Evening star., 1932-12-28
URGES PATRIOTISM
OF FoREFATHERS
Col. Jones, in Address Before
D. A. R., DepIores Trend
to Internati0naliSm.

OF our IOrcIatneTS, COl. O!duue Ot-
catur Jones, superintendent of the Ma
tional Training School for Boys, told a
round table meeting of the Daughters
of the American Revolution yesterday
afternoon His address was broadcast
over Station WMAL.
In these days of tremendous social
economic and political problems" he
said, every American who loves his
country and is loyal to its institutions
and ideals should be profoundly con-
cerned about the apathy of citizens
generally in patriotic Americanism.
Internationalism in one form or an
other. economic and political, doni-
mates the thoughts of our national lead
erS.
What about our own nationalism?
How are we to preserve and promote
t9dnaea eoilegsa. partieuiariy ar @ % the latter. it
seems to be the vogue to destroy some
of our fine American traditions. Teach
ings and doctrines destructive OF the
idealism built around cur national
shrlnes and heroes are rampant.
Says Trend Must be Changed.
What must be the attitude of the
American youth toward our national
ideals and institutions? The DRIFT to-
ward internationalism and anti-Amer-
icanism must be changed into patri-
otism anchored to the ideals Of the
founders of this great Nation. pa
triotism that recognizes what price
less heritage they gave into our hands,
a Nation established and maintained at
great price. We must hold fast to the
principles that the beneficiaries OF that
Nation shall not destroy its tounda-
tional ideals.
Those of us who still love our coun-
try and are willing to defend 1t against
all of its enemies appreciate the patrl-
otic services of the Daughters of the
American Revolution in preserving the
American ideals of our forefathers,
guarding them as our most priceless
heritage, and in promoting a national
patriotism that will successfully meet
any national emergency
In discussing delinquent boys, Col.
Jones said
Every boy is a problem, but not
necessarily a problem boy NO child
comes into the world with knowledge OF
how to get along with other people and
conform to the customs of his house
hold and his world; he comes with In
stincts and emotions which are molded
and made into certain types OF be-
havior by the nature and influences OF
his neighborhood, school, etc Ac-
quainting the child with the home code
and the social code, fitting him into the
social process, adjusting him to his
world gives rise to a series Of prob
lens.
Result Of Experiences.
AT any time it may happen that
some problem is not rightly handled
and through repetition a wrong act de-
velops into a system OF behavior pat
terms and habits which may become
anti-social conduct. Or 1t is possible
that the home code is not in harmony
with the social code outside and the
child is the victim OF the differences.
However it may be, the boy develops
delinquent or delinquent ATTITUDES
and habits because OF experiences that
he has; he becomes delinquent or nom
delinquent through social processes.
Every normal act is response to the
situation. In case Of delinquency 1t Is
the nature of the particular boys back
ground and experiences that should be
examined for causes. He may De
problem boy Of the home only and
| amenable to school discipline and other
outside contacts, he may be both
| home problem and a school problem, IN
| which case it frequently happens that
| the home gives up, the school gives up
and he becomes societys problem.
The difference, then between the So
called normal boy and the problem boy
lies chiefly in experience. It Is true
that the problem boy may be handl-
capped in heredity. He may be a slow
thinker, unable to profit by experiences,
| unable to foresee results, he may be
manual type which is not necessarily
a handicap but which makes 1t ditncult
for the boy to fit into the customary
school training process. Fitting him IN
| to his proper place in accordance with
his capacities would be the solution.
However, it IS true that many slow
thinkers do not become institutional
cases. They may, OF course, remain
problems to some extent elsewhere,
but such Is not necessarily the case.
But the unfortunate experience can
generally be traced back to the nome,
in lack of parental control, in unwise
control and untimely severity: in lack
OF parental knowledge, in unstable In
secure home conditions, In the broken
home consisting of death, divorce and
remarriage of parents, and to unwhole-
some community environment.
1T is at once the opportunity and
responsibility Of parents, teachers and
boy leaders to provide right experiences,
to correct certain physical and mental
difficulties, to see that proper emotional
adjustments are made, and to develop
the proper habit formation, all to the
end that the individual may content
edly and successfully take his place IN
the social order. 1t is of great i'm
portance that we do not lose sight of
the ultimate aim of the boys all-round
training-useiul, productive, responsible
citizenship based upon the best stand
ards of character and American ideals
Self Control Training Vital.
"The body Of the training program Is
academic and vocational, supplemented
by adequate and wholesome self-expres-
sion through organized, and supervised
play and recreation, through amuse-
ments of various kinds which will give
him emotional satisfaction and
proper appreciation of leisure time.
..TThe heart of the training program
Is disciplinary training for self-control.
Religious and moral training, Of course,
runs through the whole of this-is its
tone and essence.
Since the great majority Of problem
bows have not known wise control, a
program OF re-education must en-
phasize disciplinary training. The best
thing to do with strong emotions and
instincts is to organize them into the
right habits and fixed sentiments.
Habits should be made mechanical and
irresistible, thus lessening the need for
voluntary action and strenuous self lf-con-
troll for decisions involving intellectual
choice. The mentally backward can be
led automatically to do the right thing
when the moment arrives.
The properly disciplined individual
is willing, he acts promptly, and he