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HANDBOOK FOR COMRADES 
 

 
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 Upper designs—Pioneers 
 Center designs—Comrades 
 
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 explanation of insignia see second section of Appendix. 
 
 
HANDBOOK FOR COMRADES 
 
 A Program of Christian Citizenship 
 Training for Boys Fifteen to 
 Seventeen Years of Age 
 
 ASSOCIATION PRESS 
 
 New York: 347 Madison Avenue 
 1920 
 
Copyright, 1920, by 
 The International Committee op 
 Young Men’s Christian Associations 
 
CONTENTS 
 
 Foreword . v 
 
 I. All About the Program . i 
 
 II. The Intellectual Training Program and Ac¬ 
 tivities . 5 
 
 III. The Physical Training Program and Activities 31 
 
 IV. The Devotional Training Program and Activi¬ 
 
 ties . 49 
 
 V. The Service Training Program and Activities 64 
 
 VI. The Service Recognitions. 84 
 
 VII. Americans All . '.. 89 
 
 VIII. Keeping Fit .102 
 
 IX. Track and Field Athletics.116 
 
 X. Aquatics.153 
 
 XI. Camp Life and Recreation.184 
 
 XII. Nature Hobbies .209 
 
 XIII. Our Native Trees .234 
 
 XIV. How to Have a Good Garden.265 
 
 XV. Pets.288 
 
 XVI. In Partnership with Yourself—Thrift .... 306 
 
 XVII. Silent Comrades.310 
 
 XVIII. First Aid to the Injured ..320 
 
 XIX. Safety First.339 
 
 XX. American Citizenship for Boys .345 
 
 XXI. Group and Mass Games. 369 
 
 Appendix.407 
 
 Historical Statement 
 Insignia and Registration 
 Physical Examination Blank 
 
 Index .425 
 

 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
FOREWORD 
 
 Special attention has been given to make this program as 
 acceptabl e and as usable as possible by volunteer leaders of boys 
 who desire a Christian citizenship training program, whether in 
 the Young Men’s Christian Association, the Sunday school, or 
 elsewhere. 
 
 Every suggestion for the still further improvement of it will 
 be welcomed and the largest possible cooperation and partner¬ 
 ship are sought, both in the using of the present program and 
 in any further revisions or substitutions that may be desirable 
 from time to time. 
 
 It is hoped that a joint commission will be appointed to 
 develop a program of boys’ work which will be representative of 
 the best ideals, standards, and methods of the forces which are 
 directly responsible for the religious education of adolescent 
 boys. 
 
 ACKNOWLEDGMENTS 
 
 This program represents the labors of many men and has taken 
 several years of experiment and study as will be seen by refer¬ 
 ence to the Historical Statement. 
 
 We wish to express our grateful appreciation to the National 
 Council of the Young Men’s Christian Association of Canada 
 for the use of text and illustrations from “Manual for Trail 
 Rangers” and “Manual for Tuxis Boys,” in addition to the 
 chapters which carry acknowledgment in a footnote; to Ernest 
 Thompson Seton for permission to use the chapter “Fifty 
 Common Forest Trees of Eastern North America,” as printed 
 in the “Woodcraft Manual for Boys”; to B. Deane Brink for 
 chapter on “Aquatics”; to George O. Draper for chapter on 
 “Games”; to Dr. Peter Roberts and C. W. Bacon for chapter 
 on “American Citizenship for Boys”; to H. W. Gibson for 
 chapter on “Camping”; to R. G. Cole, Herbert L. Crate, Henry 
 G. Hart, C. B. Loomis and Harry T. Baker for biographical 
 
VI 
 
 HANDBOOK FOR COMRADES 
 
 sketches; to L. K. Hall and D. C. Drew for chapter on “The 
 Country Boy”; to A. N. Cotton, C. C. Robinson, C. H. Hagen- 
 buch, C. J. Carver, Leonard Paulson, and other members of 
 the International Committee staff for chapter material and 
 constant suggestions in the preparation and revision of material; 
 to F. H. Cheley and Eugene C. Foster especially for the constant 
 and untiring attention in connection with the preparation, 
 editing, and production of the volume; to the many men who 
 have attended conferences and at other times given valuable 
 help in the production of the program. 
 
 The International Committee of 
 Young Men's Christian Associations 
 
 Edgar M. Robinson , 
 
 Secretary , Boys 1 Work Division. 
 
CHAPTER I 
 
 ALL ABOUT THE PROGRAM 
 
 Every live older boy, looking forward to manhood, wants to 
 be a success; indeed, if he is any good, he expects to be a success. 
 So that he is always keeping his eyes open for the things that 
 help to make successful men. 
 
 This Program points the way toward success. Every boy who 
 follows this plan may not.be fully successful, but almost surely 
 he will be more successful than if he had not followed a program 
 of this character. Why? Because he will be laying broad, four¬ 
 square foundations for his life. The Program offers a boy the 
 opportunity to build his life up on all sides—to be strong men¬ 
 tally, physically, socially, and spiritually. Of course, the young 
 man will later specialize, and become skilled in some one line. 
 But he will be a better specialist if he has a broad foundation. 
 His aim is to be able to say: 
 
 I can do all things well, 
 
 Some things better, 
 
 One thing best. 
 
 Then, again, the Program calls for just the things that an 
 older boy is most interested in. The things that he does daily— 
 at home, at school, at work—are all counted to his credit, and 
 a whole world of most interesting facts and accomplishments is 
 opened up to him. He is helped to become strong and skilled in 
 his physical life, he finds the way to the most delightful discov¬ 
 eries in the mental world, he learns the joy of real service for 
 others, and discovers the place of spiritual growth in a young 
 man’s life. 
 
 The Program, in these ways, brings the most useful informa¬ 
 tion and challenges to the most worth-while accomplishment, and 
 does all this in terms of the things which older boys like to do. 
 Throughout the entire Program the idea is kept in mind of living 
 as nearly as possible the complete life which Jesus lived as a 
 young man, as we are told in Luke 2:52 that He “advanced in 
 wisdom and stature and in favor with God and men.” 
 
2 
 
 HANDBOOK FOR COMRADES 
 
 How does one get into the spirit and plan of the Program? 
 While it is possible, of course, to get a great deal of enjoyment 
 and help out of it by following it alone, most boys will join with 
 others in a group under an adult Leader. The first thing to do, 
 then, is to find the group you want to join and get acquainted 
 with the Leader. 
 
 The Leader will very soon arrange for a charting interview. 
 What is that? Well, it is simply a frank personal talk with the 
 Leader , where he asks a few questions as to how far you have 
 accomplished things, in this direction or in that, and then gives 
 you an idea of how your accomplishments look when compared 
 with a given “chart.” 
 
 For instance, the cross with its four equal arms is taken as a 
 symbol of a well-developed life. Each arm of the cross represents 
 one phase of life—intellectual, physical, devotional, service. 
 
 Each arm contains eight lines; each line represents one test in 
 that part of the boy’s development. For instance, look at the 
 physical side for a minute. There are eight lines, each represent¬ 
 ing a required test. On each of those lines a record is made 
 of the boy’s present standing. This is done in each of the 
 four standards and the boy then sees his own chart. 
 
 Let us take an example of the way it works, as shown by a 
 boy who has been charted. 
 
 WTD-LL&CTUAL 
 
 This boy has been a fair student, has taken part in physical 
 work, works well with others, and helps the other fellow, but he 
 admits that he has neglected his spiritual life. He is one-sided. 
 
3 
 
 ALL ABOUT THE PROGRAM 
 
 I 
 
 That is the way the charting is done; but putting it on this 
 chart isn’t the principal thing. There is great value in the per¬ 
 sonal interview, where the boy learns a good many helpful things 
 about himself and learns how to make good on things in which 
 he may be lacking. The Leader also learns to know the boy bet¬ 
 ter. But the real thing, after all, is the boy’s realization that 
 he has it in his power to secure a well-developed, all-round train¬ 
 ing for life. 
 
 But that is not all. The charting interview is just the begin¬ 
 ning, to help the new boy to get acquainted with himself, with 
 the Leader , and with the Program. After this come the group 
 and inter-group programs of activities. If a boy does not chart 
 quite the way he would like to, the Program will show him how 
 he can broaden out his life; so that, when the second charting 
 comes, at the end of the season, it will show him that he has 
 gained a great many worth-while things. 
 
 The tests are of two kinds. Suppose we turn to page io and 
 look at the tests under Education, which is a portion of the In¬ 
 tellectual Training Section. We see that out of 300 credits he 
 may secure 200 by his general standing in school; the other 100 
 he can get by selecting some electives, and meeting tests as 
 suggested there. This same arrangement holds good throughout 
 the entire Program. In this way he can add to his knowledge 
 and skill in the matter of useful and interesting things, and at 
 the same time he will receive credits for what he learns to know 
 and to do. 
 
 The button which a boy who is taking this Program is privi¬ 
 leged to wear is shown on page 413. The emblems which mark 
 his standing in the group are shown on the color page opposite 
 title page. Each boy may wear one of these emblems; and a 
 group emblem is also available for the entire group of boys, 
 which shows how they stand when their individual records are 
 bunched; of course, every creditable thing done by each member 
 of the group will help to secure a better group emblem. 
 
 The group program, as it is used at a weekly meeting, consists 
 of games, stunts, interesting talks, Bible study, and other fea¬ 
 tures; besides all this, there will be hikes and visits to places 
 of interest, and inter-group athletics, and all the good things 
 that go along with a club of live fellows. 
 
4 
 
 HANDBOOK FOR COMRADES 
 
 The Program has taken the life of Jesus, as a young man, as 
 the ideal toward which every older boy may work. We are told 
 that He “advanced in wisdom and stature, and in favor with God 
 and men.” This is the fourfold life which should be the aim of 
 every older boy who takes part in this Program. 
 
 Of course, there is an opportunity for the boy who wants to do 
 a little more than this Program requires in any special direction. 
 Additional tests are found in the list of Service Recognitions (see 
 page 85). 
 
 Beyond this Program for the Comrades there is to be an 
 additional Program for still older fellows; so that a boy entering 
 in this group has a chance to go on developing in this Program 
 until he reaches the age of twenty-one. 
 
 There are many useful and most interesting facts in the chap¬ 
 ters to be found in the latter part of this book. By reading these 
 chapters carefully, a boy will find many hints which will enable 
 him to carry out his part of the Program successfully. 
 
CHAPTER II 
 
 THE INTELLECTUAL TRAINING PROGRAM 
 AND ACTIVITIES 
 
 “ Jesus advanced in wisdom”—Luke 2:52. 
 
 “Thou shalt love the Lord , thy God . . . with all thy mind ”— 
 
 Luke io:2j. 
 
 Our minds are capable of marvelous development. Through 
 them we learn to understand life and to appreciate people and 
 events, and with them we must make great decisions. One of 
 the greatest thinkers America has produced used to declare that 
 the average man used only about one-tenth of his possible brain 
 power, just as though a carpenter, having a full set of tools, 
 should habitually use only three or four. Neither brains nor 
 tools are much use unless they are set at work. 
 
 A boy’s mind is also an important financial asset. You are 
 worth about two dollars a day from your ears down. Your 
 ability to earn and to enjoy life and to serve others depends 
 pretty largely on the training and cultivation you give your 
 mental powers. 
 
 A friend once asked me if I knew where the Great American 
 Desert was. I assured him that I did—that it was in Arizona 
 and New Mexico. He told me I was mistaken. Then, with a 
 knowing smile, he pointed to his head with the remark: “It’s up 
 here. It’s a wonderful piece of land, will grow anything under 
 the sun from a big crop of bright ideas to ‘tons’ of profound 
 thoughts, just provided it is properly cultivated.” 
 
 It is certainly training that counts. Sixty per cent of our 
 congressmen have been college men; seventy-nine per cent of 
 our senators have been college men; ninety per cent of our su¬ 
 preme court judges have been college men; ninety-two per cent 
 of our presidents have been college men. 
 
 The world needs, as never before, men with trained intellects 
 “Ye shall know the truth and the truth shall make you free.” 
 Through training we come to know ourselves better, to appre- 
 
6 
 
 HANDBOOK FOR COMRADES 
 
 date the real worth of our fellows more fully, and to perceive 
 more of God’s truth as we find it in events, in people, and in His 
 wonderful out-of-doors. 
 
 The bulk of a Comrade’s training, so far as your intellect 
 goes, will probably be had in regular school and college unless 
 you are an employed boy. If you find it impossible to stay in 
 school because of economic reasons, you should take advantage 
 of such opportunities as the night classes in high schools, the 
 extension departments of state universities, and such courses as 
 are offered by thoroughly good trade schools, business colleges, 
 and correspondence schools. Do not suppose that, simply be¬ 
 cause you have been deprived of regular school work, your mind 
 must forever remain undeveloped. “The world itself is a uni¬ 
 versity. Travel and contact with men and things, a mental col¬ 
 lision with different races and people, and the struggle to get on 
 in the world are educators in the highest degree.” 
 
 The main thing is to be certain that you are alive mentally. 
 There is something to be learned from every friend and every 
 book, from every ramble, from every event in the normal course 
 of a day’s activities. Lime has such an affinity for water that it 
 will completely draw all the moisture out of a given amount of 
 air. You must be so alive mentally and have such an affinity for 
 knowledge that you will draw all that is valuable out of every 
 day. Leaders everywhere are brainy men. The men, in most 
 cases, who have made valuable permanent contributions to the 
 world’s good have been trained men who were mentally alive. 
 
 It should be a great encouragement to boys of this generation 
 to know how science is coming to the rescue of the ordinary man 
 and boy. Many wise-sounding books have been written to 
 prove that certain so-called upper classes in society have more 
 or less a monopoly on high talent and special ability, but it has 
 been quite conclusively proved by the studies of Lester Ward, 
 Alfred Odin, and others that there is in the world what is known 
 as universality of talent. Exhaustive studies have proved that, 
 where equal education is given, just as many geniuses of high 
 talent can be produced from, say, ten thousand boys from the 
 laboring masses or the small trades class as from homes of cul¬ 
 ture or wealth. That is, human nature has placed in each ten 
 thousand boys a vast amount more of talent and ability than is 
 
INTELLECTUAL TRAINING PROGRAM 
 
 7 
 
 usually developed, and the number of men of high talent per 
 hundred thousand can be greatly increased by proper inspira¬ 
 tion and instruction. Corot, one of the greatest landscape 
 artists the world has ever seen, was brought up in city streets, 
 his father was a clerk in a drygoods store, his mother a worker 
 in the millinery department of the same shop; he saw very little 
 of the country until he was a boy in his teens. Parents and 
 friends, however, when it was discovered that he had artistic 
 sense and ability, lent definite encouragement to him; so, from 
 a most surprising quarter, a family connected with the lesser 
 important elements of trade, sprang one of the world’s greatest 
 artists. 
 
 These remarkable studies have shown another fallacy, the 
 correction of which should bring great encouragement also to 
 ambitious boys. The theory used to be that, if a boy possessed 
 high talent or genius, the very power of his endowment would 
 enable him to force his way up through all difficulties and arrive 
 at the stage of accomplishment as Abraham Lincoln did. Odin’s 
 work, however, has proved the contrary; for, although high 
 talent may appear in almost any stage of society, it is also shown 
 that, except in rare cases, such talent needs encouragement and 
 the best of training. There were sections of France in which for 
 centuries not a man of genius had appeared, and it was supposed 
 by the scholars that there existed something in the blood strain 
 of that section of the country which prevented the development 
 of men of high brain power. Odin went back over the records of 
 five centuries and found that, just as soon as democratic educa¬ 
 tion was brought to sections of this type, after a generation or 
 two just as many men of rare ability came out of these localities 
 as from those around Paris and the other favored educational 
 regions. This theory of the universality of talent is well estab¬ 
 lished and it will doubtless be one of the privileges as well as an 
 accomplishment of this Program to locate such boys and to bring 
 to all normal boys this encouragement about men’s undeveloped 
 resources. 
 
 Then, too, no fair student of the New Testament can fail to 
 note the intellectuality of Jesus. He was broad-minded in every 
 sense of the term. The range of His knowledge was great, the 
 quality of it very rare. There was a certain remarkable uni- 
 
8 
 
 HANDBOOK FOR COMRADES 
 
 versality about His grasp of truth and a penetrating keenness 
 about His understanding that made it possible for Him to see 
 clearly in the most perplexing situation and to judge rightly in 
 face of the crucial test-questions set for Him by the shrewdest 
 scribes and lawyers of His day. His replies in debate were like 
 rapier thrusts. He so disarmed His antagonists that finally “they 
 durst ask Him no more questions” seeking to entrap Him. 
 
 The Intellectual Training Program and Activities offered in 
 the Program have as their purpose the stimulating of every 
 Comrade to larger mental growth. Every boy should be thor¬ 
 oughly alive to the value of health education, good books, prac¬ 
 tical talks, woodcraft, and nature study, for through these things 
 we develop real mental power and understanding. 
 
 I. EDUCATION 
 
 Twenty dollars a week is better than ten, or fifty dollars better 
 than twenty-five, especially if you are the man who gets it. 
 
 Do you know that a grammar school education increases a 
 boy’s or a man’s earning capacity by fifty per cent; that a high 
 school education adds one hundred per cent to his earning power, 
 and a college education two hundred per cent? 
 
 Each school day well put in is worth more than sixteen dollars 
 to a boy in the course of his life. Government statistics prove it. 
 
 Here are the figures: 
 
 Ten Dollars a Day 
 
 Average yearly income of high school educated man . . $i ,500 
 In 40 years he earns. 60,000 
 
 A day laborer or uneducated man earns $2.00 a day. 
 
 365 days per year, minus Sunday, holidays, etc., 300 
 days. 
 
 Total yearly earnings. 600 
 
 In 40 years he earns. 24,000 
 
 $60,000 minus $24,000 equals $36,000—difference in earnings of 
 educated and uneducated man—value of an education. 
 
 To get this requires 12 years of schooling, 9 months per year, 20 
 days per month or 2,160 days. 
 
 $22,000 divided by 2,160 days equals more than $16 —value 
 of each day’s schooling and training. 
 
INTELLECTUAL TRAINING PROGRAM 
 
 9 
 
 There comes to every boy the temptation to quit school and 
 go to work. When such notions come, go slowly. Don’t decide 
 too soon. Ask a number of men who have been through the mill. 
 Look over the above figures and then add to that evidence the 
 fact that the very best values an education returns to a fellow are 
 not in money at all, but in one’s ability to mingle with cultured, 
 educated folks, to read intelligently the really great books, to 
 understand the best in art and music and, in short, to live. Ask 
 the man without an education if he thinks he did the right thing 
 by “following the line of least resistance.” Talk with your 
 best boy friends and see what they are going to do. The 
 whole evidence will be completely in favor of your sticking to 
 school. 
 
 James Terry White says that even a college course is not an 
 education, but only the beginning of one. The college is pri¬ 
 marily a discipline, a mental gymnasium, but, other things being 
 equal, a college man as a business man will outmatch one who 
 has not received that mental training. The ability to think 
 clearly, largely, truly, and the power to will promptly, firmly, 
 and with intelligence represent an enormous return from any 
 sort of extensive education. 
 
 School and college are worth while. The boy who goes directly 
 into business at the age of fourteen or fifteen is handicapped for 
 life unless he continues his education while he works; there is no 
 doubt about that. He has to rely very largely upon the schooling 
 he then possesses to take him through his career. It is only in 
 the last year or two of high school that your mind begins to judge 
 the relative values of things and to balance the true with the 
 false. Each of these years is worth more than double any pre¬ 
 vious year in the way of true mental development. The hours 
 you spend in hammering away at home at some subject that 
 seems so hard to get will be worth pure gold to you when you 
 come to grapple with the monotonous problems sure to arise 
 later in any business position worth occupying. Many a fellow 
 of thirty is plugging away in a blind-alley job, poorly paid, with 
 little responsibility, and therefore, little opportunity, who says: 
 “If I had only stayed at school and finished my ,course, things 
 would be different. I could have gone through for law and not 
 be stuck here forever. I could at least have taken that position 
 
10 
 
 HANDBOOK FOR COMRADES 
 
 up ahead but they gave it to my desk-mate because he had a 
 better education and could handle it.” 
 
 EDUCATION.Total Credits—300 
 
 REQUIRED TEST—Maximum of Credits—200 
 
 1. Show that your school attendance is normal—100 credits. 
 
 2. Show that your effort is fair (20 credits), good (35 credits) 
 excellent (50 credits). 
 
 3. Show that your scholarship is fair (20 credits), good (35 
 credits), excellent (50 credits). 
 
 By school attendance is meant either formal day or night school, 
 continuation school, correspondence courses, private instruction, 
 or regular apprenticeship training. 
 
 Elective Tests— 20 credits each up to 100 
 
 First Year’s Choices 
 
 1. Participate in organized school or other athletics. 
 
 organized school or other literary society, 
 organized dramatics, 
 military organization, 
 oratory or declamation, school or elsewhere, 
 school welfare activity, High School Club, 
 
 2. 
 
 3 - 
 
 4 - 
 
 5 - 
 6 . 
 
 U 
 
 etc. 
 
 7 - “ 11 welfare activity in connection with Y. M. 
 
 C. A., Settlement, Club, Grange, or through welfare, safety 
 first, or similar movements at place of employment. 
 
 8. Attend an educational talk or discussion or read a book on: 
 
 a. Why Go to College? or 
 
 b. Why Should the Farm Boy Go to College? or 
 
 c. How can the Employed Boy Secure the Equivalent 
 
 of Higher Education? 
 
 Second Year’s Choices 
 
 1. Participate in organized school or other athletics. 
 
 2 - “ “ organized school or other literary society. 
 
 3 - “ “ organized dramatics. 
 
 4- “ “ military organization. 
 
 5 - “ oratory or declamation, school or elsewhere 
 
 6- “ “ school welfare activity, High School Club, 
 
 etc. 
 
INTELLECTUAL TRAINING PROGRAM 
 
 ii 
 
 7. Participate in welfare activity in connection with Y. M. 
 C. A., Settlement, Club, Grange, or through welfare, safety 
 first, or similar movements at place of employment. 
 
 8. Attend an educational talk or a discussion or read a 
 book on: 
 
 a. National Leaders and Education, or 
 
 b. How Country Boys through Education Become Na¬ 
 
 tional Leaders, or 
 
 c. Be present at a discussion of the book, “Poor Boys Who 
 
 Became Famous,” by Bolton. 
 
 Third Year’s Choices 
 
 1. Participate in organized school or other athletics. 
 
 2. “ “ organized school or other literary society. 
 
 3. “ “ organized dramatics. 
 
 4. “ “ military organization. 
 
 5. “ “ oratory or declamation, school or elsewhere. 
 
 6. “ “ school welfare activity, High School Club, 
 
 etc. 
 
 7. “ . “ welfare activity in connection with Y. M. 
 
 C. A., Settlement, Club, Grange, or through welfare, safety 
 first, or similar movements at place of employment. 
 
 8. Attend an educational talk or a discussion, or read a 
 book on: 
 
 a. What Is the Mind, a Storehouse for Facts or a 
 
 Machine with Which to Think? or 
 
 b. What Sort of Education Is Needed for Scientific 
 
 Farming? or 
 
 c. Varieties of Vocational Education (adapted to the 
 
 the problems of youth). 
 
 II. SUPPLEMENTARY TRAINING 
 
 Every boy develops some special interest that he is unable 
 satisfactorily to cultivate in his regular course or in his regular 
 job. It may be music or sign painting or wireless telegraphy or 
 salesmanship or public speaking. It may be gardening or poultry 
 raising. It may be the raising of prize rabbits or interest in 
 dramatics. But whatever it be, put it at once on a basis that 
 will cause it to have a real educational value. Every older boy 
 
12 
 
 HANDBOOK FOR COMRADES 
 
 should see to it that a part of his recreation is clearly purposeful, 
 giving him some training in some specialized line. From four to 
 five years of each normal life are passed in doing “not much of 
 anything.” Why not invest that time in supplementary training 
 of a constructive sort? 
 
 SUPPLEMENTARY TRAINING.Total Credits—ioo 
 
 REQUIRED TEXT—Maximum of Credits—75 
 
 Do the equivalent of twenty-five hours’ study a year in some 
 sort of supplemental education, such as music, art, mechanics 
 drafting, shorthand or bookkeeping, salesmanship, business law, 
 science, and public speaking. 
 
 Elective Tests— 25 credits (choose one) 
 
 1. Do each year at least one hundred hours of work on some 
 job that has a distinctive educational, as well as a remunerative 
 value, to you. 
 
 2. Give evidence that your hobby interests or service train¬ 
 ing activities for each year have a definite supplemental edu¬ 
 cational value. 
 
 III. HEALTH EDUCATION 
 
 Henry Ward Beecher warns us that in our eagerness for mental 
 development we should not forget to take proper care of our 
 bodily health. “Never outrun health,” he says. “A broken-down 
 scholar is like a razor without a handle. The finest edge on the 
 best steel is beholden to the services of the homely horn or pearl 
 for ability to be useful. Keep an account with your brain. Sleep, 
 food, air, exercise, and play are your best friends. Don’t cheat 
 them or cut their company.” Many a man pays for his success 
 with a slice of his constitution, but such things are usually due 
 to ignorance. 
 
 The human body is the most wonderful, delicately adjusted 
 machine in the world. It runs best when it is thought least 
 about, provided it is run under normal conditions. If it is taken 
 care of, properly fed, housed, exercised, washed, and rested, it 
 will perform a marvelous amount of work. 
 
 If, on the other hand, these simple rules ar6 persistently dis¬ 
 regarded, trouble results. Some men drive an auto for months 
 
INTELLECTUAL TRAINING PROGRAM 
 
 13 
 
 with no appreciable wear and tear on the machine and with 
 little or no repairs, while other men constantly have their 
 machines in the shop for repairs. One observes the conditions 
 under which the machine works best, the other entirely disre¬ 
 gards these conditions. America is famous for having her busi¬ 
 ness men “die with their boots on.” Her winter resorts are full 
 of broken-down business men at forty, all because these men 
 did not know the rules of the human machine and drove igno¬ 
 rantly and recklessly. They exceeded the “speed limits” and 
 paid no attention to “lubrication” or to their “radiators.” 
 
 The tragedy of an ambitious soul in a broken body is well 
 voiced by Horace Mann in the following words: “All through 
 the life of the pure-minded but feeble-bodied man, his path is 
 lined with memory’s gravestones, which mark the spots where 
 noble enterprises perished for lack of physical vigor to embody 
 them in deeds.” 
 
 If it is necessary to learn the rules of algebra and geometry 
 and the laws of chemistry and physics, it is also necessary to 
 learn the rules and laws of health. How can a boy be educated 
 if he knows nothing at all about the most marvelous machine in 
 the world? “Know thyself” certainly has a physical significance, 
 as well as a spiritual and emotional one. 
 
 Then there is a deeper reason yet why you should know and 
 practice health education. The future of the race will depend 
 largely on the physical heritage that you will pass on to it through 
 your children and children’s children. Every intelligent boy 
 should be tremendously concerned about keeping physically fit 
 for the sake of the children of whom he is to be the father. Every 
 child that comes into the world has the right to be well born. 
 When a boy becomes a man and marries, he passes on to his 
 children not only the inheritance of health and strength 
 which he has acquired, but also his standards and mode of 
 living. 
 
 If a Comrade has had a real health education and is observing 
 the fundamental laws of health, in all probability his children 
 will establish similar habits and be as strong and healthy as 
 their father. This privilege of being a partner with God in the 
 creation of life should bring to all of us a realization of the 
 sacredness of parenthood. 
 
HANDBOOK FOR COMRADES 
 
 14 
 
 Consecration of the Affections 
 
 While a Comrade is not old enough to be thinking much about 
 marriage, he should have the ambition to own some day a 
 beautiful home and be surrounded by a loving family. The in¬ 
 stinct that stimulates his imagination to picture such a delightful 
 future is known as the sex instinct and it should be a great bless¬ 
 ing in his life. Sometimes it is not. It all depends on how it is 
 controlled. In a well-trained Comrade, the beauty and wonder 
 of it all arouse a tenderness and a protective instinct toward all 
 women and girls. We are inspired with a reverence for mother¬ 
 hood and we begin to appreciate the sacredness of fatherhood. 
 
 Harry H. Moore in his splendid book entitled, “Keeping in 
 Condition,” says: “The sex instinct may be compared with 
 various natural phenomena. Fire, for instance, is a great bless¬ 
 ing to mankind. It warms our houses and cooks our food. But 
 if it gets beyond control, it may cause ruin. It is a fine thing to 
 have temper; to be capable of becoming angry. It adds a cer¬ 
 tain desirable quality to the courage and will-power of man, but 
 a man must control his temper or it may some day control him 
 and under its control he may commit an act he may ever after 
 regret.” 
 
 For most boys to live clean, means hard fighting. The sex 
 passion, so hot and fierce, calls forth the biggest fight of a life¬ 
 time, a fight in secret without applause, a fight requiring will¬ 
 power and persistence. As a boy wins his fight, there is a new 
 force that brings a richer and more abundant life with a greater 
 capacity for love and physical strength, which will enable him 
 to achieve great victories. 
 
 This instinct must be controlled and directed into helpful 
 activities. The boy who throws himself with whole-hearted en¬ 
 thusiasm into team games, swimming, athletics, woodcraft, his 
 school work, public speaking, arts, crafts, and hobbies, music, 
 church and Sunday school work, gives this great force within him 
 a chance to develop him into the highest type of manhood. 
 
 Sometimes this mighty instinct asserts itself so strongly that 
 he is tempted to gratify it by association with immoral women 
 and girls. The boy who thus gratifies nature debases the greatest 
 gift that God has given him, the capacity to love, and thus he 
 brings himself to the level of the beast. Sometimes a boy con- 
 
INTELLECTUAL TRAINING PROGRAM 
 
 15 
 
 fuses love and lust. Each is centered in this instinct. The trend 
 of one is upward and God-ward and the other savors of the 
 animal life. 
 
 Comrades should regard all girls as future mothers of the 
 race and bow in reverence before their self-sacrifice. Many a 
 boy has been inspired to great achievements by a wholesome, 
 winsome girl. A Comrade will treat every girl as he expects 
 other fellows to treat his own sister. 
 
 There is considerable information that every Comrade should 
 have regarding these great facts of life and one of the best 
 methods to secure this information is to have your father or the 
 Leader of your group read aloud to your whole group, “Keeping 
 in Condition.” Knowing the facts that are revealed in this book, 
 a Comrade who is true to his name will resolve that he will give 
 his future wife as clean a life as he expects in her. Just as he 
 believes in fair play and despises cheating in baseball or hockey, 
 so, as a matter of fair play, he will adopt for his own life the same 
 standards he demands in the girl he will some day marry. 
 
 “Happy the boy or man who, in his relationships with girlhood 
 and womanhood, can play so fair and be so fine that every slight¬ 
 est contact which a girl has with his life fosters, stabilizes, and 
 encourages that practical idealism on which she can build con¬ 
 fidence, courage, and character.” 
 
 HEALTH EDUCATION.Total Credits—100 
 
 REQUIRED TEST—Maximum of Credits—50 
 
 1. Read such a book each year as “How to Live”—Fisher and 
 Fiske—25. 
 
 2. Give evidence that you have had a confidential talk with 
 your father or satisfactory substitute on what is involved in 
 normal sex life—25. 
 
 Elective Tests —25 credits each up to 50 
 
 First Year’s Choices 
 
 1. Read one of the following pamphlets: 
 
 “Better than a Fortune,” Eugene C. Foster. 
 
 “The Nurse and the Knight,” Hervey S. McCowan. 
 
 “Friend or Enemy,” Dr. Max Exner. 
 
i6 
 
 HANDBOOK FOR COMRADES 
 
 2. Attend a special lecture on Sex Life Development pro¬ 
 vided by your Leader or attend two group meetings when one 
 of the following books is read and discussed: 
 
 “Rational Sex Life for Men,” Dr. Max Exner. 
 
 “Reproduction and Sex Hygiene,” Winfield S. Hall. 
 
 3. Write out a 250-word statement of the special health 
 needs of the boys of your town as you know them. 
 
 4. Map out and submit a plan for public health for your 
 town or city and defend the points you have included as fun¬ 
 damental. 
 
 5. Investigate and write 250 words on your town or city 
 water supply, telling briefly what you think are the real health 
 conditions involved. 
 
 6. Investigate and write 200 words on farm or factory sani¬ 
 tation or discuss the topic for the benefit of your group. 
 
 7. Describe general effect of tuberculosis, how it is com¬ 
 monly contracted and what steps may be taken to protect one 
 from this “White Plague.” (Written report may be accepted.) 
 (If you are an employed boy and wish to, you may substitute 
 any common trade disease.) 
 
 8. Attend a special lecture on Sex Life Development pro¬ 
 vided by the Leader , such as the Government “Physical Fit¬ 
 ness” Exhibit, or attend two group meetings when one of the 
 following books or its equivalent is read: 
 
 “From Youth into Manhood,” Winfield S. Hall. 
 
 “Keeping in Condition,” H. H. Moore. 
 
 9. Attend an educational talk or a discussion or read a book on 
 the care of the teeth and diseases arising from carelessness. 
 
 Second Year’s Choices —25 credits each up to 50 
 
 1. Investigate and write 250 words on health precautions 
 and safety first devices employed in any first-class, large busi¬ 
 ness house or industrial plant. 
 
 2. Give evidence that you have seen the “Physical Fitness” 
 charts of the United States Public Health Service, or 
 
 Attend a special lecture on Sex Life Development pro¬ 
 vided by your Leader , or attend two group meetings when the 
 following book or its equivalent is read: 
 
 “Keeping in Condition,” H. H. Moore. 
 
INTELLECTUAL TRAINING PROGRAM 
 
 17 
 
 3. Attend an educational talk or a discussion or read a book 
 on the ears, eyes, and nose—their care and common affections. 
 
 Third Year’s Choices —25 credits each up to 50 
 
 1. Investigate and write 250 words on the meat-packing in¬ 
 dustry, dwelling on the United States inspection of meat. 
 
 2. Name eight common contagious diseases and suggest 
 three rules for protecting the public from same. 
 
 3. Give evidence that you have seen the “Physical Fitness” 
 charts of the United States Public Health Service. 
 
 IV. READING AND PUBLIC SPEAKING 
 
 Somebody has said that a good book is better than a good man 
 because it is the best part of a good man! Perhaps that is an 
 extreme statement, but anyway, a good book is splendidly worth 
 while. And what of a book that isn’t good? Why, it isn’t worth 
 reading at all, for there are thousands of fine, interesting, and 
 helpful books that you are never going to get time to read, and 
 every useless book you waste time on is forcing out a good one. 
 
 “Why are you reading that book?” asked one traveler of an¬ 
 other. 
 
 “Why, why—why, I don’t know, sir—just to kill time and to 
 satisfy my curiosity,” replied the reader, with a confused smile. 
 
 “I always know why I read every book I choose,” replied the 
 speaker, with a good-natured smile. “There are so many more 
 first-class ones than I’ll ever get even to look at, that it always 
 seems a shame to me to ‘kill time’ with a worthless book. Read¬ 
 ing a book is like eating an apple with me. I want one that is just 
 right or none at all and you cannot depend on appearances.” 
 
 Just as you are glad to make the acquaintance of men who have 
 achieved in every realm of effort, but uninterested in knowing 
 the mediocre men, choose your book acquaintances with the 
 same fine discrimination. Own a few books that have a special 
 message in them for you. Re-read what is best. Have a large 
 number of good “bound acquaintances,” a smaller group of 
 “paper friends,” but a select group of “book pals.” The “pals” 
 will be a very accurate indication of where you are going and 
 what your ideals are. 
 
i8 
 
 HANDBOOK FOR COMRADES 
 
 Make your reading cover the whole field. American boys need 
 to read much more biography. “Dry stuff,” you say. That’s 
 because you don’t know. I was asking a friend the other day if 
 he had ever eaten a certain Mexican dish. He puckered up his 
 face and replied. ”No, I don’t like it. What is it?” 
 
 One good biography is worth a half-dozen books of fiction. 
 You can know personally many of the great lives of the world 
 through reading their biographies. Then be sure to have a taste 
 of the best history and a few books on travel, and some choice 
 volumes of poetry, and don’t forget the science books. Read 
 about God’s great workshop and of the marvelous things He has 
 made therein. 
 
 Use the spare moments, on the street car, at the station, while 
 you are waiting for other folk, to read. Keep a list of what you 
 read. I know a very keen older boy who keeps two lists—one, 
 books that, he is going to read; the other, ones that he has read. 
 I am amazed at the things he finds time to read. He is getting 
 ready to “be somebody.” Also read one or two good magazines 
 with as much regularity as possible, and add to that a first-class 
 daily paper. 
 
 What one has to talk about will largely be the result of what 
 he reads. “We grow by what we feed upon.” It’s pretty hard 
 to talk sense when one reads only nonsense. Every intelligent 
 boy should be much concerned about his ability to express him¬ 
 self. Of course, it is not necessary for every older boy to become 
 a “spell-binder,” but it is necessary for him to have the ability to 
 express himself clearly, concisely, and forcibly. A teacher of 
 public speaking once asked a boy what the three laws of public 
 speaking were. The boy, who had experienced a great deal of 
 difficulty in saying well what he thought, promptly replied: 
 “First law, practice; second law, practice; third law, practice.” 
 He had mastered the subject. There is not a single profession or 
 line of work in which public speaking is not an essential to suc¬ 
 cess. Never let an opportunity go by to get on your feet and 
 express your opinion—provided you have one to express. It is 
 as undesirable to talk too much as too little. However, the world 
 invariably listens to anyone who has something to say and knows 
 how to say if. 
 
INTELLECTUAL TRAINING PROGRAM 
 
 19 
 
 READING AND PUBLIC SPEAKING. .Total Credits—100 
 
 REQUIRED TEST—Maximum of Credits—50 
 
 1. Make a six-minute speech each year in public on an as¬ 
 signed topic. 
 
 2. Read each year one book of 
 
 a. Fiction 
 
 b. Biography 
 
 c. History 
 
 d. Character development 
 
 e. Science 
 
 f. Poetry 
 
 g. Drama 
 
 (Selection to be made from lists offered in this manual, 
 Chapter XVII) 
 
 Elective Tests— 10 credits each up to 50 
 
 First Year’s Choices 
 
 1. Recite 100 words of standard poetry. 
 
 2. Engage in formal school or class debate. 
 
 3. Enter oratorical or declamation contest. 
 
 4. Read one newspaper and one magazine with reasonable 
 regularity for a period of six months. 
 
 5. List and describe three or more books or magazines that 
 deal with the actual work in which you are employed, or the 
 special study in which you are engaged. 
 
 6. Prepare a list of five papers or magazines which every 
 farm home should have and tell why. 
 
 7. Attend an educational' talk or a discussion, or read a 
 book on: How to Speak Effectively without Notes. 
 
 Second Year’s Choices— 10 credits each up to 50 
 
 1. Recite 100 words of standard poetry. 
 
 2. Engage in formal debate. 
 
 3. Enter oratorical or declamation contest. 
 
 4. Preside at group meeting conducted under strict parlia¬ 
 mentary order. 
 
 5. Read one newspaper and one magazine with reasonable 
 regularity for a period of six months. 
 
 6. Secure from your State Agricultural College their bul¬ 
 letins on any agricultural subject in which you may be inter- 
 
20 
 
 HANDBOOK FOR COMRADES 
 
 ested and read at least fifty pages of such material, reporting 
 same to your Leader. 
 
 7. Read the pamphlet, “How to Hold a Job,” Piner, Associa¬ 
 tion Press, 10 cents—or its equivalent. 
 
 8. Attend an educational talk or a discussion, or read a 
 book on: What Books Shall I Read? 
 
 Third Year’s Choices—10 credits each up to 50. 
 
 1. Represent your school, group, or club in formal debate. 
 
 2. Win a place in a declamation or in an oratorical contest. 
 
 3. Make a twenty-minute address in public on any subject, 
 without a written manuscript. 
 
 4. Preside or act as toastmaster at some public gathering, 
 such as a banquet, athletic meeting, or conference. 
 
 5. Read one newspaper and one magazine with reasonable 
 regularity for a period of six months. 
 
 6. Read one of the following books, or its equivalent of 
 the same type, and review briefly to the group: 
 
 “A Fight for Character,” H. C. King. 
 
 “Rational Living,” H. C. King. 
 
 “The Efficient Life,” L. Gulick. 
 
 “Success,” O. S. Marden. 
 
 “Making Good,” John T. Faris. 
 
 “Increasing Human Efficiency,” Scott. 
 
 “Temptation and How to Meet It,” Sherwood Eddy. 
 
 “The Quest of the Best,” W. D. Hyde. 
 
 7. Secure from your State Agricultural College all their 
 bulletins on any agricultural subjects in which you may be 
 interested, such as corn-growing, cattle-raising, horticulture, 
 and fertilizing. Read at least 100 pages of such matter, and 
 report to your Leader. 
 
 8. Secure books or bulletins from Government Bureau, a 
 technical school or Department of State University, or di¬ 
 rectly from employer, dealing with the larger phases of the 
 business or industry in which you are engaged. Read and 
 make notes on at least 100 pages and report to your Leader. 
 
 9. Attend an educational talk or discussion, or read a book 
 on: Characteristics of the Best Public Speakers. 
 
INTELLECTUAL TRAINING PROGRAM 
 
 21 
 
 V. CURRENT HISTORY, TRIPS, 
 
 AND LECTURES 
 
 We are living in the greatest decade of history—world events 
 are happening every day. Empires are being reshaped; century- 
 old boundaries are being re-located; the national life of races and 
 nations is being adjusted to new conditions. The nineteenth cen¬ 
 tury made the world a neighborhood; the twentieth century is 
 making it a brotherhood. We are living in an age of marvelous 
 machinery; the mysteries of science are being understood. Nat¬ 
 ural laws are being harnessed for the good of mankind. Democ¬ 
 racy and Christianity are winning world victories. Current his¬ 
 tory was never so interesting or important. The World War has 
 made every boy in America a world-citizen. To fill that place 
 of special privilege, every American boy, as never before, must 
 be alive to the tremendous forces about him. Hastily reading 
 the head lines of a daily is not enough. If you are to take your 
 place in the big, busy world, you must be well informed not only 
 on athletic heroes and movie stars but on world happenings. A 
 fine high school leader said to me the other day: “I hate to go to 
 bed for fear some tremendous thing will happen in the world and 
 I’ll be asleep.” That is the proper attitude. 
 
 See all you can and hear all you can as well as read all you can. 
 First, know your own community, its advantages and disadvan¬ 
 tages. Know your local products, visit your public buildings, 
 shops, and factories. Find out how the other half lives. Take 
 time to hear as many of the visiting speakers as possible. Thou¬ 
 sands of the country’s livest business men give their lunch hour, 
 twice to three times a week, to listening to someone tell of 
 accomplishment in literature, science, or art, or in listening to a 
 discussion on some problem of human welfare or on some new 
 invention or proposed plan for making the world a better place 
 in which to live. If they can find time for such things, so can you. 
 Many a boy says: “Oh, what’s the use? It’s too much trouble.” 
 That is a great mistake. 
 
 Deliberately plan for yourself little trips. It matters not how 
 you go—afoot, by steam, electricity, gasoline, or water—but go. 
 Travel has always been an eye-opener. The world is a wonderful 
 and beautiful place. God meant you to see it and enjoy it in 
 
22 
 
 HANDBOOK FOR COMRADES 
 
 reason. What you see and hear gives you material to think about 
 and talk about. Remember you are no longer a provincial indi¬ 
 vidual who has no opportunity to know of the whole big world. 
 The entire universe is at your door. Show me the boy who has 
 time to kill, these wonderful days, and I will show you a boy who 
 is blind, deaf, and dumb to opportunity itself. The day isn’t 
 long enough to go or do or see even a small part of what you may 
 with little or no financial outlay. 
 
 CURRENT HISTORY, TRIPS, AND LECTURES 
 
 Total Credits—ioo 
 
 REQUIRED TEST—Maximum of Credits—50 
 
 Give satisfactory evidence to your group that you are well 
 informed on current events of note in the past sixty days. 
 
 Elective Tests—10 credits each up to 50 
 First Year’s Choices 
 
 1. Present written or oral current event report at group 
 meetings for a month. 
 
 2. Make a trip to some factory, dairy, stock-farm, labora¬ 
 tory, public building, or art museum, not previously reported, 
 and write or report verbally in 200 words on your impressions. 
 
 3. Travel at least 200 miles in the preceding twelve months 
 outside your home community. 
 
 4. Drive auto or motor cycle about 100 miles and make all 
 necessary tire changes and repairs. Estimate cost of mileage. 
 
 5. Briefly outline a book recently read on any practical 
 theme, such as farming, dairying, cattle-raising, engineering, 
 wireless, and aviation. 
 
 6. Attend a practical talk, not previously counted, given by 
 some one competent to talk on exploration, invention, travel, 
 science, military life, etc., and write brief outline covering main 
 points of the address. 
 
 Second Year’s Choices—10 credits each up to 50 
 
 1. Present written or oral current event report at one of 
 your regular group meetings for a month, covering some special 
 subject—industrial, educational, inventive, literary, artis¬ 
 tic, etc. 
 
INTELLECTUAL TRAINING PROGRAM 
 
 23 
 
 2. Make a visit to some factory, dairy, stock-farm, public 
 building, or art museum, not previously reported, and write 
 or give verbal report in 200 words on your impressions. 
 
 3. Travel 200 miles alone on one trip. 
 
 4. Ride, drive, motor, cruise, or walk a distance of 100 miles, 
 arranging all details of trip yourself, such as tickets, checking 
 baggage, and planning for meals. 
 
 5. Briefly outline book recently read on any practical theme, 
 such as economic farming, dairying, cattle-raising, engineering, 
 wireless, or aviation. 
 
 6. Attend some large convention and take careful notes on 
 principal speeches, reporting same to the group. 
 
 7. Attend a practical talk, not previously counted, given by 
 some one competent to speak on exploration, invention, travel, 
 science, or soldiering, and write brief outline of the main 
 points in the address. 
 
 8. Attend a lecture by some labor leader or other student of 
 social progress, dealing with the education or other advance¬ 
 ment of working men and their families. 
 
 Third Year’s Choices— 10 credits each up to 50 
 
 1. Read to the group the most striking editorial that you 
 have seen in the month, and tell why you regard it as such. 
 
 2. Offer the best cartoon you have seen in a month, and tell 
 why it is especially striking. 
 
 3. Make a visit to some factory, dairy, stock-farm, labora¬ 
 tory, public building, or art museum, not previously reported, 
 and describe what you saw there. 
 
 4. Travel 200 miles alone. 
 
 5. Ride, drive, motor, cruise, or walk a distance of 100 miles, 
 arranging all details of trip yourself, such as tickets, checking 
 baggage, and planning for meals. 
 
 6. Attend some large convention or conference of signifi¬ 
 cance, take careful notes, and report important items to the 
 group. 
 
 7. Attend a practical talk, not previously counted, given by 
 some one competent to speak on exploration, invention, 
 travel, science, or soldiering, and write a brief outline of the 
 address. 
 
24 
 
 HANDBOOK FOR COMRADES 
 
 8 . Secure a satisfactory speaker to make an address to a 
 younger group of boys and you handle all details as to public 
 announcement, securing attendance, and conduct of pro¬ 
 ceedings. 
 
 VI. ARTS, CRAFTS, AND HOBBIES 
 
 The desire to make something is instinctive. Watch a group 
 of men or boys, even when they are not engaged at some work. 
 Some will be making rude sketches, others will be whittling or 
 carving a bit of wood. This desire to create is one of the things 
 which has helped to elevate the race from barbarity to present 
 day civilization. The savage made rude tools and implements 
 which formed the basis for development into the splendid things 
 of this kind we have today. It is a long way from the mud hut 
 to the modern sky-scraper. The difference is a matter of degree 
 in the development of that same desire to construct. 
 
 Cultivate a hobby; for example, architecture, etching, en¬ 
 graving, coins, photography, the microscope, the telescope, 
 mineralogy, music, water colors—anything in which you take a 
 natural and easy interest. Study the literature of the subject. 
 Begin a collection of samples and specimens. Slowly add to it 
 without extravagance. Ride the hobby so well that you can 
 entertain and instruct friends an hour at a time, telling them of 
 your experiments or collections. 
 
 The fact that this desire to make things is a natural one gives 
 it a place in any program of complete development. It is a 
 barometer to our capacities and tendencies. It is also a source of 
 pleasure. Many a man today comes home from the office or 
 shop and goes to the cellar or climbs the attic stairs and spends 
 hours of real enjoyment producing some work for the mere joy 
 of making it. Many a boy spends days, perhaps months, in con¬ 
 structing a wireless outfit, a telephone, a farm tool, a piece of 
 machinery, an article of furniture, a piece of carving or burnt 
 wood, or numberless other things. This should be fostered and 
 developed. Great inventions have come in this way. It is one of 
 the most natural sources of pleasure for boys of any age. 
 
 Every boy likes to make things of some kind or other, or is 
 interested in some hobby. It may be different from the things 
 other boys make or do, but it is something, the pursuit of which 
 
INTELLECTUAL TRAINING PROGRAM 
 
 25 
 
 brings him real pleasure. Not only does it give pleasure, but it 
 also increases knowledge. One boy builds a rabbit hutch and in 
 doing so learns elementary architecture. Another makes a 
 battery and enters the threshold of science. Still another roams 
 with a camera and enters into the world of pictorial art. The 
 thing we want to emphasize is that every boy should develop 
 thsse natural tendencies, for by doing so he will build into his 
 life capacities for usefulness and enjoyment in harmony with 
 natural gifts. Arts, crafts, and hobbies ought to result in many 
 things of permanent value. Make every minute even of fun and 
 recreation have more than a passing value. 
 
 ARTS, CRAFTS, AND HOBBIES.Total Credits— 100 
 
 REQUIRED TEST—Maximum of Credits—50 
 
 Give evidence that you have some well-defined hobby, such as 
 photography, nature study and collection, arts and crafts, stock- 
 raising and prize chickens, doves and rabbits, or that you are 
 interested in wireless, stamp or coin collecting, etc., and talk ten 
 minutes before your group on what you have learned from your 
 art, craft, or hobby that is valuable. 
 
 Elective Tests— 25 credits each up to 50 
 First Year’s Choices 
 
 1. Be enrolled in manual training class or arts and crafts 
 class for one school term and make some article of wood work, 
 leather work, basketry, pottery, bookbinding, wood-carving or 
 art printing, lath work or forging, that represents six hours 
 of work. 
 
 2. Assist in building one mile of fence. 
 
 3. Build one chicken coop, rabbit hutch, pigpen, or equiva¬ 
 lent. 
 
 4. Give evidence of having successfully performed artistic 
 or handicraft work in wood, sheet metal, tool making, and the 
 like at place of employment, part time school, or in own shop. 
 
 5. Disassemble, or clean and reassemble repaired, some 
 piece of machinery, same consuming six hours of time. This 
 may be auto, bicycle, farm machinery, etc. 
 
 6. Attend an educational talk or a discussion, or read a 
 book on: The Value of Hobbies. 
 
26 
 
 HANDBOOK FOR COMRADES 
 
 Second Year’s Choices —25 credits each up to 50 
 
 1. Be enrolled in manual training class or arts and crafts 
 class for one school term and make some article of wood work, 
 leather work, basketry, pottery, bookbinding, wood-carving, 
 lath work, forging, or art printing, that represents an original 
 design and at least eight hours of work. 
 
 2. Build and hang three gates or doors, or build one set of 
 steps, or put in sixty cubic feet of concrete or equivalent 
 masonry. 
 
 3. Assist in building one garage or wagon shed or sanitary 
 toilet, or screen in veranda, or build sleeping-porch or tent- 
 house, or paint or varnish 500 square feet of board surface or 
 equivalent. 
 
 4. Select a hobby connected either with your present work 
 or some other line in which you are interested, and investigate 
 and experiment on it fully. Electricity, newspaper work, en¬ 
 gineering, or industrial design are practical opportunities in 
 this line. 
 
 Third Year’s Choices —25 credits each up to 50 
 
 1. Be enrolled in manual training class or arts and crafts 
 class for one school year and make some article of wood work, 
 leather work, basketry, pottery, bookbinding, wood-carving, 
 forging, lath work, or art printing that represents an original 
 design and at least ten hours of work. 
 
 2. Take one full year of mechanical drawing under a com¬ 
 petent teacher, either in night school, day school, or by private 
 instructor. 
 
 3. Design and draw, listing bill of materials needed, a five- 
 room frame house or its equivalent. 
 
 4. Assist in installing a complete water or lighting system 
 in frame house or equivalent. 
 
 5. Paint one medium-sized house, barn, garage, or other 
 building, consisting of at least 800 square feet of surface. 
 
 6. Make a working model of some mechanical device, ship, 
 machine, silo, sagless gate, engine, or accessory, and describe 
 process of securing U. S. patent. 
 
 7. Give evidence either at a school or shop that you can 
 read and interpret blue prints. 
 
INTELLECTUAL TRAINING PROGRAM 
 
 27 
 
 VII. WOODCRAFT AND NATURE STUDY 
 
 Woodcraft was the earliest science. In fact, if prehistoric man 
 had not become a wonderfully adept craftsman, it is doubtful if 
 the human family would have survived. Woodcraft is the art of 
 living in nature’s garden with comfort and health, using such 
 equipment as Mother Nature makes possible as the result of 
 ingenuity and resourcefulness. As mankind has become more 
 civilized and has flocked into man-made cities, he has lost much 
 of his woodcraft. In fact, the average city boy knows nothing 
 about it, save what he has read in enticing books of the out-of- 
 doors. The most interesting place in all the world is the great 
 out-of-doors, provided you will teach yourself to see and hear all 
 the sights and sounds that are there. Have you ever been alone 
 in a big city—great throngs of folks passing you in every direc¬ 
 tion—but all strangers to you? How desperately lonesome it all 
 is! The very same thing happens with most folks when they go 
 into the great out-of-doors. They are unacquainted and so feel 
 very lonely. Woodcraft and Nature Study are to introduce you 
 to at least some of the most interesting sights and sounds. You 
 should surely know the common trees and the common flowers 
 and birds. Even the insect world is filled with exciting scenes 
 and episodes. 
 
 As a matter of fact, man’s big job, in order to advance, has 
 been to overcome and utilize nature. He has had to fight vermin 
 and weeds, fell trees, and destroy insect pests. He has had to 
 guard his little clearing from floods and forest fire and snow 
 slides. He has had to domesticate animals and cultivate grains. 
 He has had to make implements from nature’s material and 
 search for life-giving roots and nuts and fruit and, by so doing, he 
 himself has become a keen, well-developed, intelligent man who 
 can take care of himself. 
 
 God meant that man should live a great deal in the out-of- 
 doors. He did not mean that we should live out our lives en¬ 
 tirely in artificial cities or become so engrossed in man-made 
 amusement that we could not find time to know Him better by 
 getting acquainted with His handiwork. The Fountain of Per¬ 
 petual Youth is in the out-of-doors. Have you ever tasted the 
 exhilaration of a long tramp through woods or along a gushing 
 
28 
 
 HANDBOOK FOR COMRADES 
 
 stream? Have you ever sat in the protecting shade of a great 
 willow and let your line dangle purposelessly in the water, while 
 you breathed the woodsy air or gazed up into a squirrel’s neat nest 
 or watched an eagle float in the blue above you, or perhaps let 
 your mind run back to dwell upon the loving kindness of a Father 
 God who could provide such a world for His children? If you 
 haven’t, you have missed one of the richest experiences of all life. 
 Perhaps these suggested tests will lead you to do just that very 
 thing—become an intelligent nature-lover. Enlarge your circle 
 of friends by taking in a goodly number of nature’s wild things. 
 Check up on your nature knowledge today and see how short you 
 are, then turn to your tests and make up for lost time. 
 
 WOODCRAFT AND NATURE STUDY.. .Total Credits—ioo 
 
 REQUIRED TEST—Maximum of Credits—50 
 
 Take one year of schooling in: Botany, Zoology, or Forestry, or 
 read “Nature Study and Life,” by Hodge, or its equivalent. 
 
 Elective Tests—10 credits each up to 50 
 First Year’s Choices 
 
 1. Attend educational talk or a discussion, or read a book on: 
 The Economic Value of Our Birds. 
 
 2. Observe in their natural haunts twenty-five birds and 
 write brief description or interesting facts about each of them. 
 
 3. Build and hang three kinds of bird boxes, and have at 
 least one accepted for nesting place by birds. 
 
 4. Read one good book on birds for your section of the 
 country, selection satisfactory to your Leader. 
 
 5. Write 300 words on: 
 
 a. The Habits of the Woodpecker, or 
 
 b. The English Sparrow, or 
 
 c. The Hawk Family, or 
 
 d. The Crow. 
 
 Second Year’s Choices—10 credits each up to 50 
 
 1 . Attend educational talk or a discussion, or read a book on: 
 
 a. Trees, their Growth, Protection, and Use, or 
 
 b. Scientific Management of the Wood Lot. 
 
 2. Collect and press twenty-five weeds and tell how to ex¬ 
 terminate them, or equal substitute. 
 
INTELLECTUAL TRAINING PROGRAM 
 
 29 
 
 3. Collect and name twenty flourishing shrubs, either na¬ 
 tive, cultivated, or both, or equal substitute. 
 
 4. Describe and name four poison plants and tell remedy 
 for each of them, or equal substitute. 
 
 5. Cultivate six varieties of flowers; let each go to seed and 
 describe carefully seed pod and method of dissemination. 
 
 6. Write 300 words on: 
 
 a. Poison Ivy, or 
 
 b. Poison Sumach, or 
 
 c. Deadly Toadstools, or 
 
 d. Larkspur, Monkshood, or Loco. 
 
 Third Year’s Choices— 10 credits each up to 50 
 
 1. Attend educational talk or discussion, or read a book on: 
 
 a. Our Insects—Friends and Foes, or 
 
 b. Ten Farm Pests and How to Fight Them. 
 
 2. Collect twenty-five butterflies, moths, beetles, bugs, or 
 flies and tell the life-history of five of them. 
 
 a. Describe habits and life-history of three wild bees. 
 
 b. Describe habits and life history of the mosquito. 
 
 c. Describe habits and life-history of ants or house-fly. 
 
 d. Describe habits and life history of grasshopper. 
 
 3. Collect and feed to the pupating stage, five caterpillars 
 and preserve the chrysalises or cocoons until they emerge. 
 
 4. Search for moths, collecting at least three pair, naming 
 them. (See Haward’s Moth Book and other authority.) 
 
 5. Raise two hives of bees, or hive one wild swarm, or locate 
 a bee tree in the woods by capturing wild bees and following 
 them upon release. 
 
 6. Write 300 words on: 
 
 a. The Cotton Weevil, or 
 
 b. The Fruit Weevil, or 
 
 c. The Mud-dauber Wasp, or 
 
 d. The House-fly. 
 
 VIII. PERSONALITY ANALYSIS 
 
 It is very often worth while to take time out of our busy lives 
 to check ourselves up. It is possible for us to be so busy doing 
 things that we give little or no thought to the motives that 
 
30 
 
 HANDBOOK FOR COMRADES 
 
 prompt us to do these things. Our attitudes in life are quite as 
 important as our activities. One lies in the realm of the ab¬ 
 stract, while the other has to do with the concrete. 
 
 The tests required in the Intellectual Training Program have 
 no real value, after all, in themselves unless they result in a 
 growing executive ability, in quickened and deepened thought 
 processes, in better-judgment, in more initiative, and a larger 
 resourcefulness. Remember you are training for leadership, 
 therefore all activities are but a means to an end. Leadership is 
 clearly related to personality. Unless your personality is im¬ 
 proving, unless you are rounding out into a fuller development, 
 something is wrong. The Personality Analysis is divided into its 
 intellectual, physical, spiritual, and service qualities, each being 
 considered in its proper place, but united they make an intimate 
 picture of you. 
 
 It will pay each Comrade to give this part of his training con¬ 
 siderable thought and study. What You Are to Be You Are Now 
 Becoming. Are you daily becoming a more perfectly developed 
 boy? 
 
 Following is a suggestive test. Check up on it each year at 
 the time of your annual charting. 
 
 PERSONALITY ANALYSIS.Total Credits— ioo 
 
 REQUIRED TEST— 
 
 1. Be awarded a maximum of 50 credits for right attitude 
 toward securing for yourself a broad intellectual development. 
 
 2. Be awarded a maximum of 50 credits for the following 
 intellectual personality analysis: 
 
 To what extent have you developed in: 
 
 a. Executive ability. 
 
 b. Power of concentrated attention. 
 
 c. Good judgment. 
 
 d. Initiative. 
 
 e. Resourcefulness. 
 
 Note. 10 credits each allowed for excellent development, 
 7 for good, and 3 for fair. 
 
CHAPTER III 
 
 THE PHYSICAL TRAINING PROGRAM 
 AND ACTIVITIES 
 
 “Jesus advanced in . . . stature ”— Luke, 2:52. 
 
 “Thou shalt love the Lord , thy God . . . with all thy strength ”— 
 
 Luke 10:2 7. 
 
 Young manhood is the time of greatest physical energy and 
 health. The glory of young men is their strength. Physical 
 health is a mental and moral asset. Muscle culture develops 
 brain centers as nothing else will. Youth is the time to be hearty 
 and rugged, free and open in manners, to be possessed with a 
 desire to excel in all that one undertakes to do—to be happy and 
 joyous and glad that one is alive in a world in which there is much 
 work to be done. Physical action is the natural expression of 
 health. It is a fine thing to be interested in all forms of exercise 
 which will result in a ruddy cheek, a clear eye, a smooth com¬ 
 plexion, and a strong masculine voice. All sorts of athletics and 
 games have an undoubted and important place in furnishing 
 healthful exercise and in providing a wholesome outlet for the 
 full, free energy of youth. 
 
 Older boys who enjoy all kinds of outdoor life, who delight in 
 competition which involves victory and fatigue, who take 
 pleasure in all movements which call for rhythm and vigor, sel¬ 
 dom are victims of habits of which they need feel ashamed. 
 
 Enough has been said to show that we have no right to despise 
 the body. It has its rightful and important place as one of the 
 four phases of our nature. If we set as our final goal the mental 
 and moral gains which we may achieve through good health and 
 well developed muscles we shall reap a double reward for our 
 efforts. 
 
 Many older boys who desire to be clean and straight morally 
 are failing to make good because they have neglected to reckon 
 with their physical life as a vitally important factor in good 
 morals. The Creator never intended that we should try to carry 
 on our morals that which we should carry on strong, firm muscles. 
 Good health is a great mainstay to our mental, moral, and 
 
32 
 
 HANDBOOK FOR COMRADES 
 
 physical life and upon it we depend largely for our ability to 
 serve our fellowmen. 
 
 “Jesus advanced in stature,” is the only direct word we have 
 about the physical development of the Master—but we cannot 
 think of Him in terms other than of One with a splendid physique. 
 We may infer from the type of hill country in which He spent 
 His boyhood and from the trade He learned and mastered that 
 He was more than ordinarily well developed physically. 
 
 Jesus lived constantly in the open air. He made long, tiresome 
 journeys on foot. He was able to endure both physical and men¬ 
 tal strain under which most men would have quickly broken 
 down. Jesus’s remarkable courage is best accounted for by the 
 belief that He possessed an exceptional physique. A weak man 
 may show a measure of courage under the stress of some special 
 circumstances, but in order to face powerful enemies openly for 
 a period of a year or eighteen months, as Jesus did, would require 
 more than ordinary physical powers. 
 
 He also recognized the place of the body in His work and teach¬ 
 ing. He cared for it, healed it, cured it of its diseases, relieved its 
 sufferings, and provided for its needs, as in feeding the multi¬ 
 tudes. In His teaching He gave it its proper place, recognizing 
 its functions and needs in food and clothing. 
 
 “The life,” He pointed out, “is more than the food, and the 
 body than the raiment.” The physical is important because of 
 its spiritual relationships. The spiritual life is not limited to one 
 part of the man, but is the whole of man, is all sides of his nature 
 in relation to God. “Thou shalt love the Lord thy God with all 
 thy strength,” that is, with all thy physical powers. To be 
 spiritual, therefore, on the physical side is to conform to God’s 
 laws for the body; the physical life has a spiritual significance; 
 it, too, is God’s. 
 
 The following Physical Training Program has been carefully 
 put together. If followed, it will go a long way toward bringing 
 about a sound, healthy, physical body such as the Christ built 
 for Himself. 
 
 I. HEALTH HABITS 
 
 Habit plays a very large part in our ordinary daily routine. 
 We automatically reduce many commonplace things to habit. 
 
PHYSICAL TRAINING PROGRAM 
 
 33 
 
 That is, we do them so often and with so little thought that they 
 become habits before we know it. Most habits are easy to make 
 and good habits are just as quickly formed as bad ones. When 
 once formed, habits are very difficult to get rid of, whether they 
 are good or bad. The sort of habits we allow to form pretty 
 largely determine what sort of men we are to be. It is a fine 
 thing to have all your habits fighting for you instead of against 
 you. It is a great thing when your habits are constantly building 
 you up instead of continually pulling you down. Now a habit is 
 a continual source of action which by repetition becomes easy. 
 As some one has so well said, “If we take care to form good habits 
 the first twenty years of our lives, our habits will take good care 
 of us the last twenty years of our lives.” 
 
 It is of the greatest importance that every boy form positive 
 health habits. His entire life, family, and career depend upon it. 
 Most sickness is not necessary. It is the result of bad habits. 
 There are more than a thousand useless deaths a day in the 
 United States alone—due largely to careless living and the break¬ 
 ing constantly of natural physical laws. 
 
 Make it a habit of your life to get proper sleep and rest; make 
 it a habit of your life to sleep alone, if possible, and always with 
 a generous amount of fresh air. Fresh air never killed anyone. 
 
 Make it a habit of your life to drink quantities of pure water. 
 It is God’s cleansing liquid. Use it freely inside and out. Most 
 of us use it far too sparingly. Make the cleaning of your teeth, 
 twice daily, a habit. Form the habit of regular daily exercise. 
 If you cannot enter strenuous play or cannot walk or run or have 
 no place for your own calisthenics, do like the cat—stretch often 
 and intensely in the fresh air. 
 
 Your bowels can be educated. They can and will, if given 
 attention, form the habit of performing regularly almost to a 
 definite hour. Constipation is the great American disease and is 
 due largely to carelessness and procrastination. From it spring 
 hundreds of evils that harass later life. 
 
 Posture is a matter of habit. Groom yourself well. Remove 
 the “mourning” from under your finger-nails. Keep your hair 
 cut, and your shoes shined, and avoid a dirty body. 
 
 Your thoughts have a very direct effect on your health. “As a 
 man thinketh in his heart, so is he.” “Whatsoever things are 
 
34 
 
 HANDBOOK FOR COMRADES 
 
 true, whatsoever things are honest . . . whatsoever things are 
 
 pure . . . whatsoever things are of good report . . . think 
 
 on these things.” For * the habit of clean thoughts, clean speech, 
 and clean sports. I received a letter of recommendation the other 
 day concerning an applicant for a certain position which read as 
 follows: “He is clean inside and out and his habits are right.” 
 He got the job. 
 
 HEALTH HABITS. .Total Credits—200 
 
 REQUIRED TEST—Maximum of Credits—160 
 
 Give evidence that eight of the following are habits of your daily 
 life—20 credits each. 
 
 “Get the Habit” 
 
 1. Fixed hour for rising and retiring. 
 
 2. Drinking one glass of water upon rising. 
 
 3. Cleansing teeth at least once a day. 
 
 4. Regular daily physical exercise. 
 
 5. Bathing thoroughly at least twice a week. 
 
 6. Daily bowel movement at regular hour. 
 
 7. Proper posture—standing and sitting. 
 
 8. Evidence of care in personal appearance; such as combing 
 hair, cleaning nails, and washing thoroughly. Avoid dirty linen. 
 Shine shoes. 
 
 9. Being temperate in sweets, sodas, and ice cream. 
 
 10. Abstaining from tobacco in any form. 
 
 Elective Tests — 20 credits each up to 40 
 
 1. Attend each year an educational talk or discussion, or 
 read a book covering the importance of clean living in building 
 a successful life. 
 
 2. Sign the following agreement each year: 
 
 “I hereby purpose to throw my weight, whether it be an 
 ounce or a ton, in favor of Clean Speech, Clean Living, 
 and Clean Sports, and will help to promote such a cam¬ 
 paign among my fellows.” 
 
 II. CAM PC RAFT 
 
 A soldier, some time ago returned from overseas, was talking 
 about his experiences, when he said: “I have always been very 
 much interested in the way that the different boys took care of 
 
PHYSICAL TRAINING PROGRAM 
 
 35 
 
 themselves. When we’d move into new billets, or, sometimes, 
 stop for the night with the twinkling lights of heaven above us, 
 I noticed how easily some of the boys ma !'* themselves comfort¬ 
 able. Others never seemed to be able qyickly to size up an old 
 building or a bit of ground nor fix up a warm and comfortable 
 bivouac. I have been thankful many and many times for the 
 camping experiences that I enjoyed with the bunch of us who 
 paddled day by day among the islands and camped by night 
 among the rocks and pines of the lake.” 
 
 To have a working knowledge of campcraft is an excellent 
 attainment. Every red-blooded boy likes to “rough it.” Yet if 
 you know how to do it, you can be as comfortable as in the best 
 hotel. Nothing will help to make you resourceful and as “hard 
 as nails” like pitching and striking camp, with Nature close at 
 hand as your assistant. It is a time when the boy who knows 
 how to camp in comfort is a real asset to the group. It is a time 
 when the spirit of “help the other fellow” has a great chance for 
 expression, as the boys in your group spend the nights around the 
 fire among the noises and silences of Mother Nature. 
 
 It surely is a great experience to have the sun-touched drip and 
 flash of the paddle or the breeze-blown odors of the long trail in 
 your memory as you stop in the evening at some grassy, tree- 
 sheltered camp-site. It’s great to see the fellows put up the tent 
 among the trees while you rustle some balsam boughs and spread 
 the blankets on them. My, but those beds will feel good! It’s 
 great to hear the crackle of the first small bits of wood taken 
 hold of by the fire, with the smoke, a hazy slate color, drifting up 
 through the trees as one of the bunch works his hatchet on the 
 dry, splintery boughs; when the call to “eats” is heard, to dish 
 for yourself a plate of beans steaming in the cool air, a few strips 
 of crisp bacon, toasted brown by the open fire with that smoky 
 tang that only camp-fire food can claim, and steaming coffee, 
 with the other good things that the cook in the crowd prepares 
 ready for a hungry group; to tell those jokes that the fellows 
 know around the blazing camp fire at dark or hear the story of 
 the early days that the Leader recounts; or, perhaps, just to sit 
 quiet for a while watching the fire-figures in the center of a 
 happy circle and hear nightly the voices of Nature that surround 
 you. What experience can beat that of camping for a group of 
 
36 
 
 HANDBOOK FOR COMRADES 
 
 real live boys—that is, when you understand camping in com¬ 
 fort—campcraft! 
 
 CAMPCRAFT.Total Credits—ioo 
 
 REQUIRED TEST—Maximum Credits—50 
 
 Take at least one week-end hike into the country, staying all 
 night, cooking acceptably on your own camp fire any three dishes 
 you may choose, such as meat, potatoes, flapjacks, biscuit, cocoa, 
 eggs, soup, game. 
 
 Elective Tests 
 
 First Year’s Choices— 10 credits each up to 50 
 
 1. Sleep in open air, on sleeping-porch, under canvas, or in 
 a shanty in the woods, twelve or more nights in a given year. 
 Plan the food for a party of four or more and supervise the 
 cooking of at least one meal a day for the twelve days. 
 
 2. Go on a two weeks’ stay in any well-organized, private, 
 Y. M. C. A., Boy Scout, Sunday school, or other sort of camp, 
 enter into the activity of same, and accept responsibility for 
 some specific piece of service to the camp. 
 
 3. Go on four week-end or other short camping trips, doing 
 your share of cooking, camp sanitation, and care of boats and 
 tents. 
 
 4. Take a two weeks’ cruise under satisfactory auspices, 
 doing your share of work and cooking. 
 
 5. Identify and collect ten wild fruits, berries, roots, or 
 tender shoots that are good for food and give authority. 
 
 6. Identify and collect ten different kinds of leaves, roots, 
 or bark that have medicinal properties and tell how to use each. 
 Give authority. 
 
 7. Produce at least ten pounds of camp food—fish, fruit, 
 nuts, or game—and prepare same for the table. 
 
 8. Attend educational talk or discussion, or read a book on 
 Backwoods Surgery and Remedies. 
 
 Second Year’s Choices—10 credits each up to 50 
 
 I. Sleep in the open air, on sleeping-porch, under canvas, or 
 in shanty in woods, fifteen or more nights in a given year. Plan 
 
PHYSICAL TRAINING PROGRAM 
 
 37 
 
 the food and personal effects for a party of six and supervise 
 the cooking of at least one meal a day for eight days. 
 
 2. First investigate, then write out a 500-word statement 
 describing an actual camping site near your home town for 
 week-end working boys’ camps, with statement of expense, in¬ 
 cluding carfare, food, and incidentals for each boy, on basis of 
 party of ten. 
 
 3. Go on a two weeks’ stay in any well-organized Sunday 
 school, Y. M. C. A., Boy Scout, or private camp and take 
 responsibility for some phase of the camp program while there. 
 
 4. Take a two weeks’ cruise or gypsy trip under above con¬ 
 ditions. 
 
 5. Spend a period in a train'ng camp for boys, sharing the 
 whole program. 
 
 6. Know sixteen camp recipes, and how to prepare success¬ 
 fully each article of food for a party of eight to twelve. 
 
 7. Be able to plank a fish by the open fire. 
 
 8. Roast corn Indian style, in clay or wet leaves. 
 
 9. Build and operate an Indian fireless cooker, cooking fresh 
 vegetables, fish, or fowl satisfactorily. 
 
 10. Bake in the ground satisfactorily one quart of beans. 
 
 11. Attend educational talk or demonstration on: 
 
 Tents and Tenting (how to pitch, ditch, furnish, and 
 care for tentage). 
 
 Third Year’s Choices—5 credits each up to 50 
 
 1. Sleep in open air, on sleeping-porch, under canvas, or in a 
 shanty in the woods, fifteen or more nights in a given year. 
 
 . 2. Plan the food and personal effects for a party of six, super¬ 
 
 vising the cooking of at least one meal a day for ten days or its 
 equivalent. v 
 
 3. Go on a two weeks’ stay in any well-organized Sunday 
 school, Y. M. C. A., Boy Scout, or private boys’ camp and 
 take responsibility for some phase of the camp program or its 
 equivalent. 
 
 4. Take a two weeks’ cruise or gypsy trip under above con¬ 
 ditions. 
 
 5. Spend a period in a training camp, sharing the whole pro¬ 
 gram. 
 
38 
 
 HANDBOOK FOR COMRADES 
 
 6. Know sixteen camp cooking recipes and how successfully 
 to prepare each article of food for a party of eight to twelve, or 
 read Horace Kephart’s “Camp Cookery.” 
 
 7. Be able to plank a fish by the open fire. 
 
 8. Roast corn Indian style, in clay or wet leaves. 
 
 9. Build and operate an Indian fireless cooker, cooking fresh 
 vegetables, fish, or fowl satisfactorily. 
 
 10. Bake in the ground satisfactorily one quart of beans. 
 
 11. Attend educational talk or discussion, or read a book on: 
 Secrets of the Woods, covering such topics as: 
 
 How to Follow Trails. 
 
 How to Study Wild Things. 
 
 How to Anticipate the Weather. 
 
 How to Find Water. 
 
 How to Find your Way when Lost. 
 
 Signals. 
 
 Camp Etiquette. 
 
 . \ 
 
 12. Help a Leader in the conduct of four week-end camps for 
 younger or employed boys, aiding in cooking, discipline, 
 health, and safety of group. 
 
 III. TEAM GAMES 
 
 Many a man who has reached the heights of world fame has 
 explained his success by saying that as a boy he learned to “play 
 the game.” The boy who has missed the training that comes 
 from team games “hard fought and fair won” goes into life handi¬ 
 capped. Some one has well said that the football at Rugby and 
 the regatta at Eton, bowling at Harrow and cricket at Westmin¬ 
 ster, succeeded by all those invigorating exercises in constant 
 practice at Oxford and Cambridge, give to England the most ele¬ 
 gant and able-bodied scholars in the world. 
 
 Every American boy should be encouraged to enter team 
 games. It is here, perhaps as nowhere else, that he learns to 
 think and decide quickly, to make muscles respond to will, to 
 depend upon self in emergency. It is here that he learns self- 
 control and unselfishness and, best of all, learns how to play the 
 team game. No man can be a success in the large sense of the 
 
PHYSICAL TRAINING PROGRAM 
 
 39 
 
 word who does not master these fine points in living. The man 
 who, out in the world in later life, plays the game clean and 
 strong and to the finish was the boy that did the same thing back 
 on the gym floor or the gridiron or the athletic field. 
 
 “There used to be a player on the second team of a certain 
 college that was quick as lightning, a lover of the game, and a 
 great ground gainer. But let it happen that this player got 
 thrown hard at the start of the game or accidentally hit in any 
 way, he would begin to fight. Week after week this player who 
 might have proven a tower of strength to his college team was 
 ruled out. He would not play the game.” 
 
 Life is the' greatest team game there is, and every game of 
 baseball or football or hockey is but a practice game for the 
 championship series, with actual achievement as a prize. The 
 World War was won only after the Allies played a team game. 
 In every normal home mother and father are playing a team game 
 often against great odds for the sake "of the children. Yes, get 
 into the game. Play it for all you are worth not for your own 
 sake but for the sake of the team. 
 
 TEAM GAMES.Total Credits—ioo 
 
 REQUIRED TEST—Maximum of Credits—50 
 
 Show reasonable proficiency in at least four team games, such 
 as, baseball, football, hockey, basket ball, volley ball, and soccer, 
 participate during the year in at least twelve team games, showing 
 self-control, gentlemanly conduct, and good spirit, and read two 
 official rule books. 
 
 Elective Tests 
 
 First Year’s Choices— 25 credits each up to 50 
 
 1. Officiate at two team games during the year. 
 
 2. Manage an athletic team satisfactorily through one 
 season. 
 
 3. Write 300 words on Good Sportsmanship. 
 
 Second Year’s Choices— 25 credits each up to 50 
 
 1. Officiate at three team games during the year. 
 
 2. Manage or captain an athletic team through one season. 
 
 3. Write 300 words on: Play Spirit among Boys. 
 
40 
 
 HANDBOOK FOR COMRADES 
 
 Third Year’s Choices—25 credits each up to 50 
 
 1. Officiate at three team games of some sort during the 
 year. 
 
 2. Manage or captain an athletic team through one season. 
 
 3. Write 300 words on: Some Great Athletes and Why They 
 Were Great (see Boys’ Handbook, Chapter VII). 
 
 4. Organize an athletic team among younger boys or boys 
 in store or shop. 
 
 IV. GROUP GAMES 
 
 You cannot always have a gymnasium or an athletic field, but 
 you can almost always find a vacant lot, an empty room, or a 
 large hall. You do not always have team game equipment or an 
 umpire, but you can always have a fine time, anyway, if some¬ 
 one in the crowd only knows a few good group games. Every boy 
 should know them, for every boy can play them, and in a less 
 concentrated way they can be made to teach all that team games 
 do. They have a decided advantage over our team games for 
 some occasions, for any number of boys can play and the neces¬ 
 sary equipment can most times be quickly improvised. Besides 
 having the effect of a fine physical tonic, they also have a real 
 social value. For an evening of real fun and frolic with plenty of 
 laugh and good cheer, group games are the thing. Many of them 
 do demand skill and all demand good sportsmanship. 
 
 The boy who knows and can handle group and mass games is 
 always the most helpfully popular boy in the group. There can 
 be no dull hours with him about. He is in demand after lunch 
 on the hike. He is in demand at the church school picnic. He is 
 much sought after in the boys’ camp. Everybody wants him and 
 everybody likes him. He is indispensable. When you were a 
 “kid” you played many group games. Perhaps you have for¬ 
 gotten them. If so, think them up and get ready for a stag party 
 or an open house or twilight hour, because you will be sure to 
 want them (see Chapter XXI, this manual). 
 
 GROUP AND MASS GAMES.Total Credits—100 
 
 REQUIRED TEST—Maximum of Credits—50 
 Know and participate in at least ten group or mass games. 
 
PHYSICAL TRAINING PROGRAM 
 
 4i 
 
 Elective Tests 
 
 All Three Years the Same— 25 credits each up to 50 
 
 1. Acceptably conduct an evening of group and mass 
 games for some other group than your own, teaching them at 
 least five games. 
 
 2. Make a collection of thirty group and mass games, writ¬ 
 ing instructions for each in a notebook or on a card index. 
 
 3. Attend a special class of at least six sessions, when group 
 and mass games are taught. 
 
 4. Teach one group game to the group that has been 
 adapted from some other peoples, such as, Indian, Chinese, or 
 Mexican. 
 
 5. Create interest in, and provide materials and leadership 
 for, noon hour play at place of employment, or among gram¬ 
 mar school boys. 
 
 V. AQUATICS 
 
 “Help, help,” came the agonizing cry from the water. An 
 eddy had caught the upturned boat and swept it far out of reach. 
 Three boys stood on the bank with eager, strained eyes but 
 unable to do a thing. Not one of them could swim. Two choice 
 lives with untold possibilities yet unrealized were slipping away 
 under their very noses. 
 
 “Believe me, I’m going to learn to swim at once,” said Tom 
 seriously. 
 
 “I’d give a thousand dollars if I only knew how now,” said a 
 second boy. The third was absolutely silent. He felt as if he 
 had missed perhaps the greatest opportunity that would ever 
 come to him to be of real service, simply because he was unpre¬ 
 pared. 
 
 Just so there are hundreds and hundreds of drownings every 
 year in river, lake, and pond all because there are so many boys 
 who have not learned to swim. All through the outing season 
 newspapers everywhere are full of the reports of preventable 
 drownings. Human life is the most valuable thing in the world, 
 and every reasonable precaution should be taken to save it. 
 Swimming and life-saving instruction should be a part of every 
 
42 
 
 HANDBOOK FOR COMRADES 
 
 boy’s regular education, but as schoolhouses have not as yet, to 
 any great extent, made provision for such instruction, every boy 
 should make the very most of every opportunity offered to learn 
 this splendid art. Furthermore, it is now generally conceded that 
 swimming offers almost the ideal form of exercise. It is not too 
 severe and at the same time it offers real development to every 
 muscle of the body, resulting in splendid coordination. 
 
 If you have never read carefully one of the standard books on 
 swimming, do it now—“At Home in the Water,” by Corsan, and 
 “Life Saving,” by Goss. These can be found in any good public 
 library or purchased through any first-class bookstore. 
 
 If you can already swim, train to become a better swimmer, 
 and count it a part of your job as an American deliberately to 
 teach as many other boys to become swimmers as possible. It is 
 as fine a thing to prevent a drowning as to rescue a drowning 
 person. 
 
 AQUATICS.Total Credits—ioo 
 
 REQUIRED TEST—Maximum of Credits—60 
 
 Be able to dive into the water and swim at least fifteen yards. 
 
 Demonstrate at least three methods of rescue and release as 
 given in Chapter X. 
 
 Demonstrate Schafer method of artificial respiration. 
 
 Elective Tests 
 
 All Three Years the Same— 8 credits each up to 40 
 
 1. Swim on the back 15 yards. 
 
 2. Scull on back using hands only. 
 
 3. Tread water one minute. 
 
 4. Swim 40 yards. 
 
 5. Plunge for distance of 20 feet. 
 
 6. Dive from surface and bring up object from bottom in 
 reasonable depth. 
 
 7. Teach one boy to swim 10 yards. 
 
 8. Tow a person of rescuer’s own weight 20 feet. 
 
 9. Swim 100 yards using crawl, breast, back, and side over- 
 arm strokes. 
 
PHYSICAL TRAINING PROGRAM 
 
 43 
 
 VI. ATHLETICS 
 
 Every normal boy is a real lover of athletics. Athletic contests 
 are as old as the race itself. Organized athletics have come to 
 have a real place in the life of every civilized nation. A great 
 many of the finest lessons of life are learned on the athletic field 
 and cinder-track. Every boy admires a clean-cut, well-developed 
 body that is under the control of the will. Such bodies are the 
 foundations of most great careers. Every school and college in 
 the land deems it worth while to give time and effort to athletics. 
 Fortunately we are fast getting away from the old idea of just 
 developing an outstanding team of experts, and are leaning strong¬ 
 ly to the slogan of “every student in some form of athletics.” 
 
 The old ideal used to be to compete against certain established 
 records in an effort to break them. In addition to this we now 
 encourage each athlete to compete continually against himself, 
 to break his own best record. This is a stimulator of “every man 
 in the game,” and makes it possible for the boy who is not neces¬ 
 sarily a “winner” to have for himself all the benefits of athletics. 
 I f it is desirable for a select team to learn self-control, temperance, 
 courage, perseverance, self-reliance, and all the other clean-cut 
 manly virtues, then it is desirable for every boy. In this connec¬ 
 tion every athlete should constantly remember that all “ma¬ 
 chines” are not rated the same “horse power,” and that the effort 
 and persistence of a less capable fellow should be appreciated as 
 much as the exceptional records of the “high-power experienced 
 machine.” 
 
 If competitions are organized on a group basis so that every 
 member adds to the total score made by the group, backward 
 boys will feel that the forty or fifty points they may make, while 
 not much in themselves will in any event bring up the average. 
 They will be led to participate and do their best, and incidentally 
 to discover that they are able to make a very good showing in one 
 or more events. Remember every boy is seeking all-round 
 development and should enter the athletic events as a very real 
 part of the whole. 
 
 Read carefully the events and group classifications for athletics 
 as they are given in the pages immediately following, and then 
 read carefully all of Chapter IX. Full scoring tables are given on 
 pages 124-133 on Track and Field Athletics. 
 
44 
 
 HANDBOOK FOR COMRADES 
 
 Basis of Grading for Athletic Events 
 
 The weight classification has been chosen because it is the 
 most simple, conforms to existing efficiency tests, and is most 
 practical for the Leader. The following is the weight classifica¬ 
 tion: 
 
 Class I. 60 to 80 lbs. inclusive 80 lb. class. 
 
 Class II. 81 to 95 lbs. inclusive 95 lb. class. 
 
 Class III. 96 to no lbs. inclusive no lb. class. 
 
 Class IV. hi to 125 lbs. inclusive 125 lb. class. 
 
 Class V 18 years and under 
 
 Weight unlimited unlimited class. 
 
 In rare instances there are boys who are handicapped by a 
 straight weight classification, for instance, a boy twelve years 
 old weighing 120 lbs. would be outclassed in the 125 lb. class. 
 There are a few boys who are given an undue advantage. A boy 
 seventeen years old weighing 100 lbs. would outclass any boy of 
 fourteen or fifteen in the 110 lb. class. In competition with other 
 groups, the straight weight classification should be followed, but 
 in competition within the group the Leader , with the consent of 
 the group, could make exceptions of these boys and grade them 
 according to the following averages and classifications. 
 
 A summary of study of the average weight of 67,987 boys in 
 the United States gives the following results for the varying ages: 
 
 12 years— 69.8 lbs. 
 
 13 years— 75.2 lbs. 
 
 14 years— 82.3 lbs. 
 
 15 years— 91.4 lbs. 
 
 16 years—111.9 lbs. 
 
 These averages, applied, result in the following age and weight 
 classification which may be used: 
 
 Class I. 
 
 Class II. 
 
 Class III. 
 
 Class IV. 
 Class V. 
 
 Boys 12 years, irrespective of weight. 
 Boys 13 years, under 81 lbs. 
 
 Boys 13 years, 81 lbs. and over. 
 
 Boys 14 and 15 years, under 96 lbs. 
 Boys 14 and 15 years, 96 lbs. and over. 
 Boys 16 and 17 years, under 111 lbs. 
 Boys 16 and 17 years, ill lbs. and over. 
 Boys 18 years, irrespective of weight. 
 
 ATHLETICS 
 
 Total Credits—200 
 
PHYSICAL TRAINING PROGRAM 45 
 
 Athletic Events Summary- 
 
 Each event counts a maximum of 
 Total, 10 events, 
 
 Class I 
 
 60 to 80 lbs. inclusive 
 80 lb. Class 
 
 1. One Lap Potato Race 
 *2 Three Lap Potato Race 
 3. 50 Yard Dash 
 *4. 75 Yard Dash 
 5. Standing Broad Jump 
 *6. Pull Up—Four Times 
 *7. Running High Jump 
 8. Running Broad Jump 
 *9. One Day Hike— 
 
 Eight Miles 
 
 10. Century Hike— 
 
 100 Miles in a Year 
 
 11. Baseball Throw 
 
 20 points 
 200 points 
 
 Class II 
 
 81 to 95 lbs. inclusive 
 95 lb. Class 
 
 I. One Lap Potato Race 
 ^2. Four Lap Potato Race 
 3. 75 Yard Dash 
 
 ^4. 100 Yard Dash 
 5. Standing Broad Jump 
 *6. Pull Up—Five Times 
 *7. Running High Jump 
 8. Running Broad Jump 
 c 9. One Day Hike— 
 
 Ten Miles 
 10. Century Hike— 
 
 100 Miles in a Year 
 
 II. Baseball Throw 
 
 The six starred events are required. Participants may pick 
 four of the remaining five to make ten events. 
 
 Class III 
 
 96 to no lbs. inclusive 
 no lb. Class 
 
 1. Two Lap Potato Race 
 *2. Five Lap Potato Race 
 3. 75 Yard Dash 
 
 *4. 100 Yard Dash 
 5. Standing Broad Jump 
 *6. Pull Up—Six Times 
 *7. Running High Jump 
 8. Running Broad Jump 
 *9. One Day Hike— 
 Twelve Miles 
 *10. Century Hike—100 
 Miles in 6 Mos. 
 
 11. Baseball Throw for 
 
 Distance 
 
 12. Shot Put 
 
 Class IV 
 
 in to 125 lbs. inclusive 
 125 lb. Class 
 
 1. Two Lap Potato Race 
 *2. Six Lap Potato Race 
 3. 100 Yard Dash 
 *4. 220 Yard Dash 
 5. Standing Broad Jump 
 *6. Pull Up—Seven Times 
 *7. Running High Jump 
 8. Running Broad Jump 
 *9. One Day Hike— 
 
 Fourteen Miles 
 *10. Century Hike—100 
 Miles in 6 Mos. 
 
 11. Baseball Throw for 
 
 Distance 
 
 12. Shot Put 
 
46 
 
 HANDBOOK FOR COMRADES 
 
 Class V 
 
 Weight unlimited 
 18 years and under 
 Unlimited Class 
 I. Three Lap Potato Race 
 *2. Six Lap Potato Race 
 3. 100 Yard Dash 
 *4. 220 Yard Dash 
 5. Standing Broad Jump 
 *6. Pull Up—Eight Times 
 *7. Running High Jump 
 8. Running Broad Jump 
 *9. One Day Hike— 
 
 Eighteen Miles 
 *10. Century Hike— 
 
 100 Miles in 6 Mos. 
 
 11. Baseball Throw for Distance 
 
 12. Shot Put 
 
 The six starred events are required. Participants may pick 
 four of the remaining six to make ten events . 
 
 VII. PHYSICAL EXAMINATION 
 
 Prevention is better than cure. Most serious physical condi¬ 
 tions develop; they do not happen all at once, just as an auto¬ 
 mobile does not go all to pieces in a single day. First, it’s a 
 squeak, then a rattle, and then a repair bill. “Squeaks” are much 
 easier to fix than breakdowns and cost less in time, labor, and 
 money. Every owner of a good car is constantly on the look-out 
 for bad indications, which he promptly has taken care of. Two 
 men in the same town with the same car and about the same 
 mileage get very different results. One man wears a car out in a 
 year. “Mine is better than ever.” How do you explain it? One 
 takes excellent care of his machine; every day the other procras¬ 
 tinates or thinks a few “squeaks” don’t matter, and at the end of 
 a year his car is fit only for the junk-pile. 
 
 I said to a friend not long ago, “Why, Jim, you have a new 
 car.” “No,” he replied, “I’ve driven that car 18,000 miles.” 
 
 “Impossible,” I said, and then he explained. 
 
PHYSICAL TRAINING PROGRAM 
 
 47 
 
 “I have regular times when I go completely over it. I look at 
 every bolt and screw. I test out my ignition and I drain and 
 clean the crank-case and radiator. I never let any little difficulty 
 go a day. If I can’t fix it, I have an expert adjust it. It would 
 break my heart to see anyone abuse my car. We’re pals.” 
 
 Now that is just the way to take care of your body, for cer¬ 
 tainly you and your body are pals. What one is and does very 
 largely depends on the other. A physical examination by a 
 trained expert, at regular intervals, of every human machine in 
 America would certainly put a lot of doctors and dentists and 
 drugstores out of business. The recent army drafts all over the 
 world proved the real condition of hundreds of thousands of 
 human machines and revealed flat feet, curvature of the spine, 
 decayed teeth, bad tonsils, leaking heart valves, hernia, and other 
 things that needed attention. Yes, prevention is better than 
 cure. Find out if your machine is tuned up for its best work. 
 
 PHYSICAL EXAMINATION.Total Credits— ioo 
 
 REQUIRED TEST 
 
 Have a thorough physical examination by a reputable doctor 
 or physical director, approved by your Leader, using blank 
 provided for same in the Appendix. 
 
 Credits are awarded as follows: 
 
 Fair physical condition 50 credits. 
 
 Good physical condition 75 credits. 
 
 A-1 physical condition 100 credits. 
 
 The employed boy should have special attention from the 
 standpoint of his work and its good or bad effects on health. 
 
 Each boy should be reexamined each year, keeping careful 
 records for contrast in improvement. 
 
 VIII. PERSONALITY ANALYSIS 
 
 Physical condition and development have a very great influ¬ 
 ence on personality and leadership. True, there are cases on 
 record where sickly and even crippled men have risen to world 
 fame by sheer force of character and will power. Notwithstand¬ 
 ing all of this, the physically trim, well-groomed man whose 
 
48 
 
 HANDBOOK FOR COMRADES 
 
 posture is erect and who radiates health, has already every 
 advantage over the man who has not given such things his careful 
 attention. All of the tests offered under the Physical Training 
 Program have as their prime object the development of a strong, 
 refreshing, contagious physical personality. Jesus certainly had 
 just such a personality. Recall the incident of His cleansing the 
 temple single-handed and alone. He drove them all out; His 
 wonderful body probably bare to the shoulder; His clear eye and 
 ruddy cheek aflame with righteous indignation; His breast 
 heaving from the exertion of quickly removing the dove cages, all 
 lent themselves to prove Him every inch a man, and finally a 
 half-dozen of the bravest got their heads together and cried back 
 at Him, “Who gave you authority to do this?” From the very 
 instant He entered the synagogue, He was the absolute Master 
 of the situation. It is a superb illustration of personality and 
 leadership. Be ambitious that you, too, may have a fair portion 
 of that development. 
 
 PERSONALITY ANALYSIS.Total Credits—ioo 
 
 REQUIRED TEST 
 
 1. Be awarded a maximum of 50 credits for right attitude 
 toward securing for yourself an adequate physical development. 
 
 2. Be awarded a maximum of 50 credits for the following 
 physical personality analysis: 
 
 To what extent have you developed: 
 
 a. A proper sitting, standing posture. 
 
 b. Coordination and control of motions. 
 
 c. Strength. 
 
 d. Skill in directing the body. 
 
 e. Physical influence on others (inspiring or depres¬ 
 sing). 
 
 Note: Grade—10 credits each allowed for excellent develop¬ 
 ment, 7 for good development, 3 for fair development 
 
CHAPTER IV 
 
 THE DEVOTIONAL TRAINING PROGRAM 
 AND ACTIVITIES 
 
 “Jesus advanced ... in favor with God”—Luke 2:52. 
 
 “Thou shalt love the Lord , thy God , with all thy heart”—Luke 
 10:27. 
 
 “Life and religion are one , or neither is anything,” or, as Dis¬ 
 raeli the great English statesman declares, “Religion should be 
 the rule of life, and not a casual incident of it.” It should be 
 explained that, because for convenience a certain set of activities 
 in this Program is termed the Devotional Training Program, 
 it is not meant to imply that the spiritual can be thought of 
 as a water-tight compartment apart from all other elements of 
 life. In the best sense, life itself is all spiritual. True religion is 
 in all and through all and about all. A physical sin or a social 
 sin is just as possible and just as bad as a spiritual sin. Obeying 
 all of God’s laws is necessary, whether they are physical laws or 
 mental laws or social laws. Christ came that we might have 
 life—all life—and have it more abundantly. Yet to most 
 folks religion has to do primarily with the cultivation of our heart 
 life, that is the emotional nature. Often we deprecate too much 
 evidence of the feelings and often apologize for it as if it were a 
 weakness. Yet you know that it is the affections, the sentiments, 
 feelings, and desires that are the very mainsprings of life. Heart 
 desires wrongly directed become passion, but when love and 
 affection and reverence and gratitude are normally developed 
 we have a strong, deep life, capable of wonderful friendships 
 and great sacrifices and able mysteriously to stimulate others 
 to be constantly at their best. There are, generally speaking, 
 three outstanding types of leadership: (1) those who lead 
 because of their intellectuality; (2) those who lead because of 
 their will power; (3) those who lead because of their power of 
 feeling. / 
 
 Jesus was a wonderful combination of all three. As we have 
 pointed out in previous chapters, he was mentally very keen; 
 
50 
 
 HANDBOOK FOR COMRADES 
 
 the wisest “durst not ask Him” further questions. He was 
 physically a perfect specimen, as evidenced by His whole life; 
 for illustration, the cleansing of the temple. He was emotion¬ 
 ally deep and wonderful, as proved by His great love, His sympa¬ 
 thy and His capacity for the friendships of all sorts and condi¬ 
 tions of men. 
 
 In His teaching, no less than in His life, did Jesus recognize 
 the importance of the desires and feelings. His ideal of the 
 emotional life is perhaps best expressed by the word “beauty” 
 or “perfection.” He appreciated the beautiful whether in nature 
 or man. “Consider the lilies of the field,” “Be ye therefore 
 perfect as your father which is in heaven is perfect,” expressed 
 the joyous admiration and aspiration of His heart. He entered 
 heartily into the temple worship and delighted in the ideals of 
 beauty and perfection expressed in the Psalms of Praise, such as, 
 “Worship the Lord in the beauty of holiness,” “Out of Zion, the 
 perfection of beauty.” 
 
 The Church, too, in her teaching and practice has been true 
 to this fundamental principle in life. By all the arts at her 
 command, she has endeavored to cultivate the heart life of, 
 man, using in her simple, yet stately services of worship, Scrip¬ 
 ture, prayer, ritual responses, music, poetry, and art to deepen 
 and strengthen man’s religious and emotional nature. If it is 
 important that we spiritualize the physical and intellectual 
 sides of our life and relate them to God, how much more impor¬ 
 tant that we also seek to spiritualize the heart life, too, and 
 consecrate all its rich and abundant powers to Him as Jesus did. 
 That man is spiritual on the emotional side of his nature, there¬ 
 fore, who has brought his feelings and desires under the control 
 of Christ and is giving them full expression in His service. The 
 feelings and desires have a spiritual significance; the heart, too, 
 is God’s. 
 
 Now is the time when wide-awake thoughtful boys begin to 
 get a deeper insight into the inner meaning of all life—hence the 
 appropriateness of an appeal for a spiritual interpretation of 
 music, poetry, art, and nature during these years. We should be 
 able to see and feel and recognize God in all that is beautiful, * 
 whether it be the song of a bird, a mountain sunset, or a human 
 voice. God is everywhere and is easily recognized by those who 
 
DEVOTIONAL TRAINING PROGRAM 
 
 5i 
 
 know Him. “My sheep hear my voice, and I know them, and 
 they follow me.” 
 
 Up to the time of Christ’s coming God had told the people 
 how to live, through His Prophets and His nature, but Christ 
 came to show us how to live—to be the Pattern, to demonstrate 
 what God wants every boy to be—an all-round, perfectly devel¬ 
 oped son of God. How natural then, that at this age, when we 
 have come to understand Him and His message so well, that we 
 should turn to Him as Hero and Guide—as our Personal Saviour 
 from sin and shortcoming and as Lord and Master of our lives. 
 This is the logical time for every thoughtful boy to enlist in the 
 Christian cause and to give his whole-hearted allegiance to the 
 Kingdom of God, with Christ as his Supreme Leader. 
 
 I. PUBLIC WORSHIP 
 
 “If there is in all the world a boy who does not believe that there 
 is a God, let him turn to Nature; let him examine the tiniest 
 flower in the valley to the mightiest mountain that unites the 
 earth and sky—and his answer must always be the same. He 
 cannot even turn around in his own backyard, or gaze into the 
 heavens without realizing that there is a God.” 
 
 While on the deck of a vessel one evening at sea, a group of 
 French unbelievers was denying the existence of a God. At 
 length they proposed to get the opinion of Napoleon, who was 
 standing to one side and alone with his thoughts. On hearing 
 their question he solemnly raised his hand and, pointing to the 
 starry sky, he asked, “Gentlemen, who made all that?” 
 
 Agassiz, the great scientist, said that the man who studies 
 the rocks of the earth “moves along paths worn deep by the 
 divine footsteps;” that is worship. A boy of seventeen sits in 
 church; the tones of the organ quiet him; the prayer of the 
 minister makes him search his own heart to see if he is keeping it 
 true to his ideals; he remembers that the Church in all the 
 world has helped, as nothing else, to make honor and morality 
 live and thrive; he sees his neighbors worshiping with him; the 
 hymns and the sermon send him away feeling that God needs 
 his life, too, in carrying on His great work in the world; that is 
 worship—the kind that every boy needs and may have. 
 
52 
 
 HANDBOOK FOR COMRADES 
 
 Then, too, Christ founded that Church because he full well 
 knew that there would come into every earnest person’s life 
 discouragements, perhaps failures, and He knew that by keeping 
 in touch with a company of earnest Christian folks, all with like 
 problems, there would come fresh inspiration and help. The evil 
 in the world is always organized, so that all those that stand for 
 good in its every aspect should also associate themselves together 
 for the fight. Only when the Church has been an aggressive 
 eager church has it been able to accomplish God’s will for it; 
 and for any church to keep alive and aggressive, it must have as a 
 very real part of it a body of young men. Armies are always 
 young men. The Church needs you—and you need the Church. 
 Let your worship have an “action” element in it. 
 
 PUBLIC WORSHIP.Total Credits—200 
 
 REQUIRED TEST—Maximum of Credits—150 
 
 Attend regular Sunday church worship, participating in service— 
 2 credits for each service attended up to 100 credits—and— 
 
 Volunteer some definite service to the Pastor, involving at 
 least eight hours—50 credits. 
 
 Elective Tests —25 credits each up to 50 
 
 1. As an act of worship, beautify church building by plant¬ 
 ing trees, shrubs, vines, or flowers, involving at least eight 
 hours’ service. 
 
 2. As an act of worship, accomplish special piece of service 
 for the church as prescribed by the Leader or a church official, 
 involving at least eight hours’ service. 
 
 3. As an act of worship, aid the church in distributing food, 
 clothes, and so forth to poor at Thanksgiving, Christmas, or 
 other occasions. 
 
 4. As an act of worship, deliver church calendars or notices 
 or collection envelopes, involving at least eight hours’ service. 
 
 5. Be a reasonably regular attendant at the church prayer 
 meeting. 
 
 6. Be a member in good standing and a reasonably regular 
 attendant at the church Young People’s Society. 
 
DEVOTIONAL TRAINING PROGRAM 
 
 53 
 
 II. GOD IN NATURE AND ART 
 
 Nature 
 
 “Isn’t that a superb grove of spruce?” cried the one wide¬ 
 awake young engineer to his comrade, while surveying recently 
 for a mountain railroad in the West. “They look as if they had 
 come together over there for a meeting of some sort. They are 
 an all-star team, that’s sure!” 
 
 “They’d make about six good ties apiece,” grunted the other 
 engineer. 
 
 What do you see when you take a walk out into the big silent 
 places? Can you see God and feel God and hear God at work in 
 the most wonderful workshop ever known, or' do you just 
 see so many cords of wood and so many cubic feet of building 
 stone and so many carloads of gravel? Do you think birds just 
 happen to be masters of the art of singing? Do you suppose 
 that the exquisitely shaped and tinted flowers just happened? 
 Or do you see so well and understand so perfectly that you 
 appreciate the hand of God in it all and realize that it has been 
 provided for you for a purpose, so that your life, too, may be 
 deeper and more lovely? 
 
 Music 
 
 Music has always had a profound influence on man. Even 
 the savage tribes respond in a marvelous way to their 
 crude music. Can you appreciate real music or has your con¬ 
 ception of what music ought to be been ruined by the cheap 
 trash of which we hear so much these days? Every boy should 
 cultivate an appreciation of the best in music. Darwin paid no 
 attention to good music, so lost the power to enjoy it. 
 
 There is a universal law of harmony. God speaks to men 
 through music just as he does through nature and poetry and 
 sunsets and waterfalls. The heart understands the language 
 of rhythm and harmony. If you are seeking the best, you must 
 come to appreciate Beethoven and Mendelssohn, and the 
 harmonies of the great singers. 
 
 Poetry 
 
 Too often poetry in the mind of the American boy suggests 
 either Mother Goose Rhymes or Milton’s “Paradise Lost” and, 
 
54 
 
 HANDBOOK FOR COMRADES 
 
 consequently, he misses the message of poetry. A sunset, a star- 
 filled night and flower gardens are all poems, but each written 
 in a different language. Much of the finest English we have has 
 come to us as poetry. Poetry stimulates the imagination as 
 nothing else can. What a pity, then, that any boy should miss 
 the messages of Tennyson and Longfellow, and Lanier, and 
 Burns and Service and Kipling, James Whitcomb Riley, and 
 Eugene Field, all because he “does not care for poetry.” Every 
 boy should have a favorite poet and come to understand him 
 and appreciate his messages, just as he does his favorite writer 
 of prose. 
 
 Art 
 
 Do you love the beautiful as you see it everywhere? Have you 
 developed good taste? Can you get the message the artist has 
 put on the canvas? All nature, all musicians that are masters, 
 all poets that are real, all artists that have stirred the world 
 with their brushes are but children of the Great Creator, thinking 
 His thoughts after Him, interpreting Him to us, if you please, 
 in language that we can understand. Strive to cultivate these 
 things, for they enrich and deepen and broaden life immeasurably. 
 Christ had a marvelous appreciation of nature and music and 
 poetry and art, and from that appreciation He drew most of 
 His matchless illustrations as well as His finely exact parables. 
 He understood all of the languages of God, and, by cultivation, 
 He found deep responses from within his own soul. 
 
 God has spoken to men and in answer to the divine call from 
 within, they have poured out their best and spent their lives 
 in producing beautiful music, charming poetry, chaste forms in 
 art, that will bring the same thrilling response into the life of 
 a boy and will stay with him to bless his old age, if he can but 
 appreciate and understand. , 
 
 NATURE AND ART.Total Credits--ioo 
 
 NO REQUIRED TEST OFFERED 
 
 Elective Tests—25 credits each up to 100. 
 
 Make different choices each year. 
 
DEVOTIONAL TRAINING PROGRAM 
 
 55 
 
 1. Nature 
 
 Attend an educational talk on: 
 
 a. Making of the Earth. 
 
 b. The Story of the Stars. 
 
 c. The Development of Plant and Animal Life. 
 
 d. Matter, Its Nature and Orderly Arrangement. 
 
 e. Man’s Place in Nature. 
 
 f. Life, the Mysterious Organizer. 
 
 or 
 
 g. Read a book selected by the Leader and discuss it 
 before the group. 
 
 2. Music 
 
 a. Identify ten standard hymns or pieces of classical 
 music by ear. 
 
 b. Take lessons six months on some musical instrument. 
 
 c. Play in orchestra or band. 
 
 d. Sing three approved selections before the group. 
 
 e. Attend a high grade concert by an orchestra or a 
 choir that will render some famous oratorio. 
 
 3. Art 
 
 a. Name three kinds of architecture and describe 
 differences. 
 
 b. Name five pieces of classic statuary. 
 
 c. Write a 200-word description of a sunset, waterfall, 
 rural scene, or flower garden that you have seen. 
 
 d. Visit an art gallery of at least 100 pieces—note the 
 special things that appeal to your higher nature. 
 
 4. Poetry 
 
 a. Recite three standard poems. 
 
 b. Read one book of verse, satisfactory to the Leader. 
 
 c. Recite Psalm 1:1-60; 23:1-6; 19:1-14; 8:1-8. 
 
 d. Name one poem each of twelve famous poets. 
 
 e. Write eight lines of acceptable poetry yourself. 
 
56 
 
 HANDBOOK FOR COMRADES 
 
 III. CHURCH SCHOOL LOYALTY 
 It is surprising to what a great extent the really outstanding 
 men in almost every field of effort in America are church and 
 Sunday school men—profound believers in the church school! 
 If you doubt it, take a paper and pencil and list your outstanding 
 men, either locally or as a state or even as a nation, and then 
 ascertain just where they line up with things definitely Christian. 
 When you have entirely satisfied yourself that my contention is 
 right, let me see if you, too, can accept my conclusions from these 
 interesting facts. The outstanding men in many realms represent 
 the big, brainy, broad-gauge successful men. If the big, brainy, 
 broad-gauge, successful men of America believe in the Sunday 
 school to such an extent that they generously support it, not only 
 with money but by attendance, participation, and loyalty, then 
 it just naturally must be worth while—so much so. that no boy 
 in America can afford to say, “Oh, it isn’t worth while, it’s only 
 for little kids and women.” You cannot afford to accept that 
 evidence without investigation. The strongest influence for good 
 that ever came into my life came from my attendance and parti¬ 
 cipation in the church school group led by a devoted, intelligent, 
 genuinely Christian leader. Every boy in that group made good. 
 I wonder why? You say, “It just happened.” No, things do not 
 just happen. There is a reason for everything, and one of the 
 reasons that every boy in that group made good in the twelve 
 ' professions now represented was because of the powerful influence 
 on their ideals and their conduct as a result of attendance and 
 participation in all of its activities, guided and directed as we 
 were by a wise leader of the group. 
 
 Every boy who wants to round out his life, should attend 
 Sunday school regularly and take an active part in its study and 
 work. He needs to know much about the Bible, on which much 
 of English civilization and literature is founded. He needs to 
 gather with others of his own age, as well as mature men and 
 women and little children, as a member of the church school army, 
 the greatest army the world has ever seen. 
 
 Thousands of America’s strongest, brightest, cleanest older 
 boys are lined up today with the church school, attending regu¬ 
 larly and taking part, proud to feel that they belong to it and 
 that it belongs to them. 
 
DEVOTIONAL TRAINING PROGRAM 
 
 57 
 
 If the Sunday school of your choice is not exerting that sort of 
 an influence on the lives of boys, there is something wrong and 
 you are the fellow to see what is the matter. Perhaps to date 
 you have gone to “get” instead of to “give.” Perhaps you have 
 been insisting that it’s the teacher’s class instead of your class. 
 Perhaps you have been only lukewarm in your enthusiasms and 
 have been expecting “some one else” to supply your part, to carry 
 your responsibility. 
 
 The church school has come to stay. It has a place of vital 
 importance for every earnest, purposeful older boy. Get into 
 the game and lift, don’t lean. 
 
 CHURCH SCHOOL LOYALTY.Total Credits—200 
 
 REQUIRED TEST—150 Credits 
 
 Attend your church school regularly—2 credits for each atten¬ 
 dance up to 100 credits. 
 
 Show right attitude toward the class work (study of lesson; 
 cooperative spirit)—25 credits. 
 
 Assume some definite class or church school responsibility, 
 covering six months’ period or requiring eight hours’ work, to the 
 satisfaction of Leader (for instance, such tasks as serving as class 
 or departmental officer or on working committee)—25 credits. 
 
 Elective Tests— xo credits each up to 50 
 
 1. Attend, as a registered delegate, some religious confer¬ 
 ence or convention, reporting carefully upon it to the school or 
 group, upon return. 
 
 2. Secure at least one new member fot the school. 
 
 3. Assist in church entertainment, social, or picnic, involv¬ 
 ing at least eight hours’ service. 
 
 4. Act as the superintendent’s assistant, subject to call, 
 for a six months’ period. 
 
 5. Serve for six months as an assistant teacher or director 
 of activities for a class of younger boys. 
 
 6. Assist in a definite piece of service to the extent of eight 
 hours for any of the church organizations, such as, set up ban¬ 
 quet tables, put up decorations for special occasion, move and 
 set up folding chairs. 
 
 7. Supervise three hikes for groups of younger boys from 
 church school, Y. M. C. A., playgrounds, or mission. 
 
58 
 
 HANDBOOK FOR COMRADES 
 
 8 . Act as librarian, secretary’s assistant, usher, etc., for a 
 
 period of six months, or involving at least eight hours’ service. 
 
 IV. KNOWLEDGE OF THE BIBLE 
 
 “The Bible is like a telescope. If a man looks through his 
 telescope, then he sees worlds beyond; but if he looks at his 
 telescope, then he does not see anything but a telescope. The 
 Bible is a thing to be looked through, to see that which is beyond; 
 but most people only look at it.” 
 
 The Bible is not only the greatest book in the world, but the 
 most popular. There are seven times as many Bibles sold each 
 year as of the next best seller, all kinds of books included. This 
 is evidence that it is widely used and studied. No man is edu¬ 
 cated who does not know his Bible. John Ruskin, the great 
 Englishman, said that whatever there is of merit in anything 
 that he has written is due to the fact that, when a child, his 
 mother made him familiar with the English Bible. 
 
 Daniel Webster, the great American, said, “If there is anything 
 of eloquence in me it is because I learned the Scriptures at my 
 mother’s knee.” Count Tolstoi, the great Russian, testifies, 
 “Without the Bible the education of the child today is impos¬ 
 sible.” 
 
 Dr. G. H. Ferris, a great preacher of Philadelphia, said that 
 just so long as human beings have sorrows and sins, tears and 
 tasks, so long will the Bible keep its power and beauty, and be 
 enthroned in the human heart. 
 
 Dr. Henry Churchill King, the great teacher, of Ohio, says 
 that we need three things in order to make the most of life— 
 character, influence, and happiness—and that these three can 
 be gained by Bible study. W. T. Grenfell, the great medical 
 missionary of Labrador, says: “I believe the Bible contains all 
 necessary truth about the way a man should walk here below. 
 To me it means everything. Take it away and you can have all 
 else I possess.” 
 
 Thousands of boys in organized groups throughout the country 
 believe it is worth while to meet for regular periods of definite 
 Bible study each week. Graded curricula have been developed 
 by the ablest educators, so that a boy in a modern church school 
 
DEVOTIONAL TRAINING PROGRAM 
 
 59 
 
 gets just the sort of Bible study that he needs at just the proper 
 periods in his development. 
 
 KNOWLEDGE OF THE BIBLE.Total Credits—ioo 
 
 REQUIRED TEST—Maximum of Credits—50 
 
 Ability to turn readily to a given chapter and verse—10 credits. 
 
 Write in your own words the two great commandments given 
 by Christ in Luke 10:27— 20 credits. 
 
 Tell your group the story of an impressive incident in the life 
 of an Old Testament character and indicate why it impressed you 
 —20 credits. 
 
 Elective Tests— 25 credits each up to 50 
 
 1. In your own language, write the ten commandments for 
 a boy of today. 
 
 2. Take a course of study covering the general topic, Where 
 We Got Our English Bible, or attend four educational talks, or 
 read a book approved by the Leader on the same subject. 
 
 3. Take a course of study in Old Testament History. 
 
 4. Take a course of study on the Life or Teachings of Jesus. 
 
 5. Take a course of study on Heroes of the Bible. 
 
 6. Take a course of study covering the life of St. Paul. 
 
 V. STORY OF CHRISTIANITY 
 
 The Christian Church has been a powerful factor in all history 
 since the days of its Founder. Jesus’ way of living has become 
 more and more the commonly accepted way as the years have 
 rolled by. From one little church in Jerusalem of but a handful 
 of followers on down through the centuries, as empires have risen 
 and fallen, Jesus’ way of living has been making more and more 
 converts until today, at the close of the World War, men are 
 striving as never before to apply the teachings of the Master to 
 all life. The growth of Christianity is the most wonderful fact 
 in the world. It is quite necessary for the boy who is to so soon 
 take his full place in a new world, to have clear in his mind the 
 elements of this growth. The Story of Christianity is far more 
 inclusive than church history and more interesting. We are 
 seeing the whole world struggle toward Jesus’ way of living as the 
 very best of all the ways that have been tried out by men. 
 
6o 
 
 HANDBOOK FOR COMRADES 
 
 Christianity has taken one benighted portion of the world 
 after another and by teaching, healing, and serving has brought 
 about marvelous changes. The missionary has always been the 
 forerunner of civilization as we understand it. You will find this 
 story of Christianity, with all its widely diversified chapters, the 
 most important and most interesting story in the world. 
 
 STORY OF CHRISTIANITY.Total Credits—ioo 
 
 REQUIRED TEST—Maximum of Credits—50 
 
 Explain to your Leader what Christianity is and means, as you 
 understand it—25 credits. 
 
 Tell your group of the changes that took place with the coming 
 of Christianity into a non-Christian land, as, for example, see 
 last chapter of “Uganda’s White Man of Work”—25 credits. 
 
 Elective Tests— 25 credits each up to 50 
 
 1. Attend a course of study on the story of the Christian 
 Church, or attend four educational talks on the same subject, 
 or read a book, such as “Landmarks of Church History,” 
 Cowan or Rowe. 
 
 2. Take a course of study on Christian heroes, or attend 
 four educational talks on the same subject, or read a book on 
 this subject selected by the Leader. 
 
 3. Tell your group the story of your favorite Christian hero 
 and tell why you admire him. 
 
 VI. MY CHURCH AND I 
 
 No intelligent boy would care to live permanently in a city 
 that had no churches. The Christian Church occupies a place of 
 first importance in every American community. Churches are 
 as necessary and vital in their realm as the day schools are in 
 their realm or as civil institutions are in their realm. From them 
 emanates the organized and active influences that make America 
 Christian. Next to the daily press the Christian Church is the 
 most powerful determiner of public opinion. Missions are the 
 result of the Church. Hospitals are the result of the Church. 
 Organized charity is the result of the Church. Christian colleges 
 and education are the result of the Church. Most national re- 
 
DEVOTIONAL TRAINING PROGRAM 
 
 61 
 
 forms were born in the Church. Then, if these facts be so, every 
 boy that is headed for a broad-gauge useful life must come to 
 understand the Church—its organization, its management, its 
 problems, its privileges, its responsibilities, and its efforts. Most 
 folks that we dislike, we dislike because we do not understand 
 them. We do not know them intimately. To a very large extent, 
 when there is prejudice against the Christian Church it is due to 
 lack of this intimate acquaintance and understanding. 
 
 MY CHURCH AND I.Total Credits— ioo 
 
 REQUIRED TEST—Maximum of Credits—50 
 
 Take a course of study on the following topics, or 
 Attend a series of talks by the Pastor or someone designated 
 by Leader which will include the following subjects: 
 
 a. Why Have a Church? 
 
 b. The Place of the Church in a Boy’s Life. 
 
 c. A Boy’s Right Attitude to the Church. 
 
 d. What Being a Christian Really Means. 
 
 Elective Tests— 25 credits each up to 50 
 
 1. Write a statement on Why a Boy Should Join the 
 Church and present this to the group for discussion. 
 
 2. Take a course of study recommended by your denomin¬ 
 ation on the organization and agencies of the church. 
 
 3. Contribute regularly to the support of the church and its 
 benevolences. 
 
 4. Name and describe three movements in which different 
 denominations have cooperated toward a common end. 
 
 5. Assume some definite and regular church responsibility, 
 after careful conference with Pastor and Leader. 
 
 VII. PERSONAL DEVOTIONS 
 
 Just as flowers respond to sunlight, the human heart responds 
 to devotion and worship. Just as exposure to sunshine is neces¬ 
 sary for fine, healthy, beautiful plants, so exposure to God’s 
 Spirit is necessary for helpful, attractive, Christian lives. God 
 is a loving Father. He is tremendously anxious to help. He 
 cannot unless we let Plim. Even Jesus when He was on earth felt 
 
62 
 
 HANDBOOK FOR COMRADES 
 
 the need of a daily quiet hour, when He could talk out His per¬ 
 plexities and problems with His Father. He went apart often 
 to pray. 
 
 Could there be a better time than just in the morning quiet, 
 x after a recreating sleep, with another day of new opportunities 
 for service just opening? The mind is clear and free from the 
 distractions of the later hours. Is there a better way to start 
 another day of growth and usefulness than to talk over with God 
 the best way of spending that day? 
 
 Is there any doubt about the value and real help of such a 
 practice? The men who have accomplished most in life have 
 been men of prayer, who were also familiar with God’s word. 
 General Gordon, Gladstone, Sir Walter Scott, Livingstone, were 
 men of this type. Every boy in training must keep close to the 
 Master Trainer. Jesus knew the real values of life and we must 
 remember He found need of this in His training. 
 
 Haphazard Bible reading, while it is better than none at all, is 
 never very satisfactory. It is far better to follow some definite 
 plan. There are many suitable books prepared for this purpose. 
 Ask your Leader about them. If your entire group is not using 
 the same study, he will be able to suggest just the one for your 
 use. 
 
 PERSONAL DEVOTIONS.Total Credits—ioo 
 
 REQUIRED TEST—Maximum of Credits—ioo 
 
 Give some time each day to Bible reading and, prayer. 
 
 Your Leader will be able to suggest numerous books and pam¬ 
 phlets along this line, both for study and meditation, that will 
 
 prove suggestive and helpful. 
 
 VIII. PERSONALITY ANALYSIS 
 
 Continue the personality analysis begun and explained under 
 the Intellectual Training Program and continued through the 
 Physical Program. 
 
 What are you doing to secure proper and adequate religious 
 impression and then to find proper channels for its expression in 
 constructive ways? Are you gradually rising to a place of leader¬ 
 ship or not? If not, there is something wrong with the activities 
 
DEVOTIONAL TRAINING PROGRAM 
 
 63 
 
 in which you are engaging. Are you acquiring self-control? Real 
 leaders always have it. It is the result of health and faith in 
 what is good, seasoned with personal convictions. Are the acti¬ 
 vities of your daily life resulting in these five admirable habits? 
 (1) Are you conscientious in your efforts and in your relation¬ 
 ships with God and men? (2) Are you being true to yourself and 
 your ideals and your convictions? You can fool some of the 
 people most of the time and possibly most of the people some of 
 the time, but you cannot fool yourself. (3) Can you look your¬ 
 self in the eye, conscious that you are living the very best you 
 know how? (4) All these things together tend to determine your 
 spirit. To say of a man that he is a fine-spirited fellow is saying 
 a great deal, for the spirit of your life is the essence of all you do 
 and think and hope and aspire to. (5) Is your life full and over¬ 
 flowing with good will? That is a very severe test. Apply it 
 honestly. It is an accurate measure of your growth and develop¬ 
 ment spiritually. 
 
 PERSONALITY ANALYSIS.Total Credits—100 
 
 REQUIRED TEST 
 
 1. Be awarded a maximum of 50 credits for right attitude 
 toward receiving for yourself a deep spiritual development. 
 
 2. Be awarded a maximum of 50 credits for the following 
 spiritual personality analysis: 
 
 To what extent have you developed in: 
 
 a. Self-control. 
 
 b. Leadership. 
 
 c. Forming good habits. 
 
 d. Conscientious effort. 
 
 e. Unselfishness and teachableness. 
 
 Note. 10 credits each allowed for excellent development, 7 for 
 good, and 3 for fair. 
 
CHAPTER V 
 
 THE SERVICE TRAINING PROGRAM 
 AND ACTIVITIES 
 
 11 Jesus advanced in . . . favor with . . . men”—Luke 2:52. 
 
 11 Thou shalt love . . . thy neighbor as thyself ”—Luke 10:27. 
 
 As an older boy grows older, the gang with which he was per- 
 fectly satisfied as a younger lad no longer entirely satisfies him. 
 He craves wider and wider relationships. He is reaching out 
 after full citizenship and finds himself increasingly interested in 
 whatever interests the whole community. He comes to the place 
 where he, too, wants to help. This is evidenced by the fact that 
 invariably a purposeful high-class older boy is interested in get¬ 
 ting as many suggestions as possible on how he can be of service 
 to the home, to the school, to the church, and to the whole com¬ 
 munity life about him. He loves responsibility and is anxious 
 to try his hand at many things in which full-fledged citizens 
 interest themselves. He begins to think more definitely about 
 what he is going to do with his life. He begins to dream dreams 
 and plan plans of the definite things that he is going to accom¬ 
 plish for the benefit of mankind. That is a sign that he is growing 
 and developing. The normal boy is tremendously anxious to be 
 of service; consequently it is at this time that service habits 
 should be formed. Begin early to have a genuine interest in the 
 other fellow. 
 
 The story is told that Lincoln a few months before his death 
 was discovered by one of his friends almost exhausted after a long, 
 tedious day of having listened to the appeals of an endless line of 
 visitors. The friend protested that Lincoln was wearing himself 
 out and needlessly. “You ought not let these people take your 
 time this way,” he said. Lincoln answered that helping people 
 was all the fun he had; then he added: “When I die, I want it 
 said of me that I plucked a thistle and planted a flower wherever 
 I thought a flower would grow.” 
 
SERVICE TRAINING PROGRAM 
 
 65 
 
 Jacob Riis, although born in Denmark, made a great contri¬ 
 bution to America in the services that he rendered in the course 
 of his regular work. It was he who first fought the big city slum 
 and wiped out tenement after tenement by his persistent effort. 
 It was he who fathered the great playground movement which 
 has resulted in such helpful ways. Constantly as he went about 
 his work as a newspaper reporter, he was stimulating the good 
 and bringing about better conditions for everybody. 
 
 It is scarcely necessary to point out how Jesus demonstrates 
 every phase of “good will” in His life, work, and teaching. He 
 was a most diligent and efficient workman. “My Father work- 
 eth hitherto and I work,” He said. His personal goodness is 
 beyond dispute. “Which one of you convicteth me of sin?” was 
 His challenge to His enemies. His attitude to social goodness is 
 expressed by others when they said: “He went about doing good” 
 and by Himself in the statement, “I am in the midst of you as he 
 that serveth.” 
 
 No other teacher ever laid such emphasis as did Jesus upon the 
 necessity of right conduct in relation to one’s fellows. 
 
 He makes it the very condition of judgment and destiny. 
 “Inasmuch as ye did it unto one of the least of these, ye did it 
 unto me.” He set it up as a fundamental ideal in a golden rule of 
 conduct—“Whatsoever ye would that men should do to you, do 
 ye even so to them,” and joined it to the first great command¬ 
 ment—“Thou shalt love the Lord thy God . . . and thy 
 
 neighbor as thyself.” He made it clear to His still-too-selfish 
 disciples that greatness consists not in power and dominion over 
 others, but in service to others. 
 
 “We live by radiation, not by absorption,” and the purpose of 
 the whole Service Training Program is to help a boy to train to 
 do his part. The Kingdom of God on earth must be built, and 
 no greater thing can be said of any boy than that he trained 
 himself to serve others. Jesus thought it was worth while to go 
 about everywhere doing good. 
 
 I. HOME RELATIONSHIPS 
 
 Grover Cleveland, on the eve of his election to the gover¬ 
 norship of New York State, wrote in a letter to his brother: 
 
66 
 
 HANDBOOK FOR COMRADES 
 
 “I have just voted and I sit here in the office alone. If mother 
 were alive, I should be writing to her and I feel as if it were time 
 for me to write to someone who will believe what I write. . . . 
 
 I shall have no idea of reelection or of any high political prefer¬ 
 ment in my head, but be very thankful and happy if I serve one 
 term as the people’s Governor. Do you know that if Mother 
 were alive I should feel so much safer? I have always thought 
 her prayers had much to do with my successes. I shall expect 
 you to help me in that way.” 
 
 You are in a position now to show your mother that fine, 
 chivalrous consideration that every mother appreciates. You 
 can now be the escort and protector of sisters or small brothers 
 and as you approach manhood you can become more and more 
 your father’s companion and his dependable helper. 
 
 The Comrade is entering more fully into partnership with the 
 other people in the home. He knows more about the family bud¬ 
 get than when he was younger and he can help the family by 
 strict economy in his own expenses, or, if necessary, by actually 
 contributing to the support of the home. He will learn more of 
 his father’s work and will, if possible, help in it. This is compara¬ 
 tively easy if Father is a farmer, builder, or other outdoor worker, 
 but much more difficult where Father’s work is done away from 
 home. Even in this case, however, every real Comrade will find 
 some way of sharing in the burdens and responsibilities of the 
 family and will take over as his own some definite duties about 
 the home. 
 
 Unfortunately, many boys do not have the privileges of 
 normal home life. Death of one or both parents, divorce, or other 
 disaster, social or physical, frequently steps in and robs boys of 
 happy home relationships. But whether a boy lives in his own 
 home, in an institution, in a boarding house, or with distant rela¬ 
 tives, he can study the situation, and at least do his part towards 
 making the particular place where he lives as nearly a good home 
 as it can be made. Occasionally I see a boy living in an institu¬ 
 tion or a boarding house, who comes nearer to helping maintain 
 a home atmosphere where he does live than the boy who enjoys a 
 favored normal home. 
 
 The boy who doesn’t make good as a son and as a brother does 
 
SERVICE TRAINING PROGRAM 67 
 
 not deserve ever to have a home of his own, for he is certain to 
 be unfit to be a husband or a father. 
 
 HOME RELATIONSHIPS.Total Credits—300 
 
 REQUIRED TEST—Maximum of Credits—150 
 
 Give evidence that your home spirit and relationships are of 
 high grade so far as it is in your power to make them so, and 
 Accept responsibilities for regular home duties such as chores, 
 caring for yard, auto, chickens, garden, animals, furnace, or other 
 home responsibility assigned by parents to the extent of several 
 hours of work a week. 
 
 Elective Tests 
 
 First Year’s Choices —30 credits each up to 150 
 
 1. With your Leader select an open lot where children and 
 young folks recreate near your home and keep it clear of tin 
 cans, broken bottles, and similar rubbish, for a period of two 
 months. 
 
 2. Clear the grounds around the house of all unsightly 
 weeds and rubbish and keep yard clean for a period of six 
 months. 
 
 3. Do the family marketing under the direction of your 
 parents for one month. 
 
 4. Make an accurate invoice of all salable articles in the 
 home and estimate their present value, such as a fire insurance 
 list. 
 
 5. Keep your own room or shop clean and in order for a six 
 months’ period or its equivalent. 
 
 Good for 10 Credits Each 
 
 6. Entertain boy friends in your home. 
 
 7. Help prepare for the coming of friends in your home. 
 
 8. Take your mother or father to some pay entertainment 
 for which you provide the funds. 
 
 9. Care for the house or the other children in the home 
 while parents are away. 
 
 10. Entertain girl friends in your own home. 
 
 Second Year’s Choices—30 credits each up to 150 
 
 1. Attend educational talk or a discussion, or read a book 
 on: 
 
68 
 
 HANDBOOK FOR COMRADES 
 
 What a Young Man May Expect of a Home, and 
 What a Home May Expect of a Young Man. 
 
 2. Investigate the home life of some other race and contrast 
 its advantages and disadvantages with American home life 
 (oral or written). 
 
 3. Prepare theoretical annual budget of your personal 
 expenses. 
 
 4. Estimate carefully total net cash that could be secured 
 by a forced sale of any specified list of household goods and 
 real estate or farm, animals, crops, or implements. 
 
 5. Keep your own room or shop clean and in order for a six 
 months’ period or its equivalent. 
 
 Good for 10 Credits Each 
 
 6. Entertain your group in your home in a simple way. 
 
 7. Take your mother or father to some pay entertainment 
 for which you provide the funds. 
 
 8. Care for house or the other children in the home while 
 parents are away. 
 
 9. Entertain girl friends in your own home. 
 
 Third Year’s Choices—30 credits each up to 150 
 
 1. Make a written or oral statement to your group on the 
 subject, An Employed Boy’s Wages; Do They Belong to the 
 Boy, the Parents, or Both? 
 
 2. Meet some specific need in your own home at an invest¬ 
 ment of at least five dollars. This may be books, pictures, 
 plants, furniture, or kitchen equipment. 
 
 3. Contribute regularly to the household expenses out of 
 your earnings. 
 
 Good for 10 Credits Each 
 
 4. Attend educational talk or a discussion, or read a book 
 on: Thrift in Relation to Home Life. 
 
 5. Suggest five characteristics of ideal home life and defend 
 each. 
 
 II. FRIENDSHIP AND SOCIAL LIFE 
 
 If we are to live happily in our larger community family circle, 
 then one of the things we must learn early is how to make friehds 
 
SERVICE TRAINING PROGRAM 
 
 69 
 
 and how to keep them. Have you ever noticed a roomful of 
 folks engaged in social conversation? At the center usually is a 
 man of fine personality, who feels perfectly at home with all sorts 
 of other folks and he is talking away on first this subject and then 
 that, or perhaps reciting some personal experience or telling a 
 story. He is popular because he is friendly and sociable. His 
 life is full of good will and he is glad that he is living. From this 
 center the crowd grades off gradually until out against the wall 
 are the folks who seem ill at ease, have nothing to say to anyone, 
 and seem bored to death. One of the finest things that education 
 and travel give a man is the art of feeling at home with all sorts 
 of folks under extremes of condition. 
 
 Then, too, some boys develop much earlier than others an inter¬ 
 est in girl friendships. Some boys are natural and at ease when 
 mingling with their girl friends, and other boys find it decidedly 
 difficult to be pleasing and acceptable. But the boy who de¬ 
 velops slowly in his ability to mingle happily and presentably 
 with girls should neither avoid them nor feel overly embarrassed. 
 It is not always the boy with the gaudiest ties or the smoothest 
 party manners for whom girls have the greatest respect or affec¬ 
 tion. In the final analysis, courtesy, kindness of heart, physical 
 vigor, and a clean fine attitude toward social life in general, will 
 win a boy all the girl friends he needs, and, for a time at least, 
 several good comradely girl companions may be better for him 
 than to give all his attention quickly to one special girl. 
 
 “Friendship is the greatest luxury of life,” but to have friends 
 one must be worthy of them. Friendship is a partnership; you 
 must not expect to have friends but yourself be unfriendly. One 
 of the finest things that can be said about any older boy is to 
 characterize him as “a friendly fellow.” 
 
 Cultivate the fellows who know more and are a little better 
 than you. 
 
 FRIENDSHIP AND SOCIAL LIFE.Total Credits—100 
 
 REQUIRED TEST—Maximum of Credits—70 
 
 Who is your boy friend or chum? 
 
 Give evidence that you enjoy being with a group of other boys. 
 
 State clearly what the motives and attitude of your gang are— 
 its social standard. 
 
70 
 
 HANDBOOK FOR COMRADES 
 
 Have you and your chums a definite positive standard relative 
 to your relationships with girls? 
 
 Elective Tests 
 
 First Year’s Choices — io credits each up to 30 
 
 1. Entertain satisfactorily, by telling stories, music, stunts, 
 recitations, and the like. 
 
 2. Attend two approved parties or social evenings where 
 there are girls. 
 
 3. Give an occasional evening to some unpopular or unfor¬ 
 tunate boy who needs friendship. Report same confidentially. 
 
 4. Explain to your group why you do not believe in a 
 double standard of morals. 
 
 5. Be graded for manners, courtesy, and good breeding, as 
 follows: 
 
 Excellent, 10; good, 7; fair, 3. 
 
 Second Year’s Choices—10 credits each up to 30 
 
 1. Entertain by stories, music, or stunts. 
 
 2. Attend two approved and properly chaperoned parties or 
 social evenings, escorting girls to both events. 
 
 3. Attend a formal dinner or banquet. 
 
 4. Give an occasional evening to some unpopular or unfor- 
 tunate boy who needs friendship. Report same confidentially. 
 
 5. Be graded for manners, courtesy, and good breeding as 
 follows: 
 
 Excellent, 10; good, 7; fair, 3. 
 
 6. Discuss with your group what sort of a fellow you want 
 to have go with your sister. 
 
 Third Year’s Choices—10 credits each up to 30 
 
 1. Entertain by stories, music, or stunts at regular meeting 
 of your own or some other group. 
 
 2. Attend two approved and properly chaperoned social 
 evenings, escorting girls to both events. 
 
 3. Attend a formal dinner or banquet. 
 
SERVICE TRAINING PROGRAM 
 
 7i 
 
 4. Debate the question, Which is more desirable—friends 
 or money? 
 
 5. Attend an educational talk or a discussion, or read a book 
 on: What Friendship Involves. 
 
 6. Read “Adventures in Friendship,” by Grayson. 
 
 7. Participate in a “Campaign of Friendship” among the 
 boys of the high school. 
 
 8. Be awarded a maximum of ten credits as follows: 
 
 Are you considered by your group as a thoroughly 
 friendly fellow?—10. 
 
 Are you considered by your group as approachable but 
 not an especially friendly fellow?—7. 
 
 Are you considered by your group as '‘'square” but 
 difficult to know well?—3. 
 
 9. Discuss with your group the sort of girl you propose to 
 find for your future wife. 
 
 III. COMMUNITY RELATIONSHIPS 
 
 The War has made of every community a family. We have 
 discovered as a whole nation what some men have been telling us 
 for years, that we can do anything that ought to be done in any 
 community if we will but agree to do it together. It is certainly 
 true that it is impossible for any man to “live unto himself or die 
 unto himself.” What we do and what we are affects every other 
 person in the community in which we live. If we have a dirty, 
 unkept, unsightly yard that is unsanitary, it not only becomes a 
 danger to our own health but to our neighbors for a whole block 
 away. If we have a clean, tidy, well-kept yard, everyone else 
 benefits from it and is led to go and do likewise. Just so in every 
 realm of our lives. If our characters and our work are all they 
 ought to be, we are welcomed into any community; if they are 
 not, we find ourselves unwelcome. No boy can any longer “do as 
 he pleases”; he must constantly consider other folks all about 
 him. 
 
 It is a splendid thing for an older boy to become a community 
 booster, for it is this community spirit, this “help the other fel¬ 
 low” idea, that brings any town or city to the front. I know of 
 
72 
 
 HANDBOOK FOR COMRADES 
 
 two large cities not an hour’s ride apart; one has caught the idea 
 of proper community relationships on the part of everyone— 
 man, woman, and child. As a result it is a clean, tidy, well- 
 managed, healthful city. The other city is “dead.” No one cares; 
 trash and rubbish litter the streets; the sanitary conditions are 
 not good; the city is split up into sections that are always fighting 
 one another. The boys on one side of the river won’t associate 
 with the boys on the other. One high school cannot engage in 
 athletic contests with the other high school, because they invari¬ 
 ably fight. Often citizens of this town apologize for living in it 
 and explain that it is only because of necessity that they stay at 
 all. Would you care to live in that sort of a town? I am sure 
 you would not. 
 
 Community life is the sum total of all the individual lives that 
 are in it. Therefore, the kind of a life a boy lives will either raise 
 or lower the level of the life in the community. The man who 
 penned the following lines had the right idea: “I pass this way 
 but once, therefore any goodness that I may do, any flowers I 
 may plant, any smiles that I may provoke, any gladness that I 
 may bring, any burden that I may bear for my fellow-man, will 
 make my own life a greater satisfaction.” 
 
 “William H. Baldwin, Jr., of the famous locomotive works, 
 was an exceedingly busy railway man, but he was seldom too 
 busy to lend a helping hand to one in need. From the window of 
 an elevated train, he saw upon the street the white face of a 
 child that had in it an appeal of suffering he could not resist. He 
 abruptly left the train and found that the child needed hospital 
 treatment. Then he was not satisfied until the child was safely 
 lodged with proper care in a hospital. Baldwin heard that a 
 Woman had been committed unjustly to a New York State 
 prison. He found convincing evidence of her innocence and 
 obtained her pardon from Theodore Roosevelt, then Governor. 
 On an European trip he found a distressed woman with a sick 
 child. Her stateroom accommodations were poor. His own 
 spacious quarters became at once uncomfortable to him and he 
 gave them up to the mother and child.” 
 
 The whole of America needs men like William H. Baldwin. If 
 we are to have them ten years from now they must be “in training 
 now.” 
 
SERVICE TRAINING PROGRAM 73 
 
 COMMUNITY RELATIONSHIPS.Total Credits—100 
 
 REQUIRED TEST—Maximum of Credits—50 
 
 Render some specific community service suggested by your 
 Leader, and 
 
 Contribute at least five dollars, all of which you have earned 
 during the year, to some worthy cause dealing directly with the 
 boy-life of the world. 
 
 Elective Tests 
 
 First Year’s Choices —25 credits each up to 50 
 
 1. Be a working member of some community organization 
 whose objective is service or community betterment; for 
 example, a High School Club, whose purpose js “To create, 
 maintain, and extend through the school and community high 
 standards of Christian character,” or the Employed boys’ 
 Brotherhood, whose purpose is “To unite Employed Boys to 
 strive for their own higher self-realization and in the spirit of 
 Christ to use these larger abilities in service to other Employed 
 Boys and the community.” 
 
 2. Assist in some public entertainment. 
 
 3. Join with other boys in helping, without charge, to har¬ 
 vest the crops or do other work of sick or disabled neighbor. 
 
 4. Make a definite sacrifice in time, money, or labor, for 
 someone more needy then yourself. 
 
 Second Year’s Choices—25 credits each up to 50 
 
 1. The same as number 1, First Year. 
 
 2. Help to promote and develop a corner lot into a baseball 
 diamond or tennis court for use of boys of neighborhood. 
 
 3. Assist the local improvement association in some task of 
 neighborhood betterment. 
 
 4. Know and locate twenty prominent public-spirited citi¬ 
 zens in the county, give business relations of each, and indicate 
 how they are helpful to the community. 
 
 5. Assist in keeping at least one mile of road in shape, or an 
 equivalent of twelve hours’ work on public highway without 
 pay. 
 
 6. Make a definite sacrifice, in time, money, or labor, for 
 someone more needy than yourself. 
 
74 
 
 HANDBOOK FOR COMRADES 
 
 Third Year’s Choices— 25 credits each up to 50 
 
 1. The same as number 1, First Year. 
 
 2. Promote and develop a corner lot into a baseball diamond 
 or tennis court for use of boys of neighborhood. 
 
 3. Assist a sectional improvement association in some task 
 for neighborhood betterment. 
 
 4. Know and locate twenty prominent public-spirited citi¬ 
 zens in your county, give business relations of each, and indi¬ 
 cate how they are helpful to the community. 
 
 5. Conduct in the group a discussion to bring out the ten 
 leading ways in which employed or high school boys spend 
 their leisure time. 
 
 6. Make a definite sacrifice, in time, money, or labor, for 
 someone more needy than yourself. 
 
 7. Supervise the raising of funds for the relief of a poor 
 family by the purchase of supplies and fuel for one month from 
 funds collected for that purpose by you or your group. 
 
 8. Join with other men and boys in helping harvest the 
 crops or do other necessary work of sick or disabled neighbor. 
 
 )• 
 
 IV. CITIZENSHIP 
 
 Developing right community relations is one of the finest 
 preparations for citizenship. It is applying the principles we 
 have been talking about to state and nation, as well as to your 
 community. It is a splendid thing to be a good local citizen; it 
 is a still more splendid thing to be a good state citizen; it is a 
 greater thing yet to be an intelligent worthy national citizen, for 
 only as the nation is strong and well supported can the state and 
 individual community thrive. It is the duty of every loyal citi¬ 
 zen to be intelligent about his government. He should begin 
 early to develop an interest and opinion based on careful infor¬ 
 mation concerning national issues, so that when he becomes old 
 enough to vote he can do so for the betterment of the whole 
 nation. 
 
 American citizenship is a priceless possession. Any man who 
 treats it lightly or refuses to accept the obligations and responsi¬ 
 bilities it imposes upon him should be deprived of it. As an 
 American citizen, you are a member of one of the greatest cor- 
 
SERVICE TRAINING PROGRAM 
 
 75 
 
 porations on earth. You should, therefore, be eager to gain as 
 much insight into the affairs of this corporation as your time and 
 opportunity afford. While American history is resplendent with 
 noble deeds, there is no doubt that, with the new world responsi¬ 
 bilities settled upon us as a result of the War, we must have in 
 the future even a higher type of citizenship and this standard 
 must be much more general than in the past. 
 
 The following tests are offered as a suggestive guide as to what 
 sort of information and training you need to make you a worthy 
 citizen. 
 
 CITIZENSHIP.Total Credits—ioo 
 
 REQUIRED TEST—Maximum of Credits—50 
 
 Read 
 
 “The Making of an American,”—Jacob Riis, or “The Govern¬ 
 ment, What It Is and What It Does”—Clark, or “An American 
 in the Making”—Abbott, or equivalent. 
 
 Elective Tests 
 
 First Year’s Choices — 25 credits up to 50 
 
 1. Attend a primary election. 
 
 2. Attend two sessions of City Council. 
 
 3. Attend two sessions of any regular court. 
 
 4. Attend educational talk or a discussion, or read a book 
 on Taxes and What Becomes of Them. 
 
 5. Visit with an adult a County Court House, and have the 
 various departments explained. 
 
 6 . Visit a public institution, such as jail, reform school, poor 
 farm, or insane asylum. 
 
 Second Year’s Choices— 25 credits each up to 50 
 
 1. Assist in the conduct of a demonstration of a state or 
 national election in the school. 
 
 2. Assist in a trial, reproducing actual court procedure, in 
 the school or group. 
 
 3. Visit the State Capitol. 
 
 4. Visit the National Capitol. 
 
 5. Give a written or oral report, in the group, of the three 
 views regarding any local or nearby strike or lockout; that is, 
 the strikers’ view; the employer’s view; the sentiment of the 
 public. 
 
76 HANDBOOK FOR COMRADES 
 
 Third Year’s Choices—25 credits each up to 50 
 
 1. Take part in a demonstration of a state or national elec¬ 
 tion and mock trial, conducted in the group or school under 
 real legal leadership. 
 
 2. Attend educational talk or a discussion, or read a book 
 on some national problem, such as: 
 
 a. The Immigrant Problem, or 
 
 b. The Negro Problem, or 
 
 c. Cooperation between Capital and Labor. 
 
 3. Take equivalent of one year’s work in Civil Government, 
 or pass Civil Service examination for some government posi¬ 
 tion. 
 
 V. TRAINING FOR SERVICE 
 
 Human beings are so closely bound together by the ties of need 
 in this old world that our only excuse for staying in it is our 
 willingness and ability to serve—to help the other fellow. Then, 
 too, the thrill of real joy comes only to those who serve. It is 
 a thrill that leaves no sting behind it, a thrill that nothing can 
 efface. 
 
 You have been working out an all-round program; laying the 
 foundations of a strong personality. Now you are reaching the 
 place where your own special contribution to the social life of 
 which you form a part is ready for expression. You, perhalps, are 
 feeling that you would like to be prepared for the day when oppor¬ 
 tunity is going to knock hard at your door with a call to service. 
 If you act on that feeling, you have justified your existence. 
 
 A desire to save life is good, but it takes training to be ready. 
 A First-Aid Course may make life possible for some man or 
 woman. A desire to lead a group of younger fellows to richer, 
 all-round development is commendable, but such work takes 
 training. A teacher training course might make it possible for 
 you to help some smaller chaps to lives of strength and virility. 
 A desire to train folks in recreation is good. A story-telling 
 course or a course in recreational leadership would equip you for 
 manyJittle services to the sick and needy. 
 
SERVICE TRAINING PROGRAM 
 
 77 
 
 You may not be an easy “mixer”; you may not be strong on 
 entertaining; you may think there is no place for you in the 
 realm of service; that very training might prove to be a process 
 of self-discovery for you, as it has in many other cases. 
 
 As a boy, Lincoln always said, “I will get ready, maybe my 
 chance will come.” It came. And it would have come just the 
 same whether he was ready or not, only the results would have 
 been different; it would have meant failure instead of success. 
 Get some special training and when your chance comes you will 
 be ready. 
 
 TRAINING FOR SERVICE.Total Credits—ioo 
 
 REQUIRED TEST—Maximum of Credits—50 
 
 Give evidence that you are training for service in special study 
 and practice groups. 
 
 Elective Tests 
 
 First Year’s Choices— 25 credits each up to 50 
 
 1. Attend a given course of teacher training covering the 
 field of teaching boys. 
 
 2. Take regular course in First Aid to the Injured. 
 
 3. Assist regularly with a group of younger boys as a gym¬ 
 nasium leader, assistant Scoutmaster, athletic coach, Sunday 
 school teacher, or camp leader. 
 
 4. Complete one year of high-class physical education ac¬ 
 ceptable to the Leader. 
 
 Second Year’s Choices—25 credits each up to 50 
 
 1. Attend a course of study on Leadership of Bible Study 
 Groups. 
 
 2. Lead a group of younger boys on hikes, or in group games, 
 or coach them in team games or track. 
 
 3. Attend a training conference or training camp especially 
 conducted for older boys. 
 
 4. Attend a summer school of work with boys. 
 
 Third Year’s Choices — 25 credits each up to 50 
 
 1. Attend a course of study on Leadership, where topics 
 like the following will be taught: 
 
78 
 
 HANDBOOK FOR COMRADES 
 
 a. Preparation for Sunday School Teaching or Y.M. 
 C. A. Work. 
 
 b. Preparation for Boy Scout Work. 
 
 c. Preparation for Playground Work. 
 
 d. Preparation for Swimming Instruction and Super¬ 
 vision. 
 
 e. Preparation for Athletic Coaching. 
 
 f. Preparation for Camp Leadership. 
 
 g. Preparation for Boys’ Club Work. 
 
 2 . Put your Service Training into operation in a given group 
 
 to the satisfaction of your Leader. 
 
 VI. CHOOSING A LIFE WORK 
 
 Are you determined to make a life, or are you going to be 
 perfectly satisfied with making a living? Are you going to 
 “invest” your life, or are you going to keep it and just eke out an 
 existence? Vast numbers of folks never live at all; they merely 
 exist. If you were like the proverbial old cat and had nine lives, 
 you might feel that you could afford to experiment with two or 
 three of them, but you are not like her at all. You have but 
 one life. What are you going to do with it? Your decision is of 
 the utmost importance. “Happy is the man that has found his 
 work in the world.” The world is full of round men in square 
 jobs and of square men in round jobs. One of the tragedies of 
 life is the army of misfits: doctors who ought to have been mer¬ 
 chants; merchants who ought to have been farmers; farmers 
 who ought to have been preachers; preachers who ought to 
 have been advertisers, and so on. Every man is better fitted to 
 do certain kinds of work than others—that is, in all probability, 
 he will accomplish more in a given time with a given amount of 
 energy in a given direction than he would in some other direction. 
 
 This matter of choosing a life work is peculiarly important to 
 the boy who has already left school and is out in the great maze 
 of the world’s work, trying to find his place. One of the first 
 principles he should recognize is that any person’s vocation has 
 two functions—first, one’s daily work is the means by which he 
 earns his living and this is very important for his own sake and 
 that of certain other people. The Bible itself makes a strong state- 
 
SERVICE TRAINING PROGRAM 
 
 79 
 
 ment on this matter: “But if any provideth not for his own, and 
 especially his own household, he hath denied the faith and 
 is worse than an unbeliever” (i Tim. 5:8). No man wants to be 
 dependent on others, and he has a right to want to make a 
 reasonable income. 
 
 But one’s vocation is also the method by which he makes his 
 particular contribution to the work of the world, that great mass 
 of labor which must be performed every day in the year, if 
 houses are to be built, food produced, transportation systems 
 maintained, clothing prepared, and the young taught. Any per¬ 
 son who is protected by clothing and shelter and partakes of 
 food, owes to the world his share of the labor necessary to pro¬ 
 duce these things. 
 
 With these' two great motives in mind, any boy may well 
 study most carefully to discover what are his capacities and 
 interests. Most boys discover on careful study that they have 
 what may be called main lines of ability and interest. Each will 
 have also one or two side lines. It is, of course, extremely im¬ 
 portant to earn one’s living and make his contribution to the 
 world’s work through one’s main line rather than a side line, just 
 as in an athletic meet a boy enters that event or those events in 
 which he has outstanding ability. Some of the most unfortunate 
 people we know are those who are trying to earn their living in 
 a kind of work which should have been distinctly a side line in 
 their lives. Many a boy would be happier and earn more money 
 working at a mechanical trade and playing in the village band or 
 orchestra than by trying to earn his living in a musical occupa¬ 
 tion. His musical ability is just enough to give himself and his 
 friends pleasure and just limited enough to make him a failure 
 as a professional musician. This is a serious matter for the boy 
 himself, his parents, and his leaders, but when a boy attacks this 
 problem intelligently with the help of modern science, he makes 
 a reasonably certain decision as to what his life work ought to be. 
 Both the boy in school and the employed boy must face this 
 question; one may have a little more time than the other to con¬ 
 sider, but both should learn early to locate what is referred to 
 elsewhere in this test as his vocational tendency. Having done 
 that, the selection of the exact occupation is not a particularly 
 difficult task. 
 
8 o 
 
 HANDBOOK FOR COMRADES 
 
 CHOOSING A LIFE WORK ..Total Credits—ioo 
 
 REQUIRED TEST—Maximum of Credits—50 
 
 Make a list of twenty vocations; talk with representatives of 
 ten of these about their life work and describe to the group the 
 two that interest you most. ^ 
 
 Elective Tests 
 
 First Year’s Choices—10 credits each up to 50. 
 
 1. Attend educational talk or discussion or read a book on: 
 Principles in Choosing a Life Work. 
 
 2. Make a list of ten trades and five professions and know 
 what each involves. 
 
 3. Read any standard book on vocational guidance such as 
 are listed on page 317 of this handbook. 
 
 4. Carry through to completion to the satisfaction of the 
 Leader , any one of the projects promoted by the Government 
 through its Agricultural Club Movement. 
 
 5. Read pamphlet, “Where Will You Be Ten Years from 
 Today?” Association Press, 10 cents; or its equivalent. 
 
 6. Fill out a “Self-Analysis Blank” and determine your voca¬ 
 tional direction. (Secure from your denominational house, or 
 Association Press, 347 Madison Avenue, New York City.) 
 
 7. Talk with four men, each representing one of the trades 
 or professions in which you are most interested, as to the 
 advantages and disadvantages of their respective life-callings, 
 also the opportunity each offers for real service. 
 
 Second Year’s Choices—10 credits each up to 50 
 
 1. Attend an educational talk or a discussion or read a book 
 on What Constitutes a Christian Calling. 
 
 2. Read “Profitable Vocations for Boys,” Weaver, Chapters 
 2 to 6. 
 
 3. Carry through to completion to the satisfaction of the 
 Leader , any one of the projects promoted by the Government 
 through its Agricultural Club Movement. 
 
 4. Fill out a “Christian Callings Self-Analysis Blank” and 
 determine your vocational direction. (Secure from your de¬ 
 nominational house, or Association Press, 347 Madison Ave¬ 
 nue, New York City.) 
 
SERVICE TRAINING PROGRAM 
 
 81 
 
 5. Talk with four men, each representing one of the trades 
 or professions in which you are most interested, as to the 
 advantages and disadvantages of their respective life-callings, 
 also the opportunity each offers for real service. 
 
 6. Attend a Life-Work Conference as promoted by the 
 Young Men’s Christian Association or a church denominational 
 board. 
 
 Third Year’s Choices—10 credits each up to 50 
 
 1. Attend an educational talk or a discussion, or read a book 
 on The Constant Need for Educational and Religious Leader¬ 
 ship. 
 
 2. Carry through to completion to the satisfaction of the 
 Leader , any one of the projects promoted by the Government 
 through its Agricultural Club Movement. 
 
 3. Attend a discussion on the subject, How Can a Boy De¬ 
 termine in which of the Main Branches of Human Effort He 
 has the Most Ability (Humanic—Literary—Commercial— 
 M anagerial—Scientific—M echanical—Artistic) ? 
 
 4. In ten minutes tell what vocation you are planning to 
 enter and why. 
 
 5. Use Self-Analysis Blank as directed by Leader or, if self- 
 analysis has been made previously, check up with vocational 
 specialist on previous analysis and present progress in voca¬ 
 tional choice and education. 
 
 VII. WORLD BROTHERHOOD 
 
 “I will place no value on anything I have or may possess ex¬ 
 cept in relation to the Kingdom of Christ. If anything will 
 advance the interests of that Kingdom it shall be given away or 
 kept, only as by the giving or keeping of it I shall most promote 
 the glory of Him to whom I owe all my hopes in time and eter¬ 
 nity.” So wrote one of the greatest of the world’s heroes— Davidv 
 Livingstone. Little did David Livingstone suppose that, in less 
 than one hundred years after he gave himself to Africa, Africa, 
 the Dark Continent, would be giving herself in a world war, 
 allied with other nations in upholding against autocracy the very 
 principles for which Livingstone gave his life. 
 
82 
 
 HANDBOOK FOR COMRADES 
 
 First, the world became a neighborhood as explorers and 
 missionaries and merchants and travelers went farther and 
 farther into the dark, out-of-the-way places, taking with them 
 the story of modern science and Jesus’ way of living. All the 
 races of the world have now mixed until today the world is a 
 growing brotherhood. America, especially, has become a great 
 melting-pot of races and offers special opportunity for learning 
 our real brotherhood. 
 
 Some one has said that if you wish to read the history of the 
 human family, you must read great biographies. The progress 
 of mankind can best be traced through a study of the lives of its 
 leaders. We all have a hero; we admire tremendously the man 
 who accomplishes great things—whether it be the building of a 
 mighty ship, the manufacture of an intricate, delicately adjusted 
 instrument, the relieving of human suffering, the elevating of a 
 nation’s ideals, or the caring for the world’s poor and neglected. 
 In all the realms of achievement there have been no greater con¬ 
 tributions made to the Kingdom of God on earth than have been 
 made by the scores of outstanding missionary heroes. They 
 have been the advance guard of civilization. They have made 
 possible the present world outlook. What a pity, then, for a boy 
 to grow up and not know in a personal, intimate way the lives 
 and achievements of these men. 
 
 WORLD BROTHERHOOD.Total Credits—ioo 
 
 REQUIRED TEST—Maximum of Credits—60 
 
 Name all the various races of people that are now so largely 
 represented in America and suggest to the group definite ways in 
 which our relations to them will more quickly bring about a more 
 perfect world brotherhood. 
 
 Take a course of study in the church school or elsewhere 
 covering home and foreign missions and contribute regularly to 
 some specific cause directly connected with the missionary enter¬ 
 prise. 
 
 Elective Tests—20 credits each up to 40 
 
 1. Discuss before the group how Christianity compares 
 with other movements working for world brotherhood. 
 
 2. Discuss before the group which would bring world 
 brotherhood about more quickly: a world-wide acceptance of 
 
SERVICE TRAINING PROGRAM 83 
 
 the Sermon on the Mount as a basis for personal behavior, or 
 an operative League of Nations. 
 
 3. Discuss or read and report on the topic: Is Bolshevism 
 an Ally or an Enemy t6 World Brotherhood? 
 
 VIII. PERSONALITY ANALYSIS 
 
 At this point we will conclude the Personality Analysis. Grade 
 yourself carefully on the following abstract headings: 
 
 Are you keen to serve your fellowmen in whatever way pre¬ 
 sents itself? Do you volunteer or do you have to be drafted into 
 volunteer service of all kinds? Are you loyal to the best you 
 know, loyal to yourself, your folks, your God? Are you growing 
 in genuine friendliness? Do you play a team game? Do you 
 actually assume responsibility? Are you growing in your appre¬ 
 ciation of what real democracy is? Are you more democratic 
 than you were a year ago? 
 
 These are fundamental questions that are worth thinking 
 about and checking yourself up on. 
 
 PERSONALITY ANALYSIS.Total Credits—100 
 
 REQUIRED TEST 
 
 1. Be awarded a maximum of 50 credits for right attitude 
 toward securing for yourself a social and service development. 
 
 2. Be awarded a maximum of 50 credits for the following 
 service personality analysis: 
 
 To what extent have you developed in: 
 
 a. Loyalty (to ideals, friends, school, group, city, and 
 nation). 
 
 b. True sociability. 
 
 c. Self-sacrifice and service. 
 
 ' d. Discharging responsibility, 
 e. Essential democracy. 
 
 Note. 10 credits each allowed for excellent development, 7 for 
 good, and 3 for fair. 
 
CHAPTER VI 
 
 THE SERVICE RECOGNITIONS 
 
 » 
 
 Service is the very heart of our Program. It is the keystone 
 in the arch of worth-while living. Every boy should form the 
 habit of unselfish service to others. A boy may be unusually 
 bright mentally; may have a splendid physical development; 
 may attend public worship, church school, and all those things; may 
 even be considered thrifty and broad-minded and yet not be intel¬ 
 ligently interested in serving others. With this in mind and 
 with the firm conviction that a very large percentage of boys 
 may easily be led into forming service habits, the Service Recog¬ 
 nitions are given a very important place in this Program. 
 
 Service tasks, especially as they apply to boys, group them¬ 
 selves pretty well into six classes: service rendered to individuals 
 (Personal Service ), service rendered to the home and the home 
 folks (Home Service ), service rendered to the church and its 
 organizations (Church Service ), service rendered to the school or 
 place of employment (School or Employment Service ), service 
 rendered to general groups or to the municipality (Community Ser¬ 
 vice), service rendered to your personal group or club or class 
 (Group Service). A great many service tasks, practical for all 
 sorts of boys, are here classified under each heading. In some 
 cases it may be necessary for the Leader to arrange even more 
 choices in order to meet the requirements of his particular lo¬ 
 cality. If this should be the case, great care should be taken to 
 supply tests of equal value to the ones offered here. 
 
 For each one of these rather clearly defined groups of service 
 a Service Recognition numeral is offered. (See chapter on Insignia 
 p. 413.) This recognition should be worn in the vacant square pro¬ 
 vided in the very center of the insignia, but must not be worn 
 until the requirements of at least one of the types of service have 
 been fully met. It should be clearly understood that 
 this addition to the insignia is not a reward for service 
 rendered, but a recognition of service rendered. The boy or 
 group which is not vitally interested in rendering service must 
 
SERVICE RECOGNITIONS 
 
 85 
 
 wear a blank square at the heart of the emblem. The numera. 
 worn indicates the total number of types of service renderedl 
 For instance, if the boy has rendered all the required service 
 under head of Home Service and Service to the Group he is entitled 
 to wear the numeral 2. If he should render all the required ser¬ 
 vice suggested under all the headings, he would be entitled to 
 wear the numeral 6. 
 
 In the case of group insignia the numerals used will be the 
 sum total of all the individual Service Recognition numerals of all 
 the members of the group. These might total twenty-one or 
 seventy-five, according to the size of the group and the emphasis 
 that is placed on service. 
 
 - 
 
 1. Personal Service 
 
 (Choice, three out of five) 
 
 Give satisfactory evidence that you have 
 
 a. Rendered ten hours of personal service to sick, lame, 
 blind, or to small children not in your own family without 
 receiving pay for same. 
 
 b. Rendered acknowledged personal service in accident, 
 fire, wreck, runaway, or panic. 
 
 c. Returned lost article to rightful owner. 
 
 d. Personally helped auto driver, teamster, or pedestrian 
 in any sort of trouble on the road, street, or in the country. 
 
 e. Contributed from your funds at least one dollar to help 
 some unfortunate individual personally known to you, or 
 aided some unfortunate in securing work, clothes, or food. 
 
 2. Home Service 
 
 (Choice, three out of five) 
 
 Give satisfactory evidence that you have 
 
 a. Rendered ten hours of special home service in putting 
 in coal, wood, picking fruit, canning fruit or vegetables, 
 house-cleaning, painting, or remodeling other than pre¬ 
 scribed by regular tests, without pay. 
 
 b. Cared for younger brothers or sisters eighteen hours 
 during absence or sickness of parents other than prescribed 
 by regular tests. 
 
86 
 
 HANDBOOK FOR COMRADES 
 
 c. Aided in the support of the home from your own earn¬ 
 ings (spirit of the test to be honestly observed). 
 
 d. Kept your own room or shop clean and in order for a 
 six months’ period or its equivalent. 
 
 e. Aided in some humble home duty at least once a day 
 for six months’ period, or aided with washing once a week 
 for a like period ; or 
 
 Watered lawn and garden daily, except Sundays, for 
 three months’ period ; or 
 
 Produced for the home in a year, twenty pounds of 
 wild food, such as fish, game, berries, or wild fruit. 
 
 3. Church Service 
 
 (Choice, three out of five) 
 
 Give satisfactory evidence that you have 
 
 a. Been a regular contributor to the support of your 
 church, or its equivalent, to the satisfaction of your Leader. 
 
 b. Delivered church calendars or notices or collection 
 envelopes, involving fifteen hours of service. 
 
 c. Acted as librarian, secretary’s assistant, usher, etc., for 
 period of six months, involving at least fifteen hours of 
 service; or 
 
 Beautified church building by planting trees, shrubs, 
 vines, or flowers, involving at least fifteen hours of service; 
 or 
 
 Accomplished special piece of service’for the church as 
 prescribed by the Leader or Pastor or church official, involv¬ 
 ing at least fifteen hours of service. 
 
 d. Aided the church in distributing food, clothes, or crea¬ 
 ture comforts to poor at Thanksgiving, Christmas, or other 
 occasions. 
 
 e. Volunteered some definite service to the Pastor not 
 above classified, involving eight hours’ work. 
 
 4. School or Employment Service 
 
 (Choice, three out of five) 
 
 Give satisfactory evidence that you have 
 
 a. Done special task, not included in your regular work 
 for your school or employer, such as, aided new pupil or 
 
SERVICE RECOGNITIONS 87 
 
 employe, represented school or firm in entertainment or cap¬ 
 tained athletic team. 
 
 b. Won special recognition for work unusually well done 
 at school or for employer (application left to Leader). 
 
 c. Made three constructive suggestions for the better¬ 
 ment of school or office, either in favor of other scholars or 
 employes or for general efficiency of school, office, or plant, 
 at least one of these to be accepted and acted upon. 
 
 d. Rendered first aid worthy of recognition to fellow- 
 student or employe. 
 
 e. Been sent as delegate representing your school or firm 
 at conference called on some welfare move involving your 
 associates, such as Safety First, or War Relief. 
 
 f. Made arrangement for and carried through placing of 
 approved educational exhibit (Health, Thrift, Physical Fit¬ 
 ness, Vocational) at school or place of employment. 
 
 Community Service 
 
 (Choice, three out of five) 
 
 Give satisfactory evidence that you have 
 
 a. Taken active part in some community-wide campaign, 
 such as clean-up, fly extermination, or community gardens. 
 
 b. Ushered at some public gathering, helped patrol streets 
 on parade days, played in band or orchestra on public 
 occasions, or equivalent; or 
 
 Actively helped protect and provide for birds or be¬ 
 come Government Bird Observer; or 
 
 Reported at least two instances of dirty lots, alleys, 
 garbage cans, broken culverts, bridges, or washed-out high¬ 
 ways to proper authorities. 
 
 c. Done special piece of service for the community not 
 before reported, sanctioned by the Leader , such as Junior 
 Police, turning in fire alarm, cutting weeds on vacant lots or 
 along roads, etc. 
 
 d. Assisted in local elections; or 
 
88 
 
 HANDBOOK FOR COMRADES 
 
 Circulated petitions to the public for some communi t 
 improvement; or 
 
 Aided in moral improvement campaigns, such as 
 thrift, dry fight, or tobacco legislation. 
 
 e. Contributed from your earnings to some community 
 campaign for funds to relieve want and suffering. 
 
 6. Service to the Group 
 
 (Choice, three out of five) 
 
 Give satisfactory evidence that you have 
 
 a. Been elected to office for six months, such as class or 
 group office. 
 
 b. Captained or managed a group team in athletics or 
 swimming. 
 
 c. Secured five new members for the group. 
 
 d. Provided equipment—books, charts, furniture, rugs, 
 pictures—for club or classroom. 
 
 e. Made possible some special occasion for the group 
 (eats or drinks not to count), such as, a trip, special guest, 
 uniforms, equipment, or books. 
 
 7. Saving Human Life 
 
 Any Comrade who saves a human life from water, fire, 
 or accident may be awarded the Life Saving Recognition. 
 Certain required evidence must be supplied to secure this 
 honor. 
 
CHAPTER VII 
 
 AMERICANS ALL 
 
 THEODORE ROOSEVELT 
 
 Every boy has an ideal, but no man of our country ever lived 
 who so completely came up to the ideals of the American boy as 
 Theodore Roosevelt. Why? Because he did so many things well 
 and was so thoroughly American. The moving picture has given 
 the American boy an ideal in “The Fighting Roosevelt.” He had 
 to fight in order to reach physical, intellectual, devotional, and 
 service standards. As a boy he was puny and sickly; but with 
 indomitable determination he transformed his feeble body not 
 merely into a strong one, but into one of the strongest. This 
 physical feebleness caused in him nervousness and self-distrust. 
 He set himself to change his character, as he changed his body, 
 and to make himself a man of self-confidence and courage. When 
 he entered public life he did not possess the gifts of a debater or 
 public speaker, but he determined to overcome these handicaps. 
 As a result, few men have been able to influence an audience with 
 such appealing power as Roosevelt. 
 
 He came of one of the oldest Dutch-American families. In his 
 veins were mingled Irish, Scotch, and Huguenot blood. His 
 father was a man who did things. In the Civil War he organized 
 a number of New York regiments and was one of the leaders in 
 organizing the Sanitary Commission and other work for the 
 soldiers. His father’s spirit of service had a great influence upon 
 his son. Theodore Roosevelt was born in New York City 
 October 27, 1858. He was graduated from Harvard in 1880. 
 He then took up the study of law, but did not continue it long. 
 He entered politics and at the age of twenty-three was elected to 
 the New York State Legislature. Within a year he was the 
 
90 
 
 HANDBOOK FOR COMRADES 
 
 Republican leader in the lower house, because of his fighting 
 qualities. He thus plunged at once as a young man into that 
 field of activity which he never afterwards forsook—politics. In 
 accepting a position of public trust, he was never governed by 
 the money or power which it afforded. The determining factor 
 was, what are the opportunities for rendering genuine service? 
 
 When poor health sent him West to throw in his lot with the 
 rough and ready # cowboys, the ranchers were disposed at first to 
 laugh at the “four-eyed dude,” but they changed their opinion 
 when they found that no work was too hard for him, no hardship 
 too severe, no peril too great. The story is told of a round-up in 
 which Roosevelt participated. There was a cow with a new-born 
 calf. The cowboys were not going to bother about the calf, but 
 drive its mother to the round-up. Out of the bigness of his heart, 
 he picked up the calf when it got stuck in the mud, put it in front 
 of his saddle, and rode off, driving its mother ahead of him with 
 the rest of the cattle. 
 
 One of the great qualities of Roosevelt was his courage. Once 
 when he arrived in the Rocky Mountains to hunt grizzly bears, 
 the toughs of the regions declared their intention of “doing him 
 up.” One of them went so far as to send a message to Roosevelt, 
 to the effect that if he proceeded to track grizzlies there would be 
 shooting. Roosevelt inquired where this person with the pro¬ 
 pensity for shooting lived and rode at once into his camp. The 
 man, however, had forgotten by this time why he wanted to 
 shoot. This incident put an end to treating Roosevelt as a ten¬ 
 derfoot. Before the hunting campaign was ended, he had won 
 the respect of all, and, when the time came, many of those who 
 had been ready to “do him up” as a tenderfoot were among the 
 most eager to follow him as “Rough Riders” into the jungles of 
 Cuba for service to their country. As Police and Civil Service 
 Commissioner for New York City, as Governor of New York, 
 and as President of the United States, he was absolutely fearless. 
 
 No man ever lived who loved hard work more than Roosevelt. 
 But he loved to play hard as well. His love of work and play 
 led him into many fields of activities and scientific investigation. 
 He won a high place as a hunter, sportsman, explorer, historian, 
 essayist, scientist, critic, editor, reformer, and statesman. When 
 he wished to rest from political and governmental responsibilities, 
 
AMERICANS ALL 
 
 9i 
 
 he would go on a hunting trip into the wilds of America or even 
 take an extended tour of exploration to Africa or South America. 
 Theodore Roosevelt showed in what he did, said, and lived, that 
 a real American is a man who works and serves. He has taught 
 the American boy how to think and act for himself and yet 
 serve others. 
 
 In his book entitled “The Great Adventure,” he tells the 
 American boy some of the secrets of his life. “The boy can best 
 become a good man by being a good boy—not a goody-goody 
 boy, but just a plain good boy. The best boys I know—the best 
 men I know—are good at their studies or their business, fearless 
 and stalwart, hated and feared by all that is wicked and de¬ 
 praved, incapable of submitting to wrong-doing and equally in¬ 
 capable of being aught but tender to the weak and helpless. He 
 cannot do good work, if he is not strong and does not try with 
 his whole heart and soul to count in any contest; and his strength 
 will be a curse to himself and to everyone else, if he does not have 
 thorough command over himself and over his own evil passions, 
 and if he does not use his strength on the side of decency, justice, 
 and fair dealing. In short, in life, as in a football game, the prin¬ 
 ciple to follow is: ‘Hit the line hard; don’t foul and don’t shirk, 
 but hit the line hard!’ ” 
 
 One of the greatest tributes paid to Roosevelt was given by 
 the pastor of the church which he joined as a boy: “I like to think 
 of Mr. Roosevelt as a religious man, a man who made room in 
 his life for God. He was a Christian gentleman. He was a mem¬ 
 ber of the church and always attended church services. He 
 accepted the Bible and made room in his busy life for Jesus 
 Christ.” 
 
 JACOB RIIS 
 
 Denmark was the birthplace of Jacob Riis. The life of this 
 boy was marked by bold decisions and impulsive deeds, revealing 
 the fighting spirit of his Viking ancestors. While a carpenter’s 
 apprentice in his middle teens, he fell in love and, as he never did 
 things by halves, fell in completely. But the boy apparently 
 threw his last chance away, when, as chairman of a social affair, 
 he ordered the young lady’s father from the floor. Soon after 
 this event he left for Copenhagen, where he spent four years 
 
92 
 
 HANDBOOK FOR COMRADES 
 
 completing his apprenticeship. The problems of city life were to 
 be hereafter his chief concern, although he was destined to probe 
 them at the cost of much suffering. At nineteen he returned to 
 his native town determined to know his fate. The young lady 
 and her father were cold, but the mother secretly gave him a gold 
 locket in which was a wisp of one of Elizabeth’s curls. 
 
 With the locket and her picture, his most treasured possessions, 
 young Riis sailed for America, landing in New York early in 
 1870. He had two immediate resources—some knowledge of 
 English and a capital of forty dollars. His money soon disap¬ 
 peared, especially as he spent one-half of it for a big navy re¬ 
 volver. He must have presented a funny sight on lower Broad¬ 
 way, but New Yorkers who were un-American enough to ridicule 
 and the friendly policeman who advised disarmament little 
 suspected that within a generation this immigrant boy would 
 become a great constructive force in the affairs of the city. 
 
 The years that followed tested every physical and moral 
 quality. Penniless, friendless, and wet to the skin, a stormy 
 night found him down on the dock. Months had passed without 
 word from Elizabeth. Three thousand miles of water lay be¬ 
 tween them, and the dark river ran below. “Would any one 
 know—would any one care if he did know?” and he edged a little 
 nearer to the perilous edge. A movement at his side revealed 
 the shivering form of a yellow dog, seeking a friend. Young Riis 
 always had a great love for animals. Together the friendly out¬ 
 casts fought their way against the storm to the lodging house 
 connected with the Church Street Police Station. That night 
 Jacob was robbed of his treasured locket. He made a complaint 
 to the Sergeant, who proceeded to kick the boy and his four- 
 footed friend out into the night and the rain. The son of the 
 Vikings put up a furious but vain resistance. The dog rushed to 
 his aid but was killed by the burly Sergeant, who dashed him 
 against the stone steps of the Police Station. That night planted 
 the seeds of a new purpose in the heart of Jacob Riis—seeds 
 which bore their fruit years later when by his efforts the police 
 lodging houses, breeding-places of vice and crime, were wiped 
 out. 
 
 Another critical period when despair threatened came after an 
 unsuccessful attempt to sell a book—appropriately called “Hard 
 
AMERICANS ALL 
 
 93 
 
 Times.” Jacob and his faithful friend—this time a great New¬ 
 foundland dog—were sitting dejectedly on the steps of Cooper 
 Institute where they were found by a former acquaintance. 
 Through his interest, the young book agent was helped to find a 
 position as a reporter. 
 
 Out of his lodging-house experiences and his failure as a book 
 agent came two great calls in life—social reform and newspaper 
 work. Nevertheless, more than that occurred the day when 
 Jacob Riis became a cub reporter. Later he wrote: “What had 
 happened had stirred me profoundly. For the second time I saw 
 a Hand held out to save me from wreck just when it seemed in¬ 
 evitable; and I knew it for His hand to whose will I was just 
 beginning to bow. . . .In the shadow of Grace Church I 
 
 bowed my head against the granite wall of the great tower and 
 prayed for strength to do the work I had so long and arduously 
 sought and which had now come to me.” To Jacob Riis religion 
 was a reality. In discussing prayer as a help in his work, he said: 
 “If I were to find that I could not do that (pray) I should decline 
 to go into the fight, or if I had to, I should feel that I were to be 
 justly beaten.” 
 
 Energy and character brought results to the young reporter. 
 A daring decision made him the owner of a small newspaper. 
 Then came the never-despaired-of letter from Elizabeth, in 
 which she confessed that she loved him. A fortunate sale of the 
 paper furnished the funds for the trip to Denmark, to claim his 
 bride and bring her to America. 
 
 Covering the police-court news around gang-infested Mulberry 
 Bend was not a “ladies’ game.” There were times when the life 
 of Jacob Riis hung on a hair, but he would not quit. His pen, 
 reenforced by the strong right arm of Theodore Roosevelt, 
 President of the Police Board, provided the pitiless publicity 
 needed to kill the old lodging-house system. Working together 
 these two men, so much alike in many ways, entered into a per¬ 
 sonal friendship which all the strenuous years that followed 
 deepened and enriched. The fight to cut through Mulberry 
 Bend, tear down its tenements, and substitute a life-giving park 
 for this breeding-place of death by disease and violence was a 
 harder matter. At last Jacob Riis was privileged to see green 
 grass and groups of dancing children, where had been bands of 
 
94 
 
 HANDBOOK FOR COMRADES 
 
 desperate criminals. The very hallways in Henry Street where a 
 young Danish immigrant used to get a free night’s lodging— 
 unless the police found him—are now full of boys and girls who 
 are finding inspiration and guidance at the Jacob Riis House, a 
 settlement founded by the King’s Daughters. 
 
 A few years before his death he paid a visit to his native land. 
 He was summoned to Copenhagen to dine at the palace, where 
 King Christian decorated Jacob Riis, “America’s Most Useful 
 Citizen,” with the ancient Cross of the Crusaders. But these two 
 men were not meeting for the first time. 
 
 Years before, Jacob Riis, the carpenter’s apprentice boy, had 
 arranged to meet his older brother at the art-gallery housed in a 
 wing of the palace. The simple country lad, with three days’ 
 experience in Copenhagen, asked directions of a friendly man. 
 On the way to the gallery his guide started a friendly conversa¬ 
 tion in which the boy frankly expressed his opinions, as a sixteen- 
 year-old boy quite naturally will at times. Great was the aston¬ 
 ishment and embarrassment of Jacob Riis when his brother 
 informed him that his guide had been the king! However, King 
 Christian also made a mistake that day, for he did not recognize 
 in the boy at his side the future brilliant reporter, the crusader 
 of the slums, and Denmark’s best gift to America. 
 
 The Cross of the Crusaders came years later, but all the ele¬ 
 ments of greatness were in the boy carpenter who met the king. 
 Suffering and endurance developed and demonstrated his 
 qualities and the decision in the shadow of Grace Church dedi¬ 
 cated them and all that they might grow to be to the service of 
 others. In that decision and dedication lies the secret of the 
 career of Jacob Riis. 
 
 HORACE TRACY PITKIN 
 
 Few people are called upon in these days actually to lay down 
 their lives as martyrs to the cause of Christ. Such, however, was 
 the supreme sacrifice made by Horace Tracy Pitkin, Yale ’92. 
 Pitkin was anything but the wide-brimmed-hat, be-spectacled, 
 umbrella-carrying, Bible-under-the-arm sort of missionary. He 
 was one of the thousands of strong, virile, alert, consecrated 
 Christian statesmen, who are continually going to the ends of the 
 earth to aid in bringing into being an era of Christianized social 
 
AMERICANS ALL 
 
 95 
 
 relationships. The missionaries of today are preachers, yes, be¬ 
 cause only through the lips and the life lived can the Good News 
 of a Kingdom of brotherly men be made known. But they are 
 more than preachers—they are Christian social engineers— 
 and such was Pitkin. 
 
 As a lad Pitkin’s ambition was to make electricity and its appli¬ 
 cation to the needs of the times, his life-work. He no doubt 
 would have made a great success in it, as he had unusual abilities 
 in that direction. But his uncle turned his thoughts toward the 
 ministry and after long and serious questioning and much prayer, 
 he decided to renounce his chosen ambition and enter Christ’s 
 service. He began at once to prepare for his life-work. At the 
 age of fifteen he entered Phillips Academy, Exeter, and from the 
 beginning took his stand as a Christian. He became a power 
 among his associates as a Christian leader. With the introduction 
 of the Christian Endeavor movement into his church, Pitkin 
 became its first president. He also took part in the school ath¬ 
 letics and was a social leader. 
 
 At the age of eighteen, and with this same vision of service to 
 his fellows, and his ability as a leader, he entered Yale. He 
 carried with him an enthusiasm, optimism, and spirit of good 
 cheer which drew strong friends to him. He was no one-sided 
 Christian. He wrote for the college papers and was a good stu¬ 
 dent, missing the Phi Beta Kappa stand by only a small margin. 
 He excelled in tennis and took an active interest in football and 
 rowing. His musical ability was a great joy to himself and his 
 friends. He was a member of the University Glee Club. So pro¬ 
 verbial was his success in overcoming difficulties, that “If any¬ 
 body kin, Pit kin” became a current pun among his friends. At 
 the Northfield student conference at the end of his Freshman 
 year he made his decision to enter the Student Volunteer Move¬ 
 ment. Three years at Union Seminary, after graduating from 
 Yale, and one year as a traveling secretary for the Student Volun¬ 
 teer Movement completed his preparations. 
 
 He offered himself to the American Board of Commissioners 
 for Foreign Missions and in May, 1897, he reached Tientsin, 
 China; by September he and his wife were settled in their own 
 station at Paotingfu. In the summer of 1900 came the Boxer 
 uprising. Determined to stamp out completely the foreign 
 
96 
 
 HANDBOOK FOR COMRADES 
 
 devils and to exterminate* their religion and converts, the Boxers 
 soon surrounded Paotingfu. In June they killed the missionaries 
 in the China Inland and Presbyterian missions. On July 1st they 
 advanced to attack the Congregational compound. Pitkin and 
 two lady missionaries were the only ones remaining. The Boxer 
 hordes surrounded the little group. It was entirely one-sided, 
 and Pitkin fell defending the two ladies, who were then taken 
 into a temple and murdered. A man, unusual only in his quiet 
 service and splendid devotion to Christ and his fellowmen, 
 Horace Tracy Pitkin still lives, challenging every red-blooded 
 youth to face squarely the call of the ungrasped opportunities 
 for Christian statesmanship in the awakening East. 
 
 ROBERT E. LEE 
 
 j 
 
 He came of fighting stock—this Robert E. Lee—this man be¬ 
 loved alike by North and South, revered for his sterling Christian 
 character, respected for his brilliant generalship, and admired 
 for his wonderful loyalty and patriotism. His father was the 
 famous “Light Horse Harry” Lee of Revolutionary War fame, and 
 his forefathers fought with Richard Coeur de Lion, known 
 through story and song to every boy. 
 
 Virginia claims him as her own, since he was born in West¬ 
 moreland County, Virginia, January 19, 1807. The great manor- 
 house, Stratford, with its legends and histories dating back to 
 the time when the Queen of England helped by her gifts in build¬ 
 ing it, the great trees, the open country, the endless plantations, 
 all helped to give him a love for home; for the great out-of-doors; 
 for Nature and God. The responsibility for the care of his in¬ 
 valid mother fostered those great and gentle qualities in him 
 which made him the idol of his soldiers, who gladly endured all 
 the hardships of war because of their loyalty to his leadership. 
 
 Admitted to West Point at eighteen, he proved that success is 
 possible by application and study. This great military school 
 cherishes among its traditions the fact that his record there was 
 nearly perfect in every respect. He was soon to need all the mili¬ 
 tary knowledge he had gained. He was engaged in engineering 
 work when the Mexican War broke out and his country called 
 him. As- Captain of the Engineers, he was assigned the hazard¬ 
 ous task of “mapping” the Mexican country for the advancing 
 
AMERICANS ALL 
 
 97 
 
 American Army. He participated in the fall of Vera Cruz and 
 assisted materially in the victory. Following the close of this 
 war he returned to West Point as Superintendent of the Academy, 
 but his love for active military life led him to Texas as the leader 
 of a body of troops against the Indians. He succeeded to the 
 entire satisfaction of his superior officers. 
 
 Then came the great war of the sixties. When Virginia cast 
 her lot with the South, Robert E. Lee decided that his place was 
 with his native State, despite his former connection with the 
 United States Government. It was a hard decision, but he made 
 it unflinchingly. Colonel Lee served first as the Commander of 
 the Virginia Forces; then, upon the organization of the Confed¬ 
 erate War Department, he was made Military Adviser to Presi¬ 
 dent Davis. He led the campaign against the Federal forces in 
 West Virginia and also directed the construction of the famous 
 coast defenses in Georgia and the Carolinas. He commanded in 
 the Peninsular Campaign and throughout the balance of the war. 
 General Lee’s famous stand with ragged, half-starved, yet un¬ 
 daunted men against a superior number of well-equipped troops 
 is an achievement which has gone down in military history, and 
 his final surrender, when he saw that further fighting was useless, 
 in order to save the lives of hundreds of his men, is another 
 example of his great heart. 
 
 The five years following the close of the war were given to his 
 country with the same unswerving loyalty with which he had 
 served his State. Forgetting the past, he threw himself into the 
 problems of his beloved Southland, brought about by after-the- 
 war difficulties, and accepted the Presidency of Washington Col¬ 
 lege at Lexington, Virginia, because he felt that the greatest 
 service he could render his nation would be the training in leader¬ 
 ship of the choice young men of the South. 
 
 While actively engaged in his great reconstruction labors, he 
 died, October 12, 1870. 
 
 Ranking as a soldier with warriors such as Napoleon and Wel¬ 
 lington; fearless as his noble forefathers; comparable to a little 
 child in gentleness and courtesy; imbued with the spirit of the 
 Master; loving the great out of doors and embracing all the 
 qualities of leadership and manhood, General Robert E. Lee 
 
98 
 
 HANDBOOK FOR COMRADES 
 
 stood as a man four-square. His life challenges the young man¬ 
 hood of America to greater and nobler living. 
 
 HERBERT ROSWELL BATES 
 
 Among the immigrant people of New York’s lower West Side 
 and the equally mixed but entirely different population of the 
 great university on Morningside Heights, Herbert Roswell Bates 
 was completely at home. A personal acquaintance with this 
 friendly-spirited man was a rare privilege. Into forty-three years 
 he crowded a lifetime of Christian service. For several genera¬ 
 tions the Bates family had produced physicians. High school 
 life seemed to strengthen Herbert’s ambition to follow the family 
 profession. But when he was eighteen his mother expressed her 
 hope that he might enter the ministry. The same night his 
 mother suddenly died. From that time the boy’s road took a 
 new turn. 
 
 Those who knew Herbert Roswell Bates as a man find it easy 
 to imagine the attitude of “Herb” Bates, the high school boy, to 
 a Hi-Y Club with its program for high standards of Christian 
 character, if there had been such a movement at that time. As 
 a matter of fact, for a year after he finished high school he took 
 up teaching and became an enthusiastic leader of the young 
 people of his school and community in “creating, maintaining, 
 and extending” such standards. 
 
 Entering Hamilton, he soon took his place in the life of the 
 college. He was generally popular because of his splendid social 
 spirit, but he never fell into the class of college men described by 
 Ketcham as “prominent enough to be popular but not positive 
 enough to be powerful.” His friends were stunned one day to 
 learn that Bates had been suspended under charge of theft. Re¬ 
 fusing to go back on a fellow-student who had come to him for 
 help, Roswell Bates remained silent under the accusation and 
 left college in disgrace. Worn out and seriously ill from the 
 strain, he maintained his position. Fortunately the facts were 
 finally made clear and Roswell Bates returned to college more 
 • popular and more influential than ever. 
 
 The Negro church of the college town was split by a quarrel. 
 This college man solved the problem by taking the pastorate. He 
 threw himself into the leadership of these simple colored people 
 
AMERICANS ALL 
 
 99 
 
 with such unselfish devotion that he brought the factions to¬ 
 gether and greatly built up the church. In his visits to the homes 
 of his peculiar parish, Roswell Bates must have determined the 
 special path his later ministry was to take. When he had com¬ 
 pleted his seminary course he took up work on New York’s 
 crowded East Side. His greatest service, however, was rendered 
 at Spring Street Church. Almost every form of Christian social 
 service found expression at Spring Street Church under his in¬ 
 spiring direction. He not only knew the problems of his people— 
 he could make others appreciate them. He preached Christianity 
 and he lived it. Consequently, he was in great demand as a 
 speaker to college men. He never stopped with an address, but 
 was forever finding the chance to deal with fellows one at a time. 
 As a result, he has left his successors by the score—boys and men 
 whom he won and trained for Christian service. 
 
 His enthusiasm was unlimited, but his labors were too heavy. 
 He could not rest, with so much pressing to be done. Too late 
 he was persuaded to take a sea trip to South America, and he 
 consented on the ground that he would have opportunity to visit 
 some of the mission stations. In the summer of 1913, while in 
 Cuzco, Peru, Herbert Roswell Bates was suddenly taken away. 
 As high school boy, college man, and Christian minister his life 
 was joyous, rich, and convincing. 
 
 BOOKER T, WASHINGTON 
 
 Every American boy likes to read the lives of America’s great 
 men. Of these none is more thrilling than those of Washington 
 and the log cabin presidents. Certainly no less interesting in his 
 life and no less remarkable in his achievements was Booker 
 T. Washington, the greatest southern Negro. He ranks first 
 among the great men of the world who have risen highest above 
 their circumstances. 
 
 He was born in a slave cabin, and inherited the handicaps of 
 color, poverty, and prejudice. While he never knew exactly the 
 year of his birth, or who his father was, his recollections of his 
 boyhood days as a slave and his experience during the Civil 
 War are most vivid. So far as the record goes, he was born in 
 Franklin County, Virginia, in 1858 or 1859. He did not even 
 have a name until he named himself. His early training as a 
 
100 
 
 HANDBOOK FOR COMRADES 
 
 slave and a Negro could not smother those qualities of character 
 which have placed his name high in the hall of fame. 
 
 His experience in sleeping on the floor and enduring the hard¬ 
 ships of a Negro boy of his day gave him determination. Over 
 and over again in his autobiography, “Up From Slavery,” he 
 says: “I was determined to succeed!” “I would not be discour¬ 
 aged!” He came early to desire an education. The successive 
 steps from learning his figures written on the salt barrels where 
 his father worked, through his experience with a “Blue Back 
 Speller,” his evening study alone, his long journey to Hampton, 
 and many other stages in his securing an education are full of 
 thrill. His ambition in this line is the more remarkable when one 
 considers that it was so rare for a boy of his race. His greatest 
 encouragement came from his mother and his teachers, whose 
 affections he always won. His examination for college entrance 
 at Hampton Institute was to sweep and dust a class room. This 
 he did in his characteristic, conscientious, and thorough manner 
 and won for himself a place in the school. His life was so ordered 
 by a guiding Hand that all his experience gradually prepared 
 him for the work he was to do in the uplift of his own race. He 
 never despised small things, whether it was the scant opportunity 
 to realize his ambitions for an education, the six eggs donated 
 towards helping him build a college, or the chicken house in 
 which he started Tuskegee Institute. 
 
 While his early life centers about his experience as a slave boy 
 and the process by which freedom came to him, and his middle 
 life about his struggle for an education and the heroic price he 
 paid, his later life is the history of the call to the leadership of 
 Tuskegee and its marvelous development. Many temptations 
 came to him to go into politics, but his great conviction that he 
 must serve his race held him true to his chosen cause. 
 
 The spirit of his life is its most charming trait. He lived to 
 serve. He never held any bitterness against his owners, as a 
 slave, or against the white people or the system. He rose above 
 narrowness and prejudice. 
 
 His winning spirit is best illustrated by a story he tells himself. 
 In his haste to make a train after an evening engagement, he 
 asked a white cabman to carry him to his train. The man re- 
 
AMERICANS ALL 
 
 IOI 
 
 plied, “I wouldn’t haul a nigger.” Booker T. immediately said, 
 “Well, you ride in the cab and I will drive you.” 
 
 After constant work at Tuskegee for eighteen years, he and 
 his wife were given a trip to Europe by women of Boston. On 
 this journey the famous Americans were many times honored. 
 They took well with Queen Victoria, dined with royalty of 
 England, and were called upon to speak and be present at many 
 auspicious gatherings. But the greatest surprise that ever came 
 to Booker T. Washington was the honorary degree conferred on 
 him by Harvard University, a degree from the oldest and most 
 renowned university in America. Tears came into his eyes 
 when he was informed of this, the greatest honor that ever came 
 to him. His whole life rose up before him—his struggles as a 
 slave and as a coal miner, the time when he was without food and 
 clothing and when he made his bed under a sidewalk, his struggles 
 for an education, the trying days at Tuskegee when he did not 
 know where to turn for a dollar to continue the work—all this 
 passed before him and made his honor seem more dazzling and 
 unreal. 
 
 His life from beginning to end is a continuous story of adven¬ 
 ture on new paths for men of his race. His book, “Up From 
 Slavery” ranks among the most fascinating biographies and is 
 read by people of many nations. 
 
CHAPTER VIII 
 
 KEEPING FIT 1 
 
 During the War all the fighting nations learned the supreme 
 value of man-power. Idlers were put to work and every possible 
 method was adopted which would help to bring each worker up 
 to top-notch efficiency. 
 
 The years just ahead will make demands no less severe on the 
 nation’s manhood. Work at full capacity and top speed in fac¬ 
 tory, mine, farm, and railroad will be needed to replenish the 
 world’s depleted store of material goods. Clear brains, keen 
 intelligence, and physical endurance will be required for the 
 manifold scientific, professional, constructive, and humane tasks 
 that face us. Each individual member of the coming generation 
 of America’s young men is the more valuable and responsible 
 because so many of his older brothers the world over are missing. 
 
 Fitness—physical, mental, and moral—depends fundamentally 
 on health. This means not only the avoidance of diseases and 
 defects, but positive, abundant health—prime condition of mind 
 and body. Every young man in America, to be worthy of the 
 heritage left him by the heroes of the battlefield, should know 
 the laws of physical and mental efficiency and live up to them. 
 Keeping fit for America’s task in the new world is the present 
 obligation on every youth of the land. 
 
 Training Rules 
 
 To be really physically fit, however, it is not enough to be free 
 from disabling defects. Many men were rejected from the Army 
 simply because of “poor physique.” You must be in good general 
 condition all the time if you want to win out, whether in war or 
 in peace. 
 
 Adapted and used by permission from pamphlet, “Keeping Fit,” published 
 by The United States Public Health Service. 
 
KEEPING FIT 
 
 103 
 
 To achieve the maximum of physical and mental efficiency 
 you must follow five common-sense rules. 
 
 I. The first of these is sufficient exercise of the right kind. 
 Reading the sporting page, yelling in the grandstand, and watch¬ 
 ing the baseball bulletin boards may be enjoyable, but will 
 
 « 
 
 To Live Well and Die without Fear 
 
 BREATHE deeply 
 
 EAT temperately ^ CHEW thoroughly 
 DRINK (water)copiously 
 BATHE frequent!^ 
 
 LAUGH heartily 
 
 WORK plenfully 
 
 SERVE willingly 
 
 ^LEAN teeth carefully 
 
 ELIMINATE freely 
 
 SLEEP regularly 
 EXERCISE daily 
 SPEAK kindly 
 
 PLAY some READ mviah 
 
 THINK more 
 
 Dare to beYourself-Cheerful.Conscientious. Brave. 
 
 never make a man vigorous. He must himself take daily exer¬ 
 cise. Hiking, baseball, rowing and canoeing, skating in the open 
 air, swimming, tennis, team games, general gymnasium work, 
 boxing and wrestling where the air is fresh, are among the most 
 beneficial forms of exercise. Any useful work employing the big 
 muscles actively is as good as sports. 
 
 Your daily exercise should be vigorous enough to cause you to 
 perspire freely. This helps the body to throw off certain waste 
 products which, if they are allowed to accumulate, will act as 
 poisons. After exercising, take a bath. A shower is better than 
 a tub bath. A washbowl or any other contrivance is better than 
 nothing. Warm water should be used first, then cold. The bath 
 should be followed by a vigorous rubdown with a coarse towel, 
 the whole process taking no longer than four or five minutes. 
 The bath and rubdown should produce a healthy glow of the 
 body and a general feeling of well-being. 
 
io4 
 
 HANDBOOK FOR COMRADES 
 
 2. Second, sleep in the fresh air, work and exercise in the 
 fresh air as much as possible, and be sure to have the indoor air 
 kept fresh during the day. Fresh air is almost a cure-all. It is 
 usually more valuable than any quantity of medicine. 
 
 3. In the third place, you probably need at least eight hours’ 
 sleep every night. A man can get along on less, but he cannot 
 keep himself in the best possible physical and mental condition. 
 Do not lie in bed after waking, but jump out, bathe, and dress 
 immediately. Avoid soft mattresses, feather beds, and too much 
 covering. 
 
 4. Proper food is another requirement. The system needs not 
 only the kind of food that is rich in nourishment, but vegetables 
 and other coarser food to give bulk and stimulate the bowels. 
 When this is not secured, one becomes constipated and is likely 
 to have headaches and general ill health. Regular movements of 
 the bowels are aided by an abundance of exercise and by eating 
 plenty of fruit and drinking plenty of pure water. 
 
 5. Finally, if you are to gain maximum efficiency and retain 
 it, it is important that you should understand the relationship 
 of the reproductive, or sex organs, to the development of vigor. 
 This needs to be carefully explained because, while the facts are 
 important, they are not generally understood. 
 
 Sex Health 
 
 Sex accounts for the differences and attractions in mind as well 
 as in body between men and women. The ways a person be¬ 
 haves in relation to such matters are called his sex habits. A 
 man’s sex habits have much to do with his health and efficiency. 
 
 Most men have received their first information about sex from 
 lies, half-truths, and smutty stories, from pictures or shows, or 
 from other boys or men who thought they knew it all, but had 
 only filthy ideas about sex, and laughed at it. Most people were 
 never told in a serious way by their parents or by a doctor what 
 maturity, marriage, and having children really mean. 
 
 All that is best in modern life and civilization has grown 
 mainly out of the sex impulses. Hunger and sex are the two 
 great driving forces in the world. The hunger motives have 
 given rise to our economic or self-seeking life; the sex or love 
 motives have given rise to the spiritual and social aspects of life, 
 
KEEPING FIT 
 
 105 
 
 aspects which find their highest satisfaction in the happiness and 
 service of others. Human affection, which is the finest and often 
 the most powerful motive in life, is the highest product of sex in 
 the world. That is why the defiling of the affections so completely 
 destroys character and manhood. With sex destroyed or de¬ 
 bauched we should lose nearly all that is beautiful in art, poetry, 
 music, and literature—for courtship, marriage, fatherhood, 
 motherhood, birth, true family life, and all our most generous 
 impulses are due to sex. 
 
 It would not be possible for a boy to achieve the full vigor 
 of manhood were it not for the reproductive or sex organs. This 
 fact may be made clear by referring to the activity of the various 
 glands in the body. Everyone is probably acquainted with the 
 salivary glands, and the glands in the stomach which secrete the 
 gastric juice. There are also glands which make secretions that 
 are absorbed by the blood. One of these glands is called the 
 thyroid. If a boy were seriously injured so as to necessitate the 
 removal of the thyroid gland it would probably retard the devel¬ 
 opment of his brain. 
 
 The testicles are glands which, like the thyroid glands, secrete 
 an exceedingly important substance. The blood absorbs this 
 substance, or secretion, and carries it all through the body. It 
 gives tone to the muscles, power to the brain, and strength to the 
 nerves. It is what caused your voice to change, your shoulders 
 to square out, your beard to start growing. It literally makes a 
 man out of you. 
 
 For the above reasons it is of paramount importance to a man’s 
 efficiency and happiness that his sex organs be kept healthy. For 
 this, physical cleanliness is the first essential. 
 
 Inside the body, near the bladder, are certain small glands 
 which, when a boy reaches the age of fifteen, sixteen, or seven¬ 
 teen (though it may be earlier or later) become filled with a 
 fluid occasionally discharged in the night. This discharge is 
 called a seminal or nocturnal emission, or “wet dream.” It is a 
 perfectly healthy experience. It may come two, three, or four 
 times a month, or only once in two or three months. To prevent 
 too frequent emissions, it is well not to lie on the back when sleep¬ 
 ing, or to drink much water late in the evening. If you keep 
 yourself clean in mind and body, however, and ordinarily feel 
 
io6 
 
 HANDBOOK FOR COMRADES 
 
 no ill effects after natural emissions, you need not and should 
 not worry. 
 
 Some ignorant men or quack doctors may tell you that the 
 sex organs must be used if they are to be kept healthy. This is 
 a lie. Manhood is not lost by disuse of the sex organs. Real lost 
 manhood is usually due to venereal disease or long abuse of the 
 sex organs. 
 
 Famous boxers and wrestlers, explorers, and athletes who want 
 their bodies in perfect condition for a great struggle, keep away 
 from women as part of their training. Even the ancients recog¬ 
 nized this in training their gladiators and athletes, and reputable 
 doctors agree that sex indulgence is not necessary to health. 
 
 / 
 
 Handicaps Revealed by War 
 
 The examination of men for our armies revealed the causes 
 which produced the greatest number of physical “ineffectives” 
 and rejections. Aside from wounds, the principal causes were 
 defective eyesight, poor teeth, bad feet, and venereal disease. 
 
 The facts here presented are aimed to reduce inefficiency from 
 these four causes. The self-discipline and healthy activities re¬ 
 quired to prevent these diseases and defects will be found to be 
 the means also of abundant health, vigor, and general well¬ 
 being. 
 
 Defective Eyes. The human eye is one of the most marvelous 
 and delicate mechanisms known and, next to the vital organs, the 
 most important part of the body. Yet most of us abuse our eyes 
 unmercifully. 
 
 Close your eyes and for a half minute imagine yourself blind. 
 In warfare false eyesight is almost as useless as blindness. The 
 most frequent kinds of poor eyesight causing rejection from the 
 Army were near and far sightedness and astigmatism. The same 
 conditions, of course, handicap a man almost as much in civil¬ 
 ian life. 
 
 Certain defects in the original structure of the eye itself cannot 
 be cured, and can only be corrected by glasses properly fitted by 
 a competent oculist. Certain other defects, due to mistreatment 
 of the eyes, can be cured by proper glasses which, so to speak, 
 “train” the eye back to normal. Some kinds of defects, such as 
 certain cases of “cross-eyes” may be helped by a slight operation. 
 
KEEPING FIT 
 
 107 
 
 Slight muscular defects often cause severe eye-strain without the 
 patient’s knowing what is wrong. 
 
 Still other eye troubles affect chiefly the lids, or attack the 
 lids first and only later affect the eyesight itself. Proper medical 
 treatment will usually cure these conditions. Certain infected 
 cases, however, may leave permanent scars. 
 
 Varieties of eye trouble are so numerous that they cannot be 
 described here, nor would it be wise for you to try to treat your¬ 
 self, for the symptoms of very different complaints are often so 
 nearly alike—headache, redness, dimness, etc.—that only a physi¬ 
 cian can prescribe properly. For any continued discomfort go to 
 a reliable eye specialist. 
 
 It is unwise to ask an optician to prescribe for eye defects. An 
 optician is, or should be, merely one who makes the glasses 
 ordered by the physician, and it is no safer to go directly to the 
 optician than it would be to go to a druggist for surgical treat¬ 
 ment. 
 
 It is possible, however, for you to know how to avoid prevent¬ 
 able eye trouble. Many a man’s career has been handicapped 
 because he neglected these apparently simple rules: 
 
 1. When reading, writing, or using the eyes closely in any 
 way, be sure to have good, clear light, preferably over the left 
 shoulder if writing, and not directly in the eyes or reflected 
 sharply from the paper. 
 
 2. Do not hold the eyes less than twelve inches from your 
 work. 
 
 3. Do not use the eyes too long continuously—rest them a 
 few minutes occasionally by closing them or looking into the 
 distance to relax them. One should do this at least every hour, 
 especially if reading fine type or doing intense, delicate work. 
 
 4. Do not use your eyes much on a vibrating train or car, or 
 go too often to motion pictures. They strain the eyes. 
 
 5. Keep away from places where stone chips, sparks, or emery 
 dust is flying, or wear goggles. 
 
 6. If strong light bothers you, wear slightly brown non-mag¬ 
 nifying glasses outdoors, with a broad-brimmed hat. 
 
 7. Avoid the common towel and do not rub the eyes with 
 dirty hands. Contagious eye disease is spread in these two ways. 
 
io8 
 
 HANDBOOK FOR COMRADES 
 
 Defective Teeth. It should hardly be necessary, in this day, to 
 emphasize the importance of clean teeth. Bad teeth are not only 
 the producers of toothache, but also harborers of disease germs. 
 The mouth is the gateway to the throat and stomach, and it 
 pays to keep it clean. Poisons absorbed from diseased teeth may 
 cause intense suffering and loss of health. 
 
 The correct way to brush teeth is with a medium soft brush, 
 with an up-and-down stroke, bearing away from the gums 
 toward the points of the teeth, so as to get the food from be¬ 
 tween the teeth without violently pushing back the gums. 
 
 Even if you keep the teeth properly cleaned daily, it pays 
 to have them examined and cleaned by a good dentist once in six 
 months, to prevent decay and avoid disease. 
 
 Defective Feet. In battle an army gets from where it is to where 
 it is going on feet. A good general takes almost as much care 
 for his men’s feet and stomachs as he does for their powder and 
 shot. 
 
 Men were not rejected for corns and bunions, unless they inter¬ 
 fered with wearing a military shoe, or with weight-carrying 
 power; but they are a nuisance, and they can be avoided by 
 having properly fitted shoes, snug but not pressing or stubbing 
 the joints or toes. The Army “last” is a safe and good-looking 
 shoe. 
 
 Cleanliness is of the utmost importance in keeping the feet in 
 condition. Unless this is attended to systematically, the skin 
 becomes softened and irritated by cast-off particles of skin, dirt, 
 and perspiration; hence blisters and abrasions are more likely 
 to form. 
 
 The most frequent foot trouble, serious enough to cause rejec¬ 
 tion and real handicap, was the fallen arch, or “flat foot.” This 
 may be prevented by wearing shoes which do not put too heavy 
 a strain on the “arch” of the foot, but give it mild support. Many 
 things besides shoes may cause flat foot, and a doctor should 
 always be consulted for any continuous foot discomfort. Foot- 
 strain is also a cause of some kinds of backache and other ner¬ 
 vous trouble. 
 
 The straight position of the foot—that is, with the feet parallel 
 —is the proper one for both standing and walking. 
 
KEEPING FIT 
 
 109 
 
 If a shoe threatens to injure your foot, it is poor economy to 
 keep it. Don’t buy a misfit just because it is cheap or fashion¬ 
 able—it doesn’t pay. Remember the doctor’s bills! 
 
 Venereal Diseases. In former wars germ diseases killed more 
 soldiers than bullets, but such diseases as smallpox, yellow fever, 
 and typhoid were successfully controlled in the Great War. 
 
 Of all the diseases that handicap men in the Army, in agricul¬ 
 ture, mining, lumbering, and shipbuilding, the venereal diseases 
 (syphilis, gonorrhea, and chancroid) cause the greatest loss of 
 time, money, and efficiency, besides untold misery. Surgeon- 
 General Gorgas said that if it were possible to get rid of all 
 wounds or of all venereal disease he would rather be rid of the 
 venereal cases. 
 
 If Germany had hired an army of spies to scatter disease germs 
 among our soldiers and thus to keep them from the front, the 
 nation would have wrathfully protested. If an American gen¬ 
 eral had permitted infected persons to mix freely with our 
 soldiers, he would, in effect, have been aiding the enemy. Ve¬ 
 nereal diseases are as bad as smallpox and almost as “catching.” 
 Yet every day many men and boys are exposing themselves to 
 venereal diseases, largely through ignorance of the laws of health 
 and lack of self-control. False modesty has caused silence about 
 venereal diseases because they are usually caught from immoral 
 relations with women and girls who, in turn, have caught one or 
 the other of the diseases from some man. 
 
 Practically all prostitutes, and girls and women who may not 
 be professional prostitutes but who permit men to have sexual 
 relations with them, have one or more of these venereal diseases. 
 Many such women are feeble-minded. They are to be pitied 
 and avoided. 
 
 Here are a few more facts about venereal diseases which you 
 should know for the protection of yourself and others: 
 
 1. Gonorrhea (sometimes vulgarly called “clap” or “a dose”) 
 can be cured, if promptly and thoroughly treated, without ap¬ 
 parent loss of health, but it always has serious possibilities. In 
 many cases it causes chronic pain and distress in the sexual 
 organs, with severe mental depression. It may lead to conditions 
 which cause loss of health or even death; in many cases it injures 
 sexual power and fertility, and it occasionally cripples a man for 
 
no 
 
 HANDBOOK FOR COMRADES 
 
 life (gonorrheal rheumatism). The loss of health, time, and 
 money caused by these sequels and their treatment may far ex¬ 
 ceed that caused by the original disease, which is in itself bad 
 enough. 
 
 The widespread notion among the uninformed that gonorrhea 
 is a mere annoyance, “no worse than a cold,” is based entirely 
 upon lamentable ignorance. It is absolutely false. 
 
 2. This disease sometimes persists in the deeper parts long 
 after it is apparently cured. It thus happens that a man may 
 give the disease without knowing it to his wife, who thereupon 
 enters upon a period of ill health that may end in an operation 
 involving the mutilation of her sexual organs in order to save 
 her life, or perhaps actually killing her. Much of the surgery 
 performed on the reproductive organs of women is made nec¬ 
 essary by gonorrhea contracted from the husband. Often 
 such women can never have children. Should the wife while 
 infected with this disease give birth to a child, the baby’s eyes 
 may‘be attacked by gonorrhea germs and blindness may result. 
 
 3. The other serious venereal disease, syphilis, infects the 
 blood and therewith all parts of the body. For months after 
 infection with this disease, a person may communicate it even 
 by personal contact, such as by kissing; and articles touched by 
 his saliva or sores—towels, drinking glasses, pipes, etc.—may 
 sometimes carry the infection to others. Although the disease, 
 under proper treatment, is not dangerous to life in the earlier 
 years of its progress, the possibilities of transmitting it should 
 forbid the marriage of the person until a competent physician 
 has certified to his freedom from disease. 
 
 4. The most serious results of syphilis may appear years after 
 its beginnings, when the individual has been lulled into a false 
 sense of security by long freedom from its manifestations, and 
 considers himself cured. It may attack any organ of the body. 
 Among the diseased conditions produced in various cases are 
 apoplexy, 1 paralysis, 2 insanity, 3 and locomotor ataxia, 4 and these 
 
 1 Apoplexy refers to sudden paralysis and deep stupor caused by bleeding into 
 the brain or spinal cord. 
 
 2 Paralysis means a loss of motion or sensation in some part of the body. 
 
 8 Insanity means disorder of the mind, more or less permanent, but without loss 
 of consciousness or will. 
 
 4 Locomotor ataxia means failure of muscular control and other changes due to 
 degeneration of certain parts of the spinal cord and nerves. 
 
KEEPING FIT 
 
 hi 
 
 often appear after the man has a family dependent upon him 
 for support. 
 
 5. The injury to the individual caused by syphilis is shown 
 in the attitude of the leading insurance companies toward those 
 so infected—a purely business matter, devoid of all sentimental 
 considerations. They refuse to insure the life of a syphilitic 
 person for four or five years after the disease has been contracted, 
 and then only upon special terms; for their records prove that 
 syphilis tends to shorten life, and that the death rate for those 
 who have had syphilis is double the rate for those who have 
 never contracted it. 
 
 6. That the syphilitic parent may transmit the disease to his 
 offspring is common knowledge; some of his children may be 
 destroyed by the disease before birth; others may be born to a 
 brief and sickly span of life; others attain maturity seriously 
 handicapped by a burden of ill health, incapacity, and misery 
 produced by the inherited taint; others escape these evil effects. 
 
 7. The above facts show why a father has a right and duty to 
 demand a health certificate from any man who asks for his 
 daughter in marriage. 
 
 8. The only safe way to avoid venereal diseases is to keep 
 away from prostitutes and loose girls. Between syphilis and 
 gonorrhea, choose neither. 
 
 9. If a man contracts gonorrhea or syphilis he will save money 
 and time by consulting a competent physician as soon as symp¬ 
 toms of the infection appear. Medical institutes and quack 
 doctors are far more interested in your pocketbook than in your 
 health. To rely on drug store remedies for self-treatment is 
 equally dangerous. They do not eradicate the infection, and it 
 should always be remembered that merely covering up a disease 
 does not cure it. A complete cure is never effected until the 
 system has been entirely freed of the infection. Otherwise it may 
 smoulder and break out years later. In many cases attempted 
 self-treatment permits the infection to secure such a hold on the 
 system that a cure becomes impossible. The sufferer’s condition 
 eventually drives him to a reputable physician, only to find that 
 he has come too late. For the individual to rely on drug store 
 remedies or quack doctors is to gamble his whole future, with the 
 odds all against him. 
 
112 
 
 HANDBOOK FOR COMRADES 
 
 io. Do not be fooled by "quacks” and "medical institutes.” In 
 many cities these unscrupulous quacks advertise to cure “lost 
 manhood,” "nervous debility,” "spermatorrhea,” “pimples,” and 
 things which have nothing to do with sexual health. They try 
 to frighten the ignorant into paying large sums of money for the 
 “cure” of diseases which do not exist, and the lies they dissemi¬ 
 nate help to spread venereal diseases. They have been actually 
 run out of some parts of the country. 
 
 Control and Conservation of Manhood 
 
 Over-exercise or excitement of the sex glands may exhaust 
 them and weaken a man. If a boy or man himself stimulates his 
 sex organs it is called “self-abuse” or "masturbation.” This prac¬ 
 tice does not make a man insane, but it is so weakening both to 
 the body and to the will power that many boys and men worry 
 themselves sick over the habit. If a man or boy who abuses 
 himself stops immediately, once and for always, nature comes to 
 his rescue and aids him in recovering self-respect, courage, and 
 vigor of mind and body. If you are tempted to abuse yourself, 
 or have acquired the habit, you can cure yourself by athletics, 
 fun, and your own self-respect and will power. Most boys who 
 masturbate stop the habit before lasting injury has been done. 
 Going to a prostitute instead does not really break the habit. It 
 makes matters worse. Needless to say, neither kind of habit 
 helps to make strong men. 
 
 Thinking about or looking at things which excite the sex feel¬ 
 ings makes it difficult to control the sex organs, just as looking 
 at food makes the mouth water, or thinking of a sorrow may 
 bring tears to the eyes. Liquor makes it easy to lose control of 
 the thoughts and hard to resist temptation, and it makes the 
 body more liable to disease. That is one reason why the Gov¬ 
 ernment prohibits liquor to soldiers. While it is not always 
 possible to prevent these things from coming to your attention, 
 it is possible, by using will power, to direct the attention away 
 from these harmful influences and center it on wholesome sub¬ 
 jects. You can learn the trick of switching the thoughts away 
 quickly from suggestive subjects to athletics, school work, or 
 some “hobby” or other. A man who is "thinking below the belt” 
 
KEEPING FIT 
 
 ii3 
 
 cannot be 100 per cent efficient. The mind should not be made a 
 cesspool, but a reservoir which is not to be contaminated. 
 
 The sex instinct may be either a destroying scourge or a great 
 blessing. If it be abused, inefficiency and suffering may result 
 for the man and his wife and children. If it be understood and 
 controlled, it is a source of strength and of richer and fuller life. 
 
 The nature of the sex instinct may be understood by com¬ 
 paring it with other forces of nature. Fire is a great blessing to 
 mankind. By means of it machinery is made to perform gi¬ 
 gantic tasks. It warms our houses and cooks our food. The 
 warmth and glow of a camp fire is a source of great pleasure to 
 campers. When fire is controlled it is a valuable aid to man, but 
 when it gets beyond control it may cause ruin. 
 
 The water above a dam becomes a source of power when di¬ 
 rected into the turbines which run dynamos. If it be merely 
 held back by the dam, it may accumulate and cause a break, 
 resulting in a flood. To be useful it must not only be held back, 
 it must also be directed into the turbines. So sex energy must 
 be controlled and directed. In entering into manhood you may 
 need the full power of your will to keep your sex desires from 
 leading you into practices that weaken and destroy yourself and 
 others. But you will be helped most by cultivating healthful sex 
 interests and turning your powers of mind and body into ath¬ 
 letics, work, study, art, music, religion—any constructive social 
 activity. A man thoroughly absorbed in work for others or 
 in training for a career of community usefulness has no time or 
 desire to bother with smut or vice. 
 
 Relationships with Girls 
 
 Think of all girls as the future mothers of the race, and under¬ 
 stand that one of their most important functions in life is to 
 become the mothers of healthy children who will make useful 
 citizens. A nation as well as a man may well be judged by its 
 attitude toward women. 
 
 The man who is fair will treat every girl as he expects others to 
 treat his own sister. There is no finer thing than the friendship 
 of a true girl and a true man. 
 
 The man who seeks wine and loose women is taking a big 
 chance. Far from being strong, he is weak. The man who does 
 
HANDBOOK FOR COMRADES 
 
 1 14 
 
 so, needlessly exposes to danger the body and mind. He is dis¬ 
 loyal to his own best self. 
 
 In an accident at sea, when everyone is anxious to reach the 
 lifeboats, the rule for all men is, “women and children first.” If 
 a man rushes in ahead of them, he is looked upon as a coward. 
 It is even more important for men to protect girls and women 
 from other dangers, especially from those dangers which threaten 
 to ruin their lives. We fought to preserve our homes from au¬ 
 tocracy and rapine. Let us see to it they are protected also from 
 internal enemies of disease and disgrace. If we were ready to die 
 to protect our homes, we should surely live in such a way as to 
 safeguard them. 
 
 Every man who has any principle believes in fair play. He 
 despises cheating. If you are for the “square deal,” you will adopt 
 for your own life the same standard you expect of the woman 
 you are to marry some day. The chain of human beings reaches 
 into the infinite past and forward into the infinite future. But 
 one false step may infect your own racial stock and blight the 
 lives of generations to come, or even cut you off entirely from 
 your share of posterity. If a man keeps his body in good con¬ 
 dition and lives a clean life, his descendants will thank him for 
 a vigorous and untainted heritage. The spark of life is to be 
 accepted as a sacred trust to be transmitted undimmed to 
 future generations. 
 
 1. This information alone is not always sufficient to make 
 and keep you physically fit. There are, however, some powerful 
 reasons, and the strongest motives in the world, why you should 
 struggle as hard as you are able to keep clean in every way and 
 to build yourself up. Here are some of the reasons: 
 
 a. Your success in athletics in school and college depends upon 
 all-round physical vigor and the best habits. (Many illustrations 
 can be given from trainers, arctic explorers, soldiers, and others.) 
 
 b. Your future position in life demands it. The high speed 
 work in the professional and business life of today makes even 
 slightly impaired health a handicap. Men with biggest tasks take 
 great care to keep in fine physical condition, for example, Woodrow 
 Wilson. Since so many of the world’s young men are missing, 
 the young men of this generation in the United States are to be 
 called on for the biggest tasks in history, here and abroad: in 
 
KEEPING FIT 
 
 115 
 
 industry, medicine, law, public health work, agricultural develop¬ 
 ment, education, and so many difficult, humane tasks. Only 
 health and vigor above anything yet attained can cope with 
 these demands. 
 
 c. Your father and mother, who count on you so much for 
 their happiness, care more than anything else that you keep 
 physically free from disease and morally pure. 
 
 d. The girl you marry and the children you may have some 
 day, depend for their happiness and health on your keeping 
 absolutely clean and free from exposure to disease. 
 
 e. Your nation demands men physically clean and fit. The 
 War revealed the dangers of physical inability and the handicap 
 that it meant to a fighting and working force. The tasks of peace 
 require health and vigor no less. The Government is asking the 
 boys of this generation to set a high standard for American man¬ 
 hood. 
 
 2. The men in the American armies during the war were 
 trained to live clean. This gave us the cleanest army in the 
 world. Now the Government and people have set before them¬ 
 selves the task of building up the cleanest, most vigorous, and the 
 healthiest nation in the world. This is what American ideals and 
 standards have come to mean in Europe. Will you do your part 
 to build up this next generation of clean manhood? 
 
 3. The older boy whose life is dominated by Christian motives 
 will quickly see that impurity of thought or act is not consistent 
 with Christian ideals. To keep clean in mind and body will be 
 the only course that will square with the ideals associated 
 with Christian development. 
 
CHAPTER IX 
 
 TRACK AND FIELD ATHLETICS 
 
 Section i. 
 Section 2. 
 Section 3. 
 Section 4. 
 Section 5. 
 Section 6. 
 
 Basis of Grading for Athletic Events 
 Rules for Conduct of Athletic Events 
 Scoring Tables 
 
 Suggestions for Boys’ Athletic Meet 
 Athletic Records 
 Christian Athletes 
 
 SECTION 1 
 
 Basis of Grading for Athletic Events 
 
 The weight classification has been chosen for the athletic 
 events of this program because it is the most simple, conforms to 
 existing efficiency tests, and is most practical for the Leader 
 
 The following is the weight classification: 
 
 Class I. 
 Class II. 
 Class III. 
 Class IV. 
 Class V. 
 
 60 to 80 lbs. inclusive 80 lb. class. 
 
 81 to 95 lbs. inclusive 95 lb. class. 
 
 96 to no lbs. inclusive no lb. class. 
 hi to 125 lbs. inclusive 125 lb. class. 
 
 18 years and under 
 
 Weight unlimited unlimited class. 
 
 In rare instances there are boys who are handicapped by a 
 straight weight classification. For instance, a boy twelve years 
 old weighing 120 lbs. would be outclassed in the 125 lb. class. 
 There are a few boys who are given an undue advantage. A 
 boy seventeen years old weighing 100 lbs. would outclass any 
 boy of fourteen or fifteen in the no lb. class. In competition 
 with other groups, the straight weight classification should be 
 followed, but in competition within the group the Leader , with 
 the consent of the group, could make exceptions of these boys 
 
TRACK AND FIELD ATHLETICS 
 
 117 
 
 and grade them accordingly to the following averages and clas¬ 
 sifications: 
 
 A summary study of the average weight of 67,987 boys in 
 the United States gives the following results for the varying ages: 
 
 12 years— 69.8 lbs. 15 years— 91.4 lbs. 
 
 13 years— 75.2 lbs. 16 years—111.9 lbs. 
 
 14 years— 82.3 lbs. 
 
 These averages, applied, result in the following age and weight 
 classification which may be used: 
 
 Class I. Boys 12 years, irrespective of weight. 
 
 Boys 13 years, under 81 lbs. 
 
 Class II. Boys 13 years, 81 lbs. and over. 
 
 Boys 14 and 15 years, under 96 lbs. 
 
 Class III. Boys 14 and 15 years, 96 lbs. and over. 
 
 Boys 16 and 17 years, under ill lbs. 
 
 Class IV. Boys 16 and 17 years, ill lbs. and over. 
 Class V. Boys 18 years, irrespective of weight. 
 
 Athletic Events Summary 
 
 Class I 
 
 60 to 80 lbs. inclusive 
 , 80 lb. Class 
 
 1. One Lap Potato Race 
 
 2. Three Lap Potato Race 
 
 3. 50 Yard Dash 
 
 4. 75 Yard Dash 
 
 5. Standing Broad Jump 
 
 6. Pull Up—Four Times 
 
 7. Running High Jump 
 
 8. Running Broad Jump 
 
 9. One Day Hike— 
 
 Eight Miles 
 
 10 Century Hike— 
 
 100 Miles in a year 
 
 11 Baseball Throw 
 
 Class II 
 
 81 to 95 lbs. inclusive 
 95 lb. Class 
 
 1. One Lap Potato Race 
 
 2. Four Lap Potato Race 
 
 3. 75 Yard Dash 
 
 4. 100 Yard Dash 
 
 5. Standing Broad Jump 
 
 6. Pull Up—Five Times 
 
 7. Running High Jump 
 
 8. Running Broad Jump 
 
 9. One Day Hike— 
 
 Ten Miles 
 
 10 Century Hike— 
 
 100 Miles in a year 
 
 11 Baseball Throw 
 20 points 
 
 200 points 
 
 Each event counts a maximum of 
 Total, 10 events, 
 
 The six starred events are required. Participants may pick 
 four of the remaining five to make ten events. 
 
118 
 
 HANDBOOK FOR COMRADES 
 
 Class III 
 
 96 to no lbs. inclusive 
 no lb. Class 
 
 1. Two Lap Potato Race 
 
 2. Five Lap Potato Race 
 
 3. 75 Yard Dash 
 
 4. 100 Yard Dash 
 
 5. Standing Broad Jump 
 
 6. Pull Up—Six Times 
 
 7. Running High Jump 
 
 8. Running Broad Jump 
 
 9. One Day Hike— 
 
 Twelve Miles 
 
 10. Century Hike— 
 
 100 Miles in 6 Mos. 
 n. Baseball Throw for 
 Distance 
 12. Shot Put 
 
 Class IV 
 
 hi to 125 lbs. inclusive 
 125 lb. Class 
 
 1. Two Lap Potato Race 
 
 2. Six Lap Potato Race 
 
 3. 100 Yard Dash 
 
 4. 220 Yard Dash 
 
 5. Standing Broad Jump 
 
 6. Pull Up—Seven Times 
 
 7. Running High Jump 
 
 8. Running Broad Jump 
 
 9. One Day Hike— 
 
 Fourteen Miles 
 
 10. Century Hike— 
 
 100 Miles in 6 Mos. 
 
 11. Baseball Throw for 
 
 Distance 
 
 12. Shot Put 
 
 Class V 
 
 Weight unlimited 
 18 years and under 
 Unlimited Class 
 
 1. Three Lap Potato Race 
 
 * 2. Six Lap Potato Race 
 3. 100 Yard Dash 
 
 * 4. 220 Yard Dash 
 
 5. Standing Broad Jump 
 
 * 6. Pull Up—Eight Times 
 
 * 7. Running High Jump 
 8. Running Broad Jump 
 
 * 9. One Day Hike 
 
 Eighteen Miles 
 *10. Century Hike 
 
 100 Miles in 6 Mos. 
 
 11. Baseball Throw for Distance 
 
 12. Shot Put 
 
 Each event counts a maximum of 20 points 
 Total, 10 events, 200 points 
 
 The six starred events are required. Participants may pick 
 four of the remaining six to make ten. 
 
TRACK AND FIELD ATHLETICS 
 
 119 
 
 SECTION 2 
 
 Rules for Conduct of Athletic Events 
 Potato Race 
 
 1. This race is run around boxes four inches deep, placed upon 
 stands two feet high, whose base shall not measure more than 12 
 inches square. They shall be placed upon the floor 31. feet apart 
 at their outside edges. The boxes shall not be loaded or fastened 
 in any way to the floor. The base of the box is placed in the 
 center of a sixteen-inch square (outside measurement), marked 
 on the floor. When competition is within the group, a chair with 
 tin pail makes a very good box and stand; in inter-group compe¬ 
 tition standard boxes should be used. The runner shall start 
 with one potato in his hand on a line with the outside edge of the 
 box in which are placed the other potatoes. He shall circle out¬ 
 side the boxes, transferring one potato each for each lap into the 
 other box and finish across the starting line. If a runner knocks 
 over a box or moves a box so that any part of the base projects 
 beyond the square marked on the floor, he shall be disqualified, 
 but he may be given one other trial by the judges. No rubber 
 or mats of any similar material shall be placed on the floor, but 
 the use of resin will be allowed. 
 
 Sprint—Start 
 
 Sprint—Finish 
 
120 HANDBOOK FOR COMRADES 
 
 'V 
 
 Sprints 
 
 2. The Distance should be accurately measured with a cotton 
 or steel measuring tape. If there are only one or two stop¬ 
 watches, each boy should run alone. It will help the boy who is 
 being tested if one or more boys run with him as “pace makers.” 
 
 The Start is of great importance. The “crouching” position is 
 the most popular. The front foot is placed about six inches 
 behind the line; the rear foot is placed so that when kneeling 
 the knee is opposite the instep of the front foot. Small holes are 
 made in which the feet are placed. When the starter says, “Get 
 on the mark,” the boy kneels on the knee of his rear leg and places 
 his hands on the line. At the command, “Get set,” this knee is 
 raised slightly and the body is pushed foward a little, the boy 
 being on the alert for the report of the pistol or the word, “Go.” 
 A pistol with blank cartridges or a toy pistol is much better than 
 saying “Go” as it makes it easier for the timers as well as for the boy. 
 
 The Timers are those who take the time of the runners. Stop¬ 
 watches should be used, as it is impossible to time accurately 
 with ordinary watches. The watches should be accurate and 
 tested by a jeweler so that they are regulated alike. The timers 
 stand at the finish line and start their watches when they hear 
 the pistol or the word, “Go,” and stop them when the boy whom 
 they are timing crosses the finish line. It is an aid to both run¬ 
 ners and timers to stretch a piece of yarn across the finish line 
 just where the boys will be able to break it with their chests. 
 Two watches should be used for a boy running alone or for the 
 first boy when more than one is running. If there is a difference 
 between the time of the two watches the slower time is recorded. 
 Each boy will be allowed to run but once, unless the person in 
 charge allows a second trial on account of the boy’s tripping or 
 falling or for some unavoidable cause. Considerable experience 
 is necessary to time accurately. 
 
 Standing Broad Jump 
 
 3. A piece of wood eight inches wide is sunk level with the 
 ground. This is called the “take-off.” A line may be made on the 
 ground where a board is not used. The boy stands on the board 
 so that his toes are just even with the edge. With clenched fist 
 he swings his arms forward and backward and jumps so that he 
 
TRACK AND FIELD ATHLETICS 
 
 121 
 
 lands on both feet. If he steps over the edge of the board it is a 
 foul and counts as one trial. The jump is measured by placing 
 the free end of the tape at the edge of the board and measuring 
 to the nearest mark on the ground made by any part of the boy. 
 If a boy falls or steps backward, the distance measured is not 
 where his feet landed, but where he made a mark when he fell or 
 slipped back. Care should be taken to have the tape at right 
 angles to the board. Each boy should have three trials and the 
 best shall be the one recorded. 
 
 Running High Jump 
 
 4. For this event two uprights, two pins, and a cross-stick or 
 bar are required. The uprights may be made of two-by-three- 
 inch sticks, six feet in length. Beginning two feet above the 
 ground, holes are bored one inch apart. 
 
 The uprights should be placed on the 
 ground nine to twelve feet apart. The 
 cross-stick or bar should be one inch 
 square and ten to fourteen feet in length. 
 
 A rope cannot be used instead of a cross¬ 
 stick. A bamboo fishing-rod is often 
 used for the cross-stick. This bar rests 
 on five-inch pins or wire nails, which 
 project not more than three inches from 
 the uprights. The ground is dug up and 
 leveled off where the bbys will land. 
 
 The bar is placed at the lower limit of 
 the weight class and is raised one inch at 
 a time. Each boy is allowed three jumps 
 
 at each successive height, and takes his jump in turn. Those 
 who fail on their first trial take their second trial in turn and 
 those who fail on their second trial take their third in their proper 
 order. When a boy fails on this third trial at any height, he is 
 declared out of the test and is given credit for the last height 
 which he cleared. Knocking down the bar is counted as a trial. 
 Running under the bar is a “balk.” Three balks are counted 
 as one trial. The boy may run any distance and from any 
 direction before making his jump. 
 
122 
 
 HANDBOOK FOR COMRADES 
 
 The height of each jump is measured by holding the free end of 
 the tape so that it just touches the ground directly beneath the 
 center of the bar and reading the height on the upper side of the 
 bar or stick. Care should be taken to see that the ground is per¬ 
 fectly level and that the tape is held vertical. 
 
 Running Broad Jump 
 
 5. For this event it is very important to have the take-off 
 board sunk level with the ground, so that it is very firm. The 
 boy may run any distance, starting slowly and gradually in¬ 
 creasing his speed, and judging his distance so that he will jump 
 from the take-off board with one foot and land on the ground on 
 both feet. If the boy’s foot goes beyond the edge of the take-off 
 board it is a foul, and counts as one trial. Each boy has three 
 trials and the best jump is recorded. 
 
 The ground should be dug up and leveled off so that the boys 
 will not injure themselves when landing. The ground should be 
 smoothed over after each jump. The measurement is made in 
 the same way as for the Standing Broad Jump. 
 
 Putting the Shot 
 
 6. The shot is a metal ball, a stone, or a bag filled with shot 
 weighing exactly eight pounds. It can be made by melting some 
 old lead in a cup and trimming it so that it is as round as possible. 
 It is “put” with one hand and in doing so, the shot must be above 
 and not behind the shoulders. It must not be a throw. A 
 “put” is made from a circle seven feet in diameter. The circle 
 is marked on the ground and is divided into halves by a line 
 drawn through the center. In the middle of the circumference 
 on the front half is placed a curved stop-board, four feet long, 
 four inches high, and fixed in place by means of pins fastening 
 it to the ground. In making a “put,” the feet of a boy may rest 
 against but not on top of this board. 
 
 A fair “put” is one in which no part of the boy touches the top 
 of the stop-board, the circle, or the ground outside of the circle 
 and the boy leaves the circle by its rear half, which is the half 
 directly opposite the stop-board. A “put” shall be a foul if 
 any part of the boy touches the ground outside the front half 
 
TRACK AND FIELD ATHLETICS 
 
 123 
 
 of the circle before the “put” is measured. The measurement is 
 made from the inner edge of the stop-board to the nearest mark 
 on the ground made by the shot. Each boy is allowed three 
 trials in turn and the best “put” is recorded. 
 
 Throwing for Distance 
 
 7. This event may be conducted on the road or in a field. The 
 starting line is made on the ground. Another line is made fifteen 
 feet back of the starting line. In making his throw, the boy 
 starts at the back line and runs to the starting line. If he goes 
 over the starting line, it is a foul and counts as a trial. 
 
 Each boy is allowed three trials in turn, and the best throw is 
 recorded. Only the regulation baseball that weighs five ounces 
 and is nine inches in circumference is used for the test. The 
 measure is taken from the starting line to the nearest mark on 
 the ground. 
 
124 
 
 HANDBOOK FOR COMRADES 
 
 SECTION 3 
 Scoring Tables 
 
 Class I. 60-80 Lb. Class 
 
 Pts. 
 
 One Lap 
 Potato Race 
 
 Three Lap , 
 Potato Race 
 
 So Yard 
 Dash 
 
 75 Yard 
 Dash 
 
 Pts. 
 
 20 
 
 sec. fifths 
 
 4-3 
 
 sec. fifths 
 
 16.3 
 
 sec. fifths 
 
 6-3 
 
 sec. fifths 
 10.2 
 
 20 
 
 19 
 
 4.4 
 
 16.4 
 
 6.4 
 
 IO.3 
 
 19 
 
 18 
 
 5 -o 
 
 17.0 
 
 7.0 
 
 IO.4 
 
 18 
 
 17 
 
 5 -i 
 
 17.1 
 
 7 -i 
 
 II.O 
 
 1 7 
 
 l6 
 
 5-2 
 
 17.2 
 
 7.2 
 
 II.I 
 
 16 
 
 15 
 
 5-3 
 
 17-3 
 
 7-3 
 
 II .2 
 
 15 
 
 14 
 
 54 
 
 17.4 
 
 74 
 
 II -3 
 
 14 
 
 13 
 
 6.0 
 
 18.0 
 
 8.0 
 
 114 
 
 13 
 
 12 
 
 6.1 
 
 18.1 
 
 8.1 . 
 
 12.0 
 
 12 
 
 II 
 
 6.2 
 
 18.2 
 
 8.2 
 
 12.1 
 
 11 
 
 10 
 
 6-3 
 
 18.3 
 
 8-3 
 
 12.2 
 
 10 
 
 9 
 
 6.4 
 
 18.4 
 
 8.4 
 
 12.3 
 
 9 
 
 8 
 
 7.0 
 
 19.0 
 
 9.0 
 
 12.4 
 
 8 
 
 7 
 
 7 -i 
 
 19.1 
 
 9.1 
 
 13.0 
 
 7 
 
 6 
 
 7.2 
 
 19.2 
 
 9.2 
 
 I 3 -I 
 
 6 
 
 5 
 
 7-3 
 
 19-3 
 
 94 
 
 13.2 
 
 5 
 
 4 
 
 74 
 
 19.4 
 
 94 
 
 13-3 
 
 4 
 
 3 
 
 8.0 
 
 20.0 
 
 10.0 
 
 134 
 
 3 
 
 2 
 
 8.1 
 
 20.1 
 
 IO.I 
 
 14.0 
 
 2 
 
 1 
 
 8.2 
 
 20.2 
 
 10.2 
 
 14.1 
 
 1 
 
 0 
 
 8.3 
 
 20.3 
 
 IO.3 
 
 14.2 
 
 0 
 
TRACK AND FIELD ATHLETICS 
 Scoring Tables 
 
 Class I. 60-80 Lb. Class (Continued) 
 
 125 
 
 Pts. 
 
 Standing 
 Broad Jump 
 
 Running 
 High Jump 
 
 Running 
 Broad Jump 
 
 Baseball 
 
 Throw 
 
 Pts. 
 
 20 
 
 ft. in. 
 
 7 -i 
 
 ft. in. 
 
 4-iK 
 
 ft. in. 
 
 14.2 
 
 ft. 
 
 130 
 
 20 
 
 19 
 
 6.1144 
 
 4.0% 
 
 13-9 
 
 127^ 
 
 19 
 
 18 
 
 6.10K 
 
 3 -H 
 
 > 13-4 
 
 125 
 
 18 
 
 17 
 
 6.9L4 
 
 3-944 
 
 12.11 
 
 122 J4 
 
 17 
 
 16 
 
 6.8 
 
 3-8K 
 
 12.6 
 
 • 120 
 
 l 6 
 
 15 
 
 6.644 
 
 3 - 7>4 
 
 12.1 
 
 H7L2 
 
 15 
 
 14 
 
 6.5L2 
 
 3-6 
 
 11.8 
 
 115 
 
 14 
 
 13 
 
 6 . 4 X 
 
 34 K 
 
 H -3 
 
 112^2 
 
 13 
 
 12 
 
 6-3 
 
 3 . 3 K 
 
 10.10 
 
 no 
 
 12 
 
 II 
 
 6.1 44 
 
 3-2>< 
 
 10.5 
 
 107 J4 
 
 II 
 
 10 
 
 6 .oj 4 
 
 3.1 
 
 10.0 
 
 105 
 
 10 
 
 9 
 
 5 -nX 
 
 2.1 iK 
 
 9-7 
 
 I02>4 
 
 9 
 
 8 
 
 5.10 
 
 2 .IO >4 
 
 9.2 
 
 100 
 
 8 
 
 7 
 
 5-844 
 
 2.9X 
 
 8.9 
 
 9 7 x A 
 
 7 
 
 6 
 
 5 - 7 l A 
 
 2.8 
 
 8.4 
 
 95 
 
 6 
 
 5 
 
 5- 6 >4 
 
 2.644 
 
 7 -i 1 
 
 92 ^ 
 
 5 
 
 4 
 
 5-5 
 
 2 . 5 ^ 
 
 7.6 
 
 90 
 
 4 
 
 3 
 
 5-344 
 
 2.444 
 
 7 -i 
 
 8 7 44 
 
 3 
 
 2 
 
 5- 2 >4 
 
 2.3 
 
 6.8 
 
 85 
 
 2 
 
 1 
 
 5 -iX 
 
 2.144: 
 
 6-3 
 
 8244 
 
 1 
 
 0 
 
 5 -o 
 
 2 0>4 
 
 5.10 
 
 80 
 
 0 
 
126 
 
 HANDBOOK FOR COMRADES 
 
 Scoring Tables 
 Class II. 95 Lb. Class 
 
 Pts. 
 
 One Lap 
 Potato Race 
 
 Four Lap 
 Potato Race 
 
 75 Yard 
 Dash 
 
 100 Yard 
 Dash 
 
 Pts. 
 
 20 
 
 sec. fifths 
 4.0 
 
 sec. fifths 
 22.0 
 
 sec. fifths 
 
 94 
 
 sec. fifths 
 
 12.1 
 
 20 
 
 19 
 
 4.1 
 
 22.1 
 
 10.0 
 
 12.2 
 
 19 
 
 18 
 
 4.2 
 
 22.2 
 
 IO.I 
 
 12.3 
 
 18 
 
 17 
 
 4-3 
 
 22-3 
 
 10.2 
 
 12.4 
 
 17 
 
 l6 
 
 4.4 
 
 22.4 
 
 IO.3 
 
 13.0 
 
 16 
 
 15 
 
 5 -o 
 
 23.0 
 
 IO.4 
 
 13 1 
 
 15 
 
 14 
 
 5 -i 
 
 23.I 
 
 11.0 
 
 13.2 
 
 14 
 
 13 
 
 5-2 
 
 23.2 
 
 II.I 
 
 13-3 
 
 13 
 
 12 
 
 5-3 
 
 2 3-3 
 
 IT .2 
 
 134 
 
 12 
 
 11 
 
 54 
 
 2.34 
 
 11-3 
 
 14.0 
 
 11 
 
 10 
 
 6.0 
 
 24.0 
 
 11.4 
 
 14.1 
 
 10 
 
 9 
 
 6.1 
 
 24.1 
 
 12.0 
 
 14.2 
 
 9 
 
 8 
 
 6.2 
 
 24.2 
 
 12.1 
 
 14-3 
 
 8 
 
 7 
 
 6-3 
 
 24-3 
 
 12.2 
 
 14.4 
 
 7 
 
 6 
 
 6.4 
 
 24.4 
 
 12.3 
 
 15.0 
 
 6 
 
 5 
 
 7.0 
 
 25.0 
 
 12.4 
 
 15-1 
 
 5 
 
 4 
 
 7-1 
 
 25.1 
 
 13.0 
 
 15.2 
 
 4 
 
 3 
 
 7.2 
 
 25.2 
 
 I 3 - 1 
 
 15-3 
 
 3 
 
 2 
 
 74 
 
 25-3 
 
 13.2 
 
 154 . 
 
 2 
 
 1 
 
 74 
 
 254 
 
 1 . 3-3 
 
 16.0 
 
 1 
 
 0 
 
 8.0 
 
 26.0 
 
 134 
 
 16.1 
 
 0 
 
TRACK AND FIELD ATHLETICS 127 
 
 Scoring Tables 
 
 Class II. 95 Lb. Class (Continued) 
 
 Pts. 
 
 Standing 
 Broad Jump 
 
 Running 
 High Jump 
 
 Running 
 Broad Jump 
 
 Baseball 
 
 Throw 
 
 Pts. 
 
 20 
 
 ft. in. 
 
 7 - 7 K 
 
 ft. in. 
 
 4 - 5 K 
 
 ft. in. 
 
 15.2 
 
 ft. 
 
 154 
 
 20 
 
 19 
 
 7.6X 
 
 44 K 
 
 I4.9 
 
 I 5 lK 
 
 19 
 
 18 
 
 7-5 
 
 4-3 
 
 144 
 
 149 
 
 18 
 
 17 
 
 7-3 H 
 
 4 * 1 ^ 
 
 I 3 .H 
 
 I46K 
 
 1 7 
 
 l6 
 
 7 . 2 ^ 
 
 4.0K 
 
 I3.6 
 
 144 
 
 16 
 
 15 
 
 7 -iX 
 
 3 -nX 
 
 I 3 * 1 
 
 I 4 lK 
 
 15 
 
 14 
 
 7.0 
 
 3.10 
 
 12.8 
 
 139 
 
 14 
 
 13 
 
 6.10^ 
 
 3 - 8 ^ 
 
 12.3 
 
 136 ^ 
 
 13 
 
 12 
 
 6.9K 
 
 3 - 7 K 
 
 11.10 
 
 134 
 
 12 
 
 II 
 
 6.8X 
 
 3 - 6 K 
 
 n -5 
 
 131 # 
 
 11 
 
 10 
 
 6.7 
 
 3-5 
 
 11.0 
 
 129 
 
 10 
 
 9 
 
 6.5^ 
 
 3 - 3^4 
 
 10.7 
 
 I 26>4 
 
 9 
 
 8 
 
 64^ 
 
 3 - 2 >^ 
 
 10.2 
 
 124 
 
 8 
 
 7 
 
 6.3X 
 
 3 -iX. 
 
 9-9 
 
 I2lK 
 
 7 
 
 6 
 
 6.2 
 
 3-0 
 
 9.4 
 
 119 
 
 6 
 
 5 
 
 6.0^ 
 
 2.10^ 
 
 8.11 
 
 Il6K 
 
 5 
 
 4 
 
 5 -hK 
 
 2.9K 
 
 8.6 
 
 114 
 
 4 
 
 3 
 
 5 -ioX 
 
 2.8X 
 
 8.1 
 
 III>2 
 
 3 
 
 2 
 
 5-9 
 
 2.7 
 
 7.8 
 
 109 
 
 2 
 
 1 
 
 5 - 7 X 
 
 2.5K 
 
 7-3 
 
 10634 
 
 1 
 
 0 
 
 5 - 6 X 
 
 2.4^ 
 
 6.10 
 
 104 
 
 0 
 
128 
 
 HANDBOOK FOR COMRADES 
 
 Scoring Tables 
 Class III. no Lb. Class 
 
 Pts. 
 
 Two Lap 
 Potato Race 
 
 Five Lap 
 Potato Race 
 
 75 Yard 
 Dash 
 
 100 Yard 
 Dash 
 
 Pts. 
 
 20 
 
 sec. fifths 
 
 9-3 
 
 sec. fifths 
 
 27.O 
 
 sec. fifths 
 
 9-3 
 
 sec. fifths 
 12.0 
 
 20 
 
 19 
 
 9.4 
 
 
 94 
 
 12.1 
 
 19 
 
 18 
 
 10.0 
 
 28.0 
 
 10.0 
 
 12.2 
 
 18 
 
 1 7 
 
 IO.I 
 
 
 IO.I 
 
 12.3 
 
 17 
 
 16 
 
 10.2 
 
 29.O 
 
 10.2 
 
 12.4 
 
 l6 
 
 15 
 
 IO.3 
 
 
 IO.3 
 
 13.0 
 
 15 
 
 14 
 
 IO.4 
 
 30.0 
 
 IO.4 
 
 I 3 - 1 
 
 14 
 
 13 
 
 II.O 
 
 
 II.O 
 
 13.2 
 
 13 
 
 12 
 
 II.I 
 
 31.0 
 
 II.I 
 
 13-3 
 
 12 
 
 11 
 
 II .2 
 
 
 II .2 
 
 13-4 
 
 II 
 
 10 
 
 n.3 
 
 32.0 
 
 H -3 
 
 14.0 
 
 IO 
 
 9 
 
 11.4 
 
 
 11.4 
 
 14.1 
 
 9 
 
 8 
 
 12.0 
 
 33 *o 
 
 12.0 
 
 14.2 
 
 8 
 
 7 
 
 12.1 
 
 
 12.1 
 
 14-3 
 
 7 
 
 6 
 
 12.2 
 
 34-0 
 
 12.2 
 
 14.4 
 
 6 
 
 5 
 
 12.3 
 
 
 12.3 
 
 15.0 
 
 5 
 
 4 
 
 12.4 
 
 35 -o 
 
 12.4 
 
 15.1 
 
 4 
 
 3 
 
 13.0 
 
 
 13.0 
 
 15.2 
 
 3 
 
 2 
 
 i 3 -i 
 
 36.0 
 
 I 3 - 1 
 
 15-3 
 
 2 
 
 1 
 
 13.2 
 
 
 13.2 
 
 154 
 
 1 
 
 0 
 
 13-3 
 
 37 -o 
 
 13-3 
 
 16.0 
 
 0 
 
TRACK AND FIELD ATHLETICS 
 
 129 
 
 Scoring Tables 
 
 Class III. no Lb. Class (Continued) 
 
 Pts. 
 
 Standing 
 Broad Jump 
 
 Running 
 High Jump 
 
 Running 
 Broad Jump 
 
 Baseball 
 
 Throw 
 
 Shot 
 
 Put 
 
 Pts. 
 
 20 
 
 ft. in. 
 
 8.0 
 
 . ft. in. 
 
 4-7^ 
 
 ft. in. 
 16.2 
 
 ft. 
 
 178 
 
 ft. 
 
 34 
 
 20 
 
 19 
 
 7.I0X 
 
 4-637 
 
 15-9 
 
 17537 
 
 33 
 
 19 
 
 18 
 
 7-937 
 
 4-5 
 
 154 
 
 173 
 
 32 
 
 18 
 
 17 
 
 7-8 % 
 
 4-3 H 
 
 .14.11 
 
 17037 
 
 3i 
 
 17 
 
 l6 
 
 77 
 
 4.2^ 
 
 14.6 
 
 168 
 
 30 
 
 l6 
 
 15 
 
 7- 5 3 A 
 
 4-iX 
 
 14.1 
 
 16537 
 
 29 
 
 15 
 
 14 
 
 74)4 
 
 4.0 
 
 13.? 
 
 163 
 
 28 
 
 14 
 
 13 
 
 7-3X 
 
 3-io^ 
 
 13-3 
 
 16037 
 
 27 
 
 13 
 
 12 
 
 7.2 
 
 3-9K 
 
 12.10 
 
 158 
 
 26 
 
 12 
 
 II 
 
 7-o^ 
 
 3-8)4 
 
 12.5 
 
 I55K 
 
 25 
 
 I I 
 
 10 
 
 6.1137 
 
 37 
 
 12.0 
 
 153 
 
 24 
 
 10 
 
 9 
 
 6.1034 
 
 3-5^7 
 
 117 
 
 15034 
 
 23 
 
 9 
 
 8 
 
 6.9 
 
 3-437 
 
 11.2 
 
 148 
 
 22 
 
 8 
 
 7 
 
 6.7X 
 
 3-337 
 
 10.9 
 
 14537 
 
 21 
 
 7 
 
 6 
 
 6.6)4 
 
 3-2 
 
 10.4 
 
 143 
 
 20 
 
 6 
 
 5 
 
 6.5/4 
 
 3-oK 
 
 9.11 
 
 14037 
 
 19 
 
 ■5 
 
 4 
 
 6.4 
 
 2.1137 
 
 9.6 
 
 I38 
 
 18 
 
 4 
 
 3 
 
 6.2^ 
 
 2.1034 
 
 9.1 
 
 I35K 
 
 17 
 
 3 
 
 2 
 
 6.137 
 
 2.9 
 
 8.8 
 
 L33 
 
 16 
 
 2 
 
 1 
 
 6.037 
 
 2.727 
 
 8-3 
 
 13037 
 
 15 
 
 1 
 
 0 
 
 5- 11 
 
 2.6L2 
 
 7.10 
 
 128 
 
 14 
 
 0 
 
130 
 
 HANDBOOK FOR COMRADES 
 
 Scoring Tables 
 
 Class IV. 125 Lb. Class 
 
 Pts. 
 
 Two Lap 
 Potato Race 
 
 # 
 
 Six Lap 
 Potato Race 
 
 100 Yard 
 Dash 
 
 220 Yard 
 Dash 
 
 Pts. 
 
 20 
 
 sec. fifths 
 9.2 
 
 sec. 
 
 33 
 
 sec. fifths 
 
 II .2 
 
 sec. fifths 
 28.0 
 
 20 
 
 19 
 
 9-3 
 
 
 11 -3 
 
 28.2 
 
 19 
 
 18 
 
 9.4 
 
 34 
 
 11.4 
 
 28.4 
 
 18 
 
 17 
 
 10.0 
 
 
 12.0 
 
 29.I 
 
 17 
 
 l6 
 
 IO.I 
 
 35 
 
 12.1 
 
 29-3 
 
 l6 
 
 15 
 
 10.2 
 
 
 12.2 
 
 30.0 
 
 15 
 
 14 
 
 IO.3 
 
 36 
 
 12.3 
 
 30.2 
 
 14 
 
 13 
 
 IO.4 
 
 
 12.4 
 
 304 
 
 13 
 
 12 
 
 II.O 
 
 37 
 
 13.0 
 
 3 1 * 1 
 
 12 
 
 II 
 
 II.I 
 
 
 I 3 - 1 
 
 3 i -3 
 
 II 
 
 10 
 
 II .2 
 
 38 
 
 13.2 
 
 32.0 
 
 10 
 
 9 
 
 11 -3 
 
 
 13-3 
 
 32.2 
 
 9 
 
 8 
 
 11.4 
 
 39 
 
 134 
 
 324 
 
 8 
 
 7 
 
 12.0 
 
 
 14.0 
 
 33-1 
 
 7 
 
 6 
 
 12.1 
 
 40 
 
 14.1 
 
 33-3 
 
 6 
 
 5 
 
 12.2 
 
 • 
 
 14.2 
 
 34-0 
 
 5 
 
 4 
 
 12.3 
 
 4 i 
 
 14-3 
 
 34-2 
 
 4 
 
 3 
 
 12.4 
 
 
 14.4 
 
 344 
 
 3 
 
 2 
 
 13.0 
 
 42 
 
 15.0 
 
 35 -i 
 
 2 
 
 1 
 
 I 3 - 1 
 
 
 I 5 -I 
 
 35-3 
 
 1 
 
 0 
 
 13.2 
 
 43 
 
 15.2 
 
 36.0 
 
 0 
 
TRACK AND FIELD ATHLETICS 
 
 131 
 
 Scoring Tables 
 
 Class IV. 125 Lb. Class (Continued) 
 
 Pts. 
 
 Standing 
 Broad Jump 
 
 Running 
 High Jump 
 
 Running 
 Broad Jump 
 
 Baseball 
 
 Throw 
 
 Shot 
 
 Put 
 
 Pts. 
 
 20 
 
 ft. in. 
 
 8.7 
 
 ft. in. 
 
 4 - 9 ^ 
 
 ft. in. 
 17.2 
 
 ft. 
 
 23O 
 
 ft. 
 
 37 -o 
 
 20 
 
 19 
 
 8.5^ 
 
 4 - 8 J< 
 
 16.9 
 
 226 
 
 35-9 
 
 19 
 
 18 
 
 8.4^ 
 
 4-7 
 
 16.4 
 
 222 
 
 34-6 
 
 18 
 
 17 
 
 8.3 X 
 
 4-5X 
 
 I 5 .H 
 
 218 
 
 33-3 
 
 17 
 
 l6 
 
 8.2 
 
 \-\Y 
 
 15.6 
 
 214 
 
 32.0 
 
 l6 
 
 15 
 
 8. 0 y 
 
 4 - 3 X 
 
 I5-I 
 
 210 
 
 30.9 
 
 15 
 
 H 
 
 7 . i \ y 2 
 
 4.2 
 
 14.8 
 
 206 
 
 29.6 
 
 H 
 
 13 
 
 7 .I°X 
 
 4-0 y 
 
 14-3 
 
 202 
 
 28.3 
 
 13 
 
 12 
 
 7-9 
 
 3-hK 
 
 13.10 
 
 198 
 
 27.0 
 
 12 
 
 II 
 
 7-7 H 
 
 3 -io^ 
 
 13-5 
 
 194 
 
 25-9 
 
 II 
 
 10 
 
 7-6H 
 
 3-9 
 
 13.0 
 
 190 
 
 24.6 
 
 10 
 
 9 
 
 7 - 5 X 
 
 Z-7 3 A 
 
 12.7 
 
 186 
 
 23 *. 3 
 
 9 
 
 8 
 
 7-4 
 
 3-6 K 
 
 12.2 
 
 182 
 
 22.0 
 
 8 
 
 7 
 
 7.2X 
 
 3 - 5 X 
 
 n .9 
 
 178 
 
 20.9 
 
 7 
 
 6 
 
 7 -i^ 
 
 34 
 
 11.4 
 
 174 
 
 19.6 
 
 6 
 
 5 
 
 7.0X 
 
 3 - 2 ^ 
 
 IO.II 
 
 170 
 
 18.3 
 
 5 
 
 4 
 
 6.11 
 
 3 -i>^ 
 
 10.6 
 
 l66 
 
 17.0 
 
 4 
 
 3 
 
 6 . 9 ^i 
 
 3 -oX 
 
 IO.I 
 
 162 
 
 15-9 
 
 3 
 
 2 
 
 6.8^ 
 
 2.11 
 
 9.8 
 
 158 
 
 14.6 
 
 2 
 
 1 
 
 6.7K 
 
 2.9^ 
 
 9-3 
 
 154 
 
 13-3 
 
 1 
 
 0 
 
 6.6 
 
 2.8^ 
 
 8.10 
 
 150 
 
 12.0 
 
 0 
 
132 
 
 HANDBOOK FOR COMRADES 
 
 Scoring Tables 
 
 Class V. Unlimited Weight Class 
 
 Pts. 
 
 Three Lap 
 Potato Race 
 
 Six Lap 
 Potato Race 
 
 100 Yard 
 Dash 
 
 220 Yard 
 Dash 
 
 Pts. 
 
 20 
 
 sec. fifths 
 15.0 
 
 sec. fifths 
 
 32.3 
 
 sec. fifths 
 
 IO.4 
 
 sec. fifths 
 26.0 
 
 20 
 
 IQ 
 
 I 5 -I 
 
 
 II.O 
 
 26.2 
 
 19 
 
 18 
 
 15.2 
 
 33-3 
 
 II.I 
 
 26.4 
 
 18 
 
 1 7 
 
 15-3 
 
 
 II .2 
 
 27.I 
 
 17 
 
 16 
 
 15-4 
 
 34-3 
 
 II -3 
 
 27-3 
 
 l6 
 
 15 
 
 16.0 
 
 
 11.4 
 
 28.0 
 
 15 
 
 14 
 
 16.1 
 
 35-3 
 
 12.0 
 
 28.2 
 
 14 
 
 13 
 
 16.2 
 
 
 12.1 
 
 28.4 
 
 13 
 
 12 
 
 16.3 
 
 36.3 
 
 12.2 
 
 29.1 
 
 12 
 
 II 
 
 16.4 
 
 
 12.3 
 
 29-3 
 
 II 
 
 10 
 
 17.0 
 
 37-3 
 
 12.4 
 
 30.0 
 
 10 
 
 9 
 
 i 7 -i 
 
 
 13.0 
 
 30.2 
 
 9 
 
 8 
 
 17.2 
 
 38.3 
 
 I 3 -I 
 
 304 
 
 8 
 
 7 
 
 17-3 
 
 
 13.2 
 
 3 1 - 1 
 
 7 
 
 6 
 
 17.4 
 
 39-3 
 
 13-3 
 
 3 i -3 
 
 6 
 
 5 
 
 18.0 
 
 
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 32.0 
 
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TRACK AND FIELD ATHLETICS 133 
 
 Scoring Tables 
 
 Class V. Unlimited Weight Class (Continued) 
 
 Pts.' 
 
 • 
 
 Standing 
 Broad Jump 
 
 Running 
 High Jump 
 
 Running 
 Broad Jump 
 
 Baseball 
 
 Throw 
 
 Shot 
 
 Put 
 
 Pts. 
 
 20 
 
 ft. in. 
 
 8 . 11)4 
 
 ft. in. 
 
 5 
 
 ft. in. 
 18.2 
 
 ft. 
 
 270 
 
 ft. 
 
 42.0 
 
 20 
 
 19 
 
 8 .io >4 
 
 5 -o yi 
 
 17.9 
 
 266 
 
 4O.9 
 
 19 
 
 18 
 
 8.9 
 
 4.11 
 
 174 
 
 262 
 
 39-6 
 
 18 
 
 17 
 
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 l6.II 
 
 258 
 
 38.3 
 
 1 7 
 
 l6 
 
 8 . 6*4 
 
 4.8^ 
 
 l6.6 
 
 254 
 
 ' 37 -o 
 
 16 
 
 15 
 
 8 - 5 'A 
 
 4 -7}i 
 
 l6.I 
 
 250 
 
 35-9 
 
 15 
 
 14 
 
 8.4 
 
 4.6 
 
 15.8 
 
 246 
 
 34-6 
 
 14 
 
 13 
 
 8.2^ 
 
 44X 
 
 15-3 
 
 242 
 
 33-3 
 
 13 
 
 12 
 
 8.1^2 
 
 4 - 3 K 
 
 14.10 
 
 238 
 
 32.0 
 
 12 
 
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 8 .o}i 
 
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 234 
 
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 10 
 
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 4.1 
 
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 29.6 
 
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 9 
 
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 13-7 
 
 226 
 
 28.3 
 
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 8 
 
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 13.2 
 
 222 
 
 27.0 
 
 8 
 
 7 
 
 7 -7 x A 
 
 3 - 9 X 
 
 12.9 
 
 218 
 
 25-9 
 
 7 
 
 6 
 
 7.6 
 
 3-8 
 
 12.4 
 
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 24.6 
 
 6 
 
 5 
 
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 11.11 
 
 210 
 
 23-3 
 
 5 
 
 4 
 
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 11.6 
 
 206 
 
 22.0 
 
 4 
 
 3 
 
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 11.1 
 
 202 
 
 20.9 
 
 3 
 
 2 
 
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 3-3 
 
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 I98 
 
 19.6 
 
 2 
 
 1 
 
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 194 
 
 18.3 
 
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134 
 
 HANDBOOK FOR COMRADES 
 
 SECTION 4 
 
 Boys’ Athletic Meet Suggestions 
 
 A. Events 
 
 I. SHORT DASHES 
 
 50 yards 
 75 yards 
 100 yards 
 
 80 yard low hurdle, 3 hurdle 
 
 80 yard high hurdle, 10 yard start, 15 yard finish, 
 
 6 hurdle 
 Sack race 
 Walking race 
 
 II. FIELD EVENTS 
 
 Standing broad jump 
 Running broad jump 
 Running high jump 
 Shot put, 8-and 12 lbs. 
 
 Baseball throw 
 
 III. TEAM EVENTS 
 
 Relay races are most interesting events. The stan¬ 
 dard relay is the four-man event, each running one- 
 fourth of the entire distance. From the standpoint of 
 creating interest and for the younger boys, the short- 
 distance relays are most worth while. The shuttle 
 method of running relays is a very quick one, as not 
 only may runs be used with many variations, but shot 
 put and jumps may be run off as relay events by this 
 method. The following is an explanation of the relay 
 and shuttle types of running relays: 
 
 Relay Type 
 
 The competing teams are lined up in parallel col- - 
 umns of file, behind a take-off line which is marked 
 across the field. The first player in each column, if 
 the event be a jump, jumps forward from the mark. 
 His jump is marked upon the ground by a sharp stick, 
 or if indoors, by a piece of chalk. The column moves 
 up, the first jumper goes to the rear of the line, and 
 the second jumper toes the mark of the first and jumps 
 forward in the same direction as the first jumper 
 
TRACK AND FIELD ATHLETICS 
 
 135 
 
 jumped. The column moves forward and the third 
 jumper jumps from the mark of the second. This con¬ 
 tinues until the entire team has jumped. The com¬ 
 posite jump of the whole column determines the 
 distance. Equal numbers of men must jump in each 
 column. 
 
 In this type of meet it is necessary to have a very 
 long field if you have large numbers in the columns. 
 In view of this fact, the events should be selected 
 which do not cover too great a distance. The race of 
 the relay type, wherein men are stationed at equal 
 distances along a given course, is pretty well known. 
 The first runner touches off the second; the second, 
 the third; and so on. 
 
 In the events of the relay type there should be an 
 official for each team. 
 
 Events which can be used in this type of an athletic 
 meet are: 
 
 Team relays 
 Standing broad jump 
 
 Frog race, in which competitors travel forward in 
 frog leaps instead of running 
 Standing hop 
 
 Leapfrog jump, in which the down one toes a 
 mark while the second takes a frog leap over 
 his back for distance and gets down at the 
 point where his heels broke the ground, for the 
 third jumper to go over his back 
 Running broad jump 
 
 Weight-throw in back of neck. Weight is held by 
 both hands and thrown backward 
 Back jump 
 
 Two standing broad jump 
 Standing hop 
 
 Shuttle Type 
 
 Teams are lined up in parallel columns behind a 
 given take-off line. It is very essential that this take¬ 
 off line be made prominent and permanent. The 
 columns are grouped in pairs. No. 1 column competes 
 against No. 2 column, No. 3 against No. 4, etc. The 
 columns should be arranged so that the shortest 
 player is in front of each. A good permanent line to 
 
136 
 
 HANDBOOK FOR COMRADES 
 
 use for the shuttle type of meet is a tennis tape flush 
 with the ground. If the event is a jump, the first 
 competitor of one team takes his place at the take-off 
 and jumps. His record is marked by a line, at one 
 end of which is stuck up a sharp stick. The first com¬ 
 petitor of the second column toes the line marked by 
 the sharp stick and tries to jump from that position 
 back to the original take-off. His jump is marked by a 
 line and another sharp stick. The second jumper on 
 the team that jumped first toes the mark made by the 
 jumper on the opposing team, and jumps in the same 
 direction as the first jumper representing his team. 
 These two teams compete against each other, one 
 team jumping against the other in shuttle fashion, 
 until every man has jumped. If the last man to jump 
 on the second team fails to come up to the original 
 take-off, his team has lost the event; but if he jumps 
 and reaches the original take-off line, his team is pro¬ 
 nounced the winner. Team No. 3 is competing 
 against No. 4; No. 5 against No. 6; and so on, at the 
 same time that Teams No. 1 and No. 2 compete. Two 
 officials should act, one to mark the jump of each team. 
 
 Suggested Events: 
 
 Standing broad jump 
 Running broad jump 
 
 . Three running broad jumps 
 Standing hop 
 Running hop 
 Shot put 
 
 Hop, step, and jump 
 Backward jump 
 Baseball throw 
 Football punt 
 Football forward pass 
 
 B. Suggestions Concerning Athletic Meet 
 
 1. RULES 
 
 Rules governing all events are found in either the 
 “Army and Navy Athletic Handbook,” Association 
 Press; or in the “A. A. U. Athletic Handbook,” 
 Spaulding. 
 
TRACK AND FIELD ATHLETICS 
 
 137 
 
 II. SPRINTS 
 
 Mark out the course with either cord or white line. 
 The lane in which each man runs should be at least 
 three feet wide. Have two finishing posts at the finish 
 line. Stretch a line of red wool or worsted from post to 
 post to assist the judges. Have all starts and finishes 
 plainly marked. It helps very much to have all 
 finishes at the same place. 
 
 III. OFFICIALS 
 
 It is necessary to have the following officials. Their 
 duties are stated in the handbooks referred to. 
 
 One Referee 
 
 Four Judges of the Finish, if picking three places: 
 one to pick first place, two to pick second place, 
 one to pick third place 
 Two or three Timers 
 One Starter 
 
 One Clerkof Course, an Assistant to run field events, 
 and an Assistant to help him with track events 
 One Announcer 
 
 This is very important, both from the stand¬ 
 point of getting runners out on time and of 
 keeping the crowd informed. 
 
 One Scorer and an Assistant Scorer 
 
 If distance events are used or sprints are run 
 on an oval track, inspectors would have to be 
 placed at the turns. 
 
 If badges are furnished for the judges and 
 several marshals or police are furnished, the 
 track and field space can be kept clear. Roping 
 the field, especially the space at the finish, 
 helps in this respect. 
 
 IV. EQUIPMENT 
 
 1 . Track Events 
 
 One gun and cartridges for the Starter 
 One whistle for the Starter 
 One whistle for the Referee 
 Numbers and safety pins for competitors 
 Red worsted for finish line 
 Score sheets for the Clerk of Course, and the 
 Scorer, with extra sets for the Assistants 
 Stop-watches for Timers 
 
138 
 
 HANDBOOK FOR COMRADES 
 
 2. Field Events 
 
 a. Jumps 
 
 Two standards seven feet high 
 Six cross-bars of wood or bamboo 
 One measuring tape or measuring stick 
 One shovel and rake 
 One take-off board, a joist four feet long, 
 eight inches wide, sunk level with the 
 ground 
 
 One balk line six feet from the take-off 
 board 
 
 One soft landing pit, ten feet by twelve 
 feet and in line with the take-off 
 twenty-five feet long by four feet 
 
 b. Shot Put 
 
 One seven-foot circle 
 One curved toe-board, if possible four 
 feet long, four and a half inches wide, 
 and four inches high 
 Iron shots, eight and twelve pounds 
 One measuring tape 
 
 c. Baseball Throw 
 
 One regulation baseball 
 One measuring tape 
 
 (If measuring tape is not long enough, 
 an arch may be marked off on the ground 
 at any distance desirable and all throws 
 can be quickly measured) 
 
 d. Sack Race 
 
 As many good sacks as will be needed in 
 a heat 
 
 > 
 
SECTION 5 
 Indoor Athletic Record 
 
 Athletic League of North America 
 
 
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TRACK AND FIELD ATHLETICS 
 
 145 
 
 SECTION 6 
 
 AMOS ALONZO STAGG 
 Yale ’88 
 
 The memory of great athletes soon fades and new stars soon 
 come on to hold the interest of the public and the boy to whom 
 a great athlete is a hero. This is not true of A. A. Stagg, the 
 “grand old man” of American amateur athletics. Perhaps no 
 man in America has had more to do with raising college athletics 
 to a high plane of sportsmanship. 
 
 Stagg first made his place as an athlete in high school at 
 Orange, New Jersey, at Phillips Exeter Academy, and then at 
 Yale where he graduated in the Class of 1888. While he played 
 ’varsity football two years, being chosen all-American end one 
 year, it was in baseball that he shone especially. During the 
 
 five years that he pitched, Yale won the 
 intercollegiate championship each year. 
 During his year as captain he won from 
 Harvard in two great games. In his last 
 year Yale won what were probably two 
 of the greatest series of intercollegiate 
 baseball ever played, three of her five 
 games with Harvard being won by one 
 run and three of her four Princeton games resulting similarly, 
 the other being a tie. While in college Stagg was urged to play 
 professional ball and both before and after graduation was 
 offered positions by six major league teams, but refused. 
 
 Stagg’s greatest fame has been won as coach and athletic 
 director at Chicago University, where he has served more than 
 a quarter of a century, partly because of his tremendous influ¬ 
 ence for clean sport and high character. Former President 
 Harper said of him: “His intense love for pure sport, his incor¬ 
 ruptible spirit, his indefatigable effort, his broad-minded zeal, 
 and his absolute fairness of mind and honesty of heart have ex¬ 
 erted an influence upon western university and college athletes 
 that has been felt far and wide and produced results of which 
 we may well be reasonably proud.” 
 
 Coach Stagg was active in Christian work at Yale, took a 
 year’s work in the Divinity School, was secretary of the Y. M. 
 
HANDBOOK FOR COMRADES 
 
 146 
 
 C. A. two years, attended the Y. M. C. A. College at Spring- 
 field, Massachusetts, and as a coach does not hesitate to express 
 his convictions regarding Christian character. 
 
 We would covet for every boy in America the rich privilege 
 that was ours of chatting an hour with the rugged, weather¬ 
 beaten “grand old man,” athlete, coach, and Christian gentleman. 
 
 ARTHUR POE 
 Princeton ’00 
 
 When we think of outstanding Christian athletes one of two 
 men who first come to mind is Arthur Poe, Princeton ’00. 
 During the nineties and the first half decade of this century, 
 a Princeton team without a Poe was like the Giants without 
 Christy Mathewson. There was Johnny Poe, soldier of fortune, 
 killed while fighting for France; then there was Arthur Poe, of 
 whom “Bill” Edwards writes: “There never was as much real 
 football ability concealed in a small package as there was in 
 that great player, Arthur Poe.” 
 
 Handicapped by injuries and perhaps 
 by lack of weight, he did not make the 
 Varsity until his Junior year, but that 
 year and the next he made football his¬ 
 tory with a vengeance. Playing end 
 against Yale in ’98, he grabbed a fumble 
 and in spite of a very bad knee ran one 
 hundred yards for a touchdown, the 
 only score of the game. The next year 
 he was again at end against Yale; the score stood Yale 10, 
 Princeton 6, with less than a minute to play Princeton on Yale’s 
 35 yard line and her drop-kicker out of the game—a hopeless 
 situation, but Arthur Poe kicked that goal which then counted 
 five points and again he had beaten Yale. It can be taken for 
 granted that he was the hero of Princeton that night. That 
 year he was chosen by Camp as “all-American” end. 
 
 One of his classmates writes of him: “Arthur Poe, notwith¬ 
 standing his size and the fact that he was far underweight, feared 
 nothing on earth. . . . One of his outstanding qualities has 
 
 always been his modesty.” 
 
TRACK AND FIELD ATHLETICS 
 
 147 
 
 Poe is a man of unquestioned Christian character, now holds 
 a responsible business position, is Junior Warden in the Episco¬ 
 pal Church, superintendent of the Sunday school in that church, 
 on the Board of Trustees of the Young Men’s Christian Asso¬ 
 ciation, and does not hesitate to go on record before a group of 
 older boys as to his belief in prayer and Christian living. 
 
 JOSEPH C. McCRACKEN, M.D. 
 
 Pennsylvania ’oi 
 
 It was Thanksgiving Day and Pennsylvania and Cornell were 
 playing their annual football game on Franklin Field. No mat¬ 
 ter what the season may be, what the defeats or .the victories, 
 when the “Big Red” Cornell team journeys to Philadelphia there 
 is sure to be excitement. This is the case today and just so it 
 was on Thanksgiving Day, 1900. The usual tremendous crowd 
 was out and the interest was just as intense as ever. 
 
 The event that remains in the memory of those present was 
 not some particular play of the game, but the tribute paid to 
 one of the players. One of Pennsylvania’s men was injured and 
 as he was led off the field the whole vast audience stood bare¬ 
 headed, in silent tribute and admiration. One who has seen 
 scores of games says it was the greatest ovation he has ever seen 
 given a player. It was a tribute to character as well as to foot¬ 
 ball ability. 
 
 The injured player was Joseph C. McCracken, a Kansas boy 
 who while at Pennsylvania made a name for himself in football 
 and track. With Hare he played and perfected the famous 
 “guards back” play—perhaps the greatest football play ever de¬ 
 vised. He was also captain of the University Track Team and 
 broke the intercollegiate record in the shot put and the world’s 
 record in the hammer throw. His classmates’ estimate of him 
 is indicated by the fact that he was president of his class four 
 years. Undoubtedly he was one of the most popular men ever 
 graduated from the University of Pennsylvania. 
 
 McCracken had made the decision for the Christian life in a 
 sod church out in Kansas and while in the university he stood by 
 that decision. He was president of the University Young Men’s 
 Christian Association and did a real job. The President of his 
 
148 
 
 HANDBOOK FOR COMRADES 
 
 Alma Mater writes about him: "I don’t know of any one who is 
 a finer Christian than Joe McCracken. His influence as a 
 Christian on the campus of the University of Pennsylvania was 
 simply marvelous. He has been such a consistent, manly Chris¬ 
 tian that everybody who has learned to know him admires him. 
 He is modest, unassuming, and yet very forceful and capable.” 
 
 McCracken decided to become a missionary and is now Dean 
 and Professor of Surgery in the Pennsylvania Medical School, 
 which is the Medical Department of St. John’s University, 
 Shanghai, China. 
 
 Country boy, great athlete, popular college student, Christian 
 leader, missionary—we have an idea that Joe McCracken would 
 say it has all been infinitely worth while. 
 
 BRANCH RICKEY 
 Ohio Wesleyan ’04 
 
 President and Manager, Cardinal Baseball Team 
 National League, St. Louis 
 
 Ask any boy in St. Louis who the popular man of the city is 
 and there will be no mistaking his answer. If the boy happens 
 to be a member of the “Cardinal Knot Hole Gang” his answer will 
 come with a bang. The “Cardinal Knot Hole Gang” is just a 
 part of a plan for allowing a city to own financially and senti¬ 
 mentally its professional baseball club. Generally a professional 
 ball club is owned by one man or a small group of men, who are 
 in it for the money and who may even live in another town. Not 
 so with the Cardinals, which is simply the name of the St. Louis 
 National League baseball team, for the people of St. Louis, lots 
 of them, own that team—they bought small shares of stock in 
 the organization and the Cardinal Knot Hole Gang is just an 
 organization of boys who by meeting certain requirements get 
 passes to the games. The boys of St. Louis shout for the Car¬ 
 dinals. 
 
 The leader in the idea is Major Branch Rickey, one of the 
 interesting men in professional baseball—interesting because he 
 is a leader, has new ideas, makes good on them, and is not afraid 
 to stand for the thing he believes in. 
 
TRACK AND FIELD ATHLETICS 
 
 149 
 
 Rickey graduated from Ohio Wesleyan Uni¬ 
 versity in 1904. While in the university he played 
 ’varsity football, basket ball, and baseball and was 
 a star in all of them. He was one of the best all¬ 
 round athletes Ohio has ever had. After gradua¬ 
 tion he coached at Ohio Wesleyan, Alleghany 
 College, and the University of Michigan. While 
 at Michigan his baseball teams were uniformly 
 successful. 
 
 During this time he also played professional ball, 
 catching for the St. Louis and New York American 
 League teams until he was injured and obliged to 
 give up playing. One of the things that made him * '*V- : 
 interesting at this time was his refusal to play 
 on Sunday. Afterwards Rickey became manager and vice- 
 president of the St. Louis American League Club and finally 
 organized a company and purchased the Cardinals. He is now 
 President and Manager of that club—the St. Louis National 
 League Club. 
 
 Rickey’s college mates swear by him and enthuse over him 
 yet; the big league officials thoroughly respect him, and the 
 managers know that he will give them a mighty good fight; and 
 the boys of St. Louis shout for Rickey and the Cardinals. 
 
 Athletic, managerial, and executive ability, however, are only 
 a part of this man’s achievements. He holds degrees of Bachelor 
 of Arts, Bachelor of Literature, and Doctor of Jurisprudence, 
 and at Michigan University Law School he won high honors. 
 He was a major in the American Expeditionary Force in France 
 in the World War. 
 
 Rickey became a Christian while in college, is now a member 
 of the Methodist Church, is on the Board of Directors of the 
 Y. M. C. A., and gives all the help he can to work among boys. 
 The following is his own attitude on some points: “A clean, 
 straightforward, right-thinking athlete is the best. The boys 
 who do not play fair with themselves in their training are un¬ 
 certain in their work and do not last. I do not have boys of 
 bad habits in my club or in the organization in which I am 
 connected. I do not inquire about their religious views or prac¬ 
 tices. I think the strongest have both ” 
 
150 
 
 HANDBOOK FOR COMRADES 
 
 WILLIAM STEPHEN CHANDLER 
 Wisconsin ’i8 
 
 It is always interesting to delve into the records of athletes of 
 former generations. It is especially gratifying to read of those 
 men who were great athletes and also men of sterling character. 
 Former generations, however, had no monopoly on that type of 
 athlete. They are just as prevalent now as then, and we are 
 optimistic enough to believe more so. 
 
 Basket ball has come to be a major college 
 sport and is occupying an increasingly large 
 place in college athletics. In the central west, 
 the “Big Ten” University Conference, the 
 University of Wisconsin has gained a reputa¬ 
 tion for its winning basket-ball teams. This 
 was especially true during the years 1915 to 
 1918. We were watching a cracking good 
 game one night between Wisconsin and an¬ 
 other large university team. There were only 
 a few minutes left to play and Wisconsin was 
 behind, but there came a rally with a snap and a rush that was 
 not to be denied. Wisconsin had the habit and won the game. 
 
 That “habit” was largely built around the center, who stood 
 six feet and more and played the game every minute. “Bill” 
 Chandler was a star basket-ball man when a member of the 
 Robert Waller High School, Chicago. As soon as he became a 
 sophomore in the university and eligible, he made the ’varsity 
 basket-ball team and played three years, was captain in his 
 senior year and for three years was chosen as center of the “All- 
 Western Conference” team. The last year he was also captain 
 of the Mythical Five. 
 
 Chandler enlisted before graduation and was stationed at 
 Great Lakes. Here he also played center and starred on the 
 Great Lakes team. Chandler was a grand basket-ball man, one 
 of the great ones; he was a good leader and had that battling 
 spirit that kept him going against great odds; that he was 
 popular among his fellows is proved by the fact that he was 
 president of his class, was a member of the Y. M. C. A. cabinet 
 and of several honorary fraternities. 
 
TRACK AND FIELD ATHLETICS 
 
 151 
 
 Our next look at Chandler after the basket-ball game men¬ 
 tioned above was at a large meeting of older boys where the 
 lanky, modest captain was quietly and seriously telling the 
 fellows his views of the Christian life. We learned then that he 
 had for years been a member of the church, had been president 
 of a Sunday school class of about one hundred boys, and that 
 during his university days he had been making many talks to 
 older boys such as we heard him make. He is living the Christian 
 life himself and he believes in telling other fellows about Chris¬ 
 tianity. 
 
 LIEUT. LAURENS C. SHULL, D.S.C. 
 
 Chicago ’16 
 
 To be a “Three ‘C’ ” man at the University of Chicago is no 
 small achievement. To do that and win the unqualified endorse¬ 
 ment of coach, professor, and pastor as a splendid Christian is 
 more; and to give one’s life on the bat¬ 
 tlefields of France, being awarded the 
 Distinguished Service Cross, would 
 seem to be the natural result of a spirit 
 of devotion, service, and Christianity. 
 
 This is the record of Laurens C. Shull, 
 
 Chicago T6: When in high school at 
 Sioux City, Iowa, “Spike” was captain of the football, baseball, 
 and basket-ball teams. In the university he played tackle on the 
 ’varsity football team, center on the basketball team, and was 
 pitcher on the baseball team. He was chosen all-Western tackle 
 after playing on the championship football team of 1915. In 
 1916 he was captain of the baseball team. 
 
 It was our privilege to watch Spike in action on the gridiron and 
 the basket-ball floor, and we enjoyed it. We have seldom seen 
 a finer specimen of physical manhood, but it is not so much 
 because of his athletic career that he is included in these lists. 
 Star athlete he was, but what men say of him means more. 
 
 One of his professors, commenting on his religious life, said: 
 “His God was as essential to him as his clothes.” 
 
 General Pershing, in advising the War Department of the 
 awarding posthumously of the Distinguished Service Cross to 
 Lieutenant Shull said: “Near Soissons, France, July 19, 1918, he 
 led his platoon with brilliant courage in two attacks, was badly 
 
152 
 
 HANDBOOK FOR COMRADES 
 
 wounded in a third when with equal vigor he advanced against 
 a machine gun nest.” 
 
 His university pastor says of him: 
 
 “One evening, I think in his junior year in the university, when 
 he had been tackle on the Conference Championship eleven, 
 pitcher on the nine, and center on the basket-ball team, he 
 
 knocked at my door in Hitchcock Hall 
 and began the conversation by saying 
 that he wanted to join our church. He 
 explained that he had been having a 
 rather stiff time with some things in 
 college, and that he had suddenly realized 
 that if he did not turn over a new leaf, 
 he would not become the kind of a 
 Christian man his father was, whom he 
 called the finest man he knew. When I 
 remarked that if he took this step all the 
 university would know about and discuss 
 it, he replied that he wanted to nail up 
 his flag so that it would never come down , 
 and that he would like to be baptized as 
 soon as possible. Shortly alter, in the baptistry over which our ser¬ 
 vice flag now hangs with a gold star in his memory, I baptized him. 
 
 “The following Decision Day in our Sunday school, ‘Spike’ 
 Shull told his own story and urged the boys and girls not to put 
 off committing themselves to the Christian life so many years 
 as he had done. As a result of his moving appeal, many of our 
 boys and girls, and also two college graduates of his own age 
 who heard it, were baptized and joined the church. 
 
 “At the outbreak of the War, ‘Spike’ Shull was among the 
 first to enter an officers’ training camp and among the very first 
 to go overseas as a Second Lieutenant in the Regular Army. 
 The last letter I had from him, written at the Front, spoke of 
 the great difficulty, discomfort, and danger of their situation, but 
 went on: ‘You can safely say that we are happy. To be among 
 the first is our desire.’ In July, 1918, being then a First Lieu¬ 
 tenant in command of Company G, 26th Regiment, First Divi¬ 
 sion, A. E. F., he led his men in three successive charges on a 
 machine gun nest, in the last of which he received severe wounds 
 that caused his death on August 5th.” 
 
CHAPTER X 
 
 AQUATICS 
 
 Section i. Swimming 
 Section 2. Swimming Records 
 
 SECTION 1 
 B. Deane Brink 
 
 Oh, boy! It was great! Never was there anything that 
 brought so much joy into life as that “Ole Swimmin’ Hole,” or 
 the “Tank” in the old “Y”. The thrill of the splash! The fun of 
 being in the midst of that wriggling, diving, splashing bunch 
 of humanity! It was great fun and it brought with it a sense 
 of mastery and achievement that made it a real joy. 
 
 Swimming is a fine all-round exercise. Because the body 
 lies flat the heart does not have to wotk as hard to pump the 
 blood as when the body is standing up. It tones up the nerves 
 and muscles, and because of the yielding surface there are no 
 bumps or bruises. The work is evenly distributed, so that there 
 is little danger of strain. The poisons which result from the 
 breaking down of the muscle cells are thrown out through the 
 pores of the skin and washed away. 
 
 But swimming is fine, not alone because it is the best fun 
 ever, and makes strong bodies, and washes away dirt and 
 poisons. It is so important that a number of schools and colleges 
 consider it a necessary part of a boy’s education. Education, 
 you know, is not just learning a lot of facts. Education is 
 learning how to live. To live right one must have will power, 
 self-reliance, and courage. Swimming teaches all three. But 
 to live right one must add to will power, self-reliance, and 
 courage the willingness to serve. 
 
154 
 
 HANDBOOK FOR COMRADES 
 
 In the great World War the waste in man power was terrible, 
 but few boys realize that in peace times there are enough people 
 who drown every two months to man a large battleship. In the 
 United States and Canada alone each year more than twenty 
 thousand people lose their lives in preventable drowning acci¬ 
 dents. 
 
 It is because we are accustomed to this terrible waste of life 
 and so few are prepared to help that we go about thinking little 
 and caring less about its prevention. 
 
 Every boy should learn to swim because: 
 
 1. It is the duty of every American boy to be prepared to 
 save his own life and the life of others. 
 
 2. It is the best known form of physical exercise. 
 
 3. It is great fun. 
 
 But dog-paddling around in a “crick” or pond does not always 
 make good swimmers. In fact, bad swimming habits learned in 
 the “Ole Swimmin’ Hole” stick through life, and lots of real fun is 
 
 lost because the swimmer tires easily 
 and cannot seem to do the crawl, 
 breast, and other strokes as others do 
 them. He has not learned the ABC 
 and arithmetic of swimming. It is as 
 easy to learn to swim as “falling into 
 the water.” If a boy has strength 
 enough to stand, is possessed of an 
 average amount of brains, and can get to where there is enough 
 water to^float him, he can learn to swim. In fact, it is possible 
 to learn j:he most important things about swimming with only 
 a washbasin of water and room to fling the arms and legs around. 
 Swimming is hard only as it is made so. Success depends upon 
 oneself and the attitude taken toward water. There is only 
 one real reason why any person cannot swim, and that is F-E-A-R 
 Fear. In very young children this condition does not exist, but 
 the average person, who though he has had the opportunity yet 
 cannot swim, is unable to do so because at some time in his life 
 he has been shocked or frightened either by being “ducked” or 
 splashed, by being pushed or by falling into the water, or by 
 hearing, reading about, or actually having a part in a boating or 
 drowning accident. 
 
AQUATICS 
 
 155 
 
 Five Laws of Swimming 
 
 In learning to swim, dive, and save life there are five things 
 to remember. Five. Count them on the thumb and fingers 
 of your hand: (1) confidence; (2) breathing; (3) balance; 
 (4) relaxation; (5) coordination; and the greatest of these is 
 confidence. When confidence comes in, “Old Man Fear” goes out, 
 and with this nuisance out of the way the rest is easy. One of 
 the things that will help in gaining confidence is to realize that 
 for the time being the beginner is going into a new element, 
 the home of Mr. and Mrs. Fish, and must therefore learn to “feel 
 at home” in the home of the fish, and pay them and their home 
 all the respect that is ordinarily given to one’s human friends. 
 It will also help create confidence to know that, like the fish, 
 you cannot sink or drown provided your lungs are kept full of air. 
 This sounds silly, but think it over. Another thing to remember 
 in learning to feel “at home in the water” is that familiarity 
 breeds “content,” and when contented one is at ease and relaxed. 
 
 The Easiest and best Stroke to Learn 
 
 Many instructors have evolved many systems, but one of the 
 best, because both scientific and natural and therefore easy, 
 and because it has brought remarkable 
 results, is the one here given. It is so 
 easy and natural that any boy can learn 
 it. A year ago at a summer camp a boy 
 of fifteen who, through an accident, had 
 had his leg cut off at the hip, learned 
 within ten minutes to swim twenty-five 
 feet. The beauty of it is that the move¬ 
 ments can be learned by means of a land 
 drill without much effort. The timing 
 and movements of the arms and legs 
 closely resemble the dog paddle or primi¬ 
 tive man’s natural stroke. It is inter¬ 
 esting to note this style of swimming 
 shown on old Assyrian monuments many 
 years before Christ. After this funda¬ 
 mental crawl stroke is mastered and a boy 
 
HANDBOOK FOR COMRADES 
 
 156 
 
 has learned to feel “at home in the water,” the breast, back, 
 crawl, and side strokes can be learned. 
 
 Breathing 
 
 The beginner should go into the water about waist deep and 
 if learning in a large body of water, always face the shore or 
 teacher. Now to learn how to breathe—for remember that in 
 entering the home of the fish the swimmer must adapt himself 
 to a new home of environment. He must breathe as the fish do. 
 In the majority of swimming strokes the head is held face 
 down in the water, the air being gasped in through the mouth as 
 the head is turned sideways up, and breathed out through the 
 nostrils as the head is turned face down. The reason for this is 
 
 that the swimmer can in a given space 
 of time get more air into the lungs 
 through the mouth than through the 
 nose. Also, if the water was inhaled 
 through the nose it would irritate the 
 lining of the nasal cavity. To learn to 
 breathe properly, place hands on knees, 
 turn the head sideways up, and through 
 the mouth gulp or gasp the lungs full 
 of air. Then turn the head face down 
 and blow the air out through the nose. 
 Repeat this on two counts, keeping the 
 rhythm as in music, one, two, one, 
 two, etc., gradually bringing the face 
 near and finally into the water until 
 able to breathe out against the water 
 resistance. Never forcibly submerge 
 the face and body. This is likely to 
 make the body rigid. This is wrong, as 
 relaxation is absolutely necessary if 
 one is to feel “at home in the home of the 
 fish.” Step two, then, is to learn to have 
 the face in the water, first with eyes closed, and then open. 
 Stand as before with hands on knees, turn head sideways up, 
 gulp lungs full of air, then place the head gently in the water 
 face down, hold it in this position for a few seconds, and then as 
 
AQUATICS 
 
 157 
 
 gently remove head, face down, from water. As the face leaves 
 the water open the mouth wide. Do this to allow the few drops 
 of water which have been forced up through the nose into the 
 head cavities to flow out of the mouth rather than down into the 
 stomach, causing nausea and fear. This is important; remem¬ 
 ber it. 
 
 It will help in developing confidence if the beginner will 
 open his eyes after placing the face in the water and try to count 
 pebbles held in the hand or to count the extended fingers. This 
 distracts the attention from any unpleasantness and introduces 
 an element of interest. 
 
 Balance 
 
 As the greater part of our working hours are spent in an upright 
 or vertical position or plane, we have through the years developed 
 certain habits of balance and have trained our muscles, bones, 
 and nerves to hold the body up straight. Now since the beginner 
 is trying to learn how to act, breathe, and move like a fish, he 
 must learn to move in the home of the fish not standing but 
 lying down. In other words, he must form new habits of balance, 
 for no fish other than the horse fish swims standing up on end. 
 
 To learn to balance, the beginner will imitate a floating 
 turtle. This is done usually after the first trial and really 
 marks an important step in learning to swim, for once the 
 sensation of balance and floating flashes on the mind of the 
 beginner, progress is rapid. In water up to the chest, with the 
 hands on knees, bend the knees until water reaches the chin. 
 Then turn the head sideways up, gulp a lungful of air, turn the 
 head, chin down on chest, reach hands down, and grasp shins 
 halfway between knees and ankles and pull knees up tight to the 
 chest. The feet will leave the bottom and the body will float in 
 a fine example of a turtle. It will not sink. To return, release 
 grasp, drop feet to bottom, raise head, face down, open mouth 
 and eyes, but do not straighten body until water is out of mouth. 
 Because the human body weighs almost the same as an equal 
 body of water and therefore weighs practically nothing in the 
 water, and because it is held up by about two hundred cubic 
 inches of air contained in the lungs, it is impossible for the body 
 to sink. Try it, push a person imitating a floating turtle to the 
 
158 
 
 HANDBOOK FOR COMRADES 
 
 bottom and immediately he will return to the surface and remain 
 so until the air is exhaled from the lungs. 
 
 Relaxation 
 
 Further to develop balance and bring about relaxation, 
 imitate a jellyfish by taking a coasting plunge as follows: 
 
 Bend knees until water reaches the chin, turn head sideways 
 up and gasp lungs full of air, then turn head face down between 
 extended arms, get a good purchase with the feet on the bottom 
 or, if in an indoor pool, with one foot against the side, push off 
 face down, arms extended in front with wrists hanging down and 
 limp, let legs trail along slightly spread. If in clear water keep 
 the eyes open. This will help him to know he is actually moving 
 ahead and will of course increase his confidence. In this coasting 
 or floating plunge the natural buoyancy of the body is very 
 noticeable. As soon as the momentum stops and the legs 
 begin,to drop, draw the knees up to the chest and then drop them 
 to the bottom, at the same time sweeping the arms sideways ui)til 
 wide apart, then with a swift movement bring them together 
 with palms of hands facing. As the hands are brought together, 
 forcing a wedge of water away from the body, raise the head, 
 but keep the face down with mouth open to allow water to escape. 
 Remember this is the proper way to regain your balance, for 
 every movement helps to place the beginner in a standing 
 position. Try and overcome the tendency to rug the water 
 from the eyes as it tends to make the body rigid. Our aim, you 
 know, is relaxation, and with relaxation comes confidence. 
 Do not hurry—take plenty of time in all the movements. The 
 beginner now fias splendid confidence. 
 
 He has learned: 
 
 1. That the water is his friend and that he actually feels at 
 home in the home of the fish. 
 
 2. That he positively will not sink so long as his body is 
 
 relaxed and his lungs kept full of air. v 
 
 3. That given a push his body will float in the direction of 
 the push. 
 
 4. That if he wants to regain his balance he just stands up, 
 pushing back against the water with his hands. 
 
AQUATICS 
 
 159 
 
 5. That he will not feel “sick to his stomach” if on taking his 
 head out of the water he holds his face down and opens his 
 mouth. 
 
 Our swimmer now has confidence, knows how to breathe, has 
 acquired a new sense of balance and knows how to relax. What 
 has seemed the most difficult thing in the world is now as “easy 
 as pie” and all that remains is to teach his legs and arms to work 
 together, or coordinate (Fig. 1). 
 
 Fig. 1. Crawl stroke 
 
 Coordination—Leg Movements 
 
 Coordination, then, is the last step. A fish, frog, motor boat, 
 or a human fish is actually kicked through the water. The fins 
 of the fish and the arms of the human help in getting this 
 result. To learn this leg kick, lie down in the water, facing 
 shore, with the hands or elbows resting on the bottom, or if in 
 an indoor pool, lie over the edge with the feet in the water or 
 lie over a stool or chair with hands resting on the floor, keeping 
 the chest and knees on the same level. Kick the feet alternately 
 up and down with little or no hip motion. The feet are moved 
 about six inches up and down with the toes turned in and the 
 feet kept only a few inches apart, the major action being centered 
 in the knees. Any flexing or bringing of the thigh forward stops 
 progress. Therefore make a slow, easy, alternate up, back, and 
 down movement of the leg and foot. Do not hurry, take your 
 time. Hurry makes the muscles tired and rigid and leads to 
 shortness of breath. When able to do this elementary scissor 
 kick return to water about chest deep, face the shore, take a deep 
 breath as described, and with head face down between the 
 extended arms give a strong push from the bottom or side of 
 pool. As the body glides foward, start the kicking or scissor 
 
i6o 
 
 HANDBOOK FOR COMRADES 
 
 movements of the feet and legs. Keep this up until necessary 
 to breathe, then regain the balance as described. Do not reach 
 or push down with the hands, for a body in the water will 
 always follow the direction of the hands and arms and instead 
 of regaining one’s balance the body will sink head first. If the 
 water is clear and the eyes kept open the beginner will realize 
 with joy that he is know making headway under his own power. 
 He is swimming, for swimming is the ability to move in the water 
 in a definite direction. 
 
 Arm Movements 
 
 Now for the arm or paddling movements. In water about 
 waist deep (this exercise may also be done as aland drill), stand 
 with feet well braced, one in front of the other, and bend the 
 body at the waist until the chest is about on a level with the 
 surface of the water, the left arm extended front with the palm 
 turned down and the wrist slightly bent, the right arm extended 
 back with the palm turned up. Now with a rolling movement of 
 the body imitate a windmill, keeping the arms the same relative 
 distance apart, one hand gripping and pulling as the other leaves 
 the water. After this movement becomes easy return to water 
 chest deep, take a deep breath, as described, and with head face 
 down between the extended arms give a vigorous push with the 
 feet from the bottom or side of the pool and before the momen¬ 
 tum of the body stops start the windmill movement of the arms. 
 The legs should trail along relaxed—as the body rolls they will 
 unconsciously move slightly up and down in a rudimentary 
 scissor movement. Keep the legs together and the toes pointed 
 back. In this arm movement do not attempt to move the legs. 
 Let them, like a cow’s tail, “trail behind.” Keep the fingers 
 together so that the hand is cupped and resembles the blade 
 of a spoon oar. Be sure that the hand is bent down at the wrist 
 so that the swimmer gets the benefit of the pull as soon as the 
 hand enters the water. As suggested before, it is a good plan 
 to keep the eyes open so as to watch the arms and also the bottom 
 of the pool to see how fast he is moving. Be sure to pull all the 
 time the arm is under water and that it does not leave the water 
 until it reaches the hip. In other words, do not make the stroke 
 choppy. Again remember to take plenty of time and when out 
 
AQUATICS 
 
 161 
 
 of breath regain the balances as described. All that remains 
 now to do is to put together or coordinate the leg and arm move¬ 
 ments and the swimmer will then feel completely confident and 
 from this point on his expertness and happiness will depend upon 
 practice. 
 
 Combined Leg and Arm Movements 
 
 Now to complete the mechanics of swimming and put to¬ 
 gether everything learned about this health-giving, joy-making, 
 character-building sport. After taking a big bite of air, bend 
 the knees and give a good strong push foward and, before the 
 momentum stops, start the leg scissor kick; then after a few 
 kicks begin the windmill movements of the arm. Begin by taking 
 a half-dozen strokes and then add more until able to continue 
 until the breath gives out. As stated before, the swimmer fills 
 his lungs by turning the head sideways and biting off a big 
 chunk of air, exhaling or blowing the air out again through the 
 nose when the head is face down in the water. 
 
 Breathing and Stroke 
 
 Now to combine the breathing with the stroke. When the 
 swimmer feels compelled to breathe, say after about the sixth 
 stroke, as the right arm leaves the water at the end of the stroke 
 force the air out through the nose, then turn the head sideways 
 up and bite off another lungful of air and as the right hand 
 again enters the water turn the face down into the water. Some 
 swimmers find it easier to turn the head to the left. In this 
 case breathe as the left arm leaves the water. After the move¬ 
 ment and breathing become easier, the leg movement should 
 begin at the hip with a snapping action. The legs should not be 
 held stiff but controlled enough to prevent sloppy action. The 
 number of leg drives for each arm stroke depends upon the build 
 of the swimmer. Find the number best suited and stick to 
 that number. 
 
 Artificial Aids 
 
 Now a few words about artificial aids or supports in swimming. 
 Any floating devices, such as belts and pulleys, trolleys, poles, 
 and buoys, except in very rare instances, are unnecessary and 
 
HANDBOOK FOR COMRADES 
 
 162 
 
 very doubtful helps. They serve only to give a false sense of 
 security and actually retard the advance of the learner. Where 
 the coordination is extremely poor, small compact light fabric 
 water wings may be used, but if the suggestions given here are 
 faithfully carried out there will be no need of any artificial sup¬ 
 port. The use of an artificial support shows that there is not the 
 proper confidence. In this system the swimmer will learn to 
 trust the water as a friend. He knows that if the lungs are full 
 of air and his muscles are relaxed he cannot sink and that it is 
 easy and natural to paddle and kick. If he paddles and kicks 
 his body face down through the water, he offers the least resis¬ 
 tance to the water and therefore moves faster than with any 
 other stroke. He is thrilled with the joy of doing. He has gotten 
 self-reliance, health, strength, character; has learned something 
 that may prove to be the means of saving his own or other 
 precious human life; and, finally, he has learned how to teach 
 others to swim—a real service. 
 
 Breast Stroke 
 
 After having learned to swim by the easiest and most natural 
 method the swimmer should give attention to other strokes 
 which have real value, as, for instance, in life saving, when 
 necessary to dive from the surface or swim under water in 
 giving help to a tired swimmer, the breast stroke is very useful. 
 This is a very complicated stroke but can be mastered easily 
 after having learned to feel “at home in the water,” for he can 
 now give all his attention to the movements. Until 1916 this 
 was a very slow, tiresome stroke. It often produced headache 
 and the swimmer could go but a short distance before getting 
 winded and tired. The headache was largely due to having to 
 hold the head back on the shoulders at an unnatural angle in an 
 attempt to keep water from splashing into the mouth. This 
 unnatural position interferes with the proper circulation of the 
 blood in the neck and head and causes congestion. By adding a 
 long glide at the end of the stroke, with the arms and legs ex¬ 
 tended and the face submerged, a much easier and faster stroke 
 has resulted. It is well in learning the breast stroke to prac¬ 
 tice it first as a land drill, so that on entering the water the 
 
AQUATICS 163 
 
 movements will be mechanical and allow the swimmer to give 
 his whole attention to proper breathing, etc. 
 
 Breast Stroke—Leg Movement 
 
 Standing Position 
 
 1. Raise the left knee, directing it sideways, the heel of the 
 left foot touching the inside of the right knee, toes pointing 
 downward. 
 
 2. Straighten and lower the left leg by a backward, downward 
 movement until the big toe of the left foot touches the floor 
 about one pace to the left side. 
 
 3. Draw the foot with a snap toward the right foot. Do 
 these three movements several times until they become natural 
 and easy. 
 
 Breast Stroke—Arm Movement 
 
 Standing Position 
 
 In this the position of the hands is important. Hold the 
 fingers close together, thumb against the first fingers, extended 
 straight, the palm of the hand slightly cupped. With the hands 
 in this position extend the arms in front as far as it is possible to 
 reach. 
 
 1. Turn the backs of the hands together with the elbows 
 straight; sweep the arms back until they are a little beyond a 
 straight line across the shoulder. 
 
 2. Bend the arms and bring them edgewise to the front of 
 the chest so that the middle fingers meet, palm down, at a point 
 midway between the chin and breast, elbows close to side ribs. 
 
 3. Shoot the hands foward to position. 
 
 Breast Stroke—Combined Leg and Arm Movement 
 
 Standing Position 
 
 Start with the feet together and the arms extended front. 
 
 1. Sweep arms back until slightly beyond a line across the 
 shoulders and raise the left or right knee until the heel of the 
 raised foot touches inside of the opposite knee. 
 
 2. Bend arms, hands to chest, straighten and lower raised 
 leg to floor, one pace to the side. 
 
HANDBOOK FOR COMRADES 
 
 164 
 
 3. Shoot hands foward, palms down to position in front and 
 snap extended leg toward other foot. Do this until leg and arms 
 work together smoothly. 
 
 These movements may also be practiced lying across a bench, 
 stool, or chair—the arm movements as above described, the leg 
 and combined movements as follows: 
 
 Leg Movements 
 
 Lie face down across the bench, legs straight. 
 
 1. Draw up both legs, spread the knees and bring the feet 
 together, big toes touching. 
 
 2. Extend both legs sideward and out wide apart. 
 
 3. Snap the legs and thighs together to starting position. 
 
 Combined Leg and Arm Movement 
 
 Lie across bench with legs and arms extended, feet together, 
 palms down. 
 
 1. Turn hands back to back and sweep arms back to slightly 
 beyond a line through shoulders, at the same time drawing up 
 the legs with knees spread and feet together. 
 
 2. Bring hands to chest and extend legs sideward, out, and 
 wide apart. 
 
 3. Shoot hands to position in front, palms down, and snap 
 legs together, finishing the stroke. 
 
 Breast Stroke in the Water 
 
 After the swimmer has learned the movements of the breast 
 stroke, enter the water breast deep. Take a deep breath through 
 the mouth, bend the knees, give a vigorous push off, face down 
 so that the water is just below the eyes, body floating with legs 
 and arms extended. Before the momentum stops sweep the 
 arms back to just beyond the shoulders and draw the legs up, 
 knees spread, feet together. Then as the hands are brought to 
 the chest, extend and spread the legs wide apart. The stroke is 
 finished by shooting the hands ahead and whipping the legs to¬ 
 gether with a snap. At this point the body relaxed glides for¬ 
 ward, the air being blown out through the nose. When ready 
 for the next stroke, raise the head foward, bite off a chunk of 
 air, lower the head, and repeat movements as above. If desired, 
 this stroke may be executed without having the face in the water, 
 
AQUATICS 
 
 165 
 
 but because of the neck strain the swimmer is likely to tire 
 much more quickly. 
 
 Back Stroke 
 
 There are several kinds of back strokes and the swimmer 
 should know how to do each of them. This stroke is not only 
 essential in life saving but is useful in getting out of weeds and 
 eel grass; also, when tired, a change to the back stroke will 
 quickly rest the swimmer. This stroke can be learned as a land 
 drill. 
 
 Underarm Back Stroke—Land Drill 
 Underarm Back Stroke—Leg Movement 
 Lie on back on the floor or on a long bench. 
 
 1. Draw up legs, knees spread, feet together. 
 
 2. Extend and spread the legs wide apart. 
 
 3. Whip or squeeze the legs together with a snap. 
 
 Underarm Back Stroke 
 
 Arm Movement 
 
 Start with the hands at sides of thighs, palms in. 
 
 1. Draw arms up, elbows close to ribs, hands on chest. 
 
 2. Extend the arms wide apart. 
 
 3. Sweep the arms, elbows straight down to the thighs as in 
 the starting position. 
 
 Combined Leg and Arm Movements 
 
 1. Draw legs up, knees spread, feet together. At the same 
 time raise the arms, elbows to ribs, hands to chest. 
 
 2. Extend and spread the legs wide apart and shoot arms out 
 sideways on a line with the shoulders, thumbs up. 
 
 3. Whip the legs together and sweep the arms, elbows straight, 
 down against the thighs. 
 
 Underarm Back Stroke in the Water 
 
 In water breast deep, bend the knees and with head held back 
 and arms loosely held, take a deep breath and give a vigorous 
 push slightly up and back. Allow the body to float for a moment 
 on the back, then do the movements as described under the land 
 drill combined leg and arm movements. Exhale through the 
 nose at the end of the stroke. Inhale through the mouth as the 
 
HANDBOOK FOR COMRADES 
 
 166 
 
 stroke begins. It is a good plan to practice swimming with dif¬ 
 ferent leg and arm combinations. For making rescues this stroke 
 is indispensable. For speed and long distance events the back 
 crawl and back double overarm strokes are used. 
 
 Treading Water 
 
 Very often in making rescues it is necessary to use both hands 
 in turning the person on his back. To do this allow the feet to 
 sink until the body is upright, then with a loose knee action 
 move the feet and legs as if riding a bicycle. This will be found 
 to be a very useful stunt. 
 
 Sculling 
 
 Sculling is moving forward or backward, face down or on the 
 back, using a wrist, forearm, and shoulder movement only. 
 
 Head First on Back 
 
 To scull head first, on the back, drop the head slightly back, 
 with the hands and arms at the sides, hands bent up at the wrist. 
 
 Work the hands with a short side-to-side sweep and push, 
 much as a Venetian gondolier or a dory fisherman uses his 
 single oar. 
 
 Feet First on Back 
 
 Same position, except that the hands 
 wrist and pulling with the side-to-side 
 pushing. 
 
 Feet First on Face 
 
 With arms extended, elbows straight, hands bent up at the 
 wrist, wave hands from side to side, and push as described in 
 “Head First on Back.” 
 
 Diving 
 
 Swimming without knowing how to dive is like eating griddle 
 cakes without syrup. 
 
 Really to enjoy the water and be thoroughly equipped for life 
 saving every boy should be able at least to do the simple dives. 
 At Futtepore, India, the Hindu boys jump from the old temple 
 ruins, sometimes as high as eighty feet, into a deep well. The 
 
 are bent down at the 
 movement instead of 
 
AQUATICS 
 
 167 
 
 jump is made feet first, right hand holding the nose, the left 
 hand held close to the body. 
 
 Diving was introduced into England by the Swedes and was 
 used only in a business way. They, like the Hindus, were skilful 
 in high diving. The pearl divers of the Persian Gulf and around 
 Ceylon can go to great depths, but the Americans were the first 
 to take the honors in fancy diving. 
 
 The things needed in good diving are confidence, coordination 
 or body-control, balance, the ability to think and act quickly, 
 and patience. Many make the mistake of attempting the hard 
 dives before learning the simple front or forward dive. As shown 
 elsewhere, “Old Man Fear” must first be “licked to a finish.” This 
 can be done in the following manner: 
 
 First, jump feet foremost from the edge 
 of the pool. After one or two trials, have 
 the pupil crouch with knees bent, hands 
 extended, thumbs locked and, with the 
 head kept between the arms, fall forward 
 into the water. Repeat this exercise with 
 a springing movement of the legs, the body 
 entering the water at an angle of about 
 forty-five degrees. The tendency, for the 
 beginner, is to lift the head and straighten 
 the body as it nears the water, executing 
 what is technically known as a “belly-whop¬ 
 per.” This can be overcome by inclining the 
 
 head forward between the extended arms. 
 
 ✓ 
 
 Arthur McAleen, of the N. Y. A. C., a title holder and au¬ 
 thority on diving, says: “In every dive, plain or fancy, straight 
 or twisting, the head is the controlling factor, for its weight and 
 position give it the power to direct the entire body while in 
 flight. Not only may the angle of ascent or descent be altered 
 by moving it up or down, right or left, but a vigorous motion is 
 almost sufficient in itself to enable the diver to perform any 
 desired stunt in mid-air, be it somersault or a twist. This 
 should be remembered for it really is the secret of success in 
 fancy diving.” 
 
 After the beginner has developed sufficient confidence to dive 
 from the water’s edge, he may then be instructed to practice 
 
HANDBOOK FOR COMRADES 
 
 168 
 
 the plain front or forward dive from a height. To execute the 
 front or forward dive properly, take the following position at 
 the edge of the diving board or take-off : head up, chin in, chest 
 out, hips back, feet together, toes just over and gripping the 
 end of the board. Place hands on thighs just below the hips, 
 raise high on toes, balance the body momentarily in this position, 
 then slightly bend the knees and leap or spring up and out with 
 head up and back arched, showing a slightly concaved line from 
 the back of the head to the heels of the feet, the legs straight, 
 feet extended, and toes pointed back. As the body begins to 
 fall, the head is dropped, the arms are extended and, with fingers 
 closed and thumbs locked, the body assumes very nearly a 
 straight line and enters, or should enter, the water at an angle of 
 about ninety degrees. The mistakes usually made are keeping 
 the head up and landing flat on the chest or bending the head 
 too quickly, which results in throwing the body over and striking 
 the water with the back of the thighs or legs. The standing dive 
 should be mastered before attempting the running forward or 
 front dive. The running front dive is required in competition. 
 The position of the hands and head is important in determining 
 the depth of the dive. The head bent forward on the chest 
 
 and hands bent sharply downward at the 
 Cj* wrist will cause the body to descend. The 
 raising of the head and hands sends the 
 body to the surface. 
 
 The “run” should be a short one—three 
 or four steps—alighting with all possible 
 force with both feet on the extreme end of 
 the board. In the running forward spring 
 backward dive (“salmon,” “comeback,” 
 “Dutchman”) the take-off is made from 
 one foot. 
 
 The various forward combination dives, known as the “swan,” 
 “swallow,” “butterfly,” etc., are now classed as plain forward 
 dives. The development of the backward dive is the same as the 
 forward. First, stand on the take-off with the back to the water 
 and jump off backward, feet foremost, into the water. Next, 
 take the fundamental position as described in the forward dive, 
 but with the hands extended overhead, palms front, thumbs 
 
AQUATICS 
 
 169 
 
 4 
 
 locked, and back toward the water. Bend backward as though 
 trying to touch the water; allow the knees to bend, keeping the 
 head held back and between the arms, and push off. After a few 
 trials, again take the position with hands below thighs and, with 
 a quick up-heaving movement of the arms, head, and chest, 
 leap or spring up and out and, as the body falls, bring hands 
 together thumbs locked, the body entering the water in as 
 straight a line as possible. 
 
 The remaining two dives, which complete the standard dives, 
 are known as the “jackknives”—so named because while the 
 body is in the air bent forward, with feet and hands touching, 
 the legs are brought back into a line with the body, imitating 
 closely the sudden opening of a knife blade. 
 
 Front jackknife Back jackknife 
 
 The forward or front jackknife dive may be executed either 
 standing or with a run. A preliminary exercise of bending for¬ 
 ward, touching the toes, and then suddenly bringing the body 
 into an erect position, hands overhead, is an excellent one and 
 should be practiced before attempting the dive. 
 
 Assume the fundamental position, then bend the knees 
 slightly, leap up and out, but be careful not to land more than 
 six feet from the end of the springboard as this is the distance 
 
HANDBOOK FOR COMRADES 
 
 170 
 
 within which the body must enter the water. When the body 
 in its upward spring reaches its highest point, it must bend 
 quickly at the hips, touching toes, and, as it descends, the legs 
 are snapped back and upward, feet together and toes pointed 
 as in all head foremost dives. The head should be held between 
 the extended arms, hands and fingers extended and thumbs 
 locked, the falling body presenting the least resistance possible 
 to the water. The speed acquired in the running front or for¬ 
 ward jackknife is quite apt to take the diver beyond the six- 
 foot limit; therefore the emphasis should be placed, not so much 
 upon the run, as upon the jump down upon the board for the 
 upward spring. The backward jackknife is the most difficult of 
 the standard or set dives. Begin by taking the position as in the 
 back dive, then jump backward, feet foremost. After a trial or 
 two the pupil, in position with arms extended to the front 
 horizontal, palms down, and thumbs locked, should spring up 
 and far enough back to clear the board in the descent. The rest 
 of the dive is the same as the forward jackknife. 
 
 LIFE SAVING 
 
 Having learned to swim by this method any boy is now able 
 to do four things. First, he is able to help people who are drown¬ 
 ing, and can save his own life. Second, he can develop a strong, 
 clean, supple body. Third, he can have more real fun and rec¬ 
 reation than the fellow who cannot swim. But best of all he 
 can prevent drowning accidents and make others happy by 
 teaching the “other fellow” to swim. 
 
 Now to learn the easiest, quickest, and best way to help 
 anyone in danger in the water. 
 
 The Approach 
 
 As in learning to swim, confidence is the key to success. 
 
 If possible to slip off coat, pants, and shoes, do so. If not, as 
 in the case of a person falling from steamer or boat, the rescuer, 
 in order to be close to the victim, will save time by jumping in 
 immediately and taking off his clothes while in the water. If 
 the coat sticks, button tightly. Do not take off coat if wearing 
 suspenders and no vest. The suspenders will cause trouble by 
 sliding down. 
 
AQUATICS 
 
 171 
 
 If entering the water from the beach, run in knee-deep and 
 then take a long dive and swim with an easy stroke, keeping the 
 drowning person in sight, if possible. Where there are weeds, go 
 slowly in the direction of the stream. If caught in grass, scull 
 out; use hands only. If making the rescue from a height where 
 the depth of the water is unknown, it is best to drop feet first. 
 
 In approaching the drowning person or persons speak quietly 
 but firmly. If more than one is in danger, take the one in great¬ 
 est distress. The object is to get the drowning person in some 
 position for towing. The best position is on the back so that the 
 person cannot grasp the rescuer. The different holds and their 
 breaks, which will be described, should be practiced on land and 
 in the water. 
 
 It is best to get behind the drowning person, but if not pos¬ 
 sible, reach out and grasp the nearest hand—keeping out of his 
 clutches—tread water and pull straight to you, throwing the 
 victim on the back in a floating position. Sometimes it may be 
 necessary to dive under the person so as to grasp him from the 
 rear. If an attempt is made to grasp the rescuer, stay away— 
 let him fight the water. 
 
 Wrist Hold 
 
 If grasped by a drowning person, the grip most likely to be 
 taken is the hold on the rescuer’s wrists, thumbs up. This is 
 easy to break by suddenly raising the arms, elbows out, then 
 
172 
 
 HANDBOOK FOR COMRADES 
 
 quickly thrust hands in, down, and out (Fig. 2). The pressure 
 against the drowning person’s thumbs breaks the hold. In break¬ 
 ing away immediately grasp the person’s wrist and turn him 
 around on the back ready to tow. Do this in all breaks. 
 
 Neck Hold, Both Arms Front 
 
 Place right hand against person’s right lower jaw and nose, 
 left hand under his right elbow (Fig. 3). With a quick push 
 against face, lift under elbow, and turn him on his back ready 
 to carry; or, if necessary, raise elbows, hands down, fists closed, 
 with thumbs straight and held stiff against close-clenched index 
 finger, and jab thumbs down against person’s lower ribs. 
 
AQUATICS 
 
 173 
 
 Strangle Hold, Rear 
 
 Raise arms crossed, right over left. With right hand grasp 
 person’s right little finger. With left hand grab person’s left 
 little finger. With a quick jerk and bump back with buttocks 
 pull person’s arms wide apart and get behind and carry (Fig. 4). 
 
 Shoulder Hold, Front 
 
 Throw arms, elbows straight, sideways up and overhead, at 
 the same time that you sink down, grasp right arm and get behind 
 him, swim on back and carry him in floating position by two- 
 hand hold. 
 
 Shoulder Hold, Rear 
 
 Throw arms sideways up overhead, duck, grab person, and 
 swim as above. It is well to note that the thumb counter, i. e ., 
 jabbing stiff thumbs against lower ribs, is very effective. Be 
 careful in practice. Always follow a release by towing. 
 
 Towing a Person 
 
 Towing a person, of course, is not so dangerous as having to 
 break the holds. One of the very easy methods is to grasp the 
 person by the hair or clothing with one hand, towing him on the 
 back, with one arm and kick for propulsion. 
 
 Head Carry 
 
 After a person is turned on back, tow by placing the hands 
 over his ears, fingers extended down along the lower jaw, the 
 head tilted slightly back (Fig. 5). Keep the water out of the 
 ears—it helps to restore confidence. 
 
 Fig. 5 . Head Carry 
 
174 
 
 HANDBOOK FOR COMRADES 
 
 Underarm Carry 
 
 When on back place the heels of the hands alongside the body 
 in the armpits, the fingers extended (Fig. 6). 
 
 Fig. 6. Underarm Carry 
 
 Sidearm Carry 
 
 Turn drowning person on the back, by placing right hand on 
 his right shoulder; left hand under his left arm to turn. Throw 
 his left arm up, over, and across rescuer’s left and extend right 
 arm ready for the stroke, the drowning person being well up on 
 the left hip of the rescuer (Fig. 7). 
 
 Fig. 7 
 
 Arm Carry 
 
 • 
 
 Rescuer slides left arm under subject’s right arm, grasping 
 arm at the biceps (upper arm), and pushes subject along on his 
 back, lifted into floating position by rescuer’s elbow under hip. 
 
AQUATICS 
 
 175 
 
 How to Help a Tired Swimmer 
 
 If swimming with a friend or near a person who gets tired, the 
 tired person should be told to turn on his back and place his 
 hands, arms extended, on the rescuer’s shoulders, who swims 
 forward, using the breast stroke. It is possible to carry or push 
 a person a long distance in this manner, provided the rescuer 
 swims easily and does not try to hurry (Fig. 8). Another way is 
 the side-stroke assist or carry. The person to be helped should 
 be behind the rescuer with one hand on his upper shoulder. 
 The one helped can assist by using his free arms and legs. Never 
 do this if the tired one is panicky. 
 
 When a Boat Capsizes 
 
 If there are a number of persons in the boat, don’t attempt to 
 swim ashore with any except those who have gone down. Direct 
 or help others to side of boat. Tell them they are in no danger 
 and to hold on. Dive for person who went under. If he is un¬ 
 conscious when brought to surface, take him to shore and, if 
 others are present to perform first aid, give directions for Schafer 
 method. Return, and if the boat is not too large, grab painter 
 or rope and tow boat, with persons hanging on, to shore. This 
 is not as difficult as it sounds. If the boat is too large it is better 
 to use anything that may be floating near by, such as an oar or 
 a plank. 
 
 Recovering a Body from the Bottom 
 
 When a body has recently sunk to the bottom, its location 
 may be known by the air bubbles which will appear on the sur- 
 
176 
 
 HANDBOOK FOR COMRADES 
 
 face. In still water the bubbles come straight up. In running 
 water they will be slanting in the direction of the current, so 
 that the body will be found higher up the stream than where the 
 bubbles appear. Grasp the body by the hair at back of the head, 
 slack of coat or shirt at the shoulders, or by the armpit. After 
 securing the body, give a vigorous push and swim upwards with 
 a back stroke, and when near surface, change grip to ordinary 
 rescue hold, as described. 
 
 To Go to Bottom 
 
 Start to swim in a forward motion on the surface, tuck in the 
 chin, throw the legs out of water for weight, and with eyes wide 
 open, take choppy breast strokes to the bottom. Your diving 
 rudder is your head. Keep the hands well advanced to prevent 
 collision with obstructions or bumping into the mud or rocks. 
 
 Resuscitation 
 
 Death by drowning is due to suffocation and shock, not by 
 water entering the lungs. After opening the bodies of many 
 drowned persons, doctors have seldom found more than a tea¬ 
 spoonful of water in the lungs of each body. The water com¬ 
 monly supposed to come from the lungs really comes from the 
 stomach. 
 
 It was not until 1804 that people became interested in life 
 saving. Before that time it was a crime to take an unconscious 
 person out of the water. Up to 1858 many foolish and really 
 cruel methods of resuscitation were used, among them being the 
 blowing of smoke into the intestines to make the body warm. 
 Cutting a blood vessel and letting the blood escape was another. 
 Blowing air into the lungs with a hand bellows was also prac¬ 
 ticed. Dr. Hall, in 1858, originated a system which was used 
 until several years later. During the Civil War Dr. Sylvester’s 
 method was declared a better one, but in recent years this has 
 given way to the Schafer, or “face down method.” This is the 
 method recommended and which will be described (Fig. 9). 
 
 The next thing to do after getting the person to shore and 
 stopping any arterial bleeding, is to send or telephone for a 
 doctor, briefly describing the accident. If others are present 
 
AQUATICS 177 
 
 have them do this. If alone and not near a telephone, go ahead 
 quickly as follows: 
 
 After getting the unconscious person ashore on a flat surface, 
 lay him face downward, arms extended above the shoulder level. 
 Using the forefinger, clean any sand, dirt, grass, or mucus from 
 the person’s mouth. Pull the tongue forward. In this position 
 fluids will drain from the mouth. 
 
 Artificial Breathing 
 
 If on a shelving beach, remember to lay the person with head 
 toward the water. Place flat on chest. If coat, towel, or any¬ 
 thing which will serve as a roll is handy, place just below the 
 chest. Turn the person’s head to the left, resting on back of 
 right hand, face and hand pointing in the same direction. The 
 person’s left arm is extended above the shoulder level. 
 
 Be sure that the tongue is forward and then kneel astride the 
 person so that the knees will be at his hips. Place the hands on 
 the person’s back, the thumbs held against index fingers. With 
 the fingers pointing down over the lower ribs, lean forward and 
 steadily press downwards, as you slowly say “Out goes the water.” 
 Then suddenly release the pressure without taking the hands 
 wholly from the body, and rest as you say, “In comes the air” 
 Repeat this forward and backward movement twelve times a 
 minute, until natural breathing is restored. This may take an 
 hour or more, but don’t give up. Keep at it. Persons have 
 been brought back to consciousness after four hours of hard 
 work on the part of the rescuer. Remember that apparently 
 drowned persons who have been under water five or ten minutes 
 
i 7 8 
 
 HANDBOOK FOR COMRADES 
 
 have been resuscitated after the use of this method. So don’t 
 get discouraged. Don’t give up. To discover signs of returning 
 consciousness lift eyelids. If the dark spot (pupil) in the eye 
 gets smaller when exposed to the light there is still life in the body. 
 
 Keep up the respiration movements until the person begins to 
 breathe. The legs and arms should be rubbed briskly toward 
 the heart. This will help restore the circulation. Cover well 
 with blankets, placing well-protected hot bottles, bricks, or 
 water bags at the feet, pit of stomach, and under the armpits. 
 
 Give hot drinks after person begins to breathe and not until 
 then. 
 
 Give no whiskey or alcoholic stimulant except when ordered 
 to do so by a doctor. 
 
 Give the person plenty of air and quiet, and the recovery will 
 . be rapid. 
 
SECTION 2 
 
 Young Men’s Christian Association, A. L. N. A. 
 National Swimming RecordSj 1919 
 
 
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CHAPTER XI 
 
 CAMP LIFE AND RECREATION 
 H. W. Gibson 
 
 Section i. 
 Section 2. 
 Section 3. 
 Section 4. 
 Section 5. 
 Section 6. 
 
 Camping and Campcraft for Boys 
 Kinds of Fire and Their Uses 
 The Sheltering Lean-To 
 What and How to Cook 
 Hikes and Mountain Climbing 
 Knots that Every Boy Should Know 
 
 SECTION 1 
 
 Camping and Campcraft for Boys 
 
 Just as soon as the green begins to creep back into the grass 
 and the buds start to swell, threshing in the blood of a boy also 
 begins to assert itself by a kind of restlessness and a longing for 
 freedom, a desire to get out in the open where the fresh breezes 
 blow, where the air is pure, where there is room and range to 
 stretch, and where he will have relief from the stuffiness of man¬ 
 made houses. Naturally, the first person to whom he expresses 
 this feeling is his friend and leader. “Let’s go camping,” says 
 Boy. “All right, let’s,” replies Man. Then follow hours and days 
 of indescribable delight in planning and of anticipation. “Where 
 shall we go?” is a question more easily asked then answered. 
 Whether the camping trip is for only a week-end or of longer 
 duration, these several things must be carefully considered: the 
 choice of a site where pure water for drinking and swimming is 
 
CAMP LIFE AND RECREATION 185 
 
 abundant, where wood and food are easily obtainable, and where 
 there are safe sanitary conditions. 
 
 Typhoid is an enemy often found lurking in most attractive 
 looking waters. Not every stream that sparkles is pure. Keep 
 an eye upon the drainage. Make sure that the stream of water 
 or pond is far away from all possible pollution from barnyard and 
 village drainage. Brackish and still pools of water are prolific 
 breeding-places of mosquitoes. Always boil the drinking water, 
 if there is the slightest shadow of a doubt. There is as much need 
 of “safety first” in the matter of drinking water as there is in 
 crossing a city street or a railroad track. Both have “killing” 
 possibilities. War fevers do more damage than bullets. Indians 
 and experienced campers always find pure water and then camp, 
 the “plebes” always camp and then hunt for water. Avoid drink¬ 
 ing water rapidly when hot and tired. Drink sparingly and 
 slowly. Insist upon each camper’s using his own drinking cup, 
 which should be either the collapsible type or the regular camp 
 variety of white enamel, about four inches in diameter. 
 
 “A swimmin’ hole” is a necessity as well as a joy, for a camp 
 without swimming facilities would prove a failure. Have it 
 definitely understood, however, that no member of the party is 
 to go into the water except at the stated time and place. This 
 should be a rule as unchangeable as the rules of the Medes and 
 Persians. Always swim before eating and never after eating, 
 unless at least from three to five hours have elapsed. A good 
 time for swimming is around eleven or twelve o’clock in the 
 morning. A good swimmer should patrol the shore and have 
 oversight of the swimmers during the swimming period. Too 
 much swimming, especially in fresh water, accounts for the list¬ 
 lessness and inactivity of many campers. The body gives off 
 heat every minute it is in cool water, and also when exposed wet 
 to the breezes; and heat is life. From twenty to thirty minutes 
 is sufficient time for a fresh-water swim. A dip on rising in the 
 morning will freshen and invigorate, but make sure that it is a 
 dip and not a swim, as the body is not in condition to meet the 
 exertion demanded in swimming. A good rub down with a bath 
 towel will put every boy in the pink of condition and forestall 
 “grouchiness.” 
 
i86 
 
 HANDBOOK FOR COMRADES 
 
 In pitching your tents always select high ground where there is 
 natural drainage, so that there will be no need of ditching. If 
 the camp is to be for two weeks or longer, use wall tents, 12 x 14 
 feet, for sleeping purposes. A tent of this size will accom¬ 
 modate from six to eight persons. For overnight or 
 week-end camps use the “dog” tents or make shacks. 
 A good description of how to make shacks is given in the 
 handbook of the Boy Scouts. In sleeping upon the 
 ground dig a “hip hole,” a trench about midway of the 
 bed, spread the rubber poncho upon the ground so that 
 the “hip hole” is in the right place, lie down with a blanket 
 spread over you, roll on your right side and tuck blanket 
 under you, then roll over on your left side and tuck re¬ 
 maining part of the blanket under you, then raise your 
 feet and tuck the bottom of blanket under your feet. 
 Another way is to make a sleeping-bag by folding the 
 blanket lengthwise and pinning the side and bottom with 
 big blanket safety-pins, then crawl inside for a good nine 
 hours’ sleep. Always put a rubber poncho or oilcloth or 
 paper on the ground to prevent suffering from dampness. A 
 thatched bed of pine or balsam is both fragrant and restful. 
 When sleeping on a canvas cot or bunk, be sure you have as many 
 blankets under as over you. A common mistake of campers is 
 the “piling” on of blankets to keep warm. Sleep is Nature’s 
 greatest restorer, and “rough house” at night should have no place 
 in a camp. 
 
 Sanitation must be insisted upon. Garbage should be buried 
 or burned, including tin cans, for there is always a small amount 
 of food remaining in the can which will attract flies. Carelessness 
 will cause disagreeable as well as- dangerous results. Latrines or 
 toilets should be established far enough away from the camp and 
 where the drainage is safe, and yet within easy reach. Prohibit 
 the pollution of the surface of the ground. Chloride of lime or a 
 solution of Sulpha-Napthol should be used frequently about the 
 toilets, or the excreta covered over with earth. This is the old 
 Mosaic rule laid down in Deuteronomy 23:12-14. 
 
 All food must be protected from flies and exposure to the heat 
 and sun. Dishes and pots and pans should be kept scrupulously 
 clean. Wood ashes or sand soap will do the work when aided by 
 
 Reveille 
 
CAMP LIFE AND RECREATION 
 
 187 
 
 a generous supply of muscle. Cleanliness first, last, and always, 
 should be insisted upon if health is to be conserved. Have a place 
 for everything and keep everything in its place. Every camper 
 should be assigned a job if the camp is to be cheerful and happy. 
 Shirks and drones always breed discontent. 
 
 If the department of the boys’ interior is 
 to be in a state of peace and not engaged in 
 rebellion or revolution, it will depend almost 
 entirely upon the “eats.” Stomach rebellion 
 is caused by badly cooked food and irra¬ 
 tionally balanced meals. Make out the 
 menu before starting for camp and have each 
 meal carefully balanced, so that the proper 
 quantity and division of proteids, fats, and 
 carbo-hydrates necessary for his growth and health is given 
 each boy. This is not “high-brow” advice but common sense, 
 and in the interest of giving boys a physical square deal. Every 
 camp director should secure from the U. S. Department of Agri¬ 
 culture the Farmers’ Bulletin No. 142, “Principles of Nutri¬ 
 tion and Nutritive Value of Food.” Also from the American 
 School of Home Economics, 505 West 69th Street, Chicago, Ill., 
 Bulletin No. 36, “Food Values” (10c) and No. 34, “Five Cent 
 Meals.” A very good book is “Camp Cookery” by Horace 
 Kephart. 
 
 It is much better to secure a professional cook if the camp is 
 conducted for two weeks or longer. For overnight hikes or 
 week-end camps, meals can be prepared by the boys. 
 
 Discipline, tempered with friendliness, is the medium through 
 which every camper is assured of a square deal. Justice is a 
 quality easily recognized by a boy in a Leader. Have no favor¬ 
 ites. Encourage boys to measure up to their best. Make it hard 
 to do wrong and easy to do right. Self-discipline and self-govern¬ 
 ment must have paternal oversight, if the benefits of democracy 
 are to be safeguarded from the intoxication of full freedom. Hear 
 both sides of every question and of wrongdoing before taking 
 decisive action. A boy when asked why he liked his Leader 
 replied, “Because he makes me do things.” He admired this kind 
 of service-inspiring leadership. 
 
 
188 
 
 HANDBOOK FOR COMRADES 
 
 A camp will best fulfil its purpose when there is a definitely 
 planned daily program, something like the following “order of 
 the day”: 
 
 A. M. 
 
 6:30 Reveille, 
 
 Flag raising 
 
 6:40 Setting up or pajama drill 
 6:50 Dip (5 minutes) 
 
 7:15 Breakfast, followed by the an¬ 
 nouncements and prayers 
 Morning devoted to camp duties, 
 games, instruction, etc. 
 
 11 :oo Swimming period 
 11:45 Inspection 
 12:00 Dinner 
 
 P. M. 
 
 1:00 “Siesta” 
 
 2:00 Games and afternoon sports 
 5 -.45 Colors or lowering the flag 
 6:00 Supper 
 
 Evening given over to a camp fire, 
 entertainments, story telling, etc. 
 
 9:00 Taps. A good nine-hour sleep 
 
 A well ordered day usually means a happy day. 
 
 “What shall we take?” Well, that depends upon the initiative, 
 resourcefulness, and grit of each camper. The usual tendency 
 is toward taking too many unnecessary things. 
 The list of cooking utensils should include a 
 good-sized frying pan, a good griddle for making 
 “pancakes,” a small-sized washboiler for hot water 
 and in which to cook soup, two round boilers for 
 cocoa and vegetables, two water pails, a dipper, 
 two big stirring spoons, one long-handled fork, 
 two pancake turners, a good can opener and 
 cork screw, one bread knife and a good carving 
 knife, one big dish pan, one eight-quart milk can, two paring 
 knives, two dish towels, four drying towels, salt and pepper 
 shakers, white enamel (Swedish make) plates, cups, saucers, 
 
CAMP LIFE AND RECREATION 
 
 189 
 
 serving dishes, butter dish, cheap knives, forks (four pronged), 
 spoons. Do not forget safety matches. Individual taste and needs 
 will determine what else to add to this list. 
 
 The personal outfit should consist of a strong khaki suit like 
 the Boy Scout suit with an extra pair of “shorts,” a change of 
 underwear, flannel shirts, extra stockings, sweater, poncho, two 
 army weight blankets, bathing suit, comb and brush, tooth brush 
 and powder, soap in aluminum box, pencil, paper, envelopes, 
 stamps, needles and thread, pins including safety pins, handker¬ 
 chiefs, pocket knife, Bible, and a good disposition. 
 
 Take enough time each day for the development of the soul 
 or spiritual life. Nature is devout and under such environment 
 boys readily respond to the appeal as well as the challenge of the 
 Christian life. Twenty minutes after breakfast or supper spent . 
 in discussing personal problems, Christian standards, and meth¬ 
 ods of service are golden minutes in man-making. Two booklets, 
 “Bible Studies for Boys’ Camp” and “Five Minutes a Day” 
 (Association Press) will be found full of suggestions for discus¬ 
 sion. “Some Outdoor Prayers,” by George A. Miller is a little 
 book, but big with helpful thoughts. 
 
 A book like “Camp and Outing Activities” by Cheley and 
 Baker, published by Association Press, will be found of value in 
 planning the “doings” of the camp. “Camping for Boys” is 
 another book which camp leaders have found suggestive and 
 helpful. Best of all, however, is to make a scrapbook of your 
 own. In this paste all articles found in magazines, newspapers, 
 and books on the subject of camping, arranging them in topical 
 order so that in planning for a meal you will be able to turn to the 
 pages on “Food” and find the thing desired. Other topics such 
 as “Games,” “Stunts,” “Swimming,” “Nature Study,” and “Sani¬ 
 tation” will suggest valuable camping hints. 
 
 No method of bringing boys close to their Leader has yet 
 been devised equal to camping. There is a kind of “togetherness” 
 in living in the open that is not obtainable in man-made houses. 
 A week or week-end spent by Leader and boys in this fashion will 
 cement friendships, open up confidences, reveal spiritual longings, 
 and make virile character. For, after all, the real objective of 
 camping is to bring God, through His wonderful works in a very 
 real way and in a natural manner to the boy. Virile Christian 
 
HANDBOOK FOR COMRADES 
 
 190 
 
 character is made through the camping process in a way known 
 only to those who have tried it out. 
 
 Note 
 
 For more extensive treatment of this material, see books listed 
 on page 318. 
 
 SECTION 2 
 
 Kinds of Fire and Their Uses 
 
 One of the important things about camping is a campfire. 
 There are two kinds of campfires, the “warming up” fire, and the 
 “cooking” fire. Of course there are others, such as the “smudge” 
 to drive away mosquitoes, and the “friendship”—the kind you 
 just like to sit around and talk or silently watch the flames shape 
 themselves into fantastic forms. The most useful since man dis¬ 
 covered fire is the cooking fire—flames for the pot and coal for 
 the pan. 
 
 Select a sheltered and safe place to build your cooking fire, 
 where no wind can blow it out or into the surrounding dry brush, 
 ascertain the direction of the wind, and then build your fire so 
 that the smoke will not blow into your face when you are doing 
 the cooking. Next in importance is the wood. Certain kinds of 
 wood, such as hickory, oak, beech, birch, hard maple, ash, elm, 
 locust, longleaf pine, and cherry, have fairly high heat values, 
 and laboratory tests show that one cord of seasoned wood of these 
 species is equal to one ton of good coal. Short leaf maple, hem¬ 
 lock, sycamore, cedar, poplar, Norway pine, cypress, basswood, 
 spruce, and white pine, have a comparatively low heat value. 
 These woods ignite readily and give out a quick hot flame, but 
 one that soon dies down. The principal disadvantage of the 
 resinous pines is their oily black smoke. 
 
 The woodsmen of British Columbia have a wood-chopping 
 trick that keeps nicks out of the axe blade. When chopping the 
 wood, instead of laying it on a block or on the ground where you 
 have a chance to miss and put a nice nick in your axe, just stand 
 it on end, holding it with the left hand at a convenient angle and 
 strike a glancing blow into it, turning the branch till you have 
 
CAMP LIFE AND RECREATION 
 
 191 
 
 gone all the way round. It will then break with a blow from the 
 head of the axe and you have a nice feathery end to catch fire 
 easily (Fig. 1). 
 
 Woodcraft boys make what are called “fuzz-sticks” or “fire¬ 
 lighters,” by taking a dry, resinous stick about an inch thick and 
 shaving it with a good sharp jackknife into thin slivers, which 
 remain on the stick (Fig. 2). Three or four of the “fuzz-sticks” 
 will insure the starting of a fire. 
 
 Gather dry twigs and dead branches and plenty of birch tinder. 
 When the wood has been gathered and prepared, you are ready 
 to begin building the fire. Time is saved by having everything 
 on hand and within reach. Haste always wastes time in making 
 a cooking fire. 
 
 The simplest and handiest all-round cooking fire is that made 
 of two green logs laid parallel on the ground. Level off the top 
 with an axe. Place them a few inches apart, so that a frying pan 
 or coffee pot can rest upon both. Between the logs scrape a 
 trench about six inches deep (Fig. 3). In placing the wood 
 in the trench, pile it in such a way that allows plenty of air 
 space. Place several “fuzz-sticks” first, then dry twigs, and keep 
 adding heavier wood as the fire progresses. When it is blazing 
 well, start your water boiling. For broiling, or frying, or baking, 
 scrape the hot ashes and live coals evenly, and you will have a 
 wonderful fire for such purposes. Never add'more fuel just 
 before putting on your stuff to cook. Avoid too big a fire. 
 Remember that you do not cook with flames, but with hot coals, 
 which give a greater heat and one that is steady. Never use soft 
 wood if you can get hard wood. Soft wood is smoky, covers the 
 food with flaky soot, and produces a ruffled temper. A windbreak 
 or fender will add to the convenience during chilly or windy 
 -weather (Fig. 4). 
 
 A simple camp-fire crane that may be used in connection with 
 any kind of an open fire is shown in Fig. 5. Cut sapling of 
 hard wood about three inches in thickness. Drive sapling 
 firmly into ground. 
 
 A common method of building a cooking fire is to take flat 
 stones and put them together in a sort of fireplace. Grates may 
 also be purchased for outdoor cooking. Toasted bread just 
 reaches the right spot. A useful toaster can be made from flexible 
 
192 
 
 HANDBOOK FOR COMRADES 
 
 Fig. 3 
 
 Fig. 4 
 
 Fig. 5 
 
 Fig. 7 
 
CAMP LIFE AND RECREATION 
 
 193 
 
 withes bent and tied in the shape shown in Fig. 6. Bread 
 will toast better when placed before glowing embers. Turn the 
 bread frequently. 
 
 “Friendship” camp fires are usually built so big that you cannot 
 get near enough to enjoy the friendship of the fire. To waste 
 wood is just as unpatriotic as to waste food. A comfortable, 
 sociable, and economical camp fire is the one used at the Council 
 Circle of the Woodcraft League. It is built square and about 
 two and one half feet high, the bottom stick about three feet 
 long; the rest shorter and smaller. Fuzz-sticks, chips, and small 
 wood to light it can be put either under or on top of the second 
 layer. It should be drawn in toward the top, so as to burn with¬ 
 out falling apart. Use dry, seasoned wood so that a bright blaze 
 is secured and maintained (Fig. 7). 
 
 Making Fire without Matches 1 
 
 There are three distinct ways of building a fire without 
 matches. The simplest, but most difficult, is by the rubbing of 
 two sticks or hand drills together; the second, by use of a bow 
 drill, which is an improvement over the first, in that it gives a 
 more rapid movement and increases the friction; and, third, by 
 the use of flint and steel. Every good camper should be able to 
 accomplish all three, and by all odds the last two. 
 
 Fig. 8 is a good illustration of the simplest sort of fire drill, one 
 used by the Indians of Washington and the Northwest. Follow¬ 
 ing is a description of the set, quoted by special permission from 
 the Smithsonian Report, “Firemaking Apparatus in the United 
 States National Museum,” by Dr. Walter Hough: 
 
 “It consists of a hearth, two drills, and a slow match. The 
 hearth is a rounded piece of cedar wood; opposite the fire-holes 
 
 1 Reprinted by permission from “Camp and Outing Activities,” by F. H. Cheley 
 and G. Cornelius Baker, copyright, 1915, by the International Committee of Young 
 Men’s Christian Associations. 
 
194 
 
 HANDBOOK FOR COMRADES 
 
 it is dressed flat, so as to rest firmly on the ground. There are 
 three fire-holes with wide notches. The drills taper to each end, 
 that is, are larger in the middle (Fig. 8). The powder, a fine 
 brown dust, collects at the junction of the slot and fire-hole, 
 where they form a lip, and there readily ignites. This side of the 
 hearth is semi-decayed. No doubt the slots were cut in that side 
 for the purpose of utilizing this quality. The drills are bulged 
 toward the middle, thereby rendering it possible to give great 
 pressure and at the same time rapid rotation without allowing 
 the hands to slip down too rapidly, a fault in many fire drills. 
 The slow-match is of frayed cedar bark, about a yard long, folded 
 squarely together, and used section by section. Mr. Willoughby 
 says: 
 
 “‘The stick with three cavities was placed upon the ground, 
 the Indian kneeling and placing a knee upon each end. He 
 placed one end of the smaller stick in one of the cavities, and, 
 holding the other end between the palms of his hands, kept up a 
 rapid, half-rotary motion, causing an amount of friction sufficient 
 to produce fire. With this he lighted the end of the braided slow- 
 match of cedar bark. This was often carried for weeks thus 
 ignited and held carefully beneath the blanket to protect it from 
 wind and rain/ 
 
 “Fire is easily produced with this set. It takes but a slight 
 effort to cause a wreath of aromatic smoke to curl up, and the 
 friction easily grinds off a dark powder, which collects between 
 the edges of the slot. When this ignites it drops down the slot 
 in a little pellet, and falls upon the tinder placed below to receive 
 it. Both drill and hearth are eighteen inches long.” 
 
 Fig. 9 shows a second set, reproduced from the same book, 
 and shows the method the Indians used to keep the precious 
 
 
 Fig. o 
 
 Fig. io 
 
CAMP LIFE AND RECREATION 
 
 195 
 
 hearth dry. The entire length is carefully wrapped with a strip 
 of taut buckskin. 
 
 Fig. 10, also from Dr. Hough’s report on “Firemaking Apparatus 
 in the United States National Museum,” shows an interesting 
 feature. The handle by which the hearth is fastened to the 
 Indian’s belt also shows the spliced drill, the hardwood point 
 spliced into a favorite or especially desirable handle. 
 
 Probably when the simple hand drill was used, the grinding of 
 the powder was facilitated by adding a small pinch of fine sand 
 to the bowl of the hearth. 
 
 The next method is that of intensifying the friction by means 
 of using the bow drill. This is the more common method, and is 
 found in general use, from the Indians of Alaska—who use bone 
 instruments, except the hearth, which is usually white pine—to 
 the Indians of South America. The principal law, however, is 
 the same in all; only the material used changes with the locality. 
 See Fig. 11. 
 
 Fig. II 
 
 Ernest Thompson Seton, the master of woodcraft, declares 
 that the best results are obtainable by having the hearth and the 
 drill of the same material. But others are not so agreed. There 
 is one thing certain, however: the wood used must not be too 
 hard nor too soft, but hard enough to make very fine brown 
 grindings, and soft enough to make a sufficient quantity to hold 
 the spark. The tinder and carefully prepared pile of slivers should 
 be ready before the drill is set going. 
 
196 
 
 HANDBOOK FOR COMRADES 
 
 No matter how carefully the process is described, you will 
 never be able to make a fire without practice and personal experi¬ 
 mentation. Study the cuts here reproduced, then adapt what 
 you have to the principle. You are sure to succeed if persist¬ 
 ent. 
 
 Third method, building fire with a flint and steel. Note care¬ 
 fully the implements in Fig. 12. To be successful you will need a 
 select piece of absolutely dry punk wood, the longer the fibers 
 the better, a piece of hard steel fashioned so as to get a good 
 
 Fig. 12 
 
 striking surface without injury to the hand (a large, stout jack¬ 
 knife can be made to work well), a selected piece of flint—it will 
 take much experimenting to find just the right piece, but when 
 found you have a prize. A small tin can may be used for a tinder 
 horn, but the tip end of a cow’s horn is better and safer. Prepare 
 the tinder, place it in the horn, then dash the sparks into it. 
 When a tiny bit of smoke rises, blow carefully into a flame and 
 apply the burning tinder to the twigs previously arranged for the 
 
I 
 
 CAMP LIFE AND RECREATION 197 
 
 fire. Any boy can become expert in this little trick with per¬ 
 sistent effort. If not successful, ask some neighboring old-timer 
 to come in and aid you until you see how it is done. 
 
 SECTION 3 
 The Sheltering Lean-To 
 
 The most common of all shelters is the lean-to. It is easily 
 constructed and when properly thatched is quite rainproof. By 
 studying Fig. 13 any group of boys can erect a shelter that 
 will be a protection and a rendezvous for many pleasant occa- 
 
 Fig. 13 
 
 sions. Select two trees, from six to ten feet apart, with branches 
 about six feet from the ground. If the party is going to remain 
 for several nights or if the place is to be a weekly meeting spot, a 
 double shelter as shown in Fig. 14 should be erected. This will 
 accommodate a good sized group and with a “friendship fire” in 
 the center will gratify the desire for outdoor life of real boys. 
 
 A lean-to is a warm, comfortable place when there is a fire 
 burning in front. Its action is like that of a reflecting baker of 
 camp cookery fame; it collects all the straying heat rays that 
 come its way and reflects them upon the forms of the sleepers 
 under its sheltering roof. 
 
 The roofing material will depend largely upon the locality. 
 The best materials are balsam, hemlock, spruce, and white pine. 
 If none of these are available, the branches of the maples, the 
 
198 
 
 HANDBOOK FOR COMRADES 
 
 oaks, the chestnuts, and the birches may be used. Use the largest 
 leaves. When using the foliage of these trees, the roofing should 
 be put on much thicker than when evergreens are used. When 
 thatching, start at the bottom and work up. Waste of wood in 
 America is becoming a serious matter and shelters or lean-tos 
 should be erected only as a necessity. Hacking of trees, skinning 
 the bark from the birches, and cutting young saplings with no 
 
 Fig. 14 
 
 other purpose than that of mutilation, is committing a crime 
 against nature. 
 
 For a permanent camp a building erected after the model of 
 the lean-to will enable a group of boys to meet summer and 
 winter, especially if a stone fireplace is built in front where the 
 log fire will give cheer to the occasion. Fig. 15 shows a sketch of 
 such a lean-to built by the people of Whitinsville, Mass., for just 
 such gatherings of boys and girls. 
 
 SECTION 4 
 What and How to Cook 
 
 A meal cooked over an open fire in the great out of doors has 
 a flavor no chef has yet been able to produce. When on a hike 
 
CAMP LIFE AND RECREATION 
 
 199 
 
 or a week-end camping trip, avoid the “shoe-box-picnic-lunch.” 
 Take only the uncooked food with you, including, however, good 
 home-baked bread. While “Bread Twist” and “Darn Good” and 
 other cooked-before-the-fire breads are interesting experiments, 
 they are somewhat severe on the organs of digestion. 
 
 Fig. 15 
 
 When you arrive at the camping ground, divide your boys into 
 groups and assign them work, such as wood gathering, water 
 carrying, and fire building. This gives every boy a share in 
 making camp. 
 
 Be careful in your selection of food. It must be varied, nutri¬ 
 tious, and rich in energy values. Many campers suffer from 
 malnutrition, not because of a lack of food but because of im¬ 
 properly balanced meals. Avoid everything that is constipating. 
 The rations in the following list afford a variety of menus and are 
 calculated to satisfy the palate of a growing boy as well as his 
 physical needs: Bacon, baked beans, dried or chipped beef, pota¬ 
 toes, cocoa, coffee (for adults), prepared flour, rolled oats, onions, 
 butter, salt, pepper, sugar, canned salmon, cornmeal, spaghetti, 
 evaporated milk, rice, cheese, prunes. To this list may be added, 
 canned goods such as soups, vegetables, and meats. Buy eggs 
 and milk from nearby farmers. 
 
200 
 
 HANDBOOK FOR COMRADES 
 
 Wrap all articles of food separately in waxed paper. Bread 
 should be wrapped in a moist cloth to prevent drying up. Pack 
 butter in a small jar. Buy bacon unsliced. You will need the 
 bacon rind to grease the griddle. 
 
 “Flapjack Fantasies” 
 
 In making “flapjacks” use prepared flour (Aunt Jemima, Teco, 
 Reliable, Heckers, or other well-known brand), as it is more reli¬ 
 able than batter mixed from ordinary flour and you are always 
 sure of the result. Grease the griddle when hot with the bacon 
 rind, held on a fork and moved about over the surface of the 
 griddle, each time just before the batter is poured. The idea of 
 the grease is simply to keep the “jacks” from sticking to the 
 griddle; when more than sufficient grease for that purpose is used 
 the “jacks” absorb it and are heavy, greasy, and indigestible. To 
 “flap” a “jack” is an achievement which comes from long and 
 patient practice. 
 
 Ordinary Pancakes. To each level 
 cup of prepared flour, add one cup of 
 cold water and stir with mixing spoon 
 until the batter is the consistency of 
 thick cream. The batter should run 
 from the spoon in a continuous stream 
 like thick syrup. Drop enough batter upon the surface of the 
 hot greased griddle to make a cake of the size desired. When 
 bubbles appear in the center you will notice that it is baking 
 around the edge. When bubbles cover the entire surface “flap” 
 with knife or by “flopping” in the air. For variety, add cocoa 
 to the batter and mix. This gives a delicious chocolate flavor. 
 If blueberries are available drop a few on the batter when 
 poured on the griddle. 
 
 Corn Griddle Cakes. Two cupfuls canned corn, one cupful pan¬ 
 cake flour, three quarters of a cup of cold water. Beat together 
 the ingredients and fry as usual. 
 
 Rice Cakes. Mix cold boiled rice with an equal amount of 
 flour (not prepared flour), add salt and small quantity of baking 
 powder and fry the same as flapjacks. 
 
 
CAMP LIFE AND RECREATION 
 
 201 
 
 Fried Mash. Prepare boiled mush by slowly adding cornmeal 
 to boiling water and stir vigorously for twenty or thirty minutes 
 to prevent lumping. Put salt in the water before adding the 
 cornmeal. Serve hot as a breakfast cereal with milk and sugar. 
 When cold it can be cut in slices, rolled in flour and fried in a 
 little grease until brown. 
 
 Potatoes 
 
 Boiled Potatoes. Wash the potatoes in cold water. Pare off 
 only a narrow strip around the middle of each potato to prevent 
 it from bursting. Put in boiling salted water. When done they 
 can be pierced with a fork. Pour the water off and let them steam 
 for a few minutes. 
 
 Fried Potatoes. Cut cold boiled potatoes into medium thick 
 slices. Put a reasonable amount of bacon fat in a hot frying pan, 
 drop the sliced potatoes into the hot grease, sprinkle with salt and 
 pepper, turn frequently with a knife or cake turner, and when 
 golden brown serve. 
 
 Baked Potatoes. The potatoes should be buried in hot coals 
 and baked until you can easily pierce them with a fork. Pass a 
 hard wood sliver through them from end to end when they are 
 taken from the fire to let the steam escape, or they will be soggy. 
 
 Eggs 
 
 Boiled. Raise water to boiling point. Place eggs in the water 
 carefully. Boil for three minutes if you prefer them medium soft. 
 
 Fried. Put bacon fat in hot pan, when the fat hisses drop in 
 eggs. Fry three minutes. 
 
 Scrambled. Break eggs and beat. Add teaspoonful of milk 
 for each egg. Add salt and pepper. Bacon, finely chopped and 
 added makes a very tasty dish. Put bacon fat in hot pan, pour 
 in eggs and stir carefully until they thicken. 
 
 Omelet. Beat whites and yolks separately. Add to yolks salt, 
 pepper, and a tablespoonful of hot water for each egg (hot water 
 makes a more tender omelet then milk). Put bacon fat in hot 
 pan and be sure that the side of the pan is greased or the omelet 
 will stick when turned. Fold in the whites with yolks and pour 
 in pan. When the mixture is cooked until evenly “puffed,” roll 
 it and turn. 
 
202 
 
 HANDBOOK FOR COMRADES 
 
 Other Dishes 
 
 Bacon. Slice bacon thin and put in heated pan. Fry slowly. 
 Keep the fat or “drippings” and use in frying potatoes, eggs, fish, 
 and other things. Use sliced bread instead of a plate on which to 
 put the fried bacon. 
 
 Fish. Clean fish well. Small fish should be fried whole, with 
 the backbone severed to prevent curling up; large fish should be 
 cut into pieces and ribs cut loose from backbone so as to lie flat 
 in pan. Rub the pieces in cornmeal. Fry in plenty of fat to a 
 golden brown, sprinkle lightly with salt and pepper just as the 
 color turns. 
 
 Spaghetti. To two quarts of boiling water add one tablespoon¬ 
 ful of salt, then add one cup of broken spaghetti. Boil forty min¬ 
 utes or until it is soft. Drain thoroughly, add a lump of butter. 
 Serve with cheese or tomatoes. Add beef capsules to make a 
 rich dressing. 
 
 Oatmeal. To four cups of cold water put one and one-half 
 cups of rolled oats, one heaping teaspoonful of salt. Put on slow 
 fire and let gradually come to a boil, stirring frequently to pre¬ 
 vent burning, until desired thickness. 
 
 Rice. Put one tablespoonful of salt into two quarts of boiling 
 water, add slowly one cup of rice, so as to not check the boiling 
 of the water. Boil until soft. When stirring rice, always use a 
 fork to avoid breaking kernels. Raisins may be added when rice 
 is nearly cooked. 
 
 Prunes. Wash and soak prunes in cold water over night. 
 Cook in same water slowly until soft. When nearly done add 
 sugar to taste. 
 
 Salmon on Toast. Heat a pint can of salmon, picked into 
 flakes, season with salt and pepper, and put into it a teaspoonful 
 of butter. Stir in one egg, beaten light, with three tablespoonfuls 
 evaporated milk not thinned. Pour mixture on toasted bread. 
 
 Cocoa. Allow a teaspoonful of cocoa for every cup of boiling 
 water. Mix the cocoa with hot water or hot milk to a creamy 
 paste. Add equal parts of boiling water or boiled jnilk and sugar 
 to taste. Boil two or three minutes. 
 
 Coffee. For every cup of water allow a tablespoonful of coffee 
 and one extra for the pot. Heat water to boiling point, add coffee, 
 
CAMP LIFE AND RECREATION 
 
 203 
 
 boil five minutes, settle with one-fourth cup of cold water and 
 serve. By putting the coffee in a small muslin bag and dropping 
 it into the boiling water you avoid “grounds” and get clear coffee. 
 
 Baked Beans. Baking beans out-of-doors is a very slow process 
 and only practical when you have plenty of time. It is much 
 better to take oven-baked beans with you and heat up before 
 serving. For the purpose of experimentation and experience, 
 however, the following directions for baking beans are given: 
 
 Wash one quart of beans, parboil until when blown upon their 
 skins will burst. Drain. Cover bottom of bean pot with beans. 
 Place slices of salt pork in center and pour balance of beans on it. 
 Add one-half teaspoonful of salt, little pepper, two tablespoonfuls 
 of sugar or one-half cup of molasses, a little onion. Cover with 
 warm water. Place cover on pot and put in oven. 
 
 To make a bean oven, dig hole in the ground, one foot deep 
 and one foot wide. Have a fire burning for several hours, and 
 stones hot. Scrape out ashes, coals, and stones. Put in pot of 
 prepared beans, which has had a wet cloth put over the pot before 
 putting on cover. Pack and cover with hot coals and stones and 
 cover with earth. Leave for eight or ten hours. If it should 
 rain, cover with bark. 
 
 Camp Fire Broiling 
 
 Toasted Cheese Sandwiches. Cut a forked stick of green wood. 
 Make a sandwich of two slices of bread with a rich cheese filling. 
 Toast over the hot coals. 
 
 Broiled Chops or Steak. Salt and pepper a chop or small steak. 
 Fasten the edge of the chop or steak firmly on a two-pronged 
 stick about three feet long. The butt end stick into the ground 
 at such a distance and angle as will bring one side of the meat to 
 a broiling distance to the fire. Keep turning the chop or steak 
 until done. Serve with melted butter. 
 
 Bacon. Instead of sharpening the prongs, leave them blunt 
 and split them down a little way with a knife, then place the 
 slice of bacon in the splits across the fork of the stick. Placed_in 
 this way, it cannot curl and can be turned at will. 
 
204 
 
 HANDBOOK FOR COMRADES 
 
 SECTION 5 
 
 Hikes and Mountain Climbing 
 
 Three things hikers should remember: (i) don’t carry any 
 more dead weight than you can help; (2) avoid long distances; 
 (3) never walk over anything you can walk around; and never 
 
 step on anything you can step over. It is 
 amusing to see a boy start off on a hike 
 with an outfit that looks like the display 
 of a sporting goods house. A hiking 
 outfit must be small and yet contain 
 enough to be comfortable. 
 
 Dress in khaki or everyday pants. 
 Wear heavy weight tennis shirt. For 
 undershirt wear the sleeveless, buttonless, 
 snug-fitting athletic jersey. It absorbs 
 freely, is easily cleaned, and will serve 
 as part of a bathing suit if necessary. 
 Avoid clammy cotton wearing apparel. 
 Wool is best for hiking. A coat sweater 
 takes the place of a coat. 
 
 Never use rubber-soled tennis sneaks. 
 Sticks and stones will punch your feet. 
 Walking and climbing is hard on the bottom of your feet and a 
 reasonably thick sole is a great help. Use medium soled, pliable, 
 U. S. Army shoes (Munsen last) and either canvas leggings or 
 puttees. If your feet “give out,” the hike is ended. Bathing the 
 feet at the streams along the road will be refreshing if not in¬ 
 dulged in too frequently. 
 
 Use medium thick woolen socks or stockings. Wool absorbs 
 the perspiration and prevents chafing. They should be a good 
 fit. A sock that is too large or too small will cause trouble. 
 Natural gray wool is preferable to dyed socks. 
 
 Wear a soft hat (Boy Scout style) and replace the leather 
 sweat band with one of cloth. Sweaty leather poisons the skin, 
 causes itching, and does not take hold on the head as will cloth. 
 
 Take with you the following list of articles: A tiny pocket 
 comb, a small cake of hard water soap, toothbrush, extra socks, 
 extra jersey, bath towel, khaki handkerchiefs, tube of vaseline, 
 
 t 
 
 % 
 
CAMP LIFE AND RECREATION 
 
 205 
 
 First Aid Kit (American Red Cross pocket size), Boy Scout 
 pocket knife, matches in small Colgate shaving stick metal box 
 with lid that screws on, pocket flash light, needles, thread, 
 and pins in small case, safety 
 pins, small and blanket size, col¬ 
 lapsible drinking cup, combina¬ 
 tion knife, fork, and spoon, camera 
 and extra film, plumbers’ candle. 
 
 A Stopple Kook Kit will fur¬ 
 nish all the cooking utensils 
 needed and weighs only two and', 
 one-half pounds. 
 
 A three pound U. S. Army 
 blanket may be rolled inside of a poncho and carried over the 
 shoulder. The new pack-sack for Boy Scouts is just the thing 
 for the hiker. For those who desire a tent, get a water-proofed 
 “dri-ki,” 8 x 12^2 feet, which weighs about five pounds. When 
 set up it has the form of a half pyramid and when taken down is 
 an ordinary flat tarpaulin. You can roll it around your blanket 
 and strap it around your pack. 
 
 Select your sleeping place before dark. Watch for prevailing 
 winds and seek a sheltered spot and one that is dry. Don’t 
 sleep in damp blankets, dry them before the camp fire. A hot 
 stone wrapped in a shirt or sweater is a good bed warmer. A 
 pillow may be made by shaping a mound of earth with your 
 hands and covering it with a coat or anything convenient. A 
 “hip hole” is made by digging a place in the ground for your hips 
 to fit in. You will get a lot of comfort from such a hole. 
 
 Be careful of your drinking water. It is unwise to do any drink¬ 
 ing during a hike. This is an Army rule. Be careful of fires. 
 Never throw away a lighted match. Put it out. Never leave a 
 fire that is not absolutely extinguished. Be careful of blisters, 
 cuts, and bruises. Be careful of overeating. 
 
 Good walkers always start slowly and gradually increase their 
 pace. Shun spurts. Rest only for a short period; otherwise you 
 will get stiff. Entirely relax when resting by lying flat on the 
 ground. Walk off stiffness. 
 
206 
 
 HANDBOOK FOR COMRADES 
 
 If a party is taking a hike, walk in step and sing or whistle 
 marching tunes. Don’t pass the pacemaker; obey the leader. 
 This is team work. 
 
 When climbing it is always best to keep to the ridge. Never 
 run down hill, it is tiring. 
 
 • SECTION 6 
 Knots for Every Purpose 
 
 Every boy should know how to make and tie a knot properly. 
 Notwithstanding the fact that knotting is an ancient device, 
 used by mankind during the early ages for joining sinews of 
 animals and fibers of plants, the art of tying a knot successfully 
 was only introduced in a serious manner to boys within a com¬ 
 paratively recent period of years. To teach boys how to tie 
 knots that will stand the strain of use is the work of a public 
 benefactor. He will receive showers of blessing from those who 
 have experienced the unloosing of improperly and carelessly tied 
 knots on bundles, tent guys, or halyards. 
 
 Overhand Knot 
 
 The simplest knot is the over¬ 
 hand. It is the foundation of 
 many other knots. 
 
 The Square or Reef Knot 
 
 The commonest kind for join¬ 
 ing the ends of two ropes. Used 
 in first-aid bandaging. 
 
 The Figure-of-Eight Knot 
 
 Very easily made and useful in 
 many ways. 
 
 Slip or Running Knot 
 
 A useful knot to tie the guy 
 ropes of a tent to the pegs. 
 
CAMP LIFE AND RECREATION 
 
 207 
 
 A knot that cannot slip and is 
 always used for slinging a man 
 for the purpose of doing some 
 particular kind of work; the 
 worker sits in the sling. Used 
 also by firemen in bringing a 
 person from a building. 
 
 Used in tying guy ropes of a 
 tent to a cross-pole. Not likely 
 to slip. A method of securing 
 a rope to a spar. 
 
 A means of mooring 
 a small boat. 
 
 Used in fastening 
 the halyards of the 
 flag to cleat of the 
 flagpole. 
 
 Sometimes called 
 “Builders Knot,” 
 merely two half¬ 
 hitches. Used to 
 fasten one pole to 
 another in fitting 
 up scaffolding. 
 
208 
 
 HANDBOOK FOR COMRADES 
 
 “Figure Eight Knot” 
 
 For attaching eyed hooks. 
 Used by fishermen. 
 
 Sheepshanks 
 Used for shortening ropes. 
 
 Becket Hitch 
 
 For joining a cord 
 and a rope. 
 
 Blackwall Hitch 
 
 A ready way of se¬ 
 curing a rope tem¬ 
 porarily to a hook. 
 
 Timber Hitch 
 
 Used in securing a 
 piece of lumber. 
 The pressure of the 
 coils, one over the 
 other, holds the tim¬ 
 ber securely. 
 
CHAPTER XII 
 
 NATURE HOBBIES i 
 
 Section i. 
 Section 2.. 
 Section 3. 
 Section 4. 
 Section 5. 
 
 Getting Acquainted with the Stars 
 How to Know the Birds 
 Collection and Preservation of Insects 
 The Development of Plant Life 
 The Making of the Earth 
 
 SECTION I 
 
 Getting Acquainted with the Stars 
 
 Taylor Statten 
 
 Although born and brought up in the open country where the 
 gaze of the starry heavens is undimmed by the blinding lights of 
 the city streets, I never learned to distinguish one star from 
 another. I was an uninterested member of the great audience, 
 before which is staged each evening the most wonderful of all 
 spectacles. Some there are who have eyes, but see not! 
 
 In this, I was like many another country boy. It was not 
 until after I had been living in the city for some time and was 
 privileged to return again to God’s great out-of-doors that the 
 charm of the sparkling fires of space was revealed to me. 
 
 Let me tell you how it happened. We were on a canoe trip 
 through Temagami. One of our party was an accomplished 
 watcher of the skies. Although an amateur, he had recently 
 made a trip to Labrador with some professional astronomers. 
 
 1 Reprinted by permission from The Canadian Standard Efficiency Training 
 “Manual for Trail Rangers” and “Manual for Tuxis Boys,” copyrighted, Canada, 
 1918, by the Committee on Canadian Standard Efficiency Training. 
 
210 • 
 
 HANDBOOK FOR COMRADES 
 
 One evening, as we sat on the shore of an island in Lake Tema- 
 gami, he pointed out some of the stars and constellations and 
 held us fascinated as he unfolded the mysteries of the worlds 
 beyond. Although I soon forgot many of the interesting things 
 he told us, my interest in stars was rooted and each year I have 
 been adding a little to my stock of star knowledge. 
 
 Last summer while in Algonquin Park with a party which 
 was organized as a band of Woodcraft Indians, we tried the tests 
 for the knowledge of stars and I discovered, much to my sur¬ 
 prise, that I could qualify for a Grand Coup and Star Wise 
 Man’s Honors (Woodcraft League). 
 
 While visiting the various boys’ camps, I have found consider¬ 
 able pleasure in inspiring a few boys to commence star gazing. 
 I trust that the interest planted that night on Lake Temagami 
 may bear much fruit. 
 
 The first thing I learned was to locate the North Star. I was 
 told that it was the one star in the sky that apparently did not 
 move. Among other things I learned on that first trip which I 
 have never forgotten was the fact that the two stars at the lip 
 of the Big Dipper always point towards the North Star and 
 appear to revolve completely around it every twenty-four hours. 
 We were shown how to tell the time by trying to picture a big 
 clock in the sky with twenty-four hours marked on the dial 
 instead of twelve and numbering to the left, rather than to the 
 right. The pointers of the Dipper are the hour hand. We tried 
 it and soon discovered that we could tell the time with fair 
 accuracy. 
 
 I have never forgotten the “Little Papoose” on the “Old 
 Squaw’s” back. The Old Squaw, “Mizar,” is the second last 
 star in the handle of the Dipper and the Little Papoose, “Alcor,” 
 is just above and apparently almost touching it. An Indian test 
 for good eyesight is to be able to see the Little Papoose. 
 
 It would have been difficult to forget the constellation that 
 looks like a broken-down “W,” which was supposed by the 
 ancients to be a beautiful lady sitting in a chair. I must confess 
 that although I can always see the Gibson Girl in the moon, I 
 have never been able to form any conception of the appearance 
 of “Miss Cassiopeia.” Those old-timers must have been gifted 
 with powerful imaginations. This constellation is to be found 
 
NATURE HOBBIES 
 
 211 
 
 about the same distance from the North Star as the Dipper, but 
 always directly opposite. 
 
 The other constellations which are not difficult to locate and 
 which are easily remembered are the Northern Crown, the 
 Northern Cross, the Lyre, the Eagle, the Herdsman, Job’s 
 Coffin, the Little Bear, Orion, Pegasus, and Hercules. These, 
 with the Big Dipper, make a total of thirteen constellations. 
 Although you cannot see all at one time, the majority of them 
 will be visible any clear night, and by keeping up your interest 
 during the entire year you will add a great many more to 
 your list. 
 
 I have found real delight on a fine summer night ft: 
 in drifting out on a northern lake in a canoe with a J/ 
 copy of Olcott’s “A Field Book of the Stars” and a (*'* 
 
 small electric flashlight. After reading and studying 
 the charts, I would turn off the light and try to locate 
 the stars. I am not given to dreaming, but as I 
 drifted away from shore and all sounds of life died 
 out upon the earth save the occasional hoot of an 
 owl and the weird call of a loon, I rejoiced to find 
 how friendly and companionable the stars became. 
 
 At times the silence of the vast and starry heavens 
 almost filled me with terror. Its immensity seemed 
 overwhelming. As my eyes rested first on one star 
 and then another, and I realized that each was a sun, I tried to 
 picture the worlds that were revolving around them and imagine 
 something of the infinite myriads of systems, each similar to that 
 which our sun controls. 
 
 Before you were born the ray of light you see from the North 
 Star had left that orb. During the first second, it traveled 
 186,000 miles. In a minute it added 11,000,000 miles, and so on 
 for thirty-six and one-half years it traveled at that great speed 
 before it could reach your eye. 
 
 As you gaze on the Milky Way, remind yourself that it is a 
 swarm of stars and every star a sun; that our sun is as one of 
 the stars in the Milky Way; that it takes the light from our 
 sun only 8 min. 17 sec. to reach the earth, but that it would 
 take a cannon ball shot from the sun to the earth ten years to 
 
 » * 
 f\ 
 
 ORION 
 
 \ iv*U 
 
 V' 
 
 1; *; - 
 
 1! *» ' 
 
 * 
 
 
 
212 
 
 HANDBOOK FOR COMRADES 
 
 strike us, and an express train, traveling without a stop, about 
 200 years. 
 
 Although there are about 7,000 stars visible to the naked eye, 
 we see only about 3,000 at one time. The most powerful teles¬ 
 cope reveals more than 120,000,000 stars. The universe is 
 infinite, space is limitless, with innumerable worlds whose in¬ 
 habitants in all probability think of us as we try to think of 
 them. I confess that I derive great satisfaction in meditating 
 in this way on infinity and with Flammarion I can say that 
 “nothing stimulates my faith in God more than a few hours 
 of the silence and peace of a bewitching night, contemplating, 
 admiring, spelling out the words of the great Book of the 
 Heavens.” 
 
 Every boy should make the following stars his friends: 
 
 1. Arc-tu-rus. Situated in the left knee of the Herdsman 
 (Bootes). It is at its highest point in the heavens on June 8th. 
 
 2. Vega (the Falling Bird or Harp Star). In the Lyre Con¬ 
 stellation. It is directly overhead on August 10th. 
 
 3. Al-tair. In the Eagle (Aquila) constellation, located in the 
 neck of the Eagle. It reaches its highest point in the heavens 
 on September 1st. 
 
 The Sky in Winter 
 
 The 0 to 6 Quarter. 
 
 Line o is overhead about November 
 22nd. Line 6 is overhead about Jan¬ 
 uary 2 ist. 
 
 The Sky in Spring 
 
 The 6 to 12 Quarter. 
 
 Line 6 is overhead about the ist of 
 February. Line 12 is overhead about 
 May 6 th. 
 
NATURE HOBBIES 
 
 213 
 
 4. Deneb (The Hen’s Tail). To be found at the top of the 
 Northern Cross or the Tail of the Swan. 
 
 5. Po-la-ris. The North Pole Star. 
 
 6. Mizar. The second last star in the handle of the Big 
 Dipper. 
 
 7. Alcor. Located close to Mizar. 
 
 8. Caph. The hand of Cassiopeia, the Lady in the Chair. 
 Caph is equidistant from the Pole Star and exactly opposite 
 Megres in the Big Dipper. 
 
 9. Gemma. The brightest star in the Northern Crown. 
 
 10. Al-bi-rea. The base of the Northern Cross. 
 
 11. Sadr. The center of the Northern Cross. 
 
 12. Sir-i-us. Situated in the mouth of the Great Dog. It 
 reaches its highest point in the heavens on February nth. 
 
 13. Rigel. In Orion. The left leg of the Giant. It reaches 
 its highest point in the sky June 20th. 
 
 14. Pollux. Located in the head of Pollux in the Twins 
 (Gemini) Constellation. 
 
 15. Castor. Located in the head of Castor in the Twins 
 (Gemini) Constellation. It reaches its highest point in the 
 heavens February 23rd. 
 
 The Sky in Summer The Sky in Autumn 
 
 n . 'CAPRICORN 
 ^ftmalhaul 
 
 The 12 to 18 Quarter. 
 
 Line 12 is overhead on April 28th. 
 Line 18 is overhead on July 28th. 
 
 The 18 to 24 Quarter. 
 
 Line 18 is overhead on August 22nd. 
 Line o or 24 is overhead on November 
 22nd. 
 
 
214 
 
 HANDBOOK FOR COMRADES 
 
 By the aid of the charts in Olcott’s book, it will not be diffi¬ 
 cult to locate the following constellations: 
 
 1. Ursa Major (er-sa ma-jor). The Great Bear. This is the 
 best known of the constellations. It is familiarly called the Big 
 Dipper, sometimes known as the Plough. 
 
 2. Ursa Minor (er-sa mi-nor). The Little Bear. The North 
 Star is in the tip of the tail of the Little Bear or the end of the 
 handle of the Little Dipper, if you prefer to think of this con¬ 
 stellation as such. Each of the four stars in the bowl of the 
 Little Dipper is of a different magnitude—the brightest one is a 
 second magnitude star and the dimmest of the fifth magnitude. 
 
 3. Cassiopeia (kas-i-o-pe-ya). The Lady in the Chair. Aline 
 drawn from the Big Dipper, through the North Star strikes Cas¬ 
 siopeia. Cassiopeia looks like a broken-down W. 
 
 4. Taurus (ta-rus). The Bull. This constellation can be 
 easily located because it contains the Pleiades. There is also 
 another V-shaped group of stars known as the Hyades. This is 
 a winter constellation. 
 
 5. Orion (o-ri-on). The Great Hunter. Orion is also a winter 
 constellation and is generally admitted to be the finest constel¬ 
 lation in the heavens. Orion was supposed to be a great hunter 
 and when he died, went to heaven. The three stars in his belt 
 are called the Three Kings. Orion was worshiped in China and 
 was known as the White Tiger. The Esquimaux believe that 
 the three stars in the belt are steps cut by one of their saints in 
 a snowbank to enable him to reach his glory. 
 
 6. Lyra (li-ra). The Lyre. This constellation may be easily 
 located because of Vega—the very bright star in the zenith 
 during July and August. One of the stars in the Little Triangle 
 is a double. If you have good eyesight, you can detect this with 
 the naked eye. Ordinary opera glasses show the two stars quite 
 clearly. The small telescope in the observatory at Ottawa 
 shows them about a foot apart and, through the larger telescope, 
 you may see another star almost between them. 
 
 7. Cygnus (Sign-nus). The Swan or the Northern Cross. The 
 Northern Cross is not far from the Lyre constellation and is 
 located in the Milky Way. The Cross is almost a perfect cru¬ 
 cifix. 
 
NATURE HOBBIES 
 
 215 
 
 8. Aquila (ak-wi-la). The Eagle. In the summertime, about 
 half way up the sky in the Milky Way, you will find three stars 
 in a line—the middle one being much brighter than the other 
 two. The brightest star is Altair. This constellation resembles 
 the form of an arrow head. 
 
 9. Delphinus (del-fi-nus). The Dolphin. This is another 
 summer constellation. It is of a diamond-shape form and easily 
 recognized. The early Greeks called it the Sacred Fish and by 
 the Arabs it was known as the Riding Camel. 
 
 10. Sagittarius (sag-i-ta-ri-us). The Archer. During the 
 months of July, August, and September face the southern sky 
 and locate this constellation by tracing out a Milk Dipper and 
 a Bow and Arrow. 
 
 11. Corona Borealis (ko-ro-na bo-re-a-lis). The Northern 
 Crown. Not far from the end of the handle of the Dipper may 
 be found a circle of stars or almost a circle, for it is not com¬ 
 plete. 
 
 12. Hercules (her-ku-lez). The Kneeler. This constellation 
 is immediately to the right of the Northern Crown and occupies 
 the part of the heavens towards which the sun is bearing the 
 earth and the planets of our system at the rate of 43,500 miles 
 an hour. 
 
 13. Bootes (bo-o-tez). The Herdsman. First locate Arctu- 
 rus, below and to the right of the Northern Crown. This brilliant 
 star forms the lower end of this kite-shaped constellation which 
 can be easily traced out by following the chart. Arcturus is 
 1,000 times the size of our sun and is mentioned in the book of 
 Job. It is often called the star of Job. 
 
 14. Pegasus (peg-a-sus). The Winged Horse. Pioneers 
 should be able to locate this constellation. It is known as the 
 Great Square. It is found by drawing a line from the North 
 Star to Cassiopeia and doubling the distance. 
 
 There are many fine books about the stars that are written 
 for beginners. Among the best are: 
 
 “A Field Book of the Stars,” by Wm. Tyler Olcott (G. P. Put¬ 
 nam & Sons). 
 
216 
 
 HANDBOOK FOR COMRADES 
 
 “Astronomy for Amateurs,” by Camille Flammarion (D. Apple- 
 ton & Co.). 
 
 “A Book of the Stars,” by R. F. Collins (D. Appleton & Co.). 
 “Around the Year with the Stars,” by Garrett P. Serviss (Har¬ 
 pers). 
 
 SECTION 2 
 
 How to Know the Birds 
 W. E. Saunders 
 
 Ornithologist, London, Ont. 
 
 Bird life is attractive to every boy and no other hobby is more 
 beneficial in its results. Even if it is followed casually, so that 
 the total number of one’s bird acquaintances amounts to perhaps 
 
 twenty, zest and interest are added to 
 every walk in country or city and one is 
 constantly renewing acquaintances with 
 his feathered friends; and if, on the other 
 hand, the hobby is pursued with enthusi¬ 
 asm, interest grows with the pursuit. 
 
 We all know that the bird is an animal 
 that wears feathers, flies in the air, 
 builds nests, and lays eggs, but have you 
 tried to learn anything of the details of 
 the life of these interesting creatures? 
 Do you know what birds prefer to fly, 
 what birds prefer to walk, what birds 
 prefer to swim? Do you know which 
 birds fasten their nests to frail twigs, 
 which ones use larger limbs and crotches, 
 and which use nesting sites around build¬ 
 ings or holes in trees? What birds nest 
 on the ground, and which in holes in the ground? The number 
 of questions that might be asked about these and similar phases 
 of bird life is great, but your interest will be greater if you try 
 to answer questions put by yourself, and you will not be able 
 to ask these questions until you have started to make the ac¬ 
 quaintance of some birds. 
 
NATURE HOBBIES 
 
 217 
 
 There are several easy and practical meth¬ 
 ods of getting acquainted with the birds at 
 short range, any one of which may be used 
 as a start. The easiest, perhaps, is the 
 providing of nesting-places. Providing 
 food and drink is another method which 
 leads to good results. In the summer 
 time it is difficult to provide appropriate food for most birds, 
 but greater numbers of them are attracted by water, which may 
 be offered to them in various containers, from a simple pan laid 
 on the ground, to an elaborate stone or concrete basin. It is also 
 possible to get an intimate acquaintance with some birds by 
 taking advantage of their nesting time to 
 approach and make friends, but this is more 
 difficult and takes much more time than in¬ 
 viting the birds to make friends with you. 
 
 The great advantage of the latter method is 
 that it may be pursued at your home and thus 
 the birds are under constant observation. 
 
 The number of species that can be induced 
 to nest in places made by human hands is 
 small. The species most easily attracted is 
 doubtless the house wren (Fig. 7) whose bub¬ 
 bling song and familiarly inquisitive manner 
 
 1 , • , ,1 ,1 r 11 Fig-i- The Woodpecker Hole 
 
 make him perhaps the most welcome 01 all 
 the summer sojourners. Wrens will nest in almost any sort of 
 a cavity if they happen to fancy it, but in providing nesting sites 
 for these wild things it is better to approach nature as nearly as 
 possible. Offer them a cavity nearly like the ones which have 
 been used by their kind for hundreds of years, 
 namely, the woodpecker hole. This is not a 
 simple cylindrical hole in a piece of wood, but is 
 shaped as shown (Fig. 1). 
 
 The natural excavation is here compared with 
 that made by the best manufacturers, but it can 
 be pretty well duplicated by splitting a short 
 log and fastening the halves together after the 
 
 hole is completed. Such houses, when placed Jf . 
 
 . r .... , , Fig. 2. Protecting the Bird 
 
 in favorable situations, may attract not only the House from Cats 
 
218 
 
 HANDBOOK FOR COMRADES 
 
 Fig. 3. Blue Jay 
 
 Fig. 4. Downy Woodpecker 
 Inspecting the House 
 
 house wren but the flicker (Fig. 
 8), woodpecker (Fig. 4), bluebird 
 (Fig. 9), tree swallow, crested 
 flycatcher, chickadee (Fig. 6), 
 and nuthatch, and while the first 
 two species do not seem to be 
 much attracted by any cavity 
 except the standard natural one, 
 those mentioned later may be in¬ 
 duced to nest in almost any sort 
 of a box. 
 
 It seems to be more within the reach of 
 the human being to make friends with these 
 hole-nesting birds than with a great many 
 others, and that is a good reason for en¬ 
 deavoring to begin with birds of that type. 
 Once a pair of birds is induced to nest in 
 your garden, or around your home, the inti¬ 
 macy of your acquaintance with them is 
 limited only by the amount of time you can 
 spend with them. 
 
 Some other species of birds may be in- 
 uced to nest on shelves put up for the 
 purpose. These comprise the robin (Fig. 5), 
 phoebe, barn swallow, bronzed grackle, but 
 the latter, with the cowbird and the blue jay 
 (Fig. 3), are not good subjects for encourage¬ 
 ment. They eat nestlings and eggs and 
 it is a usual occurrence to find that where 
 these predacious birds are encouraged 
 smaller and more useful birds diminish. 
 
 A little book by Samuel B. Ladd, 
 “How to Make Friends with the Birds,” 
 may be studied for additional infor¬ 
 mation along this line. 
 
 Fig. 5. Robin Nesting on 
 the Bird Shelf 
 
 Classification 
 
 As soon as you have made the acquain¬ 
 tance of even a few kinds of birds, it is time 
 
NATURE HOBBIES 
 
 219 
 
 to learn what families they belong to, 
 for the reason that the habits of differ¬ 
 ent species of a family are more or less 
 alike. The robin, for instance, belong¬ 
 ing to the thrush family, has habits 
 which resemble to a considerable ex¬ 
 tent those of the hermit, wood, and 
 other thrushes. The habits of the 
 song sparrow bear a close resemblance 
 to those of other sparrows. The habits Fig. 6. Chickadee 
 
 of the warblers and fly catchers bear 
 
 a close relation to each other, and as habits are often a strong 
 clue to the identity of a bird, a knowledge of their relationship 
 will be a valuable aid to identification. 
 
 Color is, of course, the usual key with which a bird’s identity is 
 made out, but habits are more instructive and interesting and 
 should be studied as much as possible. 
 
 Bill 
 
 The most prominent point of resemblance in the different 
 families of birds is the bill. The bill is the means of obtaining 
 food and, therefore, it follows that the bill must carry a certain 
 resemblance. Such families as woodpeckers, flycatchers, and 
 sparrows are good examples of families in which the bill is a real 
 trademark, showing both occupation and relationship. 
 
 Color Variation 
 
 One phase of bird life which 
 is very attractive and interest¬ 
 ing to the beginner is the 
 variation of coloring between 
 the male and female birds. 
 
 These variations are not con¬ 
 fined to any special families, 
 nor do they occur consistently 
 throughout most, but very 
 few families of birds fail to 
 show such variations. Some¬ 
 times the differences are trivial 
 
220 
 
 HANDBOOK FOR COMRADES 
 
 and often the male and female are so different that one 
 would scarcely take them to belong to the same race. 
 As a general rule it may be stated that those species 
 which show the most brilliant colors show the greatest 
 difference between the sexes. Examples are the oriole, 
 tanager, indigo bird, cardinal, bluebird, grosbeak, gold¬ 
 finch, and others. 
 
 Migrations 
 
 Birds, like human beings, have a home. It is the place 
 
 Fig. 8. The Flicker , , A • 
 
 at the Woodpecker where they return year alter year to rear their 
 
 Hole Bird House youngs The instinct for migration is developed to a 
 
 wonderful extent. Set a boy down at Hamilton and tell him to 
 
 walk to Guelph and he must ask his way many times, but the 
 
 tiny humming-bird finds his way from Lake Superior across the 
 
 Gulf of Mexico, and returns with no guide but that of instinct. This 
 
 sense, if it may be so called, is nearly dormant in human beings. 
 
 Nest Construction 
 
 One of the most interesting depart¬ 
 ments of bird study is the investigation 
 of nest construction. After the young 
 birds have flown, the nest may be taken 
 and carefully picked to pieces, the pieces 
 laid together in sorted piles and even¬ 
 tually counted. The individuality of 
 birds may thus be studied and if it should 
 be possible to investigate the character 
 of two or more nests made by one bird, 
 the comparison may demonstrate the 
 settled nature of the individual. 
 
 Big Birds 
 
 Fig. q. Bluebird Every one ought to feel that in our 
 
 birds, especially the larger ones, all the people have a common 
 interest and proprietorship, and it is the privilege of no one to 
 kill wastefully, or for display of prowess, any bird which belongs 
 to the whole nation. The larger the bird, the more widespread 
 
NATURE HOBBIES 
 
 221 
 
 is the interest taken in it by the general public, and it must be 
 regretfully stated that the larger the bird, the greater seems to 
 be the impulse, on the part of a certain class of sportsmen, to 
 kill it. 
 
 What feature could add more to the interests of our water¬ 
 ways, for example, than the presence of numbers of fish hawks, 
 herons, and eagles? The protection that they need depends 
 largely upon the backing they receive from public sentiment, and 
 every right-feeling boy will give his influence to the protection 
 of these birds that need it so sorely. 
 
 SECTION 3 
 
 The Collection and Preservation of Insects 
 » Arthur Gibson 
 
 Chief Assistant Entomologist, in charge of Field Crop Investigations, 
 Department of Agriculture, Ottawa 
 
 There are many boys who are keenly interested in insects and 
 their habits, and there are, of course, a great many more who 
 have not as yet experienced the pleasure of 
 watching these creatures which play so 
 important a part in the realm of nature. 
 
 The insect world is truly wonderful and a 
 greater number of young people are every 
 year becoming more interested in its in¬ 
 habitants. * 
 
 The following brief directions for the col¬ 
 lection and preservation of insects it is 
 hoped will assist those who have an earnest 
 desire to retain specimens for future study. 
 
 The careless collection of insects is not, of 
 course, advised. Many kinds of insects have a definite pur¬ 
 pose in life and their ruthless destruction is not recommended 
 unless they are kinds which are destructive to field crops, trees, 
 and other vegetation. 
 
 Nets of various kinds may be purchased from dealers in ento¬ 
 mological supplies. A good net for general collecting purposes 
 may be made as follows: Take a piece of cane 38 inches long 
 
222 
 
 HANDBOOK FOR COMRADES 
 
 and rather more than one-quarter inch thick. 
 Bend this into the shape of a circle by dipping 
 in hot water and shave off the ends to fit the 
 upper square projections of a ferrule. Any 
 tinsmith, for a small sum, will make one of 
 these ferrules (Fig. i). For the bag of the 
 net, green or white leno, or even ordinary mos¬ 
 quito netting, is serviceable. This should be 
 first soaked in water to remove the stiffness. 
 When dry again it can be cut in shape similar 
 
 Figures i and 2. The Net . r , , , 1111 
 
 to rig. 2. A piece ol strong cotton should be 
 doubled and both edges sewed to the top, so as to make a passage 
 for the cane to slide through to keep the net in shape. A handle 
 about three feet long completes the outfit. 
 
 The Killing Bottle 
 
 Any wide-mouthed bottle of convenient size will answer 
 Strong specimen tubes or shell vials can be had cheaply from 
 druggists and may be used for the smaller butterflies and moths 
 or other insects of similar size. Beetles should be killed separ¬ 
 ately. Potassium cyanide or sodium cyanide are the poisons 
 used for killing insects. Whichever cyanide is used should be 
 broken into small pieces and put into the bottle, just sufficient 
 
 nearly to cover the bottom. On the top of 
 this should be poured some liquid plaster of 
 Paris, not more than half an inch. Some 
 collectors put in a layer of sawdust between 
 the cyanide and the plaster of Paris. The 
 bottle should then be left standing for a couple 
 of hours before replacing the cork. It is then 
 ready for use. Insects placed in the bottle are 
 quickly killed. The deadly poisonous nature of the cyanide 
 should be kept in mind, and care exercised in handling it. The 
 bottle should be labelled “Poison ” Large moths, such as the 
 Emperors and Sphingids, are killed quickest by oxalic acid diluted 
 with water. If the under side of the thorax between the bases of 
 the legs is pierced with a sharp pen dipped into this liquid, some 
 of the acid will find its way into the body and cause almost 
 
NATURE HOBBIES 
 
 223 
 
 instant death. Preparatory to this a few drops of chloroform 
 may be poured over the body of the insect to stupefy it. 
 
 Red Admiral 
 
 Collecting 
 
 With a little experience the collector will soon be expert in the 
 use of the net. It is impossible to lay down any rules as to where 
 to collect. Even butterflies do not all fly in 
 the same places. Some kinds prefer sunny 
 openings in woods; others, swamps or the 
 margins of streams; others, again, are found 
 along railroad tracks. The moths are to be 
 sought for chiefly at night. Many begin to 
 fly during the early evening, and can be caught 
 around flowers at that time. The electric 
 lights on the outskirts of towns and cities 
 attract numbers of moths, beetles, and other insects and here 
 they can easily be collected. Beetles may be collected in the 
 early part of the season from beneath boards, flat stones, and 
 bark of old stumps, and later from flowers, tree trunks, and pools. 
 A simple way of collecting beetles and many other kinds of in¬ 
 sects is to hold in one hand an inverted umbrella beneath a 
 branch, tapping the latter with a stick held in the other hand, 
 in order to dislodge any of the insects which may be on the foli¬ 
 age. Dragon flies prefer swampy 
 areas, frequently streams, pools, 
 and such places. Two-winged 
 and four-winged flies are found 
 almost everywhere in fields and 
 woods. 
 
 Mounting 
 
 Special tin collecting boxes 
 can be bought, but an ordinary 
 cigar box with a strip of cork 
 glued to the bottom to receive 
 the pins will answer. Ento¬ 
 mological pins are a necessity, 
 and these can be purchased in 
 
 Fig. 3. The Mounting Board 
 

 224 
 
 HANDBOOK FOR COMRADES 
 
 various sizes. Butterflies, moths, dragon-flies, and other large 
 insects, with the exception of the larger beetles, are pinned 
 through the center of the thorax; the beetles are pinned through 
 the right wing cover about one-fourth the distance from the 
 base. Beetles and other kinds of insects too small to be pinned 
 may be preserved by mounting them, with thin LePage’s glue, 
 on small points made from thin white cardboard like that used 
 for calling cards. These points should be three-eighths of an 
 inch in length by one-eighth of an inch at the wide end. For 
 mounting butterflies and moths, spreading boards are used 
 (Fig. 3). They can be made of any soft wood. As the bodies 
 vary in size several spreading boards are necessary. Boards 12 
 inches long and in width 6^2, 4^, 3F4, an d 1F2 in. with body 
 space f i , yi, and in. wide respectively are con¬ 
 
 venient sizes. Below the groove a strip of cork should be glued 
 to hold the pin. When mounted, about one-fourth the length 
 
 of the pin should show above the specimen. 
 The wings should be arranged as shown in the 
 figure, the lower margins of the front wings 
 forming as nearly as possible a straight line. 
 With fine needles the wings can be brought 
 forward and held in place by strips of writing 
 paper or thin cardboard. Specimens should 
 be kept on the spreading board at least a 
 Yellow Swallowtail week or ten days. 
 
 If it is not convenient to mount the specimens immediately 
 after their capture, they may be allowed to dry and later on 
 relaxed by putting them in a receptacle containing an inch or 
 so of damp sand. A vegetable dish with a close-fitting lid does 
 very well for this. In about twenty-four hours the specimens 
 should be relaxed sufficiently to spread. 
 
 Preserving Specimens 
 
 Every specimen saved should bear a 
 neat label, giving the locality where 
 collected, date of capture, and name 
 of collector. Such information is 
 often of much scientific value. If only 
 
 The Emperor 
 
NATURE HOBBIES 
 
 225 
 
 a small collection is being made, mounted specimens may be 
 arranged in ordinary cigar boxes, or any other kind of shallow 
 box, the bottom of which is lined with cork to receive the pins. 
 It will be 'necessary to keep examining such boxes at short 
 intervals, as they are not, as a rule, tight-fitting and museum 
 pests soon find their way into them and destroy the specimens. 
 Standard insect cases of various sizes may, of course, be bought 
 from dealers. Some forms of deterrent to museum pests, such as 
 naphthaline or camphor, should be put in each case or box. A 
 simple way is to make small bags of cheesecloth and fill these 
 with ordinary flake naphthaline, pinning one of the bags in a 
 corner in each box. A pair of entomological forceps will be 
 found very useful in handling pinned specimens. 
 
 Rearing Insects 
 
 The collection of immature forms and keeping them under 
 observation is one of the most fascinating phases of insect 
 study. The caterpillars of many of the moths and butterflies 
 are easily reared. Ordinary jelly jars with tin lids make excellent 
 breeding cages. Some earth should be put in the bottom of 
 each jar, as many caterpillars pupate in the ground. Fresh food 
 should be fed every day and care taken to keep, the jars clean 
 and out of the sun. Unless the caterpillars are very small, only 
 one or two should be kept in a jar. If a number of the same 
 kind are being reared, larger jars will be necessary. In the fall 
 of the year the cocoons of the Emperor Moths are often seen 
 attached to the limbs of trees. If these are gathered, kept out of 
 doors during the winter, and brought into the house in May of 
 the following year, a most interesting surprise will await the 
 collector. 
 
226 
 
 HANDBOOK FOR COMRADES 
 
 SECTION 4 
 
 The Development of Plant Life 
 J. W. Emery, Ph.D. 
 
 Principal, Normal School, Stratford, Ont. 
 
 “And the earth brought forth grass , and herb yielding seed after his 
 kind , and the tree yielding fruit , whose seed was in itself, after his 
 kind; and God saw that it was good.”—Genesis i : 12. 
 
 The earth, as most of us see it, is clothed with verdure. Every¬ 
 where we see forms of plant life in endless variety, from the 
 towering giants of the forest to the meek flowers of the field and 
 wood. We admire their beauty, we use them for food or fuel, 
 and we are kept alive by their ability to purify the air. So ac¬ 
 customed have we become to the vegetable life about us that 
 we may have been led to think that it has existed unchanged 
 from the beginning of the world; but such is not the case. It is 
 true that Julius Caesar probably saw in Britain a vegetation 
 differing but slightly from that which George V. now looks upon; 
 but the time separating these two men is but a moment compared 
 with the ages that God has used in bringing this earth to the 
 stage at which we see it today. 
 
 We know that ages upon ages ago the earth cooled from a 
 fiery, gaseous state to a molten form and from this to solid 
 rock. This rock is of the hardest description, chiefly granite. 
 Land plants require soil, and soil is made from the breaking 
 down of rock by such agents as frost, ice, heat, and cold—atmos¬ 
 pheric action, a sure but exceedingly slow process. The only 
 plants today that can live on bare rocks are the lichens, so we 
 must suppose that these were among the earliest of the land 
 plants and that they were probably the only plants for a very 
 long period of time. Their remains must have contributed 
 greatly to the formation of the layer of soil so necessary to the 
 growth of the higher plants. 
 
 While the earth was being fitted for its crop of vegetation, the 
 water “was bringing forth abundantly.” It is here, no doubt, 
 that life first appeared, and that in vegetable form. If you look 
 into any stagnant pond or slow-running stream you will see 
 masses of green, slimy-looking material floating about or fas- 
 
NATURE HOBBIES 
 
 22 7 
 
 tened to the stones at the bottom. Examination under a micro¬ 
 scope shows that this is composed of beautiful thread-like 
 plants, and among them may be seen some that are branching; 
 others again are of spherical shape. Those—the so-called 
 Algae—are of many species and are the fresh-water representa¬ 
 tives of the larger seaweeds found in the ocean. We have reason 
 to believe that these seaweeds occurred long before any of the 
 land plants. 
 
 It may be asked how we can speak so confidently about what 
 grew in those ages long before history was written, before man 
 had yet appeared on earth. We have learned that the first rock 
 formed came from the solidified molten mass; it was granite. 
 After this had cooled sufficiently, water was condensed upon it. 
 Imagine the water in the forms of raindrops, streams, and 
 waves, aided by the atmosphere and the heat and cold, acting 
 through immense periods of time till great layers of fine sedi¬ 
 ment were spread on the sea floor and compressed into solid 
 rock. Imagine the seaweeds and dead shell fish getting mixed 
 up in this material. Imagine the new rock being elevated till it 
 stood uncovered by the sea. We now have a new kind of rock 
 forming the earth’s surface, stratified or sedimentary rock. On 
 breaking this we find the petrified remains of the life that was 
 buried in it—fossil plants and animals. In these stratified rocks 
 we have preserved for us a record of the life that has existed on 
 the earth, somewhat disconnected, it is true, but becoming more 
 and more complete as new links are discovered and the “foot¬ 
 prints of the Creator” brought more clearly to our view by human 
 research. 
 
 Now, to return from this digression, the oldest plant fossils we 
 find are those of seaweeds and the first land plant remains occur 
 in rocks separated from them by immense periods of time. 
 
 We must digress again here, in order to consider briefly the 
 different great classes of plants as we find them today. Lowest 
 of all are the Algse and following in order of complexity of struc¬ 
 ture are the fungi, mosses, and ferns. These are the so-called 
 flowerless plants. Above these are the seed-bearing plants, first 
 the conifers or evergreens, then those of the palm type including 
 lilies, grains, and grasses, and finally the highest forms rep¬ 
 resented by our hardwood trees and the majority of our flowering 
 
228 
 
 HANDBOOK FOR COMRADES 
 
 shrubs and herbs. By a “low” plant is meant one that has few 
 or no organs, being a homogeneous mass or layer or thread or 
 even a single microscopic cell. The “higher” the plants, the 
 greater the differentiation of parts into root, stem, flower, bark, 
 veins, and hairs, each with its peculiar function. It is worthy 
 of note that the oldest rocks contain only the lowly-organized 
 plants, the higher plants appearing in order as the rocks become 
 more recent. 
 
 The most interesting of plant remains are in the carboniferous 
 period, the period during which most of our best coal seams were 
 formed from the profuse vegetation of that time. The forests of 
 this period presented a strange sight. There were no hardwood 
 trees, no evergreens; but tall tree-ferns and gigantic horsetails, 
 and the scaly trees, the Lepidodendron, represented now by the 
 little creeping clubmoss used for Christmas decorations. With 
 a little patience any one may find traces of these ancient plants 
 in the pieces of black shale commonly seen mixed with the coal. 
 
 In the ages that followed the carboniferous, the evergreens 
 appeared. The rock informs us that at one time the great red¬ 
 woods, now confined to a short strip in the warmer parts of the 
 Pacific Coast, were the predominant trees of the North American 
 forests. But conditions changed and they passed away, new 
 types taking their place; first the palms and other tropical or 
 sub-tropical trees, and finally the hardwood forests very much 
 like those we see today. And so we not only have our earth 
 clothed with an endless variety of plants, but these have been 
 getting better and better with the passing ages. 
 
 We ought not to suppose, however, that God had to perform 
 a special act of creation as each new plant was needed. It suf¬ 
 ficed that He gave that mysterious thing Life and an orderly 
 law of development. Changing conditions were then able by a 
 gradual process which we call evolution to convert one form of 
 life into another better adapted to the new environment. Cre¬ 
 ation is not yet finished. 
 
 The biblical account of the creation is so brief that one might 
 get the impression that all the plants were made in one day just 
 at the speaking of a word, and there are many good people who 
 resent the introduction of any other plan as discrediting God’s 
 word. 
 
NATURE HOBBIES 
 
 229 
 
 In the foregoing account there is no contradiction of the book 
 of Genesis. Let us be careful not to expect from the Bible that 
 which it was never intended to give us. It is purely a spiritual 
 revelation. In it we find what the human mind, aided by the 
 finest instruments, has been able to discover: God created the 
 earth, the heavens above it, and the life upon it. The Bible is 
 not a book of science nor of history: hence, to discover how He 
 created these things we must look elsewhere. God has given 
 us eyes, ears, reason, and a second great book, nature. With 
 these senses and this reason He bids us read for ourselves. 
 
 “There is a book who runs may read; 
 
 Which heavenly truth imparts, 
 
 And all the lore its scholars need— 
 
 Clear eyes and Christian hearts. 
 
 The works of God above, below, 
 
 Within us and around, 
 
 Are pages in that book to show 
 How God Himself is found.” 
 
 He would be great, indeed, who could bring all the plants of 
 the world into being by a magic word like some great genius of 
 the Arabian Nights. But is He not an infinitely greater God 
 whose days are aeons; who works through all eternity by sys¬ 
 tematic, orderly, unchanging laws which are beneficent when 
 obeyed, but bring inevitable disaster to the transgressor? 
 
 SECTION 5 
 The Making of the Earth* 
 
 Cecil L. Brown 
 
 I believe one of the most fascinating trips that one can take is 
 
 an imaginary trip away back down the ages of time, away 
 
 beyond the earliest dawn of human history. This was many 
 
 millions of years before men began to record historical events on 
 
 the walls of their caves, on the sides of great pyramids, on bark, 
 
 • 
 
 * Scientists are not and perhaps never may be all agreed upon any one pf the 
 theories founded upon geological and other facts, but many, if not most, will agree 
 in general with this account of the making of the earth. 
 
230 
 
 HANDBOOK FOR COMRADES 
 
 on skins, or on paper; yes, millions of years before men were 
 ever on this earth. Yet the rocks and stones of this earth were 
 wonderful historians and some men whom we call geologists 
 have been able, with the help of the rocks and stones, to read 
 the history of the long ages past, and a wonderful history it is. 
 If I were to attempt to tell you the story of it in detail, it would 
 take many large books, so we will discuss it here only very briefly. 
 
 In the beginning God created the heaven and the earth. The 
 earth was without form and unfinished. The writer of Qenesis 
 gives us a very true story of the making of the earth, but does 
 not describe the process of making it at all in detail. First, he 
 says that the earth was without form and void. Now, scientists 
 tell us that this was so, and that God caused the earth to exist 
 first in a gaseous state. This great amount of gas was very hot. 
 The heat was far greater than any heat that we know at the 
 present time. Water when it is very hot is in the form of a gas 
 which we call water vapor. As the water vapor cools it turns 
 to a liquid called water, and when it gets very cold it turns to a 
 solid called ice. Now any mineral or rock, if heated to a suf¬ 
 ficient temperature, turns to a molten state, and if it is made 
 still hotter, it turns to a gaseous state. Thus it is supposed that 
 all the water, minerals, and rock that we have in the world to¬ 
 day were mixed up in an intensely hot gaseous form. The earth 
 
 then, of course, would have been much 
 arger than now, as we know water ex¬ 
 pands when it turns to steam, so all of these 
 substances must have taken up more space 
 when in a gaseous state (Fig. i). 
 
 Imagine a world of this kind, nothing 
 but an immensity of flaming vapor. Then, 
 as this gradually began to cool, it naturally 
 turned to a liquid form and this world would 
 be just one vast ocean of fiery matter, 
 swung into mid-space by the Creator, 
 sending its lurid glare of fearful light far 
 through the cold intervals of infinite space. 
 
 Supposing it were possible for us to have witnessed this won¬ 
 derful, yet terrible sight, we would very likely have said, “Surely 
 
 Fig. i 
 
 Illustrating comparative sizes of 
 gaseous stages with present earth. 
 
 a. Present Size. 
 
 1 Successive 
 J I Decreases in Size. 
 
NATURE HOBBIES 
 
 231 
 
 Fig. 2 
 
 Illustrating the attractive 
 force of the moon. 
 
 a. Earth. 
 
 b. Tidal Wave. 
 
 c. Moon. 
 
 God is making a great mistake, how can any created being ever 
 inhabit or enjoy a world like this?” But God’s knowledge is 
 deeper than ours, and in this mass of molten matter He saw 
 order and beauty and the beginnings of a great and beautiful 
 earth. 
 
 We must never be hasty and doubt 
 God, because God works slowly and in 
 a developmental manner and He never 
 makes a mistake. When we take an 
 acorn into our hands, we might say, 
 
 “God can never make a strong and 
 sturdy oak tree out of this,” but yet 
 we know He does. He takes a hundred 
 years to do it, but when it is finished it 
 is mighty and strong. 
 
 You have all heard of the tidal wave that crosses the ocean 
 every twenty-four hours. This is supposed to be caused by an 
 attractive force exerted by the moon. Now, we have reason 
 to believe that when the earth was in this molten state the moon 
 would quite naturally cause a wave of this fiery liquid to go 
 clear around the earth every twenty-four hours. As the molten 
 mass cooled, however, a crust, like thin ice forming on water, 
 was formed on the outside of the molten mass, and when the 
 tidal wave came around it shattered this thin crust to fragments. 
 This would take place till the crust was sufficiently thick to 
 withstand the pulling force exerted by the moon (Fig. 2). 
 
 As ages of time swept on and the earth’s crust became stronger 
 and thicker, the water which had heretofore existed in the form 
 of water vapor, gradually began to cool. A scene of terrific 
 sublimity now approaches. As yet no water existed upon the 
 earth. No rain had fallen upon the parched and blackened crust. 
 All the water which now fills the oceans and the rivers and the 
 lakes, all which saturates the atmosphere and the soil and the 
 rocks, rested then upon the earth as an arid, elastic, invisible 
 vapor, extending an unknown distance into surrounding space. 
 This vapor was not like steam, but intensely hot and invisible. 
 It was like the water vapor just issuing from the exhaust pipe of 
 a steam boiler. The time had now arrived, however, when the 
 remoter regions away from the earth to which this aqueous gas 
 
232 
 
 HANDBOOK FOR COMRADES 
 
 extended began to be so far reduced in temperature as to cause 
 condensation to begin, as the heated water vapor, rushing from 
 the locomotive, soon cools into a cloud of visible mist or steam. 
 If a person could have been present on the earth at this time, he 
 would have seen the dusky atmosphere begin to thicken. In 
 the far-off regions wisps of vapor crept along the sky, as thin 
 dark clouds or cirri. In our day this would denote a gathering 
 storm and so it did in this case. These clouds grew and thick¬ 
 ened and darkened, till a pall of impending clouds enwrapped the 
 earth, and the light of the sun, moon, and stars was shut out for 
 a geological age, which probably covered thousands of years. 
 
 Particles of cooled vapor drew particles to themselves and the 
 rain drops began to fall towards the warmer strata of air near 
 the earth. But in their descent as they approached the still hot 
 crust of the earth they were scorched to steam again and, as the 
 meteor’s light vanishes in mid-heaven, they disappeared and 
 were sent hurrying back to the bosom of the cloud, to be again 
 sent forth as rain and again consumed back into the cloud. At 
 length they got as far as the hot crust, but this seething, hot 
 crust rejected the cool offering and they were driven back to the 
 over-burdened cloud, which had an ocean in its bosom to transfer 
 to the earth. 
 
 The space between the clouds and the earth was 
 one stupendous scene of ebullition. But the descent 
 of rains and the ascent of vapors disturbed the elec¬ 
 tricities of the elements. In the midst of this natural 
 yet stupendous contest between fire and water, the 
 voices of heaven’s artillery were heard. Lightnings 
 darted through the awful darkness and world-con¬ 
 vulsing thunders echoed through the universe. Yet 
 
 a. Former Mass. a11 WaS ° rder and a11 P art ° f a S reat P^n. The 
 
 b. Wrinkles, etc., in infinite mind of God the Creator saw in the making 
 
 shrinkage. an earth beautiful, which would be a fit abode for 
 
 all the lower creatures He was to create, as well as for men. 
 
 But now the great storm has passed and the waters cover the 
 face of the earth. As the crust cools it shrinks and as it shrinks 
 it wrinkles up in places. Mountain ranges and islands protrude 
 through the surface of the water. 
 
NATURE HOBBIES 
 
 233 
 
 As this cooling process goes on, even continents are heaved 
 up through the surface of the mighty ocean and the water 
 gradually drains off. As this vast ocean we have mentioned 
 washed around the surface of the earth, it caused a great ero¬ 
 sion on the rocky crust and a sediment of fine rock gradually 
 was formed and settled on the bottom. 
 
 Now, as the islands and continents appeared, shoved up by 
 the earth’s shrinkage and covered with this sediment, vegetation 
 sprang up on the land. Then, as the water cooled, myriads of 
 water animals and fish appeared in the oceans and lakes and 
 animals roamed the forests, which already covered much of the 
 land. The plains were clothed in verdant grass; the trees, 
 bearing fruits and nuts, grew in all the forests; multitudes of 
 fishes filled the lakes and rivers; animals roamed the forests, 
 whose flesh was useful for food, and whose skins were excellent 
 for clothing. When all was ready, God introduced man to the 
 earth which He had prepared for him and gave him dominion 
 over all. 
 
 This is only a short story of the making of the earth. It does 
 not stretch back into the unknown eternity. However, we find 
 God to be the firm rock of support from which the chain of 
 existence hangs. He is the “Rock of Ages.” We feel strength¬ 
 ened and comforted in knowing that, even though our knowledge 
 is very small, even though there are mysteries we cannot explain, 
 there is one thing we know, and that is, “In the beginning God 
 created.” 
 
CHAPTER XIII 
 
 OUR NATIVE TREES 
 Ernest Thompson Seton 
 
 “Fifty Common Forest Trees of Eastern North America ” 1 
 
 White Pine 
 
 Red Pine, Canadian Pine, or 
 Norway Pine 
 
 Long-leaved Pine, Georgia Pine, 
 Southern Pine, Yellow Pine 
 Tamarack, or Larch 
 White Spruce 
 Hemlock 
 Balsam Tree 
 Bald Cypress 
 
 Arbor-vitae, or White Cedar 
 Quaking Asp, or Quiver Leaf 
 Black Willow 
 
 Balsam Poplar, or Balm of 
 Gilead 
 Cottonwood 
 Black Walnut 
 White Walnut 
 Pecan 
 
 Shagbark or Shellbark 
 
 Mockernut 
 
 Pignut Hickory 
 
 Red Oak 
 Scarlet Oak 
 
 Black Oak, or Golden Oak 
 Pin Oak, or Swamp Oak 
 Beech 
 Chestnut 
 
 White Elm, Water, or Swamp 
 Elm 
 
 Slippery Elm 
 
 Osage Orange, or Bow-wood 
 Tulip Tree, White-wood, or 
 Yellow Poplar 
 Sassafras 
 
 Sweet Gum, Star-leaved 
 Gum, or Liquidambar 
 Sycamore, or Buttonwood 
 Red-bud, or Judas Tree 
 Sugar Maple, Rock Maple, or 
 Hard Maple 
 
 Silver Maple or Soft Maple 
 Red, Scarlet, Water, or 
 Swamp Maple 
 
 1 Reproduced by permission from The Woodcraft Manual, copyright, 1918, by 
 The Woodcraft League of America, Inc. 
 
OUR NATIVE TREES 
 
 235 
 
 Gray Birch, or Aspen-leaved 
 Birch 
 
 White, Canoe, or Paper Birch 
 Yellow Birch, or Gray Birch 
 Ironwood, or Hop Hornbeam 
 Blue Beech, or American Horn¬ 
 beam 
 
 White Oak 
 
 Yellow Oak, or Chestnut Oak 
 
 Box Elder, or Ash-leaved 
 Maple 
 
 Basswood, White-wood, or 
 Linden 
 
 Sour Gum, Black Gum, Pep- 
 peridge, or Tupelo 
 White Ash 
 
 Black Ash, Hoop Ash, or 
 Water Ash 
 
 White Pine, or Weymouth Pine 
 
 (Finns Strobus ) 
 
 A noble evergreen tree, up to 175 feet high. The lumberman’s 
 prize. Its leaves are in bunches of 5, and are 3 to 5 inches long; 
 cones 4 to 8 inches long. Wood pale, soft, straight-grained, easily 
 
 White Pine 
 
 split. Warps and checks less than any other of our timbers. A 
 cubic foot weighs 24 lbs. (a cubic foot of water weighs 63 lbs.). 
 Minnesota and Manitoba to Nova Scotia and Pennsylvania. 
 
 Red Pine 
 
236 
 
 HANDBOOK FOR COMRADES 
 
 Red Pine, Canadian Pine, or Norway Pine 
 
 (.Finns resinosa ) 
 
 Evergreen; somewhat less than the White Pine, with leaves 
 4 to 6 inches long, in bunches of 2, comes to 2^ inches long. 
 Wood darker, harder, and heavier. A cubic foot weighs 30 lbs. 
 Range as above. 
 
 Long-leaved Pine, Georgia Pine, Southern Pine, 
 
 Yellow Pine, or Hard Pine 
 
 (Pinus palustris ) 
 
 A fine tree, up to 100 feet high; evergreen; found in great 
 forests in the Southern States; it supplies much of our lumber 
 now; and most of our turpentine, tar, and rosin. Wood strong 
 
 Long-leaved Pine 
 
 and hard, a cubic foot weighs 44 lbs. Its leaves are 10 to 16 
 inches long, and are in bunches of 3; cones, 6 to 10 inches long. 
 Range, Virginia to Louisiana and Florida. 
 
 Tamarack, Larch, or Hackmatack 
 
 (Larix laricina) 
 
 A tall, straight tree of the northern swamps yet often found 
 flourishing on dry hillsides. One of the few conifers that shed all 
 their leaves each fall. Leaves yi to 1 inch long; cones }4 to yi 
 inch. Wood very resinous, heavy, and hard, “a hard, soft wood” 
 
OUR NATIVE TREES 
 
 237 
 
 very durable as posts. In Manitoba I have seen tamarack fence 
 posts unchanged after twenty years’ wear. It is excellent for 
 firewood, and makes good sticks for a rubbing-stick fire. A cubic 
 foot weighs 39 lbs. Found north nearly to the limit of trees; 
 south to northern New Jersey and Minnesota. 
 
 White Spruce 
 
 {Picea Canadensis) 
 
 Evergreen; 60 to 70 or even 150 feet high. Leaves F2 to ^ 
 inch long; cones 1^ to 2 inches long, are at the tips of the 
 branches and deciduous; the twigs smooth. Wood white, light, 
 
 White Spruce 
 
 soft, weak, straight-grained, not durable; a cubic foot weighs 25 
 lbs. Its roots afford the wat-tap or cordage for canoe-building 
 and camp use generally. North to the limit of trees east of 
 Rockies, south to Dakota, Wisconsin, and Maine. 
 
 Hemlock 
 
 (Tsuga Canadensis ) * 
 
 Evergreen; 60 to 70 feet high; occasionally 100; wood pale, 
 soft, coarse, splintery, not durable. A cubic foot weighs 26 lbs. 
 Bark full of tannin. Leaves y£ to ^ inch long; cones about the 
 
238 
 
 HANDBOOK FOR COMRADES 
 
 Hemlock 
 
 same. Its knots are so hard that they quickly turn the edge of an 
 axe or gap it as a stone might; these are probably the hardest 
 vegetable growth in our woods. Wisconsin to Nova Scotia and 
 south on the mountains to Georgia. 
 
 Balsam Tree, or Canada Balsam 
 
 (Abies balsamea ) 
 
 Evergreen; famous for the blisters on its trunk, yielding Can¬ 
 ada balsam which makes a woodman’s plaster for cuts or a 
 waterproof cement; and for the exquisite odor of its boughs, 
 
 which also supply the woodman’s ideal bed. Its flat leafage is 
 distinctive. Wood pale, weak, soft, perishable. A cubic foot 
 weighs 24 lbs. New Alberta to Newfoundland and south to 
 Virginia. 
 
 Bald Cypress 
 
 (Taxodium distichum ) 
 
 A fine forest tree, up to 150 feet, with thin leaves somewhat 
 like those of Hemlock, half an inch to an inch long; cones 
 rounded about an inch through. Sheds its leaves each fall so is 
 
OUR NATIVE TREES 
 
 239 
 
 Bald Cypress 
 
 “bald” in winter. Noted for the knees or upbent roots that it 
 develops when growing in water. Timber soft, weak, but durable 
 and valuable; a cubic foot weighs 27 lbs. In low wet country of 
 Mississippi Valley and southeast coast. 
 
 Arbor-vitae, or White Cedar 
 
 {Thuya occidentalis) 
 
 Evergreen; 50 to 60 feet high. Wood soft, brittle, coarse¬ 
 grained, extremely durable as posts; fragrant and very light (the 
 lightest on our list). Makes good sticks for rubbing-stick fire. 
 
 A cubic foot weighs only 20 lbs. The scale-like leaves are about 
 6 to 8 to the inch, the cones half an inch long or less. Manitoba 
 to Nova Scotia, and Pennsylvania; south on mountains to 
 North Carolina. 
 
240 
 
 HANDBOOK FOR COMRADES 
 
 Quaking Asp, Quiver Leaf, Aspen Poplar, or Popple 
 
 (Populus tremuloides ) 
 
 A small forest tree, but occasionally 100 feet high. Readily 
 known by its smooth bark, of a light green or whitish color. The 
 wood is pale, soft, close-grained, weak, perishable, and light. A 
 
 Quaking Asp 
 
 cubic foot weighs 25 lbs. Good only for paper pulp, but burns 
 well when seasoned. When green it is so heavy and soggy that it 
 lasts for days as a fire check or back-log. Leaves to 2 inches 
 long. Canada and Northern States. 
 
 Black Willow 
 
 (Salix nigra ) 
 
 The common Willow of stream-banks, usually 20 to 40 feet 
 high, sometimes 100. Bark nearly black. Its long, narrow, 
 yellow-green shining leaves are sufficiently distinctive. A decoc¬ 
 tion of Willow bark and roots is said to be the best known sub¬ 
 stitute for quinine. Noted for early leafing and late shedding; 
 leaves 3 to 6 inches long. Wood pale, weak, soft, close-grained; 
 a cubic foot weighs 28 lbs. Manitoba to Nova Scotia and south 
 to Gulf. 
 
OUR NATIVE TREES 
 
 241 
 
 Balsam Poplar, Balm of Gilead, or Tacamahac 
 
 (.Populus balsamifera ) 
 
 Fifty to 60 feet ordinarily, but sometimes 100 feet high. Bark 
 rough and furrowed. The great size of the buds and their thick 
 
 shiny coat of fragrant gum are strong marks. Wood much as in 
 the preceding, but weighs 23 lbs. a cubic foot. Leaves 3 to 6 
 inches long. Canada and Northern States. 
 
 Cottonwood 
 
 (.Populus deltoides) 
 
 Small and rare in the Northeast. Abundant and large in 
 West; even 150 feet high. Wood as in other poplars but weighs 
 42 lbs. a cubic foot. Leaves 3 to 5 inches long. Maine to Georgia 
 and west to Alberta. 
 
242 
 
 HANDBOOK FOR COMRADES 
 
 Black Walnut 
 
 (Juglans nigra) 
 
 A magnificent forest tree up to 150 feet high; usually much 
 smaller in the East. Wood a dark purplish brown or gray; hard, 
 close-grained; strong; very durable in weather or ground work, 
 and heavy. A cubic foot weighs 38 lbs. Leaflets 13 to 23; and 
 3 to 5 inches long. Fruit nearly round, 1 yi to 3 inches in diam¬ 
 eter. Massachusetts to Minnesota and south to Mississippi. 
 
 Fruit of black walnut Fruit of butternut 
 
 About half size 
 
OUR NATIVE TREES 
 
 243 
 
 White Walnut, Oil Nut, or Butternut 
 
 (Juglans cinerea) 
 
 Much smaller than the last, rarely 100 feet high; with much 
 smoother bark and larger, coarser, compound leaves, of fewer 
 leaflets, but the petioles or leaflet stalks and the new twigs are 
 covered with sticky down. 
 
 The wood is light brown, soft, coarse, not strong, but very 
 enduring in weather and ground work; light;, leaves 15 to 30 
 inches long; leaflets 11 to 19 in number and 3 to 5 inches long; 
 
 fruit oblong, 2 to 3 inches long, 
 south to Mississippi. 
 
 Nova Scotia to Minnesota and 
 
 Pecan 
 
244 
 
 HANDBOOK FOR COMRADES 
 
 Pecan 
 
 (Hicoria Pecan) 
 
 A tall slender forest tree in low moist soil along streams, up 
 to 170 feet in height; famous for its delicious nuts, which are 
 smooth and thin shelled; fruit, oblong, cylindrical, i }4 to 2}4 
 inches long. Its leaves are smooth when mature; leaflets 11 to 
 15, and 4 to 7 inches long; wood hard and brittle, a cubic foot 
 weighs 45 lbs. Central Mississippi Valley. 
 
 Shagbark, Shellbark, or White Hickory 
 
 (Hicoria ovata) 
 
 A tall forest tree up to 120 feet high. Known at once by the 
 great angular slabs of bark hanging partly detached from its 
 main trunk, forced off by the growth of wood, but too tough to 
 
 fall. Its leaves are 8 to 14 inches long, with 5 to 7 broad leaflets. 
 The wood is very light in color, close-grained, tough, and elastic. 
 It makes an excellent bow; is the best of fuel. A cubic foot 
 weighs 52 lbs. Dakota to Maine and south to Mississippi. 
 
 Mockernut, White Heart, or Big-bud Hickory 
 
 (.Hicoria alba) 
 
 A tall forest tree, up to 100 feet. Wood much like that of 
 Shagbark, but not quite so heavy (51 lbs.). Its bark is smooth 
 
245 
 
 OUR NATIVE TREES 
 
 and furrowed like that of the Pignut. Its leaves are like those of 
 the Shagbark, but it has’ 7 to 9 leaflets, instead of 5 to 7; it has 
 a large terminal bud of an inch long, and the leaves have a 
 
 resinous smell. Its nut in the husk is nearly 2 inches long; the 
 nut shell is 4-ridged toward the point, has a very thick shell, and 
 small, sweet kernel. Maine to Oklahoma and Florida. 
 
 Pignut Hickory 
 
 (Hicoria glabra ) 
 
 A tall forest tree; 100 and up to 120 feet high. Wood much 
 as in the Mockernut; bark smooth and furrowed; not loose 
 
 Pignut Hickory 
 
246 
 
 HANDBOOK FOR COMRADES 
 
 plates. Leaves 8 to 12 inches long. Nut slightly or not at all 
 angular, very thick shelled; the pear shape of fruit is a strong 
 feature, 1% to 2 inches long. Maine to Nebraska and south to 
 the Gulf. 
 
 Gray Birch, or Aspen-leaved Birch 
 
 (Betula populifolia ) 
 
 A small tree found on dry and poor soil; rarely 50 feet high. 
 Wood soft, close-grained, not strong, splits in drying, useless for 
 weather or ground work. A cubic foot weighs 36 lbs. Leaves 2 
 to 3 inches long. It has a black triangular scar at each armpit. 
 Quebec south to Maryland. 
 
 White 
 
OUR NATIVE TREES 
 
 247 
 
 White, Canoe, or Paper Birch 
 
 {Betula papyrifera ) 
 
 A tall forest tree up to 80 feet high; the source of bark for 
 canoes, etc. One of the most important trees in the northern 
 forest. Besides canoes, wigwams, vessels, and paper from its 
 bark, it furnishes syrup from its sap and the inner bark is used 
 as an emergency food. Every novice rediscovers for himself 
 that the outer bark is highly inflammable as well as waterproof, 
 and ideal for fire-lighting. Though so much like the Gray Birch, 
 it is larger, whiter, and with but small black scars at each limb. 
 The timber is much the same, but this weighs 37 lbs. Its leaf 
 and catkin distinguish it; the former is 2 to 3 inches long. All 
 Canada and south to Illinois. 
 
 Yellow Birch, or Gray Birch 
 
 (Betula lutea ) 
 
 A forest tree, of 30 to 50 feet in height. Bark obviously birch, 
 but shaggy and gray or dull yellow. Wood as in the others, but 
 
 reddish. A cubic foot weighs 41 lbs. Leaves 3 to 4 inches long. 
 Minnesota to Newfoundland and south to Virginia. 
 
 Ironwood, Hard-hack, Leverwood, Beetle-wood, 
 or Hop Hornbeam 
 
 (Ostyra Virginiana) 
 
 A small tree; 20 to 30, rarely 50, feet high; named for its 
 hardness and its hoplike fruit. Bark furrowed. Wood tough, 
 close-grained, unsplitable. One of the strongest, heaviest, and 
 
248 
 
 HANDBOOK FOR COMRADES 
 
 Iron wood 
 
 hardest of timbers. A cubic foot weighs over 51 lbs. That is, it 
 comes near to Shagbark Hickory in weight and perhaps goes 
 beyond it in strength and hardness. Leaves 3 to 5 inches long. 
 Fruit i }4 to 2 yi inches long. Dakota to Nova Scotia and south 
 to Gulf. 
 
 Blue Beech, Water Beech, or American Hornbeam 
 
 (Carpinus Caroliniana ) 
 
 A small tree, 10 to 25, rarely 40, feet high; bark smooth. 
 Wood hard, close-grained, very strong; much like Ironwood, but 
 lighter. A cubic foot weighs 45 lbs. Leaves 3 to 4 inches long. 
 United States east of Missouri River. 
 
 Blue Beech 
 
OUR NATIVE TREES 
 
 249 
 
 White Oak 
 
 {Quercus alba ) 
 
 A grand forest tree; over 100 feet up to 150 feet high. The 
 finest and most valuable of our oaks. The one perfect timber 
 for shipbuilders, farmers, and house furnishers. Its wood is pale, 
 
 strong, tough, fine-grained, durable, and heavy. A cubic foot 
 weighs 46 lbs. I found that when green it weighed 68 lbs. to the 
 cubic foot and of course sank in water like a stone. Called white 
 from pale color of bark and wood. Leaves 5 to 9 inches long. 
 Texas to Minnesota and easterly. 
 
 Yellow Oak, Chestnut Oak, or Chinquapin Scrub Oak 
 
 {Quercus Muhlenbergii ) 
 
 A great forest tree; up to 160 feet high; wood as usual, but the 
 heaviest of all when dry; a cubic foot weighs 54 lbs.; when green, 
 it is heavier than water, and sinks at once. It is much like the 
 Chestnut Oak but its leaves are narrower, more sharply saw- 
 edged, and its acorns much smaller, about half the size. Its 
 acorns ripen in one season. Leaves 4 to 6 inches long. Louisiana 
 to Iowa and easterly to Massachusetts. (See next page.) 
 
250 
 
 HANDBOOK FOR COMRADES 
 
 Red Oak 
 
 (Quercus rubra) 
 
 A fine forest tree, 70 to 80, or even 140, feet high. Wood red¬ 
 dish brown. Sapwood darker. Hard, strong, coarse-grained, 
 heavy. A cubic foot weighs 41 lbs. It checks, warps, and does 
 
 not stand for weather or ground work. The acorn takes two 
 seasons to ripen. Apparently all those oaks whose nuts take two 
 seasons to ripen have wood that soon rots. The low, flat shape 
 of the cup is distinctive; in fact, it has no cup, it has a saucer; 
 leaves 4 to 8 inches long. Missouri to Minnesota and east to 
 Atlantic. 
 
OUR NATIVE TREES 
 
 251 
 
 Scarlet Oak 
 
 (Quercus coccinea ) 
 
 Seventy to 80 or even 160 feet high. Scarlet from its spring 
 and autumn foliage color. The leaves are a little like those of 
 the Black Oak, but are frondlike with three or four deep, nearly 
 even, cuts on each side. The acorns of this can be easily matched 
 among those of the Black Oak, but the kernel of the Scarlet is 
 white, that of the Black is yellow; they take two seasons to 
 ripen. Wood much as in Red Oak but weighs 46 lbs. per cubic 
 foot. Leaves 4 to 8 inches long. Massachusetts to Georgia and 
 Iowa, 
 
 Black Oak 
 
252 
 
 HANDBOOK FOR COMRADES 
 
 Black Oak, Golden Oak, or Quercitron 
 
 (Quercus velutina ) 
 
 Seventy to 80 or even 150 feet high. The outer bark is very 
 rough, bumpy, and blackish; inner bark yellow. This yields 
 a yellow dye called quercitron. The leaf is of the Scarlet Oak 
 style, but has uneven cuts and usually a large solid area in the 
 outer half. The wood is hard, coarse-grained, checks, and does 
 not stand for weather or ground work. A cubic foot weighs 44 
 lbs. Wisconsin to Maine and south to Gulf. 
 
 Pin Oak, or Swamp Oak 
 
 0 Quercus palustris ) 
 
 Fifty to 70 or even 120 feet high, in swampy land. Wood 
 hard, coarse-grained, very strong and tough. Will not stand 
 
 exposure next to ground. A cubic foot weighs 34 lbs. Its acorns 
 take two seasons to ripen. Leaves 4 to 6 inches long. In moist 
 woods and along swamp edges. Massachusetts to Iowa and 
 Arkansas. 
 
 Beech 
 
 (Fagus grandifolia ) 
 
 In all North America there is but one species of Beech. It is 
 a noble forest tree, 70 to 80, and occasionally 120, feet high; 
 readily distinguished by its unfurrowed ashy gray bark. Wood 
 hard, strong, tough, close-grained, pale, heavy. Leaves 3 to 4 
 inches long. A cubic foot weighs 43 lbs. Wisconsin to Nova 
 Scotia and south to Gulf. 
 
OUR NATIVE TREES 
 
 253 
 
 Beech 
 
 Chestnut 
 
 (Castanea dentata ) 
 
 A noble tree, 60 to 80 or even 100 feet high. A cubic foot of 
 the wood weighs 28 lbs. Leaves 6 to 8 inches long. Massachu¬ 
 setts to Indiana and Mississippi. 
 
 Chestnut 
 
254 
 
 HANDBOOK FOR COMRADES 
 
 Slippery Elm, Moose, or Red Elm 
 
 (Ulmus fulva ) 
 
 Smaller than White Elm, maximum height about 70 feet. 
 Wood dark, reddish, hard, close, tough, strong; durable next the 
 ground; heavy; a cubic foot weighs 43 lbs. Its leaves are larger 
 and rougher than those of the former. Four to 8 inches long, and 
 its buds are hairy, not smooth. Maine to Minnesota and south 
 to Gulf. 
 
 White Elm, Water, or Swamp Elm 
 
 (Ulmus Americana ) 
 
 A tall, splendid, forest tree; commonly 100, occasionally 120, 
 feet. Wood reddish brown; hard, strong, tough, very hard to 
 split. A cubic foot weighs 41 lbs. Soon rots near the ground. 
 Leaves 2 to 5 inches long. Manitoba to Nova Scotia and south 
 to Gulf. (See next page.) 
 
OUR NATIVE TREES 
 
 255 
 
 Osage, Orange, Bodarc (Bois D’arc), or Bow-wood 
 
 (Toxylon pomiferum) 
 
 A small tree, rarely 60 feet high. Originally from the middle 
 Mississippi Valley, now widely introduced as a hedge tree. 
 Famous for supplying the best bows in America east of the 
 Rockies. Wood is bright orange; very hard, elastic, enduring, 
 and heavy. Leaves 3 to 6 inches long. A cubic foot weighs 
 48 lbs. 
 
 Osage 
 
256 
 
 HANDBOOK FOR COMRADES 
 
 Tulip Tree, White-wood, Canoe Wood, or Yellow Poplar 
 
 (.Liriodendron tulipifera) 
 
 One of the noblest forest trees, ordinarily ioo feet, and some¬ 
 times 150 feet, high. Noted for its splendid, clean, straight 
 column; readily known by leaf, 3 to 6 inches long, and its tulip¬ 
 like flower. Wood soft, straight-grained, brittle, yellow, and 
 very light; much used where a broad sheet easily worked is 
 needed but will not stand exposure to the weather; is poor fuel; 
 a dry cubic foot weighs 26 lbs. Mississippi to Atlantic, Lake 
 Ontario to Gulf. 
 
 Sassafras, or Ague Tree 
 
 (Sassafras sassafras ) 
 
 Usually a small tree of dry, sandy soil, but reaching 125 feet 
 high in favorable regions. Its wood is dull orange, soft, weak, 
 coarse, brittle, and light. A cubic foot weighs 31 lbs. Very 
 durable next the ground. Leaves 4 to 7 inches long. Maine to 
 Iowa and Texas to Atlantic. (See next page.) 
 
OUR NATIVE TREES 
 
 257 
 
 Sweet Gum, Star-leaved, or Red Gum, Bilsted, 
 
 Alligator Tree, or Liquidambar 
 
 {Liquidambar styraciflua ) 
 
 A tall tree up to 150 feet high of low, moist woods, remarkable 
 for the corky ridges on its bark, and the unsplitable nature of its 
 weak, warping, perishable timber. Heart-wood reddish brown, 
 sap white; heavy, weighing 37 lbs. to cubic foot. Leaves 3 to 5 
 inches long. Massachusetts to Missouri and south to Gulf. (See 
 next page.) 
 
 Sycamore, Plane Tree, Buttonball, or Buttonwood 
 
 (Platanus occidentalis ) 
 
 One of the largest of our trees; up to 140 feet high; commonly 
 hollow. Wood light brownish, weak; hard to split; heavy for 
 its strength. A cubic foot weighs 35 lbs. Little use for weather 
 work. Famous for shedding its bark as well as its leaves. Leaves 
 4 to 9 inches long. Canada to the Gulf. (See next page.) 
 
258 
 
 HANDBOOK FOR COMRADES 
 
 Sweet Gum 
 
 Sycamore 
 
OUR NATIVE TREES 
 
 259 
 
 Red-bud, or Judas Tree 
 
 (Cercis Canadensis) 
 
 Small tree of bottom lands, rarely 50 feet high; so called from 
 its abundant spring crop of tiny rosy blossoms, coming before the 
 leaves, the latter 2 to 6 inches broad. “J u d as tree” because it 
 blushed when Judas hanged himself on it (Keeler). Its wood is 
 dark, coarse, and heavy. 
 
 A cubic foot weighs 40 lbs. Maryland to Iowa and southward. 
 
 Sugar Maple, Rock Maple, or Hard Maple 
 
 (Acer saccharum) 
 
 A large, splendid forest tree, 80 to 120 feet high; red in au¬ 
 tumn. Wood hard, strong, tough, and heavy but not durable. 
 
 Sugar Maple 
 
26 o 
 
 HANDBOOK FOR COMRADES 
 
 A cubic foot weighs 43 lbs. It enjoys with Beech, Hickory, etc., 
 the sad distinction of being a perfect firewood. Thanks to this 
 it has been exterminated in some regions. 
 
 Bird’s-eye and curled Maple are freaks of the grain. Leaves 
 3 to 5 inches long. Its sap produces the famous maple sugar. 
 Manitoba to Nova Scotia and south to Gulf. 
 
 Silver Maple, White, or Soft Maple 
 
 . (Acer saccharinum) 
 
 Usually a little smaller than the Sugar Maple and much 
 inferior as timber. Wood hard, close-grained. A cubic foot 
 weighs 33 lbs. Leaves 5 to 7 inches long. This tree produces 
 a little sugar. It is noted for its yellow foliage in autumn. Nova 
 Scotia to Minnesota and south to Oklahoma and Georgia. 
 
 Red, Scarlet, Water, or Swamp Maple 
 
 (Acer rubrum) 
 
 A fine tree the same size as the preceding. Noted for its 
 flaming crimson foliage, n fall, as well as its red leaf-stalks, 
 flowers, and fruit earlier. Its wood is light-colored, tinged 
 
OUR NATIVE TREES 
 
 261 
 
 reddish, close-grained, smooth with varieties of grain, as in 
 Sugar Maple; heavy. A cubic foot weighs 39 lbs. Leaves 2 to 
 6 inches long. Quebec to Minnesota and south to Gulf. 
 
 Red Maple 
 
 Box Elder, or Ash-leaved Maple 
 
 (Acer Negundo ) 
 
 A small tree, 40 to 50 up to 70 feet high, found chiefly along 
 streams. Wood pale, soft, close-grained, light. A cubic foot 
 weighs 27 lbs. Poor fuel. Makes paper-pulp. Leaflets 2 to 4 
 inches long. Massachusetts to British Columbia south to Mexico 
 and Alabama. 
 
 Box Elder 
 
262 
 
 HANDBOOK FOR COMRADES 
 
 Basswood, White-wood, Whistle-wood, Lime, or Linden 
 
 (Tilia Americana) 
 
 A tall forest tree 60 to 125 feet; usually hollow when old. 
 Wood soft, straight-grained, weak, white, very light. A cubic 
 foot weighs 28 lbs. It makes a good dugout canoe or sap trough. 
 
 The hollow trunk, split in halves, was often used for, roofing. 
 Poor firewood, and soon rots, makes good rubbing-sticks for 
 friction fire. Its inner bark supplies coarse cordage and mat¬ 
 ting. Its buds are often eaten as emergency food. Leaves 2 
 to 5 inches wide. Manitoba to Nova Scotia and south to Texas. 
 
 Sour Gum, Black Gum, Pepperidge, or Tupelo 
 
 (Nyssa sylvatica ) 
 
 A forest tree up to no feet high; in wet lands. Wood pale, 
 very strong, tough, unsplitable, and heavy. A cubic foot weighs 
 40 lbs. Used for turner work, but soon rots next the ground. 
 Leaves 2 to 5 inches long. Massachusetts to Wisconsin and 
 south to Gulf. (See next page.) 
 
OUR NATIVE TREES 
 
 263 
 
 Sour Gum 
 
 White Ash 
 
 (Fraxinus Americana ) 
 
 A fine forest tree on nfoist soil; 70 to 90 or even 130 feet high. 
 Wood pale brown, tough, and elastic. Used for handles, springs, 
 
 White Ash 
 
 bows, also arrows and spears; heavy. A cubic foot weighs 41 
 lbs. Soon rots next the ground. Called white for the silvery un¬ 
 der sides of the leaves; these are 8 to 12 inches long; each leaflet 
 3 to 5 inches long. Mississippi Valley and east to Atlantic. 
 
264 
 
 HANDBOOK FOR COMRADES 
 
 Black Ash, Hoop Ash, or Water Ash 
 
 (Fraxinus nigra ) 
 
 A tall forest tree of swampy places; 70, 80, or rarely 100 feet 
 high. Wood dark brown, tough, soft, coarse, heavy. A cubic 
 
 foot weighs 39 lbs. Soon rots next to the ground. Late in the 
 spring to leaf, and early to shed in the fall. The leaves are 12 
 to 16 inches long; its leaflets, except the last, have no stalk, they 
 number 7 to 11, are 2 to 6 inches long. Nova Scotia to Manitoba, 
 and south to Virginia. 
 
CHAPTER XIV 
 
 HOW TO HAVE A GOOD GARDEN 1 
 
 “Five hundred million dollars! Boys, that’s a heap of money.” 
 
 Now, let your imagination run a few moments and just think 
 of the enormous piles of potatoes and beets and onions and ears 
 of corn and bushels of carrots and radishes, to say nothing at 
 all of the wagon-loads of cabbage and pumpkins and melons 
 that you could buy with $500,000,000. Yet that is the amount 
 of food that the boys and girls, men and women of America grew 
 last summer in their back-yard gardens. Then, too, just remem¬ 
 ber, please, that the mere food produced was only part of the 
 adventure. Think of the fine exercise in the open air; think of 
 the friendly spirit of competition between all the folks of a 
 neighborhood to see who would have lettuce first or grow the 
 largest cucumber. Just think of the better diet, just think of 
 the saving in money, just think of the personal satisfaction of 
 using all your spare minutes being a producer. A good garden 
 is an achievement and all achievements are worth while to a 
 live boy. What a challenge are the weeds and the bugs! No 
 boy but a real boy can grow a real garden. 
 
 The back-yard garden has come to stay, too. There will be 
 more of them each year than the year before, and they will be 
 better gardens, for thousands upon thousands of boys are fast 
 becoming experienced. This brief chapter is not meant to be a 
 garden manual—there are any quantities of those available at 
 any library. The purpose of these pages is to get you inter- 
 
 1 Adapted from pamphlet, “War Gardening and Home Storage of Vegetables,” 
 copyright, 1919, by National War Garden Commission; used by permission. 
 
266 
 
 HANDBOOK FOR COMRADES 
 
 ested, for you can only actually learn to garden by gardening. 
 Here is the beginning and the ending of the whole thing: 
 
 First. You must hoe out your own experience. 
 
 Second. Make early preparations. Get a good piece of 
 ground in the fall, manure it, and turn it over once. 
 
 Third. Get first-class seed, plant it at the right time (see 
 table, page 277), and plant it in the right way. 
 
 Fourth. Begin early to hoe and weed, and keep hoeing and 
 weeding as long as necessary to insure a splendid crop. 
 
 Here is a formula which will be found to insure success: In¬ 
 telligence, work and perseverance, good seed, rain and sun¬ 
 shine. Result: Quantities of fresh vegetables, a substantial 
 money-saving, increased health, and the satisfaction of doing a 
 patriotic service. 
 
 Garden Plan 
 
 Have a plan for your garden—drawn to scale on paper—before 
 you start, to give proper order in planting and enable you to 
 buy the right amount of seed in advance while the selection is 
 good. 
 
 Put in one general group small plants like beets, onions, let¬ 
 tuce, carrots, radishes, and parsnips. In another general group 
 put larger plants like corn, tomatoes, and potatoes. Spreading 
 ground vines, like melons and cucumbers, which need wider 
 spacing, should be put in another general group. The reason 
 for this grouping is that the various plants in a group need simi¬ 
 lar general treatment as well as spacing. 
 
 In making a plan provide space in which to enter costs and 
 yield of the various crops. This will give you a complete 
 record, which will be useful another year. Another helpful use 
 of the plan is that it will guide you in the rotation of next year’s 
 crops. For this purpose save your plan for next season. 
 
HOW TO HAVE A GOOD GARDEN 267 
 
 Sunshine 
 
 In the location of a garden, it is not always possible to choose 
 conditions as to sunlight. It is important, therefore, that in the 
 arrangement of the various kinds of vegetables which are to be 
 planted, due care should be given to providing the greatest ex¬ 
 posure to the sun for those crops which need it most. Those 
 plants which must ripen their fruits, such as tomatoes and egg¬ 
 plant, require the greatest amount of sunshine; while lettuce, 
 spinach, kale, and other leaf crops require relatively less. Foli¬ 
 age crops must have at least three hours of sunlight a day and 
 plants which ripen fruits at least five hours a day. This is im¬ 
 portant. 
 
 Vary from Last Year’s Plan 
 
 It is important to remember that plant diseases and insects 
 are apt to thrive in a spot in which they have become established. 
 For this reason those who make gardens this year should take 
 care not to place the individual crops in the spot in which the 
 same crops grew last year. Varying the arrangement of the 
 garden in this way will reduce the danger from disease and in¬ 
 sects. The same vegetables in the same place each year exhaust 
 certain food elements, and reduced yields are sure to result. 
 
 Surplus Products 
 
 At times, even with the best of planning, a gardener will find 
 that his garden has matured more of some varieties of vegetables 
 than can be used immediately. None of this excess should be 
 wasted and there is no occasion for waste. If there is no ready 
 market for the surplus it should be prepared for winter by either 
 canning or drying. By modern methods either canning or drying 
 may be done with little expense of time, trouble, or financial 
 outlay. By using the cold-pack method, as small a quantity as 
 a single can or jar may be put up in a short time. With proper 
 instructions it is possible for you to dry a handful of peas or 
 beans, sweet corn, a few sweet potatoes or turnips, or small 
 quantities of many other vegetables with practically no expen¬ 
 diture of time. 
 
PLAN OF GARDEN 
 
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Parsnips, Y row (radishes to mark row); Salsify, Y row 
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 Peas, followed by Corn 
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 crook neck) 
 
 Rows are 30 inches apart. If soil is very fertile rows may be closer. 
 
 Planting was begun at hotbed end of garden and plantings were made a few days apart to insure a constant 
 upply of vegetables. 
 
HANDBOOK FOR COMRADES 
 
 270 
 
 The Soil and Manures 
 
 The back-yard gardener must use the soil he has, but he can 
 improve it if it is poor, and he must do this as far as possible. 
 Stable manure will help even the richest soil, and you are not 
 likely to use too much of it. During a single season professional 
 gardeners apply as much as six inches of it. From 400 to 600 
 pounds can be used to advantage on a plot twenty by twenty 
 feet. Coarse manure should be applied and thoroughly plowed 
 or spaded under in the fall. In the spring, fine, rotted manure 
 is applied, just before plowing or spading, preceding the planting 
 of any crop. If the ground is fairly rich, and well-rotted manure 
 is scarce, the manure may be scattered in the row only, and 
 should be mixed into the soil before the planting of the seed. 
 
 Loam is the best garden soil. Sand, with manure, gives good 
 results. Clay is hardest to work, but is greatly improved by 
 well-rotted manure and vegetable matter—called humus. These 
 should be well worked in with hoe and rake. Sifted coal ashes, 
 entirely free from clinkers, will help loosen clay when mixed in, 
 but will not remove an acid condition nor increase fertility. 
 
 Compost 
 
 Compost is especially desirable when quick growth is wanted 
 Compost is thoroughly rotted manure or organic material. It 
 is prepared from six to twelve months before being used, by 
 putting the manure and other material in piles. 
 
 Besides the usual waste of garden rubbish, there is a large 
 waste of leaves, weeds, and the skins and other unused portions 
 of fruits and vegetables. These should all be thrown on the 
 compost pile to decay for use on the garden next spring. De¬ 
 stroy all plants which are diseased. The compost pile should be 
 built up in alternate layers of vegetable refuse a foot thick and 
 earth an inch or more thick. The earth helps to rot the vegetable 
 matter when mixed with it. 
 
 If the pile can be forked over once a month when not frozen 
 and the contents well mixed together, they will decay quite 
 rapidly and be in good usable condition in the spring. The 
 compost may be either spread over the garden and plowed under, 
 or it may be scattered in the rows before the seed is sown. This 
 
HOW TO HAVE A GOOD GARDEN 
 
 271 
 
 is, of course, not as rich as stable manure, but it is a good sub¬ 
 stitute. 
 
 Compost is also used as a top dressing during the growing 
 season for hastening growth. 
 
 In planting a permanent garden, a space should be reserved 
 near the hotbed or seed bed, and in this space should be piled, as 
 soon as pulled, all plants which are free from diseases and insects. 
 This applies to all vegetables and especially to peas and beans, 
 as these belong to a group of plants which take nitrogen from 
 the air, during growth, and store it in their roots. When these 
 plants are decayed they will return to the soil not only much of 
 the plant food taken from it during their growth, but additional 
 nitrogen as well. Nitrogen in the soil is necessary for satisfactory 
 leaf growth. The material so composted should be allowed to 
 decay throughout the winter, and when needed should be used 
 according to the instructions given for using compost. The 
 sweepings of pigeon lofts or chicken coops make valuable fer¬ 
 tilizer. When cleaning roosts from day to day add one-quarter 
 as much acid phosphate as sweepings. When needed apply one 
 pound of this mixture to every five square feet of ground, mixing 
 it thoroughly into the soil. 
 
 Prepared sheep manure, where procurable at a reasonable 
 price, is possibly the safest concentrated fertilizer. It should be 
 used in small quantities rather than spread broadcast. Scatter 
 it along the row before seed is sown or apply by mixing it with 
 water in a pail, stirring the mixture to the consistency of thin 
 mush, and pouring it along the rows of the plants. 
 
 Green Manure 
 
 Green manure is useful as a fertilizer. It consists of green 
 plants turned under by plowing or spading. Rye is the most 
 satisfactory for this purpose. If planted in July or August, the 
 crop may be turned under in the fall if early spring planting is 
 desired. If planted later, it is usually turned under in the spring. 
 When not turned under until spring, the growth will prevent the 
 leaching of soluble plant food or the washing away of rich soil. 
 
 In sowing rye for this purpose, use at the rate of one pound 
 of seed to a strip of ground fifty feet long and ten feet wide. If 
 the ground is rough or hard, it should be cultivated just before 
 
272 
 
 HANDBOOK FOR COMRADES 
 
 the seed is sown, and then cultivated again to cover the seed. 
 Sow the seed between the rows of crops not yet gathered. Rye 
 is very hardy and will sprout even though there is frost nearly 
 every night. At a cost of about five cents for a pound of seed, a 
 garden of ten by fifty feet can thus be treated to an application 
 of green manure. The grass rye plants soon decay when turned 
 under, and answer the same purpose as a light dressing of manure. 
 
 Green manure, however, should not be relied upon to do the 
 work of stable manure, as it does not provide phosphorus or 
 potassium. 
 
 Tools most commonly needed in a small garden . From left to right, between the balls 
 of cord, they are: Trowel, weeder, spade, steel toothed rake, hoe, garden fork, watering 
 pot and dibble. 
 
 Lime 
 
 Land which has long been unused, or land in lawns, is likely to 
 be sour. To remedy this condition, apply evenly one pound of 
 air-slaked lime or two pounds of ground limestone to every 
 thirty square feet. This lime should be applied and raked in to 
 a depth of two inches when the seed bed is being prepared in the 
 spring. Instead of lime, two pounds of unleached wood ashes 
 may be used. Do not apply lime at the same time as manure 
 or mixed fertilizers, as it will cause loss of nitrogen. 
 
 Outdoor Hotbeds 
 
 For early planting a hotbed may be made, located in a shel¬ 
 tered spot with southern exposure, where it will receive a generous 
 
HOW TO HAVE A GOOD GARDEN 
 
 273 
 
 supply of sun. A width of six feet is desirable and the length 
 should be such as will enable the use of standard three by six 
 foot hotbed sash. A simple, boxlike frame, twelve inches high 
 in front, will hold the sash and give a better angle for the rays 
 of the sun. 
 
 Dig a pit one and one-half to two feet deep, the size of the 
 sash frame to be used. Line the sides of this with boards or 
 planks, brick or concrete, and make a tile drain, or place stones 
 on the bottom of the pit, to carry off surplus water. This pit 
 is filled with fresh horse manure. The manure will require 
 special treatment before being placed in the pit. It should be 
 thrown into a pile and allowed to heat. When it has heated 
 and is steaming, fork it over into a new pile, throwing the out¬ 
 side material into the center. When the new pile has become 
 well heated, fork the material once more into a new pile. This 
 will require from ten days to two weeks and is important in that 
 it gets rid of excessive heat. After this process fill the pit with 
 the manure, packed down firmly and evenly, level with the sur¬ 
 face of the surrounding earth. On top of this manure make a 
 covering of good garden loam three to four inches deep. 
 
 When the sash has been put in place the manure will generate 
 heat, in addition to the heat that will be derived from the sun. 
 After this heat has reached its highest point and dropped back 
 to between 80 to 90 degrees F. the seed should be planted. Use 
 the best seed obtainable. . Until the seed germinates, the hot¬ 
 bed should be kept shaded to hold moisture. This can be done 
 by spreading over the sash strips of old carpet, heavy cloth, or 
 newspapers. After germination strong light will be needed. The 
 plants must be watered each morning on clear days and the sash 
 left partially open for ventilation, as it is necessary to dry the 
 foliage to prevent mildew. 
 
 Proper ventilation is essential to the production of strong, 
 healthy plants. The sash should be raised during the warmest 
 part of the day on the side opposite the direction from which 
 the wind is blowing. By opening it in this way instead of facing 
 the wind, the hotbed receives fresh air without receiving direct 
 draft. On cold days raise the sash slightly three or four times a 
 day for a few minutes only. In severe weather cover the beds 
 with mats, straw, or manure to keep in as much heat as possible. 
 
274 
 
 HANDBOOK FOR COMRADES 
 
 About two weeks before transplanting time the sash should be 
 removed during the day to “harden” the plants. While in the 
 hotbed the plants should be thoroughly watered, but the water 
 should not reach the manure underneath. Early morning is the 
 best time for watering, so that the plants will be dried before 
 night. 
 
 An outdoor hotbed of this character should be started in the 
 early spring—February or March. 
 
 The Cold Frame 
 
 A cold frame is useful for hardening plants which have been 
 started in the hotbed. It is built like a hotbed, but on the sur¬ 
 face of the ground, without the pit or manure. Good, rich soil 
 should be used and the soil kept slightly moist. In mild climates 
 the cold frame may be used instead of a hotbed for starting 
 plants. It is also used in the fall and early winter for growing 
 lettuce, radishes, carrots, and parsley. 
 
 Procure Seed Early 
 
 Seed shortage was a handicap to many gardeners last year. 
 This year the planting of gardens will be increased and the de¬ 
 mand for seed even greater than in 1918. It is important, there¬ 
 fore, that the home gardener should procure his supply of seed 
 early—well in advance of planting time. Be sure to patronize 
 a reliable dealer, as quality is vital. 
 
HOW TO HAVE A GOOD GARDEN 
 
 275 
 
 Use Seed Sparingly 
 
 Home gardeners often plant seed thickly to make sure of a 
 good stand. This is a wasteful method, excepting with such 
 vegetables as will produce young plants which may be used as 
 greens. The better way is to plant according to the directions 
 given in the planting table. 
 
 The pronounced seed shortage this year makes it imperative 
 that no seed be wasted. 
 
 Testing Seed 
 
 A simple test will give useful advance information of the 
 germinating value of seed. This test is useful as enabling the 
 gardener to determine whether or not seed have been properly 
 cured and are otherwise in good condition. Seed which are too 
 old or have been kept under unfavorable conditions are unsatis¬ 
 factory. 
 
 To test, plant twenty-five to fifty seed of each variety in an 
 outdoor seed box, or place between moist blotters or cloth be¬ 
 tween two plates. Germination should take place within two to 
 eight days and the number of seedlings which grow will show the 
 percentage of germination. 
 
 The seedlings should be kept for planting to prevent waste. 
 How Much Seed to Buy 
 
 The following amounts of seed will plant in each case a garden 
 row 100 feet long. Measure your rows and buy accordingly. 
 Also compare your figures with planting table on page 277. 
 
 String Beans ^ to 1 pint Eggplant Y> ounce 
 
 Lima Beans ^ to 1 pint Kale, or Swiss Chard Y ounce 
 
 Cabbage ounce Parsley % ounce 
 
276 
 
 HANDBOOK FOR COMRADES 
 
 
 Carrot 
 
 1 ounce 
 
 Parsnip 
 
 yi ounce 
 
 Cauliflower 
 
 1 packet 
 
 Vegetable Oyster 
 
 
 Celery 
 
 yi ounce 
 
 (Salsify) 
 
 yi ounce 
 
 All Squash 
 
 yi ounce 
 
 Onion Sets (Bulbs) 
 
 1 quart 
 
 Beets 
 
 2 ounces 
 
 Onion Seed 
 
 1 ounce 
 
 Sweet Corn 
 
 L2 pint 
 
 Peas 1 
 
 to 2 pints 
 
 Lettuce 
 
 yi ounce 
 
 Radish 
 
 1 ounce 
 
 Muskmelon 
 
 yi ounce 
 
 Spinach 
 
 1 ounce 
 
 Cucumber 
 
 yi ounce 
 
 Tomatoes 
 
 yi ounce 
 
 
 
 Turnip 
 
 ]/2 ounce 
 
 One or two pecks of early potatoes and one-half to one bushel 
 of late potatoes are enough to plant to supply four persons. 
 
 Indoor Planting 
 
 Earlier crops can be secured by planting certain seed indoors 
 and setting the young plants out in the open garden after the 
 weather becomes warm. This may be done with tomatoes, cab¬ 
 bage, lettuce, cauliflower, peppers, and eggplant. 
 
 Any wooden box, shallow and wide, will make an indoor gar¬ 
 den. Put one inch of gravel or cinders in the bottom for drainage, 
 and fill to the top with good soil. Rows of plants may be two 
 inches apart. 
 
 Plant eight or ten seed to the inch, keep the soil damp, and 
 set the box in a window. When the plants are an inch high 
 transplant them to other seed boxes, spacing the plants two 
 inches apart. This insures sturdy plants with good root systems. 
 
 Transplanting 
 
 Before transplanting the plants to the garden, set the box 
 outdoors, in mild weather, to harden the plants. Set out each 
 plant with a ball of the box dirt sticking to the roots. Thorough 
 watering several hours before transplanting causes the earth to 
 stick as required. 
 
 If the root system is broken in the removal, trim away some 
 of the larger leaves of the plants. In moist ground open a hole 
 with a trowel. Make the hole larger than is needed to hold the 
 roots and a little deeper than the root grew. Place roots in hole, 
 and, with the hands, pack the soil firmly around the plant. In 
 dry soil pour a pint of water into each hole before inserting 
 
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HOW TO HAVE A GOOD GARDEN 
 
 279 
 
 plant. Rake some dry earth about the surface surrounding each 
 plant to hold the moisture. 
 
 Transplanted plants cannot stand strong sunshine at first and 
 cloudy days or late afternoon are preferable for transplanting. 
 In bright weather place newspapers over them for a day or two, 
 making tents of the papers, in the shape of an inverted V. 
 
 A home-made paper pot, a round, bottomless paper band, or a 
 berry box, filled with soil, should be used to produce plants for 
 a hill of cucumbers, squash, melons, or other “vining” plants 
 which are started indoors, as these do not stand transplanting if 
 the roots are disturbed. The pot or other holder may be set 
 into the ground without disturbing the roots. Tomatoes, egg¬ 
 plants, and beans may also be started in this way. 
 
 When to Plant 
 
 When heavy frosts are over, plant early peas, onion sets and 
 seed, early potatoes, kale, lettuce, and spinach. All of these 
 will stand light freezing except potato plants, which should be 
 covered with dirt when frost threatens. 
 
 When frosts are about over, plant radishes, parsnips, carrots, 
 beets, late peas, and early sweet corn, and set out cabbage and 
 cauliflower plants. (An old and useful rule is to “plant corn 
 when the oak leaves are the size of a squirrel’s ear.”) 
 
 When all the frosts are over and apple trees are in bud, plant 
 string beans and late sweet corn, and set out a few early tomato 
 plants from the indoor boxes. 
 
 When apple trees have finished blossoming, plant cucumbers, 
 melons, squashes, and lima beans, and set out the rest of the 
 indoor plants. 
 
 Seed Beds 
 
 Plants for second crops may be raised in an outdoor seed bed 
 occupying small space. These plants may be grown while the 
 space allotted to them in the garden plan is still in use for earlier 
 crops. The rows of seed are not spaced so closely as in boxes 
 used inside the house. If the plants crowd each other too much, 
 some of them may be removed and transplanted to another part 
 of the garden. The seed bed plan is useful for such crops as 
 cauliflower, Brussels sprouts, late cabbage, and the like. 
 
280 
 
 HANDBOOK FOR COMRADES 
 
 Fall Planting 
 
 It is well to plant a fall garden of some crops, for in spite of 
 the risk of injury by early frost the chances are in favor of satis¬ 
 factory results. There can be no absolute rule as to the time of 
 planting. The probable time of the first frost in each locality 
 must be taken as a general guide. For planting in August, and 
 possibly even in early September, the following vegetables may 
 be grown: 
 
 When first frost may be expected between September 15th 
 and September 25th: lettuce, spinach, turnips, parsley, and 
 multiplier onions. (Kale and radishes may be risked.) 
 
 When first frost may be expected between September 20th and 
 October 5th: kale, lettuce, parsley, multiplier onions, radishes, 
 spinach, and turnips. Beets and chard for greens. 
 
 When first frost may be expected between October 5th and 
 October 15th: beets for canning, carrots, kale, multiplier onions, 
 spinach, chard, endive, lettuce, radishes, and turnips. 
 
 When first frost may be expected between October 15th and 
 October 25th: any of the vegetables mentioned in the preceding 
 lists. (String beans may be risked.) 
 
 Laying Off Rows 
 
 Straight rows add to the garden’s beauty and make cultivation 
 easier. To make the rows straight, stretch a stout string between 
 stakes and follow it with the point of a hoe, with a wheel hoe, or 
 with the end of the handle of the rake or hoe, to open up the row. 
 The plan is suggested in the illustration. 
 
HOW TO HAVE A GOOD GARDEN 
 
 281 
 
 Succession of Crops 
 
 Nature generously provides for more than one crop on the 
 same soil. Vegetables which reach maturity early in the season 
 should be followed by later crops of the same vegetable or by 
 rotation of other kinds. Onions to be used green may be grown 
 in rows which are to be occupied by late tomato plants, as a few 
 of the onions may be removed to plant the tomatoes. Radishes 
 mature early and as they are harvested the space may be used 
 for cabbage, lettuce, cauliflower, Brussels sprouts, and other 
 plants. Many combinations of this kind may be made to good 
 advantage. 
 
 For Continuous Crops 
 
 With some of the important vegetables a series of plantings 
 is desirable. Of string beans, lettuce, radishes, spinach, sweet 
 corn, peas, beets, and carrots there should be several succes¬ 
 sive plantings, two or three weeks apart, to provide a fresh and 
 continuous supply all season. 
 
 Depth of Planting 
 
 Do not plant too deeply. The old rule is to plant to a depth 
 of five times the thickness of the seed. This, however, is not an 
 absolute rule and is not safe in all cases. Consult planting table 
 on Page 277 for depth. 
 
 Hoeing 
 
 When the green rows appear, it is time to start hoeing or 
 cultivating. Never hoe or cultivate deeply—an inch or two is 
 deep enough—but stir the ground frequently, and always after 
 rain or watering, as soon as it is dry enough. The hoeing must 
 not be done after rain or watering when the ground is still wet 
 enough to cause the muddy earth to pack like cement, as this 
 causes the earth to cake and dry out altogether too rapidly, 
 which is undesirable. 
 
 Frequent hoeing causes the formation of a dust layer which 
 prevents the soil underneath from drying out. The garden 
 should always be kept free from weeds, as these, if permitted to 
 grow, consume plant food and moisture needed by the plants. 
 
282 
 
 HANDBOOK FOR COMRADES 
 
 Watering 
 
 A plentiful supply of moisture is essential. If there is not 
 sufficient rainfall, the moisture should be provided by watering 
 the garden. In doing this it is better to soak the ground once a 
 week than to sprinkle every day. Late afternoon is the best 
 time to sprinkle. 
 
 To moisten the surface is not enough. There must be a thor¬ 
 ough wetting. If pipe connections are available a garden hose 
 is the best means of watering. One of the most satisfactory 
 methods is to open small furrows between rows and allow water 
 to run into these trenches, raking the earth back into place 
 several hours later, and make a mulch, after the water has 
 thoroughly soaked in. The sprinkling pot will serve if hose is 
 not available, but is more laborious. Overhead sprinklers are 
 very satisfactory. They consist of pipes mounted on supports 
 extending the length of the area to be watered. Holes are drilled 
 at intervals of three to four feet and small nozzles are inserted 
 which yield a spray-like misty rain when the water is turned on. 
 By turning the pipes and also changing the position of them, it 
 is possible to water an area of any size. 
 
 In home gardens proper drainage is often disregarded. Drain¬ 
 age improves the soil by allowing air to enter; by raising the 
 temperature of the soil; by rendering the soil more porous and 
 granular; by enabling the roots of plants to grow deeply into 
 the soil, and by allowing earlier cultivation in the spring. 
 
 Blind ditches, partly filled with stones or other material 
 covered with soil, or open ditches, will be found satisfactory for 
 the home garden. They should be along the lowest level of the 
 garden, and have suitable outlet. Lacking an outlet, lay tile 
 twelve inches below surface of garden, slanting toward a hole 
 ten feet deep and five feet across, in center of garden. Fill this, 
 two-thirds to the top, with stones, covering stones with clay and 
 covering the clay with loam. 
 
HOW TO HAVE A GOOD GARDEN 283 
 
 Common Garden Insects and Their Control 2 
 Arthur Gibson 
 
 Fully twenty per cent of the annual value of all vegetable 
 crops grown in Canada represents the loss from ravages of in¬ 
 sects. This loss easily totals several millions of dollars each 
 year. Much of this could be saved by adopting the measures of 
 control here recommended. It is possible in this handbook to 
 refer only to some of the more important garden pests. 
 
 Cutworms 
 
 These smooth, cylindrical caterpillars are about one inch or 
 more in length and in color are of some dull shade similar to the 
 
 ground in which they hide 
 during the day. The 
 moths that lay the eggs 
 from which the cutworms 
 develop are of a grayish or 
 dull brownish shade, and 
 measure, with the wings 
 spread, from one to two 
 inches in width. The eggs, 
 pale in color, and less 
 than one twenty-fifth of an inch in diameter, are deposited in 
 clusters on leaves of trees, shrubs, weeds, and grasses. Injury 
 by the cutworms is effected mostly in the early part of the season 
 when plants are young. As their popular name indicates, these 
 caterpillars have the habit of cutting off the plants during the 
 night, near the surface of the ground or a little below it. 
 
 As soon as their presence is detected the following poisoned 
 bran bait should be used: 
 
 Bran.20 pounds 
 
 Cheap molasses. 1 quart 
 
 Paris green or white arsenic . . >2 pound 
 
 Water.2 to 2^ gallons 
 
 J Reprinted by permission from The Canadian Standard Efficiency Training 
 “Manual for Trail Rangers,” copyrighted, Canada, 1918, by the Committee on 
 Canadian Standard Efficiency Training. 
 
 a 
 
284 
 
 HANDBOOK FOR COMRADES 
 
 Mix the bran and Paris green (or white arsenic) thoroughly 
 while dry, in a wash tub. Dissolve the molasses in the water and 
 wet the bran and poison with the same, stirring well so as to 
 dampen the bran thoroughly. 
 
 The mixture should be applied thinly as soon as cutworms’ 
 injury is noticed. It is important, too, that the mixture be 
 scattered after sundown, so that it will be in the very best con¬ 
 dition when the cutworms come out to feed at night. For 
 protecting hoed crops, such as beets and turnips, a simple 
 method is to have a sack filled with the bran hung around the 
 neck and by walking between the rows, and using both hands, 
 the mixture may be scattered along the row on either side. In 
 small gardens a small quantity of the poisoned bait may be put 
 around each plant, but should not touch the plants. 
 
 Plant Lice 
 
 There are few kinds of vegetables or other garden plants 
 which are free from injury by the various species of plant lice, 
 
 known also as “Aphis” 
 and “Green Fly,” some 
 kinds of which are green, 
 others dark colored, and 
 some even red. All are 
 sucking insects and live 
 solely on the juice which 
 they suck from the plants. 
 
 Garden plants should be 
 examined for their pres¬ 
 ence at frequent intervals 
 in early spring. The un¬ 
 der side of leaves and the upper portions of stems are the chief 
 places. When these insects are noticed the plants should be 
 sprayed with an insecticide which kills by contact, such as 
 whale-oil soap or nicotine sulphate (forty per cent). Whale-oil 
 soap, which is dissolved in boiling water, should be used in 
 the strength of one pound to six gallons of water for greenish 
 plant lice and in the strength of one pound to four gallons of 
 water for dark plant lice. Nicotine sulphate sold by seedsmen 
 should be used in the strength recommended on the can. 
 
 Plant Lice. 1 and 2, male; 3 and 4, female; 
 1 and 3 about life size 
 
HOW TO HAVE A GOOD GARDEN 
 
 285 
 
 Flea Beetles 
 
 The small, dark-colored “flea beetles,” so called from their 
 habit of leaping or jumping, are from one-twentieth to one- 
 quarter of an inch in length. They eat holes in the 
 leaves of turnips, radishes, potatoes, tomatoes, 
 cabbages, beans, and other vegetables. They are 
 most injurious in spring, at which time the young 
 seed leaves are often very quickly destroyed. 
 
 Infested plants should be sprayed with an arseni¬ 
 cal mixture containing either Paris green or pow¬ 
 dered arsenate of lead. The former should be used 
 in the strength of four ounces to forty gallons of 
 water, with about half a pound of fresh lime added. 
 
 Where only a few plants are^being treated one tea¬ 
 spoonful, with about the same quantity of lime, to , 
 
 a pail ol water, is sufficient. Powdered arsenate of small figure's actui size 
 lead is used in the strength of two pounds to forty gallons of 
 water. For use in small gardens one dessert-spoonful is sufficient 
 for one gallon of water. 
 
 Root Maggots 
 
 In spring, when cabbages and cauliflowers are set out or when 
 radishes and onions appear above the soil, small flies, somewhat 
 resembling the common house-fly, but rather smaller and more 
 slender, may be seen flying about close to the ground, depositing 
 small white eggs on the stems of the plants or adjacent thereto. 
 
 These eggs hatch in a few days and the small white maggot, 
 known as a root maggot, at once burrows and destroys the 
 roots. 
 
 Cabbages and cauliflowers may be protected from injury by 
 placing a disc made of one-ply tarred felt-paper around the stems 
 at the time the plants are set out. Square discs for this purpose 
 are easily cut out with a sharp knife. They should be two and 
 a half inches square with a slit running from one side to about 
 one-quarter of an inch beyond the center and a cross cut made 
 at the center, extending one-quarter of an inch on either side. 
 
 In placing the disc one side is raised sufficiently to allow the 
 
286 
 
 HANDBOOK FOR COMRADES 
 
 parts of the star in the center of the disc to point upwards and 
 thus fit close to the stem. The whole disc is then pressed down 
 firmly so that it will rest evenly on the ground. 
 
 In small gardens, radishes and onions may be largely protected 
 by watering them, once a week until they are ready for the 
 table, with a decoction of fresh pyrethrum insect powder or wild 
 hellebore, two ounces to each gallon of water. The first appli¬ 
 cation should be made when the plants appear above the ground. 
 
 The Cabbage Butterfly 
 
 The green caterpillar of the white butterfly, generally called 
 the cabbage worm, destroys large numbers of cabbages every 
 
 year. The butterflies are common in gar¬ 
 dens, where they may be seen depositing 
 their eggs on the leaves of cabbages, 
 cauliflowers, and turnips. Dusting the 
 infested plants with fresh pyrethrum in¬ 
 sect powder and cheap flour (air-slaked 
 lime or other dry diluent), one part of 
 the former in four of the latter, is a useful 
 remedy. The powder and flour, after 
 thoroughly mixing, should be kept in a tight vessel for twenty- 
 four hours before using. The mixture may be applied with a 
 duster sold by seedmen, or from a cheesecloth bag on the end 
 of a short stick, the operator holding the bag over the plants 
 and tapping the stick with a cane held in the other hand as he 
 walks along the rows. 
 
 The Colorado Potato Beetle 
 
 Towards the end of May and early in June the female potato 
 beetles lay clusters of bright, orange-colored eggs on the under 
 sides of the leaves, which soon hatch into the well-known dark- 
 colored grubs. There are several generations during the season. 
 We have found the following poisoned spray an excellent one 
 to control this insect: eight ounces of Paris green and one 
 
HOW TO HAVE A GOOD GARDEN 
 
 287 
 
 and one-half pounds of powdered arsen¬ 
 ate of lead to forty gallons of water. 
 Both Paris green and arsenate of lead may 
 be used in the well-known Bordeaux mix¬ 
 ture and if this is done the above propor¬ 
 tions are suitable for forty gallons of the 
 mixture. Such a poisoned Bordeaux mix¬ 
 ture not only destroys the beetles and 
 grubs but also protects the plants from 
 blight and rot. Applications should be 
 made in the beginning of June, when the 
 beetles are first seen, then early in June 
 and about August 1st, 15th, and 31st. 
 
 The Potato Beetle and its work 
 grubs and adults 
 
! 
 
 CHAPTER XV 
 PETS 1 
 
 Dogs, Pigeons, Chickens, Rabbits 
 
 Dogs 
 
 Every boy loves a good dog, but not every boy knows a good 
 dog from a poor one. There are dogs and dogs, from the five- 
 pound toy terrier to the gigantic two-hundred-pound St. Bernard. 
 
 Darwin says that all of the domestic dogs of the 
 world descended from two well-defined species of 
 wolf. Our northern Indians and White Trail 
 Rangers through the Canadian woods who use 
 dog trains know that their dogs will breed freely 
 with the wolves. It has taken many years of 
 breeding to develop the intelligent animals that 
 we now possess. A breed of dog something like 
 the greyhound is figured on the Egyptian monu¬ 
 ments of 3400 B. C. and long before the historical 
 period of Europe there is evidence that man possessed 
 the dog. 
 
 There can be no doubt that the existing varieties of the dog 
 have been produced by crossing and selection, chiefly aided by 
 the influence of all that enters into the term “environment” 
 
 Every breed of dog now has a “standard,” which is a descrip¬ 
 tion of the characteristics of that breed. There are many books 
 about dogs, which may be obtained from any progressive book- 
 dealer. The boy who wants to exhibit his dog must know the 
 judging points. These are based on an imaginary perfect dog 
 of that particular breed. In selecting a dog it is well to remember 
 
 1 Reprinted by permission from The Canadian Standard Efficiency Training 
 “Manual for Trail Rangers,” copyrighted, Canada, 1918, by the Committee on 
 Canadian Standard Efficiency Training. 
 
PETS 
 
 289 
 
 that a mongrel costs as much to keep as 
 a thoroughbred, and while the former 
 may be as intelligent as any blue-blood, 
 there is always more satisfaction in the 
 possession of a handsome, well-bred 
 animal. 
 
 The individual taste of each boy 
 should decide his selection of a dog, but, 
 generally speaking, the city and town 
 
 boy will do well to select one of the smaller or medium-sized 
 breeds with short hair. They are less troublesome around the 
 house and neighborhood. If a thoroughbred dog is purchased, 
 care should be taken to get the pedigree. 
 
 The housing of a dog is most important. If a dog is to look 
 well and show off to the best advantage, he must have a com¬ 
 fortable home. It must be well ventilated, clean, and have a 
 southern exposure that will allow the health-giving sunshine to 
 do. its work. Coarse straw forms the best bedding. 
 
 Never use hay or fine grass. The kennel should be 
 cleaned each morning. 
 
 Puppies may be taken from their mother at the 
 age of five to seven weeks. They should then be 
 given milk five or six times a day. Soon a little Scottish Terrier 
 bread or puppy biscuit may be soaked in the milk. At six 
 months scraps from the table may be given with an occasional 
 ration of meat. The uneaten food should always be removed as 
 soon as the dog has finished. Three meals a day are now suffi¬ 
 cient and this can later b£ tapered off to one good meal each 
 evening, with a small “hand-out” at breakfast time., A dog 
 should be taught house manners soon after 
 he is four months old. A little patience, 
 tempered with firmness, will be necessary. 
 
 Two extreme views have long been enter¬ 
 tained in regard to the training of a dog: the 
 one that he is a wild, wayward creature to be 
 “broken”; the other that he needs no special 
 correction if properly taught at first. Neither 
 is quite correct. 
 
 English Setter 
 
290 
 
 HANDBOOK FOR COMRADES 
 
 A puppy, like a boy full of life, tends to do 
 exactly as his impulses urge him till the 
 highest mature power, a desire to please his 
 master, is substituted. It follows that a 
 puppy cannot be too soon led to understand 
 vi. that he has a master, kind, honest, intelligent, 
 
 By observing the following principles, 
 almost any puppy may be taught to perform several entertaining 
 tricks such as to roll over, sit up and beg, jump through a hoop 
 or over a stick, retrieve a ball or stick, and walk on his hind legs. 
 
 The boy who is successful in training his dog will in all proba¬ 
 bility be just as successful in bringing up his own boys when he 
 becomes a man, because the puppy must be treated very much 
 as one should treat a boy. 
 
 It is a well-known law of the nervous 
 system that what has happened once is 
 likely to occur again under the same cir¬ 
 cumstances; hence, in the training of the 
 puppy, first experiences are of great impor¬ 
 tance and they should not be allowed to 
 form habits which will later need correction. 
 Let him from the first be encouraged in 
 cleanliness, self-respect, love of esteem, respect 
 for the rights of other puppies, and obedience to his master. 
 
 Very early begin to instill into him lessons of restraint, but 
 only for the briefest periods, for he is yet weak in brain and will 
 power, though strong in instincts and impulses. The master or 
 trainer must not be associated in his mind with unpleasantness. 
 Do not, therefore, punish him, but let him learn almost uncon- 
 
 sciously that certain actions bring certain 
 pleasures. It is well to carry a bit of 
 biscuit, cheese, or a very small particle of 
 meat to reward him for first performances. 
 Later a loving pat will suffice. 
 
 The trainer should never undertake what 
 he is not reasonably sure of accomplishing, 
 and the first aim should always be to get 
 
 Irish Setter 
 
 Bloodhound 
 
PETS 
 
 291 
 
 the dog’s attention and interest. If it is evident that he under¬ 
 stands, he must be made to obey; gentle compulsion when once 
 the purpose is understood may be exercised, but he must not be 
 whipped, as that will make the whole set of associations un¬ 
 pleasant. Gently drag him by the neck or carry through the 
 performance, and then reward him at its completion, as if he had 
 done it voluntarily. He must be made to feel that 
 obedience to what is right brings pleasure and that 
 disobedience produces a sense of unpleasantness. 
 
 It must be remembered that all lessons require 
 frequent repetition; “little and often” is one of the 
 first principles in training. With puppies, as with 
 boys, example is strong for both good and evil. 
 
 A steady*, old, well-trained dog is invaluable, while a diso¬ 
 bedient, headstrong one will most assuredly ruin a good puppy. 
 
 If a boy intends to enter his dog in the show he should know 
 that many prize winners have been beaten, not because they did 
 not have the points, but because of poor show condition. This 
 means perfect health—the result of good housing, good food, 
 plenty of exercise, fresh air, and cleanliness. 
 
 The grooming of show dogs should be regular. Ten minutes 
 should be devoted to this every day, first with a dandy-brush, 
 then with a rough towel. Long-haired dogs should be combed 
 frequently and given an occasional application of some hair tonic. 
 
 Washing should not take place more often than once a week, 
 and at least two days should be left between the last wash and 
 the show to enable the hair to recover its luster. Care should 
 'Ibe taken to dry thoroughly all long-haired dogs before putting 
 them in the kennel. It is not sufficient ior a dog new to the 
 show ring simply to be in good condition. He must go through a 
 suitable course of training, otherwise he will refuse to show 
 himself off properly in the ring and entirely fail to exhibit his good 
 points. 
 
 He must be practiced, preferably in the presence of other dogs, 
 in all the routine of the ring. Teach him to lead and to stand 
 still when required, and to start out well, covering a lot of ground 
 like a well-trained hackney. Some owners fit up miniature show 
 rings and benches and thus accustom their dogs to the ordeal. 
 
292 
 
 HANDBOOK FOR COMRADES 
 
 Trumpeter 
 
 Pigeons 
 
 There is nothing dearer to the heart 
 of a boy than the ownership of a dog, 
 rabbits, guinea pigs, or pigeons. Giv¬ 
 ing care and attention to such pets 
 brings its own reward. When a boy 
 loves his pets he does not need to be 
 told to be kind to them. He will 
 tenderly care for these beautiful crea¬ 
 tions of God and bestow on them the 
 attention that their helpfulness calls 
 for. 
 
 In raising any kind of pets one of 
 the chief joys is in exhibiting them at 
 a show. It is there that one meets 
 others interested in the same hobby 
 and the exchange of ideas as well as exchange of stock is a source 
 of intense delight. 
 
 In the raising of pigeons a boy may choose three objectives— 
 raising them for show purposes, for racing, or for the market as 
 squabs. Those who want to breed show birds have many varie¬ 
 ties to choose from and the decision with each boy should rest on 
 his own individual taste. If one goes into the racing game he is 
 limited to the homers, of which there are several types. This is a 
 most fascinating pastime, provided that several boys in a com¬ 
 munity are engaged in it. Fattening pigeons for table use may 
 
 prove more profitable, but the average boy 
 revolts against the thought of slaughtering 
 the pretty little creatures which have given 
 him such happiness. 
 
 Any boy with a taste for carpentering and 
 a slight knowledge of tools can erect a pigeon 
 loft. Very often available space will be 
 found in the upper part of a woodshed, 
 chicken-house, the barn, or stable, in which 
 case an opening in the south side of the buil¬ 
 ding with a trap door and a landing shelf 
 will be all the outside construction necessary. 
 Carrier Inside, the partition should allow for a 
 
PETS 
 
 293 
 
 Pouter 
 
 space about five by ten feet and four to six feet high. 
 
 This will accommodate from six to eight pairs of 
 birds. The back should be boarded in, one end 
 covered with fine wire netting, and a door made in 
 the other end. This will provide plenty of ventila¬ 
 tion and allow free access for cleaning. 
 
 Perches should be put up along the back of the 
 loft. The best kinds of perches are shaped like the 
 letter-boxes in a country store, each box perch allow¬ 
 ing room for one bird only. These should be made 
 of boards four inches wide. The height and width 
 will depend on the size of the breed of pigeons. Place 
 the perches in the upper part of the loft, leaving 
 plenty of space for the nesting shelves underneath. 
 
 These should be arranged in two or three rows, ex¬ 
 tending the full length of the back of the loft. Make 
 them one foot wide, three feet long, and eighteen 
 inches apart. Two doors, each one foot wide, should 
 be placed at each end of every nest, thus leaving a space for one 
 foot in the center. The birds will lay alternately at either end of 
 the nest behind the doors, which can be opened for cleaning. If 
 an earthenware nest pan with some pure sawdust is provided 
 it will be possible to keep the nests much cleaner than if the birds 
 are allowed to build on the shelves. 
 
 Three pairing-up pens one foot deep, two feet long, and two 
 feet high should also be built. They may be placed under the 
 nest shelves. 
 
 If the loft cannot be built in some building, 
 a suitable place may be erected in any backyard, 
 following the same instructions with the exception 
 of the height, which should be at least six feet, and 
 instead of leaving one end covered with wire net¬ 
 ting, a hinged window three feet square should be 
 placed there. This space should be covered with 
 the netting, so that when the window is hinged back 
 for ventilating purposes the birds cannot escape. 
 
 If the start is made with young birds, all that is 
 necessary is to keep them shut up for a couple of 
 weeks. Jacobin 
 
294 
 
 HANDBOOK FOR COMRADES 
 
 Magpie 
 
 The birds it is decided to pair together 
 should be placed in the pairing pens. When 
 it is seen that they have mated they may be 
 allowed to take possession of one of the 
 nest-boxes. Two eggs are laid, which take 
 from seventeen to nineteen days to hatch. 
 The hen bird covers the eggs most of the 
 . time, but each morning the rooster takes his 
 turn while his mate gets some food and exer¬ 
 cise. The young are fed by the old birds 
 with a secretion that comes from the crop. 
 Barley is considered the best grain for 
 pigeons, although any ordinary chicken feed is quite suitable. 
 
 The war brought the homing or roving pigeon before the 
 attention of the general public. However, for many years long 
 
 distance pigeon-flying has been an outstanding 
 hobby throughout Europe, especially in 
 Belgium. 
 
 In selecting racing birds the color is of no 
 importance, but wings should be strong, broad, 
 and long, the chest deep, giving good lung 
 power, and the skull broad, showing a well- 
 developed brain. Another point that should 
 be noted is the prominence and brightness of 
 the eyes. 
 
 In order to improve the strain, the fastest 
 rooster in the loft should be mated with the fastest hen. In this 
 way birds are bred that will beat the performances of their 
 parents. 
 
 In training young birds for racing, start them 
 first about a mile from home; a few days later 
 double the distance, taking them in the same 
 direction. By doubling the distance each time it 
 will not be long before the birds are flying from 
 fifty to seventy-five miles. This is far enough for 
 any bird under one year, but two-year-olds may 
 be sent three hundred miles. Birds intended for 
 longer flights must be older and more experienced. 
 Short-faced, Tumbler Among the show pigeons, the Fantail is the best 
 
 Fantail 
 
PETS 
 
 295 
 
 known. The chief points in judging are the 
 tail and back, which give the bird a proud 
 air. 
 
 The Pouter: The carriage, the legs, and 
 the crop are important matters in these 
 birds. The best pouters stand upright so 
 that the eye is in a vertical line with the 
 lower legs, which must be covered with 
 feathers to the feet. The size and roundness 
 of the crop are given no little consideration 
 by the judge. 
 
 The Jacobin: The ruff or hood of this 
 well-dressed little bird is the chief point of 
 attention for the fancier, although the 
 general carriage is also important. 
 
 The Magpie: The colors and markings 
 of these birds count for much, although 
 they come in black, duns, silvers, reds, 
 yellows, and blues. They are very 
 beautiful. The carriage is graceful, the 
 head long and thin and round on top. 
 The eyes are white, with an intensely 
 black pupil. 
 
 The Barb: This is a difficult pigeon to 
 breed. The eye wattle forms the side of 
 the head. The beak wattle is not 
 supposed to be large. The legs are short, 
 giving the bird a stubby appearance. 
 
 The Tumbler: There are many varieties 
 of this pigeon, which may be classified 
 under the long-faced and short-faced types. 
 The most popular are the Beard, the 
 Mottled, and the Almond. 
 
 The Turbit: This small, erect bird is 
 white, with the exception of its wings which 
 may be black, yellow, blue, or red. The 
 peak on the head springs from the mane and 
 extends slightly beyond the top of the skull. 
 The larger the gullet and frill the better. 
 
 T urbit 
 
 Dragon 
 
296 
 
 HANDBOOK FOR COMRADES 
 
 English Owl 
 
 The Antwerp: There are three varieties— 
 the short, medium, and long-faced. The colors 
 vary and the head is the judging feature of this 
 breed, which must be large and well rounded, 
 the beak short and stubby. The chest must 
 be broad and the entire bird large and well 
 developed. 
 
 The Dragon: This is a very active, hardy 
 bird with a head that receives most attention 
 in the show pen. The beak is thick and the 
 wattles broad at the base, narrowing towards the point of the 
 beak. The neck is short and thick. The colors include blue, 
 red, yellow, grizzles, silvers, and checked. 
 
 The Owl: This pigeon is small, with a well-rounded head. The 
 beak should be broad and short. The legs are short and the bird 
 should exhibit his frill with a suggestion of pride. The colors vary. 
 
 The Homer: The Show Homer is a smart¬ 
 looking, active pigeon that is hardy enough 
 for any boy to experiment with. There are 
 several colors and the head is the most 
 important of the judging points. It must 
 be round from the back to the top of the 
 beak and the beak must follow on with a 
 curve, so as to give the appearance of a 
 circle from the points of the beak to the 
 back of the head. 
 
 Keeping a Pen of Poultry 
 
 It is doubtful whether there is any line of work in which a boy 
 may engage which will afford greater opportunities of becoming 
 acquainted with nature and develop keener powers of observation 
 than looking after a flock of chickens. It provides a good chance 
 to do something worth while in helping to increase the national 
 food supply; it gives a splendid introduction to a business train¬ 
 ing in a small way, and it furnishes enough eggs for breakfast 
 almost the year round. 
 
PETS 
 
 297 
 
 Monarch of the Roost 
 
 A liking for chickens, a natural adaptability 
 for looking after them, and willingness to work, 
 form the foundation for successful poultry¬ 
 keeping. Success depends entirely on the 
 faithful performance of all the required details. 
 
 Chickens respond quickly to good treatment. 
 
 They will also show the effects of neglect more 
 quickly than any other kind of stock. The 
 things that need doing can only be seen if the 
 boy is fully alive to what is going on around 
 him, and it is noticing and caring for the little 
 things that will bring success. 
 
 Chickens respond more quickly to good 
 treatment than any other class of stock. A boy 
 will find a flock of hens one of the most interesting lines of study. 
 Each bird has an individuality of its own, the same as a human 
 being. There are no two birds alike. Chickens are more or less 
 sociable in nature and appreciate frequent visits to their house. 
 A good poultryman gets to know each one of his birds, and they 
 get to know him. The fancier studies the habits or traits of 
 character in each of his birds, and then proceeds to fit and train 
 each one so that it will show to best advantage in the show room. 
 A few minutes spent in the poultry-house each day will do won¬ 
 ders in the way of helping one to know the nature and habits 
 of the birds. 
 
 With many a boy the question of earning a little 
 extra money is an important thing. Poultry-keeping 
 will lend itself to this. Quite a good-sized bank 
 account can be earned in a few years by keeping 
 poultry. The returns in eggs depend almost entirely 
 on the work done with the flock and how they are 
 fed and housed. Under proper conditions any 
 flock can be made to pay well for the feed, time, and 
 labor expended. 
 
 By way of developing keener powers of observation we might 
 point out that there are no less than fifty recognized pure-bred 
 breeds of poultry, and within these breeds over two hundred 
 varieties and sub-varieties. This classification is made on type 
 or shape, color, feather markings, type of comb, color of ear- 
 
 Rhode Island Red Hen 
 
298 
 
 HANDBOOK FOR COMRADES 
 
 lobes, color of legs and feet, and color of eggs laid. A breed is 
 generally known by its type or shape, and the general charac¬ 
 teristics such as comb, ear-lobes, and color of legs and feet. A 
 variety within a breed is generally known by its color. In almost 
 all breeds there is a white variety, a buff, and a black. A boy 
 can get a fine opportunity to develop keen powers of observation 
 by studying breeds and varieties. This in turn should be fol¬ 
 lowed by a study of the uses of the different breeds. Some are 
 specially adapted for egg production, others for meat production. 
 We have breeds which will lay well and also dress out a good- 
 sized carcass for table use. These are known as general-purpose 
 or utility breeds. 
 
 Coming to the practical side of poultry¬ 
 keeping, there are a few factors which must 
 be considered essential. The house, the stock, 
 the feed, and the care, are the four most 
 important. 
 
 A good poultry-house must be well lighted, 
 have plenty of fresh air, be well ventilated, free 
 from draughts, and dry. In addition, it should 
 not be too costly, and yet should be in keeping 
 with the surroundings. It is not necessary to 
 Plymouth Rock Rooster build it so that water will not freeze. Fresh air, 
 even if it is cold, will not hurt hens, provided it is dry air and does 
 not blow over the birds. Sunlight is important, as it is the best 
 disinfectant. Plenty of bright sunlight will help to keep the 
 house dry, sweet, and clean. A combination of the points men¬ 
 tioned will go a long way in keeping hens strong, vigorous, and 
 healthy. Light or sandy soil is best suited for a poultry run. 
 Where the soil is heavy it should be well drained and will require 
 to be spaded during the summer months. Spading the soil in 
 any poultry yard will help to keep it sweet and clean. Adding 
 air-slaked lime while spading makes this process still more 
 effective. 
 
 The main object is to get eggs—the largest number at minimum 
 cost. Not all hens are good layers. There is no best breed for 
 egg production. The majority of breeds will, however, give a 
 fair egg yield, if looked after properly. There is more in strain 
 or in family than in breed, when it comes to heavy laying. Care- 
 
PETS 299 
 
 ful selection of the best layers each year will enable one to build 
 up a heavy laying strain in almost any breed. 
 
 For general-purpose breeds the Plymouth Rocks, Wyandottes, 
 
 Rhode Island Reds, and Orpingtons are best. The following 
 varieties are the most popular—Barred Plymouth Rocks, White 
 Wyandottes, Single Comb Reds, and Buff Orpingtons. Others, 
 while probably almost as good, have as yet not been able to gain 
 the same popularity. A choice might be made on color only, or 
 on breed characteristics. They all dress out good table birds and, 
 as far as laying goes, a heavy laying strain may be developed in 
 any of them. 
 
 For eggs alone the Single Comb White Leghorn seems 
 to be the favorite. They are especially well adapted for 
 backyard conditions, as they will thrive in restricted 
 enclosures which are not suitable for some of the 
 heavier breeds. The selection of a breed must depend 
 a good deal on likes and dislikes and what the object is 
 in keeping a flock. From a fancier’s standpoint the 
 choice might fall outside of these breeds entirely. 
 
 In feeding a flock it is necessary to give four things: Bu tf° r t >in s tonHen 
 (a) hard grain, (b) green food, (c) animal or meat food, and (d) 
 mineral food. 
 
 For hard-grain feed wheat and cracked corn are best. They 
 should be mixed in equal quantities for winter, and two of wheat 
 to one of corn for summer feeding. Barley and oats, although 
 coarser grain, may be used to good advantage. Where the feed 
 has to be bought there is but little advantage in using these, as 
 they are in many cases higher in price than feed 
 wheat and corn. Hard grain should be fed in 
 straw where the hens have to scratch for it. 
 
 Exercise is necessary to keep birds healthy. Feed 
 at the rate of one good handful to two hens twice 
 a day. Oats are best fed in the crushed or rolled 
 form, with the hull still adhering to the kernel. 
 
 Feed them as a dry mash in a hopper where the 
 
 1 , 1 , 1 White Leghorn Hen 
 
 hens can eat all they want at any time, but make 
 
 them scratch and hunt for the hard grain. Add about one per 
 cent of charcoal to the crushed oats. This acts in the digestive 
 
300 
 
 HANDBOOK FOR COMRADES 
 
 system as an absorbent of bad gases. Feeding barley boiled will 
 make it more palatable. 
 
 Green food can easily be secured in the summer in the form of 
 lawn clippings, sod, sprouted oats, and so on. For winter use 
 scalded lawn clippings mixed with a bran mash make a very good 
 food. Feed this mash once a day. Cabbage, mangels, or turnips 
 (uncooked) are also very good. Oats can be sprouted near the 
 furnace or stove and fed as a green feed in winter. The yard or 
 run can be seeded down with oats early in spring if sufficient 
 space is available.- Rape sown in the yard will also make a good 
 green food. * 
 
 Meat or animal food is best fed in the form of buttermilk or 
 skim milk, but under ordinary circumstances these are not 
 available. Table scraps may take the place of milk, and can be 
 mixed in with the bran mash. Beef scrap or cut green bone are 
 the two common forms of meat fed by backyard poultry-keepers. 
 Some meat food is necessary to balance the feed and to make 
 hens lay. 
 
 The ordinary grains may contain all the lime and 
 other mineral food required while the hens are not 
 laying, but when they are in full laying they must 
 have some extra mineral matter to make egg shells. 
 Oyster shells furnish the lime required and grit 
 furnishes the grinding material to enable the fowls 
 to masticate their food. Variety is another impor¬ 
 tant consideration. A little bit of everything will 
 bring good results. Frequent changes from one food 
 to another will have the desired effect also. 
 
 The object of feeding hens should be to use as much of the 
 otherwise waste materials as possible and conserve all food fit 
 for human consumption. Poultry-feeding should have for its 
 object the increasing of the national food supply. 
 
 With proper care there will be but little trouble with disease, 
 vermin, and so on. The general health of the flock can be main¬ 
 tained by doing the little things at the right time. Clean houses, 
 clean food, clean water, clean drinking pans and food troughs are 
 essential. Provide a good dust bath for the hens to dust in on 
 sunny days. Dust the hens with louse powder if the dust bath is 
 not sufficient to keep them free from lice. For red mites on the 
 
 White Wyandotte Hen 
 
PETS 
 
 301 
 
 roost use equal parts of coal-oil and creosote, or some other 
 liquid disinfectant. Apply once a month, being careful to paint 
 or spray well the lower side, ends, and cracks around the perches. 
 
 A fowl is a high-geared machine, and will perform an enormous 
 task if properly looked after. Good treatment is responded to 
 readily and the returns come quickly. From these facts we gather 
 that the saying, “What is worth doing at all is worth doing well” 
 will hold good in poultry-keeping. If fowl are not properly cared 
 for and anything goes wrong, the injury done is more disastrous 
 and harder to repair than with any other line of stock. 
 
 Little chickens grow faster than any other class of farm stock. 
 A chick weighs about an ounce and a half when hatched and with 
 proper care and good food will weigh twenty-seven ounces at 
 eight weeks of age. This is increasing its original weight eighteen 
 times in eight weeks. A three-and-a-half-pound Leghorn hen 
 laying 200 eggs in a year will produce eggs weighing seven times 
 her own weight. To get these results in either chicks or laying 
 hens, good care and good food must be given and the other 
 requirements mentioned above must be met. 
 
 The hints on poultry-keeping here given are intended to show 
 what an interesting and profitable occupation it may prove to be. 
 If the reader is interested let him start at once with a few good 
 hens. If he makes a success with these, he may gradually 
 improve his equipment and increase his stock. 
 
 Rabbits and Their Care 
 
 It is only within the last sixty years that pet fanciers have 
 cultivated the rabbit as a hobby. In 1859 at Gravesend, England, 
 the first show was held. Since that 
 time hundreds of exhibitions have 
 developed many species and thou¬ 
 sands of persons have found a 
 delightful hobby in keeping these 
 pets. 
 
 There are two main reasons for 
 boys undertaking to keep and 
 develop rabbits. One object is the pleasure they will get from 
 seeing them grow and multiply and improve in quality, with the 
 added delight of capturing prizes which indicate that they have 
 
 Black and White Lop 
 
302 
 
 HANDBOOK FOR COMRADES 
 
 been able to grow a rabbit nearer to the recognized standards of 
 excellence than those of their competitors. The other object of 
 the hobby for most rabbit-keepers is the profit to be obtained for 
 the sale of well-bred stock. With small capital boys may start 
 and not only pay their way, but earn fair sums each year, through 
 their industry and intelligent care of the rabbits. Not least 
 important in these days of greater food production is the fact 
 
 that many are cultivating certain 
 varieties of rabbits to be used for food. 
 
 The careful, energetic boy, before 
 investing the small amount of capital 
 required, should secure the advice of 
 some reliable fancier. He will be pre¬ 
 pared to select healthy specimens 
 with which a lad may start. It is very 
 unwise to buy from advertisements that look attractive or from 
 persons whose judgment is not dependable regarding this stock. 
 
 One must have a place to keep his pets. The rabbitry will need 
 to be well built, airy, and bright, both inside and out. The 
 owner will take far more enjoyment out of it if he can plan and 
 build it every bit himself. Visit other rabbitries. Read descrip¬ 
 tions of approved buildings in 
 available books. Plan something 
 you will be proud of. Next the 
 “hutches” must be provided. 
 The majority of rabbit fanciers 
 seem to consider the single hutch 
 the best, though in some cases 
 three or four may be built 
 together. They must be placed in the rabbitry in such a way 
 that they may be easily cleaned and that plenty of air will get to 
 them. The door must be of small mesh wire fastening securely 
 and opening easily. For mother rabbits there must be the day 
 room and retiring room. Provision must be made for the feed 
 pans and hay racks. In the rabbitry there should be a grooming 
 table, chairs, bins for food and sawdust, and a small chest or cup¬ 
 board for brushes and record books. A most important feature 
 will be for the successful keeper to have an accurate register of 
 each rabbit and a strict account of his cash. 
 
 
 Flemish Giant 
 
PETS 
 
 303 
 
 Proper feeding is a most important matter. A boy should 
 study his animals and watch them closely to know whether they 
 are getting proper food or not. Of course he will never fail to 
 feed regularly and just enough natural food—not artificial—is 
 required. Small white oats; clover, hay; crusts of rye bread; 
 green food like dandelions, clover, lawn grass; vegetables, es¬ 
 pecially green cauliflower, leaves, and carrot tops; milk occasion¬ 
 ally—are all recommended articles of diet. Occasional change 
 of diet is desirable. An old saying, “Spare the hay and spoil the 
 hare” holds. 
 
 There are certain fundamental 
 rules which, if regarded, make for 
 success: 
 
 Rabbits should have plenty of air 
 but be kept free from draughts. 
 
 They should be kept in a tempera¬ 
 ture as nearly uniform as possible. 
 
 They should not be kept where they will be annoyed by dogs, 
 cats, rats, or other animals. If they are in a quiet place removed 
 from noises they will thrive better 
 
 The rabbitry and hutches must be kept clean. They should be 
 disinfected regularly and should be washed with lime once in a 
 while. 
 
 Invalids should be isolated at once. 
 
 If one rabbit gets a cold or any other 
 ailment it should be removed at once, 
 so as not to infect the others. 
 
 Rough handling will deter progress 
 very decidedly. Therefore it should 
 be a rule of the rabbitry that no one is 
 to be rude or rough with the pets. 
 
 The more care and regular attention 
 given to the rabbits, the more certain will be the results. They 
 have their peculiarities, the study of which is most interesting 
 and contributes to success. 
 
 The careful study of the problem of breeding is most impor¬ 
 tant. They should not be paired before they have matured, 
 beginning at not earlier than eight or nine months and most 
 authorities say when one year old. They should never be mated 
 
 Dutch Marked Cavy 
 
304 
 
 HANDBOOK FOR COMRADES 
 
 when in a moulty condition or when there are any signs of ill- 
 health. March is said to be the best time for breeding, while all 
 agree that November, December, and January are months in 
 which strong young are not usually produced. After three years 
 the offspring degenerates and therefore older stock should not be 
 allowed to breed. 
 
 
 English 
 
 During the thirty or thirty-one days when 
 the doe is in kindle she should have special 
 attention from her considerate keeper, with 
 a good bed and good food. The little ones 
 should not be touched at all for the first 
 twenty-four hours and very little until they 
 are ten days old and have their eyes open. The hutch in which 
 they are kept should be built so they will not fall out. When 
 they begin to forage for themselves, about the fourteenth day, 
 their food should be supplied intelligently. 
 
 The standards of excellence 
 vary with different varieties 
 and each well-known kind has 
 certain “fine points” which the 
 fancier will look for. The boy 
 ~ who wants to make his hobby 
 distinctive will study his vari¬ 
 ety and develop the points 
 that are recognized. These are some of the things an expert 
 considers in judging a rabbit: color, shape, size, general condi¬ 
 tion, ears, eyes, legs, feet, ticking and markings, defects if any. 
 
 Space will not permit any detailed description of the well- 
 known varieties of rabbits. We must be satisfied with the men¬ 
 tion of a few with a fragmentary comment or two, and refer the 
 reader to such a well-known book as “Practical Rabbit-Keeping” 
 by George A. Townsend. 
 
 The Dutch rabbit is undoubtedly one of the hardiest, strong¬ 
 est, and most popular varieties. It originated in Holland where 
 it was bred for table purposes. It is found in five standard colors 
 —black, blue, tortoise, steel, and dark gray, with occasionally 
 blue-gray fawns and yellow. 
 
 The Lop-ears or Laps are among the oldest varieties. Fifty 
 years ago twenty inches was considered a long ear for this breed, 
 
 Black and White Dutch 
 
PETS 
 
 305 
 
 distinguished largely by this point. Now they frequently are 
 found with twenty-eight-inch ears. They are found in two 
 classes—“Selfs” and “Broken Colors.” 
 
 To the Belgian more attention is given by breeders than to 
 any other variety. It resembles the wild hare and is marked by 
 its bold clear eye and its color of rich golden tan. 
 
 The Silver rabbits come in three classes—grey, fawn, and 
 brown. They are very handsome, bright, and lively. They 
 need the care of specialists and should not be chosen until one 
 has some experience with keeping and caring for rabbits. 
 
 The Angora is the most beautiful 
 and dainty of all varieties. What 
 a joy to an average boy it would be 
 to be able to produce these and to 
 keep them always as pretty as 
 they should be. 
 
 The English rabbit, one of the 
 most recently developed species, is Himalayan 
 
 noted for its striking and beautiful markings. 
 
 The Himalayan variety gets its name from the fact that it 
 is fawn color, though black and several other varieties of the 
 species have been shown. 
 
 Illustrations of some of these leading varieties are shown and 
 it will be most interesting to rabbit-lovers to follow up the sug¬ 
 gestions given here, supplementing them with fuller information 
 obtainable in manuals given over exclusively to the rabbit and 
 its care. 
 
CHAPTER XVI 
 
 IN PARTNERSHIP WITH YOURSELF—THRIFT 
 
 C. C. Robinson 
 
 On the very day that this message was being prepared for the 
 Comrades the newspapers from one end of our land to the other 
 came out with this sort of heading, “The Nickel’s Discoverer.” 
 These articles announced the ending of a remarkable business 
 career, typically American, as wonderful as an Arabian Nights’ 
 tale, the story of Frank W. Woolworth, whose death had oc¬ 
 curred the previous day. He was founder of the amazingly suc¬ 
 cessful five and ten-cent stores, and builder of the Woolworth 
 Building in New York, said to be the tallest in the whole world. 
 
 The significance of Mr. Woolworth’s career in our consideration 
 of thrift lies in two facts -.first, one of the biggest businesses of a 
 country famous for big business, all built on the lowly nickel and 
 the dime; and second , this famous merchant’s humble beginning 
 and early struggles. 
 
 He held four different jobs before he made good and had his 
 wages reduced twice because his “services were unsatisfactory,” 
 but while working for $8.50 per week, with others dependent on 
 him, he saved $50 as his first capital and during these difficult 
 days worked out the idea that made him famous. 
 
 The New York Tribune says: 
 
 He lived to see his company operate 1,068 stores in the United 
 States and to erect and give his name to the loftiest habitable 
 edifice ever erected. The beautiful structure, towering 751 feet, 
 is the familiar first sign and symbol of the imperial city and its 
 material wonders. And all this in a short life from nickels and 
 ten-cent pieces—the Ford of the merchandising world, the 
 flivver of trade! The great fortune came from the savings of 
 superior organization and a multitude of transactions. 
 
 The pessimists steadily croak that the old America is no 
 more—that opportunity’s door is shut. But when a leader of the 
 business world dies and his biography is read, there is commonly 
 a repetition of the old, old story. 
 
PARTNERSHIP WITH YOURSELF—THRIFT 307 
 
 Thrift is not the hoarding of money, not merely the saving of 
 money. It consists in careful use of time and energy as well as 
 money; but because money represents stored energy, care in 
 money matters is usually a key to the development of thrift in 
 all phases of a boy’s life. It does not mean niggardliness nor 
 stinginess; it means giving up certain present pleasures for the 
 sake of greater future satisfactions. 
 
 Thrift means power in a boy, a man, or a nation. Learned men 
 call it economic freedom, or economic initiative. If a boy quickly 
 spends every dollar he secures, he cannot have a surplus for the 
 extraordinary purchase or trip or gift. A nation must have a 
 surplus over momentary needs. When the World War came on 
 with its unthinkable demand for ships and guns, food and equip¬ 
 ment, the Government began to call immediately for the people’s 
 surplus and then we were all bidden to pile up more surplus by 
 greater care in the use of food and money and more generous 
 service than most people had ever rendered to any cause. 
 
 Suppose anyone had said in the year 1908: “Ten years from 
 today boys and girls in America will care so much for their 
 country and a great cause that they will contribute more than 
 $1,000,000 of money they have actually earned to help that 
 cause along.” You or I would have said: “Impossible.” 
 
 The great campaigns for Liberty Loans, the Red Cross, the 
 Y. M. C. A., and the other war relief agencies, the extra taxes 
 collected, the ban put on luxuries—all these revealed the power 
 of men and women and even boys and girls in America to save. 
 Not impossible at all, for more than $2,000,000 were contributed by 
 boys and girls in the United War Fund drive in November, 1918. 
 
 Money or soldiers or food in reserve mean power, and both 
 the “Earn and Give” campaigns and the War Savings Stamps 
 have demonstrated the thrift power of American boys. 
 
 The World War was by some thought impossible because the 
 nations could not stand the money strain. But, nevertheless, one 
 of the marvelous things about the War was the way the coun¬ 
 tries, Canada for example, stood the strain and in addition saved 
 and “banked” money. The government figures showed that the 
 people of Canada, month after month, added ten million dollars 
 or so to their total savings in the banks—a wonderful result of 
 thrift! 
 
308 
 
 HANDBOOK FOR COMRADES 
 
 We know how important are an army’s reserves. How care¬ 
 fully the Allies’ reserves were husbanded for use at later and more 
 critical times! Banks, insurance, and trust and other companies 
 show their strength or weakness in much the same way—by the 
 size of their reserves; that is, by the money and property they 
 have saved and stored up ready for emergencies. Sometimes one 
 of them fails—perhaps because not enough thought was given, in 
 time, to putting aside a reserve for the future. 
 
 An experienced man has said that financial independence is 
 merely a matter of “living within one’s income,” no matter, really, 
 how large or how small that income may be at the start. The 
 really vital matter, though, is that the individual boy or man in 
 families above the poverty line should always spend less than he 
 earns. In fact only by this act of saving is our present civilization 
 maintained. 
 
 There was not much saving when the race was in its nomad 
 days. When food was needed, an animal was shot or wild fruit or 
 nuts were plucked. Did you ever stop to think how far away we 
 are from that stage? Every building in our cities, every farm¬ 
 house or barn, every railroad train, every ship on the ocean, is 
 there because somebody saved money , or was thrifty with his labor 
 at a time when he might have spent it for immediate pleasure. 
 All the great businesses of the United States—the great railroads, 
 banks, and loan companies that lend money to farmers and 
 others, the great universities and schools, the museums, the 
 flourishing cities and towns, are in existence because our fore¬ 
 fathers saved when they might have spent. 
 
 Henry Ford says; “Thrift is one of the cornerstones on which 
 manhood is constructed,” and when it comes to constructing 
 things the famous auto manufacturer speaks with authority. 
 
 What then should the Comrade, striving to be a typical 
 American boy, really do to be a patriotic, thrifty, Christian boy? 
 
 1. He will use conscientiously and conserve carefully what is 
 given him by parents or others, clothing, food, shelter, and money 
 allowance. 
 
 2. He will earn money and form the habit of saving a portion 
 of it. 
 
 3. He will be careful to use well, and help keep in good condi¬ 
 tion, goods and property used in common with others, such as 
 
PARTNERSHIP WITH YOURSELF—THRIFT 309 
 
 parks, playgrounds, athletic material, library books, school 
 equipment, tools, and machinery. 
 
 4. He will give, according to his own income, to educational, 
 religious, and social betterment enterprises of various kinds. 
 
 If a Comrade does this, he will in all reason avoid being in that 
 surprising proportion of men who by sixty-five years of age are 
 dependent on others. Statistics show that ninety per cent of men 
 at their death leave less than $1000 to their families. On the 
 other hand, careful habits of saving even a little at a time, if 
 maintained for years, give a boy either in bank account, insur¬ 
 ance, or conservative investments most gratifying returns. 
 Money deposited at four per cent interest doubles in eighteen 
 years. 
 
 A boy of fifteen can take his savings to a bank and get three 
 to four per cent a year added. He can take them to some trust 
 company and get four per cent a year, with the result that if he 
 saves and deposits a dollar a week he will have in that trust com¬ 
 pany at the end of twenty years, $1,586. Or a boy of fifteen years 
 of age can take his money and buy an insurance policy that will 
 bring him in some $1,500 twenty years later and will give his 
 mother over $1,100 if he dies before that time. 
 
 To sum it all up, thrift is living within one’s income, saving a 
 little every week, whether it be from an allowance or one’s earn¬ 
 ings. The results of this prudent spirit are incalculable in a boy’s 
 character and in his business or profession later. He can help 
 his home. He can help his church. He can get ready to estab¬ 
 lish a home of his own. He can help his nation by having some 
 money saved up for use in national emergencies. Many ol the 
 best men in America will tell you, too, that the thrift habit pays 
 immensely in the pleasure it gives one to have money to give to 
 the great causes that need help. 
 
 The Comrade who will earn and save with a view to his own 
 financial independence later, with a view to helping his home, his 
 church, and his country, and helping world-wide brotherhood 
 through giving to missions, will find a joy in life that he could not 
 possibly get by spending all his money at the time and failing to 
 develop the prudent or the “help the other fellow” spirit. 
 
CHAPTER XVII 
 
 SILENT COMRADES 
 
 “Reading is to the mind what exercise is to the body.” Colton 
 says that “next to acquiring good friends, the best acquisition is 
 that of good books.” The books we read are in a very real sense 
 our silent comrades, and who will deny that they have a very 
 profound influence upon our lives for good or bad? What boy 
 hasn’t been spurred on to better efforts in athletics by reading of 
 the accomplishments of some very real boy in a very real book 
 who had the same sort of ambitions? What boy has not felt the 
 call to be a great soldier or sailor or explorer or aviator or mer¬ 
 chant prince or inventor by reading in some book of the accom¬ 
 plishments of such a man? What boy cannot trace his ideals of 
 honesty and fair play and courage to some one or many books? 
 What boy hasn’t been influenced tremendously in what he de¬ 
 cides to do with his life by the books that he has read? There 
 can be no doubting it—the books we read are our silent comrades, 
 working quietly with us, constantly suggesting new ideas and 
 ideals, helping us to understand people, events, and conditions. 
 Mr. George H. Knox knew what he was about when he advised 
 the salesman of a great concern to “read what the most successful 
 men are saying about your problems. Get the best books. A 
 good book is a good investment, even though you get but one 
 new idea out of it; a single idea has often lifted a man out of 
 obscurity and made him immortal.” 
 
 Lyman Abbott says: “A good book is a good friend. It will 
 talk to you when you want it to talk, and it will keep still when 
 you want it to keep still. A library is a collection of friends.” 
 Every boy should, therefore, own at least a few good books, 
 chosen not for binding or colored plates but for their ability to 
 stimulate one to greater, bigger things. The average older boy 
 finds his time pretty well taken up. Too often he is tempted to 
 read merely as a recreation and too often he interprets that to 
 mean “light stuff”—something that takes no effort. That may be 
 
SILENT COMRADES 
 
 3ii 
 
 true for a brainless boy; certainly it is not true of a fellow with a 
 future. The fact that he has but a little time to read ought to 
 make him more choice in his selection. Don’t waste your reading 
 moments. Make every one pay dividends. Read books that are 
 evil-spirit destroyers—books that will make the fear of failure 
 leave you, books that will make you forget you ever possessed a 
 doubt or indecision. Read fiction, certainly, but not the kind 
 that you find in many so-called popular magazines. Read real 
 fiction from the best of pens, and read articles, current events, 
 travel, applied mechanics, history, biography. 
 
 Some one has said that “the great consulting-room of a wise 
 man is a library.” If you don’t know how to use a public library 
 intelligently take an evening or two off and learn. A real educa¬ 
 tion does not consist of having all the facts about everything in 
 the world in your head but in knowing where to find these facts. 
 
 Wm. E. Channing once said: “It is chiefly through books that 
 we enjoy intercourse with superior minds and these invaluable 
 means of communication are in the reach of all. In the best books 
 great men talk to us, give us their most precious thoughts, and 
 pour their souls into ours.” 
 
 Check up on your reading moments and see if they are pro¬ 
 ducing worth-while results. Follow a definite line of reading for 
 a month at a time. Keep a list in your notebook of the books 
 you are going to read next. Read the book reviews in some stan¬ 
 dard magazine. Get acquainted with a few of the best authors. 
 Put a small book in your pocket for those spare moments when 
 you are waiting for some one. Keep a list of what you have read 
 for a year and see if it is all it ought to be. Yes, read at least one 
 good magazine each month—editorials, book reviews, current 
 poetry, and all—and follow one good daily newspaper if time will 
 permit, but remember the best of a paper isn’t on the sport sheet or 
 in the society notes. 
 
 The following list of books is first class and covers a wide range. 
 Suppose you check it over and see how many of these you have 
 read. Use this list as a guide. 
 
312 
 
 HANDBOOK FOR COMRADES 
 
 Books for Older Boys 
 
 Books of Fiction 
 Little Minister, J. M. Barrie 
 Sentimental Tommy, J. M. Barrie 
 Buried Alive, Arnold Bennett 
 Spanish Gold, George H. Birmingham 
 Lorna Doone, R. D. Blackmore 
 T. Tembarom, F. H. Burnett 
 Bent Twig, Dorothy Canfield 
 Man from Glengarry, Ralph Connor 
 Shadow Line, Joseph Conrad 
 Typhoon, Joseph Conrad 
 
 Prophet of the Great Smoky Mountains, C. E. ( Murfree) Crad¬ 
 dock 
 
 Saracinesca, F. M. Crawford 
 
 Alice-for-Short, William DeMorgan 
 
 David Copperfield, Charles Dickens 
 
 Old Curiosity Shop, Charles Dickens 
 
 Dr. Luke of the Labrador, Norman Duncan 
 
 Mill on the Floss, George Eliot 
 
 Honorable Peter Stirling, P. L. Ford 
 
 Venetian June, Anna Fuller 
 
 Cranford, E. C. S. Gaskell 
 
 Abb6 Constantin, Ludovic Halevy 
 
 Under the Greenwood Tree, Thomas Hardy 
 
 Cardinal’s Snuff-Box, Henry Harland 
 
 Queed, H. S. Harrison 
 
 Marble Faun, Nathaniel Hawthorne 
 
 Prisoner of Zenda, Anthony Hope 
 
 Rise of Silas Lapham, W. D. Howells 
 
 Country of the Pointed Firs, S. 0. Jewett 
 
 Stover at Yale, Owen Johnson 
 
 Kim, Rudyard Kipling 
 
 Uncle William, J. B. Lee 
 
 Four Feathers, A. E. W. Mason 
 
 Amos Judd, /. A. Mitchell 
 
 Bob, Son of Battle, Alfred Ollivant 
 
 Book of Buried Treasure, R. D. Paine 
 
 College Years, R. D. Paine 
 
SILENT COMRADES 
 
 3i3 
 
 Great Locomotive Chase, William Pittinger 
 Rudder Grange, F. R. Stockton 
 Gentleman from Indiana, Booth Tarkington 
 Henry Esmond, W. M. Thackeray 
 Vanity Fair, W. M. Thackeray 
 Blazed Trail, S. E. White 
 Virginian, Owen Wister 
 
 Short Stories 
 
 Marjorie Daw and Other Stories, T. B. Aldrich 
 
 Old Creole Days, G. W. Cable 
 
 Gallagher and Other Stories, R. H. Davis 
 
 Old Chester Tales, Margaret Deland 
 
 Luck of Roaring Camp, Bret Harte 
 
 Four Million, 0. {Porter) Henry 
 
 Little Citizens, Myra Kelly 
 
 Plain Tales from the Hills, Rudyard Kipling 
 
 Odd Number, Guy de Maupassant 
 
 In Ole Virginia, T. N. Page 
 
 Prose Tales, E. A. Poe 
 
 Casting Away of Mrs. Leeks and Mrs. Aleshine, F. R. Stockton 
 Blue Flower, Henry Van Dyke 
 New England Nun, M. E. Wilkins 
 
 Romance 
 
 The Conqueror, G. F. Atherton 
 
 Judith Shakespeare, William Black 
 
 American Fights and Fighters, C. T. Brady 
 
 Pride of Jennico, Agnes and Egerton Castle 
 
 The Crisis, Winston Churchill 
 
 Richard Carvel, Winston Churchill 
 
 Long Will, Florence Converse 
 
 The Spy, J. F. Cooper 
 
 Red Badge of Courage, Stephen Crane 
 
 Friar of Wittenberg, W. S. Davis 
 
 White Company, Sir A. C. Doyle 
 
 Black Tulip, Alexander Dumas 
 
 Three Musketeers, Alexander Dumas 
 
 Egyptian Princess, G. M. Ebers 
 
314 
 
 HANDBOOK FOR COMRADES 
 
 History of England, C. R. L. Fletcher and R. Kipling 
 Little Shepherd of Kingdom Come, John Fox , Jr. 
 
 Reds of the Midi, Felix Gras 
 
 Brave Little Holland, W. E. Griffis 
 
 Les Miserables, Victor Hugo 
 
 To Have and to Hold, Mary Johnston 
 
 Nancy Stair, E. M. Lane 
 
 If I Were King, Justin McCarthy 
 
 Hugh Wynne, S. W. Mitchell 
 
 Sundering Flood, William Morris 
 
 Red Rock, T. N. Page 
 
 Seats of the Mighty, Sir Gilbert Parker 
 
 Scottish Chiefs, Jane Porter 
 
 Cloister and the Hearth, Charles Reade 
 
 Helmet of Navarre, Bertha Runkle 
 
 Kenilworth, Sir Walter Scott 
 
 Rob Roy, Sir Walter Scott 
 
 Monsieur Beaucaire, Booth Tarkington 
 
 Ben Hur, Lewis Wallace 
 
 Gentleman of France, 5. J. Weyman 
 
 Love in the Eagle’s Nest, C. M. Yonge 
 
 $ 
 
 Books of Biography 
 
 Twenty Years at Hull House, Jane Addams 
 
 Promised Land, Mary Antin 
 
 Margaret Ogilvie, J. M. Barrie 
 
 Memories of My Life, Sarah Bernhardt 
 
 Paul Jones, Founder of the American Navy, A. C. Buell 
 
 Tuscan Childhood, L. C. Cipriani 
 
 Personal Recollections of Joan of Arc, S. L. Clemens 
 
 The True Thomas Jefferson, W. E. Curtis 
 
 Robert R. McBurney, L. L. Doggett 
 
 Sailor’s Log, R. D. Evans 
 
 The Many-Sided Franklin, P. L. Ford 
 
 Personal Memories, U. S. Grant 
 
 Year in a Coal Mine, Joseph Husband 
 
 God’s Troubadour, Sophie Jewett 
 
 Alexander Hamilton, H. C Lodge 
 
 Daniel Webster, H. C. Lodge 
 
SILENT COMRADES 
 
 315 
 
 Romance of the Romanoffs, Joseph McCabe 
 Charles Frohman, Manager and Man, I. F. Marcosson and 
 Daniel Frohman 
 
 The First Napoleon, J. C. Ropes 
 
 Charles Dickens and His Girl Heroines, Belle Moses 
 
 Story of My Boyhood and Youth, John Muir 
 
 Diplomat’s Wife in Mexico, Mrs. E. L. O'Shaughnessy 
 
 Life of Alice Freeman Palmer, G. H. Palmer 
 
 In Our Convent Days, Agnes Repplier 
 
 Elizabeth Fry, L. E. Richards 
 
 A Far Journey, A. M. Rihbany 
 
 Making of an American, Jacob A. Riis 
 
 Shakespeare, the Boy, W. J. Rolf 
 
 “Honest Abe,” Alonzo Rothschild 
 
 My Life as an Indian, J. W. Schultz 
 
 On the Trail of the Immigrant, E. A. Steiner 
 
 Letters of a Woman Homesteader, E. P. R. Stewart 
 
 My People of the Plains, Ethelbert Talbot 
 
 Life of Abraham Lincoln, Ida M. Tarbell 
 
 Life and Letters of John Hay, W. R. Thayer 
 
 Patrick Henry, M. C. Tyler 
 
 A Child of the Orient, Demetra Vaka 
 
 Up from Slavery, Booker T. Washington 
 
 Old Friends, William Winter 
 
 Recollections of Thirteen Presidents, J. S. Wise 
 
 Seven Ages of Washington, Owen Wister 
 
 Books of History 
 
 At the Edge of the War Zone, Mildred Aldrich 
 
 Hilltop on the Marne, Mildred Aldrich 
 
 Under the Red Cross Flag, Mable Boardman 
 
 The Cause; Poems of the War, Lawrence Binyon 
 
 Collected Poems, Rupert Brooke 
 
 Ambulance No. 10 , Leslie Buswell 
 
 Christine, Alice Cholmondeley 
 
 Poems of the Great War, J. W. Cunliff 
 
 Carry On, Coningsby Dawson 
 
 Plattsburg Manual, 0. 0. Ellis and E. B. Gary 
 
 Over the Top, A. G. Empey 
 
3i6 
 
 HANDBOOK FOR COMRADES 
 
 The Challenge of the Present Crisis, H. E. Fosdick 
 You Are the Hope of the World, Hermann Hagedorn 
 Kitchener’s Mob, J. N. Hall 
 A Student in Arms, Donald Hankey 
 First Hundred Thousand, Ian ( Beith) Hay 
 My Home in the Field of Honor, F. W. Huard 
 My Home in the Field of Mercy, F. W. Huard 
 Spires of Oxford and Other Poems, W. M. Letts 
 Flying for France, J. R. McConnell 
 Harvest Moon, J. P. Peabody 
 Kings, Queens, and Pawns, Mary R. Rinehart 
 My Fourteen Months at the Front, W. J. Robinson 
 Poems. Alan Seeger 
 
 Rhymes of a Red Cross Man, R. W. Service 
 
 German Versus Civilization, William Roscoe Thayer 
 
 Poems, Emile Verhaeren 
 
 Fifes and Drums, The Vigilantes 
 
 Why We Are at War, Woodrow Wilson 
 
 Books of Travel 
 Roughing It, S. L. Clemens 
 
 My Lady of the Chinese Courtyard, Mrs. E. B. Cooper 
 Two Years before the Mast, R. H. Dana 
 Romance of the Colorado River, F. S. Dellenbaugh 
 Viva Mexico, C. M. Flandrau 
 
 Vagabond Journey around the World, H. A. Franck 
 
 Adrift on an Ice-Pan, W. T. Grenfell 
 
 Old Santa Fe Trail, Henry Inman 
 
 Land of Poco Tiempo, C. F. Lummis 
 
 Our National Parks, John Muir 
 
 Secrets of Polar Travel, R. E. Peary 
 
 T ravels with a Donkey, - R. L. Stevenson 
 
 Heart of the Balkans, Demetra Vaka 
 
 Mount Vernon: Washington’s Home and the Nation’s Shri 
 Faul Wilstach 
 
 Books of Character Development 
 
 Talks on Books, L. Abbott 
 Body-Builder, D. B. Brink 
 
SILENT COMRADES 
 
 3i7 
 
 Call for Character, E. I. Bosworth 
 
 A Young Man’s Jesus, Bruce Barton 
 
 Ideal Life, Henry Drummond 
 
 Gospel of the Second Mile, H. E. Fosdick 
 
 Cartoons in Character, A. K. Foster 
 
 Dynamic of Manhood, L. H. Gulick 
 
 Gospel of the Second Chance, J. S. Holden 
 
 Life’s Clinic, E. H. Hooker 
 
 What Career, Hale 
 
 The Jesus Way, D. Hyde 
 
 Essentials, C. E. Jefferson 
 
 College and the Man, D. S. Jordan 
 
 Fight for Character, H. C. King 
 
 Rational Living, H. C. King 
 
 The Success Books, 0. S. Marden 
 
 Out of the Fog, C. K. Ober 
 
 How to Hold a Job, H. L. Piner 
 
 Making of an American, Jacob Riis 
 
 Marks of a Man, R. E. Speer 
 
 Principles of Jesus, R. E. Speer 
 
 A Young Man’s Questions, R. E. Speer 
 
 Times and Young Men, J. Strong 
 
 Personal Economy and Social Reform, H. G. Wood 
 
 Books of Poetry and Drama 
 
 Half Hours, J. M. Barrie 
 Book of Job, Bible 
 Book of Ruth, Bible 
 
 Girlhood of Shakespeare’s Heroines, M. C. Clark 
 Silver Box, John Galsworthy 
 She Stoops to Conquer, Oliver Goldsmith 
 Seven Short Plays, Lady I. A. P. Gregory 
 Shakespeare’s Heroines, A. B. Jameson 
 Servant in the House, C. R. Kennedy 
 Barrack-Room Ballads, Rudyard Kipling 
 Canterbury Pilgrims, P. W. Mackaye 
 Jeanne D’Arc, P. W. Mackaye 
 Blue Bird, Maurice Maeterlinck 
 
 Story of the Round House and Other Poems, John Masefield 
 
318 HANDBOOK FOR COMRADES 
 
 Great Divide, W. W. Moody 
 
 Sherwood, Alfred Noyes 
 
 Tales of the Mermaid Tavern, Alfred Noyes 
 
 Rubaiyat, Omar Khayyam 
 
 Marlowe, J. P. Peabody 
 
 The Piper, J. P. Peabody 
 
 Ulysses, Stephen Phillips 
 
 Historical Tales from Shakespeare, Sir A. T. Quiller-Couch 
 
 Oxford Book of English Verse, Sir A. T. Quiller-Couch 
 
 Famous Rhymes, J. W. Riley 
 
 Songs of Cheer, J. W. Riley 
 
 Lay of the Last Minstrel, Sir Walter Scott 
 
 Spell of the Yukon and Other Verse, R. W. Service 
 
 Twelfth Night, Wm. Shakespeare 
 
 As You Like It, Wm. Shakespeare 
 
 Androcles and the Lion, G. B. Shaw 
 
 Riders to the Sea, J. M. Synge 
 
 Hour-Glass, W. B. Yeats 
 
 Books of Science : What and How to Do Books 
 
 Jack of All Trades, Dan C. Beard 
 
 What a Girl Can Make and Do, Lina and A. B. Beard 
 
 Story of the Submarine, Farnham Bishop 
 
 On the Battle-Front of Engineering, A. R. Bond 
 
 Model Aeroplanes and Their Motors, G. A. Cavanaugh 
 
 Book of Magic, F. A. Collins 
 
 Book of Wireless, F. A. Collins 
 
 Boys’ Book of Model Aeroplanes, F. A. Collins 
 
 Wireless Man, F. A. Collins 
 
 Beginner’s Garden Book, Allen French 
 
 Advanced Projects in Wood-Work—Furniture Making, I. S. 
 Griffith 
 
 Handicraft for Handy Boys, A. N. Hall 
 Photography Simplified, P. N. Haslunk 
 
 Magician’s Tricks and How They Are Done, Henry Hatton and 
 A. Plate 
 
 Homans’ First Principles of Electricity, J. E. Homans 
 A. B. C. of the Motor Cycle, W. J. Jackman 
 New Art of Flying, W. B. Kaempffiert 
 
SILENT COMRADES 
 
 319 
 
 Three Hundred Things a Bright Girl Can Do, L. E. Kelley 
 Wireless Telegraphy and Telephony, Simply Explained, A. P. 
 Morgan 
 
 How to Run an Automobile, V. W. Page 
 
 Boys’ Book of Sports, Grantland Rice 
 
 Girl Who Earns Her Own Living, A. G. Richardson 
 
 Feeding the Family, M. S. Rose 
 
 Things a Boy Should Know about Electricity, T. M. St. John 
 
 Masters of Space, W. K. Towers 
 
 Aircraft of Today, C. C. Turner 
 
 Harper’s Aircraft Book, A. H. Verrill 
 
 Harper’s Book for Young Gardeners, A. H. Verrill 
 
 Harper’s Wireless Book, A. H. Verrill 
 
 Profitable Vocations for Boys and Girls, F. M. Weaver 
 
 Mission Furniture, H. H. Windsor 
 
CHAPTER XVIII 
 
 FIRST AID TO THE INJURED 
 
 In a brief chapter on First Aid obviously one can give only 
 the essential points. Just why it is best to do a thing this or 
 that way cannot be fully presented. There are a few general 
 directions, however, that should be borne in mind in any case of 
 accident: 
 
 A boy, to be helpful in case of accident or sudden illness, 
 should be cool, deliberate, reasonable, use common sense, and 
 decide definitely what to do and do it. If the injury is serious, 
 call a reputable doctor and at the same time administer such 
 First Aid as is needed. Insist that the crowd be kept back and 
 make the patient as comfortable as possible by loosening all 
 tight clothing. Place patient on side if vomiting. If the patient’s 
 face is pale and he is cold, place him flat on his back and warm him 
 by rubbing, covering with coat, etc. If there is bleeding from a 
 hidden injury, locate it at once and treat it properly. In order 
 to do this satisfactorily the clothing may need to be removed; 
 if the injury is painful or bleeding profusely, the greatest gentle¬ 
 ness is demanded and clothing had much better be cut away with 
 sharp knife or scissors. When you can add to the comfort of 
 the patient without danger, always do it. If not severely injured 
 let him sit up if he so desires, and give him fresh water if he calls 
 for it—cold water, if possible; it is always more refreshing. 
 If badly needed, it may be well to give a mild stimulant. Whisky 
 or brandy are not at all necessary; use, instead, aromatic spirits 
 of ammonia, unless it is a head injury. Never give an uncon¬ 
 scious person a stimulant. If there are broken bones and the 
 patient must move, the broken bone should always be secured 
 
FIRST AID TO THE INJURED 
 
 321 
 
 by applying some temporary splint. Exercise great care in 
 handling the injured. 
 
 Conditions of Depression 
 
 There are a number of conditions which may be classified 
 under this head, such as shock, heat exhaustion, severe bleeding, 
 and fainting. As a group, these have certain definite earmarks. 
 The patient is usually conscious, but consciousness is dulled. 
 In fainting, consciousness is absent for a few minutes, the face 
 is pale, and the breathing is rapid and shallow, the pulse is 
 rapid and weak, the skin cool and covered with a clammy sweat. 
 All the vital functions seem weakened and depressed. The heart 
 is working over-time to keep going, consequently the patient 
 is cold and inclined to be dull. 
 
 What can we do to aid such a patient? First, send for a doctor 
 if possible. Next make the patient comfortable. Place on the 
 back with the head low. Since the patient in this condition is 
 cold, make every effort to warm him. Rouse him by stimulating 
 the heart and lungs. Warm him by wrapping him in a blanket. 
 If in cold weather, warm the blanket. If no blankets can be had, 
 use clothing of any sort, putting it under as well as over him. 
 If he is conscious enough to swallow, hot drinks will help tremen¬ 
 dously to warm him. Use aromatic spirits of ammonia to stim¬ 
 ulate the heart and induce deeper breathing. The do.se is one- 
 half teaspoonful in one-half glass of water. This can be repeated 
 in twenty minutes. If you cannot get aromatic spirits of am¬ 
 monia, use hot black coffee, preferably with sugar—it will do 
 very well. Even hot water with sugar is helpful. In cases of 
 depression due to severe hemorrhage, the bleeding must be 
 stopped before the stimulant is given. The use of compresses 
 and tourniquets, also where and how to apply them in order to 
 stop bleeding, will be discussed under that heading (see page 323). 
 
 When there has been a severe injury to the patient and he is 
 in this depressed condition, we call it shock; whatever other 
 injury there is, except severe hemorrhage, shock should be 
 treated first. If a patient suddenly becomes pale, falls, and is 
 completely unconscious, he has probably fainted. By lowering 
 the head, loosening the clothing, and sprinkling the face with 
 
322 
 
 HANDBOOK FOR COMRADES 
 
 water the patient will respond quickly. Heat exhaustion is 
 shock from excessive heat and signs of depression are apparent. 
 Treatment should be the same as outlined above. 
 
 Head Injuries 
 
 Conditions known as head injuries can be placed in one 
 group because the symptoms are the same and the treatment 
 follows the same lines. Under this classification come those 
 conditions where the patient’s consciousness is dulled or absent 
 for hours, the skin is flushed, the breathing deep, noisy, and 
 somewhat slow, the pulse is full and slow, and the skin is hot, 
 either wet or dry. Concussion of the brain, fracture of the skull, 
 apoplexy, epilepsy, drunkenness, sunstroke—all come in this 
 general class. 
 
 In this group of injuries the patient is unconscious, yet the 
 heart seems to be working all right; often the breathing is not 
 labored yet there seems to be over-stimulation, so there is no 
 need of giving stimulants. As in all cases’of injury, the patient 
 should be made comfortable and in this group the head should 
 be raised. If the temperature seems high, place a cold, wet 
 cloth on the head. Remember to call a doctor unless conscious¬ 
 ness returns at once and you know the concussion was slight. 
 
 Wounds and Infection 
 
 A wound is an injury in which the skin is broken and there is 
 usually more or less damage to the tissues beneath it. There are 
 (i) cut or incised wounds, such as are caused by sharp knives or 
 glass; (2) torn or lacerated wounds, where the tissues are torn 
 rather than cut; and (3) punctured wounds, usually quite deep, 
 caused by sharp-pointed instruments. 
 
 Before we take up wounds in detail we must briefly discuss 
 infection. Bacteria, especially those varieties which produce 
 pus, exist everywhere. The skin is our protection against all 
 such bacteria. When the skin is broken, as happens in any 
 wound or compound fracture, the bacteria find their chance to 
 enter the body. From the use as a dressing of a handkerchief 
 with germs on it, or from the dust of the air, or from the contact 
 of dirty hands, these bacteria often enter the wound and if left 
 undisturbed infection takes place and pus is formed. A badly 
 
FIRST AID TO THE INJURED 
 
 323 
 
 Pressure and Tourniquet 
 Points 
 
 infected wound may quickly result in the 
 loss of life; consequently the treatment 
 of all wounds is very important. 
 
 This treatment can be considered un¬ 
 der two heads: (1) Treatment of wounds 
 without severe hemorrhage and (2) treat¬ 
 ment of wounds with severe hemorrhage. 
 
 Remember to send for a doctor at once 
 if the wound is severe. Cut clothing 
 away from wound and be sure that 
 nothing sticks to it. Do not touch the 
 wound with the hands or let the patient 
 touch it. There is no hurry unless the air is dusty; if so, cover 
 at once as there is danger of infection. If you have a surgically 
 clean, sterile bandage, free from germs, apply it to the wound 
 and bandage. No attempt should be made to wash or disinfect 
 the wound, unless it be to pour iodine into it from a first aid kit. 
 
 Be sure to treat patient for shock if there is any. If faint, 
 have him lie down with head low. The first thing to do in case 
 of wounds with severe hemorrhage is to stop the bleeding. 
 In order to do this you must know from which kind of vessels 
 the blood comes—from the arteries, the veins, or the more slowly- 
 bleeding capillaries. Arterial blood is bright red and comes from 
 the wound in spurts or jets. Blood is lost very rapidly. Vein 
 bleeding is recognized by a steady flow of dark colored blood. 
 Capillary bleeding is slow oozing from the wound, with the 
 blood brick red in color. Arterial bleeding is stopped by pressure 
 of the finger on certain pressure points or by tourniquet on tourni¬ 
 quet points. For illustration see Fig. 1. First try pressure 
 with the fingers; meanwhile have someone prepare a tourniquet, 
 the simplest of which can be made by tying a handkerchief loosely 
 
324 
 
 HANDBOOK FOR COMRADES 
 
 about the limb, tightening it by twisting a small stick inserted 
 through it. Tighten until bleeding stops and then keep stick 
 there by tying one end to the injured part. A long stocking 
 also makes a good tourniquet. Warning: Do not forget that 
 you have stopped the circulation in the part below the tourniquet. 
 That part will die if it does not get a fresh supply of blood once 
 in a while; consequently if the tourniquet must be kept tight for 
 a long time, pending the doctor’s arrival, loosen once an hour, 
 then tighten again if bleeding starts. Venous blood can usually 
 be stopped by pressure of a sterile compress directly over the 
 wound. In severe cases a tourniquet may be necessary below 
 the wound. Often with pressure the venous bleeding will stop. 
 If the blood vessels of the neck are cut, blood will be lost rapidly 
 and the patient will die. In this case disregard infection and 
 press your hand tightly against bleeding point. Capillary 
 bleeding also may be stopped by compress over wound. When 
 such bleeding is stopped, if wound is still uncovered, cover with 
 sterile compress. In all such cases keep patient quiet with head 
 low. No stimulant ought to be given unless it is a question of 
 life and death. 
 
 First Aid Materials 
 
 The main uses of the bandage are (i) to keep dressings in 
 place; (2) to secure splints; (3) to stop bleeding from pressure; 
 (4) for use as sling or to keep in normal position parts of the 
 body which have been dislocated by injury. There are several 
 kinds of bandages: The triangular bandage; the roller bandage; 
 and special bandages. 
 
 The Triangular Bandage. The triangular bandage is best 
 suited for first aid because it can be easily made, can be used in 
 so many different ways, and is not difficult to apply. There are 
 three general ways in which the triangular bandage can be used: 
 the unfolded triangle, the folded triangle, and the folded narrow 
 bandage sometimes called the cravat bandage. 
 
 The prepared triangular bandage has the advantage of having 
 many different methods of application. Unfolded, it can be 
 used in the following ways: 
 
 1. The triangular bandage as an arm-sling: Place one end 
 of the bandage over the uninjured shoulder, placing the point 
 
 / 
 
FIRST AID TO THE INJURED 
 
 325 
 
 Fig. 4 
 
 Fig. 6 
 
326 
 
 HANDBOOK FOR COMRADES 
 
 of the triangle under the injured arm, then take the lower end of 
 the bandage up over the injured side and tie to upper end behind 
 the neck. (Fig. 2). Another good arm-sling can be made by 
 pinning the shirt or coat sleeve to the shirt or coat. 
 
 2. The triangular bandage as a foot-bandage: Place the foot 
 in the center of the bandage, toes toward the point. Then bring 
 the point up over the toes to the instep, next bring the ends up 
 across the instep and tie behind the ankle. (Fig. 3). 
 
 3. The triangular bandage as a hand-bandage: The hand- 
 bandage is applied exactly like the foot-bandage. The hand is 
 placed palm down in the center of the triangle, fingers toward the 
 point. The point is then turned up over the back of the hand, 
 the ends brought up over the hand around the wrist and tied. 
 (Fig- 4 )- 
 
 4. The triangular bandage as a head-bandage: As a head- 
 bandage, fold a hem on the long side of the bandage, place the 
 hem on the forehead just above the eyes with point to back of 
 the head, then carry the two ends of the bandage around to the 
 head above the ears, cross them at the back, bring around and 
 tie in front, drawing the point down tight, then turn up over 
 the head and pin. (Fig. 5). 
 
 The Cravat Bandage . The cravat bandage can be used in a num¬ 
 ber of ways. To make this bandage, bring the point of the triangle 
 to the center of opposite side and fold lengthwise three times. 
 
 1. The cravat bandage as an eye-bandage: Place the center 
 of the cravat over the injured eye, bring ends around the head 
 and tie at the back of the head. (Fig. 6). 
 
 2. The cravat bandage as a bandage for the jaw: In this case 
 two cravats are necessary. Apply center of one across the chin 
 in front and tie in back of the neck. Place center of the other 
 under the chin, tie over the top of the head or cross on top of 
 the head and tie under chin. (Fig. 7). 
 
 3. The cravat bandage as a neck-bandage: The cravat band¬ 
 age can be used to cover the neck as any neck scarf. (Fig. 8). 
 
 4. The cravat bandage as a bandage for palm of the hand: 
 Place the cravat across the palm of the hand, then cross at the 
 back of the hand and again at the front of the wrist, bring around 
 and tie at the back of the wrist. (Fig. 9). 
 
FIRST AID TO THE INJURED 
 
 327 
 
 5. The cravat bandage used to keep splints in place or dress¬ 
 ings on extremities: In this case it is simply carried around and 
 tied in a suitable place. The number of cravats necessary will 
 depend on the size of the splints or dressing being used. 
 
 Fig. 8 
 
 The Roller Bandage. The roller bandage can be used for any 
 of the conditions described. To apply correctly it requires more 
 practice and skill than the triangle bandage. The general rules 
 covering application of the roller bandage are as follows: The 
 best roller bandage is made of gauze or cheesecloth, although 
 any material may be used. It can be purchased in different 
 sizes. (Every boy should know how to roll his own bandage.) 
 
 1. The bandage is applied by holding the roll in the right 
 hand and the loose end in the left, unless, of course, you are 
 left-handed. Place end on the desired spot and start unrolling 
 the bandage. 
 
 2. When unrolling the bandage, hold it in the right hand so 
 that the thumb is on the outer side and unroll after the manner of 
 unrolling a carpet. 
 
328 
 
 HANDBOOK FOR COMRADES 
 
 3. Be careful in applying roller bandage that the bandage is 
 not drawn too tight. Be especially careful if it is being applied 
 around a splint, because of the probable later swelling of the part. 
 If finger or toes of bandaged limb begin to show blue or there is 
 numbness or pain, loosen the bandage at once. 
 
 4. Always apply bandage over a splint and not under it. 
 
 5. Bandage from extremities towards the heart, leaving tips 
 of fingers or toes uncovered so that they may be observed. 
 
 Fig. 9 
 
 Fig. 10 
 
 6. Place the parts to be bandaged in the position in which 
 you wish them to remain, bearing in mind that changing to 
 a new position may cut off circulation. 
 
 7. In bandaging a wound immediately, remember that 
 swelling may occur. Be ready to remove or loosen bandage at 
 once when such swelling causes it to become too tight. 
 
 8. Roller bandages are applied in several ways, depending 
 on the condition and shape of the part injured. The simplest 
 method of application is the circular, but this is used to advantage 
 only when the part to be bandaged is of the same circumference 
 throughout. The circular method consists of a series of circular 
 turns from below upward, each time overlapping the upper 
 
FIRST AID TO THE INJURED 
 
 329 
 
 third of the previous lap. (Fig. 10). Both edges of the bandage 
 should be flat on the skin. When the part is larger at one end 
 than the other, use the circular method as long as both edges 
 touch the skin and turns over-lap, but when spaces are left 
 between laps, another method, called the spiral reverse, must be 
 resorted to. 
 
 To make the spiral reverse, place the thumb on the lower 
 edge of the bandage, hold it slack for about three inches and turn 
 the bandage one-half over toward you and continue on around 
 
 the wounded part in the same direction, reverse again at the 
 proper place. The reverses should be in center of the limb or at 
 its outer side and all reverses should be in one line up the limb. 
 (Fig. n). 
 
 The figure-eight method is a useful method in bandaging 
 around joints or in going around a right-angled course such as 
 the heel or the elbow. (Fig. 12). It consists of a series of loops, 
 each overlapping the other by two-thirds of the width of the 
 bandage at the middle part of the eight where the bandage 
 crosses, one loop going over and the other below the joint. 
 This bandage does not cover the tip of the joint. To cover the 
 tip of the joint, place the first turn of the bandage over the tip 
 of the joint, then place one turn above and one below and you 
 come immediately into a figure eight. 
 
330 
 
 HANDBOOK FOR COMRADES 
 
 The Use of Compresses. Under the treatment of wounds, 
 compresses were mentioned. A compress is simply something 
 which is used to press and cover an open wound. It should be 
 large enough to cover the wound completely and lap over it at 
 least one or two inches, according to the size of the wound. 
 They are made preferably of antiseptic gauze or sterilized cheese¬ 
 cloth. 
 
 These compresses must be as nearly as possible surgically 
 clean and absolutely free from bacteria. If material is not 
 clean, it should be disinfected by boiling. Then great care should 
 be taken not to contaminate again by handling before applying 
 to wound. Clean gauze can be had at any drug store. The 
 Red Cross First Aid Package contains a sterile compress and by 
 following directions, can be applied so that the wound does not 
 become infected. Too much emphasis cannot be laid on the 
 use of the sterile compress and prevention of infection of wounds. 
 
 Splints. Splints are used primarily to stop movement of a 
 broken bone while it is knitting, and must therefore be of stiff, 
 rigid material. Such material as light wood, shingles, card¬ 
 board, broom handles, umbrellas, canes, rolls of cloth or pillows 
 with board outside, may be used in emergencies. Splints should 
 be long enough to stop movement in the nearest joint above or 
 joint below and should be as wide as the limb if possible. They 
 should always be padded on the side toward the limb; cotton, 
 waste flannel or pieces of cloth may be used for this purpose. 
 Splints must be bandaged tight enough to prevent slipping or 
 movement but not so tight as to stop circulation. Great care 
 and special attention should be given to this point. 
 
 Injuries in Which the Skin Is Not Broken 
 
 Fractures. When a bone is broken you call it a fracture. It is 
 a very common injury. A simple fracture is one in which the 
 skin is not broken or pierced. A compound fracture is one in 
 which the skin is pierced. Poor handling of a simple fracture may 
 result in a compound fracture. 
 
 In most cases of simple fracture first make the patient as 
 comfortable as possible and then call a doctor. If the injury is 
 such that you think a bone is broken, treat as a fracture without 
 
FIRST AID TO THE INJURED 
 
 33i 
 
 further examination. If the doctor is expected soon, nothing else 
 need be done unless there is shock; if so, treat for that (see 
 page 321).. 
 
 In applying splints any kind of bandage may be used: handker¬ 
 chiefs, pieces of clothing, and the like. A sling may even have to be 
 constructed. For this a large handkerchief or towel can be used. 
 
 A compound fracture is much more serious. The skin may be 
 broken and there may be infection and months of sickness may 
 result. Sometimes the wound leads to the bone or the bone may 
 even protrude through the flesh and result in infection of the 
 bone. This is very serious; send for a doctor at once. Allow 
 nothing to touch the wound. If necessary, cut away clothing 
 and expose the wound. Apply a sterile compress if you have one. 
 Do not attempt to restore the bone if it protrudes through the 
 skin. Always treat the wound first, then the fracture. If patient 
 must be moved, apply best splints available with greatest care 
 so there will be no motion in the broken part. Use greatest pos¬ 
 sible care in moving, avoiding jars or sharp bumps. 
 
 Dislocation. Dislocations are injuries of the joints and are due 
 to the head of the joint slipping out of the joint-socket. When 
 this takes place, the ligaments which normally keep the bone in 
 place are often torn loose. The most common dislocation is that 
 of the shoulder joint. The dislocation of the jaw and fingers, 
 however, is not uncommon. The noticeable deformity, the unusual 
 appearance as compared with the uninjured side, and the limi¬ 
 ted motion help in making sure that the difficulty is a dislocation. 
 
 Send for a doctor at once and, except in dislocation of the jaw 
 or fingers, wait until he arrives. When no attempt is made to 
 replace the dislocation, make the patient as comfortable as pos¬ 
 sible and treat with cloths wrung out in very hot water. 
 
 Dislocation of the jaw. To reduce this dislocation wrap both 
 thumbs with bandage so they will be protected from injury. 
 Place both thumbs on lower teeth, each side of lower jaw. Press 
 first down and then back. As soon as the jaw starts into place, 
 slide thumbs off the teeth and withdraw them for as the jaw 
 springs into place it is apt to injure them. 
 
 Dislocated fingers can be reduced without great difficulty. 
 Firmly grasp dislocated finger on hand side, pull the end of the 
 finger straight away from the hand and it will usually slip into place. 
 
332 
 
 HANDBOOK FOR COMRADES 
 
 Bruises. Very often a severe bruise results in the flesh turning 
 black and blue. For a severe bruise apply hot or cold water to 
 keep down the swelling. 
 
 Sprains. A sprain is an injury to the ligaments and tendons 
 around a joint. Swelling and pain always follow a sprain. Cold 
 cloths will often keep down the swelling. Later treatment is to 
 alternate with hot and cold cloths over the joint. Use liniments 
 and massage. Repeat treatments a number of times a day. Using 
 the joint, if unnecessary, is foolish. Rest is needed and sometimes 
 even a splint is advisable. Support with figure eight bandage. 
 
 Carrying the Injured 
 
 First aid should always be given before a patient is moved; 
 if injury is severe, do not move unless absolutely necessary until 
 doctor arrives. 
 
 During transportation, clothing should be loosened. Patient 
 should be kept warm and made comfortable as possible. 
 
 The method of transportation will vary according to the 
 injury. It is always safer to carry patient lying down and a 
 
 Fig. 13 
 
333 
 
 FIRST AID TO THE INJURED 
 
 stretcher can be improvised as 
 shown in Fig. 13. Other methods 
 of transportation are given in the 
 illustrations and explain them¬ 
 selves. These carries can be used 
 in relay races and every, boy 
 should know them. 
 
 Fig. 14 
 
 Fig. 16 
 
334 
 
 HANDBOOK FOR COMRADES 
 
 Fig. 17 
 
 Artificial Respiration 
 
 There are two methods of artificial respiration, the Sylvester 
 and Schafer methods. Of the two, Schafer’s, the better one, will 
 be described. 
 
 Place the patient face down with a folded coat or pillow under 
 the chest, the head turned to one side and mouth opened. Be sure 
 that tongue is not obstructing passage to the throat. Place the 
 outspread hands on the small of patient’s back, so that the 
 thumbs nearly meet on either side of the backbone and the little 
 fingers lie along the lower ribs. Lean forward, keeping the arms 
 straight, slowly produce firm downward pressure in order to 
 decrease size of chest cavity and press all the air possible out of 
 the lungs. Then release pressure quickly, applying a little sud¬ 
 den pressure just at the end. Then allow the lungs to fill with 
 air again because of their natural elasticity. As pressure is 
 applied and released to obtain the right rhythm of breathing 
 repeat some phrase as “one thousand and one, one thousand and 
 two,” exerting pressure slowly on the first part of the phrase, 
 releasing rapidly as described on the second part. Repeat until 
 patient is breathing properly. 
 
FIRST AID TO THE INJURED 
 
 335 
 
 Artificial respiration should always be consistently used while 
 waiting for a doctor when trying to resuscitate a drowning per¬ 
 son, or one suffering from electric shock or gas asphyxiation 
 (see page 177). 
 
 Burns, Frostbite, and Freezing 
 
 Burns when extensive are very serious and may demand treat¬ 
 ment for shock and the administration of stimulants. A doctor 
 should be called in such a case. Three degrees of burns are 
 usually described, depending on the depth to which the heat 
 penetrates: In the first degree, the skin is reddened and smarts; 
 in the second degree, the skin is reddened, there is noticeable 
 swelling and often there are blisters; in the third degree, the skin 
 is usually scorched or blackened. There is swelling and great 
 pain. The burn has penetrated below the skin. 
 
 Treatment for burns of the first degree: Bathe with baking 
 soda in water or with olive oil, lard, carbolized vaseline, boric 
 acid, ointment, or wet compresses. 
 
 Treatment for burns of the second degree: Pierce the blisters 
 at the edge with a sterile needle and apply remedies as above. 
 Cover all surfaces with sterile compress. Infection can take 
 place here as in any other wound. 
 
 Treatment for burns of the third degree: Call a doctor at once. 
 Treat for shock. Cover burns with clean cloths wet in baking 
 soda solution. 
 
 Burns from acids should be washed with solution of baking 
 soda immediately. 
 
 Burns from lye or alkalis should be treated quickly with vine¬ 
 gar and water, then dressed as above. 
 
 Frostbite and Freezing. The effect of long exposure to cold is 
 to make the fingers, toes, nose, or ears numb, white, and hard. 
 On coming into a warm place they become red and swollen, and 
 itch. Rub frozen parts with snow or cold water. As soon as cir¬ 
 culation is established and sensation returns the parts will be 
 painful and probably swell. This disappears, however, and 
 usually there is little or no more trouble. 
 
 When a person is nearly frozen, the whole body is affected and 
 unconsciousness may result. When treating such a person, the 
 
336 
 
 HANDBOOK FOR COMRADES 
 
 patient should be kept in a cool place for hours-and the frozen 
 parts rubbed with snow or wrapped in cold wet cloths. A stimu¬ 
 lant should be given, plenty of coffee or tea. The temperature of 
 the room should be raised gradually. Final removal to a warm 
 room should be made with greatest care. 
 
 Poisoning 
 
 In any case of poisoning there are three things to be done: 
 First: Send for a doctor. Second: Empty the stomach of the 
 poison. Third: Give an antidote. An antidote is something 
 that neutralizes the poison. 
 
 An emetic may be given to empty the stomach, such as a tea¬ 
 spoonful of mustard in a glass of warm water, or a solution of salt 
 in warm water, or even soapsuds. Mechanical emetics may also 
 be used to accomplish the same end, such as tickling the back of 
 the throat with the finger or with a feather. If poison still 
 remains, have patient drink more water and go through the same 
 procedure again. After vomiting freely, the patient should drink 
 a large amount of milk, and eat raw eggs or a quantity of gruel 
 made of milk and flour. 
 
 Besides the remedies already suggested, the general condition 
 of the patient must be watched. Shock follows poisoning very 
 often and should be treated at once. Stimulants, heat, and even 
 artificial respiration should be given if breathing is feeble or has 
 stopped. 
 
 Common Emergencies 
 
 Nosebleed. Usually nosebleed will stop of itself. If it does 
 not, then place roll of paper lightly under the upper lip, press lip 
 between nostrils, or apply something cold to the back of the neck. 
 Avoid blowing or picking the nose because this dislodges the 
 blood clot and bleeding will commence again. 
 
 Toothache. This is usually due to a cavity in the tooth. Clean 
 the cavity out with cotton twisted on the end of a tooth pick. 
 Then soak small piece of cotton in oil of cloves or camphor, 
 squeeze dry and place in cavity. This will usually give relief. 
 Have dentist see it at once and have the teeth examined for other 
 difficulties. 
 
FIRST AID TO THE INJURED 
 
 337 
 
 Earache. A number of remedies are used in earache: hot 
 cloths, hot water bottle, and a bag of hot salt are helpful. A few 
 drops of hot sweet oil and a plug of cotton often give relief. 
 Severe earache always demands the services of a doctor as 
 disease of the middle ear may result in breaking of the ear-drum 
 which may be prevented if treated in time. 
 
 Something in the Eye. Do not rub the eye. Keep it shut, allow¬ 
 ing tears to come freely and then lift the upper lid away from the 
 eye-ball, pulling it down over the lower lid. This will ofttimes 
 dislodge the offending particle. Blowing the nose hard several 
 times is helpful. You may need the help of another party to look 
 carefully into the eye and to remove the particle with the twisted 
 corner of a clean handkerchief or cotton swab. It is easy to see 
 the under side of the lower lid, but rather hard to see the under 
 side of the upper lid. To turn the upper lid up, place a slender 
 pencil at the natural wrinkle and press gently in and down 
 while with the other hand you grasp the eye-lashes and pull 
 them outward and upward, thus exposing the under side of 
 the upper lid. The particle can then usually be seen and re¬ 
 moved. When the particle is embedded in the eye-ball and 
 cannot be removed, see a doctor at once. 
 
 Cramps , Stomach Ache. As everyone knows, cramps are severe 
 pains in the abdomen, probably due to indigestible or unwhole¬ 
 some food. A hot water bottle placed on the abdomen, accom¬ 
 panied by rubbing, often gives relief. A teaspoonful of soda in 
 glass of hot water or spirits of peppermint or ginger are often 
 helpful. Indigestible matter may be gotten rid of by vomiting or 
 by the aid of a cathartic, such as Epsom salts or Seidlitz powder. 
 If pain continues, call a doctor because such trouble might easily 
 develop into appendicitis. 
 
 Diarrhea. Diarrhea is caused by bad food mixture or medi¬ 
 cine. It may be just a few extra movements with no general ill 
 feeling. However, diarrhea from spoiled food may result in 
 serious illness. A quick purge should be taken, such as a dose of 
 Epsom salts, repeated in three hours if necessary. This will tend 
 to increase the diarrhea at first, but will gradually improve condi¬ 
 tions. If there is no relief, better see a doctor at once. 
 
 Poison Ivy and Poison Oak. Certain types of wild ivy, some¬ 
 times called oak, produce a bad poison. The poison is a heavy oil 
 
338 
 
 HANDBOOK FOR COMRADES 
 
 and spreads easily especially when brought into contact with a 
 person who is perspiring. The oil causes an irritating itch, often 
 a red rash which, unless promptly treated, rapidly develops into 
 blisters accompanied by swelling. First wash with strong soap¬ 
 suds and dry. Then wash well with alcohol if it is available. 
 Follow this with generous application of the following: 
 
 Carbolic Acid—dram 
 Zinc Oxide —ounce 
 Lime Water—4 ounces 
 
 Permanganate of potash in mild solution is also helpful, or a 
 ten per cent solution of guendelia. 
 
 Sunburn. No matter how much is said about prevention of 
 sunburn, remedies for the same will always be needed. Any 
 soothing ointment is good. If there are blisters and the shoulders 
 are painful after the ointment has been applied, cover with 
 sterile gauze. 
 
CHAPTER XIX 
 
 SAFETY FIRST 1 
 R. T. Wyse 
 
 Fifty per cent of the deaths by accident are entirely unneces¬ 
 sary—a sad commentary on the law that “Self-preservation is the 
 first law of life.” Life should not be risked except for a great 
 cause, but many of us do it continually and thoughtlessly with no 
 other purpose than unnecessarily saving a little time. Alertness 
 as to personal safety has been dulled by the protections of civili¬ 
 zation by which man feels himself surrounded. This and the 
 selfishness which makes us heedless of our responsibility for our 
 brother’s life, are the causes of most of the dangers which sur¬ 
 round us. 
 
 If we were to plan thoughtfully to live more wisely in this 
 regard, and to take no chances for ourselves or others we would 
 find immediately that we have much to learn. Our education 
 has been much at fault. Most of us have not been taught those 
 things about our personal well-being and safety that are vital. 
 Herbert Spencer in his book on “Education” writes most scath¬ 
 ingly. “Do but consider for a moment . . . that there are 
 
 twenty ways of going wrong to one way of going right; and you 
 will get some idea of the enormous mischief that is almost every¬ 
 where inflicted by the thoughtless, haphazard system in common 
 use.” He then refers to the savages who in a cold climate reject 
 warm blankets for a string of beads, and says our mental prefer¬ 
 ences in education are just as barbaric and unreasonable, as 
 most of us prefer to shine and make ourselves conspicuous by 
 
 1 Reprinted by permission from The Canadian Standard Efficiency Training 
 “Manual for Tuxis Boys,” copyrighted, Canada, 1918, by the Committee on 
 Canadian Standard Efficiency Training. 
 
340 
 
 HANDBOOK FOR COMRADES 
 
 exhibiting a knowledge of impressive but unpractical learning 
 while utterly neglecting training in the things that are vitally 
 necessary. 
 
 Accidents go on increasing—almost as destructive during each 
 year of peace as if a great war were going on. Though sanitary 
 laws and protective devices increase, inventions involving danger 
 also increase. In the United States alone over 2,000,000 acci¬ 
 dents occur yearly. 
 
 Falls 
 
 The highest toll is from falls. As half of all these are un¬ 
 necessary, the majority must be from the foolishness of taking 
 chances or the selfishness of not considering the safety of others. 
 Men working in high places without proper protection against 
 falling or without nets provided in case of a fall; the improper 
 placing of ladders (ladders constituting one-third of accidents 
 from falls); the falling on sharp instruments (pitchforks, sharp 
 tools, boards with nails up, rakes, etc.); trap doors left open; 
 holes or excavations of any kind left uncovered or unlighted; 
 rope or wire left in dangerous places; cellar or attic stairs not 
 properly lighted, etc., cause most of these accidents. Many falls 
 are occasioned by the slovenly and selfish habit of leaving some¬ 
 one else to clear away the confusion and littered condition you 
 have yourself created. Myriads of small things, as the banana 
 or orange peel on the sidewalk, a loose heel on the shoe, and icy 
 steps, with no ashes thrown on them, account for many falls. 
 
 Accidents on Railways 
 
 The next largest number occur on railways. 
 
 While the railroad management is held responsible, some 
 individual employe is generally to blame. But outside of those 
 injured while legitimately traveling on the railway or those in¬ 
 jured in the employ of the railway, fourteen people are killed 
 every day by trespassing. Keep off the track. 
 
 Do not use the railway track as a route of travel, even for a 
 short distance, and do not use railway bridges no matter how 
 long a detour you may have to make. Keep out of railroad 
 yards. Do not board or leave a moving train nor crawl under 
 lowered gates. 
 
SAFETY FIRST 
 
 34i 
 
 Drowning 
 
 The next largest number of deaths from accidents yearly is 
 from drowning. Naturally the answer is, learn to swim. Learn¬ 
 ing to swim should be compulsory and the ability to swim as 
 universal as walking, for man is often helpless on and in the 
 water if he does not know how to swim. 
 
 If you want to own a canoe, make up your mind to learn to 
 swim first and to paddle afterwards. People usually reverse the 
 order. No one should take out in a canoe anyone who cannot, 
 swim. Canoes may be upset by such trifles as a violent fit of 
 laughter. Don’t take chances with the weather, especially on 
 the large lakes. Consult some old sailor or experienced shore- 
 hand if the water looks at all rough or the wind is high. It is the 
 greenhorn who takes risks, especially with horses and boats, 
 which are uncertain elements. An old sailor can always give 
 you good advice. I saw two young men drowned within half an 
 hour after laughing at the warning of an old sailor. I had in¬ 
 tended to go out but saw that the wind was blowing strong off¬ 
 shore and heard the old man advising those fellows, both of 
 whom could swim and paddle. It became still rougher and the 
 wind was so strong off-shore that they could not get back. In 
 canoes or rowboats, people should absolutely never change seats. 
 
 On the lakes in rough weather, a motor boat that is too large 
 to be handled with oars must be managed carefully, for if the 
 engines go wrong in such a craft, you are more helpless than you 
 are in a rowboat which by skill and strength you can, in ordinary 
 seas, keep at right angles with the waves. Even if you ship some 
 water in a rowboat, you are comparatively safe if you take the 
 waves as nearly at right angles as possible, riding straight over 
 them, not between them. If you once lie in the trough of the 
 sea, you are in great danger, and that is what happens to the 
 motor boat if it becomes helpless. 
 
 In swimming do not go out far unless you are in hailing dis¬ 
 tance of boats or other swimmers, for in our cold waters cramps 
 are possible even to the best swimmers, who should always be 
 escorted on long swims even when keeping comparatively near 
 shore though, of course, in deep water. No one should be so 
 foolhardy as to go in swimming from a shore with no one in 
 sight. Unless you are a good swimmer, do not go into any water 
 
342 
 
 HANDBOOK FOR COMRADES 
 
 until you know the character of the bottom. Avoid any place 
 where there is an undertow. Learn to swim on your back and to 
 float, as without this knowledge you are of very little use to 
 yourself and others in any real emergency. 
 
 Fire 
 
 The next largest number of accidents is from fire—more than 
 fifty per cent unnecessary. Even when it is caused by wiring it 
 is often from careless work. 
 
 All closets, cupboards, attics, and the like, should be kept clean 
 and free from litter. 
 
 Keep matches in a covered metal box. Be most careful how 
 you dispose of a lighted match. Avoid taking ashes from stove 
 or furnace until they are cold. Do not take a lighted match into 
 a room in which you smell gas. When at any hotel, notice the 
 location of fire escapes and stairs and which passages lead to 
 them. Smoking should never be allowed in a stable or in a 
 garage where gasoline is kept in large quantities. 
 
 If the house in which you are, or any person or thing in it, 
 catches fire, close doors and windows promptly to exclude draft 
 and smother the fire with rugs or bedding or garments, prefer¬ 
 ably of wool. 
 
 The practice of closing as many doors as possible at night, par¬ 
 ticularly the kitchen door, is a good precaution. Never leave 
 any halls or passageways obstructed after dark. 
 
 Campfires must be entirely extinguished before leaving camp. 
 Carelessness in this matter is a criminal offense, as some of our 
 most disastrous forest fires are started in this way. 
 
 If your clothing catches fire, never run for assistance. If there 
 is nothing at hand with which to wrap yourself to smother it, lie 
 down and roll over slowly, beating and fighting the flames with 
 your hands and arms. Do exactly the same to anyone else. 
 
 Do not jump from windows of burning buildings, unless it is 
 the only means of escape. Within six inches of the floor there 
 will be no smoke to speak of, so crawl along with your face as 
 near the floor as possible. If you can wring your handkerchief 
 in water and tie it over your mouth and nose you will find it an 
 effective mask. 
 
SAFETY FIRST 
 
 343 
 
 If you see a burning building, alarm the inmates and then 
 ring the fire alarm. Outside a burning house borrow bedding, 
 mattresses, and pillows from the neighborhood and place under 
 windows at which people are seen. In case of fire, always think 
 of others beside yourself in making your escape and do your 
 share of warning or assisting. 
 
 Be careful not to spill gasoline in using it and never use it 
 near fires or lamps, or in a closed room. 
 
 Gasoline also should never be stored except in approved re¬ 
 ceptacles. Burn up any oily rags as soon as you have used them, 
 as spontaneous combustion is liable to take place. 
 
 Keep others from panic and do not lose your head. 
 
 Poisons 
 
 Poisons should never be kept with harmless things. Always 
 put them in a special place, preferably under lock and key. 
 Bottles should have some distinctive color or shape, that may 
 be recognized by touch in the dark. 
 
 For poisons, take an emetic immediately, salt or mustard 
 water being the most common available. An acid is an exception 
 to this rule. Swallow in this case white of egg, flour and water, 
 or milk in quantities to neutralize the acid. For an alkali, take 
 lemon juice or vinegar. 
 
 There are myriad forms of menace to life everywhere which, if 
 enumerated, would fill a volume. These are merely a few sugges¬ 
 tions. Safety instructions and protection in industrial work 
 form a separate subject by itself. What people are now organiz¬ 
 ing to accomplish is a universal training by which we may be 
 quick, alert to see danger signals, and thus avoid danger. We 
 must educate ourselves to be a protection to others as well as 
 to ourselves. As a result of the present crusade accidents are 
 beginning to show a decrease. The necessary persistent labor 
 entailed has been against apathy—lack of appreciation and even 
 ridicule. 
 
 We want first of all to rid ourselves of one of the besetting sins 
 of our age—the habit of undue haste. This is a fertile cause of 
 
344 
 
 HANDBOOK FOR COMRADES 
 
 many of the foolish things people do. In order to promote safety, 
 we need to cultivate: 
 
 1. Observation. 
 
 2. Mental alertness—to form conclusions and act quickly. 
 
 3. Unselfishness—which constitutes us our brother’s keeper. 
 
 4. The necessary knowledge of what to do in an emergency. 
 
CHAPTER XX 
 
 AMERICAN CITIZENSHIP FOR BOYS 
 THE YOUTH AS A CITIZEN 
 
 The young men for whom this Program has been developed 
 will be called upon during the next twenty years to take part in 
 carrying on the business and government of the United States. 
 There are boys taking this Program who will be heads of mer¬ 
 cantile establishments, presidents of railroads, members of 
 Congress—possibly a President, of the United States. 
 The United States is pointing its finger at every one saying, 
 “This means you!” The United States, therefore, has a right to 
 insist that every citizen shall know what kind of a government 
 he lives under, so that when occasion shall arise, he shall be 
 ready to fight for a cause and country just as he would fight for 
 his home and his family, and he shall know that the government 
 of the United States is something which is worth living for, 
 worth dying for, if need be. 
 
 The boys for whom this Program is meant have ceased to be 
 children. They are in many cases at work, earning wages in 
 stores and factories. They go to and fro on the streets. They 
 ought to understand how it is that they are protected from 
 thieves and robbers in their homes and on the public streets; 
 that if they commit crimes or acts which are forbidden by the 
 law, they will be punished by the law; that if they foolishly run 
 into debt in buying things they do not need, the law will protect 
 them; that if they have property left to them, the law will pre¬ 
 vent them from wasting it; that the law will compel their em¬ 
 ployers to pay them for their work. 
 
 All of these things are matters of everyday life. We do not 
 think there is anything strange or remarkable about it when the 
 
346 
 
 HANDBOOK FOR COMRADES 
 
 policeman stops a fight or arrests a thief, or when a murderer 
 is tried for his life and, if found guilty, is put to death, or when a 
 fire department puts out a fire, or a board of health quarantines 
 a house in which there are persons who are sick with contagious 
 diseases. We see nothing unusual in having courts of justice 
 for the trial of persons accused of crime and the arbitration of 
 disputes about business and property, prisons and penitentiaries 
 for the punishment of criminals, and almshouses for the care of 
 poor persons. We think it quite natural to have armies and 
 navies to protect our people against their enemies and suppress 
 riots and rebellions. We are not at all astonished by the great 
 system of public education which prevails almost everywhere in 
 the United States. Yet these are only a few of the kinds of public 
 business called government which we carry on as citizens of the 
 United States. 
 
 We who are citizens of the United States have the right to 
 live in the United States and be protected by its laws, and we 
 are in duty bound to obey its laws, and, if called upon, to defend 
 its government in time of war. We are citizens of the United 
 States because we have either been born or naturalized in the 
 United States and are subject to its laws.* 
 
 Citizenship 
 
 Every child born in the United States of American parents 
 is a citizen of the United States. A person born abroad of 
 American parents living abroad is a citizen of the United States. 
 He will, however, lose his right of citizenship if he does not claim 
 it legally when he is eighteen years old. A foreigner who comes 
 to the United States may become a citizen of the United States 
 by complying with the laws which provide that, after living here 
 for a number of years, he shall renounce the government under 
 which he was born and shall make oath in court that he will 
 support the government of the United States. A foreigner who 
 has become a citizen of the United States may lose his right of 
 citizenship by going back to his old home and staying there 
 more than two years without making legal claim to his American 
 citizenship. 
 
 * U. S. Constitution, 14th Amendment. 
 
AMERICAN CITIZENSHIP FOR BOYS 
 
 347 
 
 A child born in any other country of foreign parents who come 
 here to live and are naturalized as citizens, becomes a citizen 
 when its parents become citizens. 
 
 Indians who are born in the United States, are not citizens so 
 long as they live in tribes. 
 
 Foreigners who come here and live without being naturalized 
 are like visitors or guests in a home. They have no right to 
 stay in the United States under the protection of its laws unless 
 our Government is willing. 
 
 Law in the United States 
 
 The laws of the United States by which we as citizens have a 
 right to be protected are constitutions, which establish govern¬ 
 ments and direct the way in which they shall be carried on, and 
 statutes, which really are rules of behavior that require us to do 
 what is right and forbid what is wrong. 
 
 The Constitution of the United States is a collection of rules 
 for carrying on the government of the United States. It was 
 prepared in 1787 by a convention of delegates from twelve of 
 the original thirteen states of our Union. It was afterwards 
 accepted by all of those states and has been accepted by the 
 states which since then have been added to the United States. 
 
 The Constitution begins with a preamble, which says, “We, 
 the People of the United States, in order to form a more perfect 
 Union, ... do ordain and establish this Constitution for the 
 United States of America.” The Constitution of the United 
 States, therefore, was made by the people of the United States, 
 and is the people’s law of the United States. Each of the states 
 of which the United States is composed has a constitution, which 
 is the people’s law of that state. 
 
 The Constitution of the United States declares that the laws 
 of the United States shall be made by a legislature called a 
 Congress, shall be enforced by an executive officer called the 
 President of the United States, and shall be interpreted or ex¬ 
 plained when their meaning is in doubt by the Supreme Court 
 of the United States. In like manner, the Constitution of each 
 state declares that the laws of that state shall be made by its 
 Legislature, shall be enforced by its Governor, and shall be 
 interpreted or explained by its courts of justice. 
 
348 HANDBOOK FOR COMRADES 
 
 Government in the United States 
 
 The government which is established by the Constitution of 
 the United States is really a body of public officers who make and 
 enforce and judge laws, representatives in Congress, senators 
 in Congress, the President of the United States, his secretaries 
 or assistants, subordinate public officers, and judges and officers 
 of the United States Courts. 
 
 The government which is established by the Constitution of 
 each of our states is a body of public officers, representatives in 
 legislatures, senators in legislatures, governors and other public 
 executive officers, and-judges of state courts. 
 
 The Legislature of each state establishes smaller governmental 
 districts within that state. These are counties, cities, towns, and 
 villages. 
 
 A county is a district within a state, which has been estab¬ 
 lished for the purpose of maintaining courts in which business 
 disputes are arbitrated and criminal cases are tried, jails in 
 which criminals are confined, and almshouses in which poor 
 people are cared for. A city is a thickly populated district within 
 a state, the inhabitants of which maintain streets, sewers, fire 
 departments, water departments, and other appliances which 
 promote the health, welfare, and safety of the large number of 
 people who live near one another in smal sub-divisions of a 
 state. A town is a small district whose people unite n main¬ 
 taining streets, sidewalks, roads, almshouses, waterworks, 
 sewers, and other appliances which promote the health and 
 comfort of the people who live within its borders. A village is a 
 district which may be wholly within a town or may extend over 
 many towns, the inhabitants of which maintain sidewalks, 
 fire departments, and some other appliances which they are 
 willing to pay for, but which they could not fairly ask the 
 people of the towns of which they are a part to provide. 
 
 How Governments Protect Citizens of the United States 
 
 Let us see what happens to a young man in one day of his 
 life—the things which are so common that no one thinks there 
 is anything remarkable about them. 
 
 The young man after a night’s rest in his home has his break¬ 
 fast and starts either for his school or college or for the place 
 
AMERICAN CITIZENSHIP FOR BOYS 
 
 349 
 
 where he is employed. He does not stop to think that the 
 policeman who patrols the streets has prevented burglars from 
 breaking into his home while he was asleep and stealing the 
 property which belongs to his family. 
 
 At his breakfast he has sugar, salt, pepper, and different 
 articles of food, nearly all of which were purchased by his family 
 at the grocery store and the butcher shop. The articles which the 
 grocer and the butcher have on hand were purchased by them 
 from manufacturers, keepers of wholesale stores, and merchants 
 who sell articles which are brought to the United States from all 
 parts of the world. Those stores could not be kept open if they 
 were not protected from thieves by policemen, who are officers 
 of the government of the city, town, or village in which the stores 
 are located. The wholesale dealer would not be able to keep in 
 stock the articles which he supplies to the grocer or the butcher, 
 if the railroads and steamboats which carry the articles he buys 
 and those he sells were not protected by our state and national 
 government. The person who sells articles which are brought 
 to the United States from distant countries could not carry on 
 his business if the government of the United States did not have 
 a navy to protect merchant ships, that bring to the United 
 States commodities which are not produced here and carry to 
 other countries commodities which the people of the United 
 States wish to sell. 
 
 The young man would not even have a home in which he 
 would be sheltered, where he would have his meals and his bed, 
 if it were not for the government of the state, which protects the 
 man who owns or hires a house from being turned out of it by 
 persons to whom it does not belong and who have no right 
 to it. 
 
 The young man who has eaten his breakfast goes out on the 
 street. On his way to his work the first man he sees possibly 
 is the letter-carrier, who is an officer of the government of the 
 United States. That letter-carrier is doing the work of the 
 President of the United States. He has been appointed, directly 
 or indirectly, by one of the President’s assistants, the Postmaster 
 General, who holds his office because he was selected for it by 
 the President of the United States. The President of the United 
 States has power to carry on the business of the Post Office 
 
350 
 
 HANDBOOK FOR COMRADES 
 
 Department, because a law of Congress has given him that 
 authority. The President of the United States has been elected 
 and holds office under the authority of the Constitution of the 
 United States, which established the government of the United 
 States. 
 
 The laws which gave the President authority to appoint a 
 Postmaster General and the laws which give the Postmaster 
 General authority to carry on the business of the Post Office, 
 were made by the Congress of the United States. The Congress 
 of the United States exists under an authority given to it by 
 the Constitution of the United States. 
 
 Public Officers 
 
 The young man who has thus been protected in his home and 
 on the streets by officers of different governments, as he goes 
 farther, sees something more than the policeman and the letter- 
 carrier. For example, he walks on a sidewalk along the public 
 street. The street have been paved, the sidewalk has been built, 
 the sewers under the streets have been constructed and are 
 maintained by the village, town, or city in which he lives. 
 He is one of the citizens of that place and is called upon, in pro¬ 
 portion to his means, to pay for these public appliances. The 
 young citizen does not himself always pay any part of the cost 
 of streets and sidewalks. His parents, if they have means, 
 contribute in the form of taxes their share of the cost. 
 
 Public Property 
 
 We see everywhere about us public streets and sidewalks, 
 sewerage systems, fire departments, public schools, public parks 
 and playgrounds, art museums, museums of natural history, 
 the policing of streets—all of which enable people to live together 
 in one place in safety, to have good health, to improve morally, 
 and to lead happy lives. All these things belong to all of the 
 people. The young man is just as much a proprietor of all these 
 good things as any other person. We often hear people speak of 
 roads and schools and other things of that kind, and say, “It 
 is as much mine as it is yours,” and they say rightly, because the 
 property which belongs to the public belongs to each one. 
 
AMERICAN CITIZENSHIP FOR BOYS 
 
 35i 
 
 Public Utilities 
 
 We see in cities and in many towns street cars going to and 
 fro, hydrants, gas street lamps, electric street lamps, gas houses, 
 electric lights and power plants, reservoirs for water supply, 
 and other appliances which any one has the right to use by paying 
 his proportion of the cost. We call these useful things public 
 utilities. They are owned, as a rule, by corporations or associa¬ 
 tions composed of private persons. They are not and ought not 
 to be wholly managed and controlled by these private persons 
 who own them. In the first place, they obtain from the govern¬ 
 ments of the places in which they do business a right to use the 
 streets for laying gas and water mains, for street-car tracks, for 
 poles and conduits to carry electric wires, and similar purposes. 
 All the money they get comes from the public, who use these 
 appliances and pay for such use. Inasmuch as they exist by the 
 consent of the public, and have certain rights to use public prop¬ 
 erty, such as streets, which are called public franchises and are 
 given them by the people, and inasmuch as they obtain their 
 income by carrying on their business in places owned by the 
 public, it is only right that they should be controlled by the gov¬ 
 ernments which give them the right thus to do business. Hence, 
 one of the things which our young men learn is that public 
 utilities are businesses which are owned by private individuals, 
 but are carried on under rules and regulations prescribed by gov¬ 
 ernments. They realize, then, that some kinds of business 
 enterprises which are privately owned and operated are con¬ 
 trolled by government. Street-car fares, for instance, usually 
 may not exceed five cents, and the price of water and gas supplied 
 to persons living in private houses is fixed by the governments 
 of the places where they do business. 
 
 In a larger way we see many businesses of the same kind that 
 are owned and managed by individuals which, for the same rea¬ 
 son, are under the supervision and control of governments. For 
 example, steam railroads going from place to place within a state 
 are managed by officers chosen by the persons who own the stocks 
 of such corporations. The work which these officers do, however, 
 is controlled in a large degree by public officers who have authori¬ 
 ty given them by state laws. 
 
352 
 
 HANDBOOK FOR COMRADES 
 
 In a larger and in a broader sense railroads which go from one 
 state to another are owned by private individuals, and are man¬ 
 aged by officers chosen by those private individuals, but are 
 controlled by the government of the United States. 
 
 Public Buildings 
 
 We see in every county important public utilities, such as 
 courthouses, jails, hospitals, and almshouses. The people who 
 live in the cities and towns which are within the borders of a 
 county pay the expense of maintaining these public utilities, in 
 order to provide for the trial of persons who are charged with 
 having committed crime, for arbitrating disputes about busi¬ 
 ness and property, for the punishment of persons who are con¬ 
 victed of crime, for the support of the poor, and for taking care 
 of sick people. 
 
 Large cities, such as New York, Philadelphia, Chicago, Boston, 
 and San Francisco, comprise either the whole of a county or more 
 than one county. The government of a county in such cases 
 really is almost the same as, or is a part of, the government of the 
 city. Courthouses, jails, almshouses, and other institutions of 
 the kind, are maintained and managed by county governments, 
 which exist within cities or operate side by side with city govern¬ 
 ments. Nevertheless, these county governments are entirely dis¬ 
 tinct from the governments of the cities in which they are situated. 
 
 Outside of great cities, counties usually are associations of 
 cities and towns for the purpose of providing conveniently for the 
 carrying on of the various sorts of public business for which 
 counties exist. 
 
 In the capital city of each state we see a capitol building and 
 other buildings used for state purposes. In various parts of a 
 state we see penitentiaries, state hospitals, state insane asylums, 
 state almshouses, and other similar institutions. In many states 
 there are roads covering long distances, which have been con¬ 
 structed and are maintained by the state. All of these things are 
 appliances for supplying the needs of all the people of the state 
 and especially of certain people who, for one reason or another, 
 cannot be taken care of by the county governments. 
 
 We know that towns, cities, counties and states have boards 
 of health, whose duty it is to prevent the spreading of contagious 
 
AMERICAN CITIZENSHIP FOR BOYS 
 
 353 
 
 diseases. Each of our states has laws which enable the people of 
 the state, counties, cities, and towns to quarantine persons 
 suffering with smallpox and other contagious maladies. When 
 we go from place to place in the state and see the state buildings, 
 county buildings, city buildings, town buildings, village buil¬ 
 ding, we see the places in which the public officers composing the 
 government do the work of providing for the safety, prosperity, 
 health, morality, and happiness of the people. 
 
 In every village, town, and city of the United States we find 
 post offices, which are owned and operated by the government of 
 the United States. Every large city has a United States custom 
 house, where taxes are imposed upon articles of merchandise 
 which are brought here from foreign countries. 
 
 In the city of Washington there are huge buildings in which 
 the officers of the United States carry on the public business of 
 the United States, which we call our national government. 
 These public officers regulate and control all matters in which 
 the people of all the United States are interested. For example, 
 all the people of the United States have an interest in the regu¬ 
 lation of our commerce at home and abroad, so that very rich 
 persons and corporations shall not be able to compel the people 
 to pay exorbitant pi ices for what they have to eat, drink, and 
 wear. All of the people of the United States have an interest 
 in the maintenance of a sufficient army and navy so that in time 
 of war we shall not be afraid of our enemies. 
 
 This public business, which is carried on in a smaller way by 
 villages, towns, cities, and counties, and in a larger way by the 
 states of the United States and by the United .States, costs money. 
 That money has to be raised by imposing taxes upon the people. 
 Therefore, the governments of our villages, towns, cities, and 
 counties of the states and of the United States have power to 
 make laws which compel people who have money to pay their 
 just share of the expense of carrying on the public business in 
 which we all have the same interest. 
 
 Purposes of Governments 
 
 Our young men, who thus see that much is done for them, and 
 that much must be done by them and by their public officers in 
 order to make the public business of government successful. 
 
354 
 
 HANDBOOK FOR COMRADES 
 
 should realize that these governments have power to compel 
 each person living in the United States to do certain things which 
 he ought to do and to refrain from doing certain things 
 which he ought not to do. Our governments have been estab¬ 
 lished by the people for certain definite purposes. Those pur¬ 
 poses are to provide for the safety of the people, by means of 
 armies and navies, courts, penitentiaries, jails, lock-ups, and 
 other appliances which prevent nations or individuals from in 
 juring others. These governments have power to punish persons 
 who commit crimes and who prevent others from being safe, com¬ 
 fortable, good, and happy. Therefore, each of our governments 
 has to have power, not only to get money to pay its expenses, but 
 also to inflict punishment. The power which the government 
 has to inflict punishment is only such power as is needed to pre¬ 
 vent wrongdoers from injuring others. In other words, so long 
 as a person does right in the United States and pays his share 
 of the expense of carrying on our governments, he is not gov¬ 
 erned at all. He gets the advantages of the public services which 
 governments render to the people, but is not himself governed, 
 except that, if he interferes with the safety, prosperity, morality, 
 comfort, and happiness of the people, he will be deprived of the 
 whole or some portion of his own safety, prosperity, comfort, 
 and happiness. 
 
 Rights of Citizens 
 
 The citizen of the United States thus governs himself and is 
 not governed by anybody, except in so far as the laws made and 
 enforced by his government prevent him from injuring others. 
 
 When our ancestors established our State and National gov¬ 
 ernments, they had it in mind that each individual citizen ought 
 to have certain rights which the governments they were to es¬ 
 tablish should not have power to violate. These rights were 
 stated very carefully in the Declaration of Independence as 
 rights of life, liberty, and the pursuit of happiness. 
 
 These rights of life, liberty, and the pursuit of happiness may be 
 further subdivided as natural rights, civil rights, and political rights. 
 
 Natural Rights 
 
 A natural right is a right which a person has because he is a 
 free man. 
 
AMERICAN CITIZENSHIP FOR BOYS 
 
 355 
 
 The citizen has a right to live. No government has a right to 
 take away his life, unless he does something which will prevent 
 another person from living. If he commits a murder, he prevents 
 another person from living, and so forfeits his own right to live. 
 
 The citizen has a right to his liberty. He has a right to speak 
 his mind on any topic, to believe what he pleases, and to worship 
 God in the way he thinks best. If a man uses his right to say 
 what he pleases by making speeches in public places that will 
 start riots, whereby life and property will be endangered, he 
 forfeits his right to free speech, because he has so used it as to 
 prevent others from being able to say what they please. If a 
 man claims that his right to worship God in his own way ex¬ 
 tends to the exercise of a religion which permits a man to have 
 more than one wife, he misuses his right of religious worship by 
 committing a crime, and he will be punished for it. A man has 
 a right to earn his living by any occupation which he likes best, 
 but he cannot so use this right as to prevent others from gaining 
 their livelihood by occupations which they like best. For ex¬ 
 ample, if a man’s occupation be burglary, counterfeiting money, 
 or picking pockets, he would by following it prevent others from 
 earning their livelihoods in the right way. Such are the most 
 important natural rights of the citizen of the United States. 
 
 Civil Rights 
 
 The civil rights of a citizen of the United States are rights 
 which a citizen holds wholly by law. They are rights which are 
 given to him by the laws of the state in which he lives and of the 
 United States. For example, he has the right to have the 
 benefit of the writ of habeas corpus. This is a proceeding by 
 which a person who is confined to a prison or asylum may be 
 brought into court and have decided the question whether his 
 confinement is or is not legal; so that, if some person should 
 attempt to put a man in jail without a trial and keep him locked 
 up, the man could by means of the writ of habeas corpus compel 
 the person who locked him up to bring him into court and have 
 the judge decide whether he really ought to be imprisoned or not. 
 
 A citizen has the right to a trial by jury. All important 
 crimes in all of our states must be tried by a jury composed of 
 citizens. Our people believe that a trial by jury is the best way 
 
356 
 
 HANDBOOK FOR COMRADES 
 
 of determining whether a person has or has not been guilty of a 
 crime, and for arbitrating disputes about business and property. 
 
 It is the right of a citizen that he shall not be deprived of life, 
 liberty, or property without due process of law. A tax cannot 
 be imposed upon a citizen unless a legislature has made a law 
 authorizing public officers to impose it. A tax cannot be col¬ 
 lected from a person except in the way and manner which the 
 law provides. For example, the amount of the tax which must 
 be paid for the maintenance of a state government is deter¬ 
 mined by an act of legislature, which fixes the proportion to be 
 paid by each county within the state. Each of the counties 
 within the state then either fixes by an assessment the sum to be 
 paid by each property owner in the county, or decides what pro¬ 
 portion of the county’s share shall be paid by each city and town 
 in the county. The cities and towns of the county then, by means 
 of their boards of assessors, declare the amount which each indi¬ 
 vidual who owns property shall pay towards this expense. Taxes 
 to support county governments are assessed either upon indi¬ 
 viduals within the county or upon cities and towns. Cities and 
 towns in their turn have boards of assessors, which declare the 
 sums that individuals must pay towards the support of the town 
 and city governments and towards the proportion due for the 
 support of county and state governments. 
 
 A person cannot be deprived of his liberty except by due 
 process of law. This means that a person who is accused of 
 crime has a right to his liberty until some person has made an 
 oath before a magistrate charging him with the commission of 
 crime. The person so charged is then arrested on a warrant and 
 taken before a magistrate, who decides whether there is enough 
 evidence against him to make it right that he should be tried by 
 a court. If the crime be serious, that evidence is presented to 
 a grand jury, composed of twenty-three citizens, to hear the 
 evidence and decide whether the person charged with crime 
 should be tried by a court. If a grand jury decides that there is 
 enough evidence to justify his being tried, they make an indict¬ 
 ment, which is a formal charge made in writing against a person 
 that he has committed a crime. Upon this indictment, the per¬ 
 son charged with crime is brought into court and tried by a jury 
 of twelve men, who determine whether he is guilty or innocent. 
 
AMERICAN CITIZENSHIP FOR BOYS 
 
 357 
 
 If they find that he is guilty, a judge, usually the one who pre¬ 
 sides at the trial, will declare the penalty which the law has es¬ 
 tablished for the crime of which the man has been convicted. He 
 is then delivered over to public officers, who represent the exec¬ 
 utive department of the government, and by them he is taken to 
 a prison where he suffers the penalty described in the judge’s 
 sentence. Such is due process of law in a criminal case. 
 
 Due process of law in a civil case is somewhat similar. If one 
 person, called the plaintiff, claims that money is due him from 
 another, or that another person has property which belongs to 
 him, he makes a statement in the form of a complaint or declara¬ 
 tion, in which he describes his claim and asks that the person 
 against whom he makes the claim be obliged to come into court 
 and answer. The person against whom the claim is made, 
 usually called the defendant, makes “an answer” to the charge 
 against him. The question to be tried in a civil case is that 
 which is raised by a complaint and an answer, and is called an 
 “issue.” This issue is tried before a jury, which decides whether 
 there is money due to the plaintiff or not. If the jury decides that 
 there is money due to the plaintiff, it gives a verdict to that 
 effect. This verdict is then by an order of the Court accepted as 
 final. It is then called a judgment. Upon this judgment the 
 Court authorizes an “execution” to be issued. This execution is 
 an order to the sheriff of the county, who represents the executive 
 department of the government, directing him to take property of 
 the defendant and sell it so as to satisfy the judgment. 
 
 Political Rights 
 
 Certain classes of our citizens have political rights—that is to 
 say, they have the right to take part in carrying on our govern¬ 
 ment by voting at elections and by holding public office when 
 chosen or appointed. 
 
 In all of our states, male persons over the age of twenty-one 
 years have the right to vote and to hold office. We do not give 
 the right to vote to persons under the age of twenty-one years, 
 because, according to law, they have to be specially protected in 
 their rights. It would not be wise to give to persons who cannot 
 be trusted to take care of themselves or their property, the right 
 to decide by voting at elections how other persons should take 
 
358 
 
 HANDBOOK FOR COMRADES 
 
 care of themselves and their property. The Constitution of the 
 United States does not confer upon any person the right to vote. 
 It only says that the right of a citizen of the United States to vote 
 shall not be denied or abridged by the United States or by any 
 state on account of race, color, or previous condition of servi¬ 
 tude.* This declaration was made after the Civil War, in order 
 to protect the colored people from being deprived of the right to 
 vote. Each of our states has special regulations prescribing the 
 way and the manner in which elections shall be conducted. In 
 the sparsely populated farming states of the West, where most of 
 the people of a county know one another personally, an election 
 is conducted very simply. The citizens who have the right to 
 vote meet in particular places and cast printed ballots for the 
 candidates they prefer. These ballots are then counted and the 
 result recorded in such a way that the persons who have been 
 successful shall obtain the right to take over their offices. In the 
 more densely populated states there are provisions for the enrol¬ 
 ment of voters as members of parties, and for the choice of can¬ 
 didates for office by primary meetings for the registration of 
 voters, so that the names of all persons who have the right to 
 vote shall be listed before election and for voting at elections 
 upon ballots, upon which the citizen places crosses against the 
 names of those whom he favors. 
 
 Duties of Citizens 
 
 Our young citizens must understand that while the law gives 
 them important rights which are necessary for their safety, pros¬ 
 perity, and happiness, it also imposes duties which they must not 
 fail to perform. The citizen, who has a natural right to life, must 
 live decently, honorably, and honestly. Men live together in 
 communities because many persons living in one place are able 
 more easily to defend themselves against their enemies, to join 
 in making things which a man cannot easily make alone, to avoid 
 sickness, and to improve morally. Any member of a community 
 who is indecent, or dishonorable, or dishonest, interferes with the 
 happiness, comfort, and prosperity of other persons. For that 
 reason, the man who lives in such a way as to interfere with the 
 
 * U. S. Constitution, 15th Amendment. 
 
AMERICAN CITIZENSHIP FOR BOYS 359 
 
 prosperity and happiness of all the members of a community is 
 punished by the law. 
 
 Natural Duties 
 
 The citizen who has a natural right or liberty to do, to say, and 
 to believe what he pleases is under a corresponding duty to use 
 that right in such a way as to promote the safety, prosperity, 
 health, and welfare of all persons who live in the same community. 
 It is his duty, for example, to keep the sidewalk in front of his 
 house free from rubbish in summer and from snow in winter; 
 to maintain cleanliness in his home; to refrain from placing 
 disease-breeding filth on the streets; to give his support as a 
 citizen and as a man to projects for the health of the people, such 
 as parks and playgrounds, schools, museums, the enforcement of 
 laws which require the vaccination of all persons in order to pre¬ 
 vent the spread of smallpox, the prevention of gambling, liquor 
 selling, and other immoral occupations; to assist public officers 
 in arresting criminals and in the enforcement of the law when 
 called upon; to attend religious services regularly; and, gen¬ 
 erally, to set a good example to other members of the community. 
 
 It is the duty of the citizen so to use his right to earn his living 
 by the occupation he likes best as to promote the safety, pros¬ 
 perity, morality, and welfare of others. 
 
 Every citizen ought to do some useful work. The earth sup¬ 
 plies the things which are needed for food, clothes, and shelter. 
 Men have to work in order to make these things useful. Natural 
 food, like nuts and fruits, must be gathered. Trees are not useful 
 until cut down and split into firewood or sawed into boards. 
 Land cannot be used to raise vegetables and grain until it has 
 been plowed and planted. Ores containing copper, iron, tin, 
 zinc, and other metals are not useful until mined and smelted. 
 In fine, all the good things which men have to have in order to 
 keep alive are obtained by work. We have to keep on working 
 in order to keep on living. The fields must be planted and 
 reaped every year in order to keep up the supply of food. Clothes 
 wear out, houses decay, metals rust. Farming land loses its 
 fertility. The fields and pastures, if neglected, become wild land 
 It is said that if all of us were to stop working even for a few 
 days, hundreds of thousands would die of want and starvation. 
 
360 
 
 HANDBOOK FOR COMRADES 
 
 The busy man enjoys his life. The man who has nothing to 
 do is unhappy. The busy man has good health, because his mind 
 and his body are active. The idle man is weak and sickly, 
 because he has nothing to do. The busy man earns good food, 
 good clothes, and can maintain a good home. The idle man is 
 hungry, cold, and often homeless. The busy man is honest. The 
 idle man almost always is a lawbreaker. Our laws punish loafers, 
 tramps, vagrants, and beggars, because idleness often leads to 
 misery and crime. 
 
 The citizen must behave himself in such a way as to have good 
 health. Disease is a burden to the sufferer and to others. The 
 sick man cannot earn his own living or support his family. His 
 sickness may be a contagious disease that will infect others who 
 live near him. Much sickness can be avoided by good habits. 
 We ought to eat simple food. We ought to take good care of our 
 teeth, because good teeth are necessary for good digestion. We 
 ought to keep our bodies clean, because dirt clogs the pores of the 
 skin through which unhealthy waste matter escapes from the 
 body. We ought to keep our bodies warm and dry, because ex¬ 
 posure lessens our power to resist disease. We must exercise our 
 bodies, because the active body is the healthy body. We ought 
 to have regular habits of sleep. We ought to breathe fresh air 
 night and day, because many diseases are caused by foul air. The 
 citizen ought to use his natural right to do anything that does 
 not injure others by obtaining a good practical and theoretical 
 education. 
 
 He should study the occupation in which he is engaged. On 
 the farm, he should learn the best methods of cultivating the soil. 
 In the factory or store, he should gain an education in the art of 
 making and exchanging things. At the same time he should 
 attend public lectures, read in the public libraries, go to art 
 museums, and attend night schools. By so doing he gets an edu¬ 
 cation while earning a living. If also he attends concerts and 
 operas, he may cultivate a taste for good music. 
 
 The good citizen ought to take advantage of all opportunities 
 to obtain the theoretical education which is given in schools and 
 colleges. We have kindergartens, public schools, high schools, 
 vocational schools, normal schools, state colleges, and univer¬ 
 sities at which instruction is absolutely free. Our young men 
 
AMERICAN CITLZENSHIP FOR BOYS 
 
 361 
 
 ought to take advantage of the opportunities for education, so 
 that they may be able to reason correctly and to understand the 
 life of the world which is going on around them. They can do 
 this for nothing, and, unless under unusual circumstances, they 
 are not good citizens if they do not get much of the education 
 which is given for nothing. 
 
 The good citizen ought to give his support openly and strenu¬ 
 ously to the work of the officers of the government. If citizens 
 do not range themselves on the side of law and order, the com¬ 
 munity in which they live cannot be successful. The citizen 
 ought not to criticize or censure the work of the President of the 
 United States, the Governor of the state, the judges of courts or 
 the officers of the state, city, town, or village in which he lives, 
 unless he has the gravest reason to believe that such censure is not 
 only justified but is necessary, in order to prevent wrongdoing by 
 public officers. This is particularly true of the right which each 
 person has to the absolute possession of life, liberty, and property 
 unless deprived of those things by due process of law. The citizen 
 ought to serve on a jury when called upon to do so, although it 
 may interfere with his business. He ought not to stand by and 
 see crime committed without exercising his right as a citizen to 
 interfere. If unjustly accused of crime or if persecuted by the 
 powerful, he ought to insist upon his rights and obtain justice 
 through the courts. The citizen ought to know how his govern¬ 
 ment is carried on, because otherwise he cannot vote wisely at 
 elections. He ought to know how to earn a good living, so that 
 he and his family may be useful members of the community and 
 not burdens upon others. 
 
 The citizen ought to use his right to worship God in the way 
 that suits him best and in such a way as to improve his moral char¬ 
 acter. Morality of the highest type is one of the chief aims of 
 religious teaching. Religious liberty makes a man seek the reli¬ 
 gious teachers who will hejp him form a good moral character, 
 which is the sum total of good habits. The good citizen always 
 is a moral citizen. 
 
 Civil Duties 
 
 The citizen is under a bounden duty to insist upon having his 
 own civil rights and to help those whose civil rights have been vio- 
 
362 
 
 HANDBOOK FOR COMRADES 
 
 lated to obtain justice. He ought, for example, to range himself 
 on the side of the law, if the rich and powerful seek to oppress the 
 poor and weak. The inmate of an insane asylum who insists 
 that he is of sound mind ought to have a chance to be brought 
 into a court, where he can prove that he is sane or by wild words 
 will show that he is crazy. The right to writ of habeas corpus 
 ought not to be denied even to a man who only thinks he is sane. 
 
 The good citizen is willing to serve on a jury when called upon. 
 Sometimes it is inconvenient to leave one’s business for days or 
 weeks on end, in order to help others adjust disputes. Neverthe¬ 
 less the one way disputes can be adjusted is by a jury trial, and 
 every one ought to do for others what he may wish to have done 
 for himself. 
 
 Every citizen should insist upon his right to life, liberty, and 
 property, unless deprived by due process of law. Ours is “a gov¬ 
 ernment of laws, not of men.” If a public officer, however high- 
 placed, arrests a person charged with crime without a warrant or 
 other due process, and holds that person in a prison without an 
 order from a magistrate, he injures not only the person deprived 
 of liberty, but also every other person in the community. For if 
 one person can be deprived of his rights unlawfully, any other 
 person may be made to suffer in the same way. 
 
 Political Duties 
 
 The citizen is equally in duty bound to use his political rights 
 by taking part in the government of the community and by 
 holding public office when elected or appointed. The citizen 
 voter, who does not go to the primary meetings of the political 
 party to which he belongs, is to blame if political crooks choose 
 candidates of bad character. The citizen voter who plays golf 
 or goes joy riding on election day and neglects to go to the polls 
 and cast his vote ought to be held responsible when, by his failure 
 to vote, incompetent or dishonest public officers are elected. The 
 citizen who is qualified by law to hold public office and refuses to 
 be a candidate or to serve when elected, because he can make 
 more money at his private business or for any other reason does 
 not wish to serve the public, is doing wrong; he clears the way for 
 office seekers who care nothing for the public welfare and every¬ 
 thing for their private interests. The citizen who does not wish 
 
AMERICAN CITIZENSHIP FOR BOYS 363 
 
 to be a public officer is to blame for much that is wrong in our 
 government. 
 
 We are members of a great “democracy,” which has a “repub¬ 
 lican form of government” guaranteed to our states by the 
 Constitution of the United States. The “democracy” for which 
 the world must be made safe, as President Wilson has said, and 
 the “republican form of government”* provided for by the 
 people’s law of the United States are one and the same thing. 
 “The distinguishing feature of that form ” according to a decision 
 of the Supreme Court of the United States, “is the right of the 
 people to choose their own officers for governmental administra¬ 
 tion, and pass their own laws in virtue of the legislative power 
 reposed in their representative bodies, whose legitimate acts may 
 be said to be the acts of the people themselves.”f 
 
 That is why we say that the young citizen of the present ought 
 to understand the government under which he lives, by which 
 he is protected. 
 
 THE AMERICAN’S CREED 
 
 I believe in the United States of America as a government of the 
 people, by the people, for the people, whose just powers are derived 
 from the consent of the governed; a democracy in a republic; a 
 sovereign Nation of many sovereign States; a perfect Union, one 
 and inseparable, established upon those principles of freedom, 
 equality, justice, and humanity for which American patriots sac¬ 
 rificed their lives and fortunes. 
 
 I therefore believe it is my duty to my country to love it; to sup¬ 
 port its Constitution; to obey its laws; to respect its flag; and to 
 defend it against all enemies. 
 
 THE AMERICAN FLAG 
 “A star for every state and a state for every star .” 
 
 The History of the American Flag 
 
 The flag of one’s country is its dearest possession—an emblem 
 of home and country and native land. This is what one thinks 
 and feels when he sees the flag, and this is what it means. Our 
 flag is the emblem of liberty, the emblem of hope, the emblem of 
 peace and good will toward men. 
 
 * U. S. Constitution, Art. IV, Sec. 4. 
 t In re Duncan, 139 U. S. Rep. 449, 461. 
 
364 
 
 HANDBOOK FOR COMRADES 
 
 There is a story, quite generally believed, that the first flag 
 was planned and made in 1776 by Betsy Ross, who kept an up¬ 
 holstery shop on Arch Street, Philadelphia, and that this, a year 
 later, was adopted by Congress. The special committee ap¬ 
 pointed to design a national flag consisted of George Washington, 
 Robert Morris, and Colonel George Ross, uncle of the late hus¬ 
 band of Betsy Ross. The star that the committee decided upon 
 had six points, but Mrs. Ross advised the five-pointed star, 
 which has ever since been used in the United States flag. The 
 flag thus designed was colored by a local artist, and from this 
 colored copy Betsy Ross made the first American flag. 
 
 When Washington was in command at Cambridge, in January, 
 1776, the flag used by him consisted of a banner of thirteen red 
 and white stripes with the British Union Jack in the upper left- 
 hand corner. 
 
 The Betsy Ross house has been purchased by the American 
 Flag House and Betsy Ross Memorial Association, and is pointed 
 out as one of the interesting historical places in Philadelphia. 
 
 The official history of our flag begins on June 14, 1777, when 
 the American Congress adopted the following resolution pro¬ 
 posed by John Adams: 
 
 Resolved: That the flag of the thirteen United States be 
 thirteen stripes, alternate red and white; that the Union be 
 thirteen stars, white on a blue field, representing a new constel¬ 
 lation. 
 
 “We take,” said Washington, “the star from Heaven, the red 
 from our mother country, separating it by white stripes, thus 
 showing that we have separated from her, and the white stripes 
 shall go down to posterity representing liberty.” 
 
 Flag Day 
 
 June 14th, the anniversary of the adoption of the flag, is cel¬ 
 ebrated as Flag Day in many of our states. 
 
 In order to show proper respect for the flag, the following 
 rules should be observed: 
 
 It should not be hoisted before sunrise nor allowed to remain 
 up after sunset. 
 
AMERICAN CITIZENSHIP FOR BOYS 
 
 365 
 
 At “retreat,” sunset, civilian spectators should stand at atten¬ 
 tion and on the last four strains of the music uncover, holding 
 the headdress top outward, in the right hand, opposite the left 
 shoulder, right forearm against the breast. 
 
 When the national colors are passing on parade or review, the 
 spectators should, if walking, halt, and if sitting, rise and stand 
 at attention and uncover. 
 
 When the flag is flown at half staff as a sign of mourning, it 
 should be hoisted to full staff at the conclusion of the funeral. In 
 placing the flag at half mast, it should first be hoisted to the top 
 of the staff and then lowered to position, and preliminary to 
 lowering from half staff it should first be raised to top. 
 
 On Memorial Day, May 30th, the flag should fly at half mast 
 from sunrise until noon, and full staff from noon to sunset.* 
 
 By Act of Congress in 1794, it was determined that the num¬ 
 ber of both stripes and stars should be fifteen, with the expecta¬ 
 tion that a new stripe and a new star should be added whenever 
 a new state joined the union. This Act continued in force for 
 twenty-three years, at which time Congress permanently re¬ 
 duced the number of stripes to thirteen, with the provision that 
 on the admission of every new state into the union, one star 
 should be added to the union of the flag. This is still in force, and 
 today there are forty-eight stars in the flag. 
 
 Salute to the Flag 
 
 “I pledge allegiance to my flag and to the republic for which it 
 stands; one nation indivisible, with liberty and justice for all.” 
 
 “America, so proud and free, 
 
 I give my song, my heart to thee. 
 
 Still let thy heav'n-born symbol fly 
 In ev'ry clime , 'neath every sky; 
 
 Still rise a yeoman race, to stand 
 For God, and home, and native land.” 
 
 SONGS OF OUR COUNTRY 
 
 “America” 
 
 The words of “America” were written by Samuel Francis 
 Smith, D.D., while he was a student at Andover Academy 
 (Massachusetts) in the winter of 1831-32. It was first used at a 
 
 * Taken from the “Sons of the Revolution,” state of New York. 
 
366 
 
 HANDBOOK FOR COMRADES 
 
 Sunday school celebration in Boston on the Fourth of July. 
 Wherever Americans find themselves, in any part of the globe, 
 its strains find an immediate response in every heart. The tune 
 is that of the English “God Save the King.” 
 
 My Country, ’tis of thee, 
 
 Sweet land of liberty, 
 
 Of thee I sing; 
 
 Land where my fathers died, 
 
 Land of the pilgrim’s pride, 
 
 From every mountain side 
 Let freedom ring. 
 
 My native country, thee, 
 
 Land of the noble free,— 
 
 Thy name I love; 
 
 I love thy rocks and rills, 
 
 Thy woods and templed hills; 
 
 My heart with rapture thrills 
 Like that above. 
 
 Let music swell the breeze, 
 
 And ring from all the trees 
 Sweet Freedom’s song; 
 
 Let mortal tongues awake, 
 
 Let all that breathe partake, 
 
 Let rocks their silence break,— 
 
 The sound prolong. 
 
 Our fathers’ God! to Thee, 
 
 Author of liberty, 
 
 To Thee we sing; 
 
 Long may our land be bright 
 With Freedom’s holy light; 
 
 Protect us by Thy might, 
 
 Great God, our King. 
 
 “The Battle Hymn of the Republic” 
 
 The author of this inspiring song was Julia Ward Howe. 
 During a visit to Washington in 1862 she was much impressed 
 with the military appearance of the city. She awoke one night, 
 and immediately the lines suggested themselves to her. She 
 arose at once and with almost no hesitation wrote out the entire 
 poem. The tune is that of “John Brown’s Body.” 
 
AMERICAN CITIZENSHIP FOR BOYS 
 
 367 
 
 Mine eyes have seen the glory of the coming of the Lord; 
 
 He is trampling out the vintage where the grapes of wrath are 
 stored; 
 
 He hath loosed the fateful lightning of His terrible swift sword; 
 His truth is marching on. 
 
 CHORUS 
 
 Glory! glory! Hallelujah! Glory! glory! Hallelujah! 
 
 Glory! glory! Hallelujah! His truth is marching on. 
 
 I have seen Him in the watch-fires of a hundred circling camps; 
 
 They have builded Him an altar in the evening dews and damps; 
 
 I can read His righteous sentence by the dim and flaring lamps; 
 His day is marching on. 
 
 He has sounded forth the trumpet that shall never call retreat; 
 
 He is sifting out the hearts of men before His judgment seat; 
 
 Oh, be swift, my soul, to answer Him! be jubilant, my feet! 
 Our God is marching on. 
 
 I have read a fiery gospel, writ in burnished rows of steel; 
 
 “As ye deal with my contemners, so with you my grace shall deal; 
 
 Let the hero, born of woman, crush the serpent with his heel, 
 Since God is marching on.” 
 
 In the beauty of the lilies, Christ was born across the sea, 
 
 With a glory in His bosom that transfigures you and me; 
 
 As He died to make men holy, let us die to make men free, 
 While God is marching on. 
 
 “The Star-Spangled Banner” 
 
 No patriotic song thrills Americans as does “The Star-Spangled 
 Banner.” The knowledge of how it came to be written makes it 
 doubly inspiring. It came about in this way: 
 
 In the War of 1812, British warships attacked one of the de¬ 
 fenses of Baltimore known as Fort McHenry. Francis Scott Key, 
 a native of Maryland, was detained as a temporary prisoner on 
 board the flag-ship of the English Admiral, while attempting to 
 secure the release of a friend held as prisoner. All night Key 
 watched the battle. Firing ceased before dawn, but he had no 
 means of telling whether the British had taken the fort until the 
 sun rose; then, to his joy, he saw that “Old Glory” still floated in 
 the breeze over the fort—which meant that the British had 
 failed. Key, in his delight, used the back of a letter he had in 
 his pocket on which to write the poem. It appeared a week later 
 
368 
 
 HANDBOOK FOR COMRADES 
 
 in a Baltimore paper under the title of “The Defense of Fort 
 McHenry,” but this was later changed to “The Star-Spangled 
 Banner.” 
 
 Though never formally adopted by Congress as a national 
 anthem, it is given first place among our patriotic songs. Both 
 the Army and Navy use it at the flag-lowering exercise at sunset. 
 It is also used on all state occasions at home and abroad, in 
 theaters, and public meetings of every kind. At such times all 
 people rise and remain standing to the end as a tribute to their 
 country’s flag. 
 
 Oh say, can you see, by the dawn’s early light, 
 
 What so proudly we hailed at the twilight’s last gleaming? 
 Whose broad stripes and bright stars, through the perilous fight 
 O’er the ramparts we watched, were so gallantly streaming! 
 And the rockets’ red glare, the bombs bursting in air, 
 
 Gave proof through the night that our flag was still there: 
 
 Oh say, does that star-spangled banner yet wave 
 O’er the land of the free and the home of the brave? 
 
 On the shore, dimly seen through the mists of the deep, 
 Where the foe’s haughty host in dread silence reposes, 
 
 What is that which the breeze, o’er the towering steep, 
 
 As it fitfully blows, now conceals, now discloses? 
 
 Now it catches the gleam of the morning’s first beam, 
 
 In full glory reflected, now shines on the stream: 
 
 ’Tis the star-spangled banner! O, long may it wave 
 O’er the land of the free and the home of the brave! 
 
 And where is that band who so vauntingly swore 
 That the havoc of war and the battle’s confusion 
 A home and a country should leave us no more? 
 
 Their blood has washed out their foul footsteps’ pollution. 
 No refuge could save the hireling and slave 
 From the terror of flight, or the gloom of the grave: 
 
 And the star-spangled banner in triumph doth wave 
 O’er the land of the free and the home of the brave! 
 
 Oh! thus be it ever, when freemen shall stand 
 
 Between their loved homes and the war’s desolation! 
 
 Blest with vie’try and peace, may the heaven-rescued band 
 Praise the Power that hath made and preserved us a nation. 
 Then conquer we must, for our cause it is just, 
 
 And this be our motto: “In God is our trust.” 
 
 And the star-spangled banner in triumph shall wave 
 O’er the land of the free and the home of the brave! 
 
CHAPTER XXI 
 
 GROUP AND MASS GAMES 
 
 Edited by Geo. 0 . Draper* 
 
 Training Secretary , Physical Bureau, 
 
 National War Work Council 
 
 Section i. Mass Games 
 Section 2. Relay Races 
 Section 3. Stunts 
 
 Play is the one thing for which the boy finds continuous and 
 insatiable appetite. He had rather play than eat, and any activ¬ 
 ity which interferes with his play is absolutely unpopular. Boys 
 should rejoice in the fact that folks are beginning to recognize in 
 play vital and necessary elements of growth—physical, mental, 
 and social. What used to concern the parents and be a source of 
 continuous worry and annoyance is now recognized as not only 
 very desirable but essential. 
 
 Is there a boy who does not enjoy matching his skill and endur¬ 
 ance through play with that of his companion? The country 
 boys gather behind the barn when opportunity offers and 
 play “Duck on the Rock,” “Run, Sheep, Run,” or some other old 
 familiar game. The city boys when getting together in their 
 parks and streets, play “Tops,” Red Rover,” or some other jolly 
 
 * Acknowledgment. This compilation of games has been carefully selected from 
 material used and contributed by Y. M. C. A. Physical Directors, Army Recrea¬ 
 tional Directors, Public School, College, and Playground Directors, whose generous 
 cooperation has made possible this collection. 
 
 The compiler acknowledges this indebtedness and expresses his appreciation to 
 those contributors and to E. P. Brandon, who prepared the chapter on group games 
 for the Canadian Manuals. 
 
370 
 
 HANDBOOK FOR COMRADES 
 
 good game. It is an unfortunate boy indeed who does not have 
 the opportunity to express himself through play. It is an abnor¬ 
 mal boy who does not desire to play. There are many games, 
 good and bad. Some are popular in some sections of the country, 
 some in others. It is the object of this chapter on games to 
 make available for all sections of the country good games of 
 proven worth. All of these games have been tried and have 
 proved worth while. They have given hours of pleasure to 
 boys. 
 
 They require no special equipment. They are available to 
 everybody under almost any kind of circumstances. They are 
 so simple that they can be led by any novice, and they contain 
 those elements of happiness necessary to successful play. 
 
 The tendency in the present is age toward specialization. This 
 specialization has led our life into the realms of professional¬ 
 ism, and denied play to the novice. 
 
 Another element accompanying play which flies the danger 
 flag, and probably more than any other thing has prejudiced the 
 minds of many people against it, is commercialism. Commer¬ 
 cialism also fosters specialization, and the tendency towards it 
 must be discouraged. People should play for the love they have 
 for play and riot for any remuneration, whether it be money, 
 clothing, or costly prizes. Prizes tend to create specialization 
 and to eliminate the less skilled. The backward boy, or the boy 
 who is classed as non-athletic, can be taught to enjoy play by 
 the use of these simple play games. 
 
 “Play develops sportsmanship, courage, self-control, ability for 
 true and quick decisions, and many other qualities that stamp a 
 boy as a trained, well-organized individual.” The boy who can 
 play the game fairly, keep his temper, and use judgment is de¬ 
 veloping qualities fundamental to his life. One who loses his 
 head (to use a slang expression) in the game, is at the mercy of 
 his opponent as well as is the individual who loses his head in 
 business. 
 
 The boy who plays fairly, even though his opponent be using 
 unfair methods, wins admiration, develops self-control, self- 
 confidence, and fairness—qualities which will immediately find 
 a place for him in the world of affairs. Winning is incidental— 
 character-building is of supreme importance. 
 
GROUP AND MASS GAMES 
 
 37i 
 
 I. MASS GAMES 
 
 A. CIRCLE GAMES 
 
 Lock Arm Tag (1) 
 
 Players are arranged in pairs in a circle. 
 The players in each pair lock inside arms and 
 place the outside arm on hips. There should 
 be a distance of at least three feet between 
 each pair. Two players are selected. One is 
 “it” and chases the other. The player being 
 chased can link arms with either man in any 
 pair in the circle. This makes three men. 
 The man who has an opposite arm is then 
 subject to being tagged by “it.” Players are 
 allowed to run through or around the circle 
 in either direction. A man upon being 
 tagged can immediately tag back, but as 
 soon as he has linked arms with any one of 
 the players in any pair within the circle, he 
 is not subject to being tagged. 
 
 OO 
 
 % 
 
 cP 
 
 DO 4| 
 
 Lock Arm Tag 
 
 Three Deep Tag (2) 
 
 Players are arranged in pairs as in the previous game with the 
 exception that the pairs are arranged with one player standing in 
 front of the other. The game proceeds as in No. 1, but instead of 
 linking arms, the man being chased steps in front of one of the pairs 
 of players which makes that group three deep. The-back man in 
 that group is the man then chased by “it.” 
 
 Three Deep Tag 
 
372 
 
 HANDBOOK FOR COMRADES 
 
 Broncho Tag (3) 
 
 Players are arranged the same as in three deep. The last man in 
 the pair grasps the man standing in front of him about the waist and 
 by twisting him about tries to prevent the man being chased from 
 getting in front of him. The front man tries to catch and hold the 
 man chased. If the man succeeds then the third man in the group is 
 subject to being tagged as in three deep. 
 
 Swat Tag (4) 
 
 Equipment Needed: Knotted towel , stick , rope , sneaker , belt , or 
 swatter. The players are arranged in a circle with their hands behind 
 their backs and their heads bent forward with their eyes on the 
 ground. A man is selected to be “it.” He runs about the circle with 
 a swatter in his hands. He places it in the hands of one of the men 
 in the circle. This man turns upon the man who stands at his right 
 in the circle and begins beating him with the swatter and continues 
 beating him as he chases him about the circle to the right until he 
 comes again to the point in the circle he left. The chaser then runs 
 about and places the swatter in the hands of some other man and the 
 game proceeds as before. Hitting on the head is prohibited. 
 
 Circle Jump (5) 
 
 Equipment Needed: Rope with weight at the end or a bamboo stick. 
 One man takes his place in the center of the circle with the rope or 
 stick in his hands. The men forming the circle join hands. The 
 center man swings the rope or stick about the circle under the feet 
 of the men, who are expected to jump over same as it passes beneath 
 them. If any player in the ring steps on the stick or rope or stops its 
 progress, he must take his place in center and relieve the man there. 
 
 Object Tag (6) 
 
 Equipment Needed: A ball or some other easily handled object. 
 Players are arranged in a simple ring. A ball is placed in the hands 
 of one of the men forming the ring. A man is selected to be “it.” 
 He takes his place in the ring and endeavors to tag the basket ball. 
 The men in the ring, by passing it in either direction, try to keep the 
 ball from being tagged. The men are not allowed to skip more than 
 one man in passing the ball about the circle. The penalty for skip¬ 
 ping is that the one passing last shall become “it.” If “it” succeeds 
 in tagging the ball the man who last passed same takes his place. 
 The ball is always in play whether it be on the ground outside the 
 circle or in the hands of the players. 
 
 Breaking Prison (7) 
 
 Players are arranged in a circle with hands joined. The prisoner 
 takes his place in the center of the circle and tries to get out by 
 
GROUP AND MASS GAMES 
 
 373 
 
 breaking the bars (clasped hands) or by going over or under these 
 barriers. Should he escape all other players give chase. The one 
 catching him becomes the prisoner. Prisoners are not allowed to 
 rush more than two strides in attempting to break through the lines. 
 
 Mount Ball (8) 
 
 Equipment Needed: One ball or bean bag. 
 No 2’s mount astride the backs of No. i’s and 
 are given the basket ball. The riders en¬ 
 deavor to pass the basket ball back and forth. 
 The players being ridden (the Bronchos) en¬ 
 deavor by jumping and bucking to cause the 
 riders to miss catching the ball. If the ball is 
 dropped upon the ground, the Broncho of the 
 player that dropped the ball picks it up and 
 endeavors to hit the rider with it. (Caution— 
 Bronchos should keep their positions in the 
 ring. The riders are free to run anywhere to 
 avoid being hit.) If he succeeds, then the 
 riders become the Bronchos and the Bronchos 
 are given the ball and the game proceeds as 
 before. Heavy men should be paired together 
 in this game. 
 
 Dodge Ball (9) 
 
 Equipment Needed: One or more basket 
 balls and a stop-watch. It is well for this game 
 to have a lime circle marked upon the field. 
 This should be large enough so as to allow all 
 of the players to stand on same with plenty 
 of room to throw the ball. Players of team 
 one take a position on the outside of the line. 
 Players of team two take their places inside of 
 the circle. The object of the players on the 
 outside of the ring is to hit with the ball the 
 players within the ring without stepping into 
 the circle. A player may step into the circle 
 to recover the ball, but must either pass the 
 ball or step outside of the circle before throw¬ 
 ing it at an opponent. As soon as a player 
 is hit he must drop outside of the ring. The 
 man in the ring can move freely about, en¬ 
 deavoring to keep from being hit. After all 
 the men in team one have been hit out of the 
 circle the teams change, No. 2 taking the 
 place inside, No. 1 outside. Record is taken 
 of the length of time it required team two to 
 hit team one out of the circle. If team one 
 
 
 X X 
 
 y 
 
 x 
 
 
 Dodge Ball. 2 Formations 
 
374 
 
 HANDBOOK FOR COMRADES 
 
 succeeds in hitting team two out in a shorter time, it is awarded the 
 game. Modification —After a certain period of time the second bas¬ 
 ket ball can be put in play if desired. This speeds the game up 
 considerably. 
 
 Circle Chase (io) 
 
 The group form a circle and are counted off in fours. The leader 
 takes his place in the center of the circle. He calls any number from 
 one to four and the men holding the number called by the leader 
 step back and run around the outside of the circle to the right, 
 each endeavoring to tag the man who stands in the circle on his right. 
 If he succeeds in tagging him he takes his place in the circle. The man 
 tagged must go to the center of the circle. The one who eliminates 
 the largest number of players wins the game. 
 
 Spinning the Hun (n) 
 
 Participants should not exceed 24. Players assume a sitting 
 position (as close together as possible), with their feet toward the 
 center of the circle. A player (the Hun) stands in the center of the 
 circle. He makes himself as rigid as possible with his hands close to 
 his sides. He falls into the hands of one of the men in the circle. 
 This man passes him on to the next, who passes him on to the next, 
 and so on. The man is spun around the circle. His feet are always 
 on the ground, pivoting in the center. (It is well to select a light 
 man to be spun.) If a man allows the Hun to fall he must take his 
 place inside the circle. 
 
 Numbers Change (12) 
 
 The players stand in a large circle and are numbered consecutively. 
 One player takes his place in the center. He calls two numbers and 
 the players whose numbers are called must change places while the 
 center player tries to secure one of their places. The player whose 
 number is first called does not move until after the second number is 
 called. The one who is left without a place replaces the center player. 
 
 Pull into Circle (13) 
 
 A small circle should be marked upon the ground. Players are 
 arranged around the circle facing in with joined hands. At the signal 
 to start the players endeavor to make their neighbors step inside of 
 the circle with one or both feet. If successful that individual drops 
 out. As soon as the circle of men becomes too small to fit around 
 the outside of the ring marked on the ground the line is reformed and 
 the game starts over. 
 
GROUP AND MASS GAMES 
 
 375 
 
 Circle Stride Ball (14) 
 
 The boys all but one form a 
 circle, standing in a stride position, 
 with feet touching those of the 
 next boy, making a barricade for( 
 the ball. The odd boy stands in 
 the center and tries to throw the 
 ball outside of the circle between 
 the feet of the players. Those in 
 the circle try to prevent the pas¬ 
 sage of the ball using only their 
 hands for this. The play continues until the boy in the center suc¬ 
 ceeds in sending the ball through the circle, when he changes place 
 with the boy between whose feet the ball passes. The players must 
 not move their feet, but in returning the ball to the center boy, it 
 may be thrown at different parts of the circle, taking other players 
 off their guard, thus aiding the center player. 
 
 Circle Stride Ball 
 
 B. TAG GAMES 
 
 Chain Tag (15) 
 
 The base line is at one end of the field of play.' One player is 
 appointed to be “it.” He endeavors to tag another player. The 
 player when tagged joins hands with “it” and the two endeavor to 
 tag other players. Every player tagged must join hands with the 
 others in a line between “it” and the player first tagged by “it.” 
 These two players at the end of the line are the only ones who can 
 tag other players. If any of the other players succeed in breaking 
 the line by breaking the grasp of players in the line, the men who are 
 not in the line have the privilege of chasing those who made up the 
 line back across the base line, slapping them below the belt as they 
 run. Behind the base line the chain is again formed and the game is 
 continued. 
 
 Cross Tag (16) 
 
 A man is selected as “it.” He starts chasing another man. He 
 must continue chasing that man until he either tags him or some 
 third party runs between him and the man he is chasing. Then “it” 
 must chase the man who crossed the path. 
 
 Turtle Tag (17) 
 
 One, two, or three men can be selected as “it,” depending upon 
 the size of the group. Those who are “it” endeavor to tag others. In 
 order to keep from being tagged players must lie upon their backs 
 
376 
 
 HANDBOOK FOR COMRADES 
 
 on the ground with neither feet nor hands touching the ground. So 
 long as they are in this position they cannot be tagged by “it.” 
 
 Ostrich Tag (18) 
 
 In order to be safe the player must be 
 standing on one foot with opposite arm 
 under knee of same side, hand grasping nose. 
 This may be made more vigorous by allow¬ 
 ing the one who is “it” to take one push at 
 any man in this position and if he breaks 
 his position he is subject to being tagged 
 until he again assumes the position.' 
 
 first position. 
 
 Maze Tag (19) 
 
 All but two of the players stand in parallel lines or ranks, one 
 behind the other, with ample space between each two players and 
 each two ranks. All the players in each rank clasp hands in a long 
 line. This will leave aisles between the ranks and through these a 
 runner and chaser make their way. 
 
 The sport of the game consists in sudden 
 changes in the direction of the aisles, 
 brought about by one player who is chosen 
 as leader and stands aside, giving the com¬ 
 mands, “Right face!” or “Left face!” at his 
 discretion. When one of these commands 
 is heard, all of the players standing in the 
 ranks drop hands, face in the direction 
 indicated and quickly clasp hands with the 
 players who are then their neighbors on the 
 right and left. This brings about a change 
 of direction in the aisles and therefore neces¬ 
 sitates a change of direction in the course of 
 the two who are running. 
 
 The success of the game depends largely 
 upon the judgment of the leader in giving 
 the commands, “Right (or left) face!” They 
 should be given quickly and repeatedly, the 
 leader often choosing a moment when the 
 pursuer seems just about to touch his victim, 
 when the sudden obstruction put in his way 
 by the change in the position of the ranks 
 makes necessary a sudden change of direc¬ 
 tion on his part. The play continues until 
 the chaser catches his victim, or until the 
 time limit has expired. In either case two 
 Maze Tag new players are then chosen from the ranks 
 
 to take the places of the first runners. 
 
 It is a foul to break through the ranks or to tag across the clasped 
 hands. 
 
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GROUP AND MASS GAMES 
 
 377 
 
 Number Tag (20) 
 
 Equipment Needed: An old soft playground ball or basket ball. A 
 small circle (three feet in diameter) is marked in the center of the 
 field of play. Each player is given a number. The game is started 
 by one of the players dropping the ball in the circle and calling a 
 number. The one whose number is called picks up the ball and 
 commands, “Halt!” All players must stand fast upon hearing the 
 command. He endeavors to hit a player with the ball. If he suc¬ 
 ceeds, the player hit picks up the ball, commands “Halt!” and 
 attempts to hit some one else. The game continues in this way until 
 some one misses. The player who misses hitting another has one 
 point recorded against him and must take the ball to the circle and 
 start the game again by calling a number. If a player has two 
 misses checked against him, he is penalized. The penalty is for that 
 player to run the gauntlet. All the other players line up in two 
 columns, facing each other. The penalized player must run between 
 these columns while the players forming the lines are given the 
 opportunity to slap at him from behind as he runs by. The penal¬ 
 ized player is given the ball and the game is continued. 
 
 Double Number Tag (21) 
 
 Equipment Needed: One basket ball or indoor baseball. Similar to 
 number tag, with the exception that each number is assigned to two 
 individuals. These individuals are known as partners. When a 
 number is called either partner may pick up the ball and endeavor 
 to hit others directly or else pass the ball to his partner, who may 
 either hit a player or return the pass. If in making a pass the ball is 
 not caught by the partner it counts the same as a miss. There is no 
 limit to the number of times the partners may pass the ball between 
 them. If any player is hit with the ball he may immediately en¬ 
 deavor to hit another player or pass to his partner. In this game only 
 misses count against the player. Two misses result in a penalty. 
 Both partners have to run the gauntlet to pay their penalty, whether 
 it has been earned by an individual or collectively. The game is 
 then renewed by one of the penalized partners dropping ^the^ ball in 
 the circle and calling a new number. 
 
 Mount Tag (22) 
 
 Similar to Turtle Tag, with the 
 exception that a player can escape 
 from being tagged by leaping upon 
 the back of another player. Neither 
 the man on the back nor the man 
 who is carrying him are subject to 
 being tagged. 
 
 Mount Tag 
 
378 
 
 HANDBOOK FOR COMRADES 
 
 C. TUGGING AND THROWING GAMES 
 
 Line Wrestling (23) 
 
 A line is marked upon the field. Teams draw up on each side of 
 the line, facing each other. Object—to pull the opponent across the 
 line. At the command to go the men try to pull opponents across 
 the line. When both feet of a man cross the line he becomes a cap¬ 
 tive and is out of the game for that trial. The team which has suc¬ 
 ceeded in pulling over the most men at the end of two minutes wins. 
 The best two out of three pulls, to determine the best team. 
 
 Hot Rice (24) 
 
 Equipment Needed: One baseball bat or club, one indoor baseball. A 
 player takes the bat and ball in a position centrally located in the 
 playing space. All other players spread out on the floor around the 
 man with the bat. The man with the bat starts the game by batting 
 the ball in any direction. Any player who can get the ball, immedi¬ 
 ately throws it at the man with the bat. The batter tries to bat 
 the ball, thus protecting himself from being hit. If £piy part of his 
 body is hit by the ball the man who last threw it is entitled to take 
 the bat. If the batter should bat the ball and one of the other players 
 should catch it, that player would also be entitled to bat. The man 
 with the bat endeavors to protect himself from being hit by placing 
 as much distance between himself and the thrower as possible, either 
 by running from the ball or hitting the ball from him. Upon being 
 hit, however, he immediately drops the bat and the man who threw 
 the ball becomes the batter. All may run about with the exception 
 of the man with the ball. He must throw from the position where he 
 picks it up. 
 
 Duck on Rock (25) 
 
 A flat rock is placed upon the ground 15 yards in front of a line. 
 Each competitor is given a tin can, block of wood, or a small rock 
 and in turn throws from behind the line endeavoring to have his 
 missle land as near the flat rock as possible. The one whose missle 
 is the greatest distance away from the flat rock is “it.” He places his 
 missle (which is called the “duck”) on the rock, and the other com¬ 
 petitors endeavor to pick up their missies and run back across the 
 line without being tagged by “it.” If tagged they become “it” and 
 must place their missies on the rock. As soon as the competitors 
 have crossed the line they endeavor to knock the duck from the flat 
 rock by throwing their missies at it. If successful they are allowed 
 free return passage to the line and the individual who was “it” must 
 replace his duck on the rock before he can tag any of the competitors 
 in their endeavor to race back to the line. 
 
GROUP AND MASS GAMES 
 
 379 
 
 Comer Ball (26) 
 
 A space about thirty feet long and 
 twenty feet wide is needed for the game. 
 
 (See Figure.) A line (1) divides this into 
 two equal parts. At each corner is a base. 
 
 Each party forms in a straight line about 
 eight feet from the line. Two members of 
 each party take positions in the bases on 
 the other side. Number one of the first 
 party then throws the ball over the heads 
 of the second party, to one of his fellows on 
 either of the bases. If he catches it, he 
 throws it back. The opposing party tries 
 to intercept the ball and, if successful, gains 
 one point. The play then continues, the 
 other side throwing the ball. 
 
 The rules of the game are: - 
 
 1. The members of each party may 
 move about freely in their space. 
 
 2. No member may cross the line. 
 
 (“Mind v. Body,” Vol. V.) 
 
 Long Ball (27) 
 
 Equipment Needed: A playground ball and bat. Two parallel lines 
 60 feet apart should be made. One line is called “home” and the 
 other “third base.” The pitcher's box is half way between the two 
 lines, or it may be placed 35 feet from each line (having two boxes). 
 The player is put out either by being hit with the ball thrown by an 
 opponent or by the regular rules of indoor baseball. 
 
 Guess Ball (28) 
 
 Equipment Needed: One basket ball. Teams line up behind a cer¬ 
 tain line. One person is “it” and stands about 25 feet in front of 
 players, with his back to them. Some man throws the ball and tries 
 tc t hit the fellow standing in front. If successful in hitting the one in 
 front, the one in front tries to guess who hit him. If he guesses the 
 right man, he takes the place of the one who hit him; if not, he takes 
 another turn in being “it.” But if the one who aims for the one in 
 front misses, the thrower is “it” and must go out in front, and so on. 
 
 Hand Baseball (29) 
 
 Equipment Needed: One light rubber or tennis ball. The game is 
 similar to regular baseball with the exception that instead of batting 
 the ball with a bat, the open hand is used. One or three bases can 
 be used according to the number of players. The fielders can put 
 a base runner or batter out as in regular baseball by hitting said 
 batter or base runner when he is off or between bases. 
 
380 
 
 HANDBOOK FOR COMRADES 
 
 Horseback Wrestling (30) 
 
 In this game one-half of the men will be riders and the other half 
 horses. The rider, when astride his horse, will use nothing but his 
 legs as his support during maneuvers. His hands will at all times be 
 kept free and will not touch the horse. It will be the object of the 
 horse to balance his rider properly, so that at the word “Go” two rid¬ 
 ers can come to combat in a form of wrestling, with the object of 
 dismounting one another. The winners are later assembled for 
 competition among themselves. This game may also be reversed by 
 having the riders become the horses as soon as one has been successful 
 in dismounting the other. A bout is won and ended when any part 
 of the opponent’s horse or rider touches the ground, except, of 
 course, the feet of the horse. 
 
 D. CHASING GAMES 
 Stealing Ammunition (31) 
 
 Equipment Needed: A number of short sticks , stones , or some such 
 articles. The ground is divided into two equal parts with a small 
 goal marked off at the rear end of each part in which these sticks are 
 placed. Each player who reaches the enemy’s goal safely may carry 
 one stick to his own goal and may not be caught while carrying it 
 back. If caught in the enemy’s territory before reaching the goal, 
 the player must remain a prisoner in the goal until touched by one of 
 his own side. Neither may he be caught while returning. Any 
 player may catch any opponent except under the rule just stated. 
 No ammunition may be taken by a side while any of its men are 
 prisoners. The game is won by the side gaining all of the ammunition. 
 
 Black and White (32) 
 
 Equipment Needed: A pasteboard or 
 wooden disk about 4" in diameter , white on 
 one side and black on the other. Two base 
 lines, parallel with each other and 50 feet 
 apart, a center line parallel with the base 
 lines and half way between, are marked on 
 the field. Players on opposing teams line up 
 back to back on each side of the center line 
 with a space of 6 feet between the lines. One 
 team is called “White,” the other “Black.” 
 The disk is thrown into the air by the official. 
 If the white side turns up, the “White” 
 team chases the “Black” team across their 
 base line. Every man tagged by the 
 “White” team men, joins the “White” team. 
 The two teams line up as before, the disk is 
 again thrown and whichever side comes up, 
 that team endeavors to tag its opponents 
 
 BLACK GOAL 
 
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 WHITE GOAL 
 Black and White 
 
GROUP AND MASS GAMES 381 
 
 before they can run across their base line. The team having the 
 largest number of players at the end of the game wins. 
 
 Marching Tag (33) 
 
 Two base lines fifty feet apart. The group is broken up into two 
 units. These units form in company front behind their base lines, 
 facing each other. Unit No. 1 marches foward in this formation 
 and continues so to march until a whistle is blown. The whistle is 
 the signal for Unit No. 1 to break ranks and run back to its base line 
 before the men forming Unit No. 2 can tag its members. No. 2 men 
 cannot leave their base until the whistle is blown. Every man 
 tagged before crossing his base line must line up with No. 2. Unit 
 No. 2 then marches foward until a whistle is blown and is chased 
 back behind its base line by Unit No. 1. The line having the largest 
 number of players after an equal number of trials wins the game. 
 
 Steal the Flag (34) 
 
 Equipment Needed : A small stick two feet long. 
 
 (This may have a flag attached if desired.) Two 
 base lines are drawn parallel and 50 feet apart. 
 
 Players on opposing teams line up behind the two 
 lines, facing each other. A captain is selected. 
 
 Each team sends out one representative to the 
 center of the field, where the small stick has 
 been stuck into the ground in a vertical position. 
 
 The object of each man who has been sent to the 
 center is to grasp the stick and get away behind 
 the base line before he can be tagged by the 
 opponent. If he succeeds it counts one point for 
 his team. If he is tagged by his opponent, it counts 
 one for the opponents. Either man has the privilege of grasping the 
 stick and attempting to return with it to his line. The stick is 
 immediately stuck up in the center field and each captain selects 
 another of his team to send foward to capture the stick the second 
 time. The game is continued until each man has had equal oppor¬ 
 tunity to steal the stick. 
 
 Prisoners’ Base (35) 
 
 Two lines are drawn parallel and 50 feet apart, known as base lines; 
 a 5-foot square behind each line serves as prison. The teams line up 
 one behind each line. One or more players from either team leave 
 the base line and run toward the opponent. One or more members 
 of the opposing team rush out and try to tag them before they return 
 to their base lines. The last player to leave the base line may tag 
 any opponent and is only subject to being tagged by an opponent who 
 has left the base line later than he did. A player may run back 
 across his own base line and immediately enter the field of activity 
 again in an effort to tag an opponent before he can return to his own 
 
382 
 
 HANDBOOK FOR COMRADES 
 
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 Prisoners' Base 
 
 base line. As soon as a player is tagged by 
 an opponent he is taken to prison behind the 
 opponent’s line. A captor is given free 
 passage back with his prisoner to the base 
 line. Prisoners stay within the prison until 
 one of their team-mates succeeds in tagging 
 them without previously being tagged by an 
 opponent. When a prisoner is released from 
 the prison free passage is given to the one 
 who succeeded in releasing him. The team 
 having the most prisoners at the end of a 
 given time wins the game. 
 
 Run Sheep Run (36) 
 
 Two captains are chosen who in turn alternately choose players 
 for their team. One team becomes a searching party and remains at 
 the goal, while the other team goes out with its captain, who directs 
 the various individuals where to hide, after agreeing with his party 
 on a series of signals to be used, as described below. When all are 
 hidden, this captain goes back to the searchers, who at once start 
 out on a hunt under the direction of their captain, who may divide 
 or dispose of his party as he sees fit. The captain of the hiding party 
 remains with the searchers, calling out signals to his hidden men 
 which shall enable them to approach nearer to the goal by dodging 
 from one hiding place to another, always trying to keep out of sight 
 of the searchers. Neither party, however, may run to the goal until 
 his own captain shouts, “Run, Sheep, Run.” The captain of the 
 hiding party is generally the first one to give this signal and he does so 
 whenever he thinks his men are well placed to make the goal. The 
 captain of the searchers naturally gives the signal to his men as soon 
 as he hears his competitors give it, as the game is won by the party 
 of which one player first reaches the goal. Should any member of 
 the searching party catch sight of an opposing player before all run 
 to the goal, he tells his captain, who at once shouts, “Run, Sheep, 
 Run.” Any signals may be agreed upon between the captain of the 
 hiding party and his men. The following are examples: One whistle 
 meaning “Keep low”; two whistles, “Push to the left”; three whis¬ 
 tles, “Danger”; four whistles, “Push to the right”; five whistles, 
 Push toward the goal.” 
 
 Hip (37) 
 
 Equipment Needed: One stick about two feet long. All the players 
 stand in an informal group. One of them is provided with the stick, 
 which he throws as far as he can, at the same time calling the name 
 or number of one of the other players. The one who threw the stick, 
 
GROUP AND MASS GAMES 
 
 383 
 
 and all the others except the one whose name is called, scatter. The 
 one who is called must pick up the stick, whereupon he becomes 
 “Hip” and must chase the other players. Any player whom he catches 
 he touches with the stick (pounding not allowed), and that player at 
 once joins him in trying to catch the others. Anyone caught by the 
 second player, however, must be held by him until “Hip” can come 
 and touch the prisoner with the stick. The one touched with the 
 stick, thereupon joins “Hip’s” party and tries to catch and hold other 
 players until touched by the stick of “Hip.,” 
 
 Fox and Geese (38) 
 
 One player is chosen to be fox and another to be gander. The 
 remaining players all stand in single file behind the gander, each with 
 his hands on the shoulders of the one next in front. The gander tries 
 to protect his flock of geese from being caught by the fox, and to do 
 this spreads out his arms and dodges around in any way he sees fit 
 to circumvent the efforts of the fox. Only the last goose in the line 
 may be tagged by the fox, or should the line be very long, the last 
 five or ten players may be tagged as decided beforehand. It will be 
 seen that the geese may all cooperate with the gander by doubling 
 and redoubling their line to prevent the fox from tagging the last 
 goose. Should the fox tag the last goose (or one of the last five or 
 ten, if that be permissible), that goose becomes fox and the fox 
 becomes gander. 
 
 Snatch Ball (39) 
 
 Equipment Needed: A stone , ball , or hand¬ 
 kerchief. Any number of players can partici¬ 
 pate. Form two lines facing each other, the 
 lines being about eight paces apart. The 
 players number off on each side from one to 
 the number of men in line. The object is 
 mid-way between lines. The leader calls a 
 number, both men run for the object and one, 
 either by speed or strategy, snatches the ob¬ 
 ject and returns to his own side, without 
 being tagged by the same numbered player 
 from the other side, thereby scoring one point 
 for his side. Should the other man touch him the other side would 
 score the point. Game to continue any number of points. To make 
 the game more-complex, call two or more numbers. This makes it 
 harder to snatch the ball. 
 
 Fox in the Hole, Safety First Hop (40) 
 
 Any number of players may participate. Area for the game 
 should be restricted, not too large; a four-foot circle should be made 
 for a base. The leader chooses one player for Fox or Hopper. 
 While this player is on the base he may stand on two feet, but when 
 
 Snatch Ball 
 
3§4 
 
 HANDBOOK FOR COMRADES 
 
 he leaves the base to catch another player he must hop on one foot. 
 Should he put the other foot down, he must return to the base and 
 every player can slap him on the back until he does, but no player 
 may block his path to the base. Should a player become tagged he 
 becomes the Fox, and the other players may slap him on the back 
 until he is safe on the base. 
 
 Bombardment (41) 
 
 The ground is divided into two equal fields 
 by a line drawn across the center. At the 
 rear of each section an Indian club for each 
 player is placed, the player standing in front 
 of the club, as per diagram. The object of 
 the game is to knock down the opponents’ 
 clubs, each player, therefore, serving as 
 guard to protect his club and as a thrower. 
 He may throw whenever he can secure a 
 ball. The balls are placed at the beginning 
 of the game in the center of the field. None 
 of the players of either team are allowed to 
 pass over this center line. The score is taken 
 at a given time, the side knocking down the 
 largest numberof pins winning. 
 
 This game may also be played by using a straight elimination 
 play, that is, as soon as a player’s club is knocked down, he picks it 
 up, and leaves the floor, the game proceeding until either one of the 
 teams is eliminated. 
 
 Another variation is to have each player go over to the opposite 
 side when his club is knocked down until one side gets all of the 
 opponents’ players. 
 
 Treasure Hunt (42) 
 
 This game is a very adaptable one and can be run in a great number 
 of different ways. It can be as simple or as complex as any leader 
 may desire. 
 
 A mysterious letter may be read to the group or a letter in code 
 posted where the group can see it. The contents of this letter will 
 direct any one to a place where they will find detailed information as 
 to the exact location of a buried treasure. By following instructions, 
 working out the code, a boy will discover a second letter in hiding. 
 A time limit may be allowed to find letter No. 3. At the end of that 
 time the information contained in the second letter may be given to 
 the entire group, so that they may hunt for letter No. 3. This 
 method keeps everybody in the game. 
 
 As many letters may be hidden as desired, using the treasure as 
 the last. 
 
 As stated before, this game is adaptable and can be made to teach 
 observation, trailing, and tracking. Letters using identification of 
 
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 Bombardment 
 
GROUP AND MASS GAMES 
 
 385 
 
 trees, flowers, moss on trees, birds’ nests, and so forth, may be used. 
 Map and chart reading make the game more difficult. Letters may 
 be written in Morse and Continental codes or easy codes may be 
 made up. 
 
 “Eats,” a good book on trees, flowers, a small axe, or any useful 
 article may be the hidden treasure. 
 
 E. QUIET SOCIAL GAMES 
 Mingling Games 
 
 Games which can be used at the beginning of a social evening for 
 the purpose of causing the group to mingle. 
 
 Capitals (1) 
 
 Half of the group will have pinned on them the outlines of different 
 states without the names. The other half are given on slips of paper 
 names of capital cities of states. The latter group are supposed to 
 locate partners by finding the state to which they hold the capital. 
 
 Around the World (2) 
 
 Each player is given a card and a pencil. Various articles are 
 scattered throughout the room, representing different countries, 
 states, or cities—for example: A wooden shoe for Holland, a picture 
 of a bull for Spain, a package of tea for China, a bear for Russia. 
 Each article is numbered. The players circulate about the room 
 endeavoring to guess what each article represents. Each writes his 
 guess, with the number of the article, on his card. 
 
 Alphabetical Answers (3) 
 
 Cards having different letters of the alphabet are made. Each 
 player has one of these cards pinned upon his person. It is well to 
 eliminate the letters v, x, and z in this game. One player asks 
 another a question and that player must answer, having his first 
 word commence with the letter pinned upon him. He must com¬ 
 plete his answer before the questioner can count ten. If unsuccessful 
 he must surrender his letter to the counter. The player having the 
 largest number of letters at the end wins the game. Two players 
 cannot question the same individual at the same time. The one 
 questioned cannot use the same answer twice. 
 
 Who Ami? (4) 
 
 Each player has pinned upon his back the name of some prominent 
 personage. In conversing with each other the conversation is carried 
 on as though it were addressed to the personage whose name is 
 
3 86 
 
 HANDBOOK FOR COMRADES 
 
 pinned on the back of the individual. It is the object of each indi¬ 
 vidual to guess the personage he represents. 
 
 Trick Games 
 
 Mirror Pictures (i) 
 
 It is necessary for the one who plays this trick game to have an 
 accomplice. The one who is to illustrate the game goes out of the 
 room. His accomplice explains that he can picture the face of one of 
 the individuals in the room upon the mirror, so that the person who 
 has been sent from the room on his return can guess whose picture was 
 taken. The accomplice then calls to the center of the room one of 
 the group and has him look for a few seconds into the mirror. After 
 the picture is taken in this way, the one who has been sent from the 
 room is called back and to the amazement of the group he names 
 the player whose picture is supposed to be photographed in the 
 mirror. 
 
 The Trick 
 
 The accomplice who takes the picture sits in the seat of the one 
 whose picture was taken, hence it is necessary for the one who leaves 
 the room to observe the positions of the various players before going 
 out. 
 
 Magic Writing (2) 
 
 An accomplice is required in this game. The one who is to illustrate 
 the game leaves the room. The accomplice asks the others remaining 
 in the room to select some word. Suppose the word selected be 
 “hours.” The one sent from the room is then called in. The accom¬ 
 plice has a short stick in his hand and by a series of mystic flourishes 
 and knocks interprets the word to the player who left the room. 
 He, to the astonishment of all, guesses the exact word decided upon. 
 
 The Trick 
 
 The vowel “a” is represented by 1 knock; “e” is represented by 
 2 knocks; “i” is represented by 3 knocks; “o” is represented by 4 
 knocks; “u” is represented by 5 knocks. The consonant “h” is 
 interpreted by the conversation. For example, the accomplice in 
 interpreting the “h” in “hours” toThe one returning to the room did 
 it in this way. Flourishing the stick in the air he says “Having a 
 hard time, are you not?” The guesser knows by that the first letter 
 is “h.” The accomplice then taps four times with a stick indicating 
 “o,” then after a few more flourishes taps five times representing “u,” 
 then says to the players, “Remember the word you have chosen,” 
 which gives the letter “r” to the guesser. The accomplice then says, 
 
GROUP AND MASS GAMES 
 
 387 
 
 “Seems as though you should have it by now,” and the one who left 
 the room knows that the word “hours” was the one selected and so 
 states. 
 
 Watch Trick (3) 
 
 An accomplice is required for this game. The one who is to 
 illustrate the game leaves the room. The players remaining in the 
 room then determine upon some object which shall be hidden. This 
 object is unknown to the one who leaves the room. After it is pro¬ 
 perly hidden the lights are turned out to make the trick seem the 
 more difficult. The players are cautioned that they must keep 
 absolutely quiet during the game. The guesser is called into the 
 room and with little difficulty goes to the object and discovers it to 
 the other players. 
 
 The Trick 
 
 The accomplice places a watch beside the hidden object and the 
 one who leaves the room locates the hidden article by the tick of 
 the watch. 
 
 Guessing Games 
 
 Verbal Authors (1) 
 
 A judge is selected who takes his place in the center of the group. 
 Each player in turn has to stand up and name the title of a book. 
 The others are to guess the author. The one first naming the author 
 scores one point. The next individual then stands up and gives 
 another title. The game continues. The individual naming the 
 most authors scores the highest number of points. 
 
 Another way to play the same game is to give each player a card 
 and a pencil and have him write thereon as many of the authors as 
 he knows. 
 
 Words (2) 
 
 The players are arranged as in a spelling match. Sides may be 
 chosen if desired. The first one in the line starts by giving a letter. 
 The next one in line adds a letter to it. Suppose the first letter given 
 to be “m.” The second player thinking of “money” says “o.” The 
 third player thinking of “mobilize” says “b,” but as m-o-b is a com¬ 
 plete word the third player must take his place at the end of the line 
 for completing the word, as no word is supposed to be completed 
 until the turn of the last player. 
 
 Gossip (3) 
 
 A player is sent out of the room. A judge is selected who asks 
 each player left in the room to make some statement about the 
 individual who has been sent out of the room and writes down the 
 
3 88 
 
 HANDBOOK FOR COMRADES 
 
 statement and the name of the individual making it. Example of 
 statements: “His chin is too long.” “He has his mother’s eyes.” 
 “He is a poor hunter.” When the leader has selected all of these 
 statements the individual is called back into the room. The leader 
 then reads off the various statements made and it is up to the one who 
 left the room to guess who it was that made the statements about 
 him. If he guesses correctly that individual is sent out of the room 
 and the game continues. 
 
 Telegrams (4) 
 
 Each player is given a telegram blank and pencil. Upon this he 
 places ten letters about one and one-half inches apart. He cannot 
 use the same letter twice. All of the blanks are then passed to the 
 right and each player writes a telegram, using words starting with 
 the various letters he finds upon this blank. The telegrams are then 
 read aloud. 
 
 Shouting Proverbs (5) 
 
 A player is sent from the room. Those remaining think of some 
 proverb. Each player is given a word of the proverb. When the 
 player is called back into the room they all shout at the same time 
 the word of the proverb which has been given them. It is up to the 
 guesser to tell the proverb. 
 
 Find the Ring (6) 
 
 Equipment Needed: A long piece of string with a small ring on it, 
 the string being tied. The players sit in a circle, holding in their hands 
 a long piece of string tied at the ends so as to form a circle large 
 enough to go around, a small ring having been put upon this string. 
 One player is chosen to stand in the center. The players who are 
 seated then pass the ring from one to another, the object being for 
 the player in the center to detect who has the ring. The other players 
 will try to deceive him by making passes to indicate the passage of 
 the ring when it really is not in their vicinity. When the player in 
 the center thinks he knows who has the ring, he calls out the name of 
 the player. If right, he sits down, and that player must take his 
 place in the center. 
 
 Animal Blind Man’s Buff (7) 
 
 A player is blindfolded and placed in the center of the group. 
 After having been turned about several times to confuse his location, 
 he is handed a short stick. He endeavors to touch an individual 
 with the stick. (The players are not allowed to move about to avoid 
 being touched by the stick.) Upon touching an individual he gives 
 
GROUP AND MASS GAMES 
 
 389 
 
 the name of an animal and the player touched must try to imitate 
 the noise that animal makes. Upon hearing the noise, the one 
 blindfolded endeavors to recognize who it is that makes it. If suc¬ 
 cessful, that individual takes his place. 
 
 Team Games 
 
 Clothespins (1) 
 
 Equipment needed: Three dozen clothes pins. The players are 
 divided into two teams and arranged in two lines facing each other, 
 seated. A dozen and a half clothespins are handed to the two players 
 facing each other at one end of the lines. The pins must be held in 
 the grasp of the two hands. At the signal to start, the player holding 
 the bundle of pins passes the bundle to the next player in the line. 
 The object of the game is to pass the bundle of clothespins from hand 
 to hand to the other end of the line and return. If any of the pins 
 are spilled, the individual dropping the same must recover them for 
 his bundle before passing them on to the next. The team that first 
 succeeds in passing the bundle of pins to the end of the line and 
 back wins. 
 
 Cross Questions (2) 
 
 All but one of the players sit in two rows facing each other, those 
 directly opposite each other being partners. The odd player walks 
 around the rows behind the others, asking questions of any player 
 facing him from the farther row. The question must be answered, 
 not by the player addressed, but by his partner or vis-a-vis, who 
 sits with back to the questioner. Any player answering a question 
 addressed directly to him, or failing to answer one addressed to his 
 partner, or giving an incorrect answer to a question, changes places 
 with the questioner, or pays a forfeit, as may have been decided on 
 beforehand. 
 
 Jenkins Up (3) 
 
 Divide the company into two sides. One division sits around the 
 table on one side, the other on the opposite side. The members of 
 division “A” put their hands under the table and a small coin, dime 
 or quarter, is passed from one to the other. 
 
 When division “B” thinks they have had enough time, the players 
 call out, “J en kins up!” and the players of “A” hold up their closed 
 hands, and when “J en ldns down!” is called, they must place their 
 hands, palm down, on the table. The players of “B” must guess 
 under which palm the coin is. Each player has one guess, those on 
 the opposite side raising their hands when requested to do so. 
 
 If “B” guesses correctly, the coin is passed over to them and “A” 
 must guess who has it, but if not, “A” keeps the coin, and “B” has 
 
390 
 
 HANDBOOK FOR COMRADES 
 
 another trial for guessing. Tally may be kept, I being counted for 
 every correct guess, and a certain number, as 50, may be the limit. 
 The side gaining 50 points first is victorious. 
 
 Fire (4) 
 
 Choose two leaders from among the players. Each leader chooses 
 his side. The sides sit opposite each other, and the leader of one 
 throws a ball to any one on the opposite side. As he does so he says 
 either, “Earth,” “Air,” “Water,” or “Fire,” and counts ten. 
 
 The person who caught the ball must answer before he finishes 
 counting ten. If “earth” was called, he must name some quadruped 
 found therein; if “water,” some fish must be named; if “air,” the name 
 of some bird; but if “fire” was called he must remain perfectly still. 
 
 If the players give a wrong answer or speak when they should be 
 silent they are out, and the leader must throw the ball to some one 
 else, but if the players answer correctly, it is their turn to throw the 
 ball to someone on the opposite side, and the game goes on as 
 before. 
 
 The side whose players stand up the longest, wins the game. 
 Location (5) 
 
 The group is divided into two teams. A leader is selected for 
 each group. A player on team 1 calls the name of a town or place 
 and counts ten. While he is counting the opposite opponent must 
 give the location of the town or place. If he has not succeeded before 
 the counter has reached “ten,” he drops out. The second player on 
 team 2 then names a place and it is up to the second player on team 1 
 to give the location. When all the players have had a chance the 
 team having the largest number of players remaining, wins. 
 
 II. RELAY RACES 
 
 For line relays the teams are arranged in columns of file with the 
 columns running parallel to each other and at least ten feet apart. 
 This is the simplest formation in which the players can be grouped. 
 A fixed line of lime, tennis tape, or sunken wooden take-off boards 
 should be so placed on the field that competing teams have equal 
 advantage. This line shall be known as the starting line and the 
 front man in each column shall toe this line. Another line which 
 shall serve as the distance line shall be placed thirty feet in front of 
 and parallel to the starting line. 
 
 When large numbers of teams are competing it is well to have the 
 man who finishes the relay wear some distinguishing mark to aid 
 the judges. 
 
GROUP AND MASS GAMES 
 
 39i 
 
 A. PASSING RELAYS 
 
 {Note. A shoe, stone, bean bag, ball, or some other object can be 
 used in the following events.) 
 
 Straddle Relay (1) 
 
 Players stand in the stride-stand position with the 
 object to be passed on the line in front of the first 
 contestant. A the start the object is passed between 
 the legs of the contestants in the column until it 
 reaches the back of the column. There it is picked up 
 by the end man who carries it forward on the left 
 side of his column to the distance line which he 
 must touch. He then returns to the front of his 
 column where he faces about and passes the object 
 back between his own legs toward the back of the 
 column where it is picked up by the end man who 
 repeats the performance of the preceding end man. 
 When every man has carried the ball forward the last 
 man finishes the race when he crosses the distance 
 line. 
 
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 V J 
 
 Straddle Relay 
 
 Over the Top (2) 
 
 Players stand at attention with the object to be passed on the 
 line in front of the column. At the start signal the object is passed 
 back over the head by the first player to the second and so on until 
 it reaches the last player. (Every player in the column must grasp 
 and pass the object.) The end player carries the object forward over 
 the backs of the players in the column in front of him who assume a 
 stooping position. As soon as he reaches the front of the line he runs 
 to the distance line after touching which he returns to the front of 
 his column and starts the object back over his head. When every 
 player has carried the object forward the last player finishes the race 
 when he rushes forward across the distance line. 
 
 Over and Under (3) 
 
 Like No. 2 excepting that every other player must pass the object 
 between the legs. 
 
 In and Out (4) 
 
 Players stand in the stride-stand position, with the object on the 
 line in front of the first contestant. At the start signal the object 
 is rolled back between the legs of the players in the column until it 
 reaches the back of the column where it is picked up by the end 
 player who runs forward to the right of the player in front of him, to 
 the left of the second, to the right of the third, etc., until he has 
 
392 
 
 HANDBOOK FOR COMRADES 
 
 reached the front line whereupon he runs to the distance line which 
 he touches. Returning to the front of the column he starts the 
 object back between his legs. When every player has carried the 
 object forward the last player finishes the race when he crosses the 
 distance line. 
 
 Basket Ball Relay (5) 
 
 Equipment Needed: One basket ball for each team competing and 
 one basket ball basket for every six teams competing. The ball is placed 
 on the starting line in front of the column. Players assume a stride- 
 stand position. At the signal to go the ball is passed back between 
 the legs of the men in the column until it reaches the last man in the 
 
 Basket Ball Relay 
 (See also cut on page 397) 
 
 column, who rushes forward and shoots the ball into the basket, 
 which should be located about fifteen yards in front of the column. 
 As the men from the other columns will be endeavoring to shoot from 
 their places through the basket at the same time, this makes a very 
 spirited game. A man can shoot for his basket from any position on 
 the floor, but must shoot until the ball passes into the basket. Play¬ 
 ers are not allowed to interfere with each other in shooting the 
 basket. After the goal has been properly made, the men return to 
 the front of their columns and each starts the ball back between his 
 legs and the game continues until every man has shot the required 
 basket. 
 
GROUP AND MASS GAMES 
 
 393 
 
 B. EQUIPMENT RACES 
 
 Potato Race (6) 
 
 Equipment Needed: One potato and a block of wood or a stone for 
 each competitor. A circle 18 inches in diameter is placed three feet 
 in front of the starting line in front of each column. Another circle 
 of the same size is placed about 15 yards in front of the first circle. 
 As many potatoes are placed in the circle nearest the start line as 
 there are competitors in the line. {Note. A basket can be used in 
 place of these two circles, if available.) At the signal to start, the first 
 player in each column runs forward, picks up a potato from the 
 nearest circle, carries it to and drops it into the far circle. {Note. 
 The potato must be within the circle, not touching the line.) After 
 properly placing the potato in the far circle, the player returns, tags 
 off the front player in the column, and takes his place at the rear of 
 the column. The man tagged off repeats the performance, carrying 
 off the second potato, etc. The race ends when the last player, after 
 carrying his potato to the far circle, returns across the line. 
 
 Sack Race (7) 
 
 Equipment Needed: One good- 
 sized crocker sack for each line. The 
 front player in the column gets into 
 the crocker sack. The crocker sack 
 must be held well up under the arms. 
 
 At the signal to go the player jumps 
 forward to the distance line, beyond 
 which he takes off the crocker sack, 
 runs back to the front of the column, 
 hands the sack to the second player, 
 who gets into same. He must have 
 pulled the crocker sack well up 
 under the arms before he crosses the 
 starting line. He then repeats the 
 performance of the first. Players 
 returning from the distance line take 
 their places at the rear of the col¬ 
 umn. The race is won when the last 
 player on the team crosses the finish 
 line. 
 
 Stab-the-Spud Race (8) 
 
 Equipment Needed: One potato and one pointed stick , two feet long , 
 for each competitor. A circle 18 inches in diameter is placed in front 
 of each column. Another circle of the same size is placed about 15 
 yards in front of the first circle. As many potatoes are placed in the 
 circle farthest away from the starting line as there are players in the 
 line. The first player in each line is given a pointed stick. At the 
 signal to go, he runs forward to the far circle, sticks his pointed stick 
 
394 
 
 HANDBOOK FOR COMRADES 
 
 into one of the potatoes and runs back with it to the near circle. He 
 is allowed to interfere with other competitors in attempting to make 
 them lose their potato from their stick, so long as his potato is on 
 his stick. His potato must be deposited within the circle nearest the 
 front of his column before he hands his stick to the next player in 
 the column, who runs and gets a second potato. After handing the 
 stick to the front player in the column, competitors take their place 
 at the rear of the line. The race ends when the last player, having 
 properly deposited his potato within the circle, and having made sure 
 that every other potato is within the circle, crosses the finish line. 
 
 Overcoat Relay Race (9) 
 
 Equipment Needed: Overcoat and gloves for each team. Have half 
 of the players from each team in a column of file, opposite 40 yards 
 from scratch, the leading players at scratch to be equipped with 
 overcoat and gloves. At start the leading player runs to the leading 
 player of his team opposite and transfers overcoat and gloves to him. 
 This player returns to scratch, wearing overcoat and gloves and trans¬ 
 fers to second player at scratch, and so on until last player of team 
 has returned to scratch, wearing overcoat and gloves. Each player 
 of team to run once only. Overcoat and gloves cannot be taken off 
 until finish line is crossed. The player receiving same can put them 
 on while running. 
 
 C. NOVELTY RELAY RACES 
 Monkey and Crab Race (10) 
 
 Players are arranged in parallel columns of file. At the signal to 
 start the first player in the column places his hands on the ground 
 and walks monkey fashion to the distance line. On reaching same 
 he assumes a running position and returns to the front of the column 
 where he touches off the second player, he himself going to.the back 
 end of the column. The second player gets down with his hands and 
 feet on the ground, facing upward, and continues across the distance 
 line in this position. He returns, tags No. 3, and takes his place be¬ 
 hind No. 1 at the rear of the column. No. 3 walks monkey fashion. 
 The rest of the column continues alternating, one man walking facing 
 down and the other facing up with hands and feet on the ground 
 until the last player, returning from the distance line, crosses the 
 starting line. 
 
 Leapfrog Race (n) 
 
 Players stand in columns of file with a distance of four feet be¬ 
 tween individuals. At the signal to start all the players in the col¬ 
 umn, excepting the last player, assume a stooping position. The 
 last player will take frog leaps over the backs of the players in the 
 column followed by the next to the last player, etc. As soon as the 
 
GROUP AND MASS GAMES 
 
 395 
 
 ast player reaches the front of the column, he assumes a stooping 
 position, likewise the player who followed him. When the player 
 who headed the column has leaped over the backs of the players 
 making up the column, he rushes forward across the distance line 
 ending the race. 
 
 * 
 
 Hop Race (12) 
 
 The front player in the column hops on his right foot to the dis¬ 
 tance line, returning on his left foot. He tags off the next player on 
 his team and takes his place on the end of the line. The race finishes 
 when the last player returns from the distance line and crosses the 
 starting line. 
 
 Forward Roll Relay (13) 
 
 Place a mat in center of floor in front of 
 each team. Players run to mat, forward 
 roll on mat, run to the end of the room; 
 returning make another forward roll and 
 run back to team, touching off No. 2 who 
 does the same. If a team can do a backward 
 roll use it for variety, or alternate. 
 
 Frog Race (14) 
 
 Similar to the hop race with the exception 
 that the competitors travel in frog leaps 
 rather than by hops. (Note. The frog leap 
 is executed in this fashion. The player places 
 both hands upon the ground supporting his 
 weight thereupon as he jumps both feet for¬ 
 ward, feet outside of hands. He then moves 
 both hands forward simultaneously followed 
 by both feet.) He travels the entire distance 
 to the distance line, upon reaching which he 
 assumes a standing position and runs back, 
 tagging off the second competitor. 
 
 Skin the Snake (15) 
 
 Participants again assume the column of file position. Each 
 reaches back between his legs with his right hand and grasps the 
 left hand of the team-mate behind him. Upon the signal to start, the 
 back player in the column lies down, keeping his feet together, and 
 maintaining his grip on team-mate’s hand. The column walks back¬ 
 wards over him. The next to the last player lies down beyond the 
 last, etc., until the entire column is stretched on the ground. The 
 player who was in the front of the column will be the last player to 
 lie down. He gets up immediately and, running forward, straddling 
 
 Forward, Roll Relay 
 
396 
 
 HANDBOOK FOR COMRADES 
 
 the line, pulls the line with him. The line which gets to its feet the 
 quickest without having broken, wins the race. 
 
 Slap Obstacle (16) 
 
 Players are arranged in parallel lines. Four players are selected 
 from each column and are placed in front of and in line with the 
 column with a distance of five yards between them. The first 
 player in front of the column stands at attention; the second 
 player takes a stooping position, as for leapfrog; the third player 
 
 takes a stride-stand position; the fourth player stands at attention. 
 At the signal to start the player in front of the column runs forward, 
 circling number one, leaping over number two, crawling between the 
 straddle legs of number three, circling number four. After which he 
 runs to the rear of the column, where he slaps the back of the last 
 player; the last player slaps the back of the player in front of him 
 and the slap is passed to the front player in the line who rushes for¬ 
 ward upon receiving his slap and repeats the performance of the 
 first runner. The game is finished when the last player in the col¬ 
 umn, after clearing all obstacles, crosses the starting line. 
 
 Rule. Runners are not allowed to grasp the man as they run 
 around him. 
 
 Dead Man Relay (17) 
 
 The front player in the column is instructed to go half way to the 
 distance line and lie upon his back upon the ground with his head 
 towards his team. At the signal to go, the second player in the 
 column runs to the player lying upon the ground and lifts him by the 
 shoulders to a standing position. (The player lying upon the ground 
 should keep perfectly rigid.) The player lifted, then runs to the 
 finish line. From there, he returns to the rear of his line. In the 
 meantime the player who lifted him from the ground, lies upon his 
 back in the same position as the player lifted. He who has gone to 
 the rear slaps the player in front of him, and the slap is passed on 
 until it reaches the player in the front of the column. He runs for¬ 
 ward, lifts the dead man, and takes his place. The player runs to 
 the finish line, and returning to the rear of the column, starts the 
 
GROUP AND MASS GAMES 
 
 397 
 
 slap forward. The game ends when the last player in the line is 
 lifted from the dead man’s position, crosses the distance line and 
 returns across the start line. 
 
 « 
 
 Attention (18) 
 
 Players stand at attention and are numbered off from the front 
 of each column. The leader calls a certain number. The player of 
 that number in each column runs forward on the right hand side, 
 circling his column. Upon reaching the opening made by himself 
 in the column, he steps in, assuming the attitude of attention. One 
 point is awarded to the team whose runner first assumes the proper 
 attitude in the column. Another number is called and the game 
 continues. 
 
 
 Passing Relay 
 (See page 392) 
 
 Pass the Buck (19) 
 
 The players are in formation of 
 two or more files, standing at 
 stride-stand position with forward 
 body bend and hands upon hips. 
 
 Upon the starting signal the back 
 man comes to the position of 
 attention—with a snap—at the 
 same time striking hard with the 
 
 open palms of both hands the seat of the player in front of him, who 
 in turn “Passes the Buck” on down the file. When the file leader re¬ 
 ceives the “Buck” he immediately gives the command, “About face!” 
 The file about faces and jumps to a stride-stand forward trunk bend 
 and the “Buck” is then passed up the file harder and faster than it 
 went down. This is a relay race and the file getting the “Buck” back 
 to its file-closer first wins. It is advisable to repeat the relay, i. e., 
 have the “Buck” passed down and up the file twice. 
 
 Spin around Relay (20) 
 
 A player is sent forward from each line to a position ten yards in 
 front of and in line with his column. He shall be known as the pivot. 
 At the signal to start the player at the head of the column runs to 
 the pivot, links his right arm in the right arm of the pivot and swings 
 around him, and then returns to the rear of the line, links the arm of 
 the man at the rear and pivots around him. He then runs and tags 
 off the man at the front of the column and takes his place at the 
 rear. The man tagged off repeats the performance of the first man 
 who ran. 
 
 Jump Stick Relay (21) 
 
 Equipment Needed: One stick at least three feet long for each team. 
 The stick is held in the hand of the first player in the column. Upon 
 
398 
 
 HANDBOOK FOR COMRADES 
 
 the signal to start he runs to the distance line, touching the line or 
 the ground beyond with the stick. He then returns to the front of 
 the column and hands the other end of the stick to No. 2. Then 
 holding the stick between them and near the ground, they run to 
 the rear of the column on each side. The players in the column leap 
 over the stick as it reaches their feet. Upon coming to the rear end of 
 the column No. 2 takes the stick and runs to the distance line, which 
 he touches. He returns to the front of the column, hands the other 
 end of the stick to No. 3 and the game continues until the last 
 player in the column carries the stick across the distance line. 
 
 Flag Race (22) 
 
 In this race the players face to the left. A flag is stuck in the 
 ground on the starting line. At the signal to start the contestant 
 nearest the flag picks it up and hands it to his next neighbor. In this 
 way it is passed to the end of the line. The end player takes the 
 flag and runs in front of his line to the distance line. Returning to 
 the right of his column, he starts passing the flag along. The player 
 who is then last in line repeats the performance and so on until 
 every player has run. The last player finishes the race when he 
 crosses the distance line. 
 
 Rescue Race (23) 
 
 Players stand at attention. At the signal to start No. 2 in the 
 column leaps upon the back of No. 1, who carries him across the 
 distance line in piggy-back position. There he drops him. No. 1 
 remains behind the distance line. No. 2 rushes back and picks up 
 No. 3 in the column and carries him beyond the distance line and 
 No. 2 remains there. No. 3 rushes back and picks up No. 4, etc., etc. 
 When the last player in the column has been carried across the dis¬ 
 tance line the race is finished. 
 
 Centipede Relay (24) 
 
 The first four players in the column straddle a 
 broomstick. It is required that the first three players 
 grasp the broomstick with both hands in front of 
 them. The last player of the four must grasp the 
 broomstick with both hands behind him. In this 
 position they run across the distance line and return. 
 Behind the finish line they give the broomstick to 
 the next four players on their team, and take their 
 place at the rear of the line, while the second four 
 repeat the performance of the first. The race ends 
 when the last group of four crosses the start line. 
 
 Centipede Relay 
 
GROUP AND MASS GAMES 
 
 399 
 
 Paul Revere Race (25) 
 
 Players are arranged in column of file “open order” with a distance 
 of ten to twenty feet between the contestants. A light player is 
 selected from each team to act as rider. He starts just back of the 
 last man in the column. Upon the given signal he leaps upon the 
 back of the last man who carries him to the man next in front of 
 him in line. The rider must change from the back of the first steed 
 on to the back of the second without, touching the ground. The 
 second steed carries him to the third and he is passed on from steed 
 to steed until he reaches the front man in the column, who carries 
 him across the distance line, ending the race. 
 
 Chariot Race (26) 
 
 Each line is grouped in pairs. At the signal to start the first pair 
 with arms locked run across the distance line, returning across the 
 start line, running to the rear end of the column. They slap the last 
 pair. That pair passes the slap on to the pair next in front of them, 
 etc. As soon as the slap reaches the pair at the head of the column, 
 they start. The race ends when the last pair returning cross the 
 finish line. 
 
 Three-Legged Race (27) 
 
 No equipment needed other than the belts of the competing players. 
 The competitors on the team are grouped in pairs. Team-mates 
 stand opposite each other and have their inside legs strapped to¬ 
 gether just above the ankle with one belt and above the knee with 
 the other. Their inside arms are placed around the back of their 
 team-mate. The race is run in this fashion. When the first pair 
 returns from the distance line they tag off the second and the second 
 tags off the third, etc. 
 
 HI. STUNTS 
 
 STUNT ATHLETIC MEET 
 
 One Hundred Yard Dash (1) 
 
 A s many pieces of string are tacked to the wall , four feet , eight inches 
 above the ground and about two feet apart , at one end of the stage or room , 
 as there are competitors. The string to be twelve feet long. The 
 contestants take the end of the string in their mouths and line up 
 facing the point where their string is tacked. At the word, “GO,” 
 without the use of hands, they gather the string into their mouths 
 until all the string has been taken into the mouth and the end attached 
 to the wall is reached. The string must be kept taut at all times. 
 
 16-Pound Shot Put (2) 
 
 An inflated paper bag is put for distance, as though it were a shot, 
 from the shoulder. 
 
400 
 
 HANDBOOK FOR COMRADES 
 
 Potato Race (3) 
 
 A potato or some similar object is placed at the starting line. The 
 race consists of pushing same with the nose to a certain point and 
 back across the starting line. 
 
 Newspaper Race (4) 
 
 Contestants line up upon a starting line with a newspaper folded 
 in quarter size under each foot. Each at the signal to start, lifts 
 up one foot, and balancing on the other without touching the floor 
 slides the paper forward with his hand. He then brings one foot 
 down upon it, claps his hands above his head and lifts the other 
 from its paper, which he moves forward with his hand. The foot 
 supporting the body must rest upon the paper and the hands must 
 be clapped above the head between each step. The race continues 
 for a distance of about 25 yards. 
 
 Driving Contest (5) 
 
 Equipment Needed: Hammer and ten nails to each man. Plank 
 4 x 4, 6 or 8 feet long. Two or three men strive to see who can drive 
 his nails first. Each man drives his nails into the same plank at the 
 same time. This is very difficult, as the blows are not struck at the 
 same time and the plank will be very unsteady, and one is liable to 
 wallop his fingers. At any rate, he will miss many strokes. 
 
 Blindfold Race (6) 
 
 Contestants are blindfolded and after being spun about several 
 times, start on the race which is to the other end of the room and 
 back. 
 
 Soaped Pole Climb (7) 
 
 Climbing a greased or soaped pole for prizes at the top. 
 
 Bottle Balance (8) 
 
 Contestant sits with his legs extended upon a large bottle or jug, 
 lying upon its side. The right heel is placed on top of the left toe. 
 A box of safety matches and a candle are handed each contestant, 
 who endeavors to maintain his balance and light the candle. 
 
 Shoe Race (9) 
 
 Shoes of contestants are thrown into a barrel. The contestants 
 draw up behind a given line. At a signal they rush to the barrel 
 and endeavor to find their own shoes. They are allowed to throw 
 any shoes not their own as they will. As soon as they find their own 
 
GROUP AND MASS GAMES 
 
 401 
 
 they must report back with the shoes properly on to the judge. The 
 one first doing so wins. 
 
 Sack Chase (10) 
 
 Equipment Needed: Two sacks. The players get into the sacks, 
 which are tied under their arms, and take positions in opposite 
 corners of the ring. They lie on the floor on their backs and wait 
 for the command, “Go.” Upon receiving the command, they jump 
 to their feet and run around the ring, to the right, and keep going 
 until one man overtakes the other. Note. This is the old sack race 
 confined to a boxing ring. 
 
 Peanut Relay (11) 
 
 Equipment Needed: A flat stick like a shingle or a spoon and a 
 peanut for each competing team. Competitors must race across 
 finish line and back, balancing the peanut on the stick or spoon. 
 The stick and peanut are transferred to the next man in the column 
 behind the starting line and the race continues. 
 
 Bat Kicking Stunt (12) 
 
 Equipment Needed: Slippery floor , baseball bat. The player, 
 toeing a certain mark, holds the bat in his left hand, placing the end 
 on the floor close to his left instep. 
 
 The object of the game is to kick the bat for distance, marking 
 distance on the floor. The bat must be kicked by the right toe 
 from in back, the right foot swinging past the left heel on the outside. 
 If the contestant is standing on a slippery floor watch for a fall, 
 as the player will kick his left foot from under him. 
 
 Pillow Fight on Pole (13) 
 
 A pole at least ten feet long is 
 placed across wooden horses, four 
 feet above the floor or ground. The 
 opponents straddle pole armed 
 with pillows and endeavor to dis¬ 
 lodge each other by hitting with 
 pillows. 
 
 Hello, Mike (14) 
 
 Equipment Needed: Boxing 
 
 gloves. Two blindfolded opponents 
 lie upon floor face down with their 
 heads toward each other and about 
 a foot apart. They reach above their heads with their left arms, 
 grasping hands. Their right hands are covered with boxing gloves. 
 
 Pillow Fight 
 
402 
 
 HANDBOOK FOR COMRADES 
 
 Number one says, “Hello, Mike, are you there?” Number two is 
 required to answer, “I am,” trying to deceive his opponent as to 
 location. Number one takes one swing with his gloved hand at 
 the point where the voice comes from. Number two then asks 
 the question and the game continues. 
 
 Cracker Eating Contest (15) 
 
 Five crackers are given each contestant. At the signal to start 
 he begins eating same. The one who consumes the five and is able 
 to whistle first wins the event. (Melon Eating.) 
 
 Weight Guessing (16) 
 
 The object of the game is to make a guess at the weight of some 
 man in the audience or crowd. Post five or six men to paddle the 
 man being weighed when on the weigher’s back. The weigher, 
 picking his victim, feels of his legs and his arms and then says he 
 can guess within three pounds of the man’s weight. If the man per¬ 
 mits, the weigher steps in front of the victim, taking his two arms 
 over his shoulders, and bending forward, lifts the man, raising his 
 feet off the ground, saying, “You weigh about,” the word “about” 
 being the cue for the five or six men posted to start paddling his 
 stern. 
 
 The Ghost (17) 
 
 The individual who puts on the stunt calls for eight or more 
 volunteers. He arranges them in a straight line, elbow to elbow, as 
 close together as possible, and takes his place at the left of the line. 
 Addressing the one who stands at his right he says, “Last night I saw 
 a ghost at my house.” The one addressed replies. “Is that so? 
 What did he do?” The leader then sticks his right arm straight out 
 in front of him. The one next to the leader then turns and ad¬ 
 dresses the individual at his right, making the same statement regard¬ 
 ing a ghost at his house last night, and when the individual replies 
 asking what he did, the informer sticks out his right arm, as did 
 the leader. The question, answer and performance are passed 
 down the line. This results in every man in the line having his right 
 arm sticking straight out before him. With the arm in this position 
 the leader again makes the statement that he saw a ghost in his 
 house last night. The one at his right asks what he did, as before. 
 The leader replies that he did this—and sticks out his left arm. 
 This is repeated until all have both left and right arms projecting 
 in front. Starting at the head of the line the leader then makes the 
 statement and illustrates what the ghost did by assuming a squatting 
 position, leaving both arms out in front. When the whole line has 
 assumed this squatting position after the regular question is asked, 
 the leader starts again, this time sticking one leg out in front, 
 clear off the floor. After the question has been passed down the line, 
 
GROUP AND MASS GAMES 
 
 403 
 
 the individuals are all balancing themselves on one leg, with the 
 other leg and both arms projecting before. The leader by giving a 
 slight shove overbalances the group and a pile results. 
 
 Lifting Seven Men (18) 
 
 This i& a frame-up and should be used particularly to take care of 
 fresh individuals in the camp. Some fellow boastfully says he can 
 lift seven men in the hearing of the fresh one. He, of course, argues 
 the point immediately. A strong man then performs the feat as 
 follows: He lies down on his back. Six other men who are in on the 
 trick sit with their legs across his body. The fresh one is then invited 
 to be the seventh man to be lifted and is asked to lie face down 
 lengthwise across the knees of the six others, his head and shoulders 
 being near the head and shoulders of the strong man who assists in 
 holding him in this position while the six others administer the 
 paddling. 
 
 Pie Eating Contest (19) 
 
 Equipment needed: Four nice juicy blueberry pies. Eight men. 
 The pies are cut in half, being placed in a tin plate, and placed on the 
 table or floor. If on the floor the men kneel. The contestants’ 
 hands must be tied behind them. The object of the game is to see 
 which man can eat his pie the quickest. He must do this without 
 the aid of his hands, and must not be allowed to push pie out of pan. 
 Upon licking the plate clean, he picks up the plate in his teeth. The 
 first man doing this wins. Note. This is a great stunt with which to 
 finish up a stunt night. 
 
 Can and Glove Boxing (20) 
 
 Opponents are armed with a can containing pebbles in their right 
 hand and a boxing glove on their left. Both are blindfolded. They 
 rattle continuously, endeavoring to locate each other by sound 
 in order to land blow with glove hand. 
 
 Barrel Boxing (21) 
 
 Secure two large barrels, extracting projecting nails. Place 
 opponents inside of same and have them box. Note. A potato sack 
 can be used as a substitute for barrels in this event. 
 
 Hot Hand (22) 
 
 One man who is “it” bends foward, placing his hands on his knees 
 The other players gather behind him and swat him with the palms of 
 their hands. If he guesses the one who hits him that one must take 
 his place. 
 
4°4 
 
 HANDBOOK FOR COMRADES 
 
 DUAL STRENGTH TEST 
 
 Large groups can be divided into equal smaller groups and compete 
 in the following events to good advantage. These events can also be 
 used successfully as events for stunt night programs. Have the 
 winner challenge anyone in the audience. 
 
 Hand Wrestling (i) 
 
 The wrestlers stand with right foot 
 advanced clasping right hands. The ob¬ 
 ject is to make opponent move a foot from 
 his position on the ground. This consti¬ 
 tutes a throw. 
 
 Toe Wrestling (2) 
 
 The wrestlers are seated on the ground 
 facing each other’s knees. A stick is 
 placed between the arms and knees while 
 in this position. The object is to get the 
 toes under those of the opponent and roll 
 him over backwards. If either wrestler 
 breaks his handclasp about the knees it 
 constitutes a victory for his opponent. 
 
 Indian Wrestling (3) 
 
 The wrestlers lie upon backs side by side 
 with arms locked, legs extended in opposite 
 directions. The right legs are raised and 
 lowered twice. At the third raising they 
 lock legs together and each endeavors to 
 bring his opponent’s leg down to the 
 ground, thereby turning him upon his face. 
 
 Twist Stick (4) 
 
 Two grasp a gun or broomhandle high 
 above their heads. At the word to go the 
 stick must be brought down between 
 them, thereby twisting within the hands of 
 one of the players. This can be done with¬ 
 out stick by having opponents grasp hands 
 above head, fingers between fingers. 
 
 Pull Stick (5) 
 
 Two sit upon the floor, toes against 
 toes. They grasp a broomhandle be¬ 
 tween them, and at the signal each tries to 
 pull the other up off the floor. Can be used 
 without stick by opponents grasping 
 hands, using the hook grasp. 
 
 Twist Stick 
 
GROUP AND MASS GAMES 
 
 405 
 
 Rooster Fight (6) 
 
 A circle four feet in diameter is drawn upon the 
 floor or ground. Two players standing on one leg, 
 both hands grasping the other foot behind their 
 backs, endeavor to make the other step outside of 
 the ring or break his clasp upon the upheld foot, by 
 shouldering each other. 
 
 Knocking Off Hat (7) 
 
 Two, by sparring together endeavor to knock off 
 the opponent’s hat. Rooster Fight 
 
 Dog Fight (8) 
 
 Two place themselves on hands and knees facing each other about 
 three feet apart. Their leather belts are linked together. The 
 linked belts are thrown over their heads. The players must keep 
 heads up and back. At the word “Go,” the players pull against each 
 other until one of them is pulled across the line three feet back from 
 where the players started, or until his head is pulled forward thereby 
 releasing the strap. 
 
 Elbow Wrestling (9) 
 
 A table or some flat surface is necessary for this event. The 
 opponents stand on opposite sides of the table placing the right 
 elbows together on same. They clasp hands and endeavor to push 
 the back of the hand of the opponent down to the table without 
 lifting the elbow. 
 
 Harlequin Wrestle (10) 
 
 Each contestant stands on one leg, one leg and arm swinging free. 
 They grasp right hands and each tries to make the other lower his 
 upraised foot to the ground, or touch the floor with his free hand. 
 Losing balance or touching floor with free hand or foot constitutes a 
 fall. A fall may be produced only with the engaged hand. 
 
 La Savate (n) 
 
 Two contestants fold arms, hop on one foot until within touching 
 distance with their free feet, when by feinting or tapping with the 
 free foot each tries to cause the opponent to lose his balance and 
 touch floor with free foot. (From the French boxing contests where 
 the feet are used.) 
 
406 
 
 handbook: for comrades 
 
 Hand Slap Wrestle (12) 
 
 Same formation as above. 
 Players stand about two feet 
 apart with each player’s feet 
 in a line, toe and heel touching, 
 left arm placed behind back, 
 right arm swinging free in 
 front. The player, by strik¬ 
 ing, feinting, or evading tries 
 to cause his opponent to lose 
 
 „ , „„ , , his balance. This constitutes 
 
 Hand Slap Wrestle a fall. The fallen player’s 
 
 place is taken by another player from his own team. This continues 
 until all of one team have been thrown. The team wins which has the 
 last boy standing. 
 
APPENDIX 
 
HISTORICAL STATEMENT 
 Edgar M. Robinson 
 
 Senior Secretary of Boys' Work Division, International Committee 
 of Young Men's Christian Associations 
 
 One of the outstanding characteristics in the organization of 
 the Young Men’s Christian Association has been the emphasis 
 placed upon the local autonomy and independence of each 
 individual Association. 
 
 The supervising committees have been created by the local 
 Associations in convention assembled, and continued to operate 
 under the instruction of such conventions. This complete liberty 
 and responsibility of each local unit has had much to do with the 
 development of the almost endless varieties of Association 
 effort. No set pattern or program has been handed down from a 
 central authority, but the fundamental ideals of the Association 
 have been preserved, notwithstanding this. While the Associa¬ 
 tion movement as a whole has lacked uniformity, it has not lacked 
 unity. 
 
 To introduce a standardized, graded program into an organiza¬ 
 tion with such history and traditions would be quite impossible, 
 were it not for the almost unanimous consciousness of need and 
 desire for something of this kind. Local Associations which were 
 acutely conscious of how “peculiar” their fields were, and how 
 much they differed from other Association fields, also became 
 increasingly conscious of the number of problems that were 
 identical in every field. While Associations justly resent any 
 movement which would tend to deprive them of their individu¬ 
 ality, they eagerly welcome any plan which is the result of 
 “pooled” experience and which helps them in their common 
 problems. + 
 
 Many years ago it was found, through physical department 
 activities, that boys took pride in their records of achievement 
 and would work diligently to measure up to some set standard 
 or requirement in order to receive the recognition. Gradually 
 
4io 
 
 HANDBOOK FOR COMRADES 
 
 this idea of giving boys credits, or points, or counts, was intro¬ 
 duced into other activities beside the physical. Long before the 
 year 1908 such credits were being given by various Associations 
 in varying ways. One of the most elaborate of these local plans, 
 however, was printed in Association Boys in 1908 under the title 
 of “The Tuxis System,” which was devised by Harvey L. Smith, 
 then Boys’ Work Secretary in the Bedford Branch, Brooklyn. 
 Part of this plan had been operated by Mr. Smith in his previous 
 secretaryships in New Haven and Providence. Valuable contri¬ 
 butions in this direction were also made by John L. Alexander, as 
 Boys’ Work Secretary in Philadelphia, and later as Superinten¬ 
 dent of the Secondary Division of the International Sunday 
 School Association, M. D. Crackel, Boys’ Work Secretary of 
 Cleveland, and a number of others. 
 
 The idea of charting a boy with reference to the activities 
 in which he was undeveloped or over-developed, probably 
 originated with Walter M. Wood, General Secretary of Phila¬ 
 delphia, while the charting plan seems to have been first ade¬ 
 quately developed by Taylor Statten, National Boys’ Work 
 Secretary of Canada. So many men at different times have 
 contributed different items, it is impossible to record the credit 
 that is due to each one. 
 
 So rapidly did this general idea spread and develop, the 
 National Council of Canada began to correlate the efforts and 
 developed a system of tests in 1912 under the name of the “Cana¬ 
 dian Standard Efficiency Tests.” 
 
 Shortly after this the Association of Boys’ Work Secretaries 
 of North America appointed a special committee to develop a 
 somewhat similar program for general use in the United States, 
 and some valuable work was done. In May, 1916, the Inter¬ 
 national Committee was ; requested to become responsible for the 
 development of this program, the National Council of Canada 
 having graciously granted the Committee the use of any of its 
 copyrighted material in connection with the Canadian tests. 
 
 A committee of fifteen was called together, representing 
 the Religious Education Association, the Federal Council of 
 Churches of Christ in America, the International Sunday School 
 Association, the Sunday School Council of Evangelical Denomin¬ 
 ations, and the International Committee of Young Men’s 
 
HISTORICAL STATEMENT 
 
 411 
 
 Christian Associations, to discover if an American Standard 
 Program for boys could be jointly developed and promoted. The 
 American Standard Program as then developed was offered to 
 this committee by the International Committee of Young Men’s 
 Christian Associations, with the hope that each of the other 
 bodies would make similar contribution to a joint program. 
 
 Several meetings of this Commission were held, but a number 
 of difficulties presented themselves which prevented unanimous 
 and joint action, so on September 28, 1917, the following resolu¬ 
 tion was passed: 
 
 Whereas the Commission on Religious Education of the Religious 
 Education Association is engaged upon an investigation similar to 
 that undertaken by the Commission on the Standard Program of 
 Boys’ Work, therefore, be it resolved that the Commission suspend 
 operation for the present. Second, that the Chairman of the Com¬ 
 mission be authorized to convene the Commission at any convenient 
 time, upon the request of the representatives of any constituent 
 body. Third, that pending definite action by the Commission, each 
 constituent body will be at liberty to conduct independent investi¬ 
 gation and experimentation in its direction. 
 
 Following this resolution, the International Committee again 
 resumed its work with the program and printed a second proof 
 edition in which the form of the material was changed while the 
 content remained the same. 
 
 A thorough revision was then undertaken by members of the 
 International Boys’ Work Staff and by scores of State and 
 Local Boys’ Work Secretaries and others. Through corre¬ 
 spondence and by conferences, gradually there was built up an 
 elaborate program, which was submitted to a general conference 
 of Association men in Atlantic City'in December, 1918, and to a 
 conference of boys’ work men in Chicago the same month. Still 
 further revisions resulted. Dr. Sidney A. Weston and Professor 
 E. P. St. John gave much valuable time and many helpful sugges¬ 
 tions, especially in connection with parts of the program for 
 Comrades, in adapting the material for use with the Sunday 
 school program for boys of this age. Other recognized leaders 
 in the field of religious education had already been consulted, and 
 had given helpful and constructive criticism. The program as it 
 
412 
 
 HANDBOOK FOR COMRADES 
 
 stands today is the product of many men of recognized ability 
 and experience. 
 
 With the full consciousness that any program of this character 
 must be tested out in the laboratory of experience, and that as 
 large volumes of experience are pooled changes, additions, and 
 modifications of the program may seem wise from time to time f 
 nevertheless this program is recommended in its present form 
 by men who have given careful thought to the matter and who 
 have had years of experience in practical boys’ work, and by 
 men of recognized ability in the field of religious education, as 
 the best all-round graded program of religious education yet 
 devised for boys, and it is hoped that it will be found sufficiently 
 rigid and yet sufficiently elastic to constitute the minimum pro¬ 
 gram which will be used and recommended by the Young Men’s 
 Christian Associations and other organizations which desire it 
 throughout the country. 
 
INSIGNIA AND REGISTRATION 
 
 Classes of Insignia 
 
 A very simple insignia has been devised for the entire Program. 
 It may or may not be used, just as the individual group may 
 determine. Every effort has been made to make it inexpensive, 
 yet effective and attractive. 
 
 Regulation Pins and Watch Fobs 
 
 The regulation pins and watch fobs may be obtained in a vari¬ 
 ety of types and sizes; for the official design see illustration. 
 (Price list furnished upon application.) 
 
 PIONEERS 
 
 COMRADES 
 
 LEADERS 
 
 These pins have been designed to show simply that the wearer 
 is actually identified with the all-round Program of development 
 and to show which particular group of the Program he is taking. 
 The Leader's pin for both Pioneer and Comrade groups is the 
 same. 
 
 The Sweater Emblem 
 
 A more elaborate emblem has been devised for the sweater. 
 (See the complete emblem in the illustration.) 
 
 The Swiss cross is chosen as the symbol of fourfold develop¬ 
 ment. The circle suggests complete living. Each arm of the 
 cross is taken to represent one phase of development: top (No. 
 i), the Intellectual Training Program; left (No. 2), the Physical 
 Training Program; lower (No. 3), the Devotional Training 
 Program; right (No. 4), the Service Training Program. An 
 
4 H 
 
 HANDBOOK FOR COMRADES 
 
 emblem suggestive of each side of the program has been devised 
 and may be earned by the boy in any one of three colors, red, 
 white, or blue. If the boy averages fifty per cent or below in 
 any one of the standards at his initial charting interview, he must 
 wear a red emblem, but if he averages above fifty per cent and 
 under seventy-five per cent, he must wear a white emblem. If, 
 
 SERVICE 
 RECOGNITION 
 
 > PHYSICAL 
 TRAINING 
 
 1 S . T YEAR rjzd 
 2^ YEAR wjtztb 
 3“ YEAR mins 
 
 INTELLECTUAL j 
 
 TRAINING 
 
 SERVICE A 
 TRAINING" 
 
 DEVOTIONAL 
 TRAINING 
 
 on the other hand, his average in any one of the four standards is 
 above seventy-five per cent as shown by the interview, he is 
 entitled to wear the blue emblem; thus his built-up insignia shows 
 his standing. 
 
 Both Pioneers and Comrades have three one-year programs 
 of activity. The silk cords (see illustration) about the basic 
 circle of the insignia are to represent these years of work. A boy 
 taking the first year’s work in either group will add the first or 
 red cord; when he passes into the second year’s work, he will add 
 the second, or white cord; when he passes into the third year’s 
 work, he will add the third or blue cord. Likewise if he enters 
 the group program when the group is using the second year’s 
 tests, he will wear on his insignia only the white cord instead of 
 the red and white, or in the third year, only the blue cord, 
 instead of the red, white, and blue. 
 
INSIGNIA AND REGISTRATION 
 
 415 
 
 The Service Recognition Insignia 
 
 The very soul of the Program is service, consequently the 
 center of the insignia is reserved for the Service Recognition 
 numerals. (For full explanation of the Service Recognition 
 plan see Chapter VI, this manual.) 
 
 The Service Recognition emblems are made bearing heavy 
 numerals. The numeral worn by any boy shows the total number 
 of Service Recognitions that he has been awarded, without 
 regard to the particular type of service rendered. This method 
 is used to overcome the undesirability of rewarding in any way 
 for service. As the boy develops the service side of his life to the 
 maximum, he changes the numeral from 1 up to a possible 6. 
 The Leader of a group should have on hand a supply of Service 
 Recognition emblems of the various numerals so that the changes 
 may be made quickly either by exchange or by supplying addi¬ 
 tional emblems. 
 
 Difference of Insignia for Pioneers and Comrades. 
 
 The only difference between the insignia for Pioneers and 
 Comrades is that the basic circle used in Pioneer insignia is black 
 in color, while the basic circle for the Comrades is tan in color. 
 Each boy should be encouraged to keep all pieces of insignia 
 earned, dating each piece, but should wear only such as show the 
 result of his latest interview and charting. 
 
 A Suggestive Group Insignia 
 
 It will be easily understood how in exactly the same way an 
 accurate insignia for any group may be built up, showing the 
 Intellectual, Physical, Devotional, and Service standing of the 
 group as a whole. The Service Recognition numeral of the group 
 would then, of course, be the total of the individual Service 
 Recognition numerals of all members of the group. A new group 
 insignia should be made each year, following the annual charting 
 of all members in order to bring it strictly up to date. Special 
 group insignia of a large size can be secured from Association 
 Press, 347 Madison Avenue, New York City. Price upon appli¬ 
 cation. Such an all-round development pennant would be very 
 valuable for conferences, camp, conventions, and the like, and 
 
416 
 
 HANDBOOK FOR COMRADES 
 
 its proper display would greatly stimulate the use of the Program 
 by other groups. 
 
 Other Insignia 
 
 In addition to the regular official insignia a group may adopt 
 for local use any additional uniform or insignia—such as colored 
 caps, sweaters, and so forth—that it cares to. 
 
 Local Organization and Administration 
 
 It should be constantly borne in mind that this entire plan of 
 graded material is essentially a program and not a new organiza¬ 
 tion for boys. Consequently, the organization and administra¬ 
 tive features have been kept as simple as possible; every stum¬ 
 bling block and obstacle to local initiative and control has been 
 eliminated; on the other hand, if national recognition is to be 
 given, the national awards and insignia must be reasonably pro¬ 
 tected. The following very simple plan has been devised for 
 present use. What the future may hold no one can at this time 
 determine. 
 
 Creating a Local Cooperative Committee 
 
 For the time being, pending possible revisions or new coopera¬ 
 tive relationships, a local Cooperative Committee shall be com¬ 
 posed of at least three men, officially designated from and ade¬ 
 quately representing the evangelical churches and interests 
 (including the Young Men’s Christian Association). 
 
 (Where there is no local Y. M. C. A., a representative of the 
 County or State Committee should be made a member of this 
 local committee.) 
 
 This committee shall apply for official registration at the near¬ 
 est of the regional offices named below. The fee for registering 
 each local Cooperative Committee is one dollar. 
 
 The following are the present regional offices of the Interna¬ 
 tional Committee: 
 
 Eastern. International Boys’ Division, 347 Madison Avenue, 
 New York, N. Y. 
 
 Central. International Boys’ Division, Room 1500, 19 South 
 La Salle Street, Chicago, Ill. 
 
INSIGNIA AND REGISTRATION 
 
 417 
 
 Western. International Hoys’ Division, 229 Association Build¬ 
 ing, Denver, Colo. 
 
 Southern. International Boys’ Division, 1610 Candler Building, 
 Atlanta, Ga. 
 
 Registering Leaders 
 
 Leaders can only be registered through a local Cooperative 
 Committee. 
 
 The local Cooperative Committee shall forward to the nearest 
 regional office of the International Committee a properly filled 
 out Leader's Registration Blank, and the sum of one dollar for each 
 Leader it registers, to cover costs of registration. 
 
 The registration of Leaders shall be for the calendar year only, 
 a re-registration of all Leaders being required each year. 
 
 Securing Insignia 
 
 National insignia may be secured from Association Press, 347 
 Madison Avenue, New York City, or from any one of its official 
 repositories (cash with order—price list and information upon 
 application) upon the presentation of suitable identification as a 
 registered Leader. (Printed order blanks and identification slips 
 will be supplied each local Cooperative Committee upon regis¬ 
 tration.) 
 
 Cooperation with State Committees 
 
 The regional offices shall file with each state office early record 
 of all registrations of local Cooperative Committees and Leaders 
 within their several states, and such other facts and information 
 as may be valuable to any given state in adequately promoting 
 the best interests of the Program. 
 
 How to Organize Locally 
 
 Create a local Cooperative Committee. Get in touch person¬ 
 ally or by correspondence with your local or nearest supervisory 
 office of the Y. M. C. A. (see list of state offices below) and 
 request that a representative meet with your newly created 
 committee to talk over the whole matter of organization and 
 promotion. This representative will come prepared to explain 
 fully the Program and its objectives. 
 
418 
 
 HANDBOOK FOR COMRADES 
 
 Next, select the Leaders for the various groups that are to use 
 the Program and register them at the nearest regional office upon 
 regular Leader's Registration Blanks that will be supplied upon 
 request. 
 
 Next, take steps, under the direction of the Y. M. C. A. repre¬ 
 sentative or other qualified party, to train adequately your 
 registered Leaders. Not only the content but the objects and 
 purposes of the Program should be well understood by each 
 Leader before he attempts to use it with a group of boys. This 
 training will, of course, include a thorough reading of both the 
 boys’ handbook and the Leader’s manual to be used. If you 
 have questions or wish further information that you cannot get 
 locally, write either your state or regional office. Bulletins and 
 printed matter, bearing on the Program, also order blanks for 
 supplies, samples of various records, etc., will be mailed each 
 Leader upon registration. 
 
 Too great stress cannot be laid upon the absolute necessity of 
 adequately training leadership. Under all circumstances avoid 
 beginning the Program with any group for which you cannot 
 supply a reasonably trained Leader. Avoid widespread promo¬ 
 tion for which you are not prepared. The Program is not a new 
 collection of entertaining stunts but a program of character 
 building, dealing with the fundamentals of boy life. Plan care¬ 
 fully and thoroughly. Hasty and superficial organization means 
 ultimate failure. Seek counsel. Study the manuals. Then 
 proceed, determined to succeed. 
 
 State Committees of Young Men's Christian Associations 
 
 (Address correspondence to Boys’ Division) 
 
 Alabama 
 
 Arizona 
 
 Arkansas 
 
 California 
 
 Colorado 
 
 Connecticut 
 
 Delaware 
 
 District of Col. 
 
 Florida 
 
 526 North 20th Street, Birmingham 
 711 Caples Bldg., El Paso, Texas 
 603 A. O. U. W. Bldg., Little Rock 
 325 First Nat’l Bank Bldg., San Francisco 
 25 East 16th Avenue, Denver 
 177 Church Street, New Haven 
 20 West Franklin Street, Baltimore, Md. 
 20 West Franklin Street, Baltimore, Md. 
 Y. M. C. A., Jacksonville 
 
INSIGNIA AND REGISTRATION 
 
 419 
 
 Georgia 
 
 Idaho 
 
 Illinois 
 
 Indiana 
 
 Iowa 
 
 Kansas 
 
 Kentucky 
 
 Louisiana 
 
 Maine 
 
 Maryland 
 
 Massachusetts 
 
 Michigan 
 
 Minnesota 
 
 Mississippi 
 
 Missouri 
 
 Montana 
 
 Nebraska 
 
 New Hampshire 
 
 New Jersey 
 
 New Mexico 
 
 New York 
 
 North Carolina 
 
 North Dakota 
 
 Ohio 
 
 Oklahoma 
 Oregon 
 Pennsylvania 
 Rhode Island 
 South Carolina 
 South Dakota 
 Tennessee 
 Texas 
 
 Western Texas 
 
 Vermont 
 
 Virginia 
 
 Washington 
 
 West Virginia 
 
 Wisconsin 
 
 Hawaii 
 
 1602 Candler Bldg., Atlanta 
 195 Sixth Street, Portland, Ore. 
 
 19 South La Salle Street, Chicago 
 615 Majestic Bldg., Indianapolis 
 807 S. and L. Bldg., Des Moines 
 613 New England Bldg., Topeka 
 221 West Broadway, Louisville 
 
 509 Maison-Blanche Annex, New Orleans 
 Savings Bank Bldg., Waterville 
 
 20 West Franklin Street, Baltimore 
 167 Tremont Street, Boston 
 
 Adams Avenue and Witherell Street, Detroit 
 
 30 South Ninth Street, Minneapolis 
 
 Daniels Bldg., Jackson 
 
 114 North Seventh Street, St. Louis 
 
 27 Babcock Theater Bldg., Billings 
 
 951 Omaha Nat’l Bank Bldg., Omaha 
 
 39 North Main Street, Concord 
 
 Room 1006, 671 Broad Street, Newark 
 
 711 Caples Bldg., El Paso, Texas 
 
 2 West 45th Street, New York 
 
 350 South Tryon Street, Charlotte 
 
 Roberts Street and First Avenue, Fargo 
 
 36 South Third Street, Columbus 
 
 Patterson Bldg., Oklahoma City 
 
 195 Sixth Street, Portland 
 
 408 Calder Bldg., Harrisburg 
 
 167 Tremont Street, Boston, Mass. 
 
 122 Sumter Street, Columbia 
 305 Boyce-Greeley Block, Sioux Falls 
 226 Seventh Avenue, North, Nashville 
 611 Sumter Bldg., Dallas 
 711 Caples Bldg., El Paso 
 171 College Street, Burlington 
 Chamber of Commerce Bldg., Richmond 
 Fourth Avenue and Madison Street, Seattle 
 1406 G Street, N. W., Washington, D. C. 
 
 147 Fourth Street, Milwaukee 
 Y. M. C. A., Honolulu 
 
LEADER’S REGISTRATION BLANK 
 
 Name_Age. 
 
 City or Town_ 
 
 Home Address._ 
 
 Occupation_ 
 
 State briefly former boys’ work experience:_ 
 
 What study or training for boys’ work have you previously had? 
 
 Have you had specific training for this Program?_ 
 
 What ?,_ 
 
 By whom taught?_ 
 
 Have you carefully read the Handbook and Manual?_ 
 
 To what local institution is the proposed group of boys attached? 
 
 Church_ 
 
 Y. M. C. A._ 
 
 Club_ 
 
 Of what evangelical denomination are you a member?_ 
 
 Name of church?_ 
 
 Number of boys in proposed group?_ Average age?_ 
 
 Is your group an old organization now proposing to use the Program? 
 
 Is your group a new organization beginning an all-round program 
 for the first time?__ 
 
 (Signature of applicant) 
 
(Certification by Local Committee, attached to Leader’s Registration 
 Blank.) 
 
 To the Regional Office, , (Address;_ 
 
 International Committee 
 Young Men’s Christian Association. 
 
 We hereby request your office to issue Registered Leader's Cer¬ 
 tificate to Mr.__ who, in our 
 
 judgment has the capacity and training necessary to successfully 
 organize and administer this all-round program of character-building 
 with a group of boys. 
 
 If this application is accepted, we, a regularly organized and 
 
 registered local Cooperative Committee, agree to give Mr._ 
 
 _’s group our best support and counsel 
 
 in the development and expansion of the program to the end that 
 his boys may be led into a definite plan of all-round Christian living. 
 
 Signed by_ 
 
 For (Name of State)_Committee No- 
 
 Date_ 
 
 Received_ By_ 
 
 Registered Certificate No_issued_(date)_ 
 
 Memoranda filed with (State) Office_(date)_ 
 
 Information packet, sample forms, etc., mailed_(date) 
 
COOPERATIVE COMMITTEE REGISTRATION BLANK 
 
 To the Regional Office, (Address of regional office) 
 
 International Committee 
 
 Young Men’s Christian Association 
 
 Gentlemen: 
 
 We, the undersigned, representing the various evangelical churches 
 and interests of request 
 
 that we be registered as an official local Cooperative Committee and 
 authorized to: 
 
 1. Organize and promote the Program of Christian Citizenship 
 Training in this locality. 
 
 2. Enlist and train prospective Leaders for groups. 
 
 3. Accept and submit for registration local Leaders. 
 
 4. Issue and supply, to such registered Leaders, national insignia, 
 supplies, and service recognitions. 
 
 5. Issue and sell to the general public manuals, handbooks, and 
 general promotion literature as it may develop. 
 
 It is clearly understood by us that this Program is especially 
 designed for use of any party interested in bringing about the all¬ 
 round Christian development of boys and will be administered by us 
 with that end in view. 
 
 We agree to: 
 
 1. Annually submit a simple report of facts and figures on progress 
 made (blank to be supplied). 
 
 2. Adapt local organization and control so as best to meet the boy 
 needs of the whole community. 
 
 3. Select, inspire, and register likely Leaders of groups. 
 
 4. Promote or aid in formulating adequate plans to train sufficient 
 leadership for the natural growth of the Program in the locality. 
 
 Signed: 
 
 Mr._Representing_ 
 
 Mr._Representing_ 
 
 Mr._Representing_ 
 
 (Place additional names on back of this page.) 
 
 Correspondence and business matters with this Committee to be 
 
 taken up with:_Name 
 
 _Address 
 
 Received_(date)_ By_ 
 
 Registration Certificate No._issued_(date)_ 
 
 Memoranda filed with_(State)_Office_(date)_ 
 
 Information packet, sample forms, order blanks, etc., mailed 
 
STANDARD PHYSICAL EXAMINATION BLANK 
 
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INDEX 
 
 Caps and small caps indicate chapter headings. 
 Italics indicate illustrations. 
 
 Accidents (See Safety First) . 339 
 
 Drowning .341 
 
 Falls.340 
 
 Fires.342 
 
 Fires and Their Prevention 342 
 How to Put Out Burning 
 
 Clothing.342 
 
 Poisons.343 
 
 Railway.340 
 
 What to Do in Case of Fire 342 
 Administration of Program . 416 
 Affections, Consecration of . 14 
 
 Albirea .. 213 
 
 Alcor .210, 213 
 
 All About the Program . 1 
 
 Altair.212 
 
 “America” . ..365 
 
 American Citizenship for 
 
 Boys. 345 
 
 American Flag, History of . 363 
 
 American’s Creed.363 
 
 Americans All.89 
 
 Bates, Herbert Roswell . . 98 
 
 Lee, Robert E. 96 
 
 Pitkin, Horace Tracy . . 94 
 
 Riis, Jacob.91 
 
 Roosevelt, Theodore ... 89 
 
 Washington, Booker T. . . 99 
 
 Aquatics.153 
 
 Swimming.153 
 
 Diving.166 
 
 Life Saving.170 
 
 Resuscitation.176 
 
 Swimming Records . . .179 
 
 Aquatics.41 
 
 Aquatics Test.42 
 
 Aquila.212, 215 
 
 Arbor-vitae, or White Cedar 
 
 Tree.239 
 
 Arcturus.212 
 
 . Art.54 
 
 Artificial Aids (Swimming) . 161 
 Artificial Breathing . . . .177 
 Artificial Respiration .... 334 
 Arts, Crafts, and Hobbies . . 24 
 
 Arts, Crafts, and Hobbies Test 25 
 
 Ash Trees.263, 264 
 
 Aspen Tree.240 
 
 Athletes, Christian.145 
 
 Athletic Events, Rules . . .119 
 Athletic Events Summary 45, 117 
 Athletic Meet Equipment . 137 
 Athletic Meet Officials . . . 137 
 Athletic Meet Rules .... 136 
 Athletic Meet Suggestions . 134 
 Athletic Record, Indoor . . 139 
 Athletic Record, Outdoor . .143 
 Athletic Scoring Tables . 124-133 
 
 Athletics.42 
 
 Athletics Test.44 
 
 Athletics, Track and Field 116 
 
 Athletic Meet.134 
 
 Athletic Records . . . .139 
 Christian Athletes . . . . 145 
 Grading for Athletic Events 116 
 Rules for Athletic Events . 119 
 Scoring Tables.124 
 
 Back Stroke .165 
 
 Balance (Swimming) . . . .157 
 
 Balsam Tree.238 
 
 Bandages.324 
 
 Bandages .... 325. 327-329 
 
 Baseball Throw Equipment . 138 
 
 Basswood Tree.262 
 
 Bates, Herbert Roswell ... 98 
 
 Bathing.103 
 
 “Battle Hymn of Republic” . 366 
 Becket Hitch (Knots) .... 208 
 
 Beech Trees .248, 252 
 
 Bible, Knowledge of ... . 58 
 
 Biography, Books of . . . . 314 
 
426 
 
 HANDBOOK FOR COMRADES 
 
 Birch Trees.246, 247 
 
 Birds .216 
 
 Bill.219 
 
 Bluebird .220 
 
 Blue Jay .218 
 
 Chickadee .219 
 
 Classification.218 
 
 Color Variation.219 
 
 Flicker .220 
 
 Migration .220 
 
 Nests .217, 220 
 
 Robin .218 
 
 Woodpecker .218 
 
 Wren .219 
 
 Blackwall Hitch (Knots) . . 208 
 
 Bleeding and How to Stop It 323 
 
 Boat Knot .207 
 
 Books for Older Boys . . .312 
 
 Books of Biography . . . .314 
 
 Books of Character Develop¬ 
 ment .316 
 
 Books of Fiction.312 
 
 Books of History.315 
 
 Books of Poetry and Drama 317 
 
 Books of Romance.313 
 
 Books of Science .318 
 
 Books of Short Stories . .313 
 
 Books of Travel.316 
 
 Books on Camping . . 189-316 
 
 Books on Stars.215 
 
 Books on What and How to 
 
 Do .318 
 
 Bootes.212, 215 
 
 Bowline Knot .207 
 
 Box Elder Tree.261 
 
 Breast Stroke.162 
 
 Breathing (Swimming) . 156, 161 
 
 Breathing, Artificial . . . .177 
 
 Brink, B. Deane (Aquatics) . 153 
 
 Broiling.203 
 
 Brown, Cecil L. (Making of 
 
 Earth).229 
 
 Bruises. . 332 
 
 Buildings, Public.352 
 
 Burns.335 
 
 Butterflies.222 
 
 Banded Purple .222 
 
 Cabbage .286 
 
 Emperor . 224 
 
 Monarch . 221 
 
 Red Admiral . 223 
 
 YeUow Swallowtail .... 224 
 
 Cabbage Butterfly.286 
 
 Camp Cooking.198 
 
 Camp Duties.187, 199 
 
 Camp Fires.190 
 
 Camp Fires .192 
 
 Camp Life and Recreation 184 
 Camping and Campcraft . 184 
 Fires and Their Uses . . .190 
 Hikes and Mountain Climb¬ 
 
 ing .204 
 
 Knots.206 
 
 Sheltering Lean-To . . . 197 
 What and How to Cook . 198 
 
 Camp Shelter.197 
 
 Camp Site.184 
 
 Campcraft.34 
 
 Campcraft Test.36 
 
 Campfire Broiling.203 
 
 Caph .213 
 
 Care of Health.12 
 
 Carrying the Injured . . . .332 
 Carrying the Injured . . 332-334 
 Cassiopeia .... 210, 213, 214 
 
 Castor.213 
 
 Cedar, or Arbor-vitae Tree . 239 
 Chandler, William Stephen . 150 
 Character Development,.Books 
 
 of.316 
 
 Chart . 2 
 
 Charting Interview .... 2 
 
 Chasing Games.380 
 
 Chestnut Tree .253 
 
 Chickens.296 
 
 Buff Orpington Hen . . . 299 
 Plymouth Rock Rooster . .298 
 Rhode Island Red Hen . . 297 
 White Leghorn Hen . . . 299 
 White Wyandotte Hen . . 300 
 Choosing a Life Work ... 78 
 
 Choosing a Life Work Test . 80 
 
 Christian Athletes.145 
 
 Christianity, Story of ... 59 
 
 Church School Loyalty . . 56 
 
INDEX 
 
 427 
 
 Church School Loyalty Test 57 
 
 Church Service.86 
 
 Circle Games.371 
 
 Citizens, Duties of.358 
 
 Citizens, Rights of.354 
 
 Citizenship.74, 346 
 
 Citizenship Test.75 
 
 Civil Duties .361 
 
 Civil Rights .355 
 
 Classification, Weight . 44, 116 
 
 Cleat Hitch (Knots) .... 207 
 
 Clothes for Hikes.204 
 
 Clove Hiteh (Knots) .... 207 
 
 Cold Frame (Garden) . . .274 
 
 Community Relationships . 71 
 
 Community Relationships Test 73 
 
 Community Service . . 
 
 . . 87 
 
 Compresses, Use of . . 
 
 • • 330 
 
 Comrades, Insignia . . 
 
 • • 4 i 5 
 
 Comrades, Silent. . . 
 
 • • 310 
 
 Confidence (Swimming) 
 
 • • 155 
 
 Consecration of Affections . 14 
 
 Constellations. 
 
 . . 214 
 
 Aquila. 
 
 212,215 
 
 Bootes. 
 
 212, 215 
 
 Cassiopeia . . .210, 
 
 213, 214 
 
 Corona Borealis . . . 
 
 . . 215 
 
 Cygnus . 
 
 . . 214 
 
 Delphinus . 
 
 . . 215 
 
 Hercules. 
 
 • • 215 
 
 Lyra. 
 
 212, 214 
 
 Orion . .’. 
 
 . .211 
 
 Orion. 
 
 . . 214 
 
 Pegasus . 
 
 • • 215 
 
 Sagittarius. 
 
 • • 215 
 
 Taurus. 
 
 
 Ursa Major. 
 
 . . 214 
 
 Ursa Minor. 
 
 . . 214 
 
 Cooking Fire. 
 
 . . 191 
 
 Cooking Receipts . . . 
 
 . . 198 
 
 Bacon. 
 
 202, 203 
 
 Beans, Baked .... 
 
 • - 203 
 
 Cocoa. 
 
 . . 202 
 
 Coffee. 
 
 
 Eggs. 
 
 
 Fish. 
 
 . . 202 
 
 Meat, Broiled .... 
 
 • • 203 
 
 Oatmeal. 
 
 . . 202 
 
 Pancakes.. . 200 
 
 Potatoes.201 
 
 Prunes.202 
 
 Rice.202 
 
 Salmon on Toast .... 202 
 Sandwiches, Toasted Cheese 203 
 
 Spaghetti.202 
 
 Cooperative Committee, Local 416 
 Cooperative Committee, Reg- 
 
 tration.416, 422 
 
 Coordination (Swimming) 159-161 
 
 Corona Borealis.215 
 
 Cottonwood Tree.241 
 
 Cramps, Stomach Ache . . .337 
 
 Creed, American’s.363 
 
 Crops .281 
 
 Current History, Trips, and 
 
 Lectures.21 
 
 Current History, Trips, and 
 
 Lectures Test.22 
 
 Cutworms.283 
 
 Cygnus.214 
 
 Cypress Tree.238 
 
 Daily Program, Camp . . .188 
 
 Dashes (Athletics).134 
 
 Delphinus.215 
 
 Deneb. 213 
 
 Depression, Conditions of . .321 
 Devotional Training Pro¬ 
 gram .*. . 49 
 
 Church School Loyalty . . 56 
 
 Church School Loyalty Test 57 
 God in Nature and Art . . 53 
 
 God in Nature and Art Test 54 
 Knowledge of the Bible . 58 
 
 Knowledge of the Bible Test 59 
 My Church and I . . . . 60 
 
 My Church and I Test . . 61 
 
 Personal Devotions ... 61 
 
 Personal Devotions Test 62 
 Personality Analysis ... 62 
 
 Personality Test.63 
 
 Public Worship.51 
 
 Public Worship Test ... 52 
 
 Story of Christianity ... 59 
 
 Story of Christianity Test 60 
 
 Diarrhea.337 
 
428 
 
 HANDBOOK FOR COMRADES 
 
 Discipline, Camp . . . 186, 187 
 
 Dislocations .331 
 
 Dive, Front .167 
 
 Dive, Jack-knife .169 
 
 Dive, Swan .168 
 
 Diving.166 
 
 Dogs.. 288 
 
 Bloodhound .290 
 
 Collie .290 
 
 Fox Terrier .291 
 
 English Setter .289 
 
 Greyhound .289 
 
 Irish Setter .290 
 
 Scottish Terrier .289 
 
 Drama and Poetry, Books of 317 
 
 Draper, George O. (Games) . 369 
 
 Dual Strength Test.404 
 
 Duties of Citizens.358 
 
 Civil.361 
 
 Natural.. 359 
 
 Political.362 
 
 Earache.337 
 
 Earning.308 
 
 Earning capacity. 8 
 
 Earth, Making of.229 
 
 Education ). 8, 360 
 
 Education Test.10 
 
 Elm Trees.254 
 
 Emblems.414 
 
 Emery, J. W., Ph.D. (Plant 
 
 Life).226 
 
 Equipment, Athletic Meet . 137 
 
 Equipment, Camp . . .188, 204 
 
 Examination Blank, Physi¬ 
 cal . 423, 424 
 
 Examination, Physical ... 46 
 
 Exercise.103 
 
 Eyes.106, 337 
 
 Fainting.321 
 
 Feet.108 
 
 Fiction.311 
 
 Fiction, Books of.312 
 
 Field Events (Athletics) . . 134 
 
 Field Events, Equipment . . 138 
 
 Figure Eight Knot . . . 206, 208 
 
 Fire Drills .* 93-195 
 
 Fire, Making without 
 
 Matches.193 
 
 Fire, Making with Flint and 
 
 Steel.196 
 
 Fires and Their Uses .... 190 
 First Aid to the Injured . 320 
 Artificial Respiration . . . 334 
 
 Bandages.324 
 
 Bandages . . . 325, 327-329 
 
 Bleeding and How to Stop 
 
 It.323 
 
 Bruises.332 
 
 Burns.335 
 
 Carrying the Injured ... .332 
 Carrying the Injured 332-334 
 Compresses, Use of ... . 330 
 Cramps, Stomach Ache . .337 
 Depression, Conditions of . 321 
 
 Diarrhea.337 
 
 Dislocations .331 
 
 Earache.337 
 
 Fainting.321 
 
 Fractures.330 
 
 Frostbite and Freezing . . 335 
 General Principles . . . .320 
 
 Head Injuries.322 
 
 Heat Exhaustion . . . .322 
 
 Nosebleed.336 
 
 Poison Ivy and Poison Oak 337 
 
 Poisoning.336 
 
 Pressure and Tourniquet 
 
 Points .323 
 
 Shock.321 
 
 Something in the Eye . .337 
 
 Splints ..330 
 
 Sprains.332 
 
 Stimulants . . . 320, 321, 324 
 
 Sunburn.336 
 
 Toothache.336 < 
 
 Tourniquet .323 
 
 Wounds and Infection . .322 
 
 Flag Day.364 
 
 Flag, History of American . 363 
 
 Flag, Respect for.364 
 
 Flag, Salute to.365 
 
 Flapjack Fantasies.200 
 
 Flea Beetles .285 
 
 Food, Proper.104 
 
INDEX 
 
 429 
 
 Food, Selection .... 187, 199 
 
 Fractures. 33 ° 
 
 Friendship and Social Life . 68 
 
 Friendship and Social Life 
 
 Test.69 
 
 Friendship Fire .... 193. I 97 
 Frostbite and Freezing . . . 335 
 
 Garden, How to Have Good 265 
 
 Cold Frame.274 
 
 Crops.281 
 
 Garden Plan . . 266, 268, 269 
 
 Hoeing.281 
 
 Hotbeds.272 
 
 Insects.283 
 
 Planting.276 
 
 Planting Tables . . . 277, 278 
 
 Seed.274-276 
 
 Soil and Manures . . . .270 
 
 Sunshine.267 
 
 Watering.282 
 
 Gemma .213 
 
 Gibson, Arthur (Insects) 221, 283 
 Gibson, H. W. (Camping) . 184 
 Girls, Relationship with . .113 
 
 Giving.309 
 
 God in Nature and Art ... 53 
 
 God in Nature and Art Test 54 
 
 Government.348 
 
 Governments, Purposes of .353 
 
 Grading for Athletic Events 44,116 
 Group and Mass Games . . 369 
 Alphabetical Answers . .385 
 Animal Blind Man’s Bluff 388 
 
 Around the World .... 385 
 
 Attention.397 
 
 Barrel Boxing.403 
 
 Bat Kicking Stunt .... 401 
 Basket Ball Relay . . 392, 397 
 
 Black and White .380 
 
 Blindfold Race.400 
 
 Bombardment .384 
 
 Bottle Balance.400 
 
 Breaking Prison.372 
 
 Broncho Tag.372 
 
 Can and Glove Boxing . . 403 
 
 Capitals.385 
 
 Centipede Relay .398 
 
 Chain Tag. 375 
 
 Chariot Race. 399 
 
 Circle Chase ..'... 374 
 
 Circle Jump . 37 2 
 
 Circle Stride Ball . . . .375 
 
 Clothespins.389 
 
 Corner Ball . 379 
 
 Cracker Eating Contest . 402 
 
 Cross Questions.389 
 
 Cross Tag. 375 
 
 Dead Man Relay .... 396 
 
 Dodge Ball . 373 
 
 Dog Fight.405 
 
 Double Number Tag . . . 377 
 
 Driving Contest.400 
 
 Duck on Rock.378 
 
 Find the Ring.388 
 
 Fire. 39 <> 
 
 Flag Race.398 
 
 Forward Roll Relay . . -395 
 
 Fox and Geese.383 
 
 Fox in the Hole.383 
 
 Frog Race. 395 
 
 Ghost. 4 ° 2 
 
 Gossip.387 
 
 Guess Ball. 379 
 
 Hand Baseball. 379 
 
 Hello, Mike. 4 01 
 
 Hip.382 
 
 Hop Race . 395 
 
 Hot Hand.403 
 
 Hot Rice. 378 
 
 In and Out.391 
 
 Jenkins Up.389 
 
 Jump Stick Relay . . . -397 
 Knocking Off Hat .... 405 
 
 La Savate.405 
 
 Leapfrog Race.394 
 
 Lifting Seven Men . . . . 403 
 
 Location.390 
 
 Lock Arm Tag .371 
 
 Long Ball . 379 
 
 Magic Writing.386 
 
 Marching Tag.381 
 
 Maze Tag .376 
 
 Mirror Pictures.386 
 
 Monkey and Crab Race . 394 
 
430 
 
 HANDBOOK FOR COMRADES 
 
 Mount Ball .373 
 
 Mount Tag .377 
 
 Newspaper Race .... 400 
 
 Number Tag.377 
 
 Numbers Change .... 374 
 
 Object Tag.372 
 
 One Hundred Yard Dash . 399 
 
 Ostrich Tag .376 
 
 Over and Under.391 
 
 Over and Top.391 
 
 Overcoat Relay Race . . 394 
 
 Pass the Buck.397 
 
 Passing Relay .397 
 
 Paul Revere Race .... 399 
 
 Peanut Relay.401 
 
 Pie Eating Contest . . . 403 
 
 Pillow Fight .401 
 
 Pillow Fight on Pole . . .401 
 
 Potato Race.393 
 
 Potato Race (Stunt) . . . 400 
 
 Prisoners’ Base.381 
 
 Prisoners' Base .382 
 
 Pull into Circle.374 
 
 Pull Stick .404 
 
 Rescue Race.398 
 
 Rooster Fight .405 
 
 Run Sheep Run.382 
 
 Sack Chase.401 
 
 Sack Race .393 
 
 Safety First Hop .... 383 
 
 Shoe Race.400 
 
 Shouting Proverbs .... 388 
 
 Sixteen-pound Shot Put 
 
 (Stunt).399 
 
 Skin the Snake.395 
 
 Skin the Snake .396 
 
 Slap Obstacle .396 
 
 Snatch Ball .383 
 
 Soaped Pole Climb . . . 400 
 
 Spin Around Relay . . . 397 
 
 Spinning the Hun .... 374 
 
 Stab-the-Spud Race . . .393 
 
 Steal the Flag .381 
 
 Stealing Ammunition . . 380 
 
 Straddle Relay .391 
 
 Swat Tag.372 
 
 Telegrams ..388 
 
 Three Deep Tag . 37 1 
 
 Three-Legged Race . . . 399 
 
 Treasure Hunt.384 
 
 Turtle Tag.375 
 
 Twist Stick .404 
 
 Verbal Authors.387 
 
 Watch Trick.387 
 
 Weight Guessing .... 402 
 
 Who Ami? .385 
 
 Words.387 
 
 Wrestle, Hand Slap . . . 406 
 Wrestle, Harlequin . . .405 
 Wrestling, Elbow .... 405 
 
 Wrestling, Hand .404 
 
 Wrestling, Horseback . . 380 
 Wrestling, Indian .... 404 
 
 Wrestling, Line.378 
 
 Wrestling, Toe .404 
 
 Group Games.40 
 
 Group Games Test .... 40 
 
 Group Insignia.415 
 
 Group Service.88 
 
 Guessing Games.387 
 
 Gum Trees.257, 262 
 
 Habits, Health.32 
 
 Handicaps Revealed by War 106 
 
 Head Injuries.322 
 
 Health Education.12 
 
 Health Education Test . . . 15 
 
 Health Habits.32 
 
 Health Habits Test .... 34 
 
 Health, Sex.104 
 
 Pleat Exhaustion.322 
 
 Hemlock Tree.237 
 
 Hercules.215 
 
 Hickory Trees.244, 245 
 
 Hikes.204 
 
 Historical Statement .... 409 
 
 History, Books of.315 
 
 History, Current .21 
 
 History of American Flag . .363 
 
 Hobbies .'.24 
 
 Hoeing (Garden) .281 
 
 Home Relationships .... 65 
 
 Home Relationships Test . . 67 
 
 Home Service Test .... 85 
 
 Hornbeam Trees . . . 247, 248 
 
 Hotbeds (Garden).272 
 
 How to Organize.417 
 
INDEX 
 
 43 i 
 
 How to Secure Insignia . . .417 
 Insects, Collection and Pre¬ 
 
 servation .221 
 
 Banded Purple Butterfly . 222 
 
 Collecting .223 
 
 Emperor Butterfly .... 224 
 
 Killing Bottle.222 
 
 Monarch Butterfly .... 221 
 
 Mounting .223 
 
 Mounting Board .223 
 
 Net .222 
 
 Net.221 
 
 Preserving Specimens . .224 
 
 Rearing Insects.225 
 
 Red Admiral Butterfly . .223 
 Yellow Swallowtail . . . .224 
 
 Insects, Garden.283 
 
 Cabbage Butterfly . . . .286 
 
 Cutworms .283 
 
 Flea Beetles .285 
 
 Plant Lite .284 
 
 Potato Beetle .286 
 
 Root Maggots.285 
 
 Insignia ......... 3 
 
 Insignia .413 
 
 Comrades .415 
 
 Explanation .413 
 
 Group.415 
 
 How to Secure.417 
 
 Pioneers.415 
 
 Service Recognitions ... 415 
 
 Intellectual Training Pro¬ 
 gram . 5 
 
 Arts, Crafts, and Hobbies . 24 
 
 Arts, Crafts, and Hobbies 
 
 Test.25 
 
 Current History, Trips and 
 
 Lectures.21 
 
 Current History, Trips and 
 
 Lectures Test.22 
 
 Education. 8 
 
 Education Test.10 
 
 Health Education .... 12 
 
 Health Education Test . . 15 
 
 Personality Analysis ... 29 
 
 Personality Analysis Test . 30 
 
 Reading and Public Speak¬ 
 ing .17 
 
 Reading and Public Speak¬ 
 ing Test.19 
 
 Supplementary Training . 11 
 
 Supplementary Training 
 
 Test.12 
 
 Woodcraft and Nature 
 
 Study.27 
 
 Woodcraft and Nature 
 
 Study Test.28 
 
 Ironwood, or Hop Hornbeam 
 
 Tree.247 
 
 Jumps.120-122 
 
 Jumps, Equipment for . . . 138 
 
 Jury.355 
 
 Keeping Fit.102 
 
 Knots.206 
 
 Becket Hitch .208 
 
 Blackwall Hitch .208 
 
 Boat Knot .207 
 
 Bowline Knot .207 
 
 Cleat Hitch .207 
 
 Clove Hitch .207 
 
 Figure Eight Knot . . 206, 208 
 
 Mangus Hitch .207 
 
 Overhand Knot .206 
 
 Sheepshanks .208 
 
 Slip or Running Knot . .206 
 
 Square of Reef Knot . . .206 
 
 Timber Hitch .208 
 
 Knowledge of the Bible . . 58 
 
 Knowledge of the Bible Test 59 
 
 Land Drills (Swimming) . .163 
 Larch, or Tamarack Tree . . 236 
 
 Law .347 
 
 Leader’s Registration Blank . 420 
 Leaders, Training of . . . .418 
 
 Lee, Robert E.96 
 
 Life Saving.170 
 
 Life Saving Recognition . . 88 
 
 Living, Clean.14 
 
 Local Cooperative Committee 416 
 Lyra.212, 214 
 
 McCracken, Joseph C., M.D. 147 
 Mangus Hitch (Knots) . . . 207 
 Manhood, Control and Con¬ 
 
 servation .112 
 
 Maple Trees.259-261 
 
432 
 
 HANDBOOK FOR COMRADES 
 
 Mass Games.371 
 
 Meet, Athletic.134 
 
 Methods of Release (Life 
 
 Saving) .171 
 
 Milky Way.211 
 
 Mingling Games.385 
 
 Mizar.210, 213 
 
 Music.53 
 
 My Church and I.60 
 
 My Church and I Test ... 61 
 
 “My Country, ’Tis of Thee” . 366 
 Natural Duties (Citizenship) 359 
 
 Nature.53 
 
 Nature and Art Test ... . 54 
 
 Nature Hobbies.209 
 
 Birds, How to Know . . . 216 
 Earth, Making of .... 229 
 Insects, Collection and Pre¬ 
 servation .221 
 
 Plant Life, Development of 226 
 Stars and Constellations . 209 
 
 Nature Study.27 
 
 Nosebleed .336 
 
 Oak Trees.249-252 
 
 Officers, Public.350 
 
 Officials, Athletic Meet . . . 137 
 Organization and Adminis¬ 
 tration .416 
 
 Cooperation with State 
 
 Committees.417 
 
 Cooperative Committee . 416 
 How to Organize . . . .417 
 
 Regional Offices.416 
 
 Registration Blanks . 420-422 
 State Committees . . . .418 
 Training of Leaders . . .418 
 
 Orion .211 
 
 Orion .214 
 
 Osage Orange or Bow-wood 
 
 Tree.255 
 
 Overhand Knot .206 
 
 Passing Relays (Games) . . 391 
 
 Pecan Tree.244 
 
 Pegasus.215 
 
 Personal Devotions .... 61 
 
 Personal Devotions Test . . 62 
 
 Personal Service.85 
 
 Personality Analysis .... 
 
 Devotional.62 
 
 Intellectual.29 
 
 Physical.47 
 
 Service.83 
 
 Personality Analysis Tests 
 
 Devotional.63 
 
 Intellectual ........ 30 
 
 Physical.48 
 
 Service.83 
 
 Pets.288 
 
 Chickens.296 
 
 Dogs.288 
 
 Pigeons .292 
 
 Rabbits.301 
 
 Physical Examination ... 46 
 
 Physical Examination Test . 47 
 
 Physical Examination Blank 
 
 423, 424 
 
 Physical Training Program 31 
 
 Aquatics.41 
 
 Aquatics Test.42 
 
 Athletics.43 
 
 Athletics Test.44 
 
 Campcraft.34 
 
 Campcraft Test .... . 36 
 
 Group Games.40 
 
 Group Games Test ... 40 
 
 Health Habits.32 
 
 Health Habits Test ... 34 
 
 Personality Analysis ... 47 
 
 Personality Analysis Test . 48 
 
 Physical Examination . . 46 
 
 Physical Examination Test 47 
 
 Team Games.38 
 
 Team Games Test .... 39 
 
 Pigeons .292 
 
 Antwerp.296 
 
 Barb.295 
 
 Barb .295 
 
 Carrier .292 
 
 Dragon.295 
 
 Dragon .296 
 
 English Owl .296 
 
 English Owl .296 
 
 Fantail .294 
 
 Homer.296 
 
INDEX 
 
 433 
 
 t 
 
 Homer .296 
 
 Jacobin .295 
 
 Jacobin .293 
 
 Magpie.295 
 
 Magpie . 294 
 
 Pouter.295 
 
 Pouter . . ..293 
 
 Trumpeter .292 
 
 Tumblers.295 
 
 Tumbler, short-faced . . . 294 
 
 Turbit.295 
 
 Turbit .295 
 
 Pine Trees.235-236 
 
 Pins.413 
 
 Pioneers, Insignia . . . 413, 415 
 Pitkin, Horace Tracy ... 94 
 
 Plant Lice.284 
 
 Plant Life, Development . . 226 
 
 Planting (Garden).276 
 
 Planting Tables .... 277, 278 
 
 Poe, Arthur.146 
 
 Poetry.53 
 
 Poetry and Drama, Books of 317 
 Poison Ivy and Poison Oak . 337 
 
 Poisoning . . . . r.336 
 
 Polaris (North Sta ) . . 210, 213 
 
 Political Duties.362 
 
 Political Rights.357 
 
 Pollux.213 
 
 Poplar Trees.. 241 
 
 Potato Beetle.286 
 
 Potato Race . . .119. 393, 400 
 
 Poultry .296 
 
 Pressure and Tourniquet Points 323 
 Program, Camp .... 188, 189 
 
 Property, Public.350 
 
 Protection of Citizens.... 348 
 
 Public Buildings.352 
 
 Public Officers .350 
 
 Public Utilities.351 
 
 Public Worship.51 
 
 Public Worship Test .... 52 
 
 Putting Shot.122 
 
 Quiet Social Games . . . .385 
 
 Rabbits.301 
 
 Angora.305 
 
 Belgian. 305 
 
 Belgian Hare .302 
 
 Dutch. 3°4 
 
 Dutch, Black and White . . 304 
 Dutch Marked Cavy . . .303 
 
 English. 305 
 
 English . 3°4 
 
 Flemish Giant. 3 02 
 
 Himalayan. 3°5 
 
 Himalayan . 3°5 
 
 Lop Ears. 3°4 
 
 Lop, Black and White . . 301 
 
 Silver. 3°5 
 
 Silver Grey .303 
 
 Race, Potato . . .119. 393 . 400 
 
 Race, Sack.138. 393 
 
 Races, Equipment.393 
 
 Races, Novelty Relay . . .394 
 
 Read, What to. 3 11 
 
 Reading and Public Speaking 17 
 Reading and Public Speaking 
 
 Test.19 
 
 Recognitions, Service . . 84 
 
 Record, Indoor Athletic . . 139 
 Record, Outdoor Athletic . .143 
 Records, Swimming . . . .179 
 Red-bud, or Judas Tree . .259 
 
 Regional Offices.4 X 6 
 
 Registration Blanks . . 420-422 
 Registration, Cooperative 
 
 Committee .... 416, 422 
 Registration, Leaders . 417, 420 
 Relationships with Girls . . 113 
 Relaxation (Swimming) . .158 
 Relay Events (Athletics) . . 134 
 Relay Races (Games) . . . 39 ° 
 
 Release, Methods (Life Sav¬ 
 
 ing) .171 
 
 Rescuing (Life Saving) . . .173 
 
 Respect for Flag.364 
 
 Resuscitation (Life Saving) . 176 
 Resuscitation (Schafer Meth¬ 
 od) . . . ..176 
 
 Rickey, Branch.148 
 
 Rigel.213 
 
 Rights of Citizens. 354 
 
 Civil. 355 
 
 Natural. 354 
 
434 
 
 HANDBOOK FOR COMRADES 
 
 Political.357 
 
 Riis, Jacob.91 
 
 Romance, Books of .... 313 
 Roosevelt, Theodore .... 89 
 
 Root Maggots.285 
 
 Rules, Athletic Events . . .119 
 Rules, Athletic Meet .... 136 
 
 Rules, Training.102 
 
 Running Broad Jump . . . 122 
 Running High Jump . . . .121 
 
 Sack Race.138, 393 
 
 Sadr.213 
 
 Safety First .339 
 
 Accidents, Drowning . . . 341 
 
 Accidents, Falls.340 
 
 Accidents, Fire.342 
 
 Accidents, Poisons .... 343 
 Accidents, Railway . . . 340 
 
 Sagittarius.215 
 
 Salute to Flag.365 
 
 Sanitation, Camp . . . 185, 186 
 
 Sassafras Tree .256 
 
 Saunders, W. E. (Birds) . .216 
 Saving Human Life .... 88 
 
 Saving Money .307 
 
 Schafer Method, Resuscita¬ 
 tion .176 
 
 School or Employment Ser¬ 
 vice .86 
 
 Science, Books of.318 
 
 Scoring Tables (Athletics) 124-133 
 Sculling (Swimming) .... 166 
 
 Seed.274-276 
 
 Service Recognitions ... 84 
 
 Church Service.86 
 
 Community Service ... 87 
 
 Home Service.85 
 
 Insignia.415 
 
 Personal Service.85 
 
 Saving Human Life ... 88 
 
 School or Employment Ser¬ 
 vice .86 
 
 Service to Group .... 88 
 
 Service Training Program 64 
 Choosing a Life Work . . 78 
 
 Choosing a Life Work Test 80 
 Citizenship.74 
 
 Citizenship Test. 75 
 
 Community Relationships 71 
 
 Community Relationships 
 
 Test. 73 
 
 Friendship and Social Life 68 
 
 Friendship and Social Life 
 Test.69 
 
 Home Relationships ... 65 
 
 Home Relationships Test . 67 
 
 Personality Analysis ... 83 
 
 Personality Analysis Test . 83 
 
 Training for Service ... 76 
 
 Training for Service Test . 77 
 
 World Brotherhood ... 81 
 
 World Brotherhood Test . 82 
 
 Seton, Ernest Thompson . . 195 
 Seton, Ernest Thompson 
 
 (Trees).234 
 
 Sex Health ........ 104 
 
 Sheepshanks (Knots) .... 208 
 
 Sheltering Lean-To . . . . 197 
 
 Shock.321 
 
 Shot Put.122 
 
 Shull, Lieut. Laurens C., 
 
 D. S. C.151 
 
 Shuttle Events (Athletics) . 135 
 
 Silent Comrades.310 
 
 Sirius . .'.213 
 
 Sky in Autumn .213 
 
 Sky in Spring .212 
 
 Sky in Summer .213 
 
 Sky in Winter .212 
 
 Sleep.104 
 
 Slip or Running Knot . . . 206 
 Social Team Games . . . .389 
 Soil ahd Manures (Garden) . 270 
 Something in the Eye . . .337 
 Songs of Our Country . . . 365 
 
 Spending, Wise.308 
 
 Splints. 330 
 
 Sprains.332 
 
 Sprints .119 
 
 Sprints, Rules.120, 137 
 
 Spruce Tree .237 
 
 Square or Reef Knot .... 206 
 Stagg, Amos Alonzo . . . .145 
 Standing Broad Jump . . .120 
 “Star-Spangled Banner” . .367 
 
INDEX 
 
 435 
 
 Stars.209 
 
 Books on Stars.215 
 
 Albirea.213 
 
 Alcor .210, 213 
 
 Altair.212 
 
 Arcturus.212 
 
 Caph .213 
 
 Castor.213 
 
 Deneb.213 
 
 Gemma .213 
 
 Mizar.210, 213 
 
 Polaris (North Star) . 210, 213 
 
 Pollux.213 
 
 Rigel.213 
 
 Sadr.213 
 
 Sirius .213 
 
 Vega.212 
 
 State Committees.418 
 
 State Committees, Coopera¬ 
 tion with.417 
 
 Statten, Taylor (Stars) . . .209 
 Stimulants .... 320, 321, 324 
 
 Stories, Short.313 
 
 Story of Christianity .... 59 
 
 Story of Christianity Test . 60 
 
 Stroke, Back.165 
 
 Stroke, Breast.162 
 
 Stroke, Easiest and Best . . 155 
 Stroke, Underarm Back . . 165 
 Stunt Athletic Meet .... 399 
 
 Stunts.399 
 
 Summary, Athletic Events 45, 117 
 
 Sunburn.338 
 
 Sunshine (Garden).267 
 
 Supplementary Training . . 11 
 
 Supplementary Training Test 12 
 
 Supplies.417 
 
 Sweater Emblem.413 
 
 Sweater Emblem .414 
 
 Swimming.153 
 
 Swimming, Land Drills . . . 163 
 
 Swimming, Laws.155 
 
 Swimming Records . . . .179 
 Sycamore, or Buttonwood 
 
 Tree. '.257 
 
 Tag Games. 375 
 
 Tamarack Tree.236 
 
 Taurus.214 
 
 Team Events (Athletics) . . 134 
 
 Team Games.38 
 
 Team Games Test .... 39 
 
 Teeth.108 
 
 Tents.186 
 
 Thrift.306 
 
 Throw, Baseball Equipment 138 
 Throwing, Distance . . . .123 
 Timber Hitch (Knots) . . . 208 
 
 Toothache.336 
 
 Tourniquet .323 
 
 Towing (Life Saving) . . .173 
 
 Track and Field Athletics 116 
 Track Events, Equipment . 137 
 Training for Service .... 76 
 
 Training for Service Test . . 77 
 
 Training for Leaders . . . .418 
 
 Training Rules.102 
 
 Training, Supplementary . . n 
 Transportation of the Injured 332 
 
 Travel, Books of .316 
 
 Treading Water (Swimming) 166 
 Trees, Mutilation of ... . 197 
 Trees, Our Native .... 234 
 
 Ash.263, 264 
 
 Aspen.240 
 
 Balsam.238 
 
 Basswood.262 
 
 Beech.248, 252 
 
 Birch .246, 247 
 
 Box Elder.261 
 
 Cedar, or Arbor-vitae . . 239 
 
 Chestnut.253 
 
 Cottonwood .241 
 
 Cypress .238 
 
 Elm.254 
 
 Gum .257, 262 
 
 Hemlock.237 
 
 Hickory.244, 245 
 
 Ironwood, or Hop Horn¬ 
 beam .247 
 
 Larch, or Tamarack . . . 236 
 
 Maple.259-261 
 
 Oak.249-252 
 
 Osage Orange or Bow-wood 255 
 
 Pecan.244 
 
 Pine.235, 236 
 
 Poplar.241 
 
436 
 
 HANDBOOK FOR COMRADES 
 
 Red-Bud, or Judas .... 259 
 
 Sassafras. .256 
 
 Spruce.237 
 
 Sycamore, or Buttonwood 257 
 
 Tulip .256 
 
 Walnut.242, 243 
 
 Willow, Black. .240 
 
 Trick Games.386 
 
 Tugging and Throwing Games 378 
 Tulip Tree.256 
 
 Underarm Back Stroke . . . 165 
 Universality of Talent . . . 6, 7 
 Ursa Maior ........ 214 
 
 Ursa Minor.214 
 
 Utilities, Public.351 
 
 Vega.212 
 
 Venereal Diseases.109 
 
 Walnut Trees.242, 243 
 
 Washington, Booker T, . , , 99 
 
 Watch Fobs ....... 413 
 
 Watering (Garden) .... 282 
 
 Weight Classification . , 44, n6 
 
 What and How to Cook . . 198 
 What and How to Do Books 318 
 
 Wild Birds.216 
 
 Willow Tree, Black . . , .240 
 Wood for Fires ...... 190 
 
 Wood for Shelters ..... 197 
 
 Woodcraft and Nature Study 27 
 Woodcraft and Nature Study 
 
 Test. 28 
 
 Woolworth Building .... 306 
 Woolworth, Frank W. . , . 306 
 World Brotherhood .... 81 
 
 World Brotherhood Test . . 82 
 
 Worship, Public.51 
 
 Wounds and Infection . . .322 
 Wrestling.404 
 
HANDBOOK FOR PIONEERS 
 
 Boys 12, ij, and 14 Years of Age 
 
 HANDBOOK FOR COMRADES 
 
 Boys 75, 16, and 17 Years of Age 
 
 These handbooks contain more than four 
 hundred pages of information regarding 
 the Program itself and supplementary 
 material regarding such matters as 
 health, endurance, athletics, aquatics, 
 camp life, recreation, hobbies, pets, 
 nature, thrift, reading, safety first, first 
 aid, patriotism, citizenship, games, ser¬ 
 vice recognitions, intellectual, physical, 
 devotional and service activities, etc. 
 
 LEADERS’ MANUAL-PIONEERS 
 LEADERS’ MANUAL-COMRADES 
 
 The leaders’ manuals contain about three hundred pages 
 and give full explanation regarding administering the 
 Program, its significance, building a mid-week calendar, 
 instruction on charting, elements in efficient leadership, 
 understanding the boy, practical talks, classified bibliog¬ 
 raphy, insignia, registration, administration, etc. 
 
 ASSOCIATION PRESS 
 
 347 Madison Ave. New York