CHAPTER I THE ETERNAL BOY

We adults do not commonly understand boys. Half of us, to be sure, were boys ourselves; but when we became men and settled down to our work, we did not merely put away childish things—we went further and forgot them. To-day, we read a story of boy life and we say, “Why, yes. That’s just the way boys do. I used to do exactly that sort of thing myself.” But the next hour we have forgotten again, and the boy we were is once more a stranger. Boyville is so far removed, both from Delos and from Babylon, that we seldom think the thoughts of its inhabitants, nor see the world with the boys’ eyes. Only a few men are at home in both worlds,—Lindsay, George, some schoolmasters, an occasional father,—and these can do anything with a boy.

2 The difficulty seems not so much to be that we have forgotten the incidents of our boyhood as that we have lost its feelings. So far as specific doings are concerned, we probably remember those crowded years more distinctly than any equal period of our entire lives. Most of us, too, remember them happily, as happily probably as any years we have lived. No, the trouble is not with the memory, but with the self. The experiences of life since we were boys have shifted our psychic² centre of gravity, so that we realize the particular incident far more easily than we realize the being to whom it occurred. We do not completely feel that the boy that was is quite ourselves; and while the memory of the fact is sharp, the memory of the mental state that went with it has become dim. Therefore, it costs a distinct effort to put one’s self in the boy’s place. Any proper man will recite by the hour tales of the old swimming-hole in the summer. But if men actually felt toward the water as boys do, every club and half the private houses would have a swimming tank instead of a smoking room.

3 But if we men fail to comprehend boys, what shall we say of the women! The experiences which we have forgotten, they have not even had; if there is a psychic fence which separates men from boys, there are at least knot-holes in the boards; but between boys and women there is a solid wall. There are parts of a boy’s soul which any woman may observe or imagine, but which no woman can ever feel. That women often do understand boys, understand them sometimes better than men do, is simply one of the marvels³ of feminine insight.

This book is, then, addressed, first of all, to fathers, with the hope that it will, in some sort, serve to revive memories of boyhood days, not so much of specific acts of boyhood as of long-dead impulses and past ways of envisaging⁴ the world. Every man who sits down and thinks out for himself, not only what he did as a boy, but also how it feels to be a boy, and how the world and the people in it appear through a boy’s eyes, has taken a long step toward the understanding and the control of his own sons. A scientific account4 of certain aspects of boy psychology⁵, such as this book aims to be, may aid this introspective process.

On the other hand, so far as this book is an account of the natural history of the genus boy, it may well be an aid to mothers, and to other women who, with no children of their own, are yet concerned for the welfare of adolescent males. If it does not help these to a sympathetic understanding of a boy’s soul, one may at least hope that it will serve to warn them of those regions of it most foreign to their sex. Next to a knowledge of boy nature, comes the knowledge of when to keep hands off and let some man have his chance. To the smaller group of women, mothers and aunts and elder sisters, and especially teachers, who already possess the heaven-sent gift of understanding boys, any assistance may well seem superfluous⁶. Still, intuition may often be supplemented by science. The clearest insight does sometimes fail, and need to be helped out by a more analytical⁷ approach from another side than its own. To men, women, and teachers, then,5 this book,—an ‘apology,’ in a sense, to women, of men who once were boys.

Whoever it was that opined that
“Men are but children of a larger growth”

knew little about boys. The child becomes a youth, and the youth becomes man, by virtue⁸ of a process not so very different from that which transforms the caterpillar⁹ into a butterfly or the tadpole¹⁰ into a frog. As truly as the caterpillar takes on wings, and the tadpole lungs and limbs, of which neither had any trace before, the child and the boy take on not only habits and instincts and ways of getting on in the world, but actual new structure as well. Boyhood begins with the second set of teeth; it ends with the advent¹¹ of the beard and a new set of enzymes¹² in the blood. Neither child nor boy nor grub nor pollywog passes on to the next stage of his existence by any mere¹ enlargement.

Nor is it altogether true that with the approach of manhood
“Shades of the prison-house begin to close
Upon the growing boy.”

6 The little child, in his father’s house and under his father’s care, feels the stir of newborn gregarious¹³ instincts, and takes his first steps into the larger life of the world. Boyhood proper begins with the rise of impulses which make us citizens and lead us to take care of ourselves; and it ends with the rise of impulses which make us heads of families and lead us to take care of other people. Each step is an enlargement of life. Each transition is marked by a psychic change so profound that it makes the previous narrower condition appear as shadowy almost as a dream, and almost as difficult to recall.

We are concerned here with the second of the seven ages of men: with the period, that is, which begins at about the age of ten with the rise of the herding¹⁴ instincts, and ends with the rise of the mating instincts at, say, eighteen. The child, who thus far has been a solitary¹⁵ animal, suddenly becomes a social one. He is profoundly interested in youth of his own sex, while at the same time he cares less than nothing for youth of the7 other. Therefore, he associates himself with other boys and forms gangs.

The gang, therefore, while it lasts, is for the boy one of the three primary social groups. These three are, the family, the neighborhood, and the play group; but for the normal boy the play group is the gang. All three are instinctive¹⁶ human groupings, formed like pack and flock and hive, in response to deep-seated but unconscious need. Like all such instinctive associations, the gang appears useless or stupid to those who have never felt the inner impulse which caused it, or who, having felt, have forgotten. The boy’s reaction to his gang is neither more nor less reasonable than the reaction of a mother to her babe, the tribesman to his chief, or the lover to his sweetheart. All these alike belong to the ancient, instinctive, ultra-rational parts of our human nature. They are felt, and obeyed; but only in part are they to be explained, for no man understands any of them fully¹⁷ unless he knows how it feels from the inside.

1 mere   

adj.纯粹的；仅仅，只不过

参考例句：

• That is a mere repetition of what you said before.那不过是重复了你以前讲的话。
• It's a mere waste of time waiting any longer.再等下去纯粹是浪费时间。

2 psychic   

n.对超自然力敏感的人；adj.有超自然力的

参考例句：

• Some people are said to have psychic powers.据说有些人有通灵的能力。
• She claims to be psychic and to be able to foretell the future.她自称有特异功能，能预知未来。

3 marvels   

n.奇迹( marvel的名词复数 )；令人惊奇的事物（或事例）；不平凡的成果；成就v.惊奇，对…感到惊奇( marvel的第三人称单数 )

参考例句：

• The doctor's treatment has worked marvels : the patient has recovered completely. 该医生妙手回春，病人已完全康复。 来自辞典例句
• Nevertheless he revels in a catalogue of marvels. 可他还是兴致勃勃地罗列了一堆怪诞不经的事物。 来自辞典例句

4 envisaging   

想像，设想( envisage的现在分词 )

参考例句：

5 psychology   

n.心理，心理学，心理状态

参考例句：

• She has a background in child psychology.她受过儿童心理学的教育。
• He studied philosophy and psychology at Cambridge.他在剑桥大学学习哲学和心理学。

6 superfluous   

adj.过多的，过剩的，多余的

参考例句：

• She fined away superfluous matter in the design. 她删去了这图案中多余的东西。
• That request seemed superfluous when I wrote it.我这样写的时候觉得这个请求似乎是多此一举。

7 analytical   

adj.分析的；用分析法的

参考例句：

• I have an analytical approach to every survey.对每项调查我都采用分析方法。
• As a result,analytical data obtained by analysts were often in disagreement.结果各个分析家所得的分析数据常常不一致。

8 virtue   

n.德行，美德；贞操；优点；功效，效力

参考例句：

• He was considered to be a paragon of virtue.他被认为是品德尽善尽美的典范。
• You need to decorate your mind with virtue.你应该用德行美化心灵。

9 caterpillar   

n.毛虫，蝴蝶的幼虫

参考例句：

• A butterfly is produced by metamorphosis from a caterpillar.蝴蝶是由毛虫脱胎变成的。
• A caterpillar must pass through the cocoon stage to become a butterfly.毛毛虫必须经过茧的阶段才能变成蝴蝶。

10 tadpole   

n.[动]蝌蚪

参考例句：

• As a tadpole changes into a frog,its tail is gradually absorbed.蝌蚪变成蛙，它的尾巴就逐渐被吸收掉。
• It was a tadpole.Now it is a frog.它过去是蝌蚪，现在是一只青蛙。

11 advent   

n.(重要事件等的)到来，来临

参考例句：

• Swallows come by groups at the advent of spring. 春天来临时燕子成群飞来。
• The advent of the Euro will redefine Europe.欧元的出现将重新定义欧洲。

12 enzymes   

n. 酶，酵素

参考例句：

• It was said that washing powders containing enzymes remove stains more efficiently. 据说加酶洗衣粉除污更有效。
• Among the enzymes which are particularly effective are pepsin, papain. 在酶当中特别有效的是胃朊酶、木瓜酶。

13 gregarious   

adj.群居的，喜好群居的

参考例句：

• These animals are highly gregarious.这些动物非常喜欢群居。
• They are gregarious birds and feed in flocks.它们是群居鸟类，会集群觅食。

14 herding   

中畜群

参考例句：

• The little boy is herding the cattle. 这个小男孩在放牛。
• They have been herding cattle on the tableland for generations. 他们世世代代在这高原上放牧。

15 solitary   

adj.孤独的，独立的，荒凉的；n.隐士

参考例句：

• I am rather fond of a solitary stroll in the country.我颇喜欢在乡间独自徜徉。
• The castle rises in solitary splendour on the fringe of the desert.这座城堡巍然耸立在沙漠的边际，显得十分壮美。

16 instinctive   

adj.(出于)本能的；直觉的；(出于)天性的

参考例句：

• He tried to conceal his instinctive revulsion at the idea.他试图饰盖自己对这一想法本能的厌恶。
• Animals have an instinctive fear of fire.动物本能地怕火。

17 fully   

adv.完全地，全部地，彻底地；充分地

参考例句：

• The doctor asked me to breathe in,then to breathe out fully.医生让我先吸气，然后全部呼出。
• They soon became fully integrated into the local community.他们很快就完全融入了当地人的圈子。