SCOUT REQUIREMENTS
Test Requirements.
Hardly a day passes but that one or more Scouts write to National Headquarters asking for additional information about some one of the requirements for the Tenderfoot, Second Class or First Class Scout tests. All the requirements for the different Scout ranks are fully outlined on pages 29–32 of the “Handbook for Boys.”
Tenderfoot Requirements.
In discussing this subject, however, it should be understood that no deviation from the requirements for these degrees as set forth in the Handbook will be permitted. During the past four years, numerous requests for exceptions have been considered by the Committee on Requirements, but no case has been presented that has warranted the establishment of so serious a precedent. It is very important that the standard of requirements be maintained and that boys in all parts of the country be required to pass the same set of tests in order to be enrolled as Second Class or First Class Scouts. In fact, the Scout badge should give assurance that the boy wearing it is capable of doing the things that are the measure of a Scout. Even if excused by the Scout Master from passing one of the required tests a Scout would feel that he was sailing under false colors if forced to confess his inability to do that particular thing. Even if the requirement seems hard, persistent effort and the exercise of a little patience should enable one boy to meet the requirements as well as any other boy. It should always be kept in mind that what has been accomplished by one can usually be accomplished by another fellow if he but wills to do it.
Very frequently some Scout who finds it hard to learn to swim appeals to his Scout Master to write to the National Headquarters for a substitute. This is wrong. Every Scout, every boy for that matter, should know how to swim. Swimming is conceded to be the most graceful of all physical exercises and furnishes a better all-round development than any other sport. Besides being a personal safeguard, it prepares the Scout for service in saving the lives of others. There is no good reason why a boy should be excused from meeting so necessary a requirement, except possibly the fact that he is physically unfit. Even then it would be far better for a boy to enlist the care of a competent physician to help him regain his health to meet this requirement before he undertakes to complete the examination for his First Class badge.
The Tenderfoot.
The requirements for the Tenderfoot degree are for the purpose of giving the newly elected Scout a clear idea of the principles of the movement which he is joining. In reality the Tenderfoot is not a Scout at all. He is only a “green-horn” who has taken out his first papers, and is placed upon probation to become familiar with the laws that govern Scouts everywhere and to put into practice in daily life principles that will enable him to become resourceful, self-reliant, and of service to others.
Age Limit.
This statement prefaces the requirements for the Tenderfoot degree, “To become a Scout a boy must be at least twelve years of age.” This does not mean that a boy be “in his twelfth year” but that he has actually passed his twelfth birthday. The requirements of the Scout Movement are such that only the older boys are capable of properly understanding them. The hikes and endurance tests are too severe for younger boys. The two classes of boys care for entirely different sports and activities and it is not fair to the older boys of the patrol to be handicapped by youngsters who cannot keep up with the requirements. The underlying principle of Scouting is the development of community interest among boys. Community interest awakens with adolescence. There is as little toleration for the younger boy by older boys as there is among men for the youth of eighteen or nineteen. In fact, it is quite generally true that the older boy will not associate with boys whom he considers “mere kids.” It would be, therefore, unfair to the organization to limit its effectiveness in dealing with adolescent problems, by seeking to enroll boys under twelve years of age.
The Scout Master is placed upon his honor not to violate this fundamental requirement. The age limit, therefore, has been fixed at twelve as the youngest age at which a boy may join a patrol of Scouts. During the period of organization of the Scout Movement in this country some boys under twelve were admitted to patrols and are now of Tenderfoot rank. It would not be fair to ask them to withdraw, but it is only right that they should not become Second Class Scouts until they have reached their twelfth birthday. In the future, however, no boy under twelve will be allowed to join the organization. This is one of the hard and fast rules that Scout Masters are asked to live up to and in fairness to others no one should ask that an exception be made. Junior Scout clubs will not be officially recognized.
Knowing the Scout Oath and Law.
The first requirement for the Tenderfoot is that he know the Scout law, sign, salute and the significance of the badge. These are fully explained on pages 26 to 29 of the “Handbook for Boys.” The question is often asked in what sense the Scout should know these things. Should he memorize word for word so as to be able to repeat each law and the interpretation of it, or should he be able to give the meaning of each law as he understands it? It is not the purpose that a boy be able to repeat these laws as he would poetry, but that he may so firmly fix in his heart and mind that a Scout is trustworthy, courteous, clean, etc., that these may become part of his daily thought and life. It is better for a boy to learn every word of these laws and to repeat them daily until his habits of living become firmly set than to allow any Tenderfoot (having learned them for that purpose only) to take his test and thereafter to forget all about them. Similarly the Scout Oath is an obligation that should not be taken lightly by the Tenderfoot, who should never have to confess that he has forgotten the three planks. The various parts of the badge, the trefoil, the eagle, the scroll and the knot are constant reminders of his obligation as a Scout, and he should be able to explain their significance.
Composition and History of the Flag.
The second requirement is that he know the composition and history of the National Flag and the customary forms of respect due to it. Every American boy, whether a Scout or not, should take an oath of allegiance to the American Flag. Every Boy Scout is required to pledge himself to do his duty “to God and his country,” and in this connection the oath to the Flag, given on page 377 of the Handbook for Boys, should be taken. The following brief history has been prepared to meet this requirement. It is merely suggestive and should only be used as a basis for further knowledge of the National Flag. The customary forms of respect are suggested by the Sons of the Revolution, State of New York.
THE STARS AND STRIPES
History fails to inform us who first suggested the idea for the composition of the National Flag. Some writers claim that the design was suggested by George Washington’s coat of arms, while others say that the stripes were taken from the thirteen stripes in the banner of the Philadelphia Troop of Light Horse. The story, however, most generally accepted, is that the first flag was planned and made in 1776 by Betsy Ross, who kept an upholstery shop on Arch Street, Philadelphia, and that this, a year later, was adopted by Congress. The special committee appointed to design a national flag consisted of George Washington, Robert Morris, and Col. George Ross, uncle of the late husband of Betsy Ross. The star that the committee decided upon had six points, but Mrs. Ross advised the five-pointed star, which has ever since been used in the United States flag. The flag thus designed was colored by a local artist, and from this colored copy Betsy Ross made the first American flag.
The first time that the new flag of the United States was carried in battle was at Fort Stanwix, named Fort Schuyler, where Rome, New York, now stands. The first salute ever given “Old Glory” by a foreign power, was when the Ranger, commanded by Captain Paul Jones, entered a French harbor in 1778 and received a salute from the harbor forts. When Washington was in command at Cambridge, in January, 1776, the flag used by him consisted of a banner of thirteen red and white stripes with the British Union Jack in the upper left-hand corner. This was known as the great union flag. For a period of seventy years preceding the War of the Revolution the flag generally used by the American colonies was made up of the red cross of Saint George, representing England, and a white cross, which represented Scotland. This was known as the Union Flag. During the first two years of the Revolutionary War all kinds of battle flags were carried on land and sea. These were of various designs and their emblems represented local sentiment. Every Colony and almost every section had its special flag. One of the most famous of these was a yellow flag with the emblem of a rattlesnake and the motto, “Do not tread on me,” underneath it. Also two trees are closely associated with the history of the flag, the pine and the elm. One of these was a reproduction of an old elm which stood on the corner of what is now Washington and Essex Streets, Boston. This was known as the “liberty” tree and was the scene of many patriotic meetings. On November 3rd, 1773, the citizens of Boston gathered under this tree to consider resolutions protesting against the Stamp Act. This resolution being ignored, resulted in the famous Boston Tea Party, December 6th, 1773. The pine tree also appeared on the silver coins of the Massachusetts colonies as early as 1650.
The official history of our flag begins on June 14, 1777, when the American Congress adopted the following resolution proposed by John Adams:
Resolved: That the flag of the thirteen United States be thirteen stripes, alternate red and white: that the Union be thirteen stars, white on a blue field, representing a new constellation.
“We take,” said Washington, “the star from Heaven, the red from our mother country, separating it by white stripes, thus showing that we have separated from her, and the white stripes shall go down to posterity representing liberty.”
In designing the flag there was much discussion as to the arrangement of the stars in the field of blue. It was thought at one time that a new stripe as well as a new star should be added for each new State admitted to the Union. Indeed, in 1794, Congress passed an act to the effect that on and after May 1, 1795, “the flag of the United States be fifteen stripes, alternate red and white; and that the union be fifteen stars, white in a field of blue. These additional stars and stripes were for the States of Vermont and Kentucky.
The impracticability of adding a stripe for each State was apparent as other States began to be admitted. Moreover, the flag of fifteen stripes, it was thought, did not properly represent the Union; therefore, on April 4, 1818, after a period of twenty-one years in which the flag of fifteen stripes had been used, Congress passed an act which finally fixed the general flag of our country, which reads as follows:
An Act to Establish the Flag of the United States.
Sec. 1. Be it enacted, etc. That from and after the fourth day of July next, the flag of the United States be thirteen horizontal stripes, alternate red and white; that the union have twenty stars, white in a blue field.
Sec. 2. Be it further enacted, that, on the admission of every new state into the union, one star be added to the union of the flag; and that such addition shall take effect on the fourth day of July succeeding such admission.
Respect Due to the Flag.
The customary forms of respect due the flag are:
1. It should not be hoisted before sunrise nor allowed to remain up after sunset.
2. At “retreat,” sunset, civilian spectators should stand at attention and give the military salute.
3. When the national colors are passing on parade or review, the spectators should, if walking, halt, and if sitting, rise and stand at attention and uncover,
4. When the flag is flown at half staff as a sign of mourning it should be hoisted to full staff at the conclusion of the funeral. In placing the flag at half mast, it should first be hoisted to the top of the staff and then lowered to position. Preliminary to lowering from half staff it should first be raised to top.
SALUTE TO THE FLAG
5. On Memorial Day, May 30th, the flag should fly at half mast from sunrise until noon, and full staff from noon to sunset.
The third requirement is not at all difficult. If the Scout will secure a piece of rope two or three feet long and sit down with the Handbook before him he will find it very easy to follow the instructions for making any of the required knots given on pages 72-75. Rope is much better for knot-tying practice than either string or cord. Having met these requirements he takes the Scout oath, is enrolled as a Tenderfoot and is entitled to wear the Tenderfoot badge.
Second Class Scout Requirements.
Passing from the requirements for a Tenderfoot to the set of tests outlined for a Second Class Scout, the aim and purpose of the work changes materially. Up to this point attention has been paid only to the uninitiated — the Tenderfoot in fact as well as in name, who knowing nothing of the life of a Scout or the things required of a Scout, has been seeking initiation into the mysteries of the craft. But having imbibed the spirit of Scouting and having put into practice in daily life the Scout Law, the candidate is prepared to take the second step in his development along scout lines. He acknowledges his limitations and lack of knowledge and confesses his need of further training so that he may the better “Be Prepared” for further service to others. The second class requirements, therefore, are so arranged, as to meet this need. By means of them it is hoped to cultivate in boys, habits of observation, resourcefulness, thrift, and ability to adapt one’s self to conditions.
If it were necessary to warn the prospective Tenderfoot against obtaining merely a superficial knowledge of the Tenderfoot requirements, it is doubly important to remind him of the necessity of thoroughly mastering the requirements of the Second Class Scout. It is only by daily exercise that habits become our servants and subconsciously serve us in times of need.
Tenderfoot Service.
Test No. 1 calls for at least one month’s service as a Tenderfoot. This does not mean one month from the time of application for membership in the patrol, but that from the time the Scout took the oath of a Tenderfoot and was invested with the badge of that degree, he has for at least one month put into practice in daily life the scout ideals.
Test No. 2 calls for a knowledge of Elementary First Aid and Bandaging. It is not the purpose of the Scout Movement to develop a lot of amateur doctors, but to give Scouts sufficient information on the subject of First Aid to enable them to act quickly in cases of emergency. They should be able at any opportunity to give sufficient help to prevent the patient receiving any further harm in cases of fractures, fits, etc.
In the case of a serious accident, the first thing to do is to send for the nearest doctor. If the nature of the injury is known, the messenger should be informed so that the doctor may come prepared to deal with the case. In many instances the most that can be done, until the doctor arrives, is to relieve the patient by placing something under his head, unbuttoning his clothes and keeping back the crowd so that he may have sufficient air. In case of a fracture, if it is necessary to remove the patient, care should be taken to adjust the splints so that no further damage can be done.
Detailed instruction in a number of these requirements is given so clearly in the “Handbook for Boys” that without reproducing the information here, it will be enough to refer by page number to the Handbook in such cases.
(a)General directions for first aid to injured, p. 285.
(b)Treatment for fainting, p. 294.
(c)Shock, p. 286.
(e)Bruises and sprains, p. 289.
(f)Injuries in which the skin is broken, pp. 289-290.
(g)Burns and scalds, p. 297.
(h)Demonstration of methods of carrying injured, pp. 301–303.
Elementary Signaling.
Test No. 3 calls for a knowledge of Elementary Signaling. Nothing further can be added to what the Boys’ Handbook gives under this subject. The rememberable American Morse and International Morse Codes are excellent helps to the beginner in learning the alphabets.
(b)American Morse, p. 239.
(c)International Morse, p. 239.
The International Morse, known also as the Continental and General Service Code is the official Scout Code. It is used in wireless telegraphy, commercially and in the Government service.
The American Morse is employed by commercial telegraph lines and by land lines only. It is interesting and stimulating to the mind, after the alphabet is once learned, to try the different methods by which signals may be exchanged.
The semaphore, because of its quicker results at close range, may also be learned, but not to the exclusion of the International Morse.
Elementary signaling means a knowledge of the theory of signaling, how to hold the flag or torch, the letters of the alphabet, the numerals, and the meaning of conventional signals. In other words a Second Class Scout should be able to send a message with the assistance of some-one to call the letters to him from a code card, and to read a message when the letters are sent slowly.
In reading it is important that the Scout keep his attention fixed on the distant stations. There should be at least two Scouts on each station, one to read or send the message and one to record or call off.
One of the best methods of practising signaling for Second-Class requirements is to have the troop count off by fours, then the odd numbers step two or three paces to the front and all face half right to follow the best versed Scout, who acts as guide and is placed three paces in front.
The patrol can now wave the alphabet in unison, as called for, letter by letter or by rotation; this makes a very pretty sight for exhibition if it is well done. With a larger number distance can be taken towards the front, each No. 1 — 2 — 3 — 4 Scouts stepping off together at two-pace intervals.
Night signaling should also be tried, using an old broom or bunch of oiled, rags for a torch, or an ordinary hand lantern. In either case a foot light must be employed as a point of reference to the motions. The lantern is more conveniently swung out upward to the right of the footlight for a dot, to the left for a dash, and raised vertically for a “front” or three.
To use a stationary light, a lantern or Baldwin lamp, the hat or a piece of paper may be passed back and forth in front of the light. A shutter of two or more pieces worked with a spring or rubber band to close it and a button or key lever to open it, is much better and is easily constructed. Use a short flash for a dot and a long, steady flash for a dash.
Tracking.
Test No. 4 calls for the ability to track half a mile in twenty-five minutes, or, if in town, to describe satisfactorily the contents of one store window out of four observed for one minute each. The chapter on Trailing in the Boys’ Handbook furnishes excellent information on tracking.
For the purpose of this test a trail may be previously laid by the Scout Master or Examining Committee covering at least half a mile. The candidate for examination may then be started out over that trail and allowed to follow up its devious windings until he arrives at the other end. Care should be taken to see that he is able to keep to the trail for the entire distance and to make the distance in the time required. As this test is given to develop the power of observation, the game called “Shop Window Out-Doors in Town” is usually played in cities where it is not always convenient to follow the tracking requirements.
On grassland or in the woods, where actual tracks cannot be readily seen, or in the winter when the ground is frozen without a snow covering, the Scout Master may lay out a trail with corn, beans, or small bits of paper. The method employed by the Scouts of Pioneer times of indicating a trail by breaking a leafy twig in the direction followed, leaving it hanging to the branch, will help to train the Tenderfoot in noting all signs. Small chalk marks may also be made on rocks and tree trunks. The greatest care, however, should be taken not to injure plants or to deface the woods with unsightly signs or litter.
Much valuable information can be obtained from examining tracks. It is important that the Scout learn to read them correctly. He should tell at a glance whether a man was walking or running or whether a horse was walking, trotting, cantering, or galloping. In following a horse’s tracks, note the difference between the impressions made by the hind and the fore feet. Tracks of different horses vary. Tracks of some horses may even seem different when the horse is being held in or being given free rein. Impressions of a horse’s feet are usually seen in pairs; and the impressions of the hind feet are smaller than those of the fore feet. An eminent authority on tracking gives the following valuable information; “When a horse is walking, the impressions made are separate and there is a distance of 2½ feet between the toe of the one fore foot and the heel of the other fore foot. When trotting the impressions are touching each other and the distance between the fore feet is about 4½ feet. When galloping the impressions are much deeper and much farther apart. With the average-sized horse the distance between the fore feet is over 10 feet.”
In making observations the following points should be noted:
1. Whether all tracks run in the same direction, and what the approximate compass direction is.
2. Whether there is any indication of the number of men or horses that have formed the tracks.
3. Whether the tracks are quite recent and if all are of the same period. (Of course atmospheric conditions must be taken into account as tracks will be affected by rain, heavy dew or dry winds.)
4. Whether the whole party was moving at a uniform rate.
5. Whether the tracks of any wheeled vehicle are visible, and if so, whether heavy or light.
6. In what formation the party was moving.
7. Whether any side tracks leave the main trail at any point.
8. Whether any halting places are visible.
9. Whether any camping places are visible.
Scouts should practice this method of observation and after noting these points and others, write their own story of just what occurred. To improve his power of tracking every Scout should take constant opportunities to follow up tracks of different kinds on the ground, drawing inferences from them and, whenever possible, verifying any conclusions he may have drawn.
Scout’s Pace.
Test No. 5 calls for the ability to go a mile in twelve minutes at Scout’s pace. Scout’s pace is fifty steps running and fifty steps walking. It is a method of travel which permits of endurance when covering a long distance. To pass the test it should be noted that the mile is to be traversed in twelve minutes. This is not a record for the distance because it can be easily accomplished by almost any Scout in eight minutes. The boy who does it in less than twelve minutes fails equally with the boys who take fifteen minutes to do it. The object of this test is to practice Scout’s pace until a Scout knows that whenever he keeps up that given pace for twelve minutes he has covered exactly one mile. Or on the other hand, a Scout should know that whenever he has covered one mile at that given pace, he has taken just exactly twelve minutes to do it. It is a measure of distance and time rather than a record for the mile.
A TROOP PRACTICING SCOUT’S PACE
Use of Knife and Hatchet.
Test No. 6 prescribes the proper use of knife and hatchet, which are about the most useful implements of a backwoodsman. In fact a good camper, hunter or mountaineer would be lost without them. The manner in which a camper handles his knife or ax is a sure sign whether he knows anything about woodcraft or not. It is only the unskilled and untrained who brandish an open knife or carelessly handle unsheathed axes; experienced men are always extremely careful in their use. These two tools should be carried not as playthings but for serious work whenever they are required. Owing to the great danger of injury by the indiscriminate use of the Scout ax before the boys have received proper instruction, many troops permit the Scout ax to be carried by the Patrol Leader only and the rest of the Scouts are permitted to add the ax to their equipment after they have passed this requirement and have become Second Class Scouts. It is important that the following advice about the proper use of the knife and hatchet be noted.
1. They should be properly taken care of and never used upon objects that will dull or break them.
2. They should be handled in such a way as not to injure the user or any person nearby.
3. They should never be used to strip the bark off birch, beech or madrone trees or to disfigure other people’s property by cutting initials thereon.
4. The correct methods of handling the knife and hatchet should be learned by each Scout at his earliest opportunity. The same also applies to the ax.
When Using the Knife.
1. Whittle away from you, not toward you.
2. Don’t drive a knife into a stick by hammering on the back of it, and don’t use the handle as a hammer.
3. Beware of wood with nails in it.
4. Keep the knife blade out of the fire.
5. Keep the blades clean; boil or scald the blades before cutting food.
6. Don’t use the blade as a screw-driver, or to pry things open with.
7. Don’t carry an open knife in your hand.
8. Don’t lay it on the ground when not using it, or keep it in a wet place.
9. Know how to sharpen the blades properly.
A knife, if kept in good condition, is the most valuable and important personal tool.
When Using, the Ax.
1. Never chop in such a position that the ax will cut you if it slips.
2. Never chop through wood on a hard surface.
3. Never chop pine or hemlock knots with a sharp ax.
4. If you carry an ax on your shoulder, always have the edge outward from your neck. Otherwise you might stumble and be killed.
5. Always muzzle the ax in traveling.
How to Cut a Log and Fell a Tree.
The wood fibres running lengthwise form what is known as the grain of the wood, and this must be taken into consideration in splitting or cutting. Thus the line from R to K in illustration A, is the grain and the direction of least resistance, while from M to E is across the grain and the direction of the greatest resistance. This being the case, the angle A1—C1, which is a little less than 45 degrees, is the direction of least possible resistance when cutting across the grain of the log, and should be applied in all cross cuts, from the smallest branch to the largest log.
Notch No. 1 in the figure shows how to chop through a log that cannot be moved. It is made by alternating cuts from A1 to C1 and B1 to C1 until the notch is cut through, unless the latter is so wide that the chips at D do not fly out of their own accord, when an extra cut must be made parallel to B1—C1 or to A1—C1, midway between A1 and B1, as the notch deepens. This extra cut should not go deeper than the point where the chips release themselves from A1 to B1.
Notch No. 2 is used when the log can be rolled over, by cutting to the center of the log in the same manner as in the first case, then turning the log and chopping from the other side, keeping in mind the one great principle in wood chopping, that a true woodsman never cuts from more than two sides.
Notches No. 3 and 4 illustrate the proper method of felling trees. To cause a tree to fall in a desired direction, cut a notch A3—C3—B3 low down on the side on which it is to fall, by repeated cuts, first from A3 to C3 and then from B3 to C3, with your cut B3—C3 on a downward angle (as in B5 in figure C, which shows the notch as the ax enters) until well past the heart-wood of the tree, when Notch No. 4 is cut in a like manner on the opposite side, and well above Notch No. 3, until the tree falls.
Never chop from more than two sides, no matter how tempting it may be to give the standing part a few cuts between the notches. It would be far from good woodcraft, and might affect dangerously the fall of the tree. When the latter is down, trim the branches from the top, and the limbs will not interfere with your work.
An expert axman can chop with either the right hand or the left hand. When he is chopping left handed, the right hand is at the haft and the left hand slides and vice versa.
Illustration A
Illustration B
Illustration C
Test No. 7 calls for the ability to lay and light a fire in the open using not more than two matches. The beginner usually makes the mistake of trying to start with too large a fire. First be careful to clear away any dry leaves or grass; neglect to do this may cause an awkward fire. Then collect sufficient wood and with a hatchet or knife cut a large enough quantity into fine shavings that will easily catch fire. It is best to leave the shavings on the stick, and prop them up against another stick to let the air under it; the fire may easily be killed by laying the bunch of shavings flat on the ground, with no air space under them. When the first small quantity is thoroughly ablaze, continue to add more fuel until it is safe to put on the large pieces of wood. A fire should not be lighted in a hollow where there is absolutely no wind as a fair draught is needed to fan it. When the fire has been thoroughly started, place some logs at the back, that is, at the side opposite to which the wind is coming. Gradually logs may be placed at the sides thereby forming a little channel for the bed of the fire in which the draught may have a clear sweep. In very wet or stormy weather the fire may be started with small chips taken from the center of a log of wood. These can be placed in a tin can or water pail until the fire has been obtained. In lighting the Scout fire with two matches, the use of paper is prohibited.
Cooking.
Test No. 8 calls for the ability to cook a quarter of a pound of meat and two potatoes without the aid of ordinary kitchen utensils. This means of course that the cooking must be accomplished in the open upon a fire built with two matches, and under conditions that usually obtain while camping in the woods. While the requirements as stated in the Boys’ Handbook do not prohibit the use of the mess kit, the Scout should be able to pass this test without the aid of any utensils whatever other than those furnished by Nature.
Chops, steak, ham or other meats can be satisfactorily broiled over hardwood or heavy bark coals by using one or more split sticks, and may be cooked upon a thin slab stone wiped clean and placed over a flaming fire. As for potatoes, the Scout usually throws them into the fire, from which they later emerge with a small edible core surrounded by a thick layer of charcoal. The proper method of roasting potatoes is to embed them in a ball of moist clay, when this can be obtained, or else to dig a hole directly in front of the fire, into which a layer of glowing coals is raked; and the potatoes are placed upon this, covered with another layer of coals, and the pit is then filled up with earth and tramped firm. They may also be sliced very thin and fried upon the flat stone, if it is firm and not porous in texture so as to absorb too much grease.
The Dollar Bank-Deposit.
Test No. 9 prescribes that the Scout earn and deposit one dollar in a public bank. There are several important things to be noted regarding this requirement. First, the purpose of it all is to cultivate the habit of thrift. It is not sufficient that a Scout may have earned more than one dollar in times past before he became a Second Class Scout and is credited with a bank account, but it is necessary that from the time of his initiation as a Tenderfoot he has earned one dollar which he has deposited to his credit as a Scout. But it would be far better if the Scout without stopping here pledged himself to make this dollar the basis of a bank account which he hopes to develop during his lifetime. It is certainly contrary to the spirit of the requirement for any boy to earn and deposit a dollar in the bank and then withdraw it as soon as the test has been passed.
The Sixteen Points of the Compass.
Test No. 10 calls for the knowledge of the sixteen principal points of the compass. In order to facilitate the gaining of that knowledge describe a complete circle on the ground. Take the position at the center in the hub. The point directly ahead may be marked North; the point directly at the back will be South; the direction to the right will be East; and the position of the left hand, or a straight line through from the East will be West. This divides the circle into four equal parts of 90 degrees each. These are the four primary points of the compass. If a line were drawn directly between the North and East and continued through the hub of the circle it would bisect the South and West. The point midway between the North and East is called N. E. and the point between the South and the West is called S. W. Another line drawn between the North and West through the center would be known as N. W. and the S. E. respectively. This then gives the eight principal points of the compass, but the task is to secure sixteen. These are at once obtained by drawing lines between the N. and N. E., between E. and N. E., between E. and S. E., S and S. E., etc. These lines if continued across the circle or directly through the hub to the other side will give the full sixteen points. The line between N. and N. E. is known as N. N. E. The line between E. and N. E. is known as E. N. E., and so on around the circle. The Scout will easily learn these points by this method, and a few practical demonstrations.
Every Scout should also learn how to find the points of the compass by means of his watch and the sun, as described in Chapter II of the Boys’ Handbook.
Requirements for First Class Scouts.
Turning from the discussion of Second Class Scout requirements to the consideration of those for First Class Scouts, it is to be noted that as the Scout works higher in rank, there is more and more need of standardizing requirement details. A consideration of First Class Scout requirements presents many new points for discussion.
Purpose of First Class Scout Requirements.
The first Class Scout tests are intended to teach the boy his obligation as an individual in the community so that he may properly coöperate with others for the public welfare and render public service wherever it is needed. This ability to coöperate with others in doing the little things will enable a Scout later on to assume his position one day as a leader. The ultimate aim of every Scout should be leadership.
Occasionally boys who are sixteen or seventeen years old write to the National Office asking if they must give up scout work after they have reached their eighteenth birthday, or if they may continue in the movement as First Class Scouts. While the age at which a boy may join the movement is fixed at twelve years there is no stated age at which he must resign as a Scout. If he has been properly trained as a Tenderfoot, Second Class and First Class Scout, it seems reasonable to suppose that by the time he has reached his eighteenth birthday he will have acquired such a thorough knowledge of Scoutcraft that he will be prepared to take his place as an Assistant Scout Master, to continue for others the training which he has found helpful to himself. The movement is depending upon the Scouts now in training to assume leadership as Assistant Scout Masters and Scout Masters for the boys who succeed them.
Several of the First Class Scout requirements are merely a continuation of the course of instruction given Second Class Scouts. Very little further can be said about these requirements. Practice alone is needed to qualify in passing these tests. This is particularly true of signaling, first aid work and cooking. In some cases where the Handbook gives detailed information about the requirement, it is thought best to simply refer to the page without repeating such information.
Swimming.
I. “Swim fifty yards.”
Inasmuch as a Scout should be prepared to care for himself under all circumstances and be capable of rendering service to others when in danger it would seem almost of first importance that he know how to swim. The Scout camp presents a wonderful opportunity to learn the art. Many times it is possible for the Scout Master to make arrangements for his boys to use a pool in some local club house during the winter. Unfortunately there are some troops so situated that provisions for swimming are very limited. But, this requirement is considered so valuable to the individual boy that even though he is capable of passing every other test it is advisable that he learn to swim before becoming a First Class Scout. To pass the test it is necessary that the boy be able to swim by whatever stroke he has learned a distance of fifty yards without assistance from anyone and without holding on to any object or touching bottom during the distance.
Two Dollars in the Bank.
2. “Earn and deposit at least two dollars in a public bank.”
If the Scout has followed instructions regarding the earning of one dollar for his Second Class Scout test, it is safe to assume that he will add to that amount another dollar and thus begin a savings account. The requirement is not intended to mean that he should have two dollars in addition to the one already deposited for Second Class Scout tests, but only that he add another dollar to the first one in the bank. If, however, he has withdrawn his deposit he should by all means earn two dollars more to meet the requirement. But the Scout should not stop here; he should make this deposit the basis for the savings of a lifetime.
Signaling.
3. “Send and receive a message by semaphore or International Morse code alphabet, sixteen letters per minute.”
Practice alone is needed. The difficult part of this requirement is not in the sending, but in receiving the message. It is not sufficient that once in a while the Scout may have the luck to take a message at the rate of sixteen letters per minute; the test should be a longer message of fifty or one hundred words which will demonstrate the ability to take down this message at the required average. He must also know the conventional signals, uses of numerals, etc., so that if called upon in an emergency, he could send a message and be sure to get it through. Such emergencies may arise in the shape of great calamities, such as floods or inundations.
The Big Hike.
4. “Make a round trip alone (or with another Scout) to a point at least seven miles away (fourteen miles in all), going on foot or rowing a boat, and write a satisfactory account of the trip and things observed.”
By all means a route should be selected that takes the Scout into the woods, over mountains or through uninhabited territory where he may be alone with the great outdoors. Anyone can take a walk through crowded towns or city streets but the inspiration once felt by the brave-hearted Scout who has gone out into the virgin forest is an experience to be highly coveted.
The purpose of this requirement is to test one’s ability in observation, and to prove how dependable the Scout is in giving the account of his experience. Speed is of no importance. In fact the more leisurely the trip is made the better able the Scout will be to tell all the things encountered on the journey and describe all of the details of the route traveled. If two Scouts travel together it would be interesting for both to keep independent reports of the things observed. At the end of the journey it will be surprising to see the number of things which one observed that the other did not see and vice versa. Moreover, if the Scout travels this route a second time he might be astonished at the number of things observed on the second trip that was overlooked the first time. The ability to note details will prove invaluable throughout life. Such trips as these should be taken frequently.
First Aid.
5.“Advanced First Aid.”
The manual is perfectly clear on this subject and should be followed in meeting these requirements.*
(a)Know the methods for panic prevention, p. 279.
(b)What to do in case of fire and ice, pp. 279–282.
(c)Electric Accidents, p. 282.
(d)Gas Accidents, p. 283.
(e)How to help in case of runaway horse, p. 284.
(f)Mad dog, p. 285.
(g)Snake bite, p. 291.
(h)Treatment for dislocations, p. 291.
(i)Unconsciousness, p. 289.
(j)Poisoning, p. 294.
(k)Fainting, p. 294.
(l)Apoplexy, p. 294.
(n)Heat exhaustion, p. 295.
(o)Freezing, p. 295.
(p)Know treatment for sunburn, p. 295.
(q)Ivy Poisoning, p. 298.
(r)Bites and stings, p. 298.
(s)Nosebleed, p. 298.
(t)Earache, p. 299.
(v)Inflammation or grit in eye, p. 300.
(w)Cramps or stomach-ache, p. 300.
(x)Chills, p. 301.
(y)Demonstrate artificial respiration, pp. 310–311
Cooking.
6. “Prepare and cook satisfactorily, in the open, without regular kitchen utensils two of the following articles as may be directed: — eggs, bacon, hunter’s stew, fish, fowl, game, pancakes, hoecake, biscuit, hard tack or a twist baked on a stick; explain to another boy the methods followed.”
Do not overlook the words “as may be directed.” It is not intended that the Scout should choose any two articles. In that case every Scout in the country would be living on bacon and eggs. A Scout should know how to cook everything mentioned in the list. He may be directed by the Examining Committee to cook a hunter’s stew and a twist baked on a stick. In the chapter on Campcraft in the Handbook cooking recipes are given for eggs, bacon, fish and pancakes, pp. 172–173. The recipes for the other dishes are given herewith: —
Hunter’s Stew: — To make a hunter’s stew, chop the meat into small chunks about an inch or one and one-half inches square. Then scrape and chop up any vegetables that are easily obtained,— potatoes, turnips, carrots, onions, etc.; and put them into the mess kit, adding clean water, or soup, till the mess kit is half full. Mix some flour, salt and pepper together and rub the meat well into the mixture, then place this in the mess kit or kettle, seeing that there is just sufficient water to cover the food,— and no more. The stew should be ready after simmering for about an hour and a quarter.
To cook a fowl: — In preparing a fowl or bird of some description it is unnecessary to remove the feathers. After removing the entrails and cleaning the inside, plaster the fowl over with a mixture of clay, earth, ashes, etc., and place it in the middle of the fire. When sufficiently cooked knock off the coating of clay, and the feathers will come away with it, leaving the chicken or bird deliciously ready for the eating.
Rabbit Stew: — A rabbit (cottontail, jack rabbit, or hare) is a form of food that is likely to come in the way of a Scout, so every boy should know how to cook one. Having removed the skin and cleaned the inside, cut the rabbit into pieces and place in the mess kit with sufficient water to cover it, adding pepper and salt and sliced onion. Stew gently for about an hour, and when done thicken with about a tablespoon of flour.
Hoecake: —Make a thick batter by mixing warm (not scalding) water or milk with one pint of corn meal, and mix in with this a small teaspoonful of salt and a tablespoonful of melted lard. To cook hoecake properly, the frying pan should be perfectly clean and smooth inside. If it is not, too much grease will be required in cooking. Scrape it after each panful is cooked, and then only occasional greasing will be required. Greasing is best done with a clean rag containing butter. Spread a thin batter in the pan with a spoon so that the cake will be very thin; disturb it as little as possible and when the cake is firm on one side turn it and cook on the other.
Biscuit: —(See Kephart’s “Camp Cookery” and also Kephart’s “Book of Camping and Woodcraft,” pp. 118–119.) Just as good biscuits or johnnycake can be baked before a log fire in the woods as in a kitchen range. Bread making is a chemical process. Follow directions, pay close attention to details as a chemist does, from building the fire to testing the loaf with a sliver. It requires experience or a special knack to guess quantities, but none at all to measure them. In general, biscuit or other small cakes should be baked quickly by a rapid or ardent heat; large loaves require a slower, more even heat, so that the outside will not harden until the inside is nearly done. For a dozen biscuits use: —
1½ pints flour.
1½ heaping teaspoonfuls baking powder.
½ heaping teaspoonful salt.
1 heaping tablespoon cold grease.
½ pint cold water.
The amount of water varies according to the quality of flour. Too much water makes the dough sticky and prolongs the baking. Baking powders vary in strength; the directions on the can should be followed in each case.
Mix thoroughly with a big spoon or wooden paddle, first the baking powder with the flour and then the salt. Rub into this the cold grease (which may be lard, cold pork fat or drippings) until there are no lumps left and no grease adhering to bottom of the pan. This is a little tedious, but it doesn’t pay to shirk it; complete stirring is necessary for success. Then stir in the water and work it with the spoon until the result is rather a stiff dough. Squeeze or mold the dough as little as possible; because the gas that makes the biscuit light is already forming and should not be pressed out. Do not use the fingers in molding; it makes biscuit “sad.” Flop the mass of dough to one side of the pan, dust flour on bottom of the pan, flop dough back over it, and dust flour on top of the loaf. Now rub some flour over the bread board, flour the hands, and gently lift the loaf on the board. Flour the bottle or bit of peeled sapling which is to be used as a rolling pin, and also the edges of the can or can cover to be used as biscuit cutter. Gently roll the loaf to three-quarters of an inch in thickness. Stamp out the biscuits and lay them in the pan. Roll out the culls or leftover pieces of dough and make biscuits of them too. Bake until the front row turns brown; reverse the pan and continue until the rear row is similarly done. Ten to fifteen minutes is required in a closed oven, and somewhat longer over the camp-fire or camp earth or stone oven.
BAKING “TWIST” ON A STICK
“Twist” baked on a stick: — Work the dough, prepared as for biscuit, into a ribbon two inches wide. Get a club of sweet green wood (birch, sassafras, poplar or maple) about two feet long and three inches thick, peel the large end, and sharpen the other and stick it into the ground, leaning toward fire. When the sap simmers wind the dough spirally around the peeled end. Turn occasionally while baking. Several sticks can be baking at once. Bread enough for one man’s meal can be quickly baked in this way on a peeled stick as thick as a broomstick, holding it over fire and turning it from time to time.
The applicant for First Class Scout rank should be familiar enough with these recipes to be able to take another Second Class Scout out and teach him how to cook any or all of these articles.
Map Reading.
7. “Read a map correctly and draw from field notes made on the spot an intelligible rough sketch map, indicating by their proper marks important buildings, roads, trolleys, main landmarks, principal elevations, etc. Point out a compass direction without the help of a compass.”
To read a map correctly the first thing necessary is to make note of the scale used. By the term scale is meant the proportion which a certain distance between any two objects on the map bears to the country it represents. The scale may be represented by —“ten inches to a mile” which means that a road which is ten inches long on the map is a mile long in reality. After getting the scale distance properly in mind, locate the north point or direction. In some maps true north is indicated by a star, while an arrow shows the magnetic north point. In all U. S. Coast and Geodetic Survey maps the left and right sides of the map from bottom to fop run true north. It is necessary when reading a map to ascertain if one point is visible from another point. To do so intelligently requires an understanding of contours and contour lines. The height of one contour above another is known as the Vertical Interval.. This is always expressed in a certain number of feet, and the foot distance per interval is usually stated at the bottom of the map.
In drawing a rough sketch map, clearness of perception is the chief requisite, and nothing should be put in that is unnecessary for the full understanding of the sketch. As each individual would most likely have a different way of showing the various things in the map, such as houses, roads, trees, etc., certain “conventional signs” are generally used for such purposes. These can be secured by addressing the Army War College, Washington, D. C., or usually by application to the office of a surveyor or abstractor. A few such signs are shown in the following illustrations:
DRAWING A SKETCH MAP
In drawing a rough sketch map, the following principal points should be noted:—
Margin: — Leave a margin of at least an inch all around the sketch.
Scale: — Always state the graphical scale of the map.
Direction: — Remember that the map will be practically useless unless the north point is shown to indicate direction.
Roads: — A road is drawn with continuous lines when it is closed by a fence, hedge., ditch or other obstacle of any kind; and with dotted lines when unclosed or bounded by open fields or woodland. Every road must have “from” printed to the left of it on the margin of the sketch, and “to” at the right of it.
Railways: — A railway is shown by continuous lines with cross bars. The words “single” or “double” should be written along it, as the case may be.
Woods: — Indicate the nature of the woodlands, whether chestnut, pine, oak, etc., and also whether they are passable or not.-
Cultivation: — State the nature of the crops or condition of the fields,— as barley, wheat, corn, alfalfa, etc., and fallow land, pasturage, irrigated, rocky, etc.
Bridges: — Always indicate the material of which bridges are composed as wood, stone, brick, steel, etc.
Rivers: — Write the name along their courses and indicate the direction of the stream by an arrow.
Towns and Cities: — Locate properly the approximate position of towns, villages and cities on the map, by a dark spot, or circle. Large cities are often marked by a number of closely drawn parallel lines with perpendicular intersections.
Lettering: — Names of towns, villages, and rivers should be in block letters.
For Conventional Signs see pp. 54-57.
Use of the Ax — Handicraft.
8. “Use properly an ax for felling or trimming light timber; or produce an article of carpentry or cabinet-making or metal work made by himself. Explain the method followed.”
The first part of this requirement was fully described in the discussion of Test 6 of the Second Class Scout tests. A word of caution should be inserted here however. Scouts should not fell trees except under the direction of their Scout Master who will always see that permission is granted by the proper authorities before this is done. A Scout should always respect property rights and avoid violating any of the State forestry regulations.
The ability to produce an article of carpentry or metal work comes only from practical experience in handicraft work. This should be taken up under the personal instruction of some teacher provided or recommended by the Scout Master —some expert craftsman who is willing to give the boys all the knowledge he can.
Conventional Signs Used in Field Sketching.
9. “Judge distance, size, number, height and weight within twenty-five per cent.”
Read carefully the material contained on page 64 of the official Handbook on the subject of measuring distances. Every Scout should know to an inch what is his usual pace when walking and running. Judging short distances should be practiced first, and then the lengths gradually extended. Begin by judging objects twenty yards away; then increase the distance ten yards at a time until any space a hundred yards in length or so can be estimated. It must be remembered that the distance is judged from the eye to the object without taking into account the contour of the intervening ground. The following points should be consistently kept in mind and studied in judging distances: —
The range of objects is usually overestimated:
1.When kneeling or lying.
2.When the background and the object are of a similar color.
3.On broken ground.
4.In avenues, long streets, or ravines.
5.When the object is in the shade.
6.In mist or failing light, or when heat is rising from the ground.
7.When the object is only partly seen.
Points to be noted. The range of objects is usually underestimated:—
1.When the sun is behind the observer.
2.When the atmosphere is clear.
3.When the background and the object are of different colors.
4.When the ground is level or covered with snow.
5.When looking over water or a deep chasm.
6.When looking upward or downward.
It is further worth noting that: —
At 50 yards the mouth and eyes of a man can be clearly seen,
At 100 yards the eyes appear as points.
At 200 yards buttons and any bright ornament can be seen.
At 300 yards the face can be seen.
At 400 yards the movement of legs can be seen.
At 500 yards the color of clothes can be seen. Scouts should practice constantly such games as
(a)Quick Sight, p. 330,
(b)Shop Window (Outdoors in Town), p. 341,
(c)Kim’s Game, p. 343,
(d)Morgan’s Game, p. 343,
(e)Far Sight, or Spot the Rabbit, p. 331,
in order to become expert in estimating numbers. Handling solids will improve the ability to tell at a glance the comparative weights of different objects. Only practice and comparisons will develop ability to make accurate judgments.
Nature Observation.
10. “Describe fully from observation ten species of trees or plants, including poison ivy, by their bark, leaves, flowers, fruit or scent; or six species of wild birds by their plumage, notes, tracks, or habits; or six species of native wild animals by their form, color, call, tracks or habits; find the North Star and name and describe at least three constellations of stars.”
A SCOUT PATROL STUDYING THE TREES
Chapter II of the Handbook was written with the express purpose of enabling the boy to learn something of trees and plants, wild birds, and animal life. This chapter should be studied carefully. Further information on these subjects can be secured at any public library, or from encyclopedias, etc. The best way to become familiar with trees and birds is to go into the woods with an instructor and have him point out typical life-types of trees and bird life. Such knowledge is first hand and most easily remembered. It will not be possible for most of the Scouts to observe the habits of wild animals in their native haunts, but many boys may some time visit a Zoological Garden in some large city and learn something of the animals there. Close observation of any form of outdoor life will prove of great interest to the observer, and create in him a desire for a more thorough knowledge of the great Outdoors.
Poison Oak and Poison Ivy.
Every Scout should be able to recognize instantly the one or both of these plants growing in his part of the country. Poison ivy is distinguished from the harmless Virginia creeper or woodbine, which it resembles, superficially, by having three instead of five leaflets, glossy on the upper surface. The berry-like fruits are grayish-white instead of bluish-black. Poison oak or poison sumac, which is still more dangerous, resembles the harmless staghorn sumac, but its leaflets are also glossy, and its fruit gray instead of red.
Star Constellations.
Almost every boy is familiar with the Big Dipper. Many boys can even point out the Little Dipper and other constellations. When these have once been pointed out to a Scout he will never forget them.
The North Star or Polaris is the bright star in the handle of the Little Dipper. It may be located by continuing the line in the outer side of the bowl of the Big Dipper about five times its own length.
While the outline of the Little Dipper is not always clear, the North Star and the two outer stars on the bowl of the Little Dipper are usually bright. These two outer stars are known as the “Guardians of the Pole.”
On the opposite side of the pole star from the Big Dipper at about the same distance will be found a bright constellation known as “Cassiopeia’s Chair.” It is formed by six stars, five of which are bright enough to be seen on any clear night. These five take the shape of an irregular “W.” The location of this constellation is to be noted.
The most wonderful combination of stars in the heavens is known as “Orion.” There are several brilliant stars in this constellation.
The Real Test in Scouting — Assimilation of Scout Principles.
11. “Furnish satisfactory evidence that he has put into practice in his daily life the principles of the Scout oath and law.”
After all, Scouting does not consist in the wearing of a khaki uniform decorated with badges of various degrees. Unless the Scout has caught the spirit of the early Pioneers, the Frontier Scouts or the Knights of old, and has thereby become trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent, he has certainly failed in meeting the requirements necessary to become a First Class Scout. It is not even sufficient that the Scout be satisfied with himself along these lines. This requirement is intended to furnish evidence as to what other people think of him. The parents at home, the teachers at school, and other associates should give evidence that the Scout can be counted on more than the ordinary boy who is not a Scout. This is the kind of evidence that the Scout Master is asked to obtain before passing the applicant in the First Class requirements.
Training Others.
12. “Enlist a boy trained by himself in the requirements of a Tenderfoot.”
Here is the first opportunity to be of real service to another. Thousands of boys are awaiting an opportunity to become Scouts, but owing to the great scarcity of Scout Masters and the need of trained Scouts who can give real assistance in training others in Scoutcraft, these boys are deprived of the privilege of joining a troop and becoming a member of the Boy Scouts of America. When the Scout is ready to pass his final test and finds some boy who wants to become a Scout he should give him sufficient instruction to enable him to pass the Tenderfoot requirements. If for some-good-reason he cannot join the same troop the first rank applicant should help to find some man in his neighborhood who will be willing to start a new troop of Scouts and become its Scout Master.
Scout Work is Progressive.
In all of the Scout work the advancement of the Scouts from rank to rank should be encouraged as much as possible. It is essential to keep the interest of the boys aroused, if there is to be continued success in the work from month to month, and the program of new activities and new interests provided by the different Scout ranks has been originated and developed to meet this need of a graduated interest-series. The whole work is progressive and the whole Scouting idea has been so mapped out and developed that the boy of twelve or thirteen starting as a Tenderfoot should find new interests to attract and more complex and different things to accomplish as he advances, that will keep him busy throughout his whole period of Scouting days, and build him gradually and surely along efficient lines for the preparedness of his future manhood and citizenship. The Scout Master should endeavor to keep the interest from lagging by carrying out the general programs of Scouting, originate such new work as his geographical environment might suggest or seem to warrant, keep in touch with his fellow Scout Masters in his district or State, and join with them in any sort of inter-troop contest or district work that will lend virile action or arouse more interest, and encourage his boys to keep moving in their work from one class rank to the next, and so attain the goal of all Scouts, entire preparedness and full efficiency by qualifying as an Eagle Scout.
Scout Advancement.
As indicated by the Scout Class Requirements given in the Handbook pp. 29-32, there are three main divisions of progress. First the Scout attains the rank of Tenderfoot. After one month’s service he may become a Second Class Scout, providing he has shown preparation necessary to pass the standard tests. After that as soon as he is sufficiently prepared in the next rank requirements, he may become a First Class Scout. The way is now open for qualification for merit badges, in which the Scout makes practical application of his general knowledge gained in Scoutcraft practice, and gains a greater efficiency and development along particular pathways of knowledge.
The examination for these badges should be given by the Court of Honor of the Local Council. This examination must not be given any boy who is not qualified as a First-Class Scout. After the boy has passed the examination, the Local Council may secure the Merit Badge for him by presenting the facts to the National Council. These badges are intended to stimulate the boy’s interest in the life about him and are given for general knowledge. The wearing of these badges does not signify that a Scout is qualified to make his living by the knowledge gained in securing the award.
In any case where through lack of knowledge or experience, the Court of Honor representative giving the examination is unfamiliar with the Merit Badge Requirements, he should obtain the aid of an expert on the subject whose signature should appear with that of the Court of Honor member on the recommendation sent to National Headquarters.
When the applicant for the merit badge has appeared before the Court of Honor and passed the examination on the subject as set forth in the official Handbook, the application blank is submitted by the Court of Honor of the Local Council with recommendations to the Court of Honor of the National Council. A monthly meeting of the National Court of Honor is held at National Headquarters when all applications received from various Local Councils throughout the country are considered and finally passed upon or rejected by them.
In communities where there are but one or two troops of Scouts and where a Local Council has not been organized, Scout Masters are advised to organize a Local Committee of representative men, including the superintendent or principal of schools, to pass upon these various qualifications. Application blanks for merit badges properly certified by this Committee will be recognized by the National Court of Honor.
The way is also open to attain the higher ranks open to all prepared Scouts, with badges indicating the steady advance toward a greater and greater efficiency and more complete development. So passing from the first grade as a Life Scout, the possessor of five merit badges, the Scout will through persistence and training become also a Star Scout, and in the end the Eagle Scout. By this time the boy should be reaching maturity both mentally and physically, and having attained the highest Scout rank is quite prepared to cope with all problems of his future.
This progressive plan of development should give to the Scout all that is necessary to keep him interested and busy during his five or six years of Scout service. There are certain things which have been planned for the younger boys and certain other attainments for the older boy, and with the large amount of time given to general Scoutcraft practice, there should be plenty to do for every boy before he has attained his rank as an Eagle Scout and has reached the coöperative period of his life in young manhood. The boy should not be hurried or pushed on from one grade to another, as he will gain best development by slow assimilation of details and gradual development, but on the other hand the Scout Master should guard against lack of action or loss of interest. Stagnation of the onward impulse anywhere along the line is usually indicative of something wrong, either with the methods of the Scout Master, with the appeal of the developing Scout work, or with the general program of procedure of Scouting. Steps should at once be taken in such case to clear up the situation, revive the interest and progress, and invigorate the desires of the boys with the spirit of advancement.
Examinations for Scout Tests.
Special care should be exercised to guard against too rapid advancement by scouts, so as to insure thoroughness in their work.
The members of the local courts of honor and others who may be duly appointed to conduct examinations should keep in mind that the lists of questions as set forth for the various tests are merely an outline of the scope of the examination to be given and do not restrict the examination to the lists. In no case, however, is the court of honor or other examiner authorized to omit any of the points covered by the list, or accept as an equivalent any examination which does not include each of the questions as set forth in this handbook.
It should further be remembered that the purpose of these examinations is not to secure mere technical compliance with the requirements, but rather to ascertain the scout’s general knowledge of the subject covered as a result of his own application and study. Practical knowledge rather than book knowledge is desired.
A Scout should be prepared at any time to submit to an examination reviewing the work for which he has previously received badges. Every examination given for advanced work should include questions of review covering previous tests taken by the applicant. He should also be required to show that he knows and has put into practice the scout oath and law.
Tenderfoot.
Tenderfoot scout tests are given by the Scout Master of the troop in all communities whether there is a local council or not. This does not, however, relieve the local council of the responsibility of maintaining standards.
Second Class.
In communities where there is a local council, second-class scout tests should be given by the Scout Commissioner personally, whenever practicable, or by a deputy designated by him.
First Class.
In communities where there is a local council, first-class scout tests, whenever practicable, should be conducted by the court of honor, or under the personal supervision of the Scout Commissioner or by a deputy designated by him.
In all other communities where local councils have not been organized the examination for second-class and firstclass scout tests should be given by the Scout Master of the troop with the cooperation of the troop committee, or by a special committee representing the court of honor which has been selected to conduct examinations for merit badges.
PART I. — WRITTEN.
1.Give date of your becoming a Tenderfoot.
2.Describe how to apply and bandage a splint to a broken bone in the forearm.
3.What is a compound fracture?
4.What is a triangular bandage and what is its use?
5.Describe how to apply a tourniquet to upper arm.
(a)When vein is cut.
(b)When artery is eat.
6.When is a stimulant administered to a person who is bleeding badly, and what is given?
7.Describe how a roller bandage is used.
8.How did you earn $1.00 and in what bank is it deposited?
9.Draw a diagram showing the sixteen points of the compass and name each.
(a)Give degrees of the North, South, East and West points.
10.Give six rules for: —
(a)Proper use of the knife and ax.
11.Name the twelve points of the Scout Law.
PART II. — ORAL OR BY DEMONSTRATION.
1.Describe treatment for: — Fainting, Shock, Fracture, Bruises, Sprains, Injuries in which the skin is broken, Burns, Scalds.
2.Signal the following by the method or code you have learned: —
(a)Be Prepared.
(b)He is absent from Camp.
(c)Now is the time for all good people to come to the aid of the party.
(d)Absent.
3.Deliver a message at the distance of one mile at Scout’s pace in 12 minutes.
4.Satisfy the examiner that you can lay and light a fire without paper, using only two matches.
5.Upon the fire just lighted cook two potatoes and a quarter of a pound of beef. (Use of ordinary kitchen utensils is not allowed, but mess kit permitted.)
Suggested Methods of Marking for Use in Inter-Patrol Contests.
As inter-patrol competitions are held during the year in the city from which these suggestions come, the examination papers, as above, are marked as follows: —
(1)Scouts passing with a percentage of from 85 to 100 will be awarded an “H,” which means that the Scout has passed with honor, and his patrol will be credited with 25 points.
(2)Scouts passing with an average of from 70 to 85 per cent. will be given a “C,” which shows creditable work, and his patrol will be awarded 15 points.
(3)Scouts passing with a percentage of from 60 to 70 will be given a “P,” which means he has been successful and passed the examination. This patrol will be awarded 5 points.
(4)Any Scout receiving a percentage of between 50 and 60 will be marked with an “F,” which means that he has failed to meet the standard of requirements. However, he will be allowed to take the next regular examination given by the Court of Honor.
(5)Any Scout failing to receive a percentage of at least. 50 will be marked “FF” and his patrol will have to forfeit 10 points. He will not be allowed to take the next examination, but may take anyone succeeding that.
The Investiture Ceremony.
No certain form of investiture of Scouts in their different ranks has been followed, but the question of simplicity or impressiveness of such ceremony has been left largely to the individual tastes and originality of the Scout Masters. Some prefer to have the ceremony as simple as it may be, while others find best results in incorporating fraternity ceremonies to create interest, give a strong impression, and provide added dignity. As a matter of fact the boy at Scout age is impressed with ceremonial just because he is, and likes to be counted as, one of the gang or troop, and some form of ceremonial certainly lends a greater meaning and stronger feeling in the attainment of any social achievement. It is best however to guard against complexity of such ceremonial lest the boy become wearied with its makebelieve formalism and lose respect for the underlying principles. The first ceremony, too, should be simple and pointed, as for the Tenderfoot, and as the Scout advances in rank new symbolistic ceremonies should be added to the investitures to produce a stronger impression of the achievements worth and give a greater dignity to the importance of the rank.
In the chapter on “Programs for Scout Masters,” which by suggestions carries a troop onward from its first organization to First Class Scout rank, investiture ceremonies are suggested as parts of regular programs. In some cities or districts such ceremonial is sometimes standardized by the Scout Commissioner for the use of all troops in his community, but while the wording and thought varies according to the locality and initiative of the Scout Leader, the general outline of investiture must remain very much the same. One of the best forms in actual use for the Tenderfoot Scout rank is herewith suggested: Form the troop into a horseshoe formation with the Scout Master and his Assistant in the gap. The Tenderfoot with his patrol leader stands just inside of the circle and opposite to the Scout Master. The Assistant Scout Master holds the staff and hat of the candidate. When ordered by the Scout Master to come forward the Patrol Leader brings the Tenderfoot to the center. The Scout Master then asks: “Do you know what your honor is?”
Tenderfoot replies: “Yes, it means that I can be trusted to be truthful and honest” (or words to that effect).
Scout Master: “Can I trust you on your honor to do your duty to your God and country and to obey the Scout law? To help other people at all times? To keep yourself physically strong, mentally awake and morally straight?”
The Tenderfoot then salutes, as do the whole troop while he repeats the Scout Oath: —“On my honor I will do my best: —
(1)To do my duty to God and my country, and obey the Scout Law.
(2)To help other people at all times.
(3)To keep myself physically strong, mentally awake and morally straight.”
The Scout Master replies: “I trust you will keep these promises. You are now one of the great brotherhood of Scouts.”
The Assistant Scout Master then puts on his hat and gives him his staff, decorates him with the Tenderfoot badge and greets him with the grip or Boy Scout Handshake for the Tenderfoot. In case there is no Assistant Scout Master, the senior patrol leader will have charge of the staff and hat, and the Scout Master decorates him with the badge and greets him with the handshake of the Tenderfoot. The new Scout then faces about and salutes the troop. The troop then present staves, the Scout Master gives the word to the troop “Right by twos, march,” whereupon the new Scout takes his place in his patrol, and the troop shoulder staves and march once around the room or square and then disband on the order and take seats.
