Ya 4 ch Lie 44 eth a7) rat HGUniver BV1010. 7 Jee ee fe el et eae te< ; $ ‘ . ’ Br terme ko ees = Christian Educational _ Movement __ mamma ee } > ; 7 } ; j incall f + =2 wa fat Oy j ; j \ > < 5 a oe ee Pa feces ean a = ae a Dot er Tp BE Nog nok Sh ot wey Oa ar OS ane ™ c= ; 5Preface When the theme of the Employed Officers’ Conference for 1927 was announced, it seemed that the topic, “The Young Men’s Christian Asso- ciation as a Christian Educational Movement,” justified study on the part of a college of the Young Men’s Christian Association. It proved no small task to collect the data and to report the meet ings, and had it not been for a staff of loyal secretaries of the College, we should have met disappointment. That the report has imperfections there can be no doubt, but the apparent reality of the debates as they appear in the document is ample proof of the sincerity and devotion of those who undertook the task. The reports turned in were voluminous, and called for the exercise of discretion in printing: here was a great theme which must not be crippled by verbosity or the report of extraneous matter. The exercise of that discretion may have been faulty. The editor wishes to assume entire responsibility therefor. Two simple rules were followed: Only those words necessary to express the thought would be used; and mat- ters not directly related to the theme would be excluded. We have ap- plied these rules without fear or favor. We appeal to those whose statements may have been garbled, or whose identity has been con- cealed to view with charity this report, and we express a hope that we may have rendered some service to young men in perpetuating this con- sideration of the educational aspects of the work of The Young Men’s Christian Associations. We wish to express appreciation of the remarkable foresight of the leadership of this Employed Officers’ Conference. Those responsible for the program were: Philip M. Colbert, Chairman; Henry E. Wilson, Vice-chairman; C A. Tevebaugh, Secretary-Treasurer; Walter D. Spaeth, Auditor ; the constituent members—T. H. Nelson, C. L. Maxfield, W. K. Wingfield, B. H. Purdy, H. W. Large, 8: T). Dickinsor, Page Mek. Etchison, R. L. Williams, F. W. Evans, J. H: Crocker; A.» W. Alley, B. A. Hoover, Samuel S. Board, M. W. Lee, and IF, 8S, Goodman;,and the following Commissions: Commission on “What Is fivelvedin. the Christian Edu- cational Point of View for our Program in Its Intellectual, Social, Health and Spiritual Aspects?”—W. H. Dewar, Chairman; Jay A. Urice, Secretary; Wilman E. Adams, J. W. Beaton, William H. Bur- ger, Martin I. Foss, George W. Garniss, T. H. Nelson, Gren O. Pierrel, J. Edward Sproul; Commission on “What is Involved in the Christianry Y rs if f i r & . 5 ' . . “ o “" a rd Educational Point of View for Our Membership Practices?”—John L. Prosser, Chairman; A. W. Alley, Earl W. Brandenburg, R. G. Cole, J. H. Eckford, C. E. Lee, A. B. Nicholls, J. C. O’Melia, John W. Pontius, Floyd E. Radabaugh, E. H. Sprunger, Walter L. Stone, L. E. Wilson; and the Commission on “How Does the Christian Educational Point of View Affect the Type of Ability and Training Required of Employed Officers ?”—Eugene C. Foster, Chairman; J. C. Armstrong, J. H. Bent- ley, Ralph L. Cheney, Arthur N. Cotton, Harry Henderson, E. C. Jen- kins, J. W. McCandless, A. L. Mould, O. E. Pence, W. D. Weatherford. The editor is particularly indebted to Miss Mabel Shepardson for her painstaking efforts in correcting copy, and to Miss Natalia Greens- felder for supervising the gathering of the material and promoting its sale. J. QuINcy AMES, Dean of the Young Men’s Christian Association College of Chicago Chicago, I1l., November 1, 1927.Report of the Commission upon What is Involved in the Christian Educational Point of View for Our Program in its IntelJectual, Social, Health and Spiritual Aspects ? An Explanation by the Commission Your commission seeks in this report to present a picture of the present program of activities of the Association in terms of its con- tribution to Christian education. The sections of the report each deal with an aspect of the program and seek to describe the practices in such a way that their educational worth may be considered by the conference. How THE MATERIAL Was COLLECTED The commission made wide inquiry to gather nominations of “un- usually significant activities which are outstanding examples of the work of the Association as a Christian Educational Movement.” In this we secured the cooperation of the officers of the constituent socie- ties of the Employed Officers’ Conference, the regional and depart- mental secretaries of the National Council of the U. S. A., and the sec- retaries of the National Council of Canada. From these men we obtained nominations of a large number of “signifi¢ant examples.” Letters of inquiry were then writte n to ahe secretaries responsible for the conduct of these activities. . Secretaries were asked to describe the activity as a sample of Christian Education. They were asked to tell what other secretaries would want to know about it. The following were suggested as points to be covered: 1. How the idea arose. Why you undertook 2. How you went about it to get the plan launched. o. What changes have been made in the plans as you have pro- ceeded and why you made each. 4. Your opinion of the strong and the weak points of what has been done. 5. Be sure to tell of the part secretaries and those concerned have in what is carried on. THE REPLIES RECEIVED Accounts of 110 activities were received. All of these we have re- viewed at a meeting of the Commission. They were then grouped and each group of letters studied in detail by one or more persons. 1These replies make up an illuminating series of “case studies” of the program practices of the Associations. Our correspondents in most instances did not follow the suggested “outlines” closely enough to permit us to print their reports entire. Some sent us advertising pamphlets, others forwarded newspaper clippings. In general, the tendency was to describe the organization and promotion methods used by the secretary to launch the activity and keep it going, and to give these in much more detail than to describe the processes or meth- ods or results which would reveal educational values. THe Secrions or THis REPORT We have not found it possible to group the activities we consider most worth study by the conference under the conventional “four-fold” headings. The physical and educational departments do represent such distinct organization units in most Associations that we have = considered it advisable to treat them as sections. Viewed from the standpoint of educational procedure, however, most of the activities nominated to us seem to have their educational implications revealed in any of several possible such “sections” as follow in this report. “Guidance” interviews, for instance, may be more clearly understood when all such are grouped and contrasted, rather than to study them as “physical examinations,” “religious interviews,” “educational counseling,” ete. We are of the opinion that educational procedure is best revealed when all such counseling is considered as an educa- tional process. The way these activities are best grouped for admin- istrative purposes in an Association is another matter. MrrnHops or ANALYSIS The activities as analyzed in each section seek to show a few of the more typical practices. We have sought to arrange these in a manner that would reveal their differences. Our attempt has been to describe each sort of practice fairly. It will be observed that we have not labelled any as either “good” or “bad.” Good, and less-than-good, procedures probably exist within each typical practice. If our de- scriptions make possible comparisons, clear discernment of the differ- ences, and some basis of judgment as to the probable relative worth of each, we shall have accomplished our purpose. It is our desire to help those who study this report to see more clearly the educational impli- cations of what they are doing in their daily work. This daily work of secretaries is represented by the descriptions we present in the fol- lowing pages. All names have been deleted in the quotations we used from accounts sent us. We have done this that consideration of them may be free from personal approvals or disapprovals. The commission has not limited its description of practices to those in the accounts received in response to its inquiry. Frequently the accounts were not sufficiently explicit. In many of the sections sig- nificant contrasts known to the commission to exist in the practices of Associations were not present in the material at hand. Members of the commission have drawn on their own experience in describing types of practice needed to round out the picture under some of the sections. Absence of quoted material under any heading should not 9‘ndicate that none was received. Frequently the commission has sum- marized in its own words reports which were not in a form permitting brief quotation. Meetings and Forums x % % * Ps % Ba * For the purposes of this report the commission has chosen to pre- sent the description of various methods followed in meetings and the sort of topics dealt with. These matters seem to be of primary sig- nificance from the viewpoint of Christian education. They are more likely to reveal what men and boys who attend learn from their ex- periences as participants. The other differences in practice are of im- portance and, if the limitation of this report permitted, should have been described in detail. ¥ 3 % 6 % ee % re x Meetings and forums are dealt with together, since both represent a method of education with larger groups. From many present prac- tices we have selected the following as illustrating significant types of procedure. There are, of course, variations within each of these and we would, here again, point out that this report has not attempted to assemble in any section a comprehensive account of all the different practices which might have been included there. Types or MEETING AND FoRUM PROCEDURE I. The large meeting with a distinct “evangelistic purpose” is characteristic of one method of conduct of meetings. Such meetings are carefully planned with music, speakers, topics, and services of worship all designed to make effective the evangelistic appeal. Thelaunchine, Of the. 5... 0. cee = theatre meetings grew out of a distinct need. Young men were on our streets, running wild, on Sunday afternoons. No religious influence was permeating their minds or hearts. Effort to get them into Young Men’s Christian Association affairs in any considerable num- bers on Sunday afternoons failed. We conceived the idea of renting a downtown theatre and bearing in upon their lives in a unique way the gospel message. Our methods in drawing the net have radically changed. Formerly we had physical demonstrations of the interest in religious matters at the close of the address. Now we ask our people in the theatre each Sunday to testify to their faith in God and in Jesus Christ as their Saviour by writing their names and addresses on cards. Those who are now members of churches are asked to write the word “Yes” after their names and addresses. Those who are of no church are required to add nothing beyond their signa- tures and addresses. + aK * + * Those who profess their faith and members of no church are followed as previously indicated by the “Committee of 100.” Last year 121 were placed in church membership out of 51 their faith at the meeting. ~ ‘ who confessed * *K ok ok There are two great motives dominating the movement: First: To inspire those who have taken no definite stand in connection with church life but who have accepted the Christian’s faith, to immediately engage in organized service in church and square their conduct with their faith. Second: To stimulate church loyalty and activity on the part of those now members of some church of their choice. 9» vIl. The Sunday afternoon meetings of some Associations are built around speakers who are drawing-cards and topics that make a popu- lar appeal. The day of the big meeting is gone. and in spite of it we can still maintain an during its series of six weeks. Me oe congratulates itself that average attendance of over 900 men With the passing of the saloon and its attendent evils, passed the type of audience that used to flock to such meetings. and the type of men that we have today are probably 60%, if not 75%, church men. and the rest those who may be members of churches but not interested in the church as such, and those who are not church men The result is that the program differs to a certain ex- tent from the old type of program, and men are being challenged with the irger aspects of Kingdom building, it even here has been a shifting of 2/ was as follows: social side of the gospel message and the 1: as well as the direct evangelistic appeal Bi emphasis * * * The six weeks series for 1927 January 9, “Prophetic Leadership” January 16, “The Secret of Social Control” January 23, (A United States Senator as the speaker) January 30, “Good Wages” February 6, “The Miracle Man” February 13, ‘“‘The Message for Main Street” III. Another approach, both as to topics and method, is repre- sented in the following description of two forum series: The Forum is for Young Men. It is being undertaken on the assumption that many of them are Sincerely desirous of discovering the truth in religion, and will welcomé the opportunity of a straightforward approach to the problems of belief which have arisen in our modern world. The Forum is not a series of addresses. Each speaker will introduce his Subject, in as brief a way aS possible; and the major part of the hour will be spent in the discussion of the various issues raised in the group. It is not to ke expected that all the difficulties treated in this way will be satisfactorily resolved. There must still] remain mysteries which will not yield to our best effort. This, however, can be promised: that there will be no evasion by the speakers, and that every honest question will receive an honest answer. February 5, What is the good of religion? February 12, What is the present position of the Bible? February 19, What can we know about God? February 26, What do we know about Jesus? March 4, Does mankind need saving: if so. how? March 11, Can we still pray? Another series from the same Association was as follows: January 23, An astronomer’s view of the world. January 30, A physicist’s view of the world. February 6, A geologist’s view of the world. February 13, A biologist’s view of the world. February 20, A psychologist’s view of the world. February 27, An historian’s view of the world. March 6, Definitions and assumptions. March 13, Mechanism versus Vitalism. chines? March 20, Pragmatism. perience? March 27, Creative Idealism. Is there evidence of purpose in the universe? April 3, Theology and Religion. What reasons are there for belief in a per- sonal God? April 10, A Faith for the New Generation, 4 U D ‘ ] a ‘ ry LU J i ’ H i ’ f ‘ LV oT Is any knowledge possible? Are living things any other than ma- What is the relation between philosophy and ex- The account of these series gives the following comment: The series on Science, Philosophy and the Modern World, which is our present series, was kegun in January, and has proven to be by far the most 4 ee Bete Soper H sere FePe Hrs Ce ote e ad doe er.popular series to date. The average attendance has been over 400, and at three of the meetings people were turned away. The order of the meetings remains practically the same as previously, except that the discussion is now limited to certain questions from the audience, which are sent up to the Chairman to be answered by the speaker. Referring to the strong and weak points of the work, I should say that its strength lies in two directions: In the first place, it has provided means whereby young people can discuss frankly, with the aid of the best leader- ships available, vital religious and social questions about which they are often confused. It is always borne in mind that the Forum is a venture in religious education, and that the objective is to understand the meaning of Christianity in the terms of the knowledge and needs of modern life. In the second place, it has served to identify the Young Men’s Christian Association with the progressive and liberal forces of the city. This has involved some risks. A number of addresses on economic questions, especially one given Dy......--:+:<=; were rather severely criticised by subscribers, and at the present time a rather lively newspaper controversy is going on regarding evolution and the Y. M. C. A. The weak points are chiefly those of method. In having an address followed by questions, we have continued the old opposition between speaker and audience, and have not secured the results in group thinking that is possible in groups where the expert supplies information as it is needed in the discus- sion. We are conscious of the weakness at this point, but have found no way of remedying it. Something would be gained if we had the same chairman at all the meetings of a given series, and it may be that this plan will be tried next year. IV. The series of meetings centering around an outstanding preacher represents another type of meeting. There is not necessarily a continuity in the topics presented from week to week. In the out- standing examples of this type of meeting the addresses are much similar to Sunday morning church sermons. The audiences may sub- mit questions to the speaker, and a feature of such meetings is the rapid-fire answering of these questions. The questions are sent in writing and do not necessarily bear on the theme presented in the address. V. Series of forums under a single leader, who does not give an introductory address, but rather serves as chairman of discussion, represent another type of meeting. These are frequently held in the Association lobby. This type of forum differs from those described above in that questions are proposed by the chairman for discussion by the “audience.” The interest centers in the give and take of dis- cussion among those in attendance. The chairman keeps the discus- sion to the point, secures a fair hearing for various points of view and summarizes the progress of the discussion from time to time. The Forum Bulletins, published weekly during the winter months by the National Council, are used as a basis for these forums in a number of places. The following topics of the most recent series in- dicate something of the nature of these forums: 1. When, if ever, by an attitude and practice, is a man justified in nullifying a law? 29 To what extent should the United States Government protect the invest- ments of its citizens abroad? 9 What is valid today of the old morality—‘‘Whatsoever thy hand findeth to do, do it with all thy might’? 4. What should the United States do about Nicaragua? 5. Is the Y. M. C. A. an open forum? 6. What can we do to secure the greatest benefits from amateur athletics? - von a ' ee ee ht as ee ee ee ee ee ee ee ee ee 7. What will solve the farmer’s problems? 8. What great values are at stake in courtship? ¥. Divorce and the annulment of marriage. 10. Some gods of the moment: Modern substitutes for religion. The following quotation from an account of a forum series in one Association indicates something of the objective which those who pro- mote such forums have in view: Perhaps it is too much to expect that definite decisions will be reached in the Forum upon many of the topics considered. This is hardly the aim in any event. What is desired is that through open discussion young men may be led to examine their present attitudes on international questions, to rid themselves of prejudices and misconceptions, and, it may be, to work their way through to conclusions that are more thoroughly intelligent and Christian. VI. The combination of related lectures and discussion groups following somewhat the plan of the Student Summer Conferences or the Older Boys’ Conferences has been adapted to the conditions of a city Association. This plan serves a large “audience” made up of more or less regular attendants and also provides the fellowship of smaller groups with their more free give and take of discussion around “lectures” presented by qualified speakers. The Fellowship Club of the ........ ...... Association is a combination of lectures, forums and discussion groups dealing with the application of Chris- tian principles to both social problems and personal life. It was developed out of a Bible study program with a continuous history going back to 1904, and was an effort to secure increased reality in the study of Christian principles when the old Bible stu ly We have followed rather closely the lines o field. The first step was an age limitation of 18 to 25, eliminating the older men from the program, the next an attempt to secure leaders of discussion groups rather than teachers of classes. We discovered that our men have a limited knowledge of facts in the fields discussed To remedy this deficiency and ‘prime” discussion, we provided a speaker each week, giving him thirty min- utes immediately preceding the discussion froups to present facts and his point of view. To take full advantage of this plan it was necessary that all groups discuss the same subject simultans Sly instead of pursuing different lines among which the parti ipant could make a choice. A further step was a weekly coaching meeting of leaders to develop better understanding of the points at issue in the questions and a series of questions to bring these points Vividly to the discussion group. approach seemed to lose force. f interest emerging in the student Our present program extends from mid-September to June, beginning with a series of conferences of leaders and committee men and closing with a series of intimate discussions of the meaning of the Christian way of life among a Similar group who combine this Study with the formulation of the next sea- son’s plans. The general lecture-discussion series extends from October to May. This year five groups of questions have been considered, with a special question assigned for each week. The five general themes were: “Christian Principles in Business and Industry,” “Changing Moral Standards,” “Racial and International Problems,” “Reality in Religion.” “Questions of Marriage and Establishing’ a Home.” On the evening of our discussion the schedule is as follows—5:00 Leaders’ Conference; 6:00 Supper: 6:30 Lecture; 7:15 Discussion groups; 8:00 Fre- quently a meeting of the Cabinet or Inner Circle or a further conference with the lecturer, The largest possible initiative is encouraged in the officers and members of the group. They have the deciding voice in choosing general subjects for discussion and general policy. Special questions are referred to the entire Club for decision. A good deal of detail is handled by the Association secretary, but always in closest cooperation with the officers and leaders. Cabinet meetings are attended by officers and selected men but others are invited to participate if they care to do so. 6An inner circle group is at present being formed which is a more carefully selected group to give attention to keeping the Christian emphasis vital and to helping individual men. The chief factor in promotion is the work of mem- bers in bringing in others. Each department of the Association is responsible for one of the discussion groups. There are others of general appeal. Three weaknesses are evident but not inherent: 1. It is difficult to get speakers who can effectively bring the facts on a question together with an interpretation of the Christian principles involved. 2. Forty minutes is hardly time enough for a satisfactory discussion of a big question. 8 The discussions often seem not to arrive, due chiefly to the inexperience of leaders in clearly keeping points at issue in the foreground. The program is not primarily popular since it appeals principally to the more thoughtful type of men, but touches many who have lost interest in the usual approaches to religion. Withal men testify that these discussions are serving effectively to make plainer what it means to be a Christian in our kind of world, and a minister of national prominence declared recently that it is one of the most effective pieces of religious education for adults in the city. The writer of the above account indicates further the relation of this procedure to other activities of the participants. Other elements of the plan are—Occasional forums taking the place of the discussion groups, when the topic or the speaker makes such handling advisable, occasional projects for experience, such as visiting convention of American Federation of Labor, a tour of the good and bad sections of the negro commu- nity, inviting a group of negro young men to share in our suppers, and dis- cussions while considering the problems of race, a Christmas party, when the elub was host to under-privileged boys, and cooperation with a settlement in delivery of Christmas baskets.. An extended series of attitude and opinion tests is used from time to time. A line of books and pamphlets dealing with our questions is available for purchase and a shelf of books for loan use from the public library. Young women’s groups from churches provide waitress service and once or twice a year these are entertained at a special party or picnic. VII. The following account illustrates an adaptation of the forum procedure to the needs of younger persons. It indicates a large measure of planning by those who participate, and shows a procedure in which the Girl Reserves of the Y. W. C. A. and the Hi-Y Clubs of the Y. M. C. A. co-operate: These forums were started as an experiment, with a good many leaders and secretaries actually opposed to the idea. It so happened, however, that the Girl Reserve Secretary at the Y. W. C. A. and myself felt that something eould be done to get the boys and girls together for other purposes than to djance. We had tried inviting various girls’ organizations to special meetings of the Hi-Y club now and then, but these were always light occasions of fun, jokes and good-natured banter. We sang Christmas carols together, we had several socials where the girls entertained the boys and then where the boys would act as hosts. We said we-believed both the boys and girls would be benefited if they could get together for serious things as well as for these light and frivolous occasions, so we called a meeting of the presidents and one other member of the Hi-Y clubs and the Girl Reserve clubs with two or three adult advisers and the Boys’ Work Secretary and the Girl Reserve Secretary. When the Forum idea was presented and outlined it caught their imagina- tion and stirred their enthusiasm. Steps were immediately taken to organize and promote a series of Forum meetings. These were announced as Forums, not as meetings. We emphasized discussion by everybody, not lecturing or talking by the leaders. While the social element was present, it was made incidental and kept so. These forums started in the winter of 1922. The year 1926-27 will be the sixth year. In this time there have been ten different series in all, forty-five Forum meetings. Attendance the first year averaged forty. Not till 1924-25 did the attendance reach one hundred. Attendance during 1925-26 ranged from ‘ ee' . & . ry LU * - ee eo et he ie Mel eel Be a er.) say seventy to one hundred seventy-five, with an average of one hundred thirty- four, and a total of 1,340. Last fall, on the first Sunday in December, officers and representatives of the four Hi-Y clubs and the four Girl Reserve elubs met with the Girl Reserve secretary of the Y. W. C. A. and myself, at the Y. W. C. A., to plan the series of Forums for this year. There were twenty-two present and the meeting lasted. two hours. About twenty-five topics were set down and then slowly the weaker topics were eliminated until only five remained. To me, one of the finest things about the Forum is that it is delightfully informal, both in organization and conduct at the meeting. We call it the Forum Group, because there are no officers save the chairmen, who are the presidents of the Hi-Y clubs and the Girl Reserve clubs. There is just one committee, the social committee, which orders and serves the refreshments each week. Another worthwhile thing about the whole business is that the boys and giris do everything themselves, except lead the discussion. It is their project. As a climax of last year’s work, a service was held on Good Friday after- noon at a prominent downtown church, with an attendance of approximately five hundred boys and girls. Careful attention was given to the planning of tha service. Two high school students, a boy and a girl, presided. An unusually interesting and forceful sermon for young people was given by the same min- ister who is using the Forum plan in his Sunday evening service. The at- mosphere of solemnity and beautiful simplicity in the service has remained with the boys and girls. An attractive breakfast was held in the Y. W. C., A. on Easter morning to close the work for the year. The Forums have grown in popularity and usefulness until now they are traditional, and it would be impossible for us to abandon them even if we so desired. Not until the churches take them out of our hands completely will such a thing occur; and “we hope the day is not so very far off when more churches will be adopting the plan,’ is the expression of our enthusiastic promoters. 1. Boys, girls, teachers, secretaries, and many parents have testified to the deep interest aroused in the topics discussed. 2. School papers have been glad to publish articles and to write edi- torials on the topics discussed. 3. Several hundred young people have learned the art of discussing vital questions; they have learned to respect the other person’s opinion, and to have greater tolerance for those who differ with them. 4. It has caused the attitude of boys and girls toward each other, both in groups and as individuals, to be more wholesome and normal. 5. The Forums demonstrate the great value of discussion as compared with lecturing. Every adult who comes into contact with the Forum is “sold” to the idea. Adults are welcomed as visitors but are asked to take no part in the discussions. Teachers, Sunday-school workers, Christian Endeavor leaders and others sometimes attend up to the number of eight or ten but they never have any effect upon the willingness of the boys and girls to enter into the discussion. The Girl Reserve Secretary and the Boys’.Work secretary are present at the program planning meetings and one or the other is present at each meeting of the Forum. They remain in the background at the meetings, leaving the conduct entirely to the boys and girls. A boy or girl presides each time, be- ing an officer in the Hi-Y or Girl Reserve: songs are led by a boy and every other detail is handled by boys or girls. The subjects for one series were: World Brotherhood The Church and the Younger Generation Fraternities and Sororities How Shall We Choose Our Life Work? Is the Younger Generation Going to the Bow-Wows?MeETINGS VERSUS FoRUMS The chief difference in the practices of the Associations as described above is in the participation expected of the “audience.” The large and more formal evangelistic meeting is planned to lead to a very definite course of action which the worship, songs and address are all directed to secure. Those which are not definitely thought of as “evangelistic” are planned to give a speaker a most advantageous hear- ing, that his point of view may become that of the listeners. The ob- jective is to “bear in on their lives” the ideals, ideas, or plan of action sponsored by the speakers. In contrast with this is the avowed ob- jective of the forum procedure to aid those who attend to “work their way through to conclusions that are more thoroughly intelligent and Christian.’ and in which it is stated that “the committee has not pre- judged the issue, nor has it any ‘plan’ of its own to advocate. It has conceived its task to be rather that of locating the important factors and of introducing the main points of view.” (Incidentally, some meetings adyertised as “conferences” seem to offer very little oppor- tunity for conferring!) Here are two sharply differing educational viewpoints. In one the audience listens, in the other participation in varying degrees is encouraged. On the one hand, the procedure favors acceptance by the audience of the results of the thinking of the speaker around the particular problem that is considered, on the other hand the effort is made to encourage participants to do their own thinking and arrive at those differing conclusions which appeal to each. One procedure ‘s built around the felt obligation of Christians to win others to the acceptance of the Gospel, the other would apparently seek to deal pri- marily with specific perplexities of daily life, leaving a general formu- lation of ideals to result from new experiences of thinking and living. SELECTING ToPIcs It will be observed that some of the meetings and forums are built around topics or speakers selected because of their pulling power. An audience is secured from those who can be attracted to these speakers or subjects. Others, among the forums especially, represent an ear- nest effort to enlist those who attend to take initiative in determining the subjects that shall be considered. Types or Topics The range of themes also presents some significant contrasts. “Gospel Message,” “The Social Side of the Gospel Message and the Larger Aspects of the Kingdom Building,” “Christian Principles in Business and Industry,” “Science, Philosphy and the Modern World,” “Questions of Marriage and Establishing a Home,’ and the more im- mediate perplexities of living as proposed by young men, are all noted in these examples. While each of these may under circumstances meet a real need and none should be adversely criticised apart from the total plan in which it is found, the range of themes does indicate significant differences of viewpoint as to the educational function and possibilities of such gatherings of young men. * 36 oo 3 % oa x“ % 9Camps Association camps are generally thought to contribute more to Christian Education than most any other phase of Association pro- gram. Therapid growth in camps under Association leadership has seen a corresponding pride in their reported contribution to the Christian education of the boys who attend. The commission has selected, for consideration, but one major phase of camps, the role of the Camp Director. This decision was arrived at because all phases of camping seem to fall into more or less typical patterns around each of the different types of directors. Ob- viously the sort of direction or guidance given to a camp largely de- termines what the boys learn from their experience there. The commission has therefore described several types which have come under their observation. These reveal various attitudes toward the way “Christian Education” is supposed to be achieved. Tyres oF CAMP LEADERSHIP I. THe Leaper WHo MAKES THE PLANS The Association Secretary as camp director makes it his objective to have every detail of camp program carefully planned. The “day’s order” is already posted as boys arrive in camp. At first meal, full announcements are made regarding camp regulations, such as quiet at night, boating, leaving camp, amount of candy allowed, Sunday ob- servance, etc. Beginning with the second day much attention is given to camp awards, Discipline prizes, tent inspection honors, ete. for certain infractions of rules is administered rigor- ously on first appearance. Much is made of camp athletic honors as won day by day by individuals and teams. The director of camp ac- cepts responsibility for most decisions as to permits to leave camp, rules of games, and difficulties between campers. The decision meet- ing on last day is carefully worked up to, with directors guiding the details to assure most effective presentation. In this type of camp the director works early and late to attempt to secure perfect behavior of boys while in camp and to see to it that ach day runs as nearly on schedule time as possible, using the whistle to secure attention, recalls, ete. He relies on a perfectly controlled environment to achieve large character results. Il. THe Leaver Wuo Serxks to Have Boys Makpr THE PLANS The leader seeks to build the program around the expressed inter- ests of the boys. Interviews, written check lists, and group confer- ences are utilized to ascertain these interests. When revealed. boys and leaders together work upon them as groups. The leader has a good deal of information about how to help boys follow out their in- terests. The interests may be archery, snakes, the weather, survey- ing, art and handicraft work, photography, or dramatics. The mass interests are swimming, athletics and hiking. There are some indi- vidual projects, such as making model villages, building dams and mak- ing various improvements. Committees take entire charge of chapel, camp fires and council rings. 10The discipline is in charge of a council of campers, leaders and staff members. Sometimes leaders themselves are “brought to book” and disciplined. Often those who have broken the rules determine their own punishment. In these cases the culprits often are more severe with themselves than the groups would be. In one of these camps at the beginning of the season, an oar was found broken. The director upon questioning some campers nearby got this reply— ‘Ah—why worry, it belongs to the Y. M. C. A.” Toward the end of the season a bed in the infirmary was damaged. Before an investigation had proceeded very far the tent group implicated offered voluntarily to cover the damage. At the first meal the Camp Director made the announcement that this year the camp would be different. That there was no program arranged and no point system. That the Campers would have the opportunity to do what they liked to do most. Questions at once came from the group testing whether we were sincere in our statements. After the meal the boys talked it over together and every fellow started to do about as he pleased, with the resulting cross purposes and complications which would naturally result from having 50 boys in one camp with no unified program of any sort. Then when the boys came in for the next meal the announcement was made that both the Cook and the Camp Director wished to go on the same plan and program and cook and order supplies only when they felt like it. The boys rather thought that this would not be quite the thing. So the suggestion was made that perhaps it would be necessary to have a few simple rules and sort of program in order that all would get the greatest good from the ten days to be spent there together. The Camp Director suggested that each tent select by popular vote two representatives (boys from the tent group) to represent that tent group in the Camp Council. This was done and this group of 16 boys met with the Leaders and through a period of discussion a simple program of sports was mapped out which was but a skeleton program, with many items wholly uncared for. It was found that certain phases of the Camp life and program would take so long a time to follow through in this more democratic manner in the council and it was suggested that commissions be appointed by the Camp Director to work out the necessary plans. Several commissions were appointed, such as Swimming Commission, (rules and regulations concerning use of swimming equipment), Commission of Mess Hall rules, Commission on Camp Athletics, Commission on Hikes, etc. These commissions did exceptionally fine work and showed real initiative on the part of the boys. Another function of this Camp Council was the matter of discipline, which was at all times handled in and through the Council. At one time one of the leaders was hailed before this group of boys and disciplined by them for an infraction of rules. Another means of discovering the interests of the boys was the use of the interest questionnaire. This was given to the boys during one of the first evenings at camp. They filled in by checking all the things they most wanted to do while in Camp that period. These were tabulated and formed the basis for program making in the Camp Council. The system of awards was about the same as in past years but awarded on a different basis. No point record of achievement was kept and the Camp Pins were awarded by the Camp Council after frank discussion of the merits of the campers as to whether they were entitled to Camp recognition or not and what degree they should receive. We feel that this can be worked out better this coming season. There is opportunity here for campers to meet situations rich in possibilities for character building. Whenever a project was decided upon in Camp Council, such as a hike, etc. a committee was at once appointed to take charge of the affair. Many of these projects failed because the boys in charge did not measure up to the task involved but even there the character building processes were at work in a manner never possible under the old system of adult planning and promotion. It takes a higher type of leadership for this type of camp than in the other type. The leaders must understand the processes involved and the ends in view. We feel that there are great possibilities in this approach and that we 11A i ” f ‘ « ' | i S oy " oy ” . should try for a technique which will insure the rich returns possible in this method. III. Tur LEADER oF DOMINANT PERSONALITY “Chief” is the director and dominant personality. He has a dozen associates, each of whom may carry and blow the whistle. These do much of the presiding at meals and meetings. Clever and aggressive personalities among the leaders’ corps are constantly setting new program emphases of the camp. It may be dramatics one time, mountain climbing another, handicraft some other time, or naturing or woodcraft or baseball or music, or all of these to- gether. The person makes the activity attractive and the crowd ac- cepts it. An inner council of leaders runs the camp. There is an award system based fundamentally upon attitudes rather than achieve- ments. Committees of leaders operate the activities. There are no published rules or regulations. Tradition isa very potent factor and is frequently invoked. Discipline for the most part is administered by the tent groups—presided over by the leaders. The disciplinary pro- cedure most employed is deprivation. Bible Study The Association has historically regarded its Bible Study activi- ties as of peculiar worth in Christian Education. In recent years much discussion has centered about the relative merits of various types of Bible Study. Should the Bible be taught and studied around topics or should it be a “book approach”? Should the Bible be intro- duced “only as it bears on a problem” or does this make for the possi- bility that it may not be mastered, or be used only in a haphazard or negligible fashion ? While some have considered a study of the Bible to be an essential in any program of Christian education, the practice of others would seem to indicate that they feel that the development of habits and attitudes characteristic of the Christian are not necessarily dependent on study of the scriptures. The published report of the results of the International Bible Study Tests, based on 15,000 tests which included sections in the Bible course along with sections which tested “ethical discrimination,” have brought into question some of the assumptions of the Associa- tion regarding its Bible Study. These results indicate that, so far as the tests reveal, there is little relationship between knowledge of the Bible and ethical judgment. Boys who rank well in Bible knowledge do not necessarily rank well in ethical judgment, and vice versa. (See Program Paper No. 4 Experiments with Religious Education Tests. Association Press.) This should lead the Associations to examine with conscientious care their methods and assumptions regarding Bible Study. The accounts received have gone into far greater detail in describ- ing the promotion machinery by which Bible Study was launched and kept going than they have in pointing out the strong and weak points of plans, methods or materials. Little was said in the accounts about how the particular plan described was regarded as an instrument of Christian Education. } 12BIBLE SruDy PROCEDURES I. Large organized men’s classes similar to those of the Churches. The “club” has officers and various committees. Vigorous promotion plans and popular teachers make for large enrollments and attend- ance. The attendance and interest has constantly increased from a very small beginning to an enrollment of over eight hundred, with an average attendance of near three hundred men. During the winter months the attendance often reaches four hundred, but during the hot summer months the attendance falls off considerably. However, during the three hottest months last summer (June, July and August), the attendance averaged 141. The meetings are held in the large gymnasium of the “Y” building. A similar program is conducted each week on the following plan: 6:00 P. M. Fellowship Supper 6:25 Musical Feature 6:30 Mass Singing of Hymns 6:35 Talk on the International Sunday School Lesson for the fol- lowing Sunday The meeting closes pronmptly at 7 o’clock. The meetings are conducted by the officers of the Club, who are elected annually. The programs and activities of the Club are planned by a Council, also elected annually, and carried out with the assistance of many sub- committees and volunteer workers. The suppers are served by young ladies from downtown churches—each group serving a month at a time—thus keep- ing down the cost of the meal. Various promotional plans which stimulate friendly rivalry have been used successfully from time to time, such as: Contests between dormitory residents and outside residents; competition between dormitory floors; denom- inational nights: community nights; delegations from Sunday School classes and churches: annual Father and Son Night; semi-annual Ladies’ Night, ete. A follow-up letter to new members and a weekly “reminder” letter to all members of the Class have been large factors in maintaining interest and in creating a spirit of loyalty. The membership includes men of many professions and occupations, of varied phases of religious belief, of widely differing educational attainments and social positions, living in all parts of the city. Nevertheless, the happy fellowship of the Club has been one of the chief factors in its success. Almost every Protestant church in the city is represented in this group. Sunday School teachers and officers have found the talks and the methods of promotion especially helpful. II. Series of lectures on Biblical or closely related topics are con- ducted by some Associations. This description of Bible study lectures has to do with a downtown non- resident Y. M.C. A. No Bible study work of any kind was being offered to the general membership. Some efforts had been made some years previous, but with little success. A questionnaire was prepared and mailed to a selected list of the Prot- estant membership and to all new men joining the Association over a period of three months, with suggestions of courses and possible leaders, with space for additional suggestions. The replies were few but enough so that three courses were decided upon, and three capable, well known men were secured as teachers. In launching this program we took advantage of the interest being mani- fested at that time in King Tut’s tomb, and held a general dinner meeting. Professor C., one of the three teachers, and a well known Bible teacher, and archeologist, gave the main address. Thus the program began. It consisted of three courses, of three lectures a week, for twelve weeks. Result—an average attendance of 30 per session. For a year three courses a week, of six to twelve weeks, were offered, with good attendance, and increased interest. Then there was a feeling that more men could be’ interested in such a program and a Bible study campaign was arranged. Each section co-operated 13. - — ee ee ee state ee te ee eee 2 7 and furnished workers. A goal was set for each section. The purpose was to go to men and present the program to them, and then and there enroll them in one or more classes. It was considered similar to membership campaigns. The chairman was an outstanding business man who was also one of the city’s outstanding organizers of men’s Bible classes. An opening campaign dinner was held, with fifty workers present. Daily reports were made from each section, and the results shown on the contest map. The campaign con- tinued for one week Two hundred seventy-five men were enrolled during the campaign. A class roll was kept and a careful che ck made at each session. Weekly reminders were mailed those absent, calling their attention to the next session. A new feature was added to the class sessions Three to five minutes were given to singing a good hymn, and to a brief prayer. We found that the men who rushed from places of business were very appreciative of such an arrangement. It was a sort of preparation for the lecture. ‘ Most every field of human life has been covered in these Bible study lectures. The experiment has been very much worth while. It has its strong points, and also many weak points. The effort leaves no question but that Bible study can be carried on even under difficult conditions The attendance has been good, and quite regular, men have participated in discussions and in campaigns to enlist others in Bible study, many men have come to have a different con- ception of the work of the Young Mé n’s Christian ASSOC lation, much has been accomplished in enlarging and strengthening the religious experience of men, A word should be said about the teachers or lecturers, if you please to call them that. It has not been the materials used that has been the most successful factor, but rather the leadership. Some men have been used almost constantly. The leadership has been dynamic. They have been men with excellent training, and years of experience. The sessions have been short: thirty-five minutes crowded into a lunch hour is not ideal. Therefore, the lecture method has been followed very largely, the religious forum being one exception. There has been very little Bible Study, using the term in its older meaning. Too great an amount of material has been covered in the time allowed. Men have been free to come without much obligation on their part. Our Religious Work Committee, upon the suggestion of the General Sec- retary, thought out and developed what proved to be a three-year course of lectures on the History of the Christian Church which were given by thoroughly trained and able men, most of whom were college professors lecturing on these subjects in their class rooms The first year’s lectures were given by Dr. ——, Dean of Semitics, Uni- versity of - , and were centered around the following themes: Early Hebrew Religion The Prophets The Apocalypists Jesus Which brought us down to the end of the Biblical period. The second year’s course consisted The Age of Constantine 2. The Age of Augustine 3. The Age of Gregory the Great The Age of Charlemagne ». The Age of Hildebrand . The Age of Innocent ITI 7. John Wycliff and the English Reformation 8. Martin Luther and the Breaking 9. Ignatius Loyola and the Counter 10. John Calvin and Puritanism 11. John Wesley and the KHighteenth Century Revival 12. Nineteenth Century Christianity The first six of these themes were handled by Dr. ———, Professor of Church History, College =» ald the last ‘six by Dr. ———_ Professor of €hurch History in —~—~ College of twelve themes as follows: po Te 45 — - Movement up of Christendom ReformationThis year’s course has been a further study of the Church in the Modern Era and has dealt with the rise and growth of denominations. Our advertising expressed the hope these courses would at once bring a message of spiritual and educational content, give a clearer understanding of our Christian faith and a renewed desire for service in His kingdom. The courses received very- widespread commendation as well as some criticism. Those who commended saw in the courses a blow at intolerance and denominational bigotry as well as a much larger body of better informed Christian workers. Those who criticised felt it to be the open door to the Roman and the Jew to spread their propaganda from the Young Men’s Chris- tian Association platform. It may be said that the latter were a very small minority. Our committee feel that we have done nothing along definite religious work lines which has been as constructive as these courses and our plans for next year are to continue along similar lines in another field of study. III. An extensive program of Bible study for boys is reported as follows: When I entered the Y. M. C. A. work in 1909, I made up my mind to em- phasize the Christian or religious phase of the Y. M. C. A. 1 worked on that basis and made the religious work the center of activities. At first the classes were held in the building, but we saw the advisability of going out and reach- ing the boys of the entire community. Now our work is so organized that we have classes in each school district, with an enrollment of between 2,700 and 8000 boys in weekly Bible study. Every teacher on the Association’s staff this year has one or more classes, and we have some other volunteer teachers besides these. The strong point about the work is that the people in this community recognize that a real religious program is being carried on for boys of ———, and that is what the Y. M. C. A. should do. IV. Bible reading and comments as part of a devotional period are common in camp programs where each tent group observes such a service of worship every day. In some clubs of boys and young men the Bible is thus used as a part of the program of worship at club meetings. V. Bible lessons, following a series of outlines, or one of the standard texts are a part of the “four-fold” program of many boys’ and young men’s groups. This is regarded as one of the four-fold as pects of the program of such groups. VI. The “book study” of college groups represents a distinctive type of Bible Study. This type of study receives its impetus from training conferences for leaders held on a single campus or for several colleges within a state. Leaders also receive training at the student summer conferences. The method involves a thorough study of the series of passages of a book, and this with the purpose of gaining new viewpoints on the demands of Jesus for living today. Such study is generally carried on in the fellowship of small groups. VII. The “problem study” of the Bible is so characteristic of much of the Bible study of the Association that it needs no description here. Student groups, young men’s groups and boys’ groups all follow varia- tions of this type. The various courses prepared by the Association are used. The aim here is to help group members meet “life prob- lems.” Bible incidents and passages are introduced as help in the so- lution of the problems either as giving “standards” or as illustrative of ways of meeting problems, which ways represent experience to be examined along with those proposed by group members. Most of such study follows the “group discussion” method. 15' » be ? 7 C i . . Cr ¥ LV ra J é iD In some of the Bible Study of this type problems are used to in- troduce Biblical materials. The problem is a means of arousing in- terest in the Bible. In other instances the chief concern is in the problems of “life situations” of the group members, and Biblical ma- terials are used only as they are pertinent, no attempt being made to cover a certain amount of the Scripture. DIFFERENCES AND QUESTIONS The differences in the types of Bible Study described turn around several fundamental educational and religious viewpoints. Those who carry on the large lecture classes would probably point to the values in the gathering of such large companies of men, and in the inspiration of the singing and exposition of a Bible passage. Those who are responsible for the series of lectures on Bible or related themes point out the help which comes from the assistance to clearer thinking on religious matters and a better understanding of the background of present day religious thought and religious organi- zation forms. Those who foster the vigorous promotion of direct Bible study classes among boys feel that there are Christian education values in this which warrant the use of high pressure promotion, awards and contests to enlist and keep boys striving for excellence in such study. Among students, Bible study is avowedly carried out asa stimulus and guide to more radical Christian living. The attempt is to under- stand the demands of Jesus for modern life. Some of the Bible study in group work represents the “devotional side” of the four-fold program. Boys secure credits for work done. While the entire program of such groups is described as preparing for “Christian Citizenship,” this phase of the program represents the peculiarly religious element. Where “problem study” is undertaken primarily in the interest of helping boys and young men meet life situations, the concern upper- most is that direct help to living may come from the discussion. Whether or not Bible material is covered is a consideration quite sec- ondary. % a if 3 x * + % a Editor’s Note: The place of the Bible in religious education is discussed in several texts. The following will be especially helpful: How to. Teach Religion, by Betts A Social Theory of Religious Education, by Coe. Case Studies for Teachers of Religion, by Watson. Club Meetings ve 7 . a ve * c * * The limits of the report have made it necessary to center on one aspect of club work. The type for meetings of clubs, boys’ and young men’s, 1s chosen for analysis, since here we have a clear picture of what club members and their leaders do. What club members do re- veals most directly the Association’s method as a Christian Education agency. The problem of the Association around Club Meetings is one of choosing the best methods and subject matters for the production of actual changes in conduct toward a progressively enriched Christian 16personality. It can be stated in such a form as:—what experiences would be most productive of Christian character for this group? It is distinctly a problem of transfer of influence from a club meeting to the actual life situations of the group. The variety of practices by which the Association answers this problem today is illustrated in the following reports of actual meet- ings of groups of boys and young men. TYPES OF CLUBS I. A Set SuBJEcT MATTER CLUB Typical meeting for a newly organized group— 1. Opening ritual 2. Business meeting Devotional period Opportunity for boys to pass tests for credit on a score card (Phy- sical, Intellectual, Devotional, and Service tests). 5. Checking: over test material by leader and boys, deciding on what tests they wish to pass at next meeting. 6. Games. The test material for club meetings is furnished the leader as a definite outline and is usually followed during the first two years of a club’s life. A mimeographed sheet is prepared each month suggesting special tests. These tests become the subject matter of Club meetings. The idea of winning notches makes some appeal, as does the interest in just doing things together. ww _ Il. A COMPETITIVE CLUB SYSTEM A central representative council meets every other week to work out and guide inter-club contests in attendance, new members, regular club meet- ings, service and special activity projects and attendance of the club’s repre- sentatives at the central council’s meetings. Each club participates in the activities sponsored by the Central Council to the extent of their interest. III. A PATTERN CLUB SYSTEM Meeting called to order by the President; Scripture selected and read by one of the members: a circle of prayer, practically all participating, follows; roll call. committee reports, etc. The remainder of the program consists of several prepared three-minute talks by members, on topics in which they are interested: several two-minute extempore speeches, and jokes by the club ‘humorist’: declamations by the club “declaimer” follow. These offices of “humorist” and “declaimer” alternate among members at each meeting. Games and stunts or play end the meeting. IV. A RELATIONSHIP CHART REVEALS INTERESTS WuicH ARE FOLLOWED The meetings of the club grew out of the use of a chart which helped the boys to see the main lines of their relationships and activites. Each boy filled out such a chart. These blanks were studied during a week, analysed and then talked over in the club meetings. This meeting amounted to a program making evening as intevests were chosen and responsibility delegated and plans laid. It was discovered around the Home Relationships that the boys performed many duties as part of their family work. They decided to discuss “How much a fellow ought to have to do at home.” This was fully discussed and led on to the question of whether or not a boy should te paid for what he does at home. The boys held a debate on this topic and out of it came the question of a boy’s spending money. This led to the discussion of the school thrift plan and the giving of money. This giving idea led into a Christmas project of much interest and a clear cut idea of what Christian giving implied. Other lines of interest around reading led to trips to newspaper printing offices: school, church and community interests and projects were also planned and carried through.i ue ’ a 7 . a ‘ ‘ ' a ee to ee ee ee ee ee ee ee ee ee V. MEETINGS GIVEN OVER TO CONSIDERING ‘‘Hor Spots” IN GENERAL CLUB LIFE Meetings of a young men’s club center around some interest which is “hot” in the general program of the club. Several meetings were used to discuss thoroughly the charge that the club had won an inter-church track meet by the use of “ringers.” Several other meetings were used in discussing the question of buying swimming suits. The question centered around the amount of effort and the results if the money was earned or if it was obtained through a “raffle.” The discussions resulted in a plan which was carried out and settled the mind of the sroup as to the undesirable features of the raffle. VI. AN INTEREST GROUP One club was organized with an interest in Indian Lore as the basis of organization. Their first meetings were held around the Council fire in true Indian fashion. The Council fire was provided by a few logs, a covered electric light, and was in the Boy’s Club Room. After two or three meetings, it was suggested that they would like to have a big feed, plans for which were made and carried out within the next week or two. This feed was so successful that they began immediately to talk of another. Thanksgiving was approach- ing, and one member of the club dared to suggest that the members ought to be thankful that they could have such big feeds when there were so many boys in the city that wouldn’t get a decent Thanksgiving dinner. This led immediately to a discussion on what they might do about it and eventually into the causes of poverty. A superficial consideration was given to the trends of organized industry in their continuance of poverty. At Christmas time they selected from among the “one hundred neediest cases” six that they felt most deserving. They published a little mimeographed folder telling something of these cases and sent a representative to each club with a challenge to take one family and to do something for it at Christmas time. This led to a discussion in another club on the same problem of organ- ized industry. Growing out of this project the first club turned its attention to people of other lands to see whether or not they lived in poverty also. One of the boys produced a jinrikisha and this directed the thought to China and Japan. The committee visited the International House and secured a young Japanese student to come over and lead a discussion with the group concerning the customs and living conditions of the Japanese people. Following this an American student, who had spent three years in Japan, came over and led a discussion and showed a number of stereopticon slides on Japan and China. While the project was still good and a very strong discussion was continuing with much interest, a boy suddenly realized that the club had gotten away entirely from what they had started to do—‘Indian Lore,’ and with a bang! the whole group came back to earth again. The following is a possible classification of Clubs into three types: I. Receptor CLuBs—This type includes the following practices in Club meet- ings: (a) Rituals for opening and closing set order of business. Bible study. (b) Passing tests for points-awards. Advancement through degree system. (c) Programs of songs, discussions and speeches ‘for club enlightenment. (d) Interviews and tests to determine individual and group weaknesses, and a program built to help individuals and groups seek self-improvement. (e) Seeking to become four-fold in both the programs of meetings and life practices. Receptor Clubs are characterized by a major emphasis upon seeking im- provement; developing self in order to be more able to serve—service oppor- tunities in the program itself are few. Their meetings are determined by what will do the club the most good, or get the largest membership, or win the most recognition for the club or the largest scores for individuals. II. REFORMER CLUBS. This type includes the following practices in Club meetings: (a) Come-clean movement meetings 18(b) Campaign planning and promotion meetings (c) Promotion of annual or set observances such as Father and Son, Thrift (d) Personal evangelism meetings (e) Personal workers club meetings (f) Booster club meetings These clubs try to help others see what they believe is good. They work through social pressure, authoritative means and measures, political sagacity, quality, ability, and power of group membership—promotive efforts, salesman- ship. III. CREATOR OR INQUIRER CLUBS This type includes the following practices in club meetings: (a) Discussions of controversial situations (b) Project program eroup meetings (c) Free platform forums on specific problems or situations. Creator or Inquirer Clubs are characterized by an open-minded willing- ness to share their values and add to them by exposing themselves to the fellowship and cooperative search for truth with those who believe quite differently. The process is one of replacing controversy by a united effort to discover or create ways of meetings the situation which will embody more of the truth which motivates those of opposing or differing viewpoints. Program and its Relation to Membership Practices The matter of membership in Young Men’s Christian Associations and its relation to Christian education has been referred to another commission for exploration. The Commission would go so far as to raise the question if much of our confusion in defining the meaning of membership may not be due to the fact that many Associations have regarded it as a problem of names, titles, fees, arrangements, definitions, ete., rather than a question of program—what members will do and how. In the local experience reported to the Commission there is evl- dence of the fact that many Associations are giving attention to the development of programs ; i. e.. things to do, ways of doing them, etc. for active members. Some Associations were found which make their major, and almost whole, concern promotion and program for active members. The accounts told of several plans for “assimilating” members from the point of view of vetting them to take part in activities, for making them feel a part of the organization or to increase the “‘per- centage of renewals.” We quote from four of the accounts, not to contrast the details of procedure shown in each, hut rather to illustrate what undoubtedly represents differing general points of view. Fo. Each of these accounts discloses a point of view about what it means to be active as an Association member. How a person partict- pates as a member of the Association is the significant matter from the point of view of. this Commission. That goes far to determine what the total experience with the Association will mean to him educa- tionally—and in terms of Christianity. How MEN EXPERIENCE “MEMBERSHIP” I The New Members’ Dinner was inaugurated at ————— Branch about ten years ago, with the following as its purpose: 19Li i n ‘ Tt. See het ie el del dk ei oe Ji mtaertreeers To discover the interests of the new man coming in. To help the new man get acquainted. To familiarize the new man with his club ] To present him with his membership ticket. ; This dinner is held on Thursday night of each week from 6:30 to 8:00 P. M. The charge is fifty cents a plate, and there is an average attendance of thirtv new members. Each man is sent a printed invitation several days after joining, with return reservation card enclosed. Within the last year, these cards have been stamped, which has increased the average attendance from about thirty-three per cent to forty-eight per cent. During the dinner, each man is asked to give a one-minute speech, giving his name, occupation, and reason for joining the “Y.” Song sheets are used between courses which is a sure cure of any cold'formality which may exist. Following the dinner, each man is given an activity chart upon which is noted all the activities of the Association under the headings of Educational, Physical, Social, Vocational, and Service Departments. As these activities are presented by the respective department heads, they are asked to check the activities in which they are interested, or about which they would like additional information. Every effort is made to keep the talks within the twenty-five minute schedule, as follows: Educational, 5 min.; Physical, 10 min.; Membership, 3 min.: Social, 7 min.: Vocational, 5 min.; Service, 10 min.: Summary. 5 min. When possible, the executive secretary presides: otherwise it falls to the lot of someone in the Membership Department. Immediately following the dinner, all present are taken on a tour through- out the building with volunteer dormitory men acting as guides. I] In addition to the general dissatisfaction with the present membership practices, this idea developed somewhat through a process of réasoning as follows: If the Y. M. C. A. is a Religious or Christian Education enterprise, we understood this to mean that every activity of the Association must. be- come a project or a process in Christian Education. This would seem to mean that every major activity of the Association would be measured by one final test, namely: “Has the activity actually enriched the religious experience of those who participate in it?” Membership, or the joining of the Y. M. CG. A.. is generally recognized as the major activity in the Association. We then face the question: “Under what conditions is joining of the Y. M. CG. A. likely to result in an enriched religious experience on the part of those who join?” We then tried to put on paper an answer to that question. The pre- liminary draft was then presented to the General Secretary and two or three other of his associates in the General Office. The result of this conference was the approval of the idea in general. with Some changes in the way it was expressed, and it was decided that the most favorable places to undertake such a plan were in two new departments which were due to open in about three months, A member of the General Office staff was asked to assume special respon- sibility for the guiding of the experiment and the experiment gradually took form, after conference with various persons interested. The plan was put on paper in two forms—one under the general heading of “project for the guid- ance of those directly responsible for promoting the idea,’ and the other under the heading “Some conditions which seem to be necessary before membership in the Y. M. C. A. will become an effective process in religious education.” This was prepared for the purpose of showing why this plan.was proposed and secondly to interpret these principles into definite and detailed steps for Association operation. Some of the strengths of the plan seem to us to be: 1. That men and older boys, before joining the Association, are given a pretty clear understanding of what the Association is, what its purpose is for each individual and what methods it uses with them. 2. It brings the individual face to face with the question of whether or y a tour through the building. 20not he wants to join an enterprise which is trying to do something in the community and whether or not he will actually join in the forwarding of the purpose of the organization for himself, for other members, and for the community. 8 The right to accept applicants for membership has been taken out of the hands of all secretaries and left in the hands of the members themselves. 4 All interviewing of applicants is done by laymen who are members of the Association. This in itself has had very significant results, both in the lives of those who do the interviewing and of those who are interviewed. 5. This process has given all laymen and committeemen who have come in contact with it, a deeper interest in and understanding of the Association, and a greater responsibility for its welfare. It has also given many members an understanding of why the Association carries on its program in theeway that it does. III A purpose membership has been established which has no relationship to privilege but which requires a member to (a) Accept the purpose of the Young Men’s Christian Association as his purpose of affiliation. (b) To render some volunteer Christian service. (c) To make a contribution toward the work of the Association at home or abroad. Purpose: 1. To develop young men and boys in service to the Christian cause, to the full measure of their normal possibilities, in body, mind, and spirit. 9 To lead them to faith in God through Jesus Christ. 29 To lead them into membership and service in the Christian Church. 4. To influence them to devote themselves in united effort with all Chris- tians to making the will of Christ effective in human society, and to extend- ing the Kingdom of God throughout the world. With such a purpose the fact is apparent that the Young Men’s Christian Association is more than a building or a staff of secretaries or groups of men playing in a gymnasium or billiard room, studying in a class-room or even attending a Bible Class. It then appears as a movement, an organization of boys and men with a definite purpose—the realization of the Kingdom of God on earth. Any purpose member desiring to use any of the privileges offered by the Association pays the same rates as those charged Association membership, which includes the purchase of a house privilege ticket. This plan is used in the Senior and Young Men’s Divisions. The Boys’ Division operates on a some- what similar basis. Recruiting for purpose membership is done among the holders of house privilege tickets and also through the enlisting of men for the specific service tasks. This plan has made it necessary to discover definite tasks to which men can be related. The uncovering of service opportunities is probably the most important feature of the plan, for men must not be enlisted for service without their being quickly related to a service task. The other type of work might be summed up in the sort of commission we give each of our leaders: “In the district in which we are asking you to work there is a certain number of boys who are able to influence the living of the boys of that district in their natural groupings in the direction of Christian living. Go find those boys. Make them conscious of their ability to influence other boys. Then form them into an association whose purpose it is to create, maintain and extend throughout that district, high standards of Christian living.’ This leader goes out looking for strength in boys; not for weakness. Each boy associates his efforts with others who share the common purpose. To have the best influence each individual must be Chris- tian in a real sense. I believe we have a right to call this the grade school, high school or employed boys’ division of the ‘““Young Men’s Christian Associa- tion.” In carrying out the common purpose these boys use the equipment of the association in many ways. On the gym floor and in the various rooms 21ee ee a te el ed oe ee of the building they meet other boys from other districts. They engage in activities that are physical, social, religious and educational. Guidance and Counsel A young man “drifts into” a Y. M. C. A. building. He wants to “Join the Y” and take some exercise. He is told he must have a phys- ical examination and later meets a physician who talks with him about his health and the exercise he may or should take. What do high edu- cational standards demand of the Association in sucha contact with this man? To what extent can this be regarded as Christian educa- tion? Must the doctor turn the conversation to religion in order that this may be considered a Christian episode? How should the conver- sation proceed in order that it have the largest educational values for the new member? An employer reports that a young man is failing in his position. He is neryous, apparently unhappy in his home and family relation- ships, his personal and business affairs are confusing and oyerwhelm- ing him. The Association seeks to help through personal counsel. As a representative of a Christian educational organization, is the coun- sellor obligated to talk about religion? To what extent is the Asso- ciation obligated to secure the best available scientific techniques if it assumes to help in such cases? A new member agrees to meet a representative of the Association for conversation. He finds the interview turned to questions of his church relationships, his attitudes toward and belief about God. and his religious experiences. The Association regards this as a “reli- gious interview.” Is it fair to examine it critically by educational standards or should the Association be satisfied if it is religious ac- cording to theological standards? To examine such incidents as these educationally is to scrutinize them with the aim of discerning what men learn through them. Just what do these experiences mean to men? How do they help men make new adjustments to life? Such questions are easy to state yet it is difficult to trace out their answers in each incident. To examine such incidents with a view to forming an opinion.as to the extent to which they are Christian will find men proposing quite differing questions. Some will ask: Did they talk about Christian things? Others will ask, not about the content of the conversation but rather, “Was it Christlike in its spirit of helpfulness?” Others will ask not so much about the content of the conversation or its spirit alone, but whether the method was one best caleulated to assist the man in his difficulty. The Association’s practice both puts and answers such questions as these in sharply differing ways. Among the samples of the more sig- nificant activities from the point of view of Christian education as re- ported to us are the following. Such questions should be kept in mind as they are studied. TYPES OF COUNSEL AND GUIDANCE I. INTERVIEWS Witu Atri NEw MEMBERS The ————_—_—___ Young Men’s Christian Association has in use a compre- hensive plan for interviewing all members as they join the Association. In 99addition to the physical examination, which has its social and religious phases as well as its health objective, there is an interview arranged at the time of the examination for each member by a special committee, called the Recep- tion Committee. One objective of this interview is to assist each member to get the most helpful adjustment to the program of the Association; this is the usual approach, but it goes further and seeks to discover and help on personal problems, in particular the problems and attitudes related to the development of a Christian life of reality and influence. This work is followed up, where appropriate, by the co-operation of the churches, especially the Young Men’s Bible Classes, with the objective of relating men to mem- bership in and service through the church. In connection with this scheme of interviews, a self-measurement chart is used with men eighteen to twenty- five years of age, which, in addition to the practical help given, shows the member that the Association is trying to be helpful to him in his whole life. The plan was put into operation in 1918 and has been carried on con- tinuously since that time. The pastors of nearby churches were interviewed and their help secured in providing a staff of laymen interviewers who combine an understanding of young men with a religious life and interest which gives them something to share. These interviewers have been called together at intervals for conferences and training. The Gym Leaders’ Club now provides a group of interviewers also. Men of the staff are used as interviewers in addition and this offers a ready means of introducing younger staff members to this type of work. A young man from the dormitory han- dles the introductions of men to interviewers and some of the most vital results of the system have come in the lives of these introducers, who have been impressed with the significance of the work. Contrary to democratic practice, men are not asked if they wish such an interview, but the matter is handled in such fashion that very few question what is done. They assume that the Association is following a natural pro- cedure in explaining to new members the underlying purpose of the “Y” and seeking their co-operation. Among the values in this type of work are these: The ready response of the great majority to a natural approach to their religious life: the discovery of many very definite needs and problems to which we can bring help, and of capacities often unsuspected to which we can offer expression in service; the opportunity to show the reality of one’s own Christian experience to those to whom, for the most part, such a report of experience is “news”; and the possibility of having a part in getting men started toward a conscious and vital relation to God and to his program for the world. The plan of activity here given shows wide possibilities in evangelistic effort and if conscientiously and thoroughly carried out, has great possibilities in permeating all activities with evangelistic zeal and effort. The greatest difficulty is in securing interviewers who have the ability to share with others a clear understanding of and vital enthusiasm for a genuine Christian life. A further weakness is in the follow-up. Real difficulties are involved in the rapid moving of young men, the size of the membership, which makes it hard to establish contact with individuals, and the inadequate follow-up organization of both the Association and the churches. Il. GumpANCE SERVICE For MEMBERS Prior to september OL 120) | received all of its new members at the Business Desk. The securing of a membership was a business transac- tion. Little was done in the way of integration and personalization or guid- ance. The large turnover, the impersonal condition of the membership, and the failure to determine whether we were actually meeting the needs of our members led to the appointment of a secretarial committee to investigate the problem and suggest a solution. After a thorough study from the standpoint of both the new member and the Association, the committee recommended an experiment of Membership Interviewing and Counseling to scientifically attack the problem from the following angles: 1. A determination of the applicant’s desires and needs in an effort to find out how we might best serve him. 2. A personal counseling and guidance service. 99 “ivU he G rn ‘ f Ul if a ‘ 7 , ! iy ’ ) 3. An integrating, directing force more effectively using the present form of organization or suggesting changes in the program to meet the needs and desires of the members. 4. An attempt to ascertain how the new member might be of service to the Association. 5. A more dignified membership transaction. 6. A research agency gathering personnel data. outlining the field and scope of operation. The guideposts of education, psychology and sociology are pointing from the mass to the small group and the individual. Guidance is a fundamental essential in this program. Since we are a large metropolitan Association, ac- customed to mass operation, this transition is doubly important for us. The preliminary interview gives us this opportunity. Instead of having as many doors as there are departments. we are working toward one entrance to mem- bership. At this door we have a person capable of interpreting the Associa- tion in terms of the needs of the individual, performing a guidance and coun- seling service. When the applicant asks to “join the gym” we have an oppor- tunity of presenting the whole Association to him, often guiding him into the fuller fellowship of the Association. The interview is a discussion or conversation and not a questionnaire. The interviewer is a general counselor having a group of authorities in specialized fields -to whom he may refer the person if necessary. Oftentimes the man is referred outside of the Association where his needs can be._ more effectively met. Quite often we find that the applicant is seeking that which he needs least. It is then our opportunity to discuss with him his life problem and direct him to the place where he may solve it. For this work to be successful. the co-operation of every member of the Staff is required, since the new members are referred on to them. Nothing is accomplished unless the findings of the interview are acted upon. The inter- viewer, because of his strategic location has his hand on the pulse of the individual and the whole group. His diagnosis must be passed on to the proper person and there be used in meeting his needs. There must be com- plete integration on the part of the staff. This may require a complete change of attitude and a dissolving of departmental organization. The dollar sign shadows the new approach however. Mass activity em- phasis is economical. A guidance program requires more staff and equipment per member. Research and investigation is costly. Our work can not escape superficiality unless it be thoroughly and exhaustively conducted. Ill. A BuREAU or PERSONAL PROBLEMS Some four years ago we became interested in the use of the testing processes being developed in the field of psychology for making our counsel and service to individuals more precise and more fundamental. We conse- quently decided to launch out upon an experiment with the use of scientific personality studies in connection with our Downtown Employed Boys’ Branch. We secured for leadership in this effort a college graduate who had specialized in the field of psychology and sociology and who was then, and who has con- tinued since, doing graduate work in these fields. Problems in the field of family adjustment and personal problems affecting young men in the banks. offices and retail stores of the business district quickly occupied the attention of this new service. With a number of business concerns an understanding was arrived at by which no boy under twenty-one years of age would be fired without first arranging an interview with Mr. —— — for the purpose of making a thorough personality study of the individual through the best existing scientific methods. These included tests of mental ability, emotional stability, and a general personality study. The results of studies growing out of this agree- ment quickly established the value of these tests in determining the voca- tional placement of the individual. We had not gone far before a formal de- partmental organization seemed desirable. As a result, the Bureau of Personal Problems was established in co-operation with the Massachusetts Branch of the Psychological Corporation of America. The Bureau was related to our City-Wide Office and its services were made available to all the branches and departments 24of the Association as well as to individuals establishing contact with it directly. Two medical doctors who are recognized specialists in mental hygiene problems were secured as consultants. The business of the Bureau was to deal clinically with problems of behavior and other social or vocational maladjustment. In the early days its primary opportunity was with individuals who had become con- scious of some problem in their own growth and progress. Hundreds of these have been dealt with, giving opportunity for much sound counsel based on the actual situation as revealed by the objective aid of measurement. In addition, many emotional stresses and strains have been cleared up. However, from the date of its inception it has been the deliberate purpose of the Association not to allow this work to become a separate department operating in an exclusive and particular field. Every effort has been availed of to inform the whole staff of our organization about the purposes of the bureau and to acquaint them with the actual services to individuals that it could render and how these might be related to the several activity departments of the Association. During the three years covering the period of its opera- tion a growing use has come to be made of it by the secretaries having perma- nent program relationships with members. Responsibility for guidance is thrust upon every secretary members. The first duty of the Bureau of Personal Counsel is to educate the staff so that they more readily recognize indications in the individual of needing this service. Individuals come to the Bureau from membership secre- taries. who are helping applicants for membership to determine their Associa- tion program; from physical directors, who discover needs in connection with their physical department contacts; from boys’ work secretaries, to whom they have been brought by club leaders, ete. The studies resulting from the inter- views with these individuals then become the basis of personal counsel both with reference to the habits and practices of the individual and with regard to his program, educationally, vocationally, socially, etc. Analogy might be made here between our practices in this connection and those in the medical field. The Bureau studies become in this sense the diagnosis. The prescrip- tion is the procedure determined upon between the Head of the Bureau, the individual himself and the Secretary who has brought the individual to the attention of the Bureau. To be sure many things will require confidential handling in which the individual and the Bureau Secretary will alone be participants but the program phases of the follow-up will be determined in counsel participated in by the secretaries involved. The introduction of this scientific methodology into our program makes available through the Bureau to every secretary confronted by an individual needing help the results of an adequate scientific personality study. Our plan makes the technical clinician and the secretary jointly responsible for the follow-up. We believe that adequate service to the individual requires the contribution that each has to make. Consequently, guidance in the Association is a function of the whole program division and comes to focus in the conference between the secretary involved and the clinical technician after the data upon which a life program can be based has been secured as the result of a study of the personal history of the individual, his intelligence quotient, soundings for special abilities or special disabilities, emotional studies and vocational tests, etc. We believe that with this data in hand we are then able to give valid guidance in the fields of personal adjustment, educational program, vocational choice and general life guidance. dealing with IV. EMPLOYMENT COUNSEL During the past five years the ——— “Y” has found employment for 18,201 men and boys and given Vocational Guidance to more than 3,000 of them without operating cost to the Association. This was made possible by the visible-jobs-for-members system instituted by Mr. —————-, Employment Secre- tary. Nvery job when received by one of the three secretaries is numbered and posted on the blackboard in view of waiting applicants. Every man placed must be a member having paid at least part of his dues. The Employment Department is credited with all the dues paid by men who join in that depart- ment and also with the $1 reference service fees received. These receipts cover all direct operating costs of the department. Or ovo t o i . i n a a . D . i ’ 0 Titties eer tie ee 22 te Soe es a Vocational Guidance has been given by formal interviews based on self analysis blanks as well as by “Find Yourself’? Campaigns. The matter of getting a stranger in the city located in a position is very important, the helping of a boy out of school to make his first connection with the world of business is just as important, the helping of any man out of work to get another position is work worth doing, but to take a man or boy and help him to shape his whole future career so that his life will be a success is of inestimable value. To meet the man from anywhere, who has landed in our city “broke,” without friends or resources, and who has picked up that “inferiority com- plex,” and is about ready for suicide or criminality, and show a real sympathy, getting him work if possible, or if not, at least giving helpful suggestions, ad- vice and encouragement, is worth doing and may make a future friend of prominence for the Y. All of these things, if done in the spirit of Christ, and in His name, will catch these men and boys at a critical time in their lives when they do not feel in the mood to talk about religion. but a real sample of “pure religion and undefiled” will have a greater influence for good than worlds of talk. “I consider myself doing more Christian service than when I was a mini- ster of the Gospel,” says the head of this department, V. PHYSICAL EXAMINATIONS AND COUNSEI In launching the plan we carefully arranged all the material we could collect so as to show the importance of physical examinations and interviews from the standpoints of protection of others. protection of the individual himself, prescription of exercise. proper initiation into the department, and social contact with the directors. The organization for the work consists of about fifty doctors who agree, after personal interview with the physical director or a member of the physi- cal department committee, to come to the Association at least once every three weeks to make the examinations. A committee of assistants composed of mature men of good personality is charged with the function of meeting the examinees, introducing them to the doctor. helping them to get their blanks filled out, answering questions about the department, and doing anything they can to help the member get properly started. The committeeman on duty calls another doctor in case the regular doctor on the book does not show up. An appointment book is kept in the general office, with examination dates, arranged ahead, under which any member of the staff may book appoint- ments. There is a standard examination blank and a standard interview blank. When a man or boy joins the Y. M. C. A. physical department the secre- tary receiving his application makes an appointment with him for a physical examination and instructs him in filling out his part of the physical examina- tion card. He takes the card with him and on the date of his examination. brings it back filled out. The committeeman on duty receives him, introduces him to any other examinees who may be present, weighs and measures him and introduces him to the doctor who examines him. His card is then turned over to the committeeman again and is put into the physical director’s desk drawer pending interview. An appointment is then made for him with the physical director or an interviewer. by the committeeman, and he departs. The man, or boy, usually returns the next day for his card and is met by the in- terviewer, usually the physical director, who looks over the result of his physical examination and hands him the interview blank to fill out. All points of physical need are gone into in detail and this, with the questions which the interview card raises almost invariably, brings up moral, religious, and character questions. The member’s character is then analyzed on the basis of his most pressing problems and an effort is made to relate him to the depart- ment of the work of which he is most in need. He is told plainly what the Association stands for, what is expected of all] members, what he may expect of the department, and all the rules regarding uniform, Tote Basket System, etc. If he is good material for some team. committee, or group, his name is put down in a book kept for the purpose and referred to in the organization of such groups or handed to the leader or coach of such groups. His member- 26ship card is issued to him only by the physical director, and then after ex- amination, interview and payments are all completely met. After the interview is over the interview card is passed on to the religious work department, which follows up the church connections and helps the member become properly related to the church. : The plan has been in operation two years, during which time about three thousand examinations have been made, the same number of interviews has been made, hundreds have been related to the church, committeemen have been found for almost every department of the Association program, members for Association teams and officials and workers for Sunday Schools have been secured. The spirit shown in the department alone as a result of the better understanding of the work is considered worth the trouble involved in the examinations. The program of the Association has vained prestige because this kind of work shows that serious effort is being made along the line which serious minded people of the community think ought to be the real work of the Association. The fine accounts.as given do not, of course, include all the forms of guidance and counsel practiced by the Association. They do, how- ever, illustrate differences of viewpoint. It is assumed that they can be judged as samples of Christian Education, for they do represent ex- periences through which men learn. The young men and boys who receive this guidance are changed thereby. Each counselling incident represents education and education conducted by an organization which ealls itself Christian. In comparing fine types of practice given in this section, the reader should examine their assumptions as to how men are helped. The vari- eties of organization of eounsel are incidental to this major. concern. Editor’s Note: For suggestions as to the qualifications needed in a good interviewer, see Finding the Individual Student and His Problems, by Prof. Donald G. Paterson, (1926). Within Educational Departments A professional survey group composed largely of educational spe- cialists was studying the educational work of a Young Men’s Chris- tian Association. A number of the Association leaders were related to the survey group. The Association leaders lost no opportunity of emphasizing the uniqueness 0 the educational work because of its distinct Christian character building purposes. But the educational specialists in their study were unable to discover any definite charac- ter results which they could trace to the educational work. Such activities as were labeled “character building” by the Association leaders failed to classify as educational in aim or method. Further, the survey group found that the Association leaders themselves were neither definite in their thinking nor in agreement as to what was Christian character building. Is it probable that the educational work of this Association was effective from a Christian educational viewpoint? Should its effective ness have been judged by the sincerity and religious regularity of the administrative staff, or the church affiliation of the instructors or the ‘deals of its advertising, or the percentage of students enrolled in Bible classes—or are the desired results too subtle for description ? A study of the present representative practices of the Association educational work of the country reveals a considerable variety of view- points both as to the aims implied and the methods utilized. There 97 a iseemed to be little else than opinion available for the challenging of aims, the evaluation of methods, or the measuring of results. The range of the objectives implied extends from the religious instruction of a specialized nature to a broad and often indefinite statement of personality development. The more common practices of the educational departments would probably fall into the following general groups: I. DEPENDENT Upon THE INFLUENCE AND EXAMPLE OF THE LIFE OF THE TEACHER Practically all schools seek to secure instructors who not only qualify as actual members of the Association and are able to teach the technical aspects of the work but who, in addition. give evidence of an interest in and an ability for developing ideals and habits of Christian conduct in the lives of the students. Since the “Meeting of 146” in 1919 this has become a general practice. The promotional value of a “big man” as instructor occasionally brings a conflict with this principle. These are activities but in addition to these, we seek to promote an atmosphere of Christian fellowship and high ethical standards, such as is found in our best small denominational] colleges. The high character of the instructors whom we select is our best means of producing this atmosphere, in addition to the above activities. Qualifications of a Faculty Member a. He should know his subject. b. He should have teaching ability. c. He must have an infectious Christian character with-a dominating pur- pose, d. He must show interest in emphasizing right attitudes. Character should be judged by the life which a man lives. A faculty mem- ber might be a Roman Catholic, a Jew, or a Protestant, provided only he lives a religious life as exemplified by the personality of Jesus. Il. THrRouGH TEACHING or IDEALS AND Haprirs INVOLVED IN OR Rp- LATED TO THE TECHNICAL CONTENT OF THE [EDUCATIONAL COURSES Proceeding on the assumption that practically every classroom session of a vocational course furnished an opportunity of revealing some ideal, attitude or habit of desirable personal conduct or social relationship, attempts have been made systematically to bring out the inherent character building aspects of instruction. The detailed an- alysis required has seemed to make it difficult for this plan to be used to any large extent. In this connection, it was emphasized that extraneous Subject-matter Should not be projected into a curriculum in an artificial attempt .to build character for it would defeat the very ends which it was desired to achieve. There should be a systematic attempt to stress with the faculty the need for character building in curricula, courses, content of courses, methods— emphasis being placed upon the normal spontaneous rather than forced situ- ations. Tit. TuHrovcH Specia, Courses in RELiciovs EDUCATION, ETHICS, SociAL PROBLEMS, Erc., as A Parr or THE REQUIRED CuRRICU- LUM Practically all law schools give courses in ethics. Several Schools of Commerce give courses in which social] relationships and personal obligations are treated. One Preparatory School which offers stand- 28ard training in high school subjects, in both day and evening classes, introduced, this year, a department of religious education comparable to the departments of mathematics, history, Inglish, ete. A full time instructor related to this development works with small groups of from eight to ten students each. Methods are used to stimulate a student to think through the problem itself. Later courses are to be offered in fundamental principles concerning human relations and the right attitude toward earning a living. We have introduced in our Day High School a Department of Religious Education. The head of this department is an ordained minister, and has had a year of instruction in sociology with Dr. Ross and Dr. Gilliland at the University of Wisconsin. He is teaching, as a definite part of our curriculum, courses in the Life of Jesus and Old Testament Characters, and will give a course in the Social Applications of the Teachings of Jesus. No student will graduate from our Day High School who has not at least one unit of this training. This man is very capable and his students enjoy the work greatly. He is also developing some courses in the Night High School which are on an elective basis. In our College Preparatory School we conduct a course on the Bible, in which students secure credit just as they do in a course in mathematics or English or science. Third—Parents are favorable to our religious educational work. While we do not attempt to teach sectarianism in any way, we do give these boys a good background in Old and New Testament history through these regular courses which have been established. IV. TuHrovucH THE PROMOTION OF VOLUNTEER STUDY AND DISCUSSION GROUES (2 a. These discussion groups are of at least three major group types. One plan brings together through various types, at personal invita- tion, small groups of from eight to ten men for a series or from six to twelve discussions on basic social, economic, and personal development questions—money, and its use; unemployment; the right to comforts; how far should self interest go, etc. b. Dinner Forums. In another city twice a week during the height of the educational work two different discussion groups meet weekly. A large number of the students attending on Monday and Thursday night meet, for instance, at dinner at 6:15 on Monday night. A minister or leader appointed for the purpose presents a practical interpretation of materials somewhat similar to Bible study na fifteen-minute talk. The meeting is then open for discussion and it adjourns in time for students to go to their 7:30 classes. A similar plan is followed by the Tuesday and Friday night students. In a third city the School of Commerce arranges a series of ten dinner conferences to discuss ethical and character problems of busi- ness relationships. Outstanding Christian business men were select- ed to lead the discussions. The plan has been copied by the School of Law. ce. Regular Bible Study groups are conducted by a number of schools. V. Spectra, EvANGELISTIC CAMPAIGNS FOR THE EDUCATIONAL STU- DENTS Usually these come at Easter time and consist of a series of talks either presented to the classes themselves or given in an assembly 29fi 1 he A Ul rn G f is ' © n L C , ‘ ns Y ee te a ee eee J a et room near the classes Attendance 1s promoted among the student body. Last month we held a series of meetings available to all day and night students under Rey. . In which he discussed the value of Bible study and daily reading of the Word, and he secured decisions for the Christian life. Christmas and pre-Easter assemblies always emphasize the religious side of our nature. VI. TurovucuH Morr or Less ReGuLtar REQUIRED CHAPEL EXXERCISES These talks range all the way from informing and entertaining to carefully planned presentations of spiritual issues by able speakers. In some places the student body has a_ responsibility for arrange- ments. The educational departments of the Y. M. C. A. certainly constitute a Christian educational movement. I am sure that is true of the ——— Insti- tute of Technology. The following is a list of activities of a distinctly re- ligious or ‘character-building nature. 1. A weekly assembly of all day school students in the Central Building, where messages of religious, moral, inspirational, or an educational nature we sven: Zz. A weekly assembly of the students for the Auto and Radio Schools (which occupy a separate building), where a religious message is given by a local pastor. Usually this is a connected series where the ministers speak Irom) six to twenty-five times in sequence. The Principal of our Business School conducts daily devotion in his school the first period in the morning, reading a passage from the Bible, mak- ing a brief comment, and leading a prayer. VII. PERSONAL AND GUIDANCE INTERVIEWS Several large schools have definitely organized guidance depart- ments employing tests and other systematic means for self-analysis. The interviews often lead to a careful consideration of personal prob- lems essential to the all-round’ development of personality and to the more effective adjustment of the individual to life situations. In practically all schools, opportunities for interviews with the instructor on personal problems rise out of classroom contact. In the better or- ganized schools the school principals and deans spend a large portion of their time in helping students in personal and personality develop- ment problems often arising from scholastic and financial difficulties. A large percentage of these interviews lead toward definite planned programs usually educational in nature and often based upon Chris- tian interpretation and motivations. In some places the guidance in- terview plan seems to be used as a means of getting at personal and religious problems, in other places the guidance interview seems to be regarded as a worthy end in itself. Guidance is probably the most important phase of character building. Guidance should include the whole range of life activities. It should be per- Sonality guidance rather than any narrow phase of guidance, such as vocational guidance. Religious interviews are a regular part of most secretaries’ and teachers’ weekly program. VIII. * * * Srupentr Activities as CHARACTER-BUILDING AGENCIES Student activities in the curricular schools include debating clubs, fraternities, friendship clubs, dramatic clubs, Hi-Y clubs, orchestras, Lincoln clubs, and student councils, which assist the administration in discovering the interests and needs of the student and arrange for more or less self-directed organizations or student groups. Interest 30clubs often result from organized courses in smaller schools. The service motive is prominent in most of the groups. Our Student Council is also a very active force in the developing of ideals and attitudes of young men through our school. This organization conducts various clubs and educational trips, arranges social features and organizes athletic activities. Extra-curricular activities must be of a clean-cut character. Every effort should be made to keep them on the highest possible plane. IX. THroucH ADMINISTRATIVE RELATIONSHIPS * * * PLANNED TO REVEAL DESIRABLE CONDUCT Promotion methods and materials, registration methods and rela- tionships, the relationships involved in collections, cancellations, and refunds, and the general attitudes of the Association in regard to stu- dent relationships and student discipline are being carefully studied in a number of the larger schools for the purpose of making these re- lationships constructive agencies in the interpretation of Christian ideals. On the other hand, in some places advertising methods which secure students regardless of the need for training or the ability of the student to profit by the training are used. Careless contractual relationships are often characteristic of schools seemingly most con- cerned with religious activities. The proper atmosphere in the Association, the right appearance of the lobby, good music, special lectures in the lobby, etc., all help to build charac- ter yielding values which it is impossible to definitely measure. The personnel of the whole Y. M. C. A. as well as of the educational de- partment is a most important factor. There should be selected secretaries who will give kindly, sympathetic attention to men’s needs and who will con- stitute a wholesome character building influence. Within Physical Departments The programs of physical departments represent the largest dis- tinctive group of activities among the Associations. Ordinarily the second man to be added to the staff of a City Association is a physical director. Physical activities have a large place in the program of Associations such as county or community, which do not have gym- nasia. Physical directors form the largest specializing professional eroup in our secretaryship. Most of the other sections of this report deal with issues which are of concern to the Physical Department considered from the view- point of Christian Education. Your commission would again point out that its purpose has not been to present a comprehensive picture of all the practices which might be assembled under any of the sections of its report. The following paragraphs are not offered as a complete picture of all the approaches physical directors are making to the task of Christian education. Neither do the examples cited purport to rep- resent the full range of practice of each type which may be regarded as commendable or otherwise. We have, rather, presented samples as they were nominated to us, and have attempted to set these out in a manner that will indicate clearly their differences. To deal ade- quately with the problem of Christian Education in Physical Depart- ments would demand that the issues represented in most of the other parts of this report be outlined as they appear in the practices of Physical Departments. We trust that Physical Directors will see in oli ee ee et ee a a re ae oa =: this report as a whole a discussion of Christian Education of signifi: cance to every part of their work. I. Many physical directors cite their development of volunteer leadership as significant Christian Education. Our chief task is the recruiting and training of this volunteer leadership. This has “provoked the unselfish spirit’—Men are learning through doing. These successful District Councils for Physical Education are composed of laymen representing the different Associations in the districts. These dis- trict organizations are fundamentally training centers for committee service of laymen interested in the Association’s physical work. Service is the keynote and so far as that develops character it is a result of our efforts. Manual for Standard Leaders’ Clubs in the Y. M. C. A., as prepared by the Physical Directors’ Society provides a text and a plan by which physical directors seek to develop the rge number of volunteer leaders who participate in carrying out the physical department programs. Il. Sunday School Athletic Leagues form a type of co-operation with other agencies for Christian Education and at the same time may represent a method by which physic: Christian Education. | departments seek to carry out The - Sunday School Athletic Association comprises 71 churches, with over 1,900 registered athl is to work for the betterment and enlargement of the Sunday School by developing character through ath- letic contests and by making Sunday School attendance a condition of mem- bership; to maintain a high standard of honesty, courtesy and manliness in all athletic sport. rp) . Tes Che obiect The results of one such Sunday School Athletic Association are reported in part as follows: It has brought seventy-one Churches together in the promotion of clean sport as a part of their program of religious education for their young people. It has brought 1,900 young people under standards of sport not provided yy any other organization. It has helped hold boys and young men in the Sunday School. It has brought several into membership in the Church. It has brought men’s brotherhoods and the older people of the Church into closer relationship with the young people. It has developed leadership in the older groups to take charge of the younger groups. [It has developed a loyalty to the Church. In some instances its players have been given the opportunity to play Sunday ball where they would be paid. They refused in order to remain loyal'to the standards of the S. S. A. A. (Playing Sunday ball makes a player ineligible for further participation.) It has brought the Churches and the Y. M. C. A. into a great cooperative movement in the development of a more adequate program for young people in the Church. Its activity has meant the creation of Athletic Boards in several Churches. In this program of Church co-operation it would seem the Department of Physical Education can take its full share, and fill, may I say, one of the major needs. In conclusion, since the Church is a permanent organization in every com- munity for the building of Christian character, I think it the duty of every Physical Director to give serious thought to co-operation with the Churches in the development of their program for young people. Iit. Added “religious activities” are frequently referred to as representing the principal department’s efforts in Christian Education. The policies and programs of physical departments frequently indicate 99 — adthat, in addition to games, formal programs, health instruction and other distinctively “physical activities,’ some additional forms of “religious work” are conducted. The gymnasium, Bible class, special services of worship, plans for religious interviews, etc., are typical of these activities. Their effectiveness as activities should be considered in relation to the discussion in other sections of this report. The point here is that they are referred to as bringing a “character building pro- gram” or a “religious emphasis” into the physical program. They are added to the other parts of the program to make it “religious.” IV. Some of the character traits ordinarily sought through Chris- tian Education are a direct outcome of physical department activi- ties, according to certain of the accounts of significant practices. The development of sportsmanship in competitive physical activities is perhaps the most common practice of nearly all physical directors. Many personal interviews and group discussions are held on that subject. This is true not only within the Y. M. C. A. membership but in community efforts in churches, industries, schools, ete. Every task we discover and offer to young men must have growth possi- bilities connected with it. In order to be successful in business, men must know how to handle men and we furnish that opportunity in large chunks, At a state basketball championship, the Y. M. C. A. granted sports manship awards on the following basis. These indicate some of the elements which boys and young men are considered to learn through athletics. The basis of the awards for both team and individual is as follows: 1. Gentlemanly conduct on and off the floor, clean speech, and faithful ad- herence to training rules. Stands aggressively against “crabbing,” “kicking,” “alibi,” or blaming officials. 2. Hard, fair, and clean play at all times. Courtesy and square deal to opponents. Stands aggressively against betting either by members or sup- porters of team. 3. Good losers, generous winners, gracious in defeat, and magnanimous in victory. 4. Plays for the joy of playing and not (alone) to “win.” Plays for suc- cess of his team and not for “personal glory” or to the “grandstand.” Obeys orders of captain. 5. Respects officials and honors their decisions. 6. Tactics of coach in directing the team and ability of team to direct its play without “sideline coaching.” + + *% % % % % *% * To quote from an article in Physical Training, April, 1927: To facilitate discussion, we shall here group social conscience, justice, peace and orderliness, and team work under one heading. Almost any nation without a play life will be a splendid example of a national lacking in these qualities. Play and athletic competition are the great laboratories training for these social qualities. These activities give practice in doing to the individual, and offer the best possible course in social ethics, if properly presented and guided by capable teachers. Play activities of changing organization and complexity offer an ever- changing curriculum to fit a growing moral standard. The sense of justice, the social conscience, the co-operative spirit and group and institutional loyalty —with the few exceptions of the mentally gifted who reason abstractly—are largely grown from soil prepared and sown on the playground. On the play- ground there are rules to be kept. These rules are the laws of the moment, and the child may learn that laws are to be obeyed. This law is not just that of the rule books, but that of public opinion and the opinions of his associates. Even in “bad” gangs, group loyalty is usually a shining virt»s ‘ vv‘ i - in ‘ i C , & ' : ‘ * 1 a , ee pi &nd OE at Bae eel oa ee The child on the playground learns that there must be control. This con- trol makes the wheels go around smoother, and prevents unfairness to all. But this control is a democratic one and is usually suffered with the consent of the governed. The child learns here a respect for authority—the authority of the wise teacher—and learns to follow wise leadership. Anarchy is not a product of the playground. The play-taught child learns self-control, and hence real freedom. He also learns that he must do good, make good, as well as be good, for there is a law of the survival of the fittest on the playground. V. The influence of the physical director and volunteer leaders as Christian men is referred to in a number of the accounts. After de- scribing what is done, the place of leadership is pointed out as signifi- cant in forming Christian education among those who participate in the program. This is either regarded as an indirect influence, effective through the contacts offered, or as a direct effort by leaders to “point out the character values” in what was done. Our activities are being spiritualized through the thousands of friendly contacts with a staff that believes in the growth of those who participate. Thus. innumerable opportunities have been created for Christian contacts and leadership, without forcing them on the men. Stress has been laid upon conductine all activities in an efficient manner, so that confidence was gained in the Association physical director, which enabled him to drive home the value of the Y. M. C. A. as a Christian Educational Movement. Many of these opportunities would have been lost by a direct appeal in the beginning, with- out first having made the contacts and furnished efficient, friendly leadership, thereby gaining the confidence and friendship of the men. Contacts made, interest aroused, confidence gained and friendships formed, have been capi- talized. VI. The majority of the nominations of activities and the ac- counts of physical department activities told of carefully planned exercise, well conducted athletic programs, forms of recreation, health education, ete., and with no apologies for including these as Christian education. They are evidently considered as worth while in them- selves as aids to that well-rounded life which the Association has called “four-square.” The point of view here is that exercise, good play, or health and vigor are values in themselves which form a part of Chris- tian living. The following quotations show something of the point of view: All our athletic clubs center about strong matural interests. These absorb the energies of hundreds of young men in a way most appealing to them. There each day after school one can see about 70 of these boys working off their surplus energy that, were it not controlled, might result very seri- ously. We place emphasis in the slogan “Everybody in Some Recreational Ac- tivity.” : eam Sa Se 2 I feel confident that you will agree with me that theregis a very great need for a nation-wide health instruction program that will bear directly on the problems of contagious and infectious diseases, focal infections, mental and physical strains, sex, venereal disease, etc. To these very influnces we can attribute a shortening of the life span. These are the influences that in the course of time cause untold suffering and finally death. We cannot per- haps combat successfully all of these influences, but we can make an honest- to-zgoodness endeavor to try and eliminate them to a much larger degree than at present. Last January, February, and March, with our new and untried o4health program, we made an earnest endeavor to enlighten men on those health subjects of which they had the least knowledge. At the “Y” the program was conducted by a committee composed of men representing the dormitory group, the physical department, and the Asso- ciation in general. The lectures were held in both the lecture hall and the gymnasium. Like in the three industries, investigations were made at the end of the course to determine the benefits the men derived from the course. A display of health posters and charts secured from the co-operating agencies was arranged in the “Y” lobby at the end of the health course. Hundreds of copies of health literature were distributed to those who attended the exhibit. The co-operating agencies helped materially to make our program inter- esting and instructive. They always seemed eager to lend their experience and counsel in building and promoting health instruction courses. They found real satisfaction in supplying free of charge, charts, posters, literature, and lantern slides for meetings, and films at very low rental rates. THE FoLtLowinc Topics WERE COVERED (With Charts, Slides, Motion Pictures, Animal Organs) Contagious and Infectious Colds Heart Diseases Physiology of Digestion Blood-vessels Hygiene Diet Kidney Sanitation Oral Hygiene Physical Examination Venereal Diseases Blood-pressure Values in Exercise Tonsils Personal Hygiene To increase human intelligence, to build a heartier people, to lessen human disabilities and human suffering, and increase human efficiency and human hap- piness, these are the ends our health instruction programs should strive to accomplish. Issues INvoLVeD ror PHysicAL DEPARTMENTS References are made by physical directors to the relative educa- tional values in exhibitions and “play for everybody,” competitive athletics and formal gymnastics, group games and mass games, These contrasts at once raise issues that should be faced in a more compre- hensive study of the work of physical departments than is possible in the limits of this report. The various practices in points of view as outlined above seem to the commission to represent fundamental dif- ferences of attitude or expectation regarding physical departments within the Association, as a Christian Educational agency. While several of these viewpoints are probably represented within the practices and objectives of each physical department, the respon- ses to the commission’s inquiry indicate clearly that one or the other of these is ordinarily pointed out by the physical director to indicate that the work of his department is “Christian Education.” Each of the types of practice shown was held up as “Christian Education.” What are their relative merits? If the Association is to regard itself as an agency of Christian Education, what is the place of the Physical Department in the total picture? Along what main lines of effort is the Physical Department most likely to contribute its part to the edu- eation in Christian living of the young men and boys whose contacts with the Association are primarily through it? Conferences Time spent in conferences hardly needs a defense among thought- ful secretaries. The mechanics of clearances and understanding re- quire conference processes. As long as volunteer forces of laymen and boys are increasingly sought as workers, careful training pro- or ovcesses will need to be one of the concerns of the Associations, and con- ferences will probably have a large place in such training. Moreover, wherever democracy is attempted, that democracy de- mands constant conference to make sure that all members of a group work together to a common plan, whether it be the members of a staff, a committee, a group of gym leaders, representatives of ‘dormitory groups, or the delegates from boy groups over a whole state. No mat- ter how small or large the group or its interests, some method must be followed to aid it in functioning as a group. The method used goes far in determining what the group members learn. The name of a conference does not reveal its determining charac- teristics from the viewpoint of education. The practices as depicted below show a variety of methods, differing in educational points of view. VARIETIES OF CONFERENCE PRACTICES I. OLDER Boys’ CONFERENCES Type A—Those conferences which are characterized by efforts to fill the time with rich interests and emotions, to inspire the members of the con- ference with ringing challenges, new insights or clear vision of a task. Gen- erally, a conference theme like “The All-Round Man” or “Facing the Future” is chosen, around which discussions, forums, addresses. and speeches are built. The design is “to lead boys to adopt standards of life and living and to go home similarly to affect their fellows.” Boys seek to report such a con- ference by telling of its inspiring sessions. Type B—In contrast to the above are those conferences which represent simply an incident in a whole process of opinion-forming discussion. One of this type is reported below: The boys themselves worked long to create plans for conference for months preceding, while groups began a year prior to the conference to consider issues of conference. The smaller groups created a central group, which worked out the plans for discussion, selected experts to sit in and help with the data where needed, correlated the discussions. and. finally, conducted the conference itself. Resolutions were not passed nor iron-clad conclusions reached. Dele- gates faced facts around issues and planned projects involving responsibilities. Delegates went home determined to lead their own clubs and groups to face the same issues and to go through the same process in an effort to find a Christian way for themselves and toward others. Older Boys’ Conferences undoubtedly are of many different types, but in relation to their method and the place they take in the total set- ting of boys’ thinking and living they all tend to be like one or the other of these two types as described. II. STArr CONFERENCES Type A—The report and check-up type. The secretaries in rotation report on programs completed or projected, giving facts regarding speakers, dates. arrangements. Discussion follows around administrative difficulties. Type B—Staff assemblies held once a week for 15 or 30 minutes. Two songs, Scripture, prayer and General Secretary’s comments. One Association reports a building campaign launched and completed without a conference of staff. Type C—wNo staff conference, all administrative problems handled: and decided by General Secretary. Type D—Planning Conferences. A type which differs sharply from the preceding is described as follows: Every member of the staff belongs to the “Secretarial Council,’ which 36meets weekly. The group is divided into committees, on which sits every mem- ber of the staff having a stake in the phase of program handled by that com- mittee. ‘These committees report weekly, at which time any new opinion of anyone in the group is considered. If not easy to reconcile, the member of the staff holding the opinion is added to committee for time being and meets with them to work out new decision. The staff is therefore organized not along departmental but along functional lines. Full means are sought for evaluation. consideration and making constantly available all significant re- sults. Secretarial staff conferences vary among all these types. Staff con- ferences illustrate educational differences quite similar to those found in boys’ and other members’ conferences. As an agency for Christian Education the leaders of the Association must ask themselves how their staff conference procedures equip secretaries for their tasks. III. PrRoGRAM DEVELOPMENT CONFERENCES Type A—Under this type come many State Employed Officers’ Conferences. One or two days are given to stated meetings of all secretaries of states who will attend. Meetings are by sections, such as _ Boys’ Secretaries, County Secretaries, Physical Directors, General Secretaries, ete. 30ys’ Secretaries consider “Camps,” for instance, while General Secretaries consider ‘“‘Church Co-operation” or “Building Administration.” Joint sessions are utilized for announcements, talks by visiting Secre- taries and discussion of next meeting time and place. Type B—‘The Creative Conference”- -The plan involves setting up state- wide commissions on various phases of Association work which head up in a three-day “Creative Assembly” where program materials and methods are given thorough going over. Around eight or nine commissions attendants con- sider the most important issues before state local associations. They do year- round work on commissions around these issues. Such conferences enlist the work of laymen, older boys and both General and Departmental Secretaries. An effort is made to increase interest of General Secretaries in program making as against administration. IV. H1-Y CONFERENCES Type A—(a facsimile) Session 1—Business meeting, devotions, report from each club, discussion on Hi-Y work led by State Boys’ Secretary. Session 2—Recreation period Session 3—Banquet: Singing, cheers, fun, stunts, address of we leome. Session 4—Devotions: presentation of 1928 officers; remarks by new presi- dent: remarks by principal of high school; conference address by Prof. ———, Subject, “At the Crossroads.” Type B—The “Hi-Y Congress’’—an idea which puts the policy-making power into the hands of selected groups of delegates representing all Hi-Y Clubs of a state. who meet in two-day session after the manner of a parliament. Boys sit by delegations around small tables and vote by units. The work is carried on by commissions, so that much of time of the Congress is taken up with commission work around such subjects as Service Program, Church Relationships, Worship Programs, Membership, ete. While Hi-Y Conferences vary all along the line between these two pro- cedures, each wili tend to be in method more like one of them than the other. In one, boys themselves take initiative, make plans and carry responsibility; in the other, they are told what a Hi-Y ought to be and their contributions are limited to consideration of what they hear explained to them The Young Men’s Christian Association and Social Problems The modes of living of the men and boys who compose the member- ship and constituency of the Association are profoundly affected by the larger problems of social living—industrial, political, racial, inter- racial. ete. The more immediate perplexities of living are, in many or vtr t r . % ‘ ‘ om ' iM r ; Y , ! . a eT eee Ae oe ee el ees ways, a direct outgrowth of larger maladjustments of society which young men and boys understand but imperfectly. "These young men and boys are now taking, or will later take, some part as citizens in working out the solutions to such problems. Kew would deny the need for a more. effective citizenship if the total life of our nations is to be made more Christ-like. * * * * The Association is, or may be, an educational factor in helping boys and young men secure “frequent and definite practice in clear thinking and right feeling about these problems and issues.” What IS it now doing? ATTITUDES AND PRACTICES OF ASSOCIATIONS I. NATION-WIDE PROGRAM The activities of the Student Associations in their World Court Campaign represent an attempt to engage in a nation-wide considera- tion of a question before the country for political action. This effort was undertaken at the time when the World Court issue was before the Senate and discussion of it filled the pages of the daily press. A nation-wide “educational campaign” was agreed upon by the Associa- tions through their council and committee organization. and Vigorous- ly carried out. (This was a co-operative enterprise with the Student Y. W. C. A. under the leadership of the Council of Christian Associa- tions.) Effort was directed toward having various viewpoints regard ing the question presented. Speakers were secured to present the matter and a national poll was taken. The report issued by the World Court Committee of the C. C. A. States the following as results: 1. Stimulation of interest and education on the Court issue itself. 2. The focusing of student thought throughout the country on a single political issue. o. The development of a national student consciousness. t+. The attempt by students to make their influence as a class felt in na- tional affairs. 0. Awakening of students to an awareness of America’s responsibilities. Among criticisms and weak points the report gives the following: That the presentation was too one-sided, savoring strongly of propaganda rather than of a truly educational venture. This is the most severe and, I think, the most serious criticism. May I say at the outset that it has been the honest and constant purpose of headquarters and of our speakers in the field to keep the truly educational approach and, while we have encouraged speakers to state their own convictions as the most helpful presentation they could give, we have urged thi 1 to face opposing arguments and to urge stu- dents to consider all sides of n the question They and we have faced two seri- ous handicaps. In the first place, the C. GC. A. was in the difficult position of trying to present all sides of an issue on which its own judgment was already formed. Secondly, try as we would. it has been literally impossible to dis- cover adequate representation of the anti-Court position. In the East, we have had constant recourse to one very generous and Sympathetic opponent of the Court when a hundred pro-Court advocates of equal prominence could have been secured; and repeatedly we have been unable to furnish anti-Court speak- ers when requested for conferences or debates. The same is true regarding anti-Court literature; it is not to be had. One of our own speakers offers the serious suggestion that, in another similar effort, we publish at our own ex- pense and circulate opposition literature In which case, if we select an issue where intelligent and respected opinion is so nearly unanimous as on the question of the World Court, I fear we shall be under the necessity of con- ducting a training school for speakers in the opposition case. OoDuring the present year Pacific problems have been made the con- cern of student groups in every part of the country. A number of con- ferences have been held at which addresses and discussions dealt with many phases of this topic. The following topics appear in one state “World Forum” program: America as the Orient Sees Her Is Asia a Menace to the West? Recent History in the Orient Shanghai—lIts Significance in Recent Chinese Problems Christian Missions and Anti-Christian Movements The Truth about China The Political Power of Interior China Christianity and Western Civilization The Industrialization of the Far East It. InN SuMMER CONFERENCES The larger problems of social living have a prominent place on the programs of the summer student conferences, national conventions and other gatherings. * * * The method of consideration is erally through addresses by prominent speakers. Forum sessions or een- discussion groups provide in some conferences for a more critical con- sideration which may lead to the development of practical courses of action for those participating. III. Group Srupy or “Hor Spots’ There are numbers of reports received by the Commission describ ing forum series and discussion group programs in City Associations 5 around such topics as they become of concern and are represented in the daily papers. This study is carried on in boys’ and young men’s groups quite apart from what the Association may do in its public meetings. The problems are approached from the standpoint of the “hot spots” of interest of the members, and are considered with frank ness and in terms of “what can we do about it.” The method followed in such forums and discussion groups is described in other sections of this report. The use of the “Forum Bulletin” and the “International Series,” issued by the Home Division of the National Council, and sim- ilar guides to study provide for a consideration of these problems at their “hot spots” and with various viewpoints introduced for consid eration. The essential characteristics of this type of procedure are that these problems are dealt with by groups in the Associations. They are studied in specific terms; “hot spots” are definitely selected for con- sideration; and an attempt is made to study them from various view- points, the Association itself sponsoring no particular solution or course of action. This point of view for the Association (where a number of “con- troversial” topics were dealt with in a more public “Young Men’s Forum”) is represented in the following printed statement of an Asso- ciation : The Young Men’s Forum has undertaken the present series with a view to stimulating thought and clarifying opinion upon some phases of this general problem. As in the previous series on Economic Questions, the method fol- lowed will be that of an impartial inquiry. The Committee has not prejudged the issue, nor has it any “plan” of its own to advocate. It has conceived its task to be rather that of locating the important factors and of introducing the main points of view. 29 a)y r i cr ra o i . . io D a . bn iF . ie ' c ° . CJ ; . IV. In Pustic MEETINGS Some Associations introduce such questions in their public meet- ings. -While there are some examples of two or more speakers deal- ing with a topic from differing viewpoints at one of a series of meet- Ings, the veneral practice seems to be to have one speaker present a “Christian viewpoint” on the question at issue. The following two lists of topics from the Sunday afternoon series in one metropolitan city this past season are illustrative of a policy of dealing with pressing and controversial topics directly and in public meeting Ss. EIGHT GREAT QUESTIONS ON WAR AND PEAC! March 7 What Were the Real Causes of the Great War? March 14 Modern Warfare, Its Standards and Methods March 21 Defensive Measures Which Are Being Taken by the Leading Nations of the World March 28. Canada’s Responsi ty with Regard to British Foreign Policy Apri t. How Can We Get Rid of War? April 11. Is the League of Nations Capable of Preventing War? April 18. What Is the Effect of the Locarno Agreements? April 25. Raw Materials, Markets and War ECONOMIC PROBLEMS AND THE CHRISTIAN ETHICS January 17. What are the Social Principles of Jesus? January 24. Can the Idea of Individual Success Be Reconciled with the Social Principles of Jesus? January 381. What is the Consumer’s Responsibility in the Economic System? February 7 What Principles Should Underlie Labor Legislation? What are the Proper Limits of State*Interference: February 14. (a) as between Employers and Employees? february 21 (b) in the Regulation of the Economic System? February 28. Could these Principles Be Better Carried Out by Systems which Regulate or Eliminate Profit? V. FROM THE STANDPOINT OF PRINCIPLES Some Associations choose to deal with such topics indirectly. The themes of their speakers and of their discussion groups center in “Christian Principles” which members may apply to social questions. “The Social Principles of Jesus” may be presented in meetings or made the basis of discussion in groups, but these are considered pri- marily as “principles,” with less emphasis on the particular cireum- stances with which citizens must deal. Where specific questions are dealt with directly, they are generally those, such as “Law Enforce- ment” or “Prohibition,” in which the public, or that part which sup- ports the Association, is in considerable agreement. VI. TAKE A STAND In some instances Association Boards of Directors have passed resolutions “taking a stand” in relation to a particular answer to a question at issue. At some student conferences resolutions favoring a point of view or a solution to a problem have been adopted. These cover problems around which the general publie is sharply divided or issues, such as “prohibition,” around which the Association constitu- ency may be largely of one mind. VII. ExXprrimMents In Livinc Boys and young men’s groups frequently undertake enterprises of understanding of other racial groups. Sometimes study leads them to make plans to “get acquainted” with other groups. In other in- 40stances a problem, such as “shall we include colored teams in the league?” leads to both an experiment in living and to a study of the larger social situation of which the immediate issue is but a part. The recent examples of experimental meeting of difficult racial sit- uations by Southern Student Assoc iations are cases in point. Such experiments in dealing with larger problems through plans for action in immediate circumstances are not confined to racial is- sues alone. Attempts at a better understanding of other religious eroups, first hand acquaintance with industrial situations, assistance in particular cases of poverty, action in school military drill contro- versies and all such incidents represent a first hand dealing with a sit- uation which has a setting in a wider problem. It should be pointed out here that those Y. M. C. A. episodes of racial discrimination, and like incidents which are regarded as “‘un- fortunate,” involve members of the Association in an experience of meeting a situation from which they learn much. From the viewpoint of education the way an Association deals with such “unfortunate in- cidents” teaches its members much—probably more than do many formal addresses or discussion groups. VIII. “Ovursipe Our FIELD” A viewpoint and practice is that represented by the statement “such problems are outside the zone of responsibility of the Associa- tion.” (This was not, of course, represented in any of the accounts re- ceived by the Commission.) Associations following this practice would insist that the organization should avoid “political” or “con troversial” questions, that while these may be important, they do not lie within the field of the Association. ‘Hor Spors” of DiIrrFERENCE OF OPINION AMONG ASSOCIATIONS The chief differences involved in these practices of the Associations seem to be the following: (a) Dealing with “controversial” topics in public meetings, or con- fining their consideration primarily to the smaller organized groups and forum clubs; (b) Treating them more indirectly in terms “principles,” or as live, pressing matters of public concern; (c) A presentation made by an advocate for one point of view or a forum type of study in which various vie wpoints are considered ; (d) The ees iation “taking a stand,” a conference a00R eRe resolutions” or the Association maintaining itself as an impartial ¢ ganization, a aa only free and honest nese and (e) Some dealing with these problems, or a complete avoidance of all issues controversi: a as Boule whe zone of pine Association.” i aeena ieintas Association leaders seem unanimous in placing the problem of Leadership Training as of supreme importance. The methods of achieving training are nearly as varied, however, as the secretaries engaged in the task. Out of the variety of fields and practices, the following emerge as among those most frequently reported and thought to be worth while as activities of Leadership T1 raining. 41ogee-+teere- eo tte I. “TRAINING CouRSE For Boy LerApERS” or “ScHOOL OF RELIGIOUS EDUCATION” The more or less elaborate printed folders used in promotion tell of six, ten or twelve session courses, each with its assembly talks, sectional meetings, special addresses, ete. Titles of leaders are given prominent display. In some there are attempts at gradation. Co-op- erating agencies are listed. Major reliance is here made on text-book material and speakers of considerable experience and reputation. Some discussion takes place in sectional meetings and leaders’ experience and opinions are given predominant place. Notebooks to take down principles enunciated are continuously in evidence. Il. PaystcaL DEPARTMENT SENIOR AND JUNIOR LEADERS’ CorRPs There are 35 or 40 of these young fellows giving several hours of.time each week assisting in the directing of eighteen younger boys’ classes. Due to the large number of boys, it is necessary to supplement the work of the Physical Directors. I have always been a firm believer in Leaders’ Clubs and in my two fields, covering twenty-five years of Association service, it has been my privilege to pioneer the Physical Program. The men now have a vision of the service to the Association and their fellow-men. I cannot recall any outstanding changes in our plans as we have proceeded except that we adopted the Standard Leaders’ program, which has greatly strengthened our work. Those who take these courses are engaged in some form of gym- nasium leadership. The courses offer a systematic study of related subjects. The texts outline these subjects and they are taught with a combination of text study and quiz. There are standard examinations. IIT. CoLLEGE STrupDENT LEADERS TRAINING GROUP We secured a fine arrangement with a university, whereby advanced stu- dents in the College of Education give part-time service to leading Hi-Y, Em- ployed Boys, and Christian Citizenship groups and receive school credit for Same. We pay them a nominal wage. Their agreement involves a training period once a week, which includes instruction in the general principles of boy psychology. Sponsors of this type generally report a process of combined ex- perience, evaluation, guidance and study. Difficulties emerge around the correlation between the work in the field and the present set of the curriculum of the school. [V. ONE SIGNIFICANT DESCRIPTION OF LEADERSHIP TRAINING REPORTS A PLAN WHuicu DIstTinctity Is Nor A “Coursnr” The entire staff changed its conception of the Association task as that of running some specialized activities to that of carrying on a part of a great Religious Educational program. No blue-print plans were formulated but there was adopted a policy of answering each call to serve and each thing to be done in the light of its Christian educational contribution, whereas the thirty-nine boys’ groups conducted under our auspices four years ago were organized around a formal, set, standard group of activities, which we ad- ministered; program was the chief concern; tests, emblems, awards, uniform activities for all groups were in evidence. Now seventy-three groups initiate their own activity, which has special meaning growing out of the purposes and the situations arising within the group. The tests, awards, emblems, and standard activity have given way to attention to the character traits inherent in the boys choosing, initiating, decid- ing, and carrying through their own purposeful activity. The Religious Educa- tion process, rather than program, is the chief concern. Results: 73 groups instead of 39; groups carry over longer period of time. The boys formerly dropped out at 15 or 16, when the “Standard Activities” 42had been covered. Now we have several groups made up of 18 and 19 year old boys who still consider themselves Pioneers; there is closer co-ordination with other realms of boys’ life, particularly the other Religious Educational forces—Church, school, etc.—and difference in the community's conception of us: we are frequently invited to meet with the official board of a church to talk with them about their whole boys’ work program; four years ago we were asked to come to present the Pioneer program in contrast to Scouting; then it was competition; now it is total process; much more cordial relations with churches, Scouts, etc. Other results emanating from the above process have been a Girls and Boys Workers’ Institute, a Community Training School and continuous calls for help in leadership training. V. ANorHEeR SIMILAR EXPERIENCE FOLLOWS IN A REPORT OF A Boys’ WorkK LEADERS’ SCHOOL The idea for a Boys’ Work Leaders’ School arose because men in the Boys’ Work Leaders’ Council, composed of leaders of boys’ groups, school, church and community, were desirous of meeting together to share the ex- periences of other men in various fields of boys’ work. This Council then undertook to work out their needs and problems. Changes have been made from time to time as we have progressed. At first there was quite a bit of lecture work and theory. The men wanted some practical experience, practice work, so we lengthened the session from one hour to two hours and made the first hour a practice period in which the men actually went through the same type of experience they would have their boys eo through, in such activities as basket ball. swimming, making of bows and arrows, riflery, leather work, etc. The second hour was given over to an evaluation of these activities, how they could be organized into a program and how to develop a creative technique of boys’ work. We have had in the course from time to time experts in various fields to give to the students their experience. The outstanding difficulties we have found to be: 1. It does not satisfy the desire of many folk for “something tangible.” This type of leadership is not as yet easily seen, grasped, understood or sold as a method like those under the opposite type. 2. It has placed us in a transitory period when membership and the best use of buildings are confused and not as yet adequately thought or worked out. 9 This process requires a better trained, “longer termed,” staff. 4. It requires new readjustments between departments and all program processes within the local Association. > The Y. M. C. A. and the Churches The Young Men’s Christian Association has gone on record in con- ventions so many times about its desire to be “the right arm of the church” and “to co-operate in developing a common program of reli- vious education” that the efforts to live up to those pledges are an intrinsic part of its religious education efforts. Very definite trends towards joint efforts on the part of local Associations and churches in the religious education of boys and young men who are drawn into church influences are revealed in the Associations’ practices. Such a variety of description of these practices were sent in to the Commission that it seemed necessary to include in the study the effect of our church relationships on the Associations’ efforts in Christian education. The descriptions of church co-operation which follow illustrate the varieties of ideas and practices which are typical when Association men think and say “church co-operation.” For some it is a means to an end; for some it is an end in itself; for others it is a way of getting Y. M. C. A. work done; for others it is a 43a rn ; i , 7 7 i " ; a ’ eeree et tree eet c gt te ee ee ee ee ee way of helping the church to do its work; for still others it is a joint attack on community problems; in some cases it means all of these. TYPES OF ASSOCIATION CHURCH CO-OPERATION I. CHuRCH CO-OPERATION CONSIDERED AS THE ASSOCIATION BEING USED BY THE CHURCHES IN VARIETIES OF COMMUNITY-WIDE RE- LIGIOUS PROJECTS The establishment of a Religious Luncheon Club which meets at the As- sociation weekly, to discuss religious problems of the community, and the hold- ing of an annual Retreat for the purpose of getting representatives appointed from the various churches to suggest a program for the Association are the bases of our church co-operation. The Association has made it very plain that it desires to do the type of work that the churches want. We have permitted the churches to formulate programs instead of forming them ourselves. Our organization is easily adaptable to conditions and heads up principally in the religious education Luncheon Club. As important matters are brought before the Club, an organization is arranged to look after it. We believe any association may profit by humbling itself to the place where it does not form its own programs, but permits the churches to do it for them. We have found that, true to Bible teachings, the very condition of wanting to serve has in reality raised us to a place of prominence in this com- munity. We have continually emphasized the fact that we are here to serve with the churches. Il. CHurcH CO-OPERATION LOOKED Upon Aas USING INDIVIDUALS FROM CHURCHES AND ASSOCIATIONS IN EXCHANGED SERVICES I found on my arrival a spirit of co-operation between the Association and the ministers in general. Of course we have some ministers who do not en- tirely approve of the Young Men’s Christian Association but we have no real opposition. The Association building is the headquarters of the Ministerial Association and meetings are held monthly. Annually the Young Men’s Chris- tian Association entertains the Ministerial Association at a dinner, at which time phases of Association work are presented and tickets of membership are issued to each minister gratis, carrying, of course, full privileges of the As- sociation. The ministers are very frequently called upon to make addresses at chapel exercises in schools and colleges and at meetings held in reformatories under the Association auspices. The general secretary is a member of his church’s official board, teaches a Bible Class in the Sunday School and also serves on other committees. The Membership Secretary is a teacher of a Sunday School class as is also the Physical Director. The Boys’ Work Secretary is president of a large men’s Bible class in his Sunday School. The Office Secretary con- ducts meetings, under the auspices of his church (Episcopal), every Sunday afternoon, at one of the convict camps. The Christian Men’s Evangelistic Club —an outgrowth of the Billy Sunday campaign—and the Young Men’s Christian Association co-operate in holding meetings every Sunday afternoon at a down town theatre. The General Secretary is a member of the club and also a mem- ber of the Executive Committee, attends to publicity and holds other offices in the club. This club is composed of active church men. Our work is made up of just such services as this. We believe that it is better to assume that we have the church co-operation and ask for the services as needed than to proceed on some other basis. III. CwHurcn Co-operation LOCALIZED IN A Boys’ WELFARE CoUNCIL A council known as the Boys’ Welfare Council was organized. This had for its function the building up of a program to meet all the boys’ needs and the Christian Citizenship Program was accepted. At the beginning of each new year pastors of the city appoint, through their official boards, Boys’ Work Committees. This entire Boys’ Work Committee automatically becomes a mem- ber of the city-wide Boys’ Welfare Council. A preliminary meeting of the entire council is held to determine the policy for the coming year. An Execu- 44tive Committee is elected to give direction and guidance. It is the function of the Executive Committee to call a meeting of this council at least seml- annually to determine the trend of the work. Sub-committees are named— pastor’s relationship committee; athletic committee: leaders’ council commit- tee: Pioneer and Comrade committees. At the present time the Boys’ Welfare Council has on its register the names of 828 boys who are enrolled in the pro- gram. Over 500 of these boys are taking intensive four-fold Christian Citizen- ship Training Program. The total number of adult committeemen and leaders is 466. There has been a remarkable growth in church representation. At the beginning, only three or four churches participated; today thirty-one out of thirty-seven churches are at work with us on this great plan. IV. Cuurcu Co-opPERATION LOCALIZED IN EVANGELISM Two laymen and the pastor from each of twenty churches came together in the autumn and committed themselves to the task of uniting these churches in a program of work for men and boys. The men were nominated by the pas- tors and invited to participate by the Association. It is not purely a laymen’s movement. but includes both laymen and ministers. The men who were elected to official positions in the Council were especially interested in the evange- listic features of the program and gradually the Council has come to stand as the sponsor for that phase of the work, promoting individual witnessing and a‘ united witnessing campaign of personal evangelism. This effort brought pas- tors and workers from many churches to a daily meeting for reporting and sharing of experiences in personal evangelism, under the leadership of an ex- pert in the direction of campaigns for personal evangelism. This effort so stirred the pastors, workers and the Council that it has become a main em- phasis. An effort will be made to include all Protestant Churches, but a few have already declined to participate. The program of activities includes many of the things that a Federation of Churches would do. It also includes some of the features of a regular Y. M. C. A. religious work program. The objective is to endeavor to reach with the gospel message the men and boys of the city not ordinarily under the influence of either the church or the Association. The Council also aims to inspire and train the laymen of the churches for effective Christian service, V. CHurcuH Co-oPERATION AS JOINT ENTERPRISES OF CHURCHES AND ASSOCIATION There was appointed by the Ministerial Association a committee of minis- ters in the nature of an advisory committee to serve as a connecting link between the churches and the Association—to prevent an over-lapping and to suggest different ways in which the Association could serve untouched fields. There was then formed what was known as the Boys’ Welfare Council. This group was formed by inviting at least one man from the various Protest- ant Churches who was interested in Boys’ Work and particularly in the de- velopment of a Boys’ Work program in his own church. At the start some sixteen churches elected representatives. The program of Boys’ Work in the city during the past five years has been built largely around the support of the Churches. The Council above-mentioned has been instrumental in the sup- port of a great variety of activities. A Federation of Laymen was organized five years ago to crystallize the sen- timent of Protestant Christian laymen of the city and vicinity in matters of civic and political interest. This has been a vital force in the community and has been able in several elections so to direct the sentiment of the voters as to enable those who stood for right and law to be elected at the cost of defeat for the others who would not come out for law and right. The present Church Federation has come about largely through the ef- forts of the Association and is at the present time to a great extent dependent upon the assistance of the Y. M. C. A. The Federation is now urging the em- ployment by the Association, of a Secretary for Christian service as it enters its new building next year, in order, as a leading pastor put Lt ina recent meeting, “that Protestant Christianity in the city may be more closely bound together.” 45 te ’ 4 ‘ t ‘ 0 : t ! : i ' Ci 5 a ‘ ‘ 0 f ' !‘ n ee eee ees Pete ee. ee ee ee The idea of the Y. M. C. A. co-operating with church men’s clubs in the development of a city-wide men’s movement grew naturally out of the effective co-operation which for several years has existed between the boys’ departments of our various Y. M. C. A. branches and the churches in their areas. After a year’s experiment it was discovered that in these local church brotherhoods there is a potential leadership for the promotion of boys’ work, better church activities and community service that no man has yet measured. We have, therefore, worked out a plan for a continuous progressive Chris- tian citizenship program for boys and men “from nine to ninety.” The charm about this plan is that in it is a place for every boy and man of whatever age or interest. Of the six steps, the first four and the last are now beyond the experimental stage The fifth, or Junior Brotherhood, is still decidedly an experiment We are convinced, however, that young men of college graduate age are not in large numbers participating in the men’s brotherhoods. Unless a special program is arranged for them, they will for a period of years be lost to the church. To insure the success of this movement requires executive leadership of a high order. Where the churches lack this, Y. M. C. A. secretaries ought to be able to provide it. Without seeking any immediate return to the Young Men’s Christian Association, we have endeavored to give this unselfish leadership. Constitutions for the local brotherhood, county organization and the state organization are already available A men’s manual and manuals for the various boys’ groups are also published VI. Epucatrine MINISTERS TO APPRECIATE AND CO-OPERATE WITH THE ASSOCIATION 1. The Association staff invited all ministers to a luncheon and received acceptances from all except the Catholi After the staff had discussed its particular interest with the churches, one of the ministers suggested an or- ganization of all those present, including the Y. W. C. A. and Y. M. C. A. Secretaries and the ministers within a radius of two or three miles. A Com- haan mittee, including the writer, was appointed to plan for such an organization. At the first meeti1 the Methodist minister was elected Chairman, the Y. W. C. A. Secretary, Vice-Chairman and the Y. M. C. A. Secretary, Secretary and Treasurer. Meetings were held regularly the second Wednesday of each month during the winter. Papers were read and a finer spirit of friendliness and fellowship was developed. No concrete, united work was attempted but when the Baptist Church celebrated its Fiftieth Anniversary, the Unitarian Minister was in the pulpit with the rest of the ministe There is a feeling that when the Y. W. C. A. secretary presented a paper on “What Youth Asks of the Church” at the last ast meeting, she cracked wide open a subject about which quite a few of our ministers knew very little. If we can help to put across the thoughts of our young people as we receive them, we hope to have some different kind of action in some of the Churches. Through this eroup we hope to put on a Leadership Training Course for boy leaders next winter. When I came two years ago the churches and the “Y” were enjoying cordial re- lationships, but there was no intimate working agreement or understanding. I told the ministers that I wanted to work hand in glove with them. with our pro- gram pitched on as high a level as theirs and our united efforts representing a more complete expression of Christian effort throughout the week than general- ly obtained. This idea seemed to appeal to them, and resulted in their placing me on the program committee of the Ministerial Association I have brought men like Dr of Dr - of - College, and other speakers before the monthly meeting of the Association and these men have changed the occasion from one of a congenial time to one of real information and challenge. VII. Crurcu Co-opERATION AS AN EXPRESSION OF THE SPIRIT OF SERV- ICE OF THE Y. M. GC. A. We have no particular plan of organization. Church co-operation has been more of a growth in our Boys’ Work program, with the Y. M. GC. A. assuming the leadership. The churches have not only accepted this leadership but have requested it and welcomed it. The secret of our fine co-operation is not in our plan of organization, but in the fact that the men in the churches and the Association were actually ready at any time to help each other in the con- 16duct of their plans, being interested in the other fellow’s job as well as their own. realizing that unitedly we can best serve the boys of our community. The program is principally among the boys of the community. As Execu- tive Secreary of the “Y,”’ 1 first was asked to present the Christian Citizenship Program to the Ministerial Union. I did so, and they asked me to help them in the boys’ work of their various churches. The only plan which we have is that a Boys’ Work Committee shall be appointed in each church, to supervise the work in that church. The committeemen and leaders of all the churches and the ““Y’ meet twice a month for training and planning together. This takes the form of a leaders’ breakfast and is proving very much worth while. The principal difficulty has been lack of leadership and that is why we are conducting regular leadership training meetings throughout the year. We have adhered to the principle that the major center of the boys’ in- terest should be the church group, and that the Y. M. C. A. should so gear its program as to encourage and emphasize the church group in the boys’ mind and loyalties, rather than compete with it. This is a fine statement on paper, but unless a Y. M. C. A. staff actually functions in this practice, I do not believe the confidence of pastors and other chureh leaders could be fre- tained nor can genuine co-operation be obtained. , The Y. M. C. A. and Other Organizations Running through all of the program material gathered by the Com- mission. one is struck by the different ways in which Young Men’s Christian Associations accommodate themselves to other societies, in- stitutions. agencies and organizations. A problem, basic to all pro- oram making, is revealed: How much consideration should be given to the aims and programs of other groups in developing an Association’s program? The experience of Associations, even as reported in the foregoing pages, yields a variety of viewpoints. I. In some cases Y. M. C. A. officers and secretaries act as though they accepted churches, public schools and the civil government as basic institutions. A certain “sacredness” or divine right to live is attributed to them and usually to the “Y,” too. The “VY” program must be accommodated to the actions of these er at least it must not be allowed openly to conflict. Rotary Clubs, Boy Scouts, Sunday School Councils, ete., seem to be placed in a slightly different class. These are to be co-operated with, if it is possible. Conflict or competition, while of course avoid ed if possible, is not so serious here as with the first group. II. Ina few cases, Y. M. C. A. officers and secretaries seem to be ouided in their relations with all other agencies by the idea that their Association is a grouping of people whose chief purpose is to make all of the community life they can possibly touch Christian in spirit and method. Association groups discuss all sorts of conditions In homes. churches, schools, lodges, clubs, politics, industry, not with the idea that the “Y” will pronounce upon the unsettled question, but with the hope that the members of these groups will act or use their in- fluence within any other grouping of which they are members to bring about the aims for which they are united in the “Y.” Because of similarity of purpose, Association leaders and officers of other agencies seem to be brought into frequent contact and the re- lations seem to be more personal than formal. The basic theory seems to regard all agencies, the Y. M. C. A. along 17with them, as social products, with no special “sacredness” attaching to any, to be rated as more or less valuable, depending upon the use- fulness of their aims, the degree to which they achieve those aims, and the result in community life and personal character. III. Some Associations seem to proceed in their program build- ing on the theory that, despite all of our differences, there is a core that can be identified as “the Y. M. C. A. program.” This is regarded as differing from the “program of the church” and the “curriculum of the schools” and the “activities of other clubs”—differing sometimes in Spirit, sometimes in content. In delivering this Y. M. C. A. program to boys and young men, there is occasional conflict with similar or like things being done by somebody else. This conflict is resolved by some form of “co-opera- tion.” The “Y” puts on its program “through the churches,” “in the schools,” “with the help of the Kiwanis Club,” and so on. But the Y. M. C. A. gets its program, regarded as necessary, to men and boys. IV. Pretty generally Y. M. C. A.’s seem to feel an obligation to establish smooth working relations with churches, if with nobody else. In practice this seems to mean agreement between ministers and secretaries or between official boards, as to things that might or do conflict, or as to new, enlarged programs on which it is clear that suc- cess can not come without accord. Occasionally there is evidence of relations growing up by the rec- ognition of a Y. M. C. A. as a church society, but of an independent and pioneering character—relations somewhat like those of the Fed- eral Council of Churches and the denominational bodies. How Association men, particularly secretaries and the lay leaders who do the actual work of the Y. M. C. A’s., view this matter seems to make considerable difference in what Associations do by way of pro- gram, how they set about to do it and what is regarded as important or unimportant, primary and secondary concerns, ete. IssuES FUNDAMENTAL TO THE PROBLEMS 1. What is the place and function of a Y. M. C. A. in a city, rural area, college, etc.? 2. What should be the relation of a Y. M. C. A. to churches, schools, civil government, civic clubs, ete.? 3. How far is it a good thing to insist on the right of an Asso- ciation to exist where there is opposition to it? 4. Are there any conditions that especially call for the organiza- tion of a Y. M.C. A.? Any that would indicate that a Y. M. C. A. is not a necessary organization ? If the Commission could have done so in the time available, it would have tried to secure more detailed descriptions of ways in which Associations do adjust to different situations. The basic question is stated at the beginning of this section and clear thinking on it seems to be an absolute requirement for unconfused planning and execution of Association programs. 48Methods and Points of View Inevitably there comes to one from a reading of these hundred or more significant activities, a picture of the Y. M. C. A. as a large and important educational institution. The projects described range from stories of the work of one boys’ club to a description of a religious education program for a whole community, from work done by county secretaries without a building to the work of huge city associations with extensive equipment. The “pupils” in these educational ventures range from boys of seven or eight to eray-bearded business men. The types of work described include everything from handicraft to forums. We have a right to ask this educational institution the same sort of questions which we would ask of any school or college. What sort of educational policies do they practice? How are programs or Cur- ricula built? It is the purpose of this chapter to get away from the immediate problems of how to run a boys’ club, or how to conduct vocational euidance, and see some of the larger issues of educational policy which emerge from these case studies. We will ask these men questions on education. and let them reply in their own words. I EDUCATION—WHAT IS IT? The first question we shall ask these secretaries is one which every educational institution must be able to answer in some fashion: “What is education?” On this topic there is a wide range of opinion, from that of those at one extreme, who feel that education is the o1V- ing of a certain predetermined body of material, to that of those at the other extreme, who feel that it is a process of helping boys to find meaning in the work or play they have chosen to do. The contrast might be put in other words as the difference between those who think education is “getting across” basic information to young men, and those who feel that education is the “enrichment of experience.” Be- tween these two extremes are all gradations of opinion. Following are sample quotations from those holding opinions at the extreme ends of the scale. We conceived the idea of . . . bearing in upon their lives in a unique way the gospel message. We (the secretaries) established a young men’s division, mapped out a program for them, and built the organization of the Y. M. D. and program around four-square clubs. . . . . We are coming stronger than ever for a plan and organized program as worked out by myself in (another city.) A weekly assembly . . . where messages of religious, moral, inspira- tional or educational nature are given. We follow quite closely the plan set down by the National Junior Lead- ers’ Corps. Of course . . . the suiding hand of a secretary must be ever-present both at Leaders’ meetings and on the gymnasium floor. The tests, awards, emblems and standard activity have given way to atten- tion to the character traits inherent in the boys choosing, initiating, deciding, and carrying through their own purposeful activity. Instead of program being the chief concern, the religious educational process is the chief concern. 49c Dy Pe et el ee oe ek ok ek ee ee eee. Se The activities are all permeated with the idea of developing the individual. It has a basic motive rather than the mere transfer of information. We are convinced from last summer’s experience that the real and vital place for the camp discussional Bible study is at those times when a problem is faced by the camp as a whole or by groups within the camp; and perhaps at those times only, if we are to realize the full values inherent in this phase of the work and program. I] WHEN Is EDUCATION “CHRISTIAN”? The letters throw some light on the question: “What is Christian Education?” About one-fourth of the group seems to feel that Chris- tian education is that which leads toward membership in the Church or Sunday School, or towards a decision for the Christian life, or to- ward ideals and experiences which are commonly called religious, or to a knowledge of the Bible and Christian thought. But a very con- siderable majority make no mention at all of any of these goals, and seem to assume that any development toward a finer life—whether that development is in the physical, vocational, or intellectual realm —is worthy of being called a part of a Christian Education program. It seems Significant that over hfty per cent of the projects described to the Commission as Christian education make no mention of the tra- ditional goals of “religious work.” * * * Two points are illus- trated by quotations. They felt that such work (religious education) if introduced, should be made as definite as history, mathematics. or chemistry. We are trying to give it definiteness, and make it win for itself a permanent place in the cur- riculum. We do give these boys a good background in Old and New Testament his- tory through these regular courses. Among the values in this type of work are these: the opportunity to show the reality of one’s own Christian experience to those to whom, for the most part, such a report of experience is news, and the possibility of having a part in getting men started toward a conscious and vital relation to God and to his program for the world. If the club work develops Christian character, the activities must all cen- ter in and about the church. The educational work of the Y. M. C. A. is designed to develop the all- round personality of young men. It is therefore fundamentally Christian. Jesus was very much concerned with the problem of bringing out of young men all they might become. Judging from some of the old standards of religious education values, some of the activities would not rank high, but I am convinced that we are causing boys and men to think and serve into a curriculum in an artificial] attempt to build character, for it would de- feat the very end which it was desired to achieve. It was emphasized that extraneous subject matter should not be projected Here also belong all those secretaries who Simply assume without statement that all personality development is Christian education. SM * 50a8 SHOULD THE LEADER BE IN Front, Beuinp,—oOR WHERE? Many interesting viewpoints are revealed as to the place of the leader in educational work. In the letters of inquiry secretaries were asked to tell of their part in the activities they described. Few did this directly, but many of the letters revealed the secretary’s part in the process through comments included in the descriptions. A man’s opinion on this subject is usually an interpretation of his own philos- ophy of society, and hence it is very important. The letters show that some Y. M. C. A. secretaries assume without question that their duty is firmly to point the way that the group must go. Others feel that the leader is only one member of the group, and that practically no compulsion or guidance is required of him. In one camp the boys were told that they could do just as they pleased, and it was only when the group tired of this that they developed their own rules, pro- oram and leadership. Between these vastly different attitudes there are countless shades of opinion. Three points on the scale are indt- eated by quotations. The successful leader must be firm and in control at all times. The leader should sit close to the boy leader in meetings. Steer the club activities through him. Of course .. . the guiding hand of a secretary must be ever present, both at leaders’ meetings and on the gymnasium floor. We certainly do have discipline. The general secretary led in the original plans and the series of eight discussions. Since then the secretaries have endeavored to keep in the back- eround as much as possible, and keep the leadership in the hands of the fellows. A special discussion was held on the problem, “How place larger respon- sibility on boy officers for the planning and conduct of the conference.” We felt that we could trust older boys with a minimum of guidance, and we were willing to tear away the “scaffolding” and let them have a chance for self-expression and to develop their own initiative. The largest possible initiative is encouraged in the officers and members of the group. They have the deciding voice. 1V By Wuat Sranparps SHALL RESULTS BE JUDGED? Anvone who carries on a piece of educational work uses some standard by which to judge the success or failure of his work. That standard may be adequate and good, or it may be inadequate and poor, but some standard of judgment there must be. In order to determine how these secretaries had evaluated their Christian educational work, the letters were carefully examined to see what eriteria of judgment were expressed or implied. To what did each man point with pride or dismay? How did he measure his results‘ How did he judge his work to be either successful or unsuccessful? dLee ee ee ee See ee ee ee eo The following are the criteria, or standards of evaluation, which were found in the reports. They are listed in the order of their fre- quency, and each is illustrated by quotations taken from the re- ports.* How Have These Men Evaluated Their Christian Educational Work? Per cent of Cases in which Criteria Are Used. 1. By the number attending, or the number of clubs or classes organized, o6 per cent. One Association “has found employment for 18,201 men and boys, and given vocational guidance to more than 3,000 of them without operating cost to the Association.” The attendance and interest has constantly increased from a very small beginning to an enrollment of over 800. Various promotion plans which stimu- late friendly rivalry have been used. The day of the big meeting is gone, and X congratulates itself that in spite of it we can still maintain an average atendance of over 900. 2. By the extent to which the program is developed by the group, 21 per cent. Another worth while thing about the whole business is that the boys and girls do everything themselves. It is their project. Each elub creates its own program under the leader’s guidance. The largest possible initiative is encouraged in the officers and members of the group. They have the deciding voice in choosing subjects for discussion and general policy. 3. By the amount of church or community co-operation secured, 20 per cent. Feeling that the Association’s greatest strength in this county lies in the field of its relationships to other organizations and agencies doing related work in the field, every effort has been made to cultivate a cordial and whole- some relationship. It educated these men to the possibilities of inter-church action through a central unifying organization like the Y. M. C. A. 4. By the amount of leadership developed, 19 per cent. Our chief task is the recruiting and training of this volunteer leadership. A “strong point” of one Hi-Y program is that “the boys are assuming the leadership in all the schools.” The young men themselves are developing leadership ability in building the all-round life. .. By the extent to which the work meets needs felt by the church, “Y,” or community, 17 per cent. A simple little survey revealed the fact that in practically all the churches there was little or no work of an educational nature being done with men, The approach to the church is simply to help each church discover for itself what the needs and interests are, and release all the energy possible in that church in order to develop a complete .. . program of religious edu- cation. *This study and tabulations was carried out for the commission by a man trained in religious education but not a Y. M. C. A. Secretary. He read and re-read all the letters, classifying each “standard of judgment” as it appeared. His work was reviewed by four experienced secretaries. from the standpoint of its thoroughness and fairness. Revisions were made on the basis of their criticisms. The majority of the letters included more than one criterion, hence the percentages as given refer to that part of the total 110 cases which con- tained each criterion. 59 vaThe leading church and professional men asked us, the YoMi C2 A to help them put on these forums. 6. By the extent to which it helps young men to think through their problems, 16 per cent. It gets boys to thinking about their life and life work. It has provided means whereby young people can discuss frankly, with the aid of the best leadership available, vital religious and social questions about which they are often confused. 7. By the ideals and religious experiences developed, 15 per cent. Every major activity of the Association would be measured by one final test: namiely, Has the activity actually enriched the religious experience of those who participated in it? Much has been accomplished in enlarging and strengthening the religious experiences of the men. 8. By the interest shown, 12 per cent. The boys are interested in their work. The program is of the sort that attracts and holds our youth. 9. By the number of church or Sunday School memberships or decisions secured, 11 per cent. By guidance interviews “hundreds have been related to the church and workers for Sunday Schools have been secured.” Last year 121 were placed in church membership out of 517 who confessed their faith at the meetings. It is impossible . . . to record thousands of Christian decisions, and also the large numbers that have gone into the churches and have become efficient workers. 10. By certain educational standards achieved (badges, certificates, di- plomas), 8 per cent. It was planned to hold ten sessions . . . leading to two credits of standard teacher training work. The school and faculty were approved by the National Council of Religious Education. One weak point is, We have not had a three- or five-year training plan, with certification. 11. By the character habits formed, 8 per cent. Sportsmanship has been on a much higher plane. We undertook this new approach for, the reason that we, were convinced that we were not getting the character values from our old, program. 12. By the approval of miuisters or Vulblic men, 7 per cént. A minister of national prominence declares it is one of the most effective pieces of religious education for adults in the city. A school principal says: “I am absolutely sold on the program of the Hi-Y Club.” 13. By the thoroughness of the work done, 6 per cent. x Association has a specialist for the purpose of making a thorough per- sonality study of the individual through the best scientific methods. These include tests of mental ability, emotional stability, and a general personality study. 14. By the amount of publicity received, 6 per cent. It has been a great piece of publicity for the “Y.” The program of the Association has gained in prestige. 15. Several other criteria were used by small numbers of the men report- ing. Some of these standards are as follows: By the prestige of the leaders who were secured. By the loyalty to, or the understanding of the Association which was de- veloped. 2 vo ‘ a uv iu ' ‘ U J a fo ee eearta ee est ee Pe ee op rp eEr Pests re ss By the extent to which new members were assimilated. By the financial success of the venture. The criteria or standards of measurement which were revealed in the letters might also be analyzed from another point of view as shown below, ranging from those which depend entirely on matters external to participants, to those which involve almost entirely inner pro- CeCSS@S., Our medical staff gave $100,000 worth of service gratis. There were 45 clubs on the list when I came to the state. At the close that year we had 92. An enrollment of between 2,700 and 3,000 boys in weekly Bible Study. We give a diploma to graduates. The program is not primarily popular, since it appeals principally to the more thoughtful type of men, but touches many who have lost interest in the usual approaches to religion. Many of these projects failed because the boys in charge did not measure up to the task involved, but even there the character building processes were at work in a manner never possible under the old system of adult planning and promotion. Vv WHAT IS A PROGRAM AND How Is 17 BUILT? On the question of program, or curriculum, this group of secre- taries present in the main two types of answer, though, as before, there are many shadings of opinion. On the one hand are those who plan a program or build up a curriculum entirely on the basis of what they think right and necessary and interesting. Then they proceed, as many of them stated, ‘“‘to sell the program to the group.” At the other extreme are those who build a program entirely from the needs and wishes expressed by the group. There is no attempt to “inject” mate- rial which the secretary thinks: would be good for the men or boys in- volved. Intermediate between these points of view are those who out- line a program, but bend or change it to meet any strong desire on the part of the. grouy, We arranged cur. curriculum,.and began’:to advertise the school, using printed circulars, newspaper stories, etc. One way in which clubs are organized in X Association: Selling the club program to the new members at a New Members’ Dinner. We are coming stronger than ever for a plan and organized program as worked out by myself in (another city.) The local secretary wrote the syllabus for the course around those needs and problems .. . At first there was quite a bit of lecture work and theory. The men wanted some practical experience, practice work, so we lengthened the session from one hour to two hours and made the first hour a practice period in which the men actually went through the same type of experience they would have their boys go through. Each student has been assigned a project, such as a Boys’ Group. The 54general plan has been to use the experiences and problems of these field groups as the subject matter for the classroom discussion. It approaches all groups interested from within rather than from without. In no sense is it a project or program being thrust upon a group of individuals. Vi Tur RELATIONSHIP BETWEEN METHOD OF SUILDING CURRICULUM AND STANDARD OF JUDGMENT One of the most interesting analyses made of the material was that which came from combining the results of TV and V. All the letters had been analyzed on the basis of criteria used. They were again analyzed, from the point of view of Section V, to see whether the program had been developed and then “sold to the group,” or whether it had been either partially or wholly developed by the group itself. It was found that ninety-five of the reports contained sufficient data to be analyzed on this basis. Sixty-one had arranged the currl- culum and then enlisted the group. Thirty-four had allowed the croup either partially or wholly to develop their own program, The table below shows which criteria each of these groups tended to use, ranging from those most used by secretaries who “sell the pro- eram” to those most used by secretaries who “allow the group to de- velop the program.” Per Cent of Secretaries who use the Criteria’ The Criteria ram ‘sold to group” “devel program oped by The work is judged: As = S =< = ~f a. By the number attending or the number of clubs or classes YN ZO ieee ceo och sce Se cre eaters a Car ele opm ees, ema 48% 15% b. By the ideals and religious experiences developed: ....... «- 20 Y 6% c. By the number of church or Sunday School memberships or ALP oR Ge ie albect lo Gaye bean sod bom Uoduancootoodanooocec cnn’ 13% 39 d. By certain educational standards achieved (badges, certifi- tie Ch Wn) pe ooso Benno de Goce Pend hore NL oO OOD OngSC 11° 3 e. By the prestige of the leaders who were SECUrEG. <6. cease TI tec f. By the amount of publicity TOCOELVEQ 4. 0.52 os ees us ce ee TY 3% e. By the approval of ministers or DuUbDliG Mens. ..2%5 4c a 7° 6« h. By the amount of church or community co-operation secured 16% 15% i. By the extent to which it meets needs felt by the church, CVE OF COMMMUNIGY. icin