the problem of our public school system of education which has
not yet been solved is the vast possibility of the directed play life of
our boys. It is well known by students of boy life that the character of
the boy is very largely determined by the informal education which comes
from his part in sports and play. In some cities the public school has
sought to give partial direction to the play life of the boy through
public school athletic leagues, but even these leagues touch but a small
part of the boy life of any community. Besides the injection of
industrial and vocational training in large quantity in public school
curricula, more thought and place will have to be given to the
expression of the boy life in play than is now provided for.

In addition to this, the home and the church must render a united
cooperation to make the school life of the boy what it ought to be. The
Parents' and Teachers' Association in the public school is doing much to
bring this about between the home and the school, and it may be that a
Teachers' Association, consisting of officials and teachers of the
public school and the officials and teachers of the Sunday school, might
bring about a closer cooperation in the secular and religious education
of the boyhood of the community. Both these associations, if fostered,
would certainly tend to create a wholesome school atmosphere, which
would render a tremendous service in safeguarding the moral life of the
boy.

BIBLIOGRAPHY ON PUBLIC SCHOOL

Baldwin.--Industrial-social Education ($1.50).

Bloomfield.--Vocational Guidance of Youth (.60).

Brown.--The American High School ($1.40).

Crocker,--Religious Freedom in American Education ($1.00).

--Religious Education (.65).

III

THE CHURCH AND THE BOY

If the foregoing facts considering the home and school life are
absolutely true, and the consensus of opinion of the students of boy
life would have it so, it means that the church has a larger opportunity
than formerly supposed to influence the boy life of the community.

The investigator into the life of boyhood has revealed to us the fact
that a boy's life is not only fourfold--physical, social, mental and
spiritual--but is also unified in its process of development. If this be
so, there must be a common center for the boy's life, and neither the
home nor the school can, because of social or economic or political
conditions, become this center. The only remaining place wh