_It will be first published on April 14th, and every Thursday

following._

_It will, primarily, be a paper for young men between the ages of

fourteen and twenty-five. It will not be planned or conducted as a boys'

paper. It will appeal to the Imperialistic spirit of the young men of

Great Britain and will endeavour to educate them in a pleasant, easy,

anecdotal way towards their future responsibilities in life as the head

of a family and as good citizens._

_The founder of "THE SCOUT" is Lt.-Gen. Baden-Powell, who will write in

its pages each week. For three months Lt.-Gen. Baden-Powell has been

lecturing in every great town in the Kingdom on the subject of Scouting

for Boys, and at the present moment something between 500,000 and

700,000 young men are interested in his scheme, which will come into

full swing about April._

_Fuller particulars of_

_THE SCOUT_

_will be given later. Meanwhile all communications should be addressed

to_

_Messrs. C. Arthur Pearson Ltd.,

17-18 Henrietta Street,

Strand, London, W.C._,

_who will be the publishers_.

Part VI. Price 4d. net.

SCOUTING

FOR BOYS

BY B-P (LIEUT. GEN. BADEN POWELL C.B.)

PUBLISHED BY HORACE COX, WINDSOR HOUSE,

BREAM'S BUILDINGS, LONDON, E.C.

NOTES for INSTRUCTORS.

SUMMARY.

_The Empire wants your help._

_Bad citizenship, which ruined the Roman Empire, is creeping in among us

to-day._

_The future of our Empire will much depend on the character of the

rising generation. For this too little is at present being done in the

way of development._

_Peace Scouting is suggested as an attractive means towards developing

character and good citizenship._

_Can be carried out by young men of all kinds without expense, each

training a few boys._

_Experiment has already been successful._

_Hints to would-be instructors for carrying out the training._

_Books to read on the subject._

PLAY THE GAME: DON'T LOOK ON.

Every Briton who is worth his salt would like to help his country:

Firstly, if he thought it was wanted.

Secondly, if he saw a way by which he could do it.

THE BRITISH EMPIRE WANTS YOUR HELP.

Our great Empire is to-day to the rest of the world very much what the

Roman Empire was two thousand years ago. But the Roman Empire, great as

it was, fell.

"The same causes which brought about the fall of the great Roman Empire

are working to-day in Great Britain."

These words were lately spoken by one of our best-known democratic

politicians, and they have been confirmed in a recent lecture at

Cambridge by Mr. Warde Fowler, as also in various pamphlets and

writings. That they are true is practically admitted by those who have

studied and compared the general conditions of both countries.

FALL OF THE ROMAN EMPIRE WAS DUE TO BAD CITIZENSHIP.

[Illustration: Instruction of Boy Scouts. "Boyhood of Raleigh," after

Sir J. Millais. From such instruction was a great character formed.]

The main causes of the downfall of Rome is similar to that which

resulted in the downfall of other great empires, such as the Babylonian,

Egyptian, Greek, Spanish, and Dutch, and that cause may be summed up in

each case as the decline of good citizenship and the want of energetic

patriotism. Each nation, after climbing laboriously to the zenith of its

power, seemed then to become exhausted by its effort, and sit down in a

state of repose, relapsing into idleness, studiously blind to the fact

that other nations were gradually pushing up to destroy it. It is easy

to push historical parallels too far, and whether or not these parallels

are real or exaggerated, they give us food for reflection. The main

point is for us to take the lesson to heart, and see, before it is too

late, that our Empire also be not undermined by these defects.

I am not so pessimistic myself as to think with some people that we are

already so far on the downward grade as to be in a hopeless condition.

On the contrary, I think that we are only near to the parting of the

ways where it becomes incumbent upon everyone of us who has the

slightest patriotism in him to earnestly help, in however small a way,

to turn the rising generation on the right road for good citizenship.

The aim may seem too big to attain, but most big things are only got by

combination of small efforts. A coral island is erected by the work of

myriads of sea-insects, the Pyramids of Egypt were the result of

co-operation of thousands of workers.

BAD CITIZENSHIP IS BECOMING APPARENT IN THIS COUNTRY TO-DAY.

One form of bad citizenship among many is evident around us on the part

of the people themselves, who, not having been taught to think of the

future, or of their country, allow themselves to come under the despotic

power of a few professional agitators whose living depends on agitating

(whether it is needed or not); and, blinded by the talk of these men,

they attack the hand that finds the money, till they force employers to

spend fortunes, either in devising machinery that will take their place

and not go on strike, or in removing their business to other countries,

leaving the agitators fat and happy, and a mass of people unemployed and

starving, and unable to provide for the crowds of children they continue

improvidently to bring into the world.

FOOTBALL.

One of the causes of the downfall of Rome was that the people, being fed

by the State to the extent of three-quarters of the population, ceased

to have any responsibility for themselves or their children, and

consequently became a nation of unemployed wasters. They frequented the

circuses, where paid performers appeared before them in the arena, much

as we see the crowds now flocking to look on at paid players playing

football.

Football in itself is a grand game for developing a lad physically and

also morally, for he learns to play with good temper and unselfishness,

to play in his place and "play the game," and these are the best of

training for any game of life. But it is a vicious game when it draws

crowds of lads away from playing the game themselves to be merely

onlookers at a few paid performers. I yield to no one in enjoyment of

the sight of those splendid specimens of our race, trained to

perfection, and playing faultlessly; but my heart sickens at the reverse

of the medal--thousands of boys and young men, pale, narrow-chested,

hunched-up, miserable specimens, smoking endless cigarettes, numbers of

them betting, all of them learning to be hysterical as they groan or

cheer in panic unison with their neighbours--the worst sound of all

being the hysterical scream of laughter that greets any little trip or

fall of a player. One wonders whether this can be the same nation which

had gained for itself the reputation of being a stolid, pipe-sucking

manhood, unmoved by panic or excitement, and reliable in the tightest of

places.

Get the lads away from this--teach them to be manly, to play the game

whatever it may be, and not be merely onlookers and loafers.

Indifferent citizenship is, and always has been, the progeny of

indifferent government. With it there arises a crop of doctors to

suggest remedies: faddists on feeding, faddists on Socialism, faddists

like myself on scouting, and so on. Some may be right, some wrong; all

mean well. A certain class of Socialist, for instance, has come to the

fore lately. As a matter of fact we are all Socialists in that we want

to see the abolition of the existing brutal anachronism of war, and of

extreme poverty and misery shivering alongside of superabundant wealth,

and so on; but we do not quite agree as to how it is to be brought

about. Some of us are for pulling down the present social system, but

the plans for what is going to be erected in its place are very hazy. We

have not all got the patience to see that improvement is in reality

gradually being effected before our eyes.

We have a parallel in London just now in the several railway stations,

which, having been found to be out of date and inadequate for their

increased traffic, are being reconstructed. The Man in the Street has

demanded that they should be pulled down at once, and that afterwards

something better should be devised and built up. But the management have

been wiser; they have recognised the defects of the old, but before

pulling down they have seen that it would be fatal to stop traffic

during the alterations, and have therefore laid the new foundations

outside the old; they have erected the new buildings over the effete

ones, and have then pulled these away piecemeal, without interrupting

the public convenience, trade, or routine for a moment.

It is easy to pull down; the difficulty is to do so without damage to

the country. We ought to begin by building up on a sounder foundation

before destroying the old.

OUR FUTURE CITIZENS.

That foundation seems to me to be in the rising generation. If the whole

of our youth were taken in hand and taught good citizenship, we should

have a solid foundation on which our nation could stand for a long time

to come. But it does not exist at present.

We have at the present time in Great Britain two million boys, of whom

one-quarter to one-half a million are under good influences outside

their school walls.

(See Sir John Gorst's "Children of the Nation" and Dr. Macnamara's

Report.)

2,000,000 boys.

270,000 under good influence.

----------

Remainder = 1,730,000 independent of such.

The remainder are drifting towards "hooliganism" or bad citizenship for

want of hands to guide them the right way towards being useful.

It is this remainder, nearly two million boys, that we want to tackle

and reduce.

They are boys, full of spirit and enthusiasm, approaching the

cross-road, where they take the turn, either to good or evil. In spite

of the improved school teaching and of the good work of Boys' and Church

Lads' Brigades, Y.M.C.A., and kindred associations, a large proportion

of them are drifting, owing to their environments, to evil, that is, to

becoming "hooligans" and ultimately "wasters" for the natural term of

their lives; no good to themselves, worse than no good to their country,

just from want of a guiding hand or two at the turning point of their

career.

Cannot we find these guiding hands amongst us?

PEACE-SCOUTING.

Here is one suggestion, at any rate, for a remedy by which every young

man can help his country. I believe that under the attractive term and

practice of "Scouting," a large number of boys might be taken in hand in

a practical way, by every young man, without expense in time or money.

By "scouting" I do not mean the military work as carried on on active

service. The scouting we are considering has nothing to do with this.

There is another form, which one might term "peace-scouting," such as is

usual with frontiersmen of our Empire in every corner of the world. The

pioneers of civilisation in Central Africa; the ranchmen, cowboys, and

trappers of the West; the drovers and bushmen of Australia; the

explorers of the Arctic and Asiatic regions; the hunters and prospectors

of South Africa; missionaries in all parts of the uncivilised world; and

the constabularies of North-West Canada, South Africa, etc., are all

"peace-scouts," men accustomed to live on their own resources, taking

their lives in their hands, brave and loyal to their employers,

chivalrous and helpful to each other, unselfish and reliable; MEN, in

fact, of the best type. These are the peace-scouts of the Empire, and

there is no reason why we should not train a large number of boys to

follow in their footsteps as regards character and manliness.

A small book which I published a short time ago on the subject of

scouting for soldiers has been so freely taken up by schools and boys'

clubs in England that I am encouraged to think a system organised for

the special purpose of teaching boys would be acceptable, and I am still

further encouraged in the idea by the fact that a somewhat similar

organisation founded by Mr. Ernest Thompson Seton in America has had a

full and widespread success.

MILITARISM.

Two or three prominent authorities have written deprecating my attempt

to "foster among the boys of Britain a bloodthirsty and warlike spirit."

I can only fear that either these gentlemen have not read the handbooks

very carefully, or that I have expressed myself very badly. The whole

intention of the Boy Scouts' training is for peaceful citizenship.

Even if I had advocated training the lads in a military way (which I

have not done), I am impenitent enough to see no harm in it. I have not

noticed that ex-soldiers are more inclined than other people to commit

murders; all that I see in them, as a rule, is that they have been

taught self-discipline, to sacrifice themselves, if need be, for others,

to obey orders, to be sober, clean, and active, to make the best of

things as they find them, to be loyal to themselves and their officers.

All of which appear to me to be valuable assets in character for a

citizen, whatever may be his grade or trade.

The fact that industrial employers now prefer ex-soldiers in very many

of their departments speaks to the peace value of a military training.

But when an eminent public man wrote to me that I ought not to teach

boys soldiering because, as he puts it, "he hates war like the devil," I

felt bound to reply that had he actually seen anything of war himself,

he would, like most soldiers, hate it _worse_ than the devil. It is for

that very reason that officers almost without exception urge upon their

fellow countrymen to be prepared to defend their country. It is not that

they wish to make the men bloodthirsty, but it is that they may avert

from our own land that worst of all modern anachronisms--the horrors of

war, brought on to our own homes, our women and children.

Those who preach shutting our eyes to what is quite patent to all who

dare to look out will themselves be guilty of tempting the enemy on, of

bringing war upon our country, and of the blood and ruin which will

assuredly follow--if there is any truth in history.

With our rising generation brought up as good citizens, sensible of

their responsibilities and duties in return for the benefits which they

enjoy in a free country, there would be no danger for the State; but

without manliness and good citizenship we are bound to fall.

Manliness can only be taught by men, and not by those who are half men,

half old women.

HOW TO TEACH SCOUTING.

The first point is to get men to take up the instruction of the boys in

the art of peace-scouting. The men I have in my mind as the best

qualified and able to do this are schoolmasters, clergymen, members of

the Y.M.C.A., Legion of Frontiersmen, officers of Cadet Corps, Boys' and

Church Lads' Brigades, Rifle Clubs, country squires, ex-army officers,

telegraph-masters, etc. These could carry out the training of a few boys

apiece, with very little expense of time or money, by devoting, say,

Saturday afternoons and Sundays to the work, which, I can promise them,

they will find a pleasure rather than a labour in practice.

My suggestion to them would be for each to select a party of six or

eight youths or smart boys, and carefully instruct them in the details

of peace-scouting. These boys could then act as assistant instructors or

"patrol leaders" in training each five or six more in the same art in

the progressive course of instruction in this handbook.

The instruction is designed for boys of every class.

To help the lowest from drifting into hooliganism and to give them

health, character, and aims.

To teach the middle class how to work well, and to be patriotic

first and political second.

To teach the wealthier to be chivalrous and sympathetic with their

less-favoured brothers, and ultimately to help in spreading the

training.

One wants to bring all classes more in touch with each other, to break

down the existing barriers, which are only artificial after all, and to

teach them to give and take in the common cause instead of being at

snarls of class against class, which is snobbery all round and a danger

to the State.

The training is applicable to town or country, indoors as well as out.

NOT IN OPPOSITION TO EXISTING ORGANISATIONS FOR BOYS.

The scheme is not in any way intended to be in opposition to any

existing organisation. On the contrary, we want amalgamation rather than

rivalry, and scouting is only intended to be used as an additional

attraction by those in charge of boys' organisations of any kind. If

scouting is taken up by several it may prove a bond between all. Where

such organisations do not already exist it can supply a particularly

simple and effective one for catching a number of boys who would

otherwise have no hand to guide them.

EXPERIMENTAL CAMP.

I have already made a preliminary trial of the scheme with a camp of

boys of all sorts, from Eton as well as from the streets, and the

results were such as to encourage very great hopes as to the

possibilities of the scheme when carried out on a larger scale. A large

island was lent for the purpose by the late Mr. Charles Van Raalte,

Brownsea Island, near Poole.

PATROL SYSTEM.

The troop of boys was divided up into "Patrols" of five, the senior boy

in each being Patrol Leader. This organisation was the secret of our

success. Each patrol leader was given full responsibility for the

behaviour of his patrol at all times, in camp and in the field. The

patrol was the unit for work or play, and each patrol was camped in a

separate spot. The boys were put "on their honour" to carry out orders.

Responsibility and competitive rivalry were thus at once established,

and a good standard of development was ensured throughout the troop from

day to day. The troop was trained progressively in the subjects of

scouting given on page 8. Every night one patrol went on duty as night

picket--that is, drew rations of flour, meat, vegetables, tea, etc., and

went out to some indicated spot to bivouac for the night. Each boy had

his greatcoat and blankets, cooking pot and matches. On arrival at the

spot, fires were lit and suppers cooked, after which sentries were

posted and bivouac formed. The picket was scouted by patrol leaders of

other patrols and myself, at some time before eleven p.m., after which

the sentries were withdrawn and picket settled down for the night.

METHOD OF INSTRUCTION.

We found the best way of imparting theoretical instruction was to give

it out in short instalments with ample illustrative examples when

sitting round the camp fire or otherwise resting, and with

demonstrations in the practice hour before breakfast. A formal lecture

is apt to bore the boys.

The practice was then carried out in competitions and schemes.

For example, take one detail of the subject, "Observation"--namely,

tracking.

1. At the camp fire overnight we would tell the boys some interesting

instance of the value of being able to track.

2. Next morning we would teach them to read tracks by making foot-marks

at different places, and showing how to read them and to deduce their

meaning.

3. In the afternoon we would have a game, such as "deer-stalking," in

which one boy went off as the "deer," with half-a-dozen tennis balls in

his bag. Twenty minutes later four "hunters" went off after him,

following his tracks, each armed with a tennis ball. The deer, after

going a mile or two, would hide and endeavour to ambush his hunters, and

so get them within range; each hunter struck with his tennis ball was

counted gored to death; if, on the other hand, the deer was hit by three

of their balls he was killed.

This was our principle for teaching most of the items.

Discipline was very satisfactory indeed. A "court of honour" was

instituted to try any offenders against discipline, but it was never

needed. In the first place, the boys were put "on their honour" to do

their best; in the second place, the senior boys were made responsible

for the behaviour of the boys forming their patrol. And this worked

perfectly well.

RESULTS OF THE CAMP EXPERIMENT.

Since this experimental camp I am more than ever convinced of the

possibilities which underlie the scouts' training as an educator for

boys of all classes. Prepared as I was for enthusiastic endeavour on the

part of the lads, I was surprised at the effect on their character,

which became visible even in the few days we were at work. I have not

trusted merely to my own observation, but have had reports from all the

parents, bearing out this conclusion, and giving incidentally some very

useful hints from the parents' point of view. That the boys enjoyed the

training is evident from the letters which I have had from them, and

some of them, at any rate, have remembered what they learnt. One of the

boys--a working boy--writes: "The most important thing that a great many

boys need to learn is to look at the bright side of things, and to take

everything by the smooth handle. I myself found that a great lesson, and

I shall never find words enough to thank you for teaching me it. I have

already found it a great help even in everyday life."

AUTHORITIES WHO MIGHT FIND THE SCHEME USEFUL.

LORD MAYORS AND MAYORS.--This scheme might suggest some useful forms of

instruction for the newly-authorised vacation schools.

SCHOOLMASTERS AND TEACHERS.--This scheme may, I hope, supply an

additional means by which to get hold of the more unruly boys and to

continue out of hours the practice of the theory which they have learnt

in school. Unruly boys are often the best, once you have got the right

side of them. A Commission on our schools has recently shown that there

is an excess of book instruction in many of them; possibly if one day a

week were devoted to scouting it would greatly benefit both the teachers

and the scholars mentally and physically.

CLERGYMEN.--Clergymen would, I think, find in scouting a good means of

keeping the wilder spirits among their boys in some kind of order, and

also of arousing the loafers among them into some sort of energy and

interest in life.

PARENTS.--Parents might be apprehensive that this course would lead

their sons to imbibe too much the spirit of adventure and romance, and

those whose sons are wage-earners would fear for their getting unsettled

and wasting their working hours on a useless fad. But to such I would

point out that the course is purposely designed to teach the boys useful

knowledge in a form that will attract them, and it can be carried out

entirely on Saturday afternoons and Sundays as a counter-attraction to

that Sunday loafing which is the ruin of so large a proportion of our

young men.

LADIES.--To ladies interested in the care and education of girls, I

think this scheme might supply a suggestion for an attractive

organisation and valuable training. The experiment of a somewhat similar

camp for factory girls has been such an unqualified success as to lead

one to hope that scouting camps might with advantage be employed for the

rising generation of girls as well as boys.

BOYS' CLUBS AND BRIGADES.--Officers of Boys' Clubs, Boys' Brigades,

Church Lads' Brigades, University and Public Schools Missions, Cricket

Clubs, and Cadet Corps, but most especially officers of Rifle Clubs,

will, I hope, find in this scheme an additional means of attracting

recruits and of maintaining their interest in their corps after the

first glamour of it has worn off.

LEGION OF FRONTIERSMEN.--The Legion includes many an old scout in its

ranks who could at once take up the instruction of a few boys and youths

and do really valuable work for the Empire, while reviving for himself

many a delightful experience of camp and prairie life.

EX-ARMY OFFICERS.--Then there are a number of ex-Army officers, keen and

capable, but without occupation, who would here have a great opportunity

for the exercise of their special gifts and of their prestige among boys

for doing a great national good with very little trouble and expense to

themselves.

COUNTRY SQUIRES.--Members of county families might do much among their

tenants and villagers by making good Englishmen of their lads, somewhat

on the old feudal lines, by means of scouting.

Y.M.C.A.--Everyone recognises the keenness and go-a-head manliness of

the members of the Y.M.C.A. and Polytechnics in all parts of the

kingdom, and I am convinced that if these men could see their way to do

a good turn to the rising generation of their countrymen they would take

it up with ardour, especially since this kind of work is becoming a part

of their policy. It is these gentlemen that I have specially in my eye

in suggesting this scheme, as being the men who can, if they wish, get

hold of practically the whole of the British boyhood by means of

scouting. If every member of the Y.M.C.A. took a friend as his

second-in-command and six boys as pupils, each of them being required to

bring in another recruit, and then acting as leaders and instructors to

further patrols of six, there would at once be the commencement of a

great "snowball" movement for good.

HINTS TO INSTRUCTORS.

I do not in these "Hints" propose to teach my grandmother to suck eggs,

and, therefore, I only address them to those who have had no previous

practice in teaching boys. They are merely a few notes from my own

experience in that line, and tend to explain some of the arrangement of

details in the Handbook.

When you are trying to get boys to come under good influence you are as

a fisherman wishful to catch fish.

If you bait your hook with the kind of food that you like yourself it is

probable that you will not catch many--certainly, not the shy, game kind

of fish. You, therefore, use as bait the food that the fish likes.

So with boys, if you try to preach to them what you consider, elevating

matter you won't catch them. Any obvious "goody-goody" will scare away

the more spirited among them, and those are the ones you want to get

hold of. The only way is to hold out something that really attracts and

interests them. And I think you will find that scouting does this.

You can afterwards season it with what you want them to have.

To get hold of your boys you must be their friend; but don't be in too

great a hurry at first to gain this footing until they have got over

their shyness of you. Mr. F. D. How, in his "Book of the Child," sums up

the right course in the following story:

"A man whose daily walk led him down a certain dingy street saw a tiny

boy with grimy face and badly-developed limbs playing with a banana-skin

in the gutter. The man nodded to him--the boy shrank away in terror.

Next day the man nodded again. The boy had decided there was nothing to

be afraid of, and spat at the man. Next day the little fellow only

stared. The day after he shouted 'Hi!' as the man went on. In time the

little fellow smiled back at the greeting which he now began to expect.

Finally the triumph was complete when the boy--a tiny chap--was waiting

at the corner and seized the man's fingers in his dirty little fist. It

was a dismal street, but it became one of the very brightest spots in

all that man's life."

"BE PREPARED."

In this book I suggest as subjects to teach your boys such things as

Observation of Details and consequent ability to read character and

thereby to gain sympathy, the value of patience and cheery good temper,

the duty of giving up some of one's time and pleasure for helping one's

country and fellow men, and the inner meaning of our motto "Be

Prepared."

But as you come to teach these things you will very soon find (unless

you are a ready-made angel) that you have to acquire them yourself

before you can succeed with the boys, and when once this is accomplished

the occupation is intensely interesting and improving.

You must "Be Prepared" yourself for disappointments at first, though you

will as often as not find them outweighed by unexpected successes.

You must from the first "Be Prepared" for the prevailing want of

concentration of mind on the part of boys, and if you then frame your

teaching accordingly I think you will have very few disappointments. Do

not expect them to pay great attention to any one subject for very long

until you have educated them to do so. You must meet them half-way and

not give them too long a dose of one drink--a short, pleasing sip of one

kind and then off to another, gradually lengthening the sips till they

become steady draughts.

Thus a formal lecture on the subject which you want to practise very

soon palls on them, their thoughts begin to wander and they get bored

because they have not learnt the art of switching their mind where they

want it to be and _holding it there_.

This making the mind amenable to the will is one of the important inner

points in our training.

For this reason it is well to think out beforehand each day what you

want to say on your subject and then bring it out a bit at a time as

opportunity offers--at the camp-fire or in intervals of play and

practice, not in one long set address.

The lectures in this book are broken up into sections for this purpose.

Frequent practical demonstrations and practices should be sandwiched in

between the sections of the lectures to hold the attention of the boys

and to drive home your theory.

CLUBROOM.

Half the battle is to get a room lent for certain nights in the week, or

hired as a club for the scouts, even if they only consist of a patrol in

a village.

It must be well lit and well ventilated to prevent depression and

boredom. Pictures of incidents (not landscapes or old portraits) help to

make attraction.

A _bright_ fire in winter.

Interesting illustrated books and magazines.

This can generally be got, furniture, games, etc., being given in the

first instance by well-wishers.

A coffee-bar, commencing on the smallest lines, will generally succeed,

and if carefully managed may develop a regular income for the upkeep of

the clubroom.

The scouts themselves must do the cleaning and decorating, and making

furniture.

Discipline and good order should be kept inside the room, and neatness

insisted on, Patrol leaders being made responsible, Patrols taking it in

turn to be responsible for cleanliness and good order of the room for a

week at a time.

If a bit of ground, even waste ground or a backyard, is available as

club ground so much the better. You want some place where the scouts can

make huts, light fires, play basket-ball, make tracks, etc.

Make the boys themselves manage the club affairs, as far as possible, by

committees, and putting boys in responsible charge of room, equipment,

papers, etc. Sit back yourself and let them make their mistakes at first

till they learn sense and responsibility. Committee and annual meetings

are very useful for giving self-respect and responsibility to a number

of boys.

In America small, self-managed boys' clubs are becoming exceedingly

numerous and popular in all towns and villages. And the education

authorities help them by allowing them the use of classrooms in the

school buildings in the evenings. This might easily be done in England

too.

At the same time, when you can get your own clubroom, no matter how

small, it gives the boys more a sense of proprietorship and

responsibility, especially if they have taken a hand themselves in

making the furniture, putting up pictures, etc.

The clubroom must not be made cosy like a lady's boudoir, as the boys

must be able to romp in it occasionally, or play handball or "Bang the

Bear," etc. So you want furniture that will pack away into a corner,

such as folding wooden chairs, small tables, and a cupboard in which to

put away books, games, etc., when the romp comes on.

The ideal club is one of two rooms--one for quiet games, reading and

talking; the other for romping, gymnastics, etc.

The boys must of course pay subscription towards rent, lighting,

furnishing, etc., and the major expenses must be provided for by means

of some joint work by them, such as garden produce, toys, displays or

bazaars (as described in Appendix).

One penny weekly, paid strictly in advance, is sufficient as a

membership subscription.

A Penny Savings Bank should be started to enable boys to put by money to

pay for outings and eventually to start them in the practice of thrift.

A piano is of great help in a club, if you have some one who can play

it, to help out songs, musical drill, war-dances, etc.

THE HANDBOOK.

The Handbook is merely intended to offer suggestions, not to tie

instructors to one set course.

In such brief space it can only touch sketchily upon subjects whose

detail as instructor you must fill in for yourself, according to your

own imagination and resourcefulness, to suit your particular local

circumstances.

I give with each lecture the titles of books bearing on the subject, to

which you can probably get access in your public library, but you will

also find every day as you read your newspaper fresh things worth

cutting out to use in your lectures. Indeed, if you are ever hard up for

a subject, take the leading news items of the past week, and explain

them in an interesting way with maps, etc.

I have found the value of this also in dealing with grown-ups in men's

clubs, hospitals, etc.

The "History of England" by H. O. Arnold-Forster will at all times give

you useful subjects in most interesting form. For your own information

read "Duty," by Samuel Smiles.

I have endeavoured to make the Handbook readable by the boy himself,

since a boy should be encouraged to read for himself. The worst of it is

that the literature to which as a rule he has access is the cheap and

nasty press with little else than crimes and tragedies and big football

matches to catch his attention.

He thus becomes educated downwards instead of being elevated by good

examples to higher deeds.

The reading of such books as "Golden Deeds," "Deeds that Won the

Empire," and so on, are the best of antidotes, especially if impressed

by means of modern examples, illustrations and lantern slides, and

acting the incidents.

COURSE OF INSTRUCTION.

I suggest the following scheme of work, to be altered according to local

circumstances.

Give a week to each chapter of the book.

On Saturday evening give a lecture with practical demonstrations and,

where possible, _with lantern slides_, on the subject of the following

week's instruction.

Among the worst classes in our slums Sunday is, unfortunately, perhaps

the most unholy day of the week, but by using it for instruction of the

proposed kind I believe that a good proportion of these lads might be

won and led to better things than the loafing and vice which are at

present incidental to the day.

So, for such lads, I advocate using Sunday morning for teaching the

minor practices, and the afternoon for the consequent scouting

exercises.

It is true that this suggestion has been criticised in some quarters,

but it has, in the end, been generally accepted on the plea that it

makes for saving souls, for which work there need be no Sunday closing.

The details thus taught could then be carried out and perfected by the

boys individually in their own time during the week, or by occasional

parades when possible under their patrol leaders, till the following

Saturday afternoon, when you could have a final competition or games on

that subject before starting on the next chapter that evening.

This is only a suggestion on the supposition that you and your boys are

at other work all the week. If you would thus devote eight Saturday

afternoons and Sundays to this work you will have completed a course of

instruction which will guide a number of boys for life, and will take

them from that present school of loafing which is to be found, to our

great disgrace, at the corner of every village street in England on

Sunday afternoon.

If funds are then forthcoming amongst the boys a camp of a week or ten

days, or for two or three week-ends in the summer, would complete their

instruction and put it to a practical test, while serving as a great

reward for good preliminary work. And it need not be very expensive if

the boys work for it and save up, as suggested in Chapter IV.

As I have before remarked, the training laid down in this book is merely

suggestive.

The instructor should use his own knowledge and imagination and enlarge

upon it.

There is much useful technical knowledge which he might incidentally

impart to his boys, either himself or by getting friends to come and

demonstrate (I don't say "lecture") on such points as the principles of

steam or petrol-engines, or electricity; the work of sailors, soldiers,

firemen, police, and so on; pioneer work such as bridging with models,

road making, building, etc., also carpentering, modelling, casting,

plumbing, gardening, etc.

Excursions from town into country, and seeing farm life, mining,

fisheries, etc.; or from country to town and visiting the Zoological

Gardens, interesting portions of museums, picture-galleries, armouries,

etc., would be valuable and popular.

With a carefully-laid programme of such items the scouts' training can

be carried out indefinitely in an interesting way, and on lines that

will be of use to them in their future career.

I even advocate taking the boys to a theatre to see something really

good, as a very great inducement to them to save the money necessary to

pay for their seats. It can be made the first step towards thrift.

METHOD OF INSTRUCTION.

The way to teach a language is not to bore your pupil at first with the

dry bones of elementary grammar, but to plunge into fairly deep water

with phrases and conversation; the grammar will then quickly follow of

itself.

So also with most other subjects of instruction, including scouting. For

instance, take tracking. After preparing the boys' minds with a few good

tracking yarns and showing a few actual tracks and their meaning, don't

wait till they get bored in trying to learn the elementary details, but

take them for a real piece of practical tracking. After they have found

out for themselves how weak they are at it, give them further "sips" of

the elementary part.

IMAGINATION.

Boys are full of romance, and they love "make-believe" to a greater

extent than they like to show.

All you have to do is to play up to this and to give rein to your

imagination to meet their requirements. But you have to treat with all

seriousness the many tickling incidents that will arise: the moment you

laugh at a situation the boys are quick to feel that it is all a farce,

and to lose faith in it forthwith and for ever.

For instance, in instructing a patrol to make the call of its tutelary

animal (page 355), the situation borders on the ridiculous, but if the

instructor remains perfectly serious the boys work at it with the idea

that it is "business"--and once accomplished the call becomes a fetish

for _esprit de corps_ among the members of the patrol.

Bacon said that play-acting was one of the best means of educating

children, and one can quite believe him.

It develops the natural power in them of imitation, and of wit and

imagination, all of which help in the development of character; and at

the same time lessons of history and morality can be impressed on their

minds far better by their assuming the characters and acting the

incidents themselves than by any amount of preaching of the same on the

part of the teacher.

The recent craze for historical pageants is, in reality, one of the best

ideas, educationally, that has come over us of late years. In places

where pageants have been held, both old and young have learnt--and

learnt for the rest of their lives--something of the history of their

forefathers, their town, and their country.

Instructors will similarly find it a genuinely useful practice to make

their scouts act scenes from history or of incidents with which they

desire to impress them. Such, for instance, as "Wilson's last Stand,"

"The Wreck of the _Birkenhead_," "The Sentry at Pompeii," and so on.

For this reason a few suggestions for pageants are given in the

Appendix.

It is also easy to get up real plays, such as _To Parents and Guardians_

(See Messrs. Samuel French's List), for which the organisation,

rehearsals, and performance are all good, useful practice, especially in

the long winter evenings. Begin with a small play first, such as _Box

and Cox_ or _Area Belle_.

When these performances attain some degree of merit they might be used

as a means of gaining funds.

RESPONSIBILITY TO JUNIORS.

The great thing in this scheme is to delegate responsibility--mainly

through the patrol leaders.

Have, if possible, a good Second in Command to yourself to ensure

continuity of instruction should you be unable on occasions to be

present yourself, and to relieve you of many minor details of

administration.

_Give full responsibility and show full confidence in your patrol

leaders._ _Expect_ a great deal from them, and you will get it.

This is the key to success in scout-training.

Foster the patrol spirit and friendly rivalry between patrols and you

will get immediate good results in an improved standard of the whole.

Don't try to do everything yourself or the boys will merely look on, and

the scheme will flag.

DISCIPLINE.

Insist on discipline and strict obedience; let them run riot only when

you give leave for it, which is a good thing to do every now and then.

A nation to be powerful and prosperous must be well disciplined, and you

only get discipline in the mass by discipline in the individual. By

discipline I mean patient obedience to authority and to other dictates

of duty.

This cannot be got by repressive measures, but by educating the boy

first in self-discipline and in sacrificing of self and selfish

pleasures for the benefit of others. This teaching is largely effected

by means of example, and by expecting it of him. There lies our work.

Smiles gives in his book on "Duty" Baron Stoeffel's report comparing the

discipline of the Germans and the French before the war, 1870-71, in

which he foretold the victory of the Germans, on account of their

superior discipline; and, in commenting on this, Mr. Smiles writes:

"Can it be that we are undergoing the same process in England as in

France; that the ever-extending tide of democracy is bearing down the

best points of a very vain-glorious people?

"We are a very vain-glorious people.

"We boast of our wealth, our naval and military strength, and our

commercial superiority. Yet all these may depart from us in a very few

years, and we may remain, like Holland, a rich and yet powerless people.

The nation depends on the individuals who compose it; and no nation can

ever remain distinguished for morality, duty, adherence to the rules of

honour and justice whose citizens, individually and collectively, do not

possess the same traits."

Sir Henry Knyvett, in 1596, warned Queen Elizabeth that the State which

neglects to train and discipline its youth produces not merely rotten

soldiers or sailors, but the far greater evil of equally rotten citizens

for civil life; or, as he words it, "For want of true discipline the

honour and wealth both of Prince and countrie is desperatlie and

frivolouslie ruinated."

Discipline is not gained by punishing a child for a bad habit, but by

substituting a better occupation that will absorb his attention and

gradually lead him to forget and abandon the old one.

RELIGION.

An organisation of this kind would fail in its object if it did not

bring its members to a knowledge of religion--but the usual fault in

such cases is the manner in which this is done. If it were treated more

as a matter of everyday life and quite unsectarian, it would not lose

its dignity and it would gain a hold. It is often the best not to have

religious instruction as a special feature, but to introduce it by

"sips" here and there among other instruction, as I suggest in the

chapter on "Chivalry" and elsewhere in this book.

CONTINENCE.

In the Handbook I have touched on many important items of a boy's

education, but there is scarcely one more important than this, which,

under advice, I have relegated from the body of the book to these "Notes

for Instructors."

The training of the boy would be very incomplete did it not contain some

clear and plain-spoken instructions on the subject of continence.

The prudish mystery with which we have come to veil this important

question is doing incalculable harm.

The very secrecy with which we withhold all knowledge from the boy

prompts him the more readily to take his own line, also secretly, and,

therefore, injuriously.

I have never known a boy who was not the better for having the question

put to him frankly and openly. It can quite well be done without

indelicacy.

You can warn him that "indulgence" or "self-abuse" is a temptation more

likely to assail him than any other vices, such as drinking, gambling,

or smoking, and is more harmful than any of them, since it brings with

it weakness of heart and head, and, if persisted in, idiocy and lunacy.

Show him that it is not even a manly vice, but is everywhere looked down

upon with contempt; and that it can be overcome by determination and

strength of will.

The temptation may arise from physical causes, such as eating rich

foods, sleeping on the back in a soft bed with too many blankets on, or

from constipation, or it may come from suggestion through pictures,

stories, or dirty talk of others.

In any case, knowing their danger, these causes must be avoided, and the

temptation met with a mental determination to fight it by substituting

other thoughts, by washing in cold water, and by exercising the upper

part of the body, with boxing or arm exercises, to draw away the blood,

and so on.

The first occasion will be the difficult one, but once this is

successfully overcome subsequent attacks will be more easy to deal with.

If the boy still finds difficulty about it he should come and speak

quite openly to his officer, who can then advise him what to do.

But for an instructor to let his boys walk on this exceedingly thin ice

without giving them a warning word, owing to some prudish

sentimentality, would be little short of a crime.

HINTS TO INSTRUCTORS.

Priggishness or conceit is sure to come to some of your boys as they

find themselves good at various games or branches of their work. These

must be taken down by the skill and patience of the instructors. Don't

get upset by having one or two of these to deal with, but, on the

contrary, take it as a sporting adventure, and treat them as interesting

subjects. It is far more satisfactory to turn one unruly character the

right way than to deal with a dozen milk-and-water cases.

There are also boys who, though with other boys, are not of them. These

need special individual study and special treatment, which will avail in

almost every case.

Boys of rich parents need the training of a scout quite as much as any

poor boy, and should, therefore, be taken in hand by those who are

willing to deal with them.

In "The Boy Problem" it is shown how in the days of chivalry boys were

pages to the esquires in order that they might learn knightly habits,

and then they went to one of the young knight's castles to learn

knightly ideas. In the same way boys of to-day need contact with

chivalrous young men to make them into noble and courtly men.

FORMING CHARACTER.

Keep before your mind in all your teaching that the whole ulterior

object of this scheme is to form character in the boys--to make them

manly, good citizens.

For the individual it is useful, when describing a situation, to stop

narration at the critical point and ask a boy what would be his action

under the circumstances, in order to develop quick decision, and so on.

In the games it is of the greatest importance to so arrange that a boy

imagines himself running a great danger in carrying out the mission

given him. In this way he becomes accustomed to taking risks.

For the mass it is a useful practice frequently to give false alarms to

see what they do and to accustom them to face sudden crises. Such

alarms, for instance, as having smoke blown into the room and a sudden

alarm of fire given, or getting a boy to rush in and report that Johnny

Tomkins has fallen from a tree and hurt himself.

Instruction of the individual is the only really successful form of

instruction.

In teaching your boy to be alert and energetic, teach him also how to be

restful and not to worry.

The physical attitude of the natural man, as one sees it in the savage,

is the one to cultivate in the boy in mind as well as body.

The normal attitude of the natural man is a graceful slackness of body,

but with eyes and ears alert, able on the instant to spring like a cat

from apparent inertness to steel-spring readiness.

Study the individual fads and characteristics of your boys, and, having

found them, encourage their development on these directions; then when

advising the boys as to their future line of life you will be in a

position to direct the square boy to a square hole in the world, and the

round boy to a round one. Don't, as many people do, make him aim for

some sphere for which he is not really fitted. Aim for making each

individual into a useful member of society, and the whole will

automatically come on to a high standard.

One great cause of unemployment--in all walks of life in England--is the

inability of our men to take up any line other than the one they have

first attempted and failed in. We call a sailor the "handy man" with

admiration, because he seems to be the only kind of man among us who can

turn his hand to any kind of job. Well, so can anyone if he only has the

idea put into his head and tries it for himself. Our aim should be,

therefore, to make the boys "handy men."

But most of all we want to raise the lowest to a higher place. "Go for

the worst" is the motto of the Salvation Army in its great work. "Our

mission is to the bottom dog" says Colonel Ruston, Mayor of Lincoln.

Mr. A. J. Dawson, in his very able articles in the _Evening Standard_,

has put the question of the loafer in clear and easy terms.

He points out that the very efficient work of our police in big cities

has stopped thieves, but produced a class of criminally-inclined

loafers.

"On the Canadian prairie," he says, "if a perfectly able-bodied man

without means were deliberately to abstain from work for any

considerable time he would die and would cease to cumber the earth." But

in London it is different; a man can loaf for months, or years, leaning

against a public-house--and they do it by the hundreds. He assigns two

reasons for this:

1. Want of discipline in the lives of those who are not absolute

criminals.

2. Indiscriminate charity.

We want to save lads from drifting into this class of loafer who swells

the ranks of the unemployed. The complaint has recently come from Canada

that "No Englishmen need apply for employment" there. The subsequent

Canadian explanation was to the effect that the average type of

Englishman who came there was unsuitable, because:

1. He had no idea of discipline.

2. He was generally surly and ready to grumble at difficulties.

3. He could not be relied upon to stick to a job the moment he found

it at all distasteful.

These faults are, undoubtedly, very widespread among us, in all classes

of society, owing to want of an education like that of the scouts. They

are the result of putting self in the first place and ignoring duty or

the interests of others; in other words, they mean _bad citizenship_.

CONCLUSION.

I fear I have stated my hints in very long and formidable array, such as

seem to make the instructor's part a very complicated and responsible

one, but it is not so when you come to put them into practice. My hints

are like the rows of oil-valves on a motor-car, they look complicated,

but in reality they are intended to drop their oil automatically and

make the wheels run easily.

I merely offer this scheme as one among many for helping in the vital

work of developing good citizenship in our rising generation.

Every man of the present generation ought as a matter of duty to take a

hand in such work.

This scheme purposes to be one by which any man can do this, since it

requires but little time, expense, or knowledge; and it is one which

attracts the boys and is at the same time interesting and beneficial to

the instructor himself.

If you who read this are a man who has charge of boys in any way, or if

you are one who has so far had nothing to do with them but who has a

desire to see your country keep her place among the nations for the good

of the world, and would take a hand by training half-a-dozen boys and

putting them on the right road for good citizenship, you would be doing

a great thing for your country, for your younger brothers, and for

yourself.

BOOKS ON THE SUBJECT.

"Boys of the Street and How to Win Them." By Charles Stelzle. (H.

Revell, publisher.)

"The Boy Problem." A study of boys and how to train them. By W. B.

Forbush. (Progress Press, Boston, U.S.A.)

"The Teacher's Problem." (Perry, Mason, & Co., Boston, Mass.)

"Duty." By Samuel Smiles.

"The Children of the Nation." By Sir John Gorst.

"The Citizen of To-morrow." By Samuel Keeble. (Kelly.)

"The Canker at the Heart." By L. Cope Cornford.

"The Child Slaves of Britain." By M. Sherard.

"The Abandoned Child." By Bramwell Booth.

Pamphlets (at 3d.) on training of children. Secretary, Moral Education

Committee, 29, Bloomsbury Square, W.C.

Y.M.C.A., Junior Branch, 13 Russell Square, W.C.

National League of Workers with Boys, Toynbee Hall, London, E.C.

National Institution of Apprenticeship. Secretary, J. Ballin.

SCOUTING GAMES, PRACTICES, AND DISPLAYS.

NOTES TO INSTRUCTORS.

_Instruction in scouting should be given as far as possible through

practices, games, and competitions._

_Games should be organised mainly as team matches, where the patrol

forms the team, and every boy is playing, none merely looking on._

_Strict obedience to the rules to be at all times insisted on as

instruction in discipline._

_The rules given in the book should be altered by instructors where

necessary to suit local conditions._

_The ideas given here are merely offered as suggestions, upon which it

is hoped that instructors will develop further games, competitions, and

displays._

_Several of the games given here are founded on those in Mr. Thompson

Seton's "Birchbark Roll of the Woodcraft Indians," called "Spearing the

Sturgeon" (Whale Hunt), "Quick Sight" (Spotty Face), "Spot the Rabbit,"

"Bang the Bear," "Hostile Spy" (Stop Thief), etc._

_A number of non-scouting games are quoted from the book "Social--to

Save."_

SCOUTCRAFT.

PRACTICES AND GAMES.--Kim's Game, p. 54; Morgan's Game, p. 55; Scout's

War Dance, p. 57; Scouts' Rally, p. 44. Teach the scouts to look out

trains in Bradshaw's Railway Guide.

"BOOM-A-TATA."--Kindly supplied by Dr. H. Kingston as a good marching

rally.

[Illustration: Boom a-ra-ta.]

TRACKING.

PRACTICES.--Street Observation, p. 83; Telling Character, p. 84; Scout's

Nose, p. 86; Footmarks, pp. 89, 98, 99; Deduction, pp. 107, 108.

DISPLAY.--The Diamond Thief, p. 140.

GAMES.--Observation, pp. 84, 85, 86; Far and Near, p. 86; Spot the

Thief, p. 99; Smugglers Over the Border, p. 100.

ALARM. "STOP THIEF."--This is similar to the game of "Hostile Spy," in

the "Birchbark Roll of Woodcraft Indians," by Mr. Thompson Seton. A red

rag is hung up in the camp or room in the morning: the umpire goes round

to each scout in turn, while they are at work or play and whispers to

him, "There is a thief in the camp"; but to one he whispers, "There is a

thief in the camp, and you are he--Marble Arch," or some other

well-known spot about a mile away. That scout then knows that he must

steal the rag at any time within the next three hours, and bolt with it

to the Marble Arch. Nobody else knows who is to be the thief, where he

will run to, and when he will steal it. Directly anyone notices that the

red rag is stolen, he gives the alarm, and all stop what they may be

doing at the time, and dart off in pursuit of the thief. The scout who

gets the rag or a bit of it wins. If none succeed in doing this, the

thief wins. He must carry the rag tied round his neck, and not in his

pocket or hidden away.

WOODCRAFT.

GAMES AND PRACTICES.--Scout Hunting, Dispatch Running, Deer Stalking,

Stalking and Reporting, see pp. 114, 115; Observation of Animals, p.

134; Lion Hunting, p. 134; Plant Race, p. 139; Scout meets Scout, p. 53.

"TRACK THE ASSASSIN."--The assassin escapes after having stabbed his

victim, carrying in his hand the dripping dagger. The remainder, a

minute later, start out to track him by the drops of blood (represented

by Indian corn or peas) which fall at every third pace. His confederate

(the umpire) tells him beforehand where to make for, and if he gets

there without being touched by his pursuers, over eight minutes ahead of

them, he wins. If they never reach his confederate, neither side wins.

RELAY RACE.--One patrol pitted against another to see who can get a

message sent a long distance in shortest time by means of relays of

runners (or cyclists). The patrol is ordered out to send in three

successive notes, or tokens (such as sprigs of certain plants), from a

point, say, two miles distant or more. The leader in taking his patrol

out to the spot drops scouts at convenient distances, who will then act

as runners from one post to the next and back. If relays are posted in

pairs messages can be passed both ways.

"SPIDER AND FLY."--A bit of country or section of the town about a mile

square is selected as the web, and its boundaries described, and an hour

fixed at which operations are to cease.

One patrol (or half-patrol) is the "spider," which goes out and selects

a place to hide itself.

The other patrol (or half-patrol) goes a quarter of an hour later as the

"fly" to look for the "spider." They can spread themselves about as they

like, but must tell their leader anything that they discover.

An umpire goes with each party.

If within the given time (say about two hours) the fly has not

discovered the spider, the spider wins. The spiders writes down the

names of any of the fly patrol that they may see; similarly the flies

write down the names of any spiders that they may see and their exact

hiding-place. Marks will be awarded by the umpires for each such report.

The two sides should wear different colours, or be differently dressed

(_e.g._, one side in shirt-sleeves).

"THROWING THE ASSEGAI."--Target, a thin sack, lightly stuffed with

straw, or a sheet of cardboard, or canvas stretched on a frame.

Assegais to be made of wands, with weighted ends sharpened, or with iron

arrow-heads on them.

DISPLAY.--The Diamond Thief. See pp. 140-141.

PLAY.--_Wild Animal Play_, by Mrs. E. Thompson Seton. A musical play, in

which boys and girls take parts. Price 6d. (Publishers, Doubleday, Page,

& Co., 133 East Sixteenth-street, New York.)

"Animal Artisans," by C. J. Cornish. 6s. (Longmans, Green.)

"FLAG RAIDING" (from "Aids to Scouting", 1s. Gale & Polden).

Two or more patrols on each side.

Each side will form an outpost within a given tract of country to

protect three flags (or at night three lanterns two feet above ground),

planted not less than 200 yards (100 yards at night) from it. The

protecting outpost will be posted in concealment either altogether or

spread out in pairs not more than 80 yards apart. It will then send out

scouts to discover the enemy's position. When these have found out where

the outpost is they try and creep round out of sight till they can get

to the flags and bring them away to their own line. One scout may not

take away more than one flag.

This is the general position of a patrol on such an outpost:

[Illustration: Outpost.]

Any scout coming within 50 yards of a stronger party will be put out of

action if seen by the enemy; if he can creep by without being seen it is

all right.

Scouts posted to watch as outposts cannot move from their ground, but

their strength counts as double, and they may send single messengers to

their neighbours or to their own scouting party.

An umpire should be with each outpost and with each scouting patrol.

At a given hour operations will cease, and all will assemble at the

given spot to hand in their reports. The following marks would be

awarded:

For each flag or lamp captured

and brought in 5 marks

For each report or sketch of the

position of the enemy's outposts Up to 5 marks

For each report of movement of

enemy's scouting patrols 2 marks

The side which makes the biggest total wins.

CAMP LIFE.

PRACTICES.--Knot-tying, pp. 146-153; hut building, p. 148; bridging, p.

150; self-measurement, p. 151; hurdle-making, p. 153; models, p. 153;

handicrafts generally; camp furniture, p. 156; camp fires, p. 157; camp

room, p. 163; cooking, p. 165; making ration bags, p. 171; breadmaking,

pp. 167, 171.

"The three B's of life in camp are the ability to cook bannock, beans,

and bacon."

HOW TO MAKE A TENT.

For "Tee pee" or American Indian tent, see Thompson Seton's "Birchbark

Roll," 25 cents. (Doubleday, Page, & Co., New York.)

For light cyclists' tents, see "The Camper's Handbook," by J. H.

Holding; "Boy Scouts'" tent, with canvas and scouts' stoves. This is

made simple and easy by the three pictures showing the different stages.

TO MAKE A LADDER WITH A POLE.--Tie firmly sticks, or tufts of twigs, or

straw, across the pole at intervals to form steps.

HOW TO MAKE A SLEIGH.--See "Camp Life," by Hamilton Gibson. 5s.

(Harper.)

GAME.--_Food_; Name not less than twelve different kinds of wild food,

such as you would find in Great Britain, supposing there were no

supplies available from butchers, bakers, grocers, or greengrocers.

N.B.--A pike or a trout are not considered different _kinds_ of food for

this competition.

FIRE-LIGHTING RACE.--To collect material, lay, and light a fire till the

log given by umpire is alight.

BOOKS TO READ.

(Additional to those mentioned on pp. 153, 171, etc.)

"The Camper's Handbook," by T. H. Holding. 5s. (Simpkin, Marshall, &

Co.)

"The Young Marooners," by F. Goulding. 2s. (Nisbet.) A story of

resourcefulness in camp, including raft-building, shoemaking, first aid,

etc.

"Carpentering and Cabinetmaking," by W. M. Oakwood. 1s. (C. A. Pearson.)

"Models and How to Make Them," by Cyril Hall. 1s. Including

steam-engine, turbine, electric motor, etc.

[Illustration: Frame of six Scouts' Staves, and an extra joint to

lengthen ridge-pole.]

[Illustration: Six squares of canvas, 5ft. 6in. square, with eyelets and

hemmed tube on one side. Each Scout carries one, and can pack his kit in

it if necessary, or use it as a cape in rain.]

[Illustration: Boy Scouts' Tent for a Patrol. Four canvas squares make

the tent. Two make the ground sheet.]

N.B.--Before making a real article, whether tent, or boat, or other

thing, to scale, it is almost always best to make a model on a small

scale first--make an inch of model represent a foot of the real thing.

HOW TO MAKE A BOAT, from "Camp Life," by Hamilton Gibson, 5s. (Harper).

Get two boards, A and B, 12 feet long, 20 inches wide, and 3/4 inch

thick. Cut them both as in Fig. 1.

Nail a plank (C) between them at the centre to hold them in position,

and a second similar plank below it.

Cut solid block of wood (D) to form the stem or bow-piece, and a stern

board about 2 feet long, 10 inches deep.

Join the two bow ends of A and B by screwing them into the block D.

Join the two stern ends by screwing them to each end of the stern board,

and strengthen by screwing stern seat (E) on to both sides and stern

piece.

Turn the boat upside down, and screw on planks F F to form the bottom.

Caulk the seams between these by driving in tow by means of a blunt

chisel and mallet, and paint them with pitch, if necessary, to make them

water-tight. Mark where the seats G G are to come, and nail pieces of

plank to the sides of the boat, reaching to a height of one foot from

the floor, to act as supports to the seats. Put the seats in resting on

these chocks, and screw them to the sides. Screw a pair of strong wooden

pins to each side of the boat (H H) to form rowlocks. Knock out plank C,

and your boat is ready.

CAMPAIGNING AND PATHFINDING.

PRACTICES (see p. 182).--Mountain Climbing, Boat Management, Barometer

and Thermometer Reading, Find the North, pp. 190-194; Judging Heights

and Distances, pp. 187-188, 195, 205; Semaphore and Morse Signalling,

pp. 201-202; Drill Signals, p. 203; Hiding Dispatches, Campaigning

Tests, p. 205; Exploration, pp. 175-176.

GAMES.--Night Patrolling, p. 182; Whale Hunt, p. 183; Mountain Scouting,

p. 183; Star-gazing, p. 196; Judging Distance, p. 197; Finding North, p.

197; Dispatch Running, pp. 53, 205; Arctic Expedition, p. 52; Siberian

Man Hunt, 53.

[Illustration: HOW TO MAKE A BOAT.]

SCOUTING RACE.--Instructor stations three individuals or groups, each

group differently clothed as far as possible, and carrying different

articles (such as stick, bundle, paper, etc.) at distances from 300 to

1,200 yards from starting point. If there are other people about, these

groups might be told to kneel on one knee, or take some such attitude to

distinguish them from passers-by. He makes out a circular course of

three points for the competitors to run, say about 1/4 mile, with a few

jumps if possible.

The competitors start and run to No. 1 point. Here the umpire tells them

the compass-direction of the group they have to report on. Each

competitor on seeing this group writes a report showing--

1. How many in the group.

2. How clothed or how distinguishable.

3. Position as regards any landmark near them.

4. Distance from his own position.

He then runs to the next point and repeats the same on another group,

and so on; and finally he runs with his report to the winning post.

_Marks._--Full marks, 5 for each correct and complete description of a

group--that is an aggregate of 15 marks for the course. One mark

deducted for every ten seconds later than the first boy handing in his

report at the winning post. Marks or half marks deducted for mistakes or

omissions in reports.

ON TREK.--Make a trek through Central Africa--each scout carrying his

kit and food packed in a bundle on his head; walk in single file with

scout 200 yards out in front and find the way; he makes scout signs as

to the road to follow; make bridge over stream or raft over lake:

corduroy or faggots in boggy ground: leave signs and notes for any

parties who may follow by day or night.

To teach your scouts, individually, ideas of time and distance, send

each out in a different direction on some such order as this. "Go two

miles to North-north-east. Write a report to show exactly where you are

(with sketch map if possible, to explain it.) Bring in your report as

quickly as possible."

Then test by ordnance maps or otherwise to see how far he was out of the

distance and direction ordered.

Send out Scouts in pairs, to compete each pair against the other. Each

pair to be started by a different route to gain the same spot, finding

the way by map, and to reach the goal without being seen by the others

on the way.

This develops map reading, eye for country, concealment, look-out, etc.

For judging time. Send out scouts in different directions, each with a

slip of paper, to say how long he is to be away, say seven minutes for

one, ten for another, and so on.

Note down his exact time of starting, and take it again on his return.

Scouts must be put on their honour not to consult watches or clocks.

N.B.--Many of these games and practices can be carried out in town just

as well as in the country.

BOOKS TO READ.--In addition to those mentioned in Chap. V., "Heroes of

Pioneering," E. Sanderson, (Seely & Co.) "Boys' Book of Exploration" by

Tudor Jenks.

ENDURANCE AND HEALTH.

PRACTICES.--Making tooth-brushes, p. 216. Measurement, 217. Deep

breathing, p. 227. Drill, p. 235.

Staff exercises (to music if possible).

"FOLLOW MY LEADER."--With a large number of boys this can be made a very

effective display, and is easy to do--at a jog-trot, and occasional

"knees up," with musical accompaniment. It can also be done at night,

each boy carrying a Chinese lantern on top of his staff. If in a

building, all lights would, of course, be turned down. A usual fault is

that the exercise is kept on too long, till it wearies both audience and

performers. Among the most effective figures are the following:

[Illustration: Follow My Leader: The Spiral.]

[Illustration: Follow My Leader: Turn at the corners, and double

zig-zag.]

[Illustration: Follow My Leader: Windmill.]

"How to Keep Fit" is a little book, costing 3d., by Surgeon-Captain

Waite (Gale & Polden), which tells a man how to look after his health,

and so avoid getting ill. It is much better to study and act upon advice

of this kind than to read the advertisements of patent medicines and

then to fill yourselves up with these drugs. They are often harmless,

but sometimes very bad for you; very seldom are they any good.

BOOKS TO READ in addition to those already suggested:--

"Healthful, Physical Exercises," Swedish system. W. L. Rooper, 2s. 9d.

(Newmann, 84, Newman Street.)

"The Fine Art of Ju Jitsu," by Mrs. Roger Watts, with excellent photos.

(Heinemann).

CHIVALRY.

PRACTICES.--The knot in the necktie to remind the scout to do a good

turn. The money-box to develop thrift and charity.

Archery and quarter-staff play.

Carpentering and other ways of making money, pp. 263-5, 268.

GAMES.--"Knight-Errantry," see p. 250.

"Risking Life," p. 258.

_Further displays, etc., will be published in the "Scout."_

SAVING LIFE AND FIRST AID.

PRACTICES.--Dragging insensible man, p. 289; "scrum," p. 288; rescuing

drowning men, pp. 290-291; fire drill; first aid for all injuries, see

St. John's Handbooks; artificial breathing, p. 298; carrying a patient,

pp. 306-7; fire alarm, p. 308.

How to make eye tweezers for removing a piece of grit from eye. Fold a

piece of paper in two. With a sharp knife cut it to a point at an angle

of 30deg., and slightly moisten the point. Then bring it straight down

over the eyeball of the patient, so that it can nip the obstruction,

which it generally removes at the first attempt.

GAMES.--Dragging Race, see page 308.

Book to read in addition to those mentioned on p. 308. "R.E.P."

Elliman's Handbook. Apart from its advertising, it contains a very

complete _vade mecum_ of First Aid and Sick Room Hints and Massage.

(Apply to Messrs. Elliman, Slough.)

DISPLAYS.--A few ideas for life-saving displays can be taken from

programmes of the Boys' Life Brigade, as suggestions. These displays are

very popular both with performers and with the audience.

PATRIOTISM.

A good map of the Empire is very desirable, as stated on page 309. A

globe is of even more value than a map. Paper globes which can fold up

or open out like an umbrella can be got, which are inexpensive and most

instructive.

PRACTICE: Marksmanship, pp. 322-325.

Flag-flying, p. 331.

Observe Saints' Days: See p. 327.

The visits to museums and armouries (as suggested on p. 327 and

elsewhere) are on the lines of what is regularly done in Germany as part

of the training of the boys while at school. Classes are taken by the

masters to armouries and museums to be taught their National History.

GAMES.--"Shoot out," p. 325; "French and English," p. 326; "Badajoz," p.

326; "The Empire" card game.

"Navigation," 7s. 6d., Newmann, 84, Newman Street; "Separate Cruises,"

3s. 6d.; "Contraband," 6s. 6d., Newmann, 84, Newman Street.

DISPLAYS.--Pageants of incidents in local history.

"PLAY THE GAME."--See p. 380.

"Storming the Kashmir Gate, Delhi."--See p. 382.

SONGS.--"The Maple Leaf For Ever" (Canada). The song of Australia.

BOOKS TO READ in addition to those already suggested:--

"Heroic Deeds Simply Told"; "Heroes and Heroines of Everyday Life as

well as those of War," by Ernest Protheroe. 1s. 11d. (Newmann).

"History of England," by H. O. Arnold-Forster. 3s. 9d. (Cassell).

"Adventures of Beowulf," by C. L. Thomson, 9d. (Marshall).

School Atlas, by H. O. Arnold-Forster. 1s. 11d. (37, Bedford Street.)

"Through the British Empire in a Few Minutes." A short address by Sir

Howard Vincent. (A. K. Johnstone, 7, Paternoster Square.)

A BICYCLE ACCIDENT.--Boys returning from camp. A rash cyclist.

Misfortune. Injuries attended to and patients carried away to hospital

on improvised stretchers.

A GAS EXPLOSION.--Mrs. Coddles and family take a walk. They witness a

terrible railway accident. Mrs. Coddles on her way home meets a friend.

Maria is sent on to light the gas-stove and prepare father's tea. Father

gets back from work and finds the house full of gas. Ambulance squad to

the rescue. "Fireman's lift" and artificial respiration. Constable AOOO

arrives on the scene. How not to look for a gas escape. Sad end of a

gallant but thoughtless policeman.

FIRE DISPLAY.--Evening at No. 5 Suburbi Villas. Fire alarm. Inmates

aroused. Escape by the chute. Arrival of fire section with jumping

sheet. Life-lines and pompier ladders. Rescue of remaining occupants.

SYNOPSIS.--The workmen are engaged in their daily occupation when an

explosion occurs, causing a fire inside the building and an exterior

wall to collapse, which injures a man who happens to be passing at the

time. The uninjured workmen attend to their unfortunate comrades, while

others rush off for help and return with the ambulance and fire

apparatus. Some of the men are rescued from the burning building by

jumping from the tower.

PLAY THE GAME!

POEM BY HENRY NEWBOLT.

_Scene I.: Tableau of boys playing cricket._

RECITATION.

There's a breathless hush in the close to-night

Ten to make and the match to win--

A bumping pitch and a blinding light,

An hour to play and the last man in.

And it's not for the sake of a ribboned coat

Or the selfish hope of a season's fame,

But his captain's hand on his shoulder smote.

[_Action: The captain steps up to the batsman, puts his hand on his

shoulder, and says to him urgently_--]

"Play up! Play up! And play the game!"

_Scene II.: Tableau. Soldiers in a hard-fought fight retreating--a young

officer among them._

RECITATION.

The sand of the desert is sodden red--

Red with the wreck of the square that broke;

The gatling's jammed and the colonel dead,

And the regiment blind with dust and smoke.

The river of death has brimmed its banks,

And England's far and Honour a name,

But the voice of a schoolboy rallies the ranks.

[_Action: The young officer stands forward pointing his sword to the

enemy, and the retreating soldiers turn ready to charge with him as he

cries_--]

"Play up! Play up! And play the game!"

_Scene III.: A procession of all kinds of men, old ones at the head,

middle-aged in centre, young ones behind--soldiers, sailors, lawyers,

workmen, footballers, etc., etc.--Scotch, Irish, English, Colonial--all

linked hand in hand._

RECITATION.

This is the word that year by year,

While in her place the school is set,

Every one of her sons must hear,

And none that hears it dare forget.

This they all with joyful mind

Bear through life like a torch in flame,

And falling fling to the host behind.

[_Action: The leader flings out a Union Jack, and calls to the rest_--]

"Play up! Play up! And play the game!"

[_One in the centre then calls back to the juniors: "Play up! Play up!

And play the game!" The smallest of the juniors steps forward and cries

to the audience_--]

"PLAY UP! PLAY UP! AND PLAY THE GAME!"

THE STORMING OF DELHI.

[_Scene, ruined drawbridge at Kashmir Gate. Group of officers and

soldiers about to blow in the gate. Description to be read during

the picture._]

Lord Roberts, in "Forty-one Years in India," describes how the Kashmir

Gate of Delhi was captured by the British troops during the Mutiny.

Lieutenants Home and Salkeld, with eight sappers and a bugler of the

52nd Regiment, went forward to blow the gate open for the column to get

into Delhi.

The enemy were apparently so astounded at the audacity of this

proceeding that for a minute or two they offered but slight resistance.

They soon, however, discovered how small the party was and the object

for which it had come, and forthwith opened a deadly fire upon the

gallant little band from the top of the gateway, from the city wall, and

through the open wicket.

The bridge over the ditch in front of the gateway had been destroyed,

and it was with some difficulty that the single beam which remained

could be crossed. Home with the men carrying the powder bags got over

first. As the bags were being attached to the gate, Sergeant Carmichael

was killed, and Havildar (native Sergeant) Madhoo wounded. The rest then

slipped into the ditch to allow the firing party which had come up under

Salkeld to carry out its share of the duty.

While endeavouring to fire the charge Salkeld was shot through the leg

and arm, and handed the slow match to Corporal Burgess. Burgess

succeeded in his task, but fell mortally wounded as he did so.

As soon as the explosion took place, Bugler Hawthorne sounded the

regimental call of the 52nd as a signal to the attacking column to

advance. In this way the troops got in through the Kashmir Gate, and

Delhi was taken.

Lieutenant Home was unfortunately killed within a few weeks by an

accidental explosion of a mine he was firing, otherwise he would have

received the V.C.

"THE MAPLE LEAF FOR EVER."

_Alexander Muir._

In days of yore, from Britain's shore,

Wolfe, the dauntless hero, came

And planted firm Britannia's flag

On Canada's fair domain;

Here may it wave, our boast and pride,

And join in love together,

The Lily, Thistle, Shamrock, Rose entwine

The Maple Leaf for ever.

The Maple Leaf, our emblem dear,

The Maple Leaf for ever,

God save our King, and Heaven bless

The Maple Leaf for ever.

At Queenstown Heights and Lundy's Lane,

Our brave fathers side by side,

For freedom, homes, and loved ones dear,

Firmly stood and nobly died;

And those dear rights which they maintained

We swear to yield them never.

Our watchword evermore shall be,

The Maple Leaf forever.

_Refrain._

Our fair Dominion now extends

From Cape Race to Nootka Sound,

May peace for ever be our lot,

And plenteous store abound;

And may those ties of love be ours,

Which discord cannot sever,

And flourish green o'er Freedom's home,

The Maple Leaf for ever.

_Refrain._

On Merry England's far-famed land

May kind Heaven sweetly smile;

God bless Old Scotland evermore,

And Ireland's Emerald Isle;

Then swell the song both loud and long

Till rocks and forest quiver.

God save our King, and Heaven bless

The Maple Leaf for ever.

The Maple Leaf, our emblem dear,

The Maple Leaf for ever,

God save our King, and Heaven bless

The Maple Leaf for ever.

"THE SONG OF AUSTRALIA."

_Words by Mrs. C. J. Carleton. Music by Herr Carl Linger._

There is a land where summer skies

Are gleaming with a thousand dyes,

Blending in witching harmonies;

And grassy knoll and forest height

Are flushing in the rosy light,

And all above is azure bright,

AUSTRALIA.

There is a land where honey flows,

Where laughing corn luxuriant grows,

Land of the myrtle and the rose.

On hill and plain the clust'ring vine

Is gushing out with purple wine,

And cups are quaffed to thee and thine,

AUSTRALIA.

There is a land where treasures shine,

Deep in the dark unfathomed mine,

For worshippers at mammon's shrine;

Where gold lies hid and rubies gleam,

And fabled wealth no more doth seem

The idle fancy of a dream,

AUSTRALIA.

There is a land where homesteads peep,

From sunny plains and woodlands steep,

And love and joy bright vigils keep;

Where the glad voice of childish glee

Is mingling with the melody

Of Nature's hidden minstrelsy,

AUSTRALIA.

There is a land where floating free,

From mountain top to girdling sea,

A proud flag waves exultingly;

And freedom's sons the banner bear,

No shackled slave can breathe the air--

Fairest of Britain's daughters, fair,

AUSTRALIA.

[NOTE.--When sung, repeat at end of third line in each verse as follows:

"harmonies," "and the rose," "mammon's shrine," "vigils keep,"

"exultingly."]

GOD BLESS THE PRINCE OF WALES.

Among our ancient mountains,

And from our lovely vales,

Oh! let the prayer re-echo,

God Bless the Prince of Wales!

With heart and voice awaken

Those minstrel strains of yore,

Till Britain's name and glory

Resound from shore to shore.

[_Chorus_] Among our ancient mountains,

And from our lovely vales,

Oh! let the prayer re-echo,

God Bless the Prince of Wales

Should hostile bands or danger

E'er threaten our fair Isle,

May God's strong arm protect us,

May Heav'n still on us smile.

Above the Throne of England

May fortune's star long shine!

And round its sacred bulwarks

The olive branches twine.

Among our ancient mountains, etc.

GOD SAVE THE KING.

God save our gracious King,

Long live our noble King,

God save the King!

Send him victorious,

Happy and glorious,

Long to reign over us,

God save the King!

Thy choicest gifts in store,

On him be pleas'd to pour,

Long may he reign.

May he defend our laws,

And ever give us cause,

To sing with heart and voice,

God save the King!

SAMPLE PROGRAMME OF ATHLETIC SPORTS.

Throwing the life line Open.

Patrol drill (demonstration) Curlews.

Fire-lighting competition Wolves _v._ Bulls.

Physical drill or ju jitsu (demonstration) Ravens.

Dragging insensible men race Lions _v._ Curlews.

Basket ball (final ties) Patrols.

Deer-stalking Wolves.

Spotty face Bulls.

Shoot out Ravens _v._ Lions.

Bang the bear Curlews.

Cockfighting Wolves _v._ Ravens.

French and English tug of war Birds _v._ Beasts.

Whale hunt All patrols.

In place of Challenge Cups it is well to have Challenge Banners. Each

scout in the patrol that wins a banner should receive a small copy of

the flag to keep as a memento.

NON-SCOUTING GAMES.

USEFUL FOR EVENINGS IN THE CLUB OR IN CAMP.

NOBODY'S AIRSHIP.--Two patrols sit on two forms facing each other, knees

about a foot from those of opposite side. A small air-balloon is thrown

in, both sides pat it with their hands to keep it up in the air and try

to send it far over the heads of their opponents. If it falls to the

ground behind one party that party loses a point. The game is best of

five points.

"ARTISTS."--Players sit round a table, each with paper and pencil.

The right-hand one draws a picture, in separate firm strokes, of an

ordinary figure or head--putting in his strokes in unusual sequence so

that for a long time it is difficult to see what he is drawing. Each

player looks over to see what the man on his right is drawing and copies

it stroke by stroke. When the right-hand artist has finished his

picture, compare all the rest with it.

"TARGET BALL."--Indoor cricket with a lawn tennis ball, small wooden

bat, and a disc or small target for wicket.

"CIRCLE BALL."--A large circle of players throw lawn tennis ball at one

in the centre.

The object of the player in the centre is to remain "in" as long as

possible without being hit; if he catches the ball in his hands it does

not count as a hit.

Whoever hits him with the ball takes his place.

The player who remains "in" longest wins.

COUNTING THE WORDS.--Let someone read out half a page from a book,

pronouncing the words with moderate rapidity. As he reads, let the

members of the company try to count his words. The persons who comes the

nearest to the truth in his estimate is judged the victor. It is

astonishing how widely these estimates vary.

ANIMATED PORTRAITS.--Over a door drape a curtain, in the centre of which

is hung a frame through which can be thrust the heads of various persons

chosen from those present. These heads are to be attired in such a

fashion as to represent various well-known characters, such as

Christopher Columbus, Queen Victoria, etc. The audience are to be

informed that they are at liberty to make frank criticisms on these

animated pictures for the purpose of causing a smile. In case the

audience is successful in identifying within a certain time, the person

who represents the picture must pay a fine.

TO FIT.--Cut a square opening in a pasteboard, which is placed

prominently in front of the room. Distribute to the members corks of

different sizes. Provide with sharp knives those that are not already

provided. Explain that the task before them is to cut the corks so that

they will fit the square opening, without measuring the opening, judging

entirely by the eye. The one whose cork fits the best wins.

CITY CHAINS.--Place the players in two groups facing each other. Each

group must choose a leader, with whom the members of his side

communicate in whispers. In the centre is an umpire, who, with his

watch, gives each side a quarter of a minute, or less, for their

response.

The leader of one side begins by naming a city, such as New York. Within

the prescribed time the leader of the opposite side must name a city

beginning with the last letter of New York, as Kalamazoo; and so it

proceeds, each leader using the wits of all in his group to assist his

own.

When a leader fails to respond in time, the opposite leader chooses one

player from his opponent's side, and in his turn starts a new chain. The

game can be played also with the names of famous persons, but this is

harder.

A MEMORY GAME.--In order to play this game successfully, it is necessary

that the list of words and sentences given below be in the memory of one

of the players, who acts as leader. This leader, turning to his next

neighbour remarks, "One old owl." He turns to _his_ neighbour, and gives

the same formula. So it passes around the circle till it comes to the

leader again, who repeats it, and adds the formula, "Two tantalising

tame toads."

So again it goes around, and again, and each time the leader adds a new

formula, until the whole is repeated, up to ten. It is safe to say,

however, that no society will ever get that far. All who forget part of

the formula are dropped from the circle. Here is the whole:

One old owl.

Two tantalising tame toads.

Three tremulous, tremendous, terrible tadpoles.

Four fat, fussy, frivolous, fantastic fellows.

Five flaming, flapping, flamingoes fishing for frogs.

Six silver-tongued, saturnine senators standing stentoriously

shouting, "So-so."

Seven serene seraphs soaring swiftly sunward, singing, "Say,

sisters."

Eight elderly, energetic, effusive, erudite, enterprising editors

eagerly eating elderberries.

Nine nice, neat, notable, neighbourly, nautical, nodding nabobs

nearing northern Normandy.

Ten tall, tattered, tearful, turbulent tramps, talking tumultuously

through tin trumpets.

POST.--This game may be played in a large hall, or out of doors on the

lawn. It is especially adapted to the juniors, and may be so played as

to teach them a great deal of geography. The leader either marks with

chalk, or indicates with his fingers, the outlines of some mission

country. Let it be India, for example. A rough triangle is fixed, and

the places of the prominent mission stations are indicated by marks,

sticks, stones, bushes, or trees, and at each of these places one of the

players is stationed. One player might stand at Calcutta, one at Bombay,

one at Madras, one at Madura, one at Delhi, etc.

The leader then takes upon himself the name of some prominent missionary

of India--say Bishop Thoburn; then, declaring that Bishop Thoburn wants

to go from Calcutta to Madras, he attempts to reach one of those

stations while the two occupants thereof are rapidly changing places. If

he succeed in doing this, the player left out has to take his place as

Bishop Thoburn, and in this way the game proceeds.

NUMBER GROUPS.--Give each person present a number, printed in large type

on a card which is pinned conspicuously on the breast. The numbers range

from 10 to 24, and so of course there will be many duplicates. There is

a leader, who begins the game by calling in a loud voice some number,

such as 180. Immediately the players as rapidly as possible arrange

themselves in groups, seeking to form a group the sum of whose numbers

will equal 180. As soon as a group has been thus formed it presents

itself to the leader, and to each member of this successful group is

given a slip of paper.

As soon as one group has thus formed 180 and been rewarded, the

half-formed groups are dissolved, since they do not count anything, and

the leader calls out a new number. After this has been tried a certain

number of times, the person that has received the largest number of

slips is adjudged the winner. If you want to make this game very

difficult, use higher numbers, and attach them to the backs instead of

the fronts, of the members.

THEIR WEIGHT.--This contest will make pleasant material to fill some

interval in your socials. Let the committee previously gather six

articles, as dissimilar as may be in size, shape, and material, but each

weighing a pound. You may take, for instance, a wooden pail, a tin pan,

a piece of lead. Call out different members of the company, and request

them to arrange these six articles in the order of their weight. Of

course, almost every one will think the large article to be the

heaviest.

BASKET BALL.

This is a game something like football, which can be played in a room or

limited space. A small football is used, but it is never to be kicked.

It is only to be thrown or patted with the hands. Kicking or stopping

the ball with the foot or leg is not allowed. The ball may be held in

the hands, but not hugged close to the body, nor may it be carried for

more than two paces. All holding, dashing, charging, shouldering,

tripping, etc., is forbidden; and there is a penalty of a free throw to

the opposite side from the fifteen foot mark at the net, which forms the

goal. The net is hung up about ten feet above the ground on a post,

tree, or wall, so that the ball can be thrown into it. Opposite each

goal a path of fifteen feet long and six feet wide, beginning

immediately under the basket and leading towards the centre of the

ground, is marked out. At the end of this path a circle is drawn of ten

feet diameter. When there is a free throw, the thrower stands inside

this circle, and no player is allowed within it or within the measured

path. Corners, byes, and shies are the same as in Association football;

but in ordinary rooms, with side walls, it is not necessary to have

"out" at the sides. The usual number of players is four or five a side,

and these can be divided into goal-keeper, back, and three forwards. If

there is plenty of room the number of players could be increased. A

referee is required, who throws up the ball at the start of each half of

the game, and also after each goal. When he throws in, the ball must be

allowed to touch the ground before it is played. With four players a

side, 7-1/2 minutes each way is sufficient time; with five a side, ten

minutes is the usual time. A short interval at half time. The net or

basket goal should be about 18 inches diameter at the top and 2 feet

deep.

BOOKS TO READ.

"School Games." By T. Chesterton. (Educational Supply Association.)

"New Games and Sports." By H. Alexander. (George Philip & Son.)

"Industrial Games." By Mrs. Aldrich. (Gale & Polden.)

"Social--to Save." (Published in New York.)

"Finger Problems:" Games with String. (Plumbe & Richardson, Mansfield.)

SUGGESTION FOR A DISPLAY

By two patrols or more, to demonstrate Scoutcraft, bringing in

Drill, Pathfinding, Camping, Pioneering, Life-saving, Hygiene, etc.

Can be performed out of doors or in a big arena.

Improved by incidental music.

Enter advanced scout, left, finding his way by the map, noticing

landmarks, and looking for sign. He crosses the arena and

disappears, right, unless it is a wide, outdoor space, when he

remains at a distance, squatting, on the look-out.

Enter scouts, left, in patrol formation, followed by second patrol

in close formation. Scoutmaster halts them. One scout semaphores to

advanced scout, "We camp here. Keep good look-out." Patrol leaders

drill their patrols at quick, smart drill for about three minutes by

whistle or hand signal, etc. (Page 203.)

Camp: Break off and form camp.

One patrol makes camp-loom (page 163) and weaves a straw mat 4 feet

wide 6 feet long, and makes a lean-to frame (page 148) or tent

frame, with scout staves, and with the mat form a lean-to shelter.

The other patrol makes a camp grate or kitchen (page 159 or 165),

and lights fire. It then makes tent frame of staves (page 371), and

makes tent with canvas squares (page 371).

One patrol commences cooking, making dough in coat, etc. The scouts

of the other give themselves physical exercises, such as

body-twisting (page 229--page 237). Clean teeth with sticks (page

216).

Scouts' War Dance: All fall in and carry out Scouts' War Dance (page

56), combined with Follow My Leader (page 375). Just towards the end

the dance is interrupted by an

Alarm: Shots heard without (right). Alarm signal given by leaders

(page 203). Smoke-fire made, alarm signal sent up by one of the

patrols, while the other throws down tent and shelter, cuts

lashings, and distributes the staves to scouts. One patrol then

doubles out in extended formation (right) towards the firing. Sentry

staggers in, and falls. One scout attends to him. Second patrol

follows the first at a double in close formation. A scout returns

from right carrying a wounded one on his shoulder; bandages him.

Another scout drags in a wounded one (see pages 289 and 306). Firing

ceases; both patrols

Return, cheerful in having driven off the enemy.

One patrol makes stretcher with staves and tent-canvases.

The other tidies camp ground, puts out fire, etc.

Parade and march off. Union Jack in front. Then scoutmaster,

followed by one patrol; second patrol carrying one sick man on

crossed hands, the other on stretcher.

The whole scene should be frequently and thoroughly rehearsed

beforehand.

It must all be carried out as smartly and quickly as possible, without

pauses. Everybody doing something, helping the others, never standing

idle.

It is well to have a short explanatory story on the programme, so that

the public understand what it is all about. Such as this:

THE EXPLORERS.

A troop of scouts, with an advanced scout finding the way, are exploring

a strange country. They halt. A little drill, and then form camp. While

food is preparing they gain an appetite by physical exercise and

indulgence in a war dance.

The alarm is given and signalled. The camp successfully defended. The

wounded cared for, and the expedition continues on its way.

TRUE SCOUTING STORIES.

Interesting examples of the great value of scouting have, of course,

occurred many times. Here are a few--unavoidably omitted from a previous

part of "Scouting for Boys."

Captain Stigand in "Scouting and Reconnaissance in Savage Countries"

gives the following instances of scouts reading important meaning from

small signs.

When he was going round outside his camp one morning he noticed fresh

spoor of a horse which had been walking. He knew that all his horses

only went at a jog-trot, so it must have been a stranger's horse.

So he recognised that a mounted scout of the enemy had been quietly

looking at his camp in the night.

Coming to a village in Central Africa from which the inhabitants had

fled, he could not tell what tribe it belonged to till he found a

crocodile's foot in one of the huts, which showed that the village

belonged to the Awisa tribe, as they eat crocodiles, and the

neighbouring tribes do not.

A man was seen riding a camel over half a mile away. A native who was

watching him said, "It is a man of slave blood." "How can you tell at

this distance." "Because he is swinging his leg. A true Arab rides with

his leg close to the camel's side."

General Joubert, who was Commander-in-Chief of the Boer Army in the Boer

War, 1900, told me (some years before that) that in the previous Boer

War, 1881, it was his wife who first noticed the British troops were

occupying Majuba Mountain. The Boers were at that time camped near the

foot of the mountain, and they generally had a small party of men on the

top as a look-out. On this particular day they had intended moving away

early in the morning so the usual picquet had not been sent up on to the

mountain.

While they were getting ready to start, Mrs. Joubert, who evidently had

the eyes of a scout, looked up and said, "Why, there is an Englishman on

the top of Majuba!" The Boers said "No--it must be our own men who have

gone up there, after all." But Mrs. Joubert stuck to it and said, "Look

at the way he walks, that is no Boer--it is an Englishman." And so it

was; she was right. An English force had climbed the mountain during the

night, but by the stupidity of this man showing himself up on the

sky-line their presence was immediately detected by the Boers who,

instead of being surprised by them, climbed up the mountain unseen under

the steep crags and surprised the British, and drove them off with heavy

loss.

An officer lost his field-glasses during some manoeuvres on the desert

five miles from Cairo and he sent for the native trackers to look for

them.

They came and asked to see the tracks of his horse; so the horse was

brought out and led about so that they could see his footprints. These

they carried in their minds and went out to where the manoeuvres had

been: there, among the hundreds of hoof marks of the cavalry and

artillery, they very soon found those of the officer's horse, and

followed them up wherever he had ridden, till they found the

field-glasses lying where they had dropped out of their case on the

desert.

These trackers are particularly good at spooring camels. To anyone not

accustomed to them the footmark of one camel looks very like that of any

other camel, but to a trained eye they are all as different as people's

faces, and these trackers remember them very much as you would remember

the faces of people you had seen.

About a year ago a camel was stolen near Cairo. The police tracker was

sent for and shown its spoor. He followed it for a long way until it got

into some streets where it was entirely lost among other footmarks. But

the other day, a year later, this police tracker suddenly came on the

fresh track of this camel; he had remembered its appearance all that

time. It had evidently been walking with another camel whose footmark he

knew was one which belonged to a well-known camel thief. So without

trying to follow the tracks when they got into the city he went with a

policeman straight to the man's stable and there found the long-missing

camel.

CORRECTIONS.

Owing to difficulties in getting out this handbook punctually in

fortnightly parts, I am afraid a number of inaccuracies have crept in,

which I hope you will excuse.

These are some of them:

Page 45.--In the colour for the "Wolf" patrol, for "Yellow" read

"Yellow and Black."

" 171.--For "Mr. Seton Thompson" read "Mr. Thompson Seton."

" 188 (line 19).--For "365 feet" read "365 yards."

" 202.--Sign Y read semaphore

" 259.--For "SELF-EMPLOYMENT" read "SELF-IMPROVEMENT."

" 267 (line 19).--Heading "LUCK" should be the heading of the next

paragraph, before the words "If you," etc.

" 281 (line 8).--For "we will" read "you must."

" 296 (last line).--For "Two Scouts in Mafeking" read

"_Marksmanship_." Colonial boys think more of their rifle shooting

than of their games. See page 322.

(Pictures from "Sketches in Mafeking," by the Author. By

permission of Messrs. Smith, Elder & Co.)

" 301 (last line).--For "An actual experience of mine" read "An

incident in Kashmir. See page 230."

" 332 (last line but one).--For "made known" read "remedied."

" 334 (line 21).--After "we are" insert "or should be." After King

add "for the good of our country."

_READY MAY 1st. IN BOOK FORM._

Scouting

for Boys.

A HANDBOOK FOR INSTRUCTION

IN

GOOD CITIZENSHIP

BY

Lieut.-General R. S. S. BADEN-POWELL, C.B., F.R.G.S.

Price 2s. Cloth Bound.

PUBLISHED BY HORACE COX, WINDSOR HOUSE,

BREAM'S BUILDINGS, LONDON, E.C.

Copyrighted 1908. _All rights reserved._

_All communications regarding Boy Scouts should

be addressed to_--

THE QUARTERMASTER,

BOY SCOUTS,

BEDFORD MANSIONS,

HENRIETTA STREET,

LONDON, W.C.

This Part VI. of "Scouting for Boys" is the concluding one of the

Series.

The book has met with unexpected success.

Its work of imparting suggestions and knowledge of Peace-Scouting will

therefore now be continued and amplified in

_THE SCOUT_,

a weekly newspaper, at One Penny, which will appear on 14th April, and

every succeeding Thursday.

"The Scout" is founded by Lieut.-General Baden-Powell, with a view to

keeping touch among the very large number of those already interested in

Boys' Scouting in every part of the country, and also as appealing to

all British young men and lads of honour, grit, and spirit.

The founder will write in its pages each week, and the services of a

number of known writers have been secured.

_THE SCOUT_

will be fully illustrated and up-to-date. Its publication will be in the

hands of

Messrs. C. ARTHUR PEARSON LTD.

Transcriber's Notes:

Archaic and colloquial spelling and punctuation was retained.

Missing or obscured punctuation was corrected.

Text that was in italics is enclosed by underscores (_italics_).

Text that was in bold face is enclosed by equals signs (=bold=).