It is, so the psychologists tell us, a peculiarity5 of instincts among the higher animals, and especially of the instincts of mankind, that they are essentially transitory. They arise at the proper period of existence, persist in some cases only until the acts which they inspire have time to become habits, and then fade away. The squirrel born in a cage tries to bury nuts in the tin bottom. He tries it once or twice, and fails. He does not try it again; and probably would not, even though95 he returned to the woods. The tame beaver6 which builds its dam of chairs and umbrellas across the parlor7 floor, does it only once. The hen which cackles distractedly when her first brood of ducklings takes to the water trots8 calmly off to the pond with her third or fourth. But the duckling, kept away from the water for the first weeks of its existence, fears it forever afterwards.
So it is with these human instincts. They arise at early adolescence10; they die down with the passing of youth. Meanwhile, they tend to develop into persistent11 habits of mind. Whether they shall so develop, and which shall persist and which die away, depends on the boys’ surroundings and education.
Consider, for example, the special human instinct which we share with only a few of the brutes12, the instinct of acquisitiveness. It is the basis of most of our adult frugality13, and of the institution of private property. Too little of it makes us spendthrifts; too much makes us misers14 and kleptomaniacs15; with just the right amount we become solid citizens and taxpayers16.
96 Unquestionably, acquisitiveness is instinctive in boys; witness the contents of their pockets, and their collections of all sorts of useless truck. They steal things to eat and to provision their camps, with about as much attention to the morals of their acts as the squirrel who secretes17 nuts or the dog who buries his bone. They are continually appropriating articles which they cannot possibly use, merely for the sake of possessing them. It was a wise mother and a good psychologist who, when her cake became too dry to put upon the table, used to “hide it away for the children to steal.”
In the adolescent boy this entirely18 natural instinct usually shows itself as a desire to steal, which is normal but not proper. On the whole, the gang does encourage stealing; forty-nine of our sixty-six gangs report this form of predatory activity. We all did it as boys, and most of us have grown up to be fairly honest men.
For there seem to be inherent forces in the gang itself that tend to check stealing. For one thing, both example and emulation97 among the members of a gang reinforce the impulse to form collections of shells, postage stamps, butterflies or minerals, and these in a natural and wholesome19 fashion satisfy the acquisitive instinct and turn it away from theft. The common property of the gang, too, its wood hut or clubroom with their furnishings, the bats and balls and other common tools of the gang probably act in the same way. Doubtless, too, the boys’ grief when a hostile gang wrecks20 their property or runs off with their bats and balls reinforces powerfully the law of meum et tuum. Certain it is that experienced educators regard as vastly more serious the case of the lad who goes off to steal by himself for his own profit than that of the one who steals in company with his fellows and for the advantage of the gang.
The predatory activities of the gang do, then, in no small measure, tend to cure themselves. So far as they do not, they will naturally have to be put down by force in the interests of law and order. Yet even while we are curtailing21 these inconvenient98 activities, we ought never to forget that the stealing of boys is too natural and spontaneous to be, for them, a sin. Selfishness, disloyalty, cowardice23, gluttony, are far more serious matters, for these are unnatural24 vices25 which grow worse with time. In putting down the anti-social gang activities, as of course we must, let us do it as psychologists, with an eye to the genesis and the nature of the disease which we combat. The impulse to steal is not primarily an instinct to take, but an instinct to acquire. What the boy desires is to secure property by some effort of his own. The raft and the hut which he builds, his collection of stamps and butterflies, the queer, useless treasures which he hoards26, all these are the objects of his acquisitive instinct, quite as much as are the things that he steals.
The moral is clear. We may keep the boy from being a thief by making him a collector, and by making him an artisan. We help him to satisfy his natural desire for property in one way, and we check his tendency to satisfy it for himself in another. In the same99 way, so far as his thieving grows out of a love for excitement and adventure, as it undoubtedly27 does to a far greater extent than we commonly realize, the rational device for stopping it is to satisfy his desire for excitement and adventure in some other way. If, then, we encourage the boy to make collections of whatever he may be interested in, and give him some other experiences as delightful28 as “getting the chase,” we shall have removed two of the chief causes of his thieving at all.
The creation and possession of property of one’s own tend also to check the impulse to meddle29 with other people’s in yet another way. I recall the case of a little Greek boy who had been smuggled30 into this country as a slave at a bootblack stand, and almost immediately after committed to a State Reform School for stealing. The boys at this school have each a little garden spot of their own which they plant and weed and tend and watch, and finally produce, among other fruits of their labors31, melons. This little Greek had one melon plant on100 which in due season appeared a single tiny green watermelon. Never did a mother care more tenderly for her babe than this boy for his watermelon plant, and its single melon grew responsively. One day in the fall the little farmer said to his instructor32, “Shall I pick my melon to-day?”
“No,” was the reply, “you had better leave it one more week.”
The next week when the boys went out for their gardening that single melon had disappeared. The little owner, with difficulty keeping back his tears, went sadly back to the schoolroom and asked to be permitted to see the Master.
“Do you remember,” he said, “my watermelon?”
“Yes, indeed I do. What about it?”
“To-day when I went out to work in the garden, it was gone!”
“I am sorry. You have taken good care of that vine.”
“Yes,” returned the boy, “but I have learned a good lesson by it. I have learned never to steal any more.”
101 “How did you learn that?”
“I have found out how much people are hurt when they have their things stolen.”
The boy has, indeed, learned his lesson, for he has gone out from the Reform School to lead an honest life. All boys are fundamentally alike, and this same appeal to the sympathetic imagination must always remain our chief reliance in combating the predatory and destructive impulses of normal boyhood.
Let the boy, then, have property of his own which he has acquired by his own effort and you have taught him the great lesson of respect for the property of others. The boy who plants potatoes, hoes them, kills the potato bugs33 and harvests a bushel of potatoes, has gained a sufficiently34 correct sense of the value of potatoes so that he will not, as I have seen a gang do, dig up a poor man’s winter stock of food just to see who could throw a potato farthest. The boy who makes a tool chest or a table can estimate the value of manufactured articles, and generally has a deep respect for well made furniture. One of the essential and fundamental102 elements in training for honesty and respect for property has been sadly neglected in our schools. A new era of promise is fast approaching when all boys and girls will receive a thorough training in handicraft and the still more valuable moral training which goes with it. Fortunate, indeed, and in more ways than one, is the boy who has learned in his teens the value of common things by the actual production of them.
It is well, also, for a boy to have a carpenter’s room where he can use saws, hammers, and knives. If at Christmas time each year one good, useful tool is presented to a boy, by the time he reaches the gang age he has a useful kit35 in which he takes great pride. Then, too, this room often becomes a very good meeting-place of the gang, so that the boy’s companions also turn naturally to making for themselves some of the objects which they require for their collective activities. Thus the gang itself not only contributes to the boy’s manual education, but in a very real sense helps to tie the boy to his home.
It is especially important in dealing36 with103 these predatory and destructive instincts of the gang, to bear always in mind that they are thoroughly37 natural and inevitable38. Every one of us men used to steal when we were boys; even Henry Ward9 Beecher confesses to having “swiped” sundry39 desirable objects “off” his Uncle Samuel from the Charlestown Navy Yard. “The man who says he never did it, does it now.” The object of our training should not be to root out the instinct, but only to prevent its developing into a habit before it has time to die down of itself.
I was much struck with the thoroughly unconscious nature of these anti-social impulses by the case of a boy under my charge, who came to me for permission to go off into the woods with his gang during school hours. He told me in the most matter-of-fact way that they had just discovered the meeting-place of another gang, and they wanted permission to go there while the other gang was at school, loot their property, and destroy their habitation. It struck these well brought up boys that this highly piratical expedition104 was the only possible reaction on that particular fragment of their environment. It had not occurred to one of them that it was possible to let the other gang’s property alone. The other gang, moreover, had carefully hidden their abiding40 place, taking it for granted that any other boys who discovered it would put it to sack.
Curiously41 too, the members of the two gangs were perfectly42 good friends, and neither looters nor looted would, apparently43, have cherished the least grudge44 against the other. They were simply living up to their boy nature with no more thought of the reason for their acts than when, as children, they used to eat the paint off their Noah’s ark, or when later, as young men, they will dance attendance on the girls whom they now despise.
It is important, too, for the parent, and still more for the teacher and the social worker, not only to recall his own youth and to be as charitable as his station in life will allow, but to remember in addition that in one way the city boy’s environment is more against him to-day than ever before in105 history. The city boy takes fruit from a fruit stand, is arrested and given a record. In the eye of the law he is now a criminal, with an indelible smirch on his reputation.
If we elders had been treated after this fashion in our home towns and villages, who of us would lack a criminal record? We had a chance to steal fruit out of the orchards45; and boylike, we preferred to steal sour apples from a mean neighbor rather than take sweet ones as a parental46 gift. The owner caught us, not the policeman; and after the dust had been thoroughly removed from the seats of our breeches, we were given a new start, none the worse. The consequences of the two sorts of theft are out of all proportion to their inherent sin.
Nevertheless, when all is said, stealing is a pretty serious matter, and it may help in handling the practical problem to follow out a little further the study of an earlier chapter, as to the reasons for theft. It appears from the boys’ own reports, as well as from their chance remarks, that probably nine tenths of the objects stolen by youths before the age106 of sixteen are things to eat. The desire for food, therefore, is one of the most powerful contributory forces toward the formation of thieving habits. One obvious method, then, is to satisfy the hunger and thirst demands of boys. Well-fed boys from good homes do steal, but, other things being equal, the chances are vastly against the underfed. This aspect of the matter, unfortunately, takes us off into questions of economics and social science which, although important, have no place here.
Next to food in importance comes money, and objects such as lead, coal, wood, junk, and the like, which may be converted into money. Here again the remedy is obvious. Spending money for his reasonable desires, or a chance to earn it, should protect the boy from the second of the great temptations to theft. The parent who treats his boy to ice-cream or the circus, while he gratifies a natural desire, removes also a natural temptation.
Third in importance as causes of thievery come things to use,—saws, knives, hammers,107 and other tools, balls, bats, gloves, and the other implements47 of sport. In a sense the boy has a right to these things, as he has a right to textbooks and the other apparatus48 of the schoolroom. They are the instruments of his education, a part of his reasonable claim on society.
Last of our groups of things stolen come pets. All boys love a good dog; most boys like to house, feed and care for pigeons, rabbits, cavies, mice, almost any sort of pet. They steal food to eat, tools to use and money to spend; but they steal pets to take home and love. Here, surely, is a demand of boy nature that every parent ought to manage to satisfy.
In brief, then, we have in the three most conspicuous49 anti-social impulses of the gang—stealing, fighting and plaguing people—three independent elements of boy psychology50, each with a separate genesis, and each requiring a different treatment for its suppression or cure. Plaguing people is a survival from the past, which was presumably useful once but certainly is so no longer. The impulse108 must be put down by force or removed by education before it fixes itself as a habit. The fighting impulse is also a survival, highly useful once and of great pedagogic value now. Too much belligerency needs to be curtailed51; too little needs to be increased; the plain boy has just about the right amount, and needs a good deal of letting alone. After all, the warfare-varied-with-armed-neutrality of boyhood is nature’s own great training-school for certain of the finest of the egoistic virtues52.
Stealing is in still a different category. It arises from an instinct, useful in the past and still more useful now. The problem is to suppress the inconvenient22 manifestation53 without impairing54 the basal impulse. Seldom, therefore, is it sufficient merely to know that a boy is a thief. One must know why he stole, and why he stole this particular object rather than some other. Only then shall we lead him still to desire, while he ceases to covet55.
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1
essentially
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| adv.本质上，实质上，基本上 | |
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instinctive
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| adj.(出于)本能的；直觉的；(出于)天性的 | |
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motives
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| n.动机，目的( motive的名词复数 ) | |
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irrational
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| adj.无理性的，失去理性的 | |
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peculiarity
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| n.独特性，特色；特殊的东西；怪癖 | |
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beaver
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| n.海狸，河狸 | |
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parlor
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| n.店铺，营业室；会客室，客厅 | |
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trots
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| 小跑，急走( trot的名词复数 )； 匆匆忙忙地走 | |
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ward
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| n.守卫，监护，病房，行政区，由监护人或法院保护的人（尤指儿童）；vt.守护，躲开 | |
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adolescence
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| n.青春期，青少年 | |
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persistent
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| adj.坚持不懈的，执意的；持续的 | |
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brutes
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| 兽( brute的名词复数 )； 畜生； 残酷无情的人； 兽性 | |
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frugality
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| n.节约，节俭 | |
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misers
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| 守财奴，吝啬鬼( miser的名词复数 ) | |
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kleptomaniacs
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| n.患偷窃狂者，有偷窃癖者( kleptomaniac的名词复数 ) | |
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taxpayers
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| 纳税人，纳税的机构( taxpayer的名词复数 ) | |
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secretes
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| v.（尤指动物或植物器官）分泌( secrete的第三人称单数 )；隐匿，隐藏 | |
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entirely
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| ad.全部地，完整地；完全地，彻底地 | |
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wholesome
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| adj.适合；卫生的；有益健康的；显示身心健康的 | |
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wrecks
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| n.沉船( wreck的名词复数 )；（事故中）遭严重毁坏的汽车（或飞机等）；（身体或精神上）受到严重损伤的人；状况非常糟糕的车辆（或建筑物等）v.毁坏[毁灭]某物( wreck的第三人称单数 )；使（船舶）失事，使遇难，使下沉 | |
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curtailing
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| v.截断，缩短( curtail的现在分词 ) | |
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inconvenient
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| adj.不方便的，令人感到麻烦的 | |
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cowardice
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| n.胆小，怯懦 | |
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unnatural
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| adj.不自然的；反常的 | |
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vices
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| 缺陷( vice的名词复数 )； 恶习； 不道德行为； 台钳 | |
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hoards
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| n.（钱财、食物或其他珍贵物品的）储藏，积存( hoard的名词复数 )v.积蓄并储藏（某物）( hoard的第三人称单数 ) | |
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undoubtedly
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| adv.确实地，无疑地 | |
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delightful
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| adj.令人高兴的，使人快乐的 | |
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meddle
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| v.干预，干涉，插手 | |
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smuggled
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| 水货 | |
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labors
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| v.努力争取(for)( labor的第三人称单数 )；苦干；详细分析；（指引擎）缓慢而困难地运转 | |
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instructor
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| n.指导者，教员，教练 | |
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bugs
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| adj.疯狂的，发疯的n.窃听器( bug的名词复数 )；病菌；虫子；[计算机]（制作软件程序所产生的意料不到的）错误 | |
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sufficiently
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| adv.足够地，充分地 | |
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kit
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| n.用具包，成套工具；随身携带物 | |
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dealing
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| n.经商方法，待人态度 | |
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thoroughly
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| adv.完全地，彻底地，十足地 | |
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inevitable
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| adj.不可避免的，必然发生的 | |
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sundry
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| adj.各式各样的，种种的 | |
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abiding
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| adj.永久的，持久的，不变的 | |
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curiously
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| adv.有求知欲地；好问地；奇特地 | |
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perfectly
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| adv.完美地，无可非议地，彻底地 | |
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apparently
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| adv.显然地；表面上，似乎 | |
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grudge
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| n.不满，怨恨，妒嫉；vt.勉强给，不情愿做 | |
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orchards
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| （通常指围起来的）果园( orchard的名词复数 ) | |
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parental
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| adj.父母的；父的；母的 | |
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implements
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| n.工具( implement的名词复数 )；家具；手段；[法律]履行（契约等）v.实现( implement的第三人称单数 )；执行；贯彻；使生效 | |
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apparatus
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| n.装置，器械；器具，设备 | |
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conspicuous
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| adj.明眼的，惹人注目的；炫耀的，摆阔气的 | |
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psychology
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| n.心理，心理学，心理状态 | |
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51
curtailed
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| v.截断，缩短( curtail的过去式和过去分词 ) | |
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52
virtues
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| 美德( virtue的名词复数 )； 德行； 优点； 长处 | |
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53
manifestation
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| n.表现形式；表明；现象 | |
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54
impairing
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| v.损害，削弱( impair的现在分词 ) | |
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covet
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| vt.垂涎；贪图(尤指属于他人的东西) | |
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