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5G NR and
Enhancements
This page intentionally left blank
5G NR and
Enhancements
From R15 to R16

Edited by

JIA SHEN
Standard Research Department, OPPO Research
Institute, Shenzhen, China

ZHONGDA DU
Standard Research Department, OPPO Research
Institute, Shenzhen, China

ZHI ZHANG
Standard Research Department, OPPO Research
Institute, Shenzhen, China

NING YANG
Standard Research Department, OPPO Research
Institute, Shenzhen, China

HAI TANG
Vice president of OPPO Research Institute,
Shenzhen, China
Elsevier
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Contents

List of contributors xix

Preface xxiii

1. Overview 1
Jinxi Su, Jia Shen, Wendong Liu and Li Guo

1.1 Introduction 1
1.2 Enhanced evolution of new radio over LTE 3
1.2.1 New radio supports a higher band range 4
1.2.2 New radio supports wide bandwidth 5
1.2.3 New radio supports more flexible frame structure 5
1.2.4 New radio supports flexible numerology 6
1.2.5 Low-latency enhancements of air interface by new radio 7
1.2.6 Enhancement of reference signals in new radio 8
1.2.7 Multiple input multiple output capability enhancement
by new radio 9
1.2.8 Enhancement of terminal power saving by new radio 10
1.2.9 Mobility enhancement by new radio 12
1.2.10 Enhancement of quality of service guarantee by new radio 13
1.2.11 Enhancement of core network architecture evolution
by new radio 14
1.3 New radio’s choice of new technology 15
1.3.1 New radio’s choice on new numerology 16
1.3.2 New radio’s choice on new waveform 17
1.3.3 New radio’s choice on new coding 21
1.3.4 New radio’s choice on new multiple access 22
1.4 Maturity of 5G technology, devices, and equipment 24
1.4.1 The development and maturity of digital devices and chips
have well supported the research and development
needs of 5G equipment 24
1.4.2 5G active large-scale antenna equipment can meet the
engineering and commercial requirements 25
1.4.3 Millimeter wave technology—devices and equipment are
becoming more and more mature 27
1.5 R16 enhancement technology 29
1.5.1 Multiple input multiple output enhancement 29
1.5.2 Ultrareliable and low latency communications
enhancement-physical layer 31

v
vi Contents

1.5.3 Ultrareliable and low latency communications enhancement

high layer 32
1.5.4 UE power-saving enhancement 33
1.5.5 Two-step RACH 33
1.5.6 Uplink band switching transmission 33
1.5.7 Mobility enhancement 34
1.5.8 Multi-RAT dual connectivity enhancement 35
1.5.9 New radio
vehicle to everything 36
1.5.10 New radio-unlicensed 36
1.6 Summary 37
References 38

2. Requirements and scenarios of 5G system 41

Wenqiang Tian and Kevin Lin
2.1 Current needs and requirements in the 5G era 41
2.1.1 Requirements of high data rate 41
2.1.2 Requirements from vertical industries 43
2.2 Typical scenarios 44
2.2.1 Enhanced mobile broadband 45
2.2.2 Ultrareliable and low latency communications 46
2.2.3 Massive machine type communications 46
2.3 Key indicators of 5G systems 47
2.4 Summary 51
References 51

3. 5G system architecture 53
Jianhua Liu, Ning Yang and Tricci So

3.1 5G system architecture 53

3.1.1 5G system architecture requirements 53
3.1.2 5G system architecture and functional entities 56
3.1.3 5G end-to-end architecture and protocol stack based on
3rd Generation Partnership Project access 60
3.1.4 5G end-to-end architecture and protocol stack based on
non-3rd Generation Partnership Project access 62
3.1.5 5G system identifiers 64
3.2 The 5G RAN architecture and deployment options 69
3.2.1 Description of EN-DC and SA arechitecture 75
3.3 Summary 82
References 82
Further reading 83
 Contents vii

4. Bandwidth part 85
Jia Shen and Nande Zhao
4.1 Basic concept of bandwidth part 85
4.1.1 Motivation from resource allocations with multiple subcarrier
spacings 86
4.1.2 Motivations from UE capability and power saving 89
4.1.3 Basic bandwidth part concept 92
4.1.4 Use cases of bandwidth part 93
4.1.5 What if bandwidth part contains synchronization signal/physical
broadcast channel block? 95
4.1.6 Number of simultaneously active bandwidth parts 96
4.1.7 Relation between bandwidth part and carrier aggregation 98
4.2 Bandwidth part configuration 101
4.2.1 Introduction of common RB 101
4.2.2 Granularity of common RB 102
4.2.3 Reference point—point A 104
4.2.4 The starting point of common RB—RB 0 109
4.2.5 Indication method of carrier starting point 109
4.2.6 Bandwidth part indication method 110
4.2.7 Summary of the basic bandwidth part configuration method 111
4.2.8 Number of configurable bandwidth parts 113
4.2.9 Bandwidth part configuration in the TDD system 115
4.3 Bandwidth part switching 117
4.3.1 Dynamic switching versus semistatic switching 117
4.3.2 Introduction of bandwidth part activation method based on DCI 118
4.3.3 DCI design for triggering bandwidth part switching—DCI format 119
4.3.4 DCI design for triggering bandwidth part switching—“explicitly
trigger” versus “implicitly trigger” 123
4.3.5 DCI design for triggering bandwidth part switching—bandwidth
part indicator 125
4.3.6 Introduction of timer-based bandwidth part fallback 127
4.3.7 Whether to reuse discontinuous reception timer to implement
bandwidth part fallback? 131
4.3.8 Bandwidth part inactivity timer design 135
4.3.9 Timer-based uplink bandwidth part switching 138
4.3.10 Time-pattern-based bandwidth part switching 139
4.3.11 Automatic bandwidth part switching 143
4.3.12 Bandwidth part switching delay 145
4.4 Bandwidth part in initial access 148
4.4.1 Introduction of initial DL bandwidth part 148
viii Contents

4.4.2 Introduction of initial UL bandwidth part 152

4.4.3 Initial DL bandwidth part configuration 154
4.4.4 Relationship between the initial DL bandwidth part and default
DL bandwidth part 159
4.4.5 Initial bandwidth part in carrier aggregation 160
4.5 Impact of bandwidth part on other physical layer designs 161
4.5.1 Impact of bandwidth part switching delay 161
4.5.2 Bandwidth part-dedicated and bandwidth part-common
parameter configuration 162
4.6 Summary 163
References 163

5. 5G flexible scheduling 167

Yanan Lin, Jia Shen and Zhenshan Zhao
5.1 Principle of flexible scheduling 167
5.1.1 Limitation of LTE system scheduling design 167
5.1.2 Scheduling flexibility in the frequency domain 169
5.1.3 Scheduling flexibility in the time domain 171
5.2 5G resource allocation 176
5.2.1 Optimization of resource allocation types in the
frequency domain 177
5.2.2 Granularity of resource allocation in the frequency domain 181
5.2.3 Frequency-domain resource indication during BWP switching 185
5.2.4 Determination of frequency-hopping resources in BWP 188
5.2.5 Introduction to symbol-level scheduling 194
5.2.6 Reference time for indication of starting symbol 196
5.2.7 Reference SCS for indication of K0 or K2 199
5.2.8 Resource mapping type: type A and type B 200
5.2.9 Time-domain resource allocation 202
5.2.10 Multislot transmission 210
5.3 Code Block Group 214
5.3.1 Introduction of Code Block Group transmission 214
5.3.2 CBG construction 216
5.3.3 CBG retransmission 217
5.3.4 DL control signaling for CBG-based transmission 219
5.3.5 UL control signaling for CBG-based transmission 219
5.4 Design of NR PDCCH 223
5.4.1 Considerations of NR PDCCH design 223
5.4.2 Control Resource Set 226
5.4.3 Search-space set 236
 Contents ix

5.4.4 DCI design 241

5.5 Design of NR PUCCH 249
5.5.1 Introduction of short-PUCCH and long-PUCCH 249
5.5.2 Design of short-PUCCH 250
5.5.3 Design of long-PUCCH 253
5.5.4 PUCCH resource allocation 257
5.5.5 PUCCH colliding with other UL channels 261
5.6 Flexible TDD 264
5.6.1 Flexible slot 264
5.6.2 Semistatic uplink
downlink configuration 266
5.6.3 Dynamic slot format indicator 269
5.7 PDSCH rate matching 270
5.7.1 Considerations for introducing rate matching 270
5.7.2 Rate-matching design 274
5.8 Summary 279
References 279

6. NR initial access 283

Weijie Xu, Chuanfeng He, Wenqiang Tian, Rongyi Hu and Li Guo
6.1 Cell search 284
6.1.1 Synchronization raster and channel raster 284
6.1.2 Design of SSB 290
6.1.3 Transmission of SSB 295
6.1.4 Position of actually transmitted SSBs and indication methods 300
6.1.5 Cell-search procedure 303
6.2 Common control channel during initial access 308
6.2.1 SSB and CORESET#0 multiplexing pattern 309
6.2.2 CORESET#0 313
6.2.3 Type0
PDCCH search space 316
6.3 NR random access 320
6.3.1 Design of NR PRACH 320
6.3.2 NR PRACH resource configuration 326
6.3.3 Power control of PRACH 332
6.4 RRM measurement 334
6.4.1 Reference signals for RRM 335
6.4.2 Measurement gap in NR 337
6.4.3 NR intrafrequency and interfrequency measurement 346
6.4.4 Scheduling restrictions caused by RRM measurement 354
6.5 Radio link monitoring 356
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x Contents

6.5.1 RLM reference signal 356

6.5.2 RLM procedure 358
6.6 Summary 359
References 359

7. Channel coding 361

Wenhong Chen, Yingpei Huang, Shengjiang Cui and Li Guo
7.1 Overview of NR channel coding scheme 361
7.1.1 Overview of candidate channel coding schemes 361
7.1.2 Channel coding scheme for data channel 364
7.1.3 Channel coding scheme for the control channel 369
7.1.4 Channel coding scheme for other information 371
7.2 Design of polar code 372
7.2.1 Background 372
7.2.2 Sequence design 375
7.2.3 Assistant polar code 376
7.2.4 Code length and rate 377
7.2.5 Rate matching and interleaving 378
7.3 Design of low-density parity-check codes 380
7.3.1 Basic principles of low-density parity-check codes 380
7.3.2 Design of parity check matrix 382
7.3.3 Design of permutation matrix 386
7.3.4 Design of base graph 386
7.3.5 Lifting size 391
7.3.6 Code block segmentation and code block CRC attachment 393
7.3.7 Rate matching and hybrid automatic repeat request process 398
7.4 Summary 405
References 405

8. Multiple-input multiple-output enhancement and beam

management 413
Zhihua Shi, Wenhong Chen, Yingpei Huang, Jiejiao Tian, Yun Fang,
Xin You and Li Guo

8.1 CSI feedback for NR MIMO enhancement 414

8.1.1 CSI feedback enhancement in NR 414
8.1.2 R15 Type I codebook 420
8.1.3 R15 Type II codebook 422
8.2 R16 codebook enhancement 429
8.2.1 Overview of the eType II codebook 431
 Contents xi

8.2.2 Frequency-domain matrix design 433

8.2.3 Design of coefficient matrix 435
8.2.4 Codebook design for rank 5 2 439
8.2.5 Codebook design for high rank 441
8.2.6 eType II codebook expression 442
8.3 Beam management 442
8.3.1 Overview of analog beam-forming 443
8.3.2 Basic procedures of downlink beam management 445
8.3.3 Downlink beam measurement and reporting 448
8.3.4 Downlink beam indication 456
8.3.5 Basic procedures of uplink beam management 460
8.3.6 Uplink beam measurement 463
8.3.7 Uplink beam indication 463
8.4 Beam failure recovery on primary cell(s) 465
8.4.1 Basic procedure of BFR 466
8.4.2 Beam failure detection 468
8.4.3 New beam identification 471
8.4.4 Beam failure recovery request 472
8.4.5 Response from network 473
8.5 Beam failure recovery on secondary cell(s) 474
8.5.1 Beam failure detection 476
8.5.2 New beam identification 478
8.5.3 Beam failure recovery request 479
8.5.4 Response from network 482
8.6 Multi-TRP cooperative transmission 483
8.6.1 Basic principles 483
8.6.2 NC
JT transmission based on a single DCI 485
8.6.3 NC
JT transmission based on multi-DCI 488
8.6.4 Diversity transmission based on multi-TRP 496
8.7 Summary 502
References 502
Further reading 506

9. 5G radio-frequency design 507

Jinqiang Xing, Zhi Zhang, Qifei Liu, Wenhao Zhan,
Shuai Shao and Kevin Lin
9.1 New frequency and new bands 507
9.1.1 Spectrum definition 507
9.1.2 Band combination 510
9.2 FR1 UE radio-frequency 512
xii Contents

9.2.1 High-power UE 514

9.2.2 Reference sensitivity 518
9.2.3 Interference 520
9.3 FR2 radio-frequency and antenna technology 522
9.3.1 UE radio-frequency and antenna architecture 522
9.3.2 Power class 522
9.3.3 Reference sensitivity 528
9.3.4 Beam correspondence 532
9.3.5 Max permissible emission 533
9.4 New radio test technology 535
9.4.1 SA FR1 radio-frequency test 535
9.4.2 SA FR2 radio-frequency test 537
9.4.3 EN
DC radio-frequency test 542
9.4.4 MIMO OTA Test 543
9.5 New radio RF design and challenges 548
9.5.1 NR RF Front-end 548
9.5.2 Interference and Coexistence 549
9.5.3 Design of SRS RF front-end 552
9.5.4 Other new radio challenges 553
9.6 Summary 554
References 555

10. User plane protocol design

Cong Shi, Xin You and Xue Lin 557

10.1 Overview 557

10.2 Service data adaptation protocol 559
10.3 Packet data convergence protocol 561
10.4 Radio link control 565
10.5 Medium access control 566
10.5.1 Random access procedure 568
10.5.2 Data transmission procedure 573
10.5.3 Medium access control packet data units format 576
10.6 Summary 577
References 577

11. Control plan design 579

Zhongda Du, Shukun Wang, Haitao Li, Xin You and Yongsheng Shi
11.1 System information broadcast 579
11.1.1 Content of system information 579
11.1.2 Broadcast and update of system information 581
 Contents xiii

11.1.3 Acquisition and validity of system information 583

11.2 Paging 587
11.3 RRC connection control 591
11.3.1 Access control 591
11.3.2 RRC connection control 592
11.4 RRM measurement and mobility management 602
11.4.1 RRM measurement 602
11.4.2 Mobility management 609
11.5 Summary 620
References 620

12. 5G network slicing 621

Haorui Yang, Tricci So and Yang Xu

12.1 General descriptions 621

12.1.1 Background 621
12.1.2 Network slicing terminologies and principles 624
12.2 Network slicing as a service in the 5G system 628
12.2.1 Network slicing service registration 629
12.2.2 Traffic routing in Network Slicing 631
12.3 Network slice congestion control 636
12.4 Network slice in roaming case 637
12.5 Network slice specific authentication and authorization 638
12.6 Summary 639
References 639

13. Quality of service control 641

Yali Guo and Tricci So
13.1 5G quality of service model 641
13.2 End-to-end quality of service control 644
13.2.1 General introduction 644
13.2.2 PCC rule 647
13.2.3 Quality of service flow 649
13.2.4 Quality of service rule 650
13.3 Quality of service parameters 651
13.3.1 5G quality of service identifier and the quality of service
characteristics 651
13.3.2 Allocation and retention priority 655
13.3.3 Bitrate-related parameters 656
13.4 Reflective quality of service 657
13.4.1 Usage of reflective quality of service in the 5G system 657
xiv Contents

13.4.2 The mechanism of reflective quality of service in the 5G system 658

13.5 Quality of service notification control 660
13.5.1 General description of quality of service notification control 660
13.5.2 Alternative quality of service profile 661
13.6 Summary 662
References 663
Further reading 663

14. 5G voice 665

Yang Xu, Jianhua Liu and Tricci So
14.1 IP multimedia subsystem (IMS) 666
14.1.1 IMS registration 667
14.1.2 IMS call setup 669
14.1.3 Abnormal case handling 671
14.2 5G voice solutions and usage scenarios 673
14.2.1 VoNR 674
14.2.2 EPS fallback/RAT fallback 678
14.2.3 Fast return 681
14.2.4 Voice continuity 682
14.3 Emergency call 683
14.4 Summary 683
References 685

15. 5G Ultra-reliable and low-latency communication: PHY layer 687

Jing Xu, Yanan Lin, Bin Liang and Jia Shen
15.1 Physical downlink control channel enhancement 687
15.1.1 Introduction to compact downlink control information 687
15.1.2 Compact downlink control information 688
15.1.3 Physical downlink control channel monitoring capability per
monitoring span 689
15.1.4 Physical downlink control channel monitoring for CA 690
15.2 UCI enhancements 691
15.2.1 Multiple HARQ
ACK feedbacks in a slot- and subslot-based
PUCCH 692
15.2.2 Multiple HARQ
ACK codebooks 699
15.2.3 Priority indication 702
15.2.4 Intra-UE collision of uplink channels 705
15.3 UE processing capability enhancements 707
15.3.1 Introduce of processing capacity 707
 Contents xv

15.3.2 Processing time determination 707

15.3.3 Definition of processing time 710
15.3.4 Out-of-order scheduling/HARQ 711
15.4 Data transmission enhancements 713
15.4.1 CQI and MCS 713
15.4.2 PUSCH enhancement 716
15.4.3 Time-domain resource determination 718
15.4.4 Frequency hopping 719
15.4.5 UCI multiplexing 719
15.5 Configured grant transmission 722
15.5.1 Flexible initial transmission occasion 722
15.5.2 Resource allocation configuration 725
15.5.3 Multiple configured grant transmission 726
15.5.4 Nonorthogonal multiple access 728
15.6 Semipersistent transmission 730
15.6.1 Semipersistent transmission enhancement 730
15.6.2 Enhancements on HARQ
ACK feedback 731
15.7 Inter-UE multiplexing 733
15.7.1 Multiplexing solutions 734
15.7.2 Signaling design 736
15.7.3 Uplink power adjustment scheme 738
15.8 Summary 738
References 739

16. Ultra reliability and low latency communication in high layers 741
Zhe Fu, Yang Liu and Qianxi Lu

16.1 Timing synchronization for industrial ethernet 741

16.1.1 Intra-UE prioritization 747
16.1.2 The conflict between data and data 747
16.2 Dynamic authorization versus configured grant and configured
grant versus configured grant 748
16.3 Dynamic authorization versus dynamic authorization 751
16.3.1 The conflict between data and scheduling request 751
16.4 Enhancements to the semipersistent scheduling 752
16.4.1 Support shorter period for semipersistent scheduling resource 752
16.4.2 Configuration of multiple active semipersistent scheduling
resource simultaneously 755
16.4.3 Enhancement to the semistatic scheduling resource
time-domain position determination formula 756
16.4.4 Redefine hybrid automatic repeat request ID 758
xvi Contents

16.5 Enhancement to packet data convergence protocol data

packet duplication 759
16.5.1 R15 new radio packet data convergence protocol data
duplication mechanism 759
16.5.2 Enhancement on duplication transmission in R16 761
16.5.3 The concept of UE autonomous duplication transmission 763
16.6 Ethernet header compression 764
16.7 Summary 767
References 768

17. 5G V2X 769

Zhenshan Zhao, Shichang Zhang, Qianxi Lu, Yi Ding and Kevin Lin
17.1 NR
V2X slot structure and physical channel 769
17.1.1 Basic parameters 769
17.1.2 Sidelink slot structure 771
17.1.3 Physical sidelink channel and sidelink signal 775
17.2 Sidelink resource allocation 790
17.2.1 Resource allocation in time domain and frequency domain 790
17.2.2 Sidelink dynamic resource allocation in resource
allocation Mode 1 791
17.2.3 Sidelink configured grant in resource allocation Mode 1 795
17.2.4 Sidelink resource allocation Mode 2 798
17.3 Sidelink physical layer procedure 809
17.3.1 Sidelink HARQ feedback 809
17.3.2 Sidelink HARQ feedback reporting in Mode 1 815
17.3.3 Sidelink measurement and feedback 816
17.3.4 Sidelink power control 818
References 821

18. 5G NR in the unlicensed spectrum 823

Hao Lin, Zuomin Wu, Chuanfeng He, Cong Shi and Kevin Lin
18.1 Introduction 823
18.2 Channel sensing 824
18.2.1 Overview of channel access procedure 825
18.2.2 Dynamic channel-access procedure 831
18.2.3 Semistatic channel-access procedure 839
18.2.4 Persistent uplink listen before talk detection and recovery
mechanism 842
18.3 Initial access procedure 846
18.3.1 SS/PBCH Block transmission 846
 Contents xvii

18.3.2 Master information block 852

18.3.3 Remaining minimum system message monitoring 856
18.3.4 Random access 859
18.4 Wideband operation and physical channel enhancements 863
18.4.1 Wideband operation in NR
unlicensed 863
18.4.2 PDCCH monitoring enhancement 869
18.4.3 Enhancement on physical uplink control channel 879
18.5 Hybrid automatic repeat request and scheduling 887
18.5.1 Hybrid automatic repeat request mechanism 887
18.5.2 Hybrid automatic repeat request acknowledgment codebook 893
18.5.3 Multiple physical uplink shared channel scheduling 907
18.6 NR
unlicensed with configured grant physical uplink shared channel 908
18.6.1 Configured grant resource configuration 908
18.6.2 Configured grant
uplink control information and
configured grant repetition 912
18.6.3 Configured grant
downlink feedback information 916
18.6.4 Configured grant retransmission timer 918
18.7 Summary 919
References 919

19. 5G terminal power-saving 923

Zhisong Zuo, Weijie Xu, Yi Hu and Kevin Lin

19.1 Requirements and evaluation of power-saving techniques for 5G 923

19.1.1 Power-saving requirements for 5G terminals 923
19.1.2 Candidate power-saving techniques 924
19.1.3 Evaluation methodology for power-saving 934
19.1.4 Evaluation results and selected terminal
power-saving techniques 937
19.2 Power-saving signal design and its impact on DRX 941
19.2.1 The technical principle of power-saving signal 941
19.2.2 Power-saving signal in R16 942
19.2.3 Impact of power-saving signal on DRX 948
19.3 Cross-slot scheduling 950
19.3.1 Technical principles of cross-slot scheduling 950
19.3.2 Flexible scheduling mechanism for cross-slot scheduling 954
19.3.3 Processing of dynamic indicating cross-slot scheduling 955
19.3.4 Application timing in cross-slot scheduling 957
19.3.5 Error handling in cross-slot scheduling 958
19.3.6 Impact of cross-slot scheduling on
uplink/downlink measurement 959
xviii Contents

19.3.7 BWP switching in cross-slot scheduling 960

19.4 MIMO layer restriction 962
19.4.1 Impacts of RX and TX antennas on energy consumption 962
19.4.2 DL MIMO layer restriction 964
19.4.3 UL MIMO layer restriction 964
19.5 SCell dormancy 965
19.5.1 Multicarrier power-saving based on carrier aggregation 965
19.5.2 Power-saving mechanism of SCell (secondary carrier) 966
19.5.3 Secondary cell (carrier) dormancy trigger outside
DRX active time 968
19.5.4 SCell dormancy trigger of SCell in DRX active time 969
19.6 RRM measurement relaxation 970
19.6.1 Power-saving requirement in RRC_IDLE
or RRC_INACTIVE mode 970
19.6.2 Relaxed measurement criterion 971
19.6.3 Relaxed measurement method 973
19.7 Terminal assistance information for power-saving 974
19.7.1 Terminal assistance information procedure 974
19.7.2 Terminal assistance information content 976
19.8 Summary 978
References 978
Further reading 979

20. Prospect of R17 and B5G/6G 981

Zhongda Du, Jia Shen, Han Xiao and Li Guo
20.1 Introduction to Release 17 981
20.1.1 Prospect of B5G/6G 989
20.2 Technologies targeting high data rate 1001
20.3 Coverage extension technology 1004
20.4 Vertical application enabling technology 1006
20.5 Summary 1009
References 1009

Index 1013
List of contributors

Wenhong Chen
Standard Research Department, OPPO Research Institute, Shenzhen, China
Shengjiang Cui
Standard Research Department, OPPO Research Institute, Shenzhen, China
Yi Ding
Standard Research Department, OPPO Research Institute, Shenzhen, China
Zhongda Du
Standard Research Department, OPPO Research Institute, Shenzhen, China
Yun Fang
Standard Research Department, OPPO Research Institute, Shenzhen, China
Zhe Fu
Standard Research Department, OPPO Research Institute, Shenzhen, China
Li Guo
Standard Research Department, OPPO Research Institute, Shenzhen, China
Yali Guo
Standard Research Department, OPPO Research Institute, Shenzhen, China
Chuanfeng He
Standard Research Department, OPPO Research Institute, Shenzhen, China
Rongyi Hu
Standard Research Department, OPPO Research Institute, Shenzhen, China
Yi Hu
Standard Research Department, OPPO Research Institute, Shenzhen, China
Yingpei Huang
Standard Research Department, OPPO Research Institute, Shenzhen, China
Haitao Li
Standard Research Department, OPPO Research Institute, Shenzhen, China
Xue Lin
Standard Research Department, OPPO Research Institute, Shenzhen, China
Bin Liang
Standard Research Department, OPPO Research Institute, Shenzhen, China
Hao Lin
Standard Research Department, OPPO Research Institute, Shenzhen, China
Kevin Lin
Standard Research Department, OPPO Research Institute, Shenzhen, China

xix
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The Project Gutenberg eBook of Bringing up
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Title: Bringing up the Boy

Author: Carl Avery Werner

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*** START OF THE PROJECT GUTENBERG EBOOK BRINGING UP

THE BOY ***
 Bringing up the Boy

“GIVE HIM THE LIGHT

 TELL HIM THE TRUTH
SHOW HIM THE WAY!”

Bringing up the Boy

A Message to Fathers and Mothers
from a Boy of Yesterday concerning
the Men of To-morrow

By

CARL WERNER

New York
Dodd, Mead and Company
1913
 Copyright, 1911, by
THE BUTTERICK PUBLISHING COMPANY
Copyright, 1913, by
DODD, MEAD AND COMPANY
Published, March, 1913

TO

Mary Morris Werner

A GOOD MOTHER
WHOSE FINE SYMPATHY, KEEN PERCEPTION,
AND DEVOUT SENSE OF DUTY ARE MOULDING
THE CHARACTER OF

AN AMERICAN BOY
THIS VOLUME IS AFFECTIONATELY INSCRIBED
 CONTENTS
CHAPTER PAGE
Foreword xi
I From Baby to Boy 3
II The Simplicity of Discipline 17
III As the Twig Is Bent 33
IV A Talk at Christmas Time 48
V The Dynasty of the Dime Novel 63
VI The Sin of Sex Secrecy 77
VII The Weed and the Winecup 91
VIII Out into the World 104

There; my blessing with thee!

And these few precepts in thy memory
See thou character. Give thy thoughts no tongue,
Nor any unproportioned thought his act.
Be thou familiar, but by no means vulgar.
Those friends thou hast, and their adoption tried,
Grapple them to thy soul with hoops of steel;
But do not dull thy palm with entertainment
Of each new-hatch’d, unfledged comrade. Beware
Of entrance to a quarrel, but being in,
Bear’t that the opposed may beware of thee.
Give every man thy ear, but few thy voice;
Take each man’s censure, but reserve thy judgment.
Costly thy habit as thy purse can buy,
But not express’d in fancy; rich, not gaudy;
For the apparel oft proclaims the man.
Neither a borrower nor a lender be;
For loan oft loses both itself and friend,
And borrowing dulls the edge of husbandry.
This above all: To thine own self be true,
And it must follow, as the night the day,
Thou canst not then be false to any man.
—Polonius to his son.
Hamlet, Act I, Scene 3.
 FOREWORD
A good portion of the material in this volume was printed in serial
form in The Delineator, to whose editors and publishers I am deeply
indebted for the sympathy and encouragement that were necessary
to bring my ideas on boy training into the circle of general
parenthood. As a result of the publicity gained through the medium
of that magazine’s wide circulation, many letters were received by
the magazine and by myself; and in this mass of correspondence
there was a distinct note of appeal for the publication of the essays
between covers. It was quite without any knowledge of this demand,
however, that the present publishers, acting independently, became
interested in the series, and decided, after due consideration, to
issue it in book form.
It was surprising that of the many letters received while these
articles were appearing serially, only a small minority of the writers
disagreed with my views, and those few protests were confined to
one or two subjects. So far as could be reasonably expected of one
whose time is much occupied in pursuing a livelihood, I replied to all
such communications. If in some instances I failed, the omission was
not because I was lacking in a keen appreciation of the interest, the
sympathy, the suggestions and the criticisms thus expressed. As to
those who disagreed with me, I would like to repeat here what I
have said to them in personal replies: They may be right, and I
wrong. This much only, I know—That Providence is kind in that He
permits me to retain a distinct picture of the boy’s cosmos; that as a
man and a father I can still see—and feel—from the boy’s viewpoint;
and that, preserving that visuality, I have tried, with the best
judgment and most constant effort of which I am capable, to employ
it for the greatest good. Everything that I have written about boy
training is solidly fixed on this foundation; and everything that I have
written has been or is being employed, to the very letter, in my
stewardship of one who is infinitely more precious to me than life
itself—my own boy. If I have erred, may God forgive me; but on this
score my conscience is as clear as a crystal pool, for so far as human
vision penetrates not one duty has been left undone and not one
endeavour has gone astray. And happily, though I say it with a
prayer on my lips and humility in my heart, every passing year adds
its living testimony to the principles which I advocate and for which I
plead.
C. W.

Bringing up the Boy

 I
FROM BABY TO BOY

Your son, madam, while passing a vacant house, paused, poised

his arm and deliberately sent a small stone crashing through one of
the windows. Then, turning on his heel, he ran nimbly up the street
and disappeared around the corner.
You know it occurred, because some one living next to the house
saw him do it and told the owner, and the owner came to you for
reparation and you charged the boy with it and he admitted it to be
true.
You are heartbroken because you find yourself confronted with
what appears to be irrefutable evidence that your son is a bad boy.
You ask him why he did it. He doesn’t know. You suggest that it
might have been an accident. Being a truthful boy, he replies
tearfully that it was not. You enquire if he had any grievance against
the man who owns the house. He answers that he hadn’t even
heard of the owner and didn’t know who he was. Then—you ask
again—why did he do it? You get the same answer:
“I don’t know.”
It certainly looks dubious for your boy, madam, doesn’t it? If at
the tender age of ten years a lad will deliberately “chuck” a stone
through a neighbouring window, with no reason or provocation for it
whatsoever, what may he not be capable of at twenty? The thought
is appalling, isn’t it?
Happily, however, I think it can be demonstrated to your complete
satisfaction that your son is not bad—so far as this particular offence
is concerned, anyway—and that this stone-throwing business is a
perfectly natural thing for a perfectly normal boy to do.
To start with, let us suppose that I have placed on your back
fence, side by side, a brick and a bottle. I then hand you a little
target-rifle and invite you to try your skill at shooting. Now, which
will you aim at—the brick or the bottle?
The bottle, of course. You answer more quickly than I can write it.
And why the bottle?
Just think that over a moment, please. Why the bottle?
Meanwhile, let us go back to the boy and the window.
The desire to see a physical result from any personal effort is
deep-seated in every human being. Where is the author who does
not take secret and real pleasure in scanning the achievements of
his pen in the public print? Where is the architect who would forego
the pleasure of seeing the finished structure, the lines and masses of
which he has dreamed over and designed? The desire to see the
result follow the endeavour, the effect follow the cause, is strong
within us all.
It may seem a far cry from art and letters to the boy and the
broken window, but the psychologic principle involved is one and the
same. The boy, sauntering along the street or the roadway, has been
amusing himself by throwing stones. He has sent one against the
side of a barn with no effect other than the sound of a hollow thud
as it struck the boards. He has heaved one at a telegraph pole, and
the pole didn’t even quiver. Then he spies the vacant house.
It is obviously deserted and abandoned. A pane already shattered
in one of the windows starts the idea. It is far enough back from the
street to make the throw a test of skill. If he misses there’s no harm
done. If he hits there’ll be a noise, a crash, a shower of flying glass
and—Enough! Up goes the arm, away goes the stone with fateful
accuracy and the deed is done. It was the act of a sudden impulse.
Before the conscience within him could assert itself the missile had
struck; and that innate human ambition to produce a visible result
was gratified.
The deed is done, and the boy doesn’t know why he did it. But
returning to the hypothesis of the brick and the bottle, perhaps you,
madam, can explain why you would prefer to shoot at the bottle.
In these talks I want to tell mothers something of what I know
about boys; not all about them, but just a few of the more vital
things that every mother of a boy ought to know and every father
ought to be reminded of. I say “reminded” advisedly, for the fathers
must have known some time, though it would seem that most of
them have forgotten now. What I say I know about boys, I know.
What I may suggest or advise is another matter. It can stand only as
a belief, an opinion, and my sole excuse for presuming to offer it is
that I love the boy; I live close to him and I believe in him.
I do not believe that the intuitiveness generally accredited to
motherhood is in the least degree overestimated or exaggerated. But
mere intuitiveness, even in its highest form of development, can
hardly be expected to bridge the natural gap of temperamental sex
difference between mother and son.
Unfortunately, the father, not eager to invade what he believes to
be the mother’s sphere, usually is content to leave the management
of the boy in the mother’s hands, while the mother, not recognising
the deficiency of her position, labours on patiently, lovingly,
untiringly, but in many cases blindly, and often with poor success. If
mothers only understood this it would be better. If they could be
brought to realize the handicap under which they are striving they
could fortify themselves against it. They could deepen the interest of
the father or, failing that, they could at the least draw upon his
experience and knowledge of real boyhood with good effect. But
there are no sex distinctions to the average mother. The boys and
the girls are just “the children” and the difference of sex is lost in the
great catholicity of maternal love.
 At the very beginning parents must concede the existence of an
inherent temperamental difference between the boy and the girl.
This, for the mother, is not so easy of adjustment as it may appear.
The boy is her baby, just her baby, from swaddling-clothes to long
trousers.
The fact is, of course, that the assertion of the sex temperament
starts almost with the beginning of life. For the first four or five
years it is, to be sure, almost a negligible quantity, but after that the
boy needs to be treated as a boy, and not as a sexless baby.
Put a pair of new red shoes on a little girl’s feet and send her out
among a group of misses shod in black. Then watch her plume
herself and pose at the front gate and mince up and down the
avenue, as proud as a peacock.
Now, rig up the six-year-old boy in some new and untried kink of
fashion and turn him loose on the highway—and observe what
follows. Note how sheepishly he looks down the street to where his
playfellows are gathered, and see how he edges toward them,
faltering and keeping as close to the fence as he can. Observe how,
just as he is trying to slip into their midst unostentatiously, one of
them cries in a shrill voice:
“Look who’s here!” and another remarks:
“Oh, what a shine!” and still another exclaims:
“Pipe the kelly!” meaning, observe the hat.
Then perhaps there is the very rude boy who asks whether the
“rags” have been “rassled,” said enquiry being gently emphasised by
a push from behind. In which case the young glass of fashion,
having a gloomy premonition of what may happen to him at home if
he returns bearing the marks of combat, backs discreetly off the
firing-line, and retreats to his own dooryard with as small loss of
dignity as the exigency of the occasion will permit. And he is pretty
sure to stick there the remainder of the afternoon, while occasionally
other boys, in regulation woollens or corduroys, peep at him
curiously through the palings, making him feel like one of those
unpronounceable animals that they keep in cages and lecture about
at the zoo.
Do you think this characteristic of the boy really signifies that he is
“notional”? Do you put it down merely as “finicality”? Then you do
him a great injustice. In the true analysis it is quite the opposite. It
is but one feature of a unique democracy, a splendid democracy that
you will find holding sway wherever boys gather. Oh, this democracy
of boyhood is a wonderful thing! To me it is the régime beautiful.
There is something so inspiring about it! For here, in this quaint
domain of dare-and-do, you see every sturdy little chap, regardless
of clothes, creed or family position, standing on his own merits and
judged by his own deeds.
Why some mothers persist in Little-Lord-Fauntleroy-ing their boys
within an inch of their lives is to me a profound mystery. Can any
mother enlighten me on the long-curls cruelty? Is it selfish vanity?
Could any mother, for the mere gratification of an egoistic desire, be
so unfeeling as to send her helpless boy out into the scene of
humiliation and actual physical torture of which the boy with the
long curls becomes the pitiable centre as soon as he turns the
corner?
I do not like to think so. Rather would I believe, as in the case of
the broken window, that the mother’s error is chargeable to her
never having been a boy. She has a faulty conception of what it
means to be yanked about by those boy-hated ringlets of gold, to be
harassed and taunted by the inornate but happier hoi polloi.
I recall one afternoon when I took a youngster of three around to
the barber’s to have him shorn. I returned with the boy in one hand
and the curls in the other. He was magnificently cologned and
wanted everybody to “smell it.”
The mother was waiting with an empty shoe-box in her lap. She
was sitting by the window, in the soft half-light of the early evening,
and she caressed the golden bronze ringlets before putting them
away. And something glistened in her eye and it fell into the box and
was packed away with the curls. I shouldn’t wonder if it were there
yet, for somehow I can’t help thinking that a tear like that must
crystallise into a tiny pearl and glisten on forever.
But when this mother looked up at the boy, she was smiling,
almost proudly; and she patted the shiny, round head, and kissed it,
cologne and all, and quoted a verse about having “lost a baby and
gained a man,” declaring that he really looked much better than she
had expected.
And the boy was put to bed and slept coolly and comfortably, and
he’s had a clean scalp and a clear conscience ever since, I guess.
But here I am, taking up the reader’s precious time talking about
clothes and curls—neither of which mere man is supposed to know
anything about—when all I meant to do was to emphasise the fact
that long before a half-dozen of his birthdays have been celebrated,
the boy must be taken up as an abstract proposition.
At the age of five, then, let us say, the boy reaches the stage of
recognisable and indisputable masculinity. This is the logical time for
the properly constituted father to take the helm of the son’s destiny.
If he does not do so, through lack of interest, lack of time or lack of
the faculty for it, the mother must needs go on with the struggle.
Her five years of training the baby will not come amiss in training the
boy. But she must now reckon with boyhood as a distinct
classification of childhood. She must remember that from now on,
every year, every month, every day, widens the gap of sex
divergence. She will do well to look at the bearded men who pass
her door and consider that every attribute of masculinity exists,
embryonically, in her round-faced baby boy.
From now on, if she hopes to appeal to the best that is in him, she
must not only study the boy, but she must study the world from the
boy’s viewpoint. The nearer the mother can get to the boy’s inner
emotions, the more effectively can she direct the trend of his
mental, moral and physical development. Herein lies the secret of
getting and keeping a grip on the boy.
 II
THE SIMPLICITY OF DISCIPLINE

We are living in an epoch of extremists. This morning the suffering

dyspeptic is told that he will find a complete cure in a two weeks’
fast; this afternoon he is advised that by eating every two hours he
will be forever free from his ills. On the one hand is a sect preaching
that prayer will bring us peace, power and plenty, and on the other
is a schism pleading that supplication, in itself, availeth nothing. Here
we have a group of modern disciplinists teaching that corporal
punishment is a fading relic of barbaric brutality; there we find a
sturdy school of old-timers telling us that if we spare the rod we
shall spoil the child.
With these extremists who specialise in the stomach or in the soul
I have no quarrel; but coming down to the subject of disciplining the
boy I do want to point out to fathers and mothers seriously and
earnestly that there is a happy medium, a middle course—a neutral
and natural way.
The moral suasion idea is a fine thing in theory and it would be a
moderately fine thing actually if parents were all moral suasionists,
and if parents and children had nothing else in the world to do but
practise it. By this I mean that if all or most parents were naturally
equipped to rule by moral suasion, and, secondly, if twenty-four
hours of the day could be devoted exclusively to discipline, it would
be undoubtedly a commendable method of child-government.
Unfortunately, such is not the case, and in dealing with the question
collectively we have to take conditions, parents and children as we
find them.
 Nearly every parent possesses the faculty of governing to some
extent—greater or less; and all children are capable of responding to
it—but in varying degrees. There is, therefore, no hard and fast rule
that can be laid down for the guidance of all parents, to be applied
successfully to all children. However, by reducing the subject of this
article first to boys, and second to the average boy, I think we can
get the discussion down to a practicable basis. The little girl is here
absolutely eliminated from consideration. I have studied her
assiduously and at close range for a number of years and have
succeeded in establishing this much only; first, that she is almost too
sweetly complex for paternal comprehension, and second, that she
is not amenable to the rules by which we discipline the boy.
My boy, then, is the average boy, old enough to walk and talk and
understand what is said to him, moderately sensitive, moderately
affectionate, moderately impulsive, moderately perverse, of
ordinarily good health, and possessed of the usual amount of animal
spirits.
Obedience is the foundation stone of the entire structure of
discipline. There is a good deal in discipline besides obedience, but
without obedience there is no discipline. It is not the alpha and
omega, but is a good deal more than the alpha. Discipline is
harmony. Harmony cannot be maintained without perfect obedience,
because obedience is a joint affair, a partnership arrangement
between you and the boy. All other essentials of discipline are ex
parte. In all other essentials you are subjective and the boy is
objective. You think and he acts, you direct and he executes, you
furnish the plan of living and he lives it. But it is the partnership in
obedience that makes this possible. Given perfect obedience, the
rest is easy, because the boy’s daily routine is simply a vivification of
the principles shaped by your own matured mind.
Let me repeat, then, that discipline is simply harmony and
harmony cannot be attained without perfect obedience. Note the
adjective, perfect, for this is the obstacle over which we are so prone
to stumble. Obedience must be absolute, complete and infallible.
 How can we attain it? How can we take the child-boy and so
mould him that he will respond to a command instantly and
unfailingly? Within him there is a natural, healthy instinct opposed to
it. Within him is the natural human tendency to think and act
independently, to learn by experiment, to venture unassisted and
unrestrained into the unknown.
Punishment other than corporal will not always do it, because at
the time when this condition must be established the boy’s baby
mentality is not capable of compassing the long distances between
cause and effect. At the early age at which it is necessary to
establish perfect obedience, the moral penalties are too slow in
action, too complex and too much dependent upon local condition to
be effective. There are exceptions, of course. For example: You have
a box of sweets and you tell the boy he may take one. He takes two.
As a penalty for his disobedience you make him return both pieces
to the box and you cast the package into the fire. There you have
incorporal punishment that is instant, direct and effective; but this
incident is made to order and of rare occurrence in fact. Suppose
that the boy swallows the two pieces instantly, or suppose the more
usual occurrence that you have forbidden him to partake of the
sweets at all and he has surreptitiously eaten one. What then?
Casting the remainder into the fire will not impress him at the time
because his appetite has been satisfied, the desire is dulled. You
may deprive him of his allowance on the day following, but the lapse
of time dims the relation of the penalty to the offence. This kind of
treatment works well with some of the minor errors but not with
disobedience. The tendency to disobey is too constant, too
persistent and too frequent, and too early in the boy’s process of
development.
A mother said: “It is not necessary for me to strike my child. I
compel him to sit in a chair for one hour without speaking. He fears
that more than the rod.” Of course, he does, poor little chap! And
that mother did not realise that she was substituting a barbaric
torture for mild punishment. I reverse her reasoning: It is not
necessary for me to so torture my boy. Nor shall I deprive him of his
play, of the outside air, of his supper, of anything that makes for his
health and happiness, nor of any good thing that it is in my power to
give him.
Disobedience calls for a punishment that is short, direct and
impressive. A sharp tap on the palm of a boy’s hand, or on the calf
of his leg—or two or five or ten—is the only kind of penance I know
of that fills the requirements. It is the one short and sure road to an
immediate result. Naturalists tell us that the sense of touch is the
first experienced by a newborn child. It is the first and quickest wire
from the outer world to the brain. Then come hearing and smelling
and seeing and long after these come the moral perceptions, the
power of deduction and the distinction of right and wrong. My
experience has been that this first sense continues to be the live
wire until well on toward the maturity of the child—if the child is a
boy. There are many men, who can undergo the severest mental
torture with calm resolution and fortitude, but who tremble at the
sight of a dental chair. Not long ago I was chatting with a friend,
who is a dentist, when a burly policeman rushed in, plumped himself
into the operating-chair and asked the dentist to ease his aching
tooth. The dentist looked at the tooth and reached for his forceps.
“The only way to fix that is to extract it,” he said. The officer of the
law sprang from the chair like a jack-in-the-box and made for the
door, remarking apologetically as he went out that he couldn’t spare
the time. “That man,” said the dentist, when he had gone, “has a
medal for bravery, and three times has been commended for saving
lives at the risk of his own.”
It is not that the boy fears pain, but that he fears the certainty of
it, he dreads the deliberate, the inevitable punishment, accompanied
by no moral stimulus with which to combat it. I have known my boy
to take a severe beating from another boy in a struggle for the
possession of an apple—and all without shedding a tear. The spat on
the hand that I inflicted was a mere flea-bite to that beating, but
because of it I could leave an apple within reach of his hand
indefinitely and, though he might want it ever so much, he would
not touch it if I had forbidden him.
 So much for the psychology of corporal punishment. Now for the
practice of it.
While I may have been guilty of many literary offences, a list of
“Don’ts” has not, up to this time, been among them. But as the word
obedience necessarily captions an imposing array of “Don’ts” for the
boy, I think his parents may be better equipped to enforce them by
considering some very important ones applying to themselves. At
any rate, having spoken freely in favour of the use of the rod, it is
vitally important to qualify my advocacy of it in accordance with my
experience and belief. Every one of the qualifications or conditions
that I am about to enumerate is essential to this system of
discipline, so much so that if they were not to be considered as part
of it, all that I have written would go for naught and I would ask to
withdraw it completely.
Corporal punishment is resorted to for one kind of offence only—
disobedience. Absolutely for no other.
Corporal punishment consists of a few sharp taps on the palm or
calf with a thin wood ruler.
The boy is never punished in the presence of a third person, even
a brother or sister.
Punishment is never administered with the slightest sign of anger
or under excitement. Any parent incapable of so administering
corporal punishment should not employ it.
Punishment must partake of the nature of a simple ceremony
rather than of a torture; it must be regarded as a duty, not as a
personal retaliation.
Punishment is always prefaced with a simple, brief, but explicit
explanation, like this: “My boy, listen: I love you and I do not like to
hurt you. But, every boy must be made to obey his father and
mother, and this seems to be the only way to make you do it. So
remember! Every time you disobey me you shall be punished. When
I tell you to do a thing, you must do it, instantly; without a
moment’s delay. If you hesitate, if you wait to be told a second time,
you will be punished. When I speak, you must act. Just as sure as
you are standing here before me, this punishment will follow every
time you do not do as you are told.”
Say no more than that. Drive home the inseparability of the cause
and the consequence; let the idea of instant, infallible obedience be
telegraphed to his brain simultaneously with the sting of the ruler.
Have no fear that this form of chastisement will break your boy’s
spirit or will weaken the bond of love between him and yourself.
Both will be strengthened by it. For one punishment inflicted, there
are hundreds of kind words and deeds to prove your affection.
No child should be punished corporally other than as I have
described.
To strike him in the face, to strike him at all with the hand or fist is
brutal, and brutality is not only sinful but ineffective. Corporal
punishment inflicted impulsively is dangerous because it lacks the
earmarks of good intent.
Above all, remember this: That the kind of corporal punishment
which I employ is effective, first because it is the only kind the child
knows, and in no other way does he feel the weight of a corrective
hand; and second, because it never fails to follow the deed.
To waver is unfair to the child. Yesterday he was punished. To-day
he commits the same infraction and is not punished. Here is
inconsistency and the boy is confused. If it were not deserved to-
day, he reasons, it was undeserved yesterday; therefore, he is
aggrieved. Every time you miss the atonement you lose a link, and
the chain of your discipline is broken.
This is the chief error of parent disciplinarians. We fail to grasp the
all-important truth that the unfailing application of corporal
punishment is the very thing that can render punishment of any kind
unnecessary. Many a boy is punished a hundred times where but a
few would have sufficed had the penalty been exacted consistently
and unfailingly. The right kind of discipline neither spoils the child
nor spoils the rod. It spares both. It is like good dentistry. Every
moment of hurt saves years of suffering in later life. And good
painless discipline is as rare as good painless dentistry.
Further than this I have but little to say about discipline, for, once
you have achieved infallible obedience, you are bound to achieve
perfect discipline. The two words are synonyms in effect. No mother
can hope for the best results if she seeks to train her boy as she
would arrange her hair—to please her vanity—or as she would plan a
shopping tour—to suit her convenience. Self must be submerged
and the child’s future kept uppermost. For discipline is a mother’s
duty to her boy. If she falters in it the boy will suffer. And every
penalty that the unwatched boy escapes through a parent’s frailty,
he will have to pay, many fold, in the future years.
 III
AS THE TWIG IS BENT

You hear the sound of sobbing in the distance, and as it draws

nearer and grows more distinct you recognise the voice. A moment
later the door flies open and there stands your boy, crying as though
his heart would break. Little rivulets of tears are trickling down his
dust-covered cheeks, and on the side of his face is the mark of a
cruel blow.
Between sobs he tells you that the boy across the street did it.
Why? He doesn’t know why; he wasn’t doing anything at all, “jes’
playin’ around.”
You wipe the tears away and kiss the hurt, and as you note the
quivering lip and the angry bruise, a wave of indignation swells
within you. Glancing out through the window you see the boy across
the street, cavorting triumphantly on the curb. How much bigger and
coarser and rougher than your boy he appears—isn’t it always so?
Your little chap has come to you partly for sympathy, but mainly for
retaliation. He shows you his wound and points to the boy who did
it. He has been hurt, he has been grievously wronged, and he has
come to you whom he has learned to look upon as his one never-
failing protector and friend. You spring to your feet, fired with an
overwhelming desire to rush into the street and avenge the wrong
that has been done your child.
Madam, one moment! Don’t do it. The retaliation you contemplate
may be justice so far as the tormentor across the street is
concerned, but it is a rank injustice to your own boy. I want to tell
you on the authority of an ex-boy that if you would serve your son
best, you will not interfere.
 None but a mother knows the trials and heartaches of the fighting
period in a boy’s life; and none but a father realises what an
important part that period plays in the shaping of the boy’s career.
The period runs approximately from the ages of five to ten. Prior to
that the child is too young to indulge in it, and subsequently he is
too old to tell about it. In the interim these affairs of the street are
of daily occurrence and are to the mother a source of annoyance as
mysterious as they are harrowing.
The right way to deal with this problem may not be the easiest
way but it is the simplest, and it is the best for the boy. It is to let
him alone. It is to teach him from the very beginning that outside of
his own dooryard he must protect himself with his own hands. Have
a distinct understanding that if he gets himself into a fight, he must
get himself out of it. Tell him that by helping him you would only
make more trouble for him because he would get to be known as a
coward, and all the boys would annoy him more than before.
I went further than this with my boy. I told him that I did not
approve of fighting, but that if he were forced into it, I would expect
him to hit out hard and fast and defend himself blow for blow. I
provided him with a punching-bag and a set of boxing-gloves and I
showed him how to use them. He was just five when I established
this rule and in one year it proved itself.
At six we started him off to school, and a few days later he came
home one afternoon with a discoloured eye.
But there was no tear in it. He threw his books in a corner and
ran, whistling, out to play. At dinner that evening my curiosity got
the better of me, but I assumed indifference.
“Where did you get the eye, old chap?” I asked casually.
He looked up sheepishly, smiled and pushed his cup toward me.
“Some more milk, if you please, father,” he said. The fighting
problem had been solved forever.
 The mother who coddles her boy shows him a double unkindness.
She not only increases his boyhood miseries, through making him
the particular target of other boys, but she retards the development
of his self-reliance and his manliness.
I give the affaire d’honneur an important place in this chapter
because it is one of the things about boys that mothers often
misunderstand and quite generally undervalue.
Of course, the cardinal precept which should form the foundation
of the character structure is—Truth. Combine in him manliness and
truthfulness, and the other essential traits of good character will
spring from these two like shoots from the trunk of a healthy tree.
Truth-telling should be made a matter of habit with the boy. Have
you not among your acquaintances men, women and children who
are habitual prevaricators, people who make misstatements
continuously, absolutely without purpose and without malice? Lying
has become a habit with them. By the same token truth-telling can
be and should be so instilled in the boy as to become automatic. He
should never be punished for a falsehood as you might punish him
for disobedience. The problem of disobedience, which I discussed in
a foregoing chapter, is a matter of psychology from beginning to
end. Truth-telling becomes so in the end but is a matter of morals at
the beginning. It can be formed into a fixed habit by treating it
morally and by keeping everlastingly at it until the result is achieved.
You cannot beat a boy into hating a lie, but you can shame him into
it.
It is natural for a very young boy to seek to evade responsibility
for an offence by disclaiming it. The first time he does this he must
be made to know that, however serious the offence may be, it is as
nothing compared to the lie that he seeks to cover. I did not go so
far as to promise my boy immunity for infractions that he frankly
confessed; but I did make it a rule unto myself that he should never
suffer through confession, and I did invariably commend him, in the
highest terms, when he told the truth under conditions that made it
peculiarly praiseworthy. An example: I find my inkstand tipped over
and a great black stain upon the carpet. I summon the boy and ask
him sternly: “Who did that?” My manner is threatening. The offence
is grave. He is thoroughly frightened, but after a moment he
answers, falteringly, “I did.” Instantly my attitude changes from
admonitive to commendatory. I say to him: “This is an awful thing
that you have done. The carpet is spoiled. The stain will always be
there. Nothing can remove it. But you have told the truth and that is
the finest thing that a boy can do. As bad as this is, I would rather
you would do it a hundred times than tell one lie.”
If, on the other hand, he falsifies, I grieve before him. I tell him
that nothing that a boy can do is as bad as a falsehood: that a lie is
the very meanest and lowest thing in the world. I tell him that I fully
forgive him for spilling the ink, but it is almost impossible to forgive
him for that lie. I leave him to meditate upon it.
I never allow an untruth to pass without bringing a blush of
shame to the boy’s cheek. I never let a lie show itself without
holding it up as a thing to be despised. The boy first gets to fear a
falsehood, then to despise it—and finally to forget it. And by
forgetting I mean that it passes beyond the pale of things
considerable. Truth has become a fixed habit.
Having accomplished this, you have given your boy a solid
foundation upon which to rear the structure of good character.
I believe in sending the boy to the church. Regardless of the
parents’ attitude toward religion, I believe it is their duty to give the
boy the benefit of a church environment while he is still a boy.
Irrespective of sect or creed, he is sure to absorb some good in an
atmosphere of divine worship. In later years he may depart from the
precepts there learned, but the early teachings and associations of
the church or the Sunday school will leave their influence in some
degree, and whether it is much or little, it will never be for anything
but good.
I give my boy the Bible to study and the Golden Rule to live by. I
teach him to speak or think deprecatingly of no religious faith, and
show him that all are working for the betterment of man.
From his infancy I guard him from superstition and discourage the
fear of fancied dangers. I do not believe it is necessary for a boy, at
any age, to fear the dark. Mine never did. Fear of the dark is born of
suggestion, and he has been successfully guarded from any word
that would couple darkness with danger. Throughout his entire
childhood he never sensed the usual terrors of the unlighted room
and the darkened passage. I would never confirm even the Santa
Claus myth, though I did not dissuade him from it, because I well
remember the added joy it brought to me when I was a boy. When
the question was put to me I said: “I shall not tell you because the
mystery of Christmas adds much to your enjoyment of it. Believe it
or not, as you choose; I have nothing to say.” With this pleasant
exception he has never asked me a question that I have not
answered truthfully and as completely as I could.
I live close to my boy, and by so doing I find his level and see his
narrowed horizon as he sees it. When he was only six we lived
together in the woods, slept under the same blanket, fished and
sailed and took our daily swim together. Beginning at that early age
we have sat by the campfire at night and talked of the stars and the
moon and the strange noises of the wood. Nowhere can you get as
close to your boy as you can out under the sky with only Nature
about you. It would be a splendid thing if every father could devote
a few weeks each year to “roughing it” with his boy. Besides the
opportunities it offers for community of thought, it brings out a
phase of the boy’s character that under other conditions might never
come to the surface. I recall one evening, as the boy and I were
lolling on the bank of a river, how he astonished me by exclaiming:
“See! What a beautiful sunset!” He had seen the sun go down many
times over the housetops of the town, but it needed the solitude of
that particular place and time to give him an appreciation of its
beauties. Unexpectedly there was disclosed to me an æsthetic side
of his nature that I had never known.
 These are opportunities that open peculiarly to the father, and he
should take advantage of them.
I believe that every boy should be encouraged to acquire a college
education and that he should be made to pay for it. We hear a good
deal of talk nowadays about the lack of real advantage that the
college man has over the other fellow. Thousands of college men fail
in their struggles with the work-a-day world, and often you find a
degree man working in a subordinate capacity to a man of his own
age who missed a college education. It is a fact, too, that the
honour men of our colleges rarely distinguish themselves in their
chosen professions. But none of these things prove anything,
because the personal equation has to be reckoned in. I believe that
the young man who takes his college course and takes it seriously is
better fitted for the work of life than he would otherwise have been.
The unschooled man who succeeds would have succeeded with
more ease and to a higher standard had he been schooled. The
college man who fails would have failed more miserably had he been
untrained. I believe that failure of an educated man is in spite of his
education, and not because of it.
If you want to make sure that your boy is going to use his college
education to the best advantage, let him pay his way. The failures
that our institutions of learning turn out are not the men who work
their way through; they are the sons of the affluent, the little
brothers of the rich. The boy who drives the hay-rake or works
behind the counter of his father’s store in vacation time is rarely
found among the derelicts. Let the boy share the cost with you, and
you need have no fear that either the time or money spent for
education will go for naught.
From the first time that he trots over to the candy store with his
penny, the boy should be trained to know the intrinsic value of
money. Encourage him in moderate frugality, not because the
accumulation of money is a desideratum, but because profligacy is
bad for the morals.
 Whether it is the mother or the father who takes especial charge
of the boy, or both, they should aim steadfastly to have his complete
confidence always. He should be made to feel that they are not only
dearer to him, but nearer to him than any one else in the world.
If a condition of implicit confidence can be established between
you and the boy, you can depend upon him to be receptive of the
good which you seek to charge him with.
Then, with truth as his anchor, no storm of the outer world can
sweep him beyond the influence of home. The bulwark of the good
character that you have builded will stand throughout his lifetime.
 IV
A TALK AT CHRISTMAS TIME

On a Christmas Eve some thirty-odd years ago a very small boy,

guarded on either side by sisters older than himself, knelt at the low
sill of his bedroom window and looked wonderingly out into the
night. Above was the sky, studded with twinkling stars. Below was a
soft, silent blanket of white—the unsullied snow of a northern winter.
Everything was very still.
The boy looked first at the sky. Being of the baby age when the
children of the wise are put to bed with the sun, the night sky was
more mystic than the snow. There were so many of those stars, and
they appeared to be twinkling at him with cheerful friendliness. One
attracted him particularly. It did not twinkle and was not so merry as
the others, but it was larger and shone with a bright, steady glow. It
seemed to be reaching down toward the boy as though it would
speak to him.
He recalled the story that had been told him only the day before,
the story of the first Christmas and of three wise men who had been
guided to the manger wherein lay the infant Christ; and the thought
came to him that this, perhaps, was the star that led them. The
suggestion of the manger brought the boy’s eyes downward to the
snow-topped stable opposite his window; and from the stable he
turned to the white-roofed houses with their chimneys still smoking
from the evening fires. He wondered if Santa Claus would have to
wait till all the fires were out before he could make his rounds.
How white everything was and how still! A sense of delicious
mystery crept over him. He heard the sound of distant sleigh-bells.
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