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True / False

1. The first state police agency was the Texas Rangers.


a. True
b. False
ANSWER: True
POINTS: 1
REFERENCES: American Policing: Eighteenth and Nineteenth Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Remembering

2. Sir Charles Rowan founded the Bow Street Runners.


a. True
b. False
ANSWER: False
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Remembering

3. The man who is credited with establishing London’s first large-scale, civil police department in 1829 is Sir Robert Peel.
a. True
b. False
ANSWER: True
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Remembering

4. London’s first large-scale, civil police department consisted of more than 5,000 men.
a. True
b. False
ANSWER: False
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Remembering

5. Early American police were responsible for cleaning streets, caring for the homeless, and operating emergency
ambulance services, in addition to their law enforcement duties.
a. True
b. False
ANSWER: True
POINTS: 1
REFERENCES: American Policing: Eighteenth and Nineteenth Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Remembering

6. The concept of the sheriff can be traced back to the Praetorian Guard.
a. True
b. False
ANSWER: False
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Remembering

7. John Edgar Hoover is known as the father of American policing.


a. True
b. False
ANSWER: False
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

8. The word police comes from the Latin word politia, which means “civil administration.”
a. True
b. False
ANSWER: True
POINTS: 1
REFERENCES: Introduction
LEARNING OBJECTIVES: INPO.DEMP.16.01.01 - Explain the primary means of ensuring personal safety prior to the
establishment of formal, organized police departments.
KEYWORDS: Bloom's: Remembering

9. In early U.S. colonial society, citizens were responsible for protecting themselves and maintaining an orderly society.
a. True
b. False
ANSWER: True
POINTS: 1
REFERENCES: American Policing: The Colonial Experience
LEARNING OBJECTIVES: INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Remembering

10. Escobedo v. Illinois was the U.S. Supreme Court case that applied the exclusionary rule to all states in the United
States.
a. True
b. False
ANSWER: False
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.04 - Describe how the turbulent times of the 1960s and 1970s influenced
American policing.
KEYWORDS: Bloom's: Remembering

11. The system of mutual pledge was employed as a strategy for maintaining stability in England and providing a method
for people living in villages to protect one another.
a. True
b. False
ANSWER: True
POINTS: 1
REFERENCES: English Police: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Remembering

12. Women have always been considered as capable of performing the same type of patrol duties as men.
a. True
b. False
ANSWER: False
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

13. In the first half of the first decade of the 2000s, crime reductions continued to occur nationwide as the police adopted
or continued aggressive crime-fighting techniques.
a. True
b. False
ANSWER: True
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.04 - Describe how the turbulent times of the 1960s and 1970s influenced
American policing.
KEYWORDS: Bloom's: Remembering

14. The Knapp Commission was appointed by mayor of New York to investigate corruption in the NYPD as a result of
articles published in the New York Times.
a. True
b. False
ANSWER: True
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.04 - Describe how the turbulent times of the 1960s and 1970s influenced
American policing.
KEYWORDS: Bloom's: Remembering

Multiple Choice

15. The police represent the__________power of government and not the military power of government.
a. civil b. administrative
c. political d. collective
ANSWER: a
POINTS: 1
REFERENCES: Introduction
LEARNING OBJECTIVES: INPO.DEMP.16.01.01 - Explain the primary means of ensuring personal safety prior to the
establishment of formal, organized police departments.
KEYWORDS: Bloom's: Remembering

16. The person known as the father of American policing is:


a. O. W. Wilson. b. Robert Peel.
c. August Vollmer. d. John S. Dempsey.
ANSWER: c
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

17. The members of the military appointed by Roman Emperor Augustus to protect the palace and the emperor were
called the:
a. Royal Guard. b. Praetorian Guard.
c. Roman Guard. d. Praefectus Urbi.
ANSWER: b
POINTS: 1
REFERENCES: Early Police
LEARNING OBJECTIVES: INPO.DEMP.16.01.01 - Explain the primary means of ensuring personal safety prior to the
establishment of formal, organized police departments.
KEYWORDS: Bloom's: Remembering

18. Who formed the Bow Street Runners?


a. Henry Fielding b. Sir Robert Peel
c. Patrick Colquhoun d. Colonel Charles Rowan
ANSWER: a
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Remembering

19. Who is generally credited with establishing the first police department in London, England?
a. Henry Fielding b. Sir Robert Peel
c. Patrick Colquhoun d. Sir Charles Rowan
ANSWER: b
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Remembering

20. The first organized American police department (1838) in the North was created in what city?
a. Chicago b. New York City
c. Philadelphia d. Boston
ANSWER: d
POINTS: 1
REFERENCES: American Policing: Eighteenth and Nineteenth Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Remembering

21. What U.S. Supreme Court decision held that a black slave could not sue in court for his freedom because he was a
piece of property, not a citizen?
a. Dred Scott v. Sandford
b. Mapp v. Ohio
c. Brown v. Board of Education of Topeka
d. Mabury v. Madison
ANSWER: a
POINTS: 1
REFERENCES: American Policing: The Colonial Experience
LEARNING OBJECTIVES: INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Remembering

22. Many historians and scholars indicate that__________in the American South were the precursor to modern highway
patrols.
a. Praetorian Guard b. slave patrols
c. thief-takers d. Vigiles
ANSWER: b
POINTS: 1
REFERENCES: American Policing: The Colonial Experience
LEARNING OBJECTIVES: INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Remembering

23. The only law enforcement officers available on the American frontier were the__________and the __________.
a. county sheriff, town marshal b. county marshal, town sheriff
c. chief of police, county sheriff d. military provost, town marshal
ANSWER: a
POINTS: 1
REFERENCES: American Policing: Eighteenth and Nineteenth Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Remembering

24. The Statute of Winchester established the office of ___________, who was responsible for organizing and supervising
the watch.
a. county sheriff b. parish constable
c. city marshal d. police chief
ANSWER: b
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.01 - Explain the primary means of ensuring personal safety prior to the
establishment of formal, organized police departments.
KEYWORDS: Bloom's: Remembering

25. ___________ were assistants to the constables and walked the streets removing vagrants.
a. Beadles b. Deputies
c. Marshals d. Roamers
ANSWER: a
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.01 - Explain the primary means of ensuring personal safety prior to the
establishment of formal, organized police departments.
KEYWORDS: Bloom's: Remembering

26. A form of community self-protection developed by King Alfred the Great in the latter part of the ninth-century
was/were the:
a. Vigiles. b. hue and cry.
c. shire-reeve. d. mutual pledge.
ANSWER: d
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.01 - Explain the primary means of ensuring personal safety prior to the
establishment of formal, organized police departments.
KEYWORDS: Bloom's: Remembering
27. What statute made it a crime not to assist the night watch?
a. Posse Comitatus Act of 1879 b. Federal Judiciary Act of 1789
c. Statute of Winchester d. Volstead Act
ANSWER: c
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.01 - Explain the primary means of ensuring personal safety prior to the
establishment of formal, organized police departments.
KEYWORDS: Bloom's: Remembering

28. The Federal Judiciary Act of 1789 created the:


a. bobbies. b. office of the U.S. marshal.
c. FBI. d. New York City Police Department.
ANSWER: b
POINTS: 1
REFERENCES: American Policing: Eighteenth and Nineteenth Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Remembering

29. The first state police agency was the:


a. Arizona Rangers. b. New Mexico Mounted Patrol.
c. Texas Rangers. d. Nevada Posse.
ANSWER: c
POINTS: 1
REFERENCES: American Policing: Eighteenth and Nineteenth Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Remembering

30. By the 1880s, what private national detective agency had offices in nearly two dozen cities?
a. Brinks National Security
b. Pinkerton’s National Detective Agency
c. Wells Fargo Detection Services
d. Rocky Mountain Detective Association
ANSWER: b
POINTS: 1
REFERENCES: American Policing: Eighteenth and Nineteenth Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Remembering

31. Which Massachusetts governor fired all the striking police officers during the Boston police strike and later became
president of the United States?
a. Woodrow Wilson b. Calvin Coolidge
c. Theodore Roosevelt d. Ronald Reagan
ANSWER: b
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

32. What legislation became law in 1920 and established National Prohibition?
a. Olmstead Act b. Homestead Act
c. Volstead Act d. Federal Judiciary Act of 1789
ANSWER: c
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

33. The Latin term__________means “the power of the county.”


a. terra nullius b. in flagrante delicto
c. corpus delecti d. posse comitatus
ANSWER: d
POINTS: 1
REFERENCES: American Policing: Eighteenth and Nineteenth Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Remembering

34. In 1929, President Herbert Hoover created the National Commission on Law Observance and Enforcement. This
commission was known as the:
a. Wickersham Commission. b. Kefauver Commission.
c. Crime Commission. d. Kerner Commission.
ANSWER: a
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

35. Who served as chief of police in Berkeley and instituted many practices that started to professionalize the U.S. police,
including incorporating university training as a part of police training?
a. O. W. Wilson
b. August Vollmer
c. Raymond Blaine Fosdick
d. Edgar Hoover
ANSWER: b
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

36. Who is noted for developing modern management and administrative techniques for policing?
a. James Q. Wilson b. Richard Sylvester
c. O. W. Wilson d. Patrick V. Murphy
ANSWER: c
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

37. The director of the FBI from 1924 to his death in 1972 was:
a. Tom Ridge.
b. J. Edgar Hoover.
c. Robert Gray.
d. O. W. Wilson.
ANSWER: b
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

38. What did the U.S. Supreme Court focus on during the 1960s?
a. expanding governmental authority b. police rights
c. individual rights d. corporate rights
ANSWER: c
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

39. Which U.S. Supreme Court case was responsible for applying the exclusionary rule to all state courts in America?
a. Mapp v. Ohio b. Miranda v. Arizona
c. Escobedo v. Illinois d. Brown v. Mississippi
ANSWER: a
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.04 - Describe how the turbulent times of the 1960s and 1970s influenced
American policing.
KEYWORDS: Bloom's: Remembering

40. Which U.S. Supreme Court case defined the constitutional right to counsel at police interrogation?
a. Mapp v. Ohio b. Miranda v. Arizona
c. Escobedo v. Illinois d. Brown v. Mississippi
ANSWER: c
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.04 - Describe how the turbulent times of the 1960s and 1970s influenced
American policing.
KEYWORDS: Bloom's: Remembering

41. Which U.S. Supreme Court case resulted in the police requirement that persons who are in police custody and will be
interrogated must be advised of their constitutional rights?
a. Mapp v. Ohio b. Miranda v. Arizona
c. Escobedo v. Illinois d. Brown v. Mississippi
ANSWER: b
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.04 - Describe how the turbulent times of the 1960s and 1970s influenced
American policing.
KEYWORDS: Bloom's: Remembering

42. Which New York City police officer’s tales of corruption led to the Knapp Commission?
a. David Owens b. Whitman Knapp
c. Frank Serpico d. Julius LaRosa
ANSWER: c
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

43. The National Advisory Commission on Civil Disorders, also known as the ___________, released a report stating,
“Our nation is moving toward two societies, one black, one white, separate and unequal.”
a. Wickersham Commission b. Kefauver Commission
c. Crime Commission d. Kerner Commission
ANSWER: d
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.04 - Describe how the turbulent times of the 1960s and 1970s influenced
American policing.
KEYWORDS: Bloom's: Remembering

44. The most turbulent eras for American policing were the:
a. 1920s and 1930s. b. 1940s and 1950s.
c. 1960s and 1970s. d. 1980s and 1990s.
ANSWER: c
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.04 - Describe how the turbulent times of the 1960s and 1970s influenced
American policing.
KEYWORDS: Bloom's: Remembering

45. William J. Bratton completely reengineered the New York City Police Department to make reducing crime its primary
objective. What vehicle did he use to accomplish this mission?
a. SWAT b. use of helicopters
c. CompStat d. community policing
ANSWER: c
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

46. In 1991, what Los Angeles incident inflamed police–community relations?


a. Charles Manson’s arrest b. the L.A. shootout
c. reinstatement of the death penalty d. Rodney King beating
ANSWER: d
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

47. What law gives law enforcement new ability to search, seize, detain, or eavesdrop in their pursuit of possible
terrorists?
a. Posse Comitatus Act b. USA Patriot Act
c. Statute of Winchester d. Volstead Act
ANSWER: b
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

48. One of the duties of the ________ was performing duties such as lighting street lamps, clearing garbage from the
streets, and putting out fires.
a. thief-takers
b. watchmen
c. shire-reeve
d. magistrates
ANSWER: b
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Remembering

49. The Metropolitan Police was organized around the _____________, in which officers were assigned to relatively
small permanent posts and were expected to become familiar with them and the people residing there, thereby making the
officer a part of neighborhood life.
a. watch and ward
b. neighborhood
c. beat system
d. judicial system
ANSWER: c
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Remembering

Completion

50. __________ established the first large-scale, uniformed, paid, civil police force in London.
ANSWER: Sir Robert Peel
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Remembering

51. The __________ were the members of the military appointed by Roman Emperor Augustus to protect the palace and
the emperor.
ANSWER: Praetorian Guard
POINTS: 1
REFERENCES: Early Police
LEARNING OBJECTIVES: INPO.DEMP.16.01.01 - Explain the primary means of ensuring personal safety prior to the
establishment of formal, organized police departments.
KEYWORDS: Bloom's: Remembering

52. __________ was a form of societal control where citizens grouped together to protect each other.
ANSWER: Mutual pledge
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Remembering

53. __________ was the director of the Federal Bureau of Investigation from its inception until his death in 1972.
ANSWER: J. Edgar Hoover
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

54. The form of social organization or mutual pledge created by King Alfred the Great in England that consisted of 10
families grouped together to protect one another and assume responsibility for the acts of the group’s members was called
a
ANSWER: tithing.
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Remembering

55. A rudimentary form of metropolitan policing called the __________ required all men in a given town to serve on the
night watch, patrolling the streets; performing duties such as lighting street lamps, clearing garbage, and putting out fires;
and enforcing the criminal law.
ANSWER: watch and ward
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Remembering

56. The first specialized investigative unit in Rome was called __________, which means “trackers of murder.”
ANSWER: questors
POINTS: 1
REFERENCES: Early Police
LEARNING OBJECTIVES: INPO.DEMP.16.01.01 - Explain the primary means of ensuring personal safety prior to the
establishment of formal, organized police departments.
KEYWORDS: Bloom's: Remembering

57. __________ is the author of the classic text on policing entitled Police Administration.
ANSWER: O. W. Wilson
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

58. The Youth International Party was associated with the __________ movement.
ANSWER: Yippie
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.04 - Describe how the turbulent times of the 1960s and 1970s influenced
American policing.
KEYWORDS: Bloom's: Remembering
59. __________ is the computer-based management program that many say was responsible for New York City’s drop in
crime in the mid- to late-1990s.
ANSWER: CompStat
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

60. Legal segregation of the races finally ended with the landmark Supreme Court case of _____________________,
which desegregated schools all over the nation.
ANSWER: Brown v. Board of Education of Topeka (1954)
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Remembering

61. The _____________ was precipitated when an off-duty white New York City police lieutenant shot an African-
American youth who was threatening a building superintendent with a knife.
ANSWER: 1964 Harlem riot
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.04 - Describe how the turbulent times of the 1960s and 1970s influenced
American policing.
KEYWORDS: Bloom's: Remembering

Essay

62. Describe the American colonial experience with policing.


ANSWER: Answer varies.
POINTS: 1
REFERENCES: American Policing: The Colonial Experience
LEARNING OBJECTIVES: INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Understanding

63. List five of the Nine Principles of Sir Robert Peel, and discuss the goals in policing they were designed to accomplish.
ANSWER: Answer varies.
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Understanding

64. Describe some of the developments in American policing and the criminal justice system during the colonial period,
as well as the 18th and 19th centuries that were influenced by the English police experience. Provide specific examples.
ANSWER: Answer varies.
POINTS: 1
REFERENCES: English Policing: Our Heritage
American Policing: The Colonial Experience
American Policing: Eighteenth and Nineteenth Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Understanding

65. Identify at least four persons throughout history who had a significant influence on the development and shape of
20th-century American policing, and list some of their accomplishments.
ANSWER: Answer varies.
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Understanding

66. How did the turbulent times of the 1960s and the early 1970s affect American policing?
ANSWER: Answer varies.
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.04 - Describe how the turbulent times of the 1960s and 1970s influenced
American policing.
KEYWORDS: Bloom's: Analyzing

67. Discuss the concept of thief-takers and how this method of policing led to increased crime.
ANSWER: Answer varies.
POINTS: 1
REFERENCES: English Policing: Our Heritage
LEARNING OBJECTIVES: INPO.DEMP.16.01.02 - Discuss the influence of the English police experience on American
policing.
KEYWORDS: Bloom's: Understanding

68. Compare and contrast the colonial northern watch with the southern slave patrols.
ANSWER: Answer varies.
POINTS: 1
REFERENCES: American Policing: The Colonial Experience
LEARNING OBJECTIVES: INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Evaluating

69. How did technology influence policing in the early 20th century?
ANSWER: Answer varies.
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Evaluating

70. Detail the significance of the Wickersham Commission report.


ANSWER: Answer varies.
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Understanding

71. What influenced the passage of the Pendleton Act?


ANSWER: Answer varies.
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.03 - Characterize the regional differences in American policing prior to
the 20th century.
KEYWORDS: Bloom's: Analyzing

72. In a major speech at the 2006 National Institute of Justice’s (NIJ’s) annual conference, Los Angeles Police Chief
William Bratton reflected on the tension between criminal justice practitioners and researchers. Explain the tension that
Chief Bratton described.
ANSWER: Answer varies.
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.05 - Identify at least four events or people instrumental in the
development of 20th-century American policing, and describe their influence.
KEYWORDS: Bloom's: Evaluating

73. Police corruption has been a topic of discussion within and without the police community. Explain the importance of
the Knapp Commission and the Kerner Commission reports and their influence on police corruption in the law
enforcement community.
ANSWER: Answer varies
POINTS: 1
REFERENCES: American Policing: Twentieth and Twenty-First Centuries
LEARNING OBJECTIVES: INPO.DEMP.16.01.04 - Describe how the turbulent times of the 1960s and 1970s influenced
American policing.
KEYWORDS: Bloom's: Understanding
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Be generous, my boy. Not in one thing, but many. In chemical
galvanism, it is the number, not the size, of the cells, which increases
the power of the battery. In generosity, it is not the large gift, but the
number of little gifts; not the one kind word, but the many. Not the
great acts, but the continued small ones. To your enemy manifest
generosity in forgiveness; to your opponent, tolerance; to your
parents, deference; to yourself, respect; to all, charity.
“Count that day lost whose low descending sun
Views from thy hand no worthy action done.”
CHAPTER XVI
Be Careful of Your Company

INTRODUCTION TO CHAPTER XVI

By Neal Dow

Be cautious with whom you associate, and never give your company or your
confidence to persons of whose good principles you are not certain.—Bishop
Coleridge.
NO company is far preferable to bad, because we are more apt to catch the vices
of others than virtues, as disease is far more contagious than health.—Colton.

Avoid as if struck with leprosy, anyone who is profane, who smokes,


who is untruthful, who is unmindful of the rights and feelings of
others, and do not forget that strong drink leads directly to all evil.
Avoid it as you would a fatal disease.
CHAPTER XVI
Be Careful of Your Company

There is a well established rule, by which one is judged by the


company he keeps. No word of explanation need be given, for the
companions he selects and in whose circle he moves speak louder
than words. The choice of associates is a very important one. As in a
vitiated air, it is hard for a strong constitution to escape sickness, so
however firm and settled a boy’s principles might be, there is danger
of losing them by the influence and example of corrupt companions.
It is said to be a property of the tree-frog to acquire the color of
any object to which it adheres for a short time. Thus if found on
growing corn it is commonly a dark green, and if found on the white
oak, it has the color peculiar to that tree. Just so is it with boys. One
usually resembles those with whom he associates and becomes like
them. Unconsciously he takes on their image, thinks and acts like
them, and is a just photograph of them. If the companions are of
high moral standard they will prove a blessing, but if slovenly and
unclean in appearance, unbecoming in language, impolite in action,
they will be a curse. The boy who associates with these invites an
unsavory reputation; and sooner or later, no matter what excellent
qualities he may have, will be contaminated as is silver when kept in
contact with copper.

IMPOSSIBLE TO BE GOOD AND KEEP BAD COMPANY.

In no little degree is one influenced by the speech, manners and


habits of companions. “Is example nothing?” asks Edmund Burke. “It
is everything. Example is the school of mankind, and it will learn at
no other,” he answers. It is because of this that many lawbreakers
come from the best families through evil associations. “May it please
the Court,” said a convicted criminal when asked if he had anything
to say before sentence of death was passed upon him, “bad company
has been my ruin. I received the blessings of good parents, and in
return promised to avoid all evil associations. Had I kept my
promise, I should have been saved from this shame and been free
from the load of guilt that rests upon me. I, who once moved in good
society, am lost, and all through evil companions.” Many
inexperienced boys form the idea that by associating with rough, fast
lads they might influence them to be better, or by seeing the evil
effects would learn to abhor wickedness the more. These thoughts
are foolish in the extreme, and if put into practice, deprave nine
times out of ten.
There is a poisonous reptile mentioned in “In Tropical Africa” that
has lived so long in a certain colored gravel that it has taken on the
exact color, so that a traveler cannot distinguish the one from the
other unless the reptile moves. To come in contact with it is to risk
one’s life. So the boy who wilfully courts the company of the bad risks
the safety of his character, for “vice,” as Pope said,
“—is a monster with such frightful mien,
As to be hated, needs but to be seen;
Yet, seen too oft, familiar with its face,
We first endure, then pity, then embrace.”

Chemists tell us that one grain of iodine imparts color to seven


thousand grains of water. One bad boy may do more to injure one’s
character in a day than a lifetime can remedy. Goodness and badness
will associate no more than light and darkness. A rotten apple will
corrupt a barrel of good ones, but a barrel of good ones will not
restore a rotten one. Separation is the only safe plan.

THE ENCHANTER AND THE YOUTH.

A great magician once took a company of Bavarian youths to a


lonely place and entertained them at their request with his
incantations. He drew a circle around them with his sword and
warned them not to leave or break over on any account. By his first
incantation he surrounded them with armed men, who dared them
to conflict, but none of them would be lured or drawn beyond the
line he had made with his sword. By the second enchantment he
surrounded them with a company of beautiful damsels, who tried
every power of attraction they could command. One of the dancing
damsels whose beauty exceeded that of the others, advanced to one
of the young men and with her enchantments had such an effect
upon him that he entirely forgot the restriction and stretched forth
his finger beyond the circle to receive the ring which she offered to
place upon it. At once she seized him and drew him after her, and it
was only through difficulty that he was rescued. What an illustration!
This circle is the rule of right, the armed men pride and passion, and
the charmer a fair representative of intemperance, vice and
sensuality. The only safety for a boy is within the circle of right. To
step over its boundary is to enter the domain of wrong. It is being
enticed onto enchanted ground where evil lurks in every flower,
poison hides in every drink and death watches beside every path. O
my son, “If sinners entice thee, consent thou not. Walk not in the
way with them. Refrain thy foot from their path,” and when they bid
thee “cast in thy lot among us,” have the courage to refuse.

COMPANY NOT TO KEEP.

Avoid vulgar companions. Vulgarity is like a blot on a clean sheet


of paper. Though it does not destroy the whole sheet, it damages and
discounts it to such an extent, that it is often cast aside as worthless.
Avoid lazy companions. The “do-nothings” are usually the “good-
for-nothings.” They are of little use to themselves or anyone else.
Industrious people shun them and the ambitious have no respect for
them. Many a man who might have been rich and honorable has
spent his last days in the penitentiary or poor-house because the
early days were spent in idleness. Idleness is the mother of almost
every crime, and he who fellowships the idler runs the risk of being
criminal. Then
“Eschew the idle life!
Flee, flee, from doing naught;
For never was there idle brain
But bred an idle thought.”

Avoid sceptical companions. Making religion a mockery is a bad


trait in any boy and the sooner his room is considered better than his
company, the sooner will the boy be protected from the impure and
irreligious. He who neglects the house of God, desecrates the
Sabbath and laughs at others who are inclined to be pious is not the
right kind of company to keep.
An overseer in a mill found a pin which cost the company nearly
five hundred dollars. “Was it stolen?” asked an employe. “Was it a
diamond pin?” “Oh, no,” answered the overseer, “it was just such a
pin as we use without stint. You see, it happened this way. Calicoes,
after they are printed, washed and dried, are smoothed by being
pressed over heated rollers. By some mischance, a pin dropped so as
to lie upon the principal roller, and became wedged in it, the head
standing out a little from the surface. Over and over went the roller,
and round and round went the cloth, winding at length on another
roller, until the piece was measured off. Then another piece began to
be dried and wound, and so on until a hundred pieces had been
counted. These were not examined immediately, but removed from
the machinery and laid aside. When at length they came to be
inspected, it was found that there were holes in every piece
throughout the web, and only three-quarters of a yard apart. The
pieces averaged about forty yards, which at twelve and a half cents a
yard amounted to about five hundred dollars. Of course the goods
could not be classed as perfect, so they were sold as remnants at
about half the price they would have brought had it not been for that
hidden pin.”
Thus it is when a boy takes for his companion one whose language
is not the most savory, who is inclined to be lazy and sceptical, that
he does himself a moral injury which increases with the association.
Evil seed is planted in his mind, which, as Seneca said, “is sure to
spring up in future resurrection,” discounting his reputation and
damaging his character beyond repair.

THE KIND OF COMPANY TO KEEP.

No boy can be too cautious with whom he associates, and


“Without good company, all dainties
Lose their true relish, and like painted grapes,
Are only seen, not tasted.”

Would you acquire a good reputation? Seek the companionship of


good boys. Good begets good. “Flowers planted by the rose smell of
the rose.” “Companionship with the wise never fails to have a most
valuable influence on the formation of character, increasing
resources, strengthening resolves, elevating aims, and enabling one
to exercise greater dexterity and ability in his affairs, as well as more
effective helpfulness to others.” Thus Allan Cunningham when
learning the trade of a stone-mason in Nithsdale, walked all the way
to Edinburgh that he might see the face of Sir Walter Scott as he
passed along the street. Sir Joshua Reynolds, when a lad of only ten,
thrust his hand through a crowd of people that he might touch the
Pope—the greatest living person to his mind. Fox acknowledged very
frequently his indebtedness to the example and conversation of
Edmund Burke; Tyndall speaks of Faraday as a great energy to his
life, and later wrote, “His works excite admiration, but contact with
him warms and elevates the heart.” Carlyle said, “Hero-worship
exists, has existed, and will forever exist, universally among
mankind.” Haydn’s hero was Sir Joshua Reynolds; Rogers the poet
had his hero in the person of Dr. Samuel Johnson; Hallam his in
Tennyson; Tennyson’s was William Ewart Gladstone, and Henry
Martyn’s was a big boy who defended him from others who picked on
him, and who assisted him in his studies at Cambridge. Unknown to
the world the great missionary acknowledged that this boy kept and
defended him from evil associates and inspired his soul with the love
of truth and the work for which he was called upon to sacrifice his
life.
My boy, choose carefully your associates. “Seek at the first,” as
Marshall Field wrote, “to cultivate the acquaintance of those only
whose contact and influence will kindle high purposes, as I regard
the building up of a sterling character as one of the fundamental
principles of true success.” See to it that they are modest, studious,
truthful, moral; shunning evil places, avoiding questionable
amusements, without bad habits and in conduct exemplary. Choose
“your superiors if possible, your equals at least, your inferiors never.”
Associate with boys who will foster your piety and who will make you
wiser and nobler. Lord Brooks so esteemed the friendship of Sir
Philip Sydney that he chose for his epitaph: “Here lies Sir Philip
Sydney’s friend.”
“Be careful in choosing companions;
Seek only the brave and the true;
And stand by your friends when in trial,
Ne’er changing the old for the new.
And when by false friends you are tempted
To do things wrong, which you know,
With firmness, with patience and kindness,
Have courage, my boy, to say, ‘No!’”
CHAPTER XVII
Be Cautious of Baneful Amusements

INTRODUCTION TO CHAPTER XVII

By Henry H. Hadley
The youth who bathes in pleasure’s limpid stream
At well-judged intervals, feels all his soul
Nerved with recruited strength; but, if too oft
It chills his languid virtue.
—Mason.

My boy and my son, I advise you not to touch a card. Don’t learn the
game or watch one. One of my companions fell dead in a gambling
house by a pistol shot from his own gun. His name was “Ben” Miller.
His partner “Froom” Featherly, said to me, “I wish I lay there with
poor Ben. When I learned to play cards at mother’s dining room
table she never thought it would come to this. Gambling is so fixed in
my mind that I cannot stop.” Drunkenness is insanity of the
stomach, gambling is insanity of the morals.
CHAPTER XVII
Be Cautious of Baneful Amusements

It is related that during the reign of the bluff King Hal, there lived a
knight named Sir John Giffard, of Chillington, who possessed a
beautiful leopard. One day the animal escaped from its cage, and Sir
John and his son at once gave chase, for they knew that the leopard
would spare no human being it might meet. At the top of a hill, a
mile from his house, the worthy knight saw the animal about to
attack a woman and child. Sir John was armed with a bow and
arrow, and rather breathless through running; his son, fearing his
shot might be too weak, shouted, “Take aim, draw strong!” Never
was surer aim taken, for Sir John pierced the leopard’s heart, and
saved the woman and her babe. In consideration of this brave and
skilful deed, the Giffards of Chillington adopted as their crest a
leopard’s head and an archer with a bent bow, with the motto, “Take
aim, draw strong.”
This is what many good and great men have done in regard to
some amusements, the influences of which have proved destructive
to character. To enjoy oneself is a divine right, provided such
enjoyment does not injure health, weaken morals or lead others to
place a false estimate on living.

AMUSEMENTS RIGHT AND WRONG.

Amusement is not an end, but a means of refreshing the mind and


replenishing the strength of the body, that the work of life may be
easier and better done. When it begins to be the principal thing for
which one lives, or when in pursuing it, the mental powers are
enfeebled, and health impaired, it then falls under just
condemnation.
Amusements that consume the hours of the night which were
intended for rest and sleep, thus making one nervous, besides
increasing one’s love for romance and adventure, are wrong.
Amusements which call one away from study or duty are pernicious,
just to the extent they cause negligence or unfaithfulness.
Amusements that rouse or stimulate morbid appetites, suggest
wrong things, cause one to be discontented, lead into bad company
or expenditure beyond one’s means, should always be avoided, for
their tendency is downward rather than upward.
Care must be taken in choosing amusements. Those should be
chosen which have some advantage beyond merely supplying a
pleasant pastime, and those avoided which lead to bad company,
drinking, horse racing, gambling or any place where so many are
allured to destruction. Multitudes of boys have gone down morally,
socially, financially and spiritually under their blasting influences,
never to rise again. There are few amusements so harmless, but what
they may be carried into low association and made an instrument of
evil, hence every boy should look to himself that no dishonesty,
betting or over-exertion be allowed.

CARD PLAYING.

Don’t play cards. “Is it possible there is harm in cards?” you ask.
“Is it wrong to shuffle a few pieces of pictured and spotted papers in
the parlor?” No, my boy. But it is the harm which comes from them,
with no known excuse to palliate its pernicious consequences. Card
playing has a fascination connected with it. It seems as innocent a
game as swinging the mallet on a croquet lawn, but it is as dangerous
as a revolver in the hands of a child. It has dealt out death and
destruction by the wholesale. “It has made,” as Dr. Withrow said, “so
many noble lives base, upright people dishonest, rich people poor,
poor people painfully impoverished, and altogether it has a dark
indictment against it in the court of heaven.”

“THEY COST ME MY SON.”

On one of the railroads leading out of Chicago, four men, high in


position, one of them a judge, another a lawyer, sat passing the time
away with a game of euchre. An old lady across the aisle grew restless
and at last, standing and breaking in upon their somewhat selfish
hilarity, said: “Excuse me, but is not this Judge ——?” “Yes, ma’am,”
the man of the bench replied, a little startled and ashamed to
acknowledge it under the circumstances. The old lady continued, “I
thought so, and, Judge, it was you who sentenced my boy at
Oshkosh, to State’s prison for ten years, and it was that other man
there that pleaded against him, and he died last year, Judge, in the
penitentiary, and it was cards that led him to it. He was a good boy
until he took to playing cards and going down to the village grocery,
and at last I could do nothing with him. I know I ought not to be
talking this way to you, but, Judge, if such as you only knew how
much the young people are influenced by what they see you do, I
don’t think you would be handling those cards as you and these
gentlemen are doing. They cost me my son.” So they have cost
thousands of parents their boys, and boys their manliness. They have
been the turnkey which has opened the prison gate, the trap-door of
the gallows, the instrument of many a suicide, and the decoy which
has led many to eternal ruin. Therefore don’t play cards.

THE THEATRE.

Don’t go to the theatre. “What? Is there anything wrong in going to


a theatre, and will it injure me?” Yes. It is a pleasure so dangerous in
its tendencies, that good men for ages have denounced it. Long ago,
Aristotle the philosopher opposed it, saying, “The seeing of
comedians ought to be forbidden to young people, until age and
discipline have made them proof against debauchery.” Theodore L.
Cuyler said, “It fascinates as the wine-cup fascinates, to draw young
men into impure associations, and to destroy everything like healthy
spiritual life.” Edwin Booth, who was one of the greatest tragedians,
remarked, “I would not be willing for my wife and daughter to attend
a play unless I knew beforehand the character of the play and the
actors.” And, where a lady cannot go, is it fit for a young gentleman?
General Grant believed this, for he said, “I never go where I cannot
take ladies. I don’t care to go where ladies cannot go.”

“OH! THAT THEATRE!”


“Oh! that theatre!” said an agonized mother of a felon son, “he was
a virtuous, kind youth till the theatre proved his ruin.” Professor
Knowles states that at a juvenile prison, it was ascertained that a
large proportion of the boys began their careers in vice by stealing
money to buy theatre tickets. A keeper of another juvenile prison in
Boston gave testimony that of twenty young men confined for crime,
seventeen confessed that they were first tempted to steal by a desire
to purchase tickets to visit the theatre. Of fifteen young men from the
country, employed in a publishing house in New York, thirteen
within a few years were led to destruction by the play-houses.
O, my boy, do as Bishop Vincent said when asked by a friend if he
should go to such a place of amusement, “Better not. Better not,
because of its fascination which hinders rather than helps; better not,
because vice is often made to look like virtue; better not, because of
its many degraded actors and patrons, whose company one cannot
afford to keep; better not, because of the hours it consumes which
could be more profitably utilized; better not, because of vulgar
expressions frequently used; better not, better not.”

THE DANCE.

Don’t go to the dance. “Why, the Bible itself defends this


amusement,” is frequently said. “Did not the Hebrews dance when
they emerged from the Red Sea? Did not David dance before the ark?
Was not Socrates taught it by Aspasia, and was it not held in
veneration by Plato and other philosophers?” Yes, but dancing, my
boy, was much different in Bible times than it is to-day. It was
because of deliverances from or a victory over an enemy. No case but
one is found in the Bible where promiscuous dancing was indulged
in, and that is called “the wicked dance.” Ever since the daughter of
Herodias danced off the head of John the Baptist, it has degenerated;
and as Cicero addressed a grave reproach to consul Gabinus for
having danced, so would the writer sound the danger trumpet with
the words: “Beware! Beware!”
When Moscow was burning, the historian tells us, a party was
dancing in the palace right over a gunpowder magazine of which they
were ignorant. The flames came on, and Carnot said, “Let us have
one dance more,” and they shouted all through the palace, “One
dance more!” The music played, the feet bounded, the laughter rang.
But suddenly, through the smoke and fire and thunder of the
explosion, death and eternity broke in. “One dance more” has been
the ruin of many a young man, the deathblow of many a good
reputation, the cause of many a jealousy which ended in crime and
the murderer of many a virtue which bid fair to distinguish the noble
youth.

BE CAREFUL.

O, my boy, be careful of your amusements. If there is a tendency to


injure the morals, shun them as a plague. Orange trees cannot live
and bear fruit in Labrador, neither can piety thrive amidst frivolities
and liberties which attack modesty of person and honesty of purpose.
Shun amusements if they are indulged in for mere killing of time.
“Time is eternity,
Pregnant with all eternity can give,
Pregnant with all that makes archangels smile.
Who murders time, he crushes in the birth
A power ethereal, only not adorned!”

Murillo, a Spanish painter, left a wonderful painting which


represents a monk in his cell writing. He had been engaged in writing
his life, but before he had completed it, death summoned him to the
eternal world. He pleaded to return, and the legend says that he was
permitted a certain period to complete his autobiography. The
famous Spanish artist seized the moment when the monk, seated at
the table, resumes his toil. The intensity of feeling thrown into the
wan, ghastly face, and into the lips which had talked with death, and
into the eyes that had looked in on eternity, and the tremendous
energy with which he writes, all portray to us the knowledge and the
value of time: time limited by the all-powerful command. And, as
Schiller truthfully puts it:
“The moments we forego
Eternity itself cannot retrieve.”
Shun amusements if they have a tendency to injure health. Health
is the greatest fortune one can possess. Without it, all joy, all
comfort, all pomp is but mockery. “Riches are useless, honor and
attendants are cumbersome, and crowns themselves are a burden,”
“for life is not to live, but to be well.” To take care of one’s health is
one of the first requirements of nature. This cannot be accomplished
by staying up late at night, by intemperate eating and drinking, by
being out in all kinds of weather, by wilful neglect of proper clothing,
which various amusements incur.

ENJOY YOURSELF.

Enjoy yourself, my boy. “To dry up the fountains of mirth that are
within, to crush out the spontaneous impulses of merriment which
are a part of our complete life, is a crime against nature. Life will
have sorrows enough without making ourselves chronically
cheerless. The right of enjoyment is a divine right, and should be
lawfully used and enjoyed. Not only that, but it is invigorating.” “All
work and no play makes Jack a dull boy.” Running is good exercise,
the bat and ball strengthen the arm and gauge the eye, the oar and
boat broaden the chest and make the liberated lungs beat with life,
and not a few others, if not too greatly indulged, prove helpful rather
than detrimental.
Counsel yourself when invited to join in some pleasure: “What will
this amusement do for my physical development? Is there any
gymnastic exercise connected with it? What will it do for my
intellectual enlightenment? What will it do for the improvement of
my morals? Will it make me purer, nobler, better? Will it increase
piety, make me more useful to society, increase my happiness and
benefit my associates?” If it will, then indulge in it, if not, discard it.
A story is told of two men who were mowing in company. The one
in advance thought he saw a hornet’s nest just ahead, and he
cautiously paused. The other pooh-poohed his fears and mowed right
on exclaiming, “The wicked flee when no man pursueth, but the
righteous are bold as a lion.” But pretty soon he struck the nest and
was fighting the hornets that assailed him, whereupon the first, who
also had a knack of quoting proverbs, exclaimed, “The prudent man
foreseeth the evil and hideth himself, but the simple pass on and are
punished.” The prudent man had the best of it as he always does.
Other gifts and attainments, however ample and varied, are
negatived and neutralized without it, therefore in all pleasures be
discreet.
“It is sad
To think how few our pleasures really are;
And for the which we risk eternal good.”

And, as Pope wrote,


“Pleasures, wrong or rightly understood,
Our greatest evil, or our greatest good.”
CHAPTER XVIII
Be Chary of Bad Books

INTRODUCTION TO CHAPTER XVIII

By Anthony Comstock
In the heart of every boy is a “Chamber of Imagery.” Practically
speaking, this is Memory’s storehouse, the “Commissary Department
of thought,” “the Hall of Entertainment.” Bad books, foul pictures
and criminal stories are used by the spirit of evil to decorate the walls
of this Chamber of Imagery. When once there comes through the
doors of this chamber (eye and ear) either one of these influences for
evil, the looms of Imagination and Fancy (the reimaging and
reproductive faculties of the mind) are started in motion and then
the Chamber of Imagery becomes the Hall of Entertainment.
Charmed by pictures created by Imagination and Fancy a boy soon
becomes a day-dreamer and castle-builder. Led on by these debasing
allurements he soon develops into a full-fledged criminal. Thoughts
are the aliment upon which the mind feeds. If pure and holy, they are
like fertilizing currents flowing through the soul, enriching,
ennobling and beautifying character and life. If impure, sensational
and sensual, they are equally degrading, demoralizing and deadly in
their influence. It is as important that Imagination and Fancy have
pure material to work with, as that a stream shall originate in a
fountain free from deadly poison. “Blessed are the pure in heart, for
they shall see God.” The heart cannot be pure if the thoughts are
defiled.
CHAPTER XVIII
Be Chary of Bad Books

It is only about four hundred years since the first book was issued
from the press. Between 1450 and 1455 Gutenberg, the inventor of
the printing press, succeeded in publishing the first copy of the Bible,
but he was compelled to make the initial letters of the chapters with
the pen. As the years passed, many improvements were made, until
now, more than twenty-five thousand books are published annually.
Books are wonderful things. They are companions and teachers.
For their authors they cost much thought, time and expense; for the
reader they are cheap and helpful. They carry the mind fast and safe
the world over. “In the twinkling of an eye one can be exploring with
Livingstone in Africa, or campaigning with Napoleon or Grant. One
can meditate with Socrates, conspire with Cataline, steal the
Stratford deer with Will Shakespeare, swim the Hellespont with
Byron, weigh the earth with Newton, and climb the heavens with
Herschel.”
There being such an abundance of literary works, the question
often arises, “What should a boy read? Would it be wise to read
everything that comes into his hands?” By no means. To eat all kinds
of food, suitable or otherwise, would be sure to create disease. There
are the “scavengers” among animals, but there should not be such
among readers. To read everything would be most injurious. Good
judgment should be exercised in selecting the quality of books read
and no less in the quantity perused. There are books, which, if read,
would poison thought, corrupt morals and perchance blast the
prospects of the future. On the other hand, there are books which
stimulate the mind, strengthen the morals, comfort the heart and
prepare the life for usefulness and success.

GOOD BOOKS.

Good books are a blessing to everyone. The principles they


inculcate, the lessons they exhibit, the ideals of life and character
they portray, stamp themselves indelibly upon the mind and habits
of the reader. “Give a man a taste for good books and the means of
gratifying it,” said Sir John Herschel, “and you can hardly fail of
making him a happy man. You place him in contact with the best
society in every period of history, with the wisest, the wittiest, the
tenderest, the bravest and the purest characters who have adorned
humanity. You make him a denizen of all nations, a contemporary of
all ages.” “A good book,” said Milton, “is the precious life-blood of a
master spirit embalmed and treasured up on purpose to a life beyond
life.” “In the best books,” said Dr. Channing, “great men talk to us,
with us, and give us their most precious thoughts. Books are the
voices of the distant and the dead. Books are the true leaders, they
give to all who will faithfully use them, the society and the presence
of the best and the greatest of our race. No matter how poor I am, no
matter though the prosperity of my own time will not enter my
obscure dwelling, if learned men and poets will enter and take up
their abode under my roof, if Milton will cross my threshold to sing
to me of Paradise, and Shakespeare open to me the world of
imagination and the workings of the human heart, and Franklin
enrich me with his practical wisdom, I shall not pine for want of
intellectual companionship, and I may become a cultivated man,
though excluded from what is called the best society in the place
where I live.”
It was through reading Cotton Mather’s “Essays to Do Good” that
Benjamin Franklin when a boy was influenced to be good and do
good. Said he, “If I have been a useful citizen the public owes all the
advantage of it to this little book.” William Carey was induced to
become a missionary to India by reading “Cook’s Voyage Around the
World.” Adoniram Judson became a missionary to the East Indies by
reading Buchanan’s “Star in the East.” Richard Baxter became a
Christian and minister by reading a book called “The Bruised Reed,”
given him by a man who was staying at his father’s home. Baxter
wrote “A Call to the Unconverted,” which influenced the life of Philip
Doddridge. Doddridge wrote, “The Rise and Progress of Religion in
the Soul,” which was the means of the conversion of Wilberforce.
Wilberforce in return secured the abolition of slavery in the West
Indies, and wrote “A Practical View of Christianity,” which did much
to commend spiritual religion to the higher classes of his
countrymen, and which led not only Dr. Chalmers into the truth, but
Leigh Richmond to Christ. Richmond wrote “The Dairyman’s
Daughter,” which has been published in a hundred languages and of
which over five million copies have been sold. All this resulted from
“The Bruised Reed,” written by an unknown Puritan minister named
Sibbs.
Foreign readers of Lincoln’s Gettysburg speech and his second
inaugural address, asked, “Whence got this man his style, seeing he
knows nothing of literature?” In his boyhood Lincoln had access to
four books, the Bible, “Pilgrim’s Progress,” Burns’ Poems, and
Weems’ “Life of Washington.” He so memorized many of the
chapters of the Bible that subsequently he seldom made a speech at
the bar or on the “stump” in which he did not quote from it. The
secret of his literary beauty and ability was his knowledge of the
English Bible and Bunyan’s “Pilgrim’s Progress,” two books which
represent the rhythm, the idiom, the majesty, and the power of the
English language.
“All Sorts and Conditions of Men,” written by Sir Walter Besant,
was the means of the erection of a “People’s Palace” in East London.
The subtitle of the book was “An Impossible Story.” It presents the
hard life of the people of the crowded East End of London, and tells,
in the form of a novel, of the ideals and ambitions of a young
mechanic who has had a better education than his fellows, and used
it for their advantage. Through his efforts, as related in the book, a
great central building, a “People’s Palace,” is erected in the East End,
where the social life of the people can express itself; where they can
study and read, see fine paintings, hear good music, have their games
and athletic sports, and, in general, meet life on a higher plane than
is possible in their own unattractive homes. To-day that “Palace”
stands as an evidence of the dreamer’s dream in which and through
which, the public gain knowledge and recreation. Surely the
influence of one good book is marvellous.

BAD BOOKS.

Bad books are numerous. They force themselves upon us


everywhere, tempting by their cheapness, alluring by their colored
illustrations, and injuring by their teaching. Possibly, few agencies
are working more mental and moral havoc among boys than corrupt

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