* caps and other felt spe cialties are available as listed on page 48. -2 9 - SECTION III THE HLY PROGRAM H I-Y PU R PO SE To create, maintain and extend throughout the school and com munity high standards of Christian character. H I-Y SLOGAN Clean living, clean speech, clean athletics, clean scholarship, con tagious Christian character. H I-Y OBJECTIVES Symmetrical Development Health Betterment Mind Acquirement Soul ^ Enrichment Service Achievement HISTORICAL STATEM ENT The most successful and far-reaching Older Boys* Club ever organized was the one started in a London dry goods store by George Williams, in 1844. Although only a nineteen-year-old country boy in a strange city, he gathered together a small group of associates for the purpose of Christian fellowship and mutual uplift. A fter deciding to organize their Club, each of these older boys agreed to bring in a suitable name, with the result th at out of several submitted the group decided on the name, “Young Men's Christian Association.” From this one fellow’s vision and this small dynamic group have grown this worldwide movement and the organization of thousands of Older Boys’ Clubs in all lands. BEG IN N IN G OF HIGH SCHOOL WORK The first High School Young Men’s Christian Association of which there is record was at lola, Michigan, organized in 1870. In 1889 at Chapman, Kansas, among the boys of the county high school, there was organized the first High School Young Men’s Christian Association th at has had a continuous existence. In purpose and plan it was very similar to the College Associa tion. This organization is now an Affiliated H i-Y Club and has done a constant piece of definite and vital student work. Later City Associations developed what were quite generally called High School Boys’ Clubs. In 1900 George Gleason, former General Secretary of the Asso ciation at Osaka, Japan, came to the International Student Depart ment to give a large share of his time to work among preparatory school boys. While A rthur N. Cotton was General Secretary at Albany, New York, Mr. Gleason co-operated in organizing a group of High School boys into a High School Department, with a special room in the Association building set apart for personal conferences and private study. -3 0 - The first colored Hi-Y Club was organized in Wichita, Kansas, in 1916-17. The name “Hi-Y” Club is a contraction of “ High School” into “Hi” and “Young Men’s Christian Association” into “Y”. The name has been enriched by the following suggestion ; “H ” is for Him, “I” is for me, and “Y” is for you. The dash inUIcaLes the dis tan r A between you and me, which may be shortened by a better understanding in Christian fellowship. TH E H I-Y CLUB WHAT IS IT? The Hi-Y Club is an organization of leading, older, Christian High School fellows who are trying to bring to bear upon high school situations the principles and standards of Jesus Christ. ^ It becomes a unifying influence for all Christian boys and provides in one schooi group an opportunity for Christian service for the boys of many Churches. It is a challenge to Christian high school boys to direct their united influence upon high school problems and conversely it is a help to the Church through the enlistment of boys for Sunday School and Church group activities. Increasingly members ^ are chosen from among those fellows who arc not only playing the Christian game in their school work and at home, but are also members of foursquare clubs in their Churches, usually known as Comrades. Members of both clubs have the privilege of wearing the combination Hi-Y Comrade Pin, illustrated below. The Hi-Y Club is affiliated with the local, state, na tional and world wide Young Men’s Christian Association. THE SMALL DYNAMIC GROUP (The Inner Circle) Facts show th at “Hi-Y” Clubs endure longest and touch High School life with the most effect when an inner group of sincere fel lows having the welfare of “Hi-Y” much at heart form themselves into a quiet group, the intended purpose of which is to see to it th a t the ideals of the Club are kept uppermost and active in the prograrh of the Club. Furtherm ore, the commission recommends th at an increasing emphasis be placed upon the Inner Circle type of work for an ever-enlarging number of, boys. I t is recommended th a t these small groups be limited to six to twelve boys. “Experience throughout the country makes possible definite suggestions as to how best to start and develop this work with high school boys. The following steps, in order mentioned, have been found to bring the most satisfactory and lasting results : “By personal interviews, enlist the interest and co-operation of a ‘small group’ of key older boys of the school who, in entire allegiance to Jesus Christ, will commit themselves to hard tasks in behalf of their fellows, to shoulder the responsibilities' for the work, meet each week for conference and prayer, and otherwise help vitalize the activities. “If this group is secured from virile, active and thorough Christian older boys and given wise leadership, the work will tend toward permanency and bring far-reaching results.” - 3 1 — HOW TO ORGANIZE The best Hi-Y Clubs usually are formed with the real leaders of the school who have been suggested by the high school principal and teachers. It has not proven wise to give general invitations for any boys who are interested nor to use the needlessly long process of selecting one or two who would in turn invite their friends. Rather, when leaders have been selected and called together and the Hi-Y Club idea presented, they, through discussion and the use of their own initiative, will form with satisfaction their own club. (See Suggestions on Organizing any Club, Section I, page 3.) An early function of organization will be the preparation of the club constitution, (See Section I, page 6 for suggestions.) National requirements provide that all clubs shall subscribe to the ^ Purpose regularly used and that Article V shall contain the following pro vision: “There shall be an Advisory Council composed of not less than three men in addition to the leader of the Club.” W H Y H I-Y CLUBS? Ten reasons why every high school boy who is interested in the best things of the high school should desire to serve as a member of a Y. M. C. A. Club composed of high school boys: 1. BECAUSE), its purpose is “to create, maintain and extend throughout the school and community high standards of Christian char acter.” It is Christian but non-sectarian. 2. BECAUSE, its slogan is “Clean Living, Clean Speech, Clean Sports and Clean Scholarship.” 3. BECAUSE, it is a great National Movement which has within its membership thousands of the finest red-blooded boys to be found in the high schools throughout the country. 4. BECAUSE, it stands for the best among high school boys in contrast with the mediocre or bad. 5. BECAUSE, its ideals are so high that it commands the respect of everyone, thus appealing to the purposeful and substantial fellow whether or not he is conspicuous. 6 . BECAUSE, its work is intensive in character as well as ex tensive. 7 - BECAUSE, under experienced supervision it helps to place right emphasis on life’s values thru thoughtful consideration of Life Problems in the light of Christian Teaching and Christian Ideals. 8. BECAUSE, it presents an opportunity for a group of high school boys to render united service to all of the boys in the school and community. 9. BECAUSE, it develops leaders with high ideals and challenging examples for the new students. 10. BECAUSE, the outstanding privilege of membership is the privilege of service. HOW TO REG ISTER Air Hi-Y Clubs have the privilege of registering with the State Association of the Y. M. C. A., the fee being $1.00 per year for each Club. This entitles the Club members to National membership cards, one annual subscription to the “Hi-Y News,” bulletin service from the State Office and participation in State conferences and camps. Write the State Office for free application forms. — 32— M EETINGS Local Hi-Y Clubs usually'm eet weekly at a time and place most convenient to a majority of the members. Often it is at the _ high school, frequently at the local Y. M. C. A. or at some Church, while smaller clubs occasionally meet in the members’ homes In 6U U 1C cases* especially where Hi-Y members are also members of Comrade Clubs, meetings of the Hi-Y Club are held less frequently. In some cases the Club may meet only once a month,- in others twice, but the members are able, even, w ith, so infrequent meetings, if they mean business, to maintain their fellowship and, with Christian strategy, plan their group and personal contribution to the life of the school and community. . N EW M EM BERS - Experience has indicated successful procedure for receiving new. members, as follows: . . .. 1. Have candidate fill out and sign the special application for Hi-Y Club membersl^ip. (See supply list.) 2. After election to membership, present candidate with Hi-Y Induction Requirement Card and have him leam the material necessary for the induction ceremony. (See supply list.) 3. Induct candidate into thé Club. (See supply list for sug gested ceremonies.) STAND ARD OF EFFICIENCY FOR H I-Y O FFICERS - i - - - Experience*, has shown th at .no Hi-Y Club lives effectively for any length of time unless its advisors and executive committee or dynamic, group meet every week for devotions and planning. Things just do not happen constructively without the Officers and leader paying this price in their leadership. The welfare, success and destiny^ of any Hi-Y Club depend upon its officers. A successful officer will give this work first place m his voluntary activities. * 1. He will endeavor to set aside a period each day, preferably the morning watch, for the cultivation of his devotional life. 2. He ^ will endeavor to promote committee organization and assist, by cooperation, fellowship and prayer, in the working out of this committee service. 3. He will remember always that Christian character is caught, not taught. An excellent installation service for officers of Hi-Y Clubs has been in general use and may be obtained from the State Office. (See supply list.) HI-Y OFFICERS* GUARD PIN President’s (Similar Guard Pins Available for All Officers) — 33^ TH E H I-Y PIN As an evidence of Hi-Y membership, there has been made available a beautiful little pin as illustrated. ^ It should be released only to members of registered Hi-Y Clubs and should ever be prized by its holder. The em blem was sketched by an older boy who made the follow ing statement in describing its significance: “I made it a triangle because during the first six months of my membership in the High School Club it made a complete change in me. On my *mind* side I was encouraged to study harder, and all my marks, formerly very low, are now in the 80's except one, and that's in the 90's. It’s great! “On the 'body' side, I used to be sick a great deal of the time, but by following the health hints and going: into athletics I'm now in mighty good shape. (The boy, representing his school, won the 2 2 0 -yard championship in competition with five high schools.) “On the 'spirit* side, well, you know that I took Christ as my Savior soon after I became a member of the Club. That's the reason that I've put the cross in the center. He's become the center of my life; and He's the center of the Club. The white, well, you never did know how rotten my life was before I came into the Club. It isn't white yet, but that’s what we’re all trying to make our lives become. “The whole thing stands for sacrifice, for Christ and the other fellows.** REPORTS In order to furnish news for the Hi-Y paper and to facilitate uni formity in grading the Hi-Y Clubs of the State, a monthly Hi-Y re port form is available, which should be made out and forwarded by the Secretary or the President of each Club by the 28th of the month. These forms are furnished without cost by the State Office. OF SPECIAL IM PORTANCE 1 . Each Club should have an active World Brotherhood Chair man, whose responsibility it should be to see th at this important interest is given a prominent place in the club program. The follow ing are suggestive: (a) Include some reference to World Brotherhood in every induc tion ceremony. (b) Have monthly a portion of meetings devoted to education on foreign countries. (c) Correspondence with foreign boys( secure names from State Y. M. C, A. Office). (d) Annual World Brotherhood Meeting, inviting boys of dif ferent nationalities in your communities, secure special speakers, etc. (e) Secure Official 100% charter from National Council Y. M. C. A., New York (each member of Club contributing to World Brotherhood Fund). 2. Foreign Committee, 347 Madison Avenue, New York City, or State Office will supply each club with copies of “World 'Y' Boys*', “Foreign Flashes’’, also numerous pictures and literature. 3. Every Club should subscribe to “The World’s Youth**, $ 1 . 0 0 per year. (Through State Office.) Each Club member should have parents subscribe also. (It can be secured direct from The World Offices of the Y. M. C. A.— 3 Rue General DuFour, Geneva, Switzerland. 4. Subscribe for the Hi-Y News, one copy for each member if possible (50c for the school y ear). — 34— SOME SUGGESTED HI-Y COMMITTEES It is strongly urged that each member of a Hi-Y Club have a position on some Club Committee. Many Clubs have a special “Committee N ight” frequently, when the whole Club divides up under its Committee Chairmen; each Committee planning its work and reporting its recommendations before the Club when they again assemble following the Committee Meetings. Executive Committee—Most Executive Committees act as a Constitutional Committee when needed, and many act as a Program Committee form ulating the printed program and appointing Chair men of Meetings. Recommendations for new members usually emanate from this group. Service Committee— Suggests service features to the Club, looks after table waiting at meetings, etc., etc. Makes monthly reports to State Office. World Brotherhood Committee— Heads World Brotherhood drives, secures foreign speakers for Club meetings and arranges for special World Brotherhood emphasis throughout the year. Devotional Committee— The Inner Circle is the best form of Devotional Committee. They meet regularly to discuss individual and Club devotional life, and head up special emphases during Week of Prayer (November), Join the Church Campaign a t Easter, etc. Deputation Team work is often headed up by this Committee. Induction Committee— Notifies candidates of election into the Club, furnishes them with Requirement Cards, and arranges props, ets., at Induction Ceremony. Entertainm ent Committee— Assists Program Chairmen in secur ing special entertainm ent features for Club Programs, and makes canvass among Club Members to locate entertainm ent talent for Club Stunt N ights, or to assist other groups by providing enter tainers. Alumni Committee— Attempts to secure prominent Hi-Y Alumni as guests and speakers a t regular meetings, and arranges special Alumni Reunions during school vacation periods, etc. Deputation Committees, Athletic Committees, Decoration Com m ittees, etc., are used with profit by some Clubs. This type of work should be included under Devotional and Service Committees if not included in your list. If you are using other Committees with success send in names and functions to State Office. — SEASO NA BLE ACTIVITIES AND SUGGESTED SERVICE FEATUR ES The following seasonable activities and suggested service features will help clubs prepare their monthly programs. ^ In addition, members will find many suggestions in the Comrade Section of this Manual. It. is urged that all clubs study their local situations and build their pro grams so as to meet the peculiar needs of their schools as they arise. September • Retreat for set-up. Registration of club with State Office. Special Activities “Ask Me’* cards to help freshmen. Freshmen Mixen Service Enlist leaders for younger club groups. Organize deputation team work. Football schedules. “ Faculty Banquet.” October “ School Spirit” meeting. Check up on committee function ing. “ Football Banquet.” Special Activities Put on High School “Pep” As sembly. Help organize Rooting Section. Promote Older Boys’ Conference. Friendship Campaign. Help start Junior Hi-Y and Com rade Clubs. November Father and Son Banquet. Assume leadership in promoting Father and Son affairs. Older Boys’ Conference. Week of Prayer. Service Thanksgiving Baskets. Basketball Schedules. December “ Conference Echoes’* “ Come Clean” meeting. Winter Camp (Hi-Y Reunion.) Service Christmas Baskets. Christmas parties for younger fellows. January Thrift meeting. “ Good Resolutions” “ Budgets— Time and Mone>.” Mid-year Bible examinations. Service Mixer for new students. Basketball schedule. February “Come Clean” Campaign. “Keep F it” (Sex Education). Observance of Lincoln’s and Washington’s Birthdays* Clean Speech Campaign. Service Install Radios for “shut-ins.” Talks to grammar school boys. March Campaign of Friendship. Pre-Easter Campaign of Friend ship. Guest Night for other clubs. Service Deputation work. April “Church Nite.” Easter Sunrise Service. “Find Yourself” Campaign. Bible Study Examinations. “Ladies’ Nite.” Service Help lead younger boys to Chris tian decision. . May Mother and Son Banquet. College Nite. “Choose your College” Campaign, (List all seniors and send col lege information to State Office. College information cards fur nished free.) Track Meet and Hobby Show. Service Promote Younger Boys’ Camp. June “Aloha Meeting.” Dinner for Hi-Y College Pros pects. Plans for Hi-Y Camp. Election of Hi-Y (Zlub Officers for next year. Service Send worthy boys to Camp free. — 3 6 f — SUGGESTED H I-Y SE R V iC É ACTIVITIES UNSELFISH SERVICE ‘ * Christian character Will evidence itself in unselfish deeds _ in behalf of others, as well as in high personal standards of conduct." Bible study should result in social and religious helpfulness.- To enlist each boÿ in the school in some piece of unselfish seryice. Js worthy aim and will bring large results in the lives of the boys who serve, as well as ac complish much for the school and the entire community. ’ Each leader should seek to relate the boys in his .^oup, individually and collectively, to the tasks for which they are best fitted and in which they will best develop in their own lives. In justice 'to thé boy's obligation to school and Church, and .his home duties, adult leaders will need to see that willing workers do not assume more service tasks than they can carry. To properly.., relate the boys to,,the tasks will require a personal knowledge of the abilities of each boy and demand a sympa thetic following up of each enlisted boy by the adult worker in order to avoid discouragement and poor results. - The list of tasks in which high school, boys‘have engaged is long and varied. To see a need is a challenge to a real Hi-Y boy to meet it. The list that follows is only partial, It ^suggests effort that will require some personal sacrifice on the part of the boy^ for h iç h .school boys are challenged by the hard task rather than “ the easy job;” --No offer of compensation is made, llic appeal does not raise the question : “W hat am I going to get?”, but rather increases thé frequency of the. query: “W hat can I do to. help?? , * .• .. PHYSICAL FEATURES : , : C 1. Coach athletics for younger boys.. . . ? v 2. Referee, umpire, score and. otherwise officiate at, and conduct athletics of younger boys.% % . ‘ \ ' . ' • . V 3. Teach other boys'to swim. » - ' ; : ^ J 4. Promote schoolyard games and play among younger boys. 5. Serve as camp leader. 6 . Assist in playground leadership. 7. • Help develop a comer lot into a baseball diamond or tennis court for use of boys in the neighborhood. , 8 . Conduct outings for younger boys. 9. Help promote a “Keep Fit” campaign. EDUCATIONAL FEATURES 1 . Tutor backward students. 2. Encourage boys to remain at school, sometimes through a “Stick to School” Campaign. 3. Help raise scholarship standing of fellow, students. 4. Promote a lecture or entertainment course. 5. Teach English to foreigners, 6 . Lend books that have been of particular help to you. 7. Encourage debating and public^ speaking. 8 . Give a talk on some trip you hàvè taken. 9. Conduct camera clubs. , 1 0. ..Stimulate hobbies among the younger boys. . 1 1. Conduct observation trips, to manufacturing plants, etd-/-I- 12. Run stereopticons or moving, pietun^ machines. ‘ 13. Make posters, signs and charts. 14.- Help'conduct campaigns for co-Operation in choosing a-life work. • ■ “ ' 3 7 “ “ SOCIAL FEATURES 1. Provide music for hospitals, newsboys* homes, old people’s homes, etc. 2 . Conduct entertainments for groups of boys at various places in the community. 3. Assume entire responsibility for securing and serving refresh ments at some social gathering. 4. Organize, direct and participate in social activities for unfor tunate boys. 5. Conduct clubs for younger boys. 6 . Take boys for auto rides, 7. Entertain boys who are away from home. RELIGIOUS FEATURES 1. Enlist boys for Church or Church School. 2 . Teach Church School class of boys. 3. Help promote Vacation Church Schools. 4. Win individual boys to Christian decision. 5. Lead boys into Church membership. 6 . Secure mid-week Bible class enrollment. 7. Lead mid-week Bible study classes. 8 . Plan and conduct meetings for boys in churches, newsboys’ homes, neighborhoods, etc. 9. Plan and assume responsibility for Campaign of Friendship. 10. Pray. 1 1. Lead singing at boys* meetings. 12. Provide instrumental music for boys* meetings. 13. Give talks on missionaries and other heroes to groups of boys. 14. Promote interest in missions and secure finances for the same; for example, the World Brotherhood movement. 15. ^ Lead in special campaigns for clean living, clean speech, clean athletics and clean scholarship. For additional activities suggestions, see pages 23-27. ''California^** prep aratio n throughout fall and w inter by all C alifornia groups. HI-Y LETTER GUARD PIN Hi-Y Caps Rooting Jockey — 38— Turban CAM PAIGNS A campaign is merely a special emphasis on any particular sub ject. Many are conducted by good clubs which serve both the members and the school environment. Some of the most profitable campaigns are for the promotion of: 1. High standards of scholarship.—“Scholarship Campaign.” 2 . Higher education through college and university courses.— “ Go to College Campaign.” *3. Life guidance, or “Find Yourself Campaign,” through public pre sentation of vocational opportunities, the fundamental principles in the choice of a life work and a ^ challenge to commitment to lives of unsel fish service in whatever calling a boy may decide to enter. Special help from local business and professional men by personal interviews, and the use of the self-analysis blanks aid materially. *4. Clean speech, clean living and clean athletics.—“Come Clean Campaign.” *5. The “Campaign of Friendship” is a regular feature of high school work in a number of places. Large emphasis is placed upon per sonal interviews with boys, special meetings with ^ character-kindling addresses, opportunity for Christian decision and enlistment in service. * 6 . Sex hygiene needs special emphasis among high school boys, and is well accomplished through a “Keep Fit Campaign.” Best results come from home training through Christian parents. Occasionally there is place for special meetings of boys grouped according to their partic ular needs. Only men of rare ability, sane judgment and contagious Christian character should be allowed to lead in this effort. In such a program much will depend upon the public sentiment in the community. Aggressiveness will need to be tempered with tact. “Cranks” bn the subject must be eliminated from the start. Parents, teachers and pas tors should share with the boys the responsibility for the promotion of such an emphasis. Such campaigns will help to make a careful list of the outstanding problems of the boys of the school, and then by conference seek to pro mote plans for the elimination of these conditions. In this way success ful work has been accomplished in dealing with profanity, cigarettes, dis honesty, impurity, low standards of scholarship, and so on. Other campaigns recommended are “Helping the Other Fellow,” “Good English,” “Thrift,” “No Pony,” “Big Brother,” “ Father and Son,” “Pre-Easter Forward Step,” “Courtesy,” “ Bible School Attend ance.” (Details of successful campaigns of any type should be sent to the State Office in order that additional sheets may be added to this Man ual from time to time.) * Send to State Y. M. C. A, for special bulletin. mm; HI-Y BELT BUCKLE — 3 9 — SECTION IV THE EMPLOYED BOYS' PROGRAM PU R PO SE: The Purpose of this organization is . ‘to unite employed boys^ to strive for the realization of their own highest possibilities, and to pro vide a basis for service to other employed boys and to the community. TH E SE V E N OBJECTIVES 1. To give employed boys vocational guidance. 2 . To provide wholesome recreation. 3. To set forth the advantages of a well-rounded physical develop ment. 4. To give employed boys a sense of brotherhood with all men. 5. To create and satisfy a desire for good education. 6 . * To stand for a religion which is real and natural. 7. To help boys to see the value of a clean life for the sake of the future family. AN e m p l o y e d BOYS* CONFERENCE — 4 0 — EM PLOYED BOYS IN CLUBS It is estimated that more than four million boys of the United States, between the ages of 10 and 20, are engaged in full-time em ployment. Obviously, they are potential leaders of our country, and, certainly, they are just as interested in and aa needful of character building progiams as any other group of boys. Three methods of procedure with employed boys are suggested ; Type A.— As members of regular Comrade Clubs. Type B.— In connection with clubs organized in the part-time high schools. Type C.— Employed Boys' Clubs organized on an independent * basis. TYPE A— AS COMRADE MEMBERS ' Many employed boys are or can become affiliated with a group of older boys in a Church, Y. M. C A., neighborhood or plaçe of employ ment; in which case they may ^prefer to use in full the 'Comrade pro gram. They will find suggestions in Section II. of this Manual profit able. They will, however, as suggested on page 3, desire to join with other employed boys for conference and discussion of problems of em ployment. Such gatherings may be quite infrequent, or they may be monthly or oftener. TYPE B -A S HI-Y MEMBERS In some States, California included, all employed boys under the age of 18 who are not high school graduates are required by law to at tend a part-time high school. Strong loyalties are being built around these, schools and they offer a group organizational medium like other high schools. ‘ In larger communities it has" been found that these fel lows, often prefer to call their club a “Hi-Y” and to carry on such a program as that outlined. in the previous séction. Of course, in this cases an emphasis' is necessary on problems of employment and those situations met in their daily environment. As suggested above, whether employed fellows are members of Hi-Y Clubs in part-time high ^ schools or are members of Comrade Clubs, they will want to join with other employed fellows of the com munity to consider common tasks and problems. Such a group may wish to organize thoroughly and meet at least monthly, in some cases oftener. They will also ^ wish to, participate in district and state-wide conferences and camps of older employed boys to face together the larger issues of their group. TYPE C —EMPLOYED BOYS' CLUBS Employed boys who have graduated from high school or who are not related to clubs in part-time school make up another type. These fellows may wish to form a club in their place of employment, in their neighborhood or at the Y. M. C. A. They may follow quite fully sug gestions found in Section H of this Manual or they may wish to con duct their club as a more distinct employed boys' organization. They may wish to choose their own name or to use one of the three or four names which have proven very popular with employed boys' clubs, as follows: “Employed Boys' Brotherhood,” “Y-Indus Club,” “A R E B’ (American Railroad Employed Boys). Employed boys above the age of 18 would function usually at a Y. M D. Club (Young Men’s Division). — 41— — HOW TO ORGANIZE The best employed boys' clubs are those which start with five or six leading employed ^ y s who have a real interest in perfecting an organization. They, with the help of the leader or advisor, will invite in other fellows and carry out the organization suggestions found on page 3 of this Manual. The constitution suggestions, page 6, will also prove very valuable. PROGRAM FOR EM PLO YED BOYS* CLUB ; ' I ' The program for an employed boys' club will be very similar to that of a Comrade or a Hi-Y Club, and leaders and members will find many helpful suggestions on pages 17 and 22 in the Comrade and 32-36 of the Hi-Y section of this book. Many such clubs find it advisable to take supper together and to frequently have in as guests outstanding business men to give short talks, followed by frank discussions. Many such clubs enjoy athletics the last part of their meeting, with frequent games with other groups. The program, by all means,' should include the seven objectives of employed boys’ work outlined on the first page of this section. (See page 37.) EM PLO YED BOYS* PIN As an evidence of membership in an employed Boys' club, there is available a very attractive gold pin, as il lustrated; though they may find it a profitable experi ence to develop their, own pins and other insignia. In case they are members of either Comrade or Hi-Y Clubs as well, they can very attractively attach this pin by a gold chain to th at of the Comrade or Hi-Y group. The regular pin may be connected also with the small gold chain of a letter-guard pin, rising a block letter for the initial of the name of the Club or of the firm where employed] Officers may procure appro priate Guard Pins as follows: President’s Insignia, à gavel; Vice-Pres ident’s or Sergeant-at-Arms, a helmet ; Secretary, an Ink-Well; and Treasurer, a $ (dollar sign). OFFICERS' GUARD PIN Vice-President or Sergeant-at-Arms (Similar Guard Pins Available for All Officers) —42— H ELPFU L LITERATURE REGARDING EM PLO YED BOYS* WORK Considerable valuable literature is available through the Asso ciation Press, 347 Madison Avenue," New York City, as listed below : Leaders of Employed Boys’ Brotherhoods— Robinson $ .20 Where Will You Be Ten Years from Today ?-^$2.00 per hundred The Problem of the Working Boys— McCormick......— -------------- 1.50 How to Hold a Job— -Piner--------- —---- .10 Making Life Count— Foster ---- .60 Guiding Principles in Vocational Guidance—Robinson----------------- .50 The Boy and His Vocation— Sowers............................................... 1,50 Wage Earning Boy— Robinson------------------------------------------------ .60 Occupations— Gowin, Wheatley, Brewer-------------- : ----------------------- 1.50 Everyday Objectives for Older Boys— Boorman, Deal, Gregg .75 Find Yourself Campaigns Among Employed Boys 5c per copy 50c per dozen $1.75 per fifty Self-Analysis Blanks 5c per copy . $1.50 per fifty $2.50 per hundred Prolonging the Period of Adolescence for Employed Boys 30c per dozen ■ 80c per fifty $1.50 per hundred Thrift Leaflets— “Why Save," “How to Save," “Now," " “Where Do You Hang Your H at?" “Dollars with Wings," “Prepared," “An Anchor to Windward, “Getting a Dollar’s W orth"—Per thousand— ..—.— _______ 3.00 Youth’s Capital Investment—Simmons (Secured from Wall Street Boys’ Branch, Y. M. C. A., New York) The Two Million Neediest Boys in North America (Secured through the A. B. W. S.— Association of Boys’ Work Secre taries, Y. M. C. A.) SUGGESTED DISC USSIO N COURSES FOR ALL OLDER BOYS* CLUBS Each Dozen “Everyday Objectives for Older Boys" (Boorman, Deal and Gregg) Student’s Edition ............ :: $ .30 $3.00 Leader’s Edition ...................... 75 “Making High School Life Count" ( W. R. Boorman) Student’s Edition ................ 1 ..... 35 3.50 “Where Shall I Invest My Life?" (W alker and Boorman)............. 35 “An Older Boy*s Problems" 28 lessons) (Earle F. D exter).................................................................... 35 “Christian Teaching on Social and Economic Ques tions" (Robinson) .......................................................... 1.00 “The High Calling" (Hoffman).............. 50 “Jesus and His Cause" (C urry)............................................ 65 “Jesus and a Boy’s Philosophy of Life"............................... 60 “Jesus’ Ideals of Living’’ (F isk )....................................... 1.25 “Out into Life” (H orton) ....... 1.25 Obtainable through Association. Press, 347 Madison Ave., New York City; or Y. W. C. A. Book Room, Asilomar, Calif, - — 4 3— BIBLIO GRAPHY FOR LEAD ERS Method Group Leaders and Boy Character (Gregg) Association Press, N. Y........................................................................................$1.50 “Leaders of Youth” (H. H. Haris) Methodist Book Concern.... 1.00 “Teaching the Youth of the Ghurch” (C. P. Maus) Doubleday-Doran .................... 1.25 How to Teach Seniprs (Shaver) Pilgrim Press.......................... 1.00 * Character Building through Recreation (Kenneth L. H eaton)........................................................................................... 1.75 Psychology The Psychology of Middle Adolescence (Moxcey) Abingdon Press,.................. 70 The Psychology of Adolescence (Tracy) MacMillan................... 1.5(1 Story Telling Stories for Talks to Boys (Cheley) Association Press.... 1.50 The Rules of the Game (Floyd) Abingdon Press....................... 1.00 Self Starters for Boy Leaders (Cheley F. H. Cheley, Denver......... 50 *Why the Chimes Rang (R. M. Alden).................................... 2.00 *A Little Book of Profitable Tales (Field) Games and Activities Games (Draper) Association P ress.................................................. 1.00 Games, Contests, Relays (Staley) Association Press.............. 3.00 Games and Recreational Methods (Smith) Dodd-Mead. ..... 2.00 ♦W hat Shall We Play (Cook)....^.................................... 30 ♦Stunts for In and Out of Doors (Strouse)................... .60 ♦Outdoor Stunts (S trouse)................................................................. 1.50 Vocational Guidance Guiding Principles in Vocational Guidance (Robinson) F. Cheley, Denver, Colo........... 50 The Boy and His Vocation (Sowers) Manual Arts Press 1.50 Nature Study The Elfin F orest (Fultz) Times-Mirror, L. A. Calif................. 2.00 Wild Flowers of California (Parsons) (Dalif. School Book Depository........................... 4.00 ♦Birds (B Ian chan)............................... 2.50 ♦Wild Flowers (Blanchan)................................................................. 2.50 ♦Field and Camp Notebooks (Comstock & V inal)....................... 4.50 ♦Trees (Rogers)............... 2.50 ♦Animals (Seton).......................... 2.50 ♦The Sky Book (Thrafton) ............................................................ 75 Crafts and Manual Play Little Loose L eaf Library (Cheley),................................ .......each .50 ♦Homemade Games and Game Equipment (H all)....................... 2.50 ♦Handcraft, P. R. A. A..................................................................... 1.75 Programs and Parties ♦Practical Helps for Alert Leaders (Bean & Case).........................15 ♦Practical Parties (Bowles).............................................................. 1.00 ♦Friendly Frolics (D unbar)........ ............. ...........................................50 ♦Ten Recreational Parties (D urham ).............................. 75 Handy (Rohrbaugh) 801 Wellington Ave., Chicago................... 2.50 — 44 — — Plays and Ekits ' î • ' ♦Stunt Night Tonight (M iller)........................................................ $1.50 ♦Dramatization of Bible Stories (M iller)...................................... 1.25 ♦Pageants for Special Days (R ussell) ............................... 1.60 ♦Dramatic Services of Worship (W hiting).......,........................, 2.00 W o ish lp y ♦Prayers of the Social Awakening (Rauschenbusch) ............... 1.00 ♦Hymnal for American Youth (Sm ith).....,._.................... ....\...... 1.00 ♦American Student Hymnal (Sm ith) ............................. 2.00 ♦Reality in Worship (Sperry)..................:.................................. 1.75 Social Hygiene ♦The Sex Side of Life (D ennett), .................... *....* .25 ♦Growing Up (De Schwinitz) ........... 1.75 ♦Sex and Youth (E ddy) ............... * ................. .,- .* ...4 .15 ♦Little Essays on Love and.V irtue ( E l l i s 1.50 ♦Sex and the Love Life (Fielding) ........... ........ ................. . ♦Sex and Social Health (Galloway) ........... * ........ 2.50 “Men, Women and God,” (G ray)...................................... .60 Movies : y. ♦Blue Book of Non-Theatrical Films, (Film L ists) 5th edition.. .75 ♦Selected Pictures-National Board of Reviews-Film L ists .25 ♦Educational Screen, Green (magazine).......]......... .........., ....... 2*00 Hikes . . ♦The Boys’ Book of Camp Fires (Cheley) ....... 2.00 ♦Out of Doors with Youth (D avies)]......'...... ]........]..................... 1.50 ♦Picnics and Outdoor Games (Lipting) ]]......... 1.00 Notes^— ♦These books may be obtained from THE SOCIAL RÉCRÉA TION UNION, 510 Wellington Avenue, Chicago, 1 1 1 . The best leaders’ bibliography th at can be obtained, may be se cured from the SOCIAL RECREATION UNION at 510 Wellington Ave., Chicago. " 4 5— SUPPLIES FOR OLDER BOYS’ CLUBS P R IN T E D M ATTER The following supplies may be obtained from the State Association Y. M. C. A., 715 South Hope St., Los Angeles, Calif. Order supplies sent C O. D., or send check with order. W rite for order blanks. FOR ALL OLDER BOYS’ CLUBS— Each Per 100 Older Boys’ Manual— including Comrade, Hi-Y, Em ployed ............................................................................. $ .20 $16.00 FOR COMRADE CLUBS— Application for Membership— cards...................................03 2.00 Application for Membership— 4-pg. folder......................04 3.00 Application for Second Degree............................................04 3.00 Application for Third Degree..............................................04 3.00 Induction Requirement Cards................................................ 03 2.00 Induction Ceremony .............................................................. 05 Membership Cards .................................................... 03 2.00 Secretary-Treasurer’s Record Sheets ( Same as Pioneer) 04 3.00 Self-Chart Cards .....................................................................03 2.00 FOR HI-Y CLUBS— Application and Record Cards .................................. 03 2.00 Induction Requirement Cards................................................ 03 2.00 Induction Ceremony .......... 05 Hi-Y Officers’ Installation Ceremony................................. 03 FOR EMPLOYED BOYS’ CLUBS— Application for Membership— card........................................03 2.00 Application for Membership— 4-page folder (same as for Comrades)..................................................................04 3.00 Self-Chart Cards (same as for Comrades)......................03 2.00 MISCELLANEOUS— “The Christian Citizenship Program, W hat Is It? ” .03 2.00 Place of the Christian Citizenship Program in . a Well-organized Church School (chart and ex planation) ............................................................................. 02 1.50 “A Boys’ Work Committee”— monograph.........................05 Self-Analysis Blanks (for “Find Yourself” Cam paigns) ..................................................................................04 3.00 “Y. M. C. A.” Song—by Allen Spurr................................. 25 “Yu-Mi-Ci-A” Song— by Roy A. Hohberger.................. 35 - 4 6 — * INSIG N IA M anufactured and distributed by J. A. Meyers & Co., 822 So. Flower St., Los Angeles, Calif. Send orders, with check, direct to them. COMRADE PTNS- ■ “ Each Silver ............................................................................................. ......$ .50 Gold Filled .................................................................... 60 10-K. Gold—Jewelled 1 pearl ............ 1.50 10-K. Gold, seed pearls all around.......................................... 5.00 Leaders’ — Gold Filled .................................................................. .40 Leaders’— 10-K................................................................................... .90 COMRADE LEADERS’ RINGS— Sterling Silver (heavy w eight)............... 3.50 Gold— 10-K. (medium ............................................................ 6.50 Gold— -10-K. (heavy) .......................................................... 10.00 COMRADE ADVISOR’S BADGE— Gold Filled ..... 2.50 Gold— 10-K. .................................. 4.00 Fob— Gold Filled ............................... 4.00 Fob— 10-K ....... 8.00 COMRADE SILVER PLATE BELT BUCKLE ......................................75 COMRADE WIDE LEATHER BELTS (all sizes)....................................75 COMRADE PLAQUE TROPHY— 8 X 10 in................ 5.00 10 X 11% in................................. 6.00 HI-Y PINS— 'M Gold Filled ($5.25 a doz.) ......................................... 50 10-K. Gold ($10,50 a doz.) 1.00 10-K. Gold with seed pearls around triangle.'................... 5.00 SCHOOL LETTER GUARDS W ITH CHAIN— Gold Filled ...................................................................................................75 10-K. Gold ........................................................................................... 1.50 10-K, Gold with pearls..................................................................... 2.50 COMPLETE HI-Y PINS W ITH SCHOOL LETTER GUARD— Gold Filled ($12.50 a doz.)............................................................. 1.15 10-K. Gold ........................................................................................... 2.50 10-K. Gold with pearls..........................................................................7.50 HI-Y SILVER PLATE BUCKLES............................................................75 HI-Y WIDE LEATHER BELTS (all sizes)...............................................75 HY-Y PLAQUE TROPHY— 8 X 10 in............................................................................................... 5.00 10 X 11% in........................................................................................... 6.00 (Above Plaques with Event Panel, additional $1.50) EMPLOYED BOYS’ CLUB PINS— Sterling Silver .......................................................................................... 50 Gold Filled ...................................................................................................60 10-K. Gold ........................................................................................... 1.00 10-K. Gold with Pearl....................................................................... 1.50 EMPLOYED BOYS’ LETTER-GUARDS W ITH CHAINS— Gold Filled ................................................................................................... 75 10-K. Gold ........................................................................................... 1.50 10-K. Gold with pearls..................................................................... 2.50 SPONSOR’S PIN (for Y. M. C. A. Secretaries, Boys’ Work Committeemen, Pastors, Sunday School Superintendents and others who serve as “Backers” of the Program s) — 14-K. Gold ........................................................................................... 2.00 14-K. White Gold .............................................................................. 2.50 (Can be had set with jewels—write for prices; initials engraved on back— Free.) 4 7 SPECIALTIES M anufactured and distributed by Fisch & Co., 2816 S. San Pedro St., Los Angeles, Calif. Send orders, with check, direct to them. COMRADE, HI-Y AND EMPLOYED BOYS— Sweater Emblem ($18.00 a 100)---- Jockey Cap (for Hi-Y only)--------- T u r b a n ------- Rooting Caps Skull Cap Eyeshades — Felt Banner (size 18x24 in.). M I S C E L L A N E O U S — Christian Flag (Cotton) (12 x 18). Christian Flag (Silk) (12 x 18)—* . U. S. Flag (Cotton) (12 x 18)----- U. S. Flag (Silk) (12x18). S W E A T E R —Maroon-colored, V-Neck, rib-stitch (For all C. C. P. Club Members.) Each Per Doz. _$ .20 $ 2.25 _ .50 6.00 _ .50 6.00 - .75 ^ 9.00 _ .25 3.00 - .40 4.80 6.00 - .15 _ .75 ^ .15 _ .75 _ 4.50 Published by the STATE ASSOCIATION YOUNG MEN’S CHRISTIAN ASSOCIATIONS OF CALIFORNIA 11 10 Y. M. C. A. Bldg., 715 So. Hope St, Los Angeles 48- 10 6 COMRADE \ MEMBERSHIP is to dcrtifg ti|at M r ................................................................................................ is a member of the..................................................................................................Comrade Club of....................................................................................................... . and is thereby entitled to the usual opportunities and privileges of the organization for the year ending...................................................... This will serve as an introduction card to Y . M . C. A T, Churches and other Christian organizations. Chairm an, Local Boys’ Work C om m ittee. Club Leader or Advisor. T H E C O M R A D E R E S O L V E T o attain th e h ig h est p o s sib le in our In tellectual, P h ysical, R elig io u s a n d S ocial d e v e lo p m e n t an d to g o v ern life ’s relation sh ip s on the p rin cip les o f the G reat C om rad e. C O M R A D E O B JE C T IV E S C haracter O p tim ism M a n h o o d R eligion A m b ition D ecision E n du ran ce APPENDIX H lOé SOUTHERN ÜADIPORNIA TWENTY^SIXTE ANNUAL OLDER BOYS: ÜONPERENQE H O LLYW OO D, NOVEM BER 2 9 -5 0 , DECEM BER L. ■THEM E: "M E N TO IvIA TG E OUR MOUNTAINS» D e le g a t e s Only two Comrades from each clu L . Your most r e p r e s e n t a t i v e Hoys ^ o u l d "be s e l e c t e d f o r t h i s o p p o r tu n ity . They should he chosen w ith g r e a t c a r e . Q u a l i f i c a t i o n s : D e le g a te s should he a t l e a s t i n th e t e n t h g rad e, p o s s e s s o u ts ta n d in g le a d e r s h ip i n the cluh, and a b i l i t y to b r in g back to the group and to the church the i n s p i r a t i o n o f the C onference. R e g i s t r a t i o n Cards fo-r t h i s purpose a re e n c lo s e d . The H o lly wood Conference Committee i s bending every e f f o r t so t h a t th e d e le g a t e s from Southw est Los Angeles w i l l be p la c e d in Hollywood hom es. The d e le g a te s w i l l b r e a k f a s t i n the homes to which th ey a re a s s ig n e d and th e b a la n ce o f the m eals w i l l be p ro vid ed by the C o n fe re n ce . A ll r e g i s t r a t i o n c a rd s, co m p letely f i l l e d i n , w ith the r e g i s t r a t i o n fee of .50 should be r e tu r n e d to the southw est Los A ngeles Y.M .C.A., 5625 U n iv e r s ! ty A ve., by S a tu r day, November 2 3 rd . Should more in fo rm a tio n be d e s ir e d , c a l l Lom e W. B e ll or Adolph S t o l l , Southwest Los A ngeles Y.M.C.A., Beacon 6263. - PRELIMINARY PR O G RA M FRIDAY Hollywood High School Organ P re lu d e Assembly-IIollywood High School Memorial Aud i to r i u m . A s e r i o u s m eeting f o r w orship and a t t e n t i o n to our o b j e c t i v e . A.M .Chesley, p r e s i d i n g ; conference song l e a d e r , Fred Dye, Hollywood YMGA; p ia n o . Dean K e e s le r, Alham- b r a YMCA. P r a y e r - Rev. C . F . S e i t t e r , p r e s i d e n t H o lly wood M i n i s t e r i a l Union. S olo- "Bound f o r the Top", w r i t t e n by ./ a l t e r Crawford, sung by K o llin G alk in, Long Beach; Roy K en dall a t th e p ia n o . A ddress-R ev. John Snape, m i h i s t e r of Temple B a p t i s t Church, Los A n g e le s . Appointment of Nomination Committee. 2;00 to 4:00 4:45 to 5:00 5:00 to 6:00 105 6:15 D inner-H igh sc h o o l c a f e t e r i a , xi.G lPreston, p r e s i d i n g . In troduction of ju e le g a tio n s . *^ongs and y e l l s . 7:15 ii.ssemhly-xiuditorium. New conference P resid en t introduces M.P.Palmer, P resident Hollywood chamber of Commerce, p re sid in g . i f V el CO me- D i c k tv ells. P resident Associated stu a e n t Body. Response-Donald Matson, Pasadena. so lo -D o u g las B e a ttie . A ddress-D rv. N il I s le m a rtin , w i l s h i r e ivi.H .ch u rch , 'Hvlountain Men" . Saturday 7:30 L ead ers/ B r e a k f a s t , YMGA. 8:30 Assembly D e v o tio n s, High School A uditorium ; A ddress, D r. John C a r ru th e r s . 9:15 A d d re ss-^ b in d in g O u rs e lv e s " , sp e ak e r n o t y e t se c u re d . 10:00 D isc u ss io n Groups, s u b j e c t : "What Makes Moun t a i n Men?", le d by o u ts ta n d in g Chri s t i a n C ollege men of Southern C a l i f o r n i a ; H arold Wagner i n c h a r g e . 11:00 Assembly-Summary. 12;00 Conference P h o to g ra p h . 12:30 Lunch A fterno on F o o tb a ll game-U.S.G. vs Idaho 6:15 Supper, ( C a f e te r ia ) 7:30 World B ro th erh o o d Program, i n Memorial Audi to riu m , C.M erle Waterman, Southern C a l i f o r n i a Chairm an, p r e s i d i n g . P i c t u r e s , A .M .G hesley. "YMGA i n O ther L ands". R u ss ia n S t r i n g O r c h e s tr a . A ddress-B ruce B axter,, of U n iv ersi ty of South e rn C a l i f o r n i a . P r e s e n t a t i o n of 1931 Worlds Boys* V i s i t . Sunday 8:00 Leaders* B reak fast-H olly w oo d YMCA. 9:00 Assembly, a u d ito riu m ; d e v o tio n s , l o c a l p a s t o r ; "C hallenge" m e e tin g . 10:30 Church by D e le g a tio n s . 10 6 12:30 Lunch 1:15 W orship s e r v ic e 2:0 0 D e le g a tio n m ee tin g s f o r f i n a l c lin c h in g o f Conference theme, and to p la n f o r Conference "Echo Ivlee t i n g " . 107 sourmvEST d istrict CH R ISTIiV N CITIZENSHIP P R O G R A M L E A D E R S’ C O U N C IL February 9,1930* 2:45 P.M. Trojan "Y", 3623 U niversity Ave« In a pouring rainstorm , forty-tw o boys* leaders o f the South west D istr ic t attended the la s t Leaders * Council. They came to be "trained to carry on". W as i t worthwhile? Mr. Boys* Worker, these Leaders* Councils and e sp e c ia lly th e one announced for February 9, w ill help you in your serv ice with boys. "Leaders. O n Your Marks"- an in sp ira tio n a l thoi^ht brought by Rev. S.Fraser Langford, m in ister of the South Park Baptist church# "The C hristian l i f e Through Stories**^ w ill be the theme of a dis-^ cussion brought by Mrs. Marion L .B e ll, This is fo r a l l Friendly Indian lead ers. Each Big Chief i s urged to bring a l i s t of his best S to r ie s. "Suggestions on Leading the Devotional Period"-w ill be the subject of a d iscu ssion led by Mr. J»Delmar Branch, General Secretary of the Burbank Young Men’s C hristian A ssociation . M aterials and method# w ill be presented for Pioneer lea d ers. "Organization of Comrade Groups So As To Develop Bov Leadera"-w ill be the second d iscu ssion brought by Mr. Harold We.gner, Secretary |o r the W ilshire D is tr ic t, Los Angeles Y.M.G.A. The d iscu ssion w ill be based la rg ely on the m aterial presented in January. "Personality Proi ecto rs"-What makes boys have a good time at a Club meeting? W hat makes boys want to come back again? Y/hat makes boys lik e th e ir leaders? A ll of th ese questions w ill be answered in th is demonstration. Mimeographed copies of m aterial presented w ill be given to each lead er. ù st 108 fin,, » < ,» * > 'Ul^ I/* Southwest D istr ic t C hristian C itizenship Program . L E A D E R S* C O U N C IL January 12,1930-2:45 P.M. Trojan "Y", 3623 U niversity Ave, Mr. Boys* Leader-Make 1930 your most su ccessfu l year as a Boys' Worker. This i s p o ssib le i f you are a "gromng" leader. Start the year right by attending the f ir s t C hristian C itizenship Program Leaders' Council of 1930. FEA TU R ES Insp iration and fello w sh ip , with Rev, J.HaroId More, m inister of P ly mouth Congregational church, bringing a challenging thought. For Friendly Indian lea d ers-Mr. Thomas Schumacher, D irector of Younger Boys Work, Y.M.C.A. of Hollyv/ood, w ill lead the discussion o n ,“Suggestions on Leading the Devotional Period". . For Pioneer leaders - Mr. Ray Kendall, A ssociate D irector of Boys' W ork Y.M.C.A. of Pasadena, w ill lean the discussion o n ,"Organization of Pioneer Groups So As To Develop Boy Leaders", For Com rade l e aders lilr. Harold Wagner, W ilshire D is tr ic t Secretary, Y.M.G.Â. of Los Angeles, w ill lead the d iscu ssio n on, "Material on Program Building Based on the In terest of the Comrade Group". "Ghe.racter Education Through Story T ellin g " , w ill be the subject for discussion at the general gathering follow ing the group m eetings. D ef in ite helps w ill be outlined and illu str a te d by an experienced story t e l l e r . Source m aterial for story t e llin g for each age le v e l w ill be given to everyone present. Leadership comes only to those who seek not how to avoid obstacles,, but how to overcome them.-Theodore R oosevelt. 1 0 9 INTERNATIONAL FATHER & SON WEEK, Nov. .10-17, 1929 G eneral Theme - ^'Comrades on L ife * 8 Way.” The F a th e r and Son i d e a h a s heen t e s t e d out now f o r n e a r l y a q u a r te r o f a c e n tu ry and h as heen found good. F a th e r s and t h e i r hoys have come t o g e t h e r i n happy f e llo w sh ip a t enents of a l l s o r t s such a s , F a th e r and Son Ban q u e ts , s o c ia l and a t h l e t i c e v e n ts , h ik e s and o u td o o r a f f a i r s , and r e l i g i o u s m e e tin g s. They have alw ays r e p o r t e d the r e s u l t s to he h e l p f u l and c o n s t r u c t iv e . T his observance sh o u ld f o llo w th ree o r f o u r p r i n c i p a l l i n e s : 1- FATHER AND SON BANQUET, p r e f e r a b l e F rid a y n i g h t , Nov. T5l s u g g e s tio n s f o r t h e banquet program an d song s h e e t a re e n c lo s e d . 2- FATHER AND SON QHUEGH SERVICE, e i t h e r m orning or even- in g , Nov. l u t n or 1 7 t h . W e have t h r e e o r f o u r sug g e s te d s e r v i c e s of w o rship which may he se c u re d upon r e q u e s t .' 3- A s p e c i a l F a th e rs * N ight a t hoysU cluh m eeting o r a t s o c i a l g a th e r in g of the hoys* Sunday school c l a s s . 4- D e f in ite plans, f o r co n serv in g the f i n e r e s u l t s and have d e f i n i t e em phasis of F a th e r and Son i d e a l th-rough- o u t th e y e a r . IN PREPARATION: 1-Have a good g e n e ra l F a th e r and Son committee to p la n f o r the v a r i o u s F a t h e r and Son f u n c t i o n s . Boys* c lu b s and Sunday sch ool c l a s s e s sh o u ld he r e p r e s e n t ed on t h i s program . 2 -P la n program f o r F a th e r and Son B anquet. See e n c lo se d su g g e ste d m a t e r i a l . 5 -Schedule the s o c i a l h a l l i f a b anquet i s p la n n e d . 4-G o nfer w ith p a s t o r about F a th e r and Son program o f w o rs h ip . 6-F or a l l o f F a th e r and Son f u n c t i o n s p ro v id e p u b l i c i t y i n church b u l l e t i n s , announcements from th e p u l p i t and i n th e church sc h o o l, p o s t e r s , e t c . I f we may he o f any a s s i s t a n c e to you as you p la n f o r a r e a l F a th e r and Son observance t h i s y e a r, p le a s e f e e l f r e e to c a l l upon u s . Yours i n H is S e rv ic e , LORNE W. BELL ADOLPH G. STOLL S e c r e t a r i e s Southwest Los A ngeles Young Men *s G h r is tia n A s s o c ia tio n . 110 INTERNATIONAL FATHER AND SON WEEK Nov-.10-17,1929 . Los A ngeles Young Men*s C h r i s t i a n A s s o c ia tio n SUGGESTIONS FOR FATHER & SON BANQUET S uggested d a te - F r id a y , Nov. 1 5 . PLAN NOW A OOmHTTEE' OF 1 - R e p r e s e n ta tiv e hoys and men sh o u ld p la n to g e th e r the F a th e r and Son B anquet. 2-The b a n q u et shou ld have the w id e s t p u b l i c i t y . Announcements i n Sunday sch o o l d e p artm en ts and c l a s s e s, and from "(he church p u l p i t . P o s t e r s sh o u ld be p la c e d i n lo b b ie s and com plete d e t a i l s should be p u t in th e b u l l e t i n . Every e f f o r t should be made to s e cure the a tte n d a n c e of the f a t h e r s of a l l -the boy s of the Sunday sc h o o l. 3-A good d in n e r sh o u ld be p la n n e d . The Fa-ther and Son banquet sh o u ld no t be looked upon a s a money e a rn in g f u n c t i o n . The p r ic e sh ould be kept w e ll w ith in th e re a c h o f a l l . I t i s i d e a l i f a group o f m others and da u t t e r s can be se c u re d to s e rv e . 4 -ALL th e boys from nin e y e ars up and t h e i r fa-thers should a tte n d the b a n q u e t. I f th e re a re f a t h e r l e s s boys, se cu re f a t h e r s by proxy from the Men *s B ib le C la s s o r B ro th erh o o d . ê-The b an q u et h a l l and t a b l e s should be w ell de cor a t ed- flo w e rs , f l a g s , e t c . I t should be a g a la o c c a sio n ! 6 -"Musi c g lad d en s the h e a r t ” - se c u re a l i v e song le a d e r and a good p i a n i s t , p r e f e r a b l y one who can p la y from memory o r who p la y s by e a r . The YM GA i s g la d to f u r n i s h upon r e q u e s t , a d d i t i o n a l co pies of the en c lo s e d song s h e e t . 7-Get the most cap ab le t o a s tm a s te r a v a i l a b l e . Beware of a "long winded" t o a s tm a s t e r . THE PROGRAM; (Suggested) Theme: "Comrades on L ife * s Way." I n f o r m a l i t y should be the r u l e . F ine f e llo w s h ip should be the s p i r i t of the b a n q u e t. 1-Invo c a tio n 2-Table games or songs w h ile d in n e r i s b e in g se rv e d . 3 -D in n e r. Music by o r c h e s t r a , i f a v a i l a b l e . 4 -S o n g lF e s t. As a r e s u l t of t h i s s o n g f e s t, the " i c e " should be b ro k e n . F a th e r s and sons should f e e l as one , re a d y f o r th e g r e a t e s t F a th e r and Son program th e y have ever e x p e rie n c e d . 5 -E n te rta in m e n t - m usic, c h alk t a l k s , s k i t s , humorous monologues, s t u n t s , an y th in g o f t h i s n a tu r e i s s u i t ab le . 6-D em onstratio n by boys* c lu b s . These should be b r i e f and c o m p le te ly rea d y when c a l l e d upon. I l l 7-T alks (Three m in u tes) - "Ways i n Which W e heed Bach O th e r" , a hoy and a f a t h e r sh o u ld each t a l k upon the s u b j e c t . "How We Dan Deepen Our f r i e n d s h i p f o r Each O th e r" , (Three m inute s ta te m e n ts hy a n o th e r hoy and f a t h e r . ) 8-A ddress - hy s p e c ia l sp e a k e r. Suggested themes: - "G reat f a t h e r and Son Com radeships t h a t I Have Eh own" " P e r f e c t P a r t n e r s h i p " , "How f a t h e r s and Sons Gan Deepen T heir Comradeship fo r üach O th e r." The sp e ak e r of th e evening should he the h e s t man t h a t can he se c u re d . He should he o f the dynamic and i n s p i r a t i o n a l ty p e . 9 -C lo sin g Song - "B lesse d Be the Tie t h a t B in d s", "End o f a P e r f e c t D ay", "L et the B est of the World Go By." 10-C lo sing p ra y e r hy a f a t h e r and son. OTHER POSSIBLE FEATURES 1-A ph oto g rap h o f the e v e n t. 2 -S p e c ia l r e c o g n i ti o n o f f a t h e r s w ith the most sons p r e s e n t . 2 -S p e c ia l r e c o g n i ti o n fo r t h e , h o y s ’ Sunday school c la s s o r cluh group w ith th e most f a t h e r s p r e s e n t . 4 - S p e c ia l c o n fe re n c e s fo r f a t h e r s and t h e i r sons b e fo re d in n e r , i . e . , from 6:00 to 6:20 P.M. We have s p e c i a l su g g ested t o p i c s and o u t l i n e s f o r the d is c u s s i o n i f you care to have t h i s f e a t u r e .

Asset Metadata

Creator Bell, Lorne W. (author)

Core Title A study of the Christian Citizenship Program in certain churches in Southwest Los Angeles

Contributor Digitized by ProQuest (provenance)

Degree Master of Arts

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,philosophy, religion and theology

Format application/pdf (imt)

Language English

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c39-160250

Unique identifier UC11311185

Identifier EP65021.pdf (filename),usctheses-c39-160250 (legacy record id)

Legacy Identifier EP65021

Dmrecord 160250

Document Type Thesis

Format application/pdf (imt)

Rights Bell, Lorne W.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

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