The Daily Ardmoreite. [volume] (Ardmore, Okla.) 1893-current, 1911-12-10
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THE BOY PROBLEM.
by Dr.. w. II. Martin, Presi-
dent of Harsrove College.
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Perhaps there is no more Interest;
ing and important problem to be
solved by this generation than the
one proposed in our subject How to
deal with the American boy, conserve
his energies, control and properly de
velop his latent powers and direct
his will without at the same time
arousing his animosity and autagou-
ism is a question of such vital i'm
portance as to challenge any light or
careless consideration. When his an
imosity and antagonism ar once
aroused the foundation is laid Tor the
development of his carnal self which
leaves him prepared for lawiessncss
and crime.
1t is necessary for the educator to
understand both the physiology and
the psychology of the boy. For want
of better term we will call this
psycho-physiology. Without using
any technical terms calculated TO con
fuse the reader we wish 20 discuss
the development OF the boy in "a
plain practical way.
The boy passes through at leas;
three stages of development: thl
nQui3titc, the Acluistye and the
Secretive.
During his inquisitive state he is
fond of asking questions and seeking
information by peeping into boxes,
birds nests and in various other WAYS
that those who observe him may cas-
lily see. During this time he IS very
communicative. He is not ouly fond
of asking questions, but he is also
very fond of answering other peo-
pies questions. The person who
wishes to find out anything frCm Aim
at this period has but to arouse his
interest and ask questions properly.
His imagination is now very active
and he is liable to eXaggerate. II
is easy to develop him into pre-
varicator because of his active i'm.
agination and his strong desire TO
communicate with others. At this
time care should be taken to prevent
developing the liar on the one hand
or crushing his imagination on the
other. Many times the boy may be
accused of lying when there was no
intention whatever on his part to
falsify. If we are not careful in our
observations of the boys condition
We may condemn in him the ele-
ments that made Shakespeare and
Milton the masters of classic English
poetry. During this state he needs
to become acquainted with books and
periodicals suited TO his imaginative
nature. Give him work in both Ian
guage aId mathematics giving him
only the outlines and allowing MIN
to develop the Cetails with his own
Imagination. Ii his Imagination
breaks away and he crosses into the
land of fancy creating an animal
with the body of horse, the head OF
a lion, the fee. of a dog, and TIE
legs of frog, and covers the entire
animal with feathers, let HIM do So
freely. If he puts the leaves Of the
peach tree, the fruit of the pear
tree, or the grain OF the wheat stalk
on the oak, the apple or the pine
tree, let him do so and be glad OF
his ability.
During the second or acquisitiye
state the boy is desirous of the pos
session Of property. He is now found
with his pockets full of rings ami
strings and things" This is his
Introduction into commerce. He de.
sires the possession of the material
things about him. His knife, mar
bles, balls, tops, kites, sleds, wagons
and the host OF things that boys
love to own are real possessions.
Now another difficulty appears. The
doy's desire for possession is strong
er than his conviction of the rights
of othrs to possess, and therefore,
he is tempted TO appropriate to his
own use the belongings Of others
not because he has d desire either
innate or acquired 10 steal, bat he
cause he has a natural desire to pos
sess. At this time the parent and
the teacher should come to his res.
cue and teach him the important
lessons of personal ownership, per
sonal responsibility, property values
and other lessons too numerous to
mention here. One test often put
to the boy at this stage of his de
velopment should be condemned by
parents and teachers. | refer TO the |