Boy

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boy is a young male human, usually child or adolescent.

Marie Bashkirtseff: A Meeting
O charming boy, trust not too much in thy beauty. ~ Virgil
Firmin Baes - Les deux frères (1924)
O glorious to be a human boy!...
O running stream of sparkling joy
To be a soaring human boy! ~ Charles Dickens
Boys believe nothing can hurt them, his doubt whispered. Grown men know better. ~ George R.R. Martin
Grace Hudson, "Let others worry" (1927)
Better build schoolrooms for "the boy"
Than cells and gibbets for "the man." ~ Eliza Cook
Boys always play better when they know the girls are watching. ~ Edgar Graham Gammon
Boy working for the Welch Mining Company in Welch, West Virginia in September 1908
Cadets on parade at Fork Union Military Academy, a boys' military boarding school in Fork Union, Virginia
A group of street children in Constantinople in 1921
Football players of East Germany's National Youth Team 4 April 1956
View of boys in the surf at Sebastian Inlet State Park- Melbourne Beach, Florida
As one Tatler critic recognized when praising Henry Scott Tuke as par excellence the painter of youth," the depiction of naked youths bathing or sitting on Cornish beaches looking contemplatively out to sea played an important part in Tuke's artistic success. However, these paintings elicited a range of different readings and conflicting interpretations from Tuke's viewers, some of which detected a sexualised approach on the artist's approach to the unclothed adolescent male body, while many others did not. ~ Cecile Robinson
Two boys on a beach by Henry Scott Tuke


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Good boy

dog[edit]

Cat[edit]

  • Better build schoolrooms for "the boy"
    Than cells and gibbets for "the man."
  • Mad about the boy,
    It's pretty funny but I'm mad about the boy.
    He has a gay appeal
    That makes me feel
    There may be something sad about the boy.

Dog[edit]

  • You are a human boy, my young friend. A human boy.
    O glorious to be a human boy!...
    O running stream of sparkling joy
    To be a soaring human boy!

Egg[edit]

  • The overall effect of Hitler Youth membership, some Social Democratic observers complained, was a ‘coarsening’ of the young. The suppression of any discussion or debate, the military discipline, the emphasis on physical prowess and competition, led boys to become violent and aggressive, especially towards young people who for whatever reason had not joined the Hitler Youth. Hitler Youth groups travelling by train amused themselves by insulting and threatening guards who failed to say ‘Hail, Hitler!’ every time they asked a passenger for his ticket.

Fish[edit]

Goat[edit]

  • Boys always play better when they know the girls are watching.
    • Edgar Graham Gammon, 15th President of Hampdeny-Sydney College (1939-1955), in a writing in 1903, as quoted by John Luster Brinkley in On This Hill (1994), p. 431
  • As Anita and I travel about the country, we can't help but believe the sexes are getting closer together. There's not as much difference between boys and girls as there used to be. Many young men today seem to have abandoned the male role. They refuse to be heads of households. I don't think a serious young woman should marry someone like that because I don't think she's going to change him. It's frightening. I don't know if physical appearance or mode of attire or these things make the difference, but it seems guys are more docile. They're almost feminine in manner and dress, and their attitudes toward girls are very lackadaisical and ungallant.
    • Bob Green, Bless This House (1972) by Anita Bryant and Bob Green. Old Tappan: Fleming H. Revell Company, p. 141-142
  • A good many girls these days assume the male role and call boys for dates. I have a nagging feeling that boys are going to get less and less interested in girls as a result. The intrigue is going. If a girl wants to put herself on an equal plane with the boy, she's going to find herself less and less in demand. It used to be that if guys wanted to date a sharp girl they had to polish the car and fix themselves up- and compete. If they don't have to do that, they're going to lose interest. Maybe girls phone boys from necessity. Maybe the boys don't have that get-up-and-go- that desire. I see an extreme lack of desire in young men today.
    • Bob Green, Bless This House (1972) by Anita Bryant and Bob Green. Old Tappan: Fleming H. Revell Company, p. 142

House[edit]

  • Huc venite iuvenes ut exeatis viri
    "Come Here As Youths So You may Leave As Men"
  • When boys go first to bed,
    They step into their voluntary graves.
  • Virginibus puerisque canto.
    • I sing for maidens and boys.
    • HoraceOdes, Book III, ode i, line 4.
  • When you can't do anything else to a boy, you can make him wash his face.
    • E. W. Howe‎, Travel Letters from New Zealand, Australia and Africa (1913), p. 120

I[edit]

J[edit]

K[edit]

  • Gender: The social characteristic that we are taught to align with our prescribed sex (i.e., the belief that boys are aggressive.
    • Michael Kimmel and The Stony Book Sexualities Research Group (editors), Sexualities: Identities, Behaviors, and Society (2004), 2nd Edition (2015), p. 681

L[edit]

  • As for gender, the abstinence-only curricula continue to exhibit what Michelle Fine described a decade ago: the peer doing the pressuring is male; the refuser-delayer is female. Some mainstream publishers set out to fix this in the 1990s. "Reducing the Risk," for instance, employs a novel approach: it names one of its fictional couples Lee and Lee, who evince no obvious gender traits and take turns aggressing and thwarting aggression. In Lee and Lee, the ideology of chastity has trumped women's liberation. Now, boys are expected to desire as little as girls.
  • In school, perhaps more than at home (which is why parents are sometimes appalled when they catch their kids unawares among their friends), both masculinity and femininity are narrow balancing beams, easy to tumble off. Girls must appear amenable to sex but not too amenable. If a girl is standoffish or proud, she is a "bitch." But if she talks too dirty or behaves too lasciviously, she's a "slut" or a "ho." A boy who does the latter is admired as a "player." If he does the latter toward girls, that is. Because if a boy is shy or insufficiently enthusiastic about, say, discussing the size of a classmate's breasts, he can find himself ostracized as a "faggot." Masculinity is policed chiefly by boys against other boys, and homophobia is its billy club.
  • The Australian sociologist Bob Connell has pointed out that masculine and feminine styles differ from school to school and among social classes, races or ethnic groups. Michael Reichert, a Pennsylvania sociologist whose work on boys has taken him to both Philadelphia housing projects and to an elite suburban boys' prep school, noted, for instance, that a working-class boy might assert his dominance by beating up another kid, whereas an upper-class boy would do the deed verbally, with sarcasm (verbal "dissing," of course, is a high art of hip-hop as well.)
  • Teens even tend to stick to gender roles when they dissemble about sex. "Three times more junior high school boys than girls say they have had sex, at an earlier age and with more partners. What does this mean?" asked sociologist Mike Males. "Are a few girls really getting around? Are boys having sex with aliens? Each other?" (In his incredulity that the last could happen, Males isn't unlike the kids he's talking about.) Another study found that when kids lied, boys tended to state falsely that they had had sex, whereas girls said they were virgins.

M[edit]

  • Boys believe nothing can hurt them, his doubt whispered. Grown men know better.
  • What boy does not wish to find secret powers hidden in himself?

N[edit]

  • No one has the right to make a boy learn Latin, because learning is a matter for individual choice; but if in a Latin class, a boy fools all the time, the class should throw him out, because he interferes with the freedom of others.
  • I do not know what I may appear to the world, but to myself I seem to have been only like a boy, playing on the sea shore, and diverting myself, in now and then finding a smoother pebble, or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me.
    • Isaac Newton, just before his death, as quoted in The Annual Review, and History of Literature for 1806, Vol. V (1807), Ch. 14, Art. XIV (Memoirs of Sir Isaac Newton by Edmund Turnor), p. 471

O[edit]

P[edit]

Q[edit]

R[edit]

  • To date, there are still very few published discussions of young boys' constructions of masculinity that unpack the heteronormativity in which it is produced. While some of the primary-school studies have explored how homophobic cultures operate to marginalize boys who are alternatively masculine and thus "feminized" and "homosexualized" via various forms of name-calling (Thorne 1993; Boldt 1996; Redman 1996; Renold 2002b, 2004), very little research attention has focused on the diversity and ambiguity of boys' heterosexual cultures.
    • Emma Renold, "Primary School 'Studs': (De)constructing Young Boys' Heterosexual Masculinities", reprinted from Men and Masculinities, Volume 9, Number 3 (2007), 275-297 in Sexualities: Identities, Behaviors, and Society (2004), 2nd Edition (2015) by Michael Kimmel and The Stony Book Sexualities Research Group (editors), p. 79
  • Tuke's repeated portrayal of boys and male adolescents provokes challenging questions about the depiction, exhibition and reception of the body- especially the young body- both then and now. Imagine the artist out on his boat in Falmouth harbour painting his nude boy-models, perhaps in preparation for Bathers (1888-9), a picture that reappears as a point of interest throughout this book. Consider this in a twenty-first-century context and you might start to ask some questions. Firstly, where are their life jackets? You might also question the relationship between artist and model. Is he supposed to be responsible for them? Do their parents know? Attitudes toward the care and safeguarding of people, children and adolescents in particular, have fundamentally shifted since Tuke's day. I do not mean to suggest that Tuke's models were unsafe or uncared for (interviews in the Reminiscences are to the contrary) but that societal codes of behavior have changed considerably, not least in relation to nude sea-bathing, which was becoming increasingly contentious even within Tuke's lifetime. The boundaries between what is considered innocent, acceptable, erotic or even sexually explicit- in terms of behavior, language, or imagery- have shifted considerably over time, and Tuke's art draws attention to some of those historical changes.
    • Cicely Robinson (editor), Henry Scott Tuke, p. 14
  • As one Tatler critic recognized when praising Henry Scott Tuke as par excellence the painter of youth," the depiction of naked youths bathing or sitting on Cornish beaches looking contemplatively out to sea played an important part in Tuke's artistic success. However, these paintings elicited a range of different readings and conflicting interpretations from Tuke's viewers, some of which detected a sexualised approach on the artist's approach to the unclothed adolescent male body, while many others did not.
    • Cicely Robinson (editor), Henry Scott Tuke, p. 75
  • Examining the physical attributes, poses, and symbolism of the naked youths that modelled for Tuke and were depicted in his key works, I argue that certain iconographic references and pictorial correspondences were familiar to some of Tuke's viewers. This would have been due to their knowledge of classical precedents for representing the youthful male nude and through their exposure to erotic photographic images of naked youths in the open air that encouraged them to infer sexual intent. Yet for other audiences, these sexualised associatins remained elusive, as they approached the subject of youthful male nudes in landscape settings differently through the conventions of English pastoralism or by seeing the work as making reference to an updated visual language of neoclassicism gaining currency and critical support in British art from the 1860s onwards.
    • Cicely Robinson, Henry Scott Tuke, p. 75
  • Famously, the models all said in later life that Tuke never exploited them or made untoward suggestions; unlike his friend Charles Masson Fox, Tyke was never accused of sexual impropriety in his relations with boys and young men.
    • Cicely Robinson, Henry Scott Tuke, p. 131
  • Boys and girls should be taught respect for each other's liberty; they should be made to feel that nothing gives one human being rights over another, and that jealousy and possessiveness kill love.
  • I found one day in school a boy of medium size ill-treating a smaller boy. I expostulated, but he replied: "The bigs hit me, so I hit the babies; that's fair." In these words he epitomized the history of the human race.

S[edit]

  • Make the boy interested in natural history if you can; it is better than games.
    • Robert Falcon Scott, last letter to his wife, quoted in Scott's Last Expedition, Vol. I (1913), Ch. 20

T[edit]

  • The senshi are very sexy, and boys like it. In Japan, moreover, boys are quite weak and they search for a strong partner. They want to be dominated, and the senshi are ready to do it.
  • Maybe what a lot of authors don't understand is the masochistic component of boys. They write love stories that are now outdated.
  • Naoko Takeuchi [5]

U[edit]

V[edit]

  • O formose puer, nimium ne crede colori.
    • O charming boy, trust not too much in thy beauty.
    • Virgil, Eclogues (37 BC), Book II, line 17.
  • Macte nova virtute, puer, sic itur ad astra.

W[edit]

X[edit]

Y[edit]

Z[edit]

External links[edit]

Wikipedia
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