MEETING A YOUNG MAN'S NEEDS
This Short Talk Bulletin has been adapted from a paper which Right Worshipful
Brother E. Gene Ross, Deputy Grand Master, of Illinois delivered to the Midwest
Conference on Masonic Education in 1981,
at Cedar Rapids, Iowa.
Before we can determine the educational need for the "youth" of Masonry, we
must first decide which specific "youth" group we are trying to reach: those who
come into our Fraternity at a young age; or those who, regardless of age, are
considered youths in Masonry.
Surprisingly enough, the educational needs for the most part are basically
identical; however, the prelude to their fraternal relationship may differ
considerably. Therefore, we need to define or determine our goals in providing
Masonic education to those groups.
Let's take the first group and attempt to present a brief analysis of the
needs of those who come into our Fraternity at the minimum age (in Illinois,
this would be 21; in other Jurisdictions, the age varies).
With this group, again we have two factions: those with previous exposure
to fraternal procedures, ritual, etc.: and those totally unknowledgeable in
fraternal organization.
Statistics have shown that over the years we have not received a large
percentage of input from the young men of DeMolay. Not too surprising when we
consider our attitude toward them in the past, best described by a remark made
by a Past Grand Master: "We certainly have no future there." When the young man
of DeMolay comes into the Fraternity, his background or exposure to ritual and
procedures has already been established. Unfortunately, so has his opinion
as to the emphasis placed on his ability to memorize rote ritual and to execute
precise floor movements. Thus, he has been indoctrinated with the importance of
ritualistic ability and floor proficiency and with the fact that if he meets
these requirements he will generally be accepted into the "inner circle" and
become an active participant in the lodge.
Unfortunately, should his desires not run in this vein, he may well find
himself just another member left alone to shift for himself, and eventually to
drift away.
On joining the Masonic Fraternity, again he finds himself overwhelmed with
ritual and precision floor work, beautiful and impressive as it may be; and yet,
here again, unless he is inclined to this extensive study, he will soon find
himself "just another member" left alone and eventually his interest will begin
to wane and he, too, will drift away. Herein lies a need and emphasis for a good
educational program.
The other side of the coin is the youth with no previous exposure, coming in
"off the street" so to speak. Here, too, he is exposed to the beautiful
impressive degrees, which at the time leave him totally awed and confused,
however impressed he may be. Again, the opportunity to take part, if he is
inclined to the study of ritual and/or floor movements, is extended and
teachers or coaches will be assigned to educate him in these functions. But--if
not so inclined, then again--just another member left alone, soon to drift away.
Again, a need and emphasis for a good educational program.
What then can Masonic education do to provide educational progress and
material to meet their needs? First of all, we must present an educational
program structured to meet the needs of those members who are not
ritualistically inclined, who do not care or intend to learn to take part in
degree conferral, who could care less, so to speak, of past history, but who
nevertheless are Masons and desire to do Masons' work. Thus the pattern or first
lesson format for us to build our Masonic education program. What is Masons'
work? Have we ever attempted to put this teaching into proper
perspective--just what we stand for and what we do? Our ritual, and floor work,
and our ancient history, are all important; however, we have placed them in
the number one position of importance, forgetting our major goal is to love our
fellowman and to help one another. We must get our goals--our purposes--in the
right perspective.
Encouraging the youth Mason, be he young or old of age, to study our current
educational material such as Colonial Freemasonry, Signers of the Declaration of
Independence, Founding Fathers, etc., is as outdated and ridiculous as asking
them to revert back to travel by horse and buggy. This material is excellent for
those of us who are interested in Masonic history and desire to study the
genealogy of Masonry, but, my Brethren, we are few in number when compared to
the educational need of the majority. We must realize that the youth of today DO
NOT view the world as our forefathers viewed it, and are much more concerned
with what is happening today than what happened 100 to 200 years ago. We do not
minimize the importance of our Masonic history and heritage, but we are saying
that it is not looked on by all in the same light nor does it fill the need for
Masonic knowledge required by the young man of today.
For too many years we have ignored the needs of this group and now it will
take time to acquaint them with our sincere desire to accept them and welcome
them into the Fraternity, and to provide for their educational needs.
In visits to sister Grand jurisdictions, a universal challenge exists in most
of them--loss of membership and a decline in lodge attendance and interest. To
digress for just a moment, last November we exercised the right of every
American to go the polls and vote for a candidate of our choice to lead our
great country. The newspapers for several days afterwards contained statements
from defeated candidates to the effect that they didn't have a strong enough
organization to campaign properly, they needed more money, and the excuses went
on and on. Not once did the man admit that he was not doing what the people, his
people, wanted, or that his program did not meet the need of his constituents.
Aren't we doing the same thing in our Masonic Fraternity? We blame loss of
membership on lack of interest, joining other organizations, TV, movies, and
everything but our own inability to meet the needs of the members. Let's take a
good hard look at ourselves. If we think for one minute that we can function
today with methods, and especially educational programs, geared to standards of
100 years ago, we are wrong. If our minds are closed to modernization, to
structuring our programs to meet the needs of today, then all the talk and good
intentions in the world will be to no avail.
Now if you are still reading this, it means you are interested in doing
something about it. We would propose this: Gear up our educational programs to
provide leadership data to lodge officers. (In Illinois we have a great
publication, Advancing Toward the East.) Provide material on fiscal management
for lodge officers, management of lodge business. Provide educational material
for the Mason who isn't a ritualist but wants to do something. Provide programs
on how to help your community; what projects could and should be undertaken by
a lodge; education programs to encourage charitable involvement to help the less
fortunate; educate the youth Mason in what to tell his friends so he doesn't
violate any antique laws of his Grand Lodge but can create a desire in his
friends to become a part of this great Fraternity.
We lose young members, and old members, because they joined our Fraternity to
become a part of doing good to and for mankind. But after joining, if all they
are subjected to is the conferring of the same degrees over and over, then they
will look elsewhere, be it Lions, Elks, Moose, or some other civic group who are
doing something for their fellowman.
To tell a man our purpose is to take a good man and make him better is true,
but meaningless unless we educate him as to how we do it, and what should be
done to accomplish it, and his part in the overall program.
In summary, our program of education needs revision, filled with imagination,
enthusiasm and positive action to provide education about the things of
today, and the projections of the future. The ancient history of our
educational programs must be turned over to the historical personnel for
maintenance of the established facts and statistical figures, but the
educational programs for our youth must be how to live today and to work and
plan for tomorrow.
I once hired a man for a custodial position. I took him around and explained
all the procedures, the rules, the regulations and briefed him on the history
and background of our organization, and showed him the entire area of our
operations. At the conclusion of the orientation, I asked if he had any
questions and he replied, "What do you pay?" I had missed his most important
concern. So, too, are we missing the most important concern of our
youth--what's in if for me? The good feeling of doing--the reward of
self-satisfaction of being of service to our fellowman. We have the brains, the
knowledge, to provide them with guidance, or in plain language, with the know
how to do it. So let's use our imagination, our enthusiasm, a positive attitude,
and get our job done.
So, my Brethren, it's as we choose--continue in the time-honored tradition
because we have always done it that way, or will we explore new fields and meet
the challenges of youth?
(The opinions expressed in this paper are the author's, based upon
personal observation and the laws relating to the Grand Lodge of Illinois.)
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