merely an emasculated police.

If either the church or the school is to reach the boy it will have to
recognize and perform its task very largely beyond the traditional
limits of the institution as such, and with a heartiness and masculinity
which are now often absent. In this field the indirect and
extra-ecclesiastical work of the minister will be his best work, and the
time that the teacher spends with his pupils outside the schoolhouse may
have more educational value than that spent within. In due time society
will be ready to appreciate and support the educator who is bigger than
any building; and outdoor schools are bound to grow in favor.

[Illustration: GETTING THE SPARK]

[Illustration: GETTING THE FLAME]

[Illustration: FIRE!]

Consider also the boy's love of paraphernalia and all the tokens of
achievement or of oneness with his group. The pre-adolescent boy
glorying in full Indian regalia, the early-adolescent proud in the suit
of his team or in his accouterments as a Scout, and a little later, with
quieter taste, the persistent fraternity pin--all of these tell the same
story of the love of insignia and the power of the emblem in the social
control and development of youth. Think also of the collecting mania,
which among primitives was less strong than is ordinarily supposed, but
which in early boyhood reaches forth its hands, industriously, if not
always wisely, after concrete, tactual knowledge and proprietorship. So
also with the impulse to tussle and to revel in the excitement of a
contest; inhibited, it explodes; neglected, it degenerates; but directed