Scouting, Volume 38, Number 10, December 1950 Page: 18
40 p. : ill. ; 28 cm.View a full description of this periodical.
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When he tries conscientiously to teach Scout
Spirit, a Scoutmaster soon realizes that he is
working with a group of individuals and not just
with a group. For when he selects one attitude of
all those contained in the Oath or Promise and the
Scout Law, and asks for an "explanation in your
own words," he gets back as many explanations as
there are boys.
The ideal in any teaching is individual instruc-
tion. But that ideal is not always possible for ob-
vious reasons. In helping boys to understand the
implications of the ideals of Scouting — in helping
them to make those ideals their way of life — in-
dividual instruction is almost a must.
When you look at a Troop with all Scouts
dressed the same, it's only natural to think at first,
that all the boys are alike. But you'll soon find that
under those field caps and inside those Scout shirts
all resemblance stops. Racial and religious back-
ground, home backgrounds, community back-
grounds — all contribute their part. Then there is
the individual characteristics that make one person
different from another. Differences in intelligence
and ability soon become obvious too.
Consequently, not only in teaching Scout Spirit
but also in measuring Scout Spirit, must these dif-
ferences be considered. For example, every Scout-
master has had experience with extremes in ability
to learn a skill. One fellow may learn to tie a bow-
line when you show him once. Another may take an
hour of instruction and then forget it by next week.
In the same way, one boy may learn what is
meant by "Trustworthy" in a short time — not
only learn it, but be able to apply it. Another boy
may take several times as long to go through the
five steps of the learning process, and still not apply
that attitude "trustworthy" to the satisfaction of
the Scoutmaster. But his individual ability must
be considered. Perhaps he is "trustworthy" as far
as he is able to be. Or perhaps his home background
does not contribute to his applying an attitude
which he is learning in Scouting. Or perhaps, he is
just very slow to grasp anything — skill or attitude
of mind — and requires much more help from the
Scoutmaster, his parents and religious leaders.
In measuring or judging how well any boy grasps
the attitudes implied in the ideals of Scouting,
every phase of his life must be considered. He may
be trustworthy or helpful in Troop or Patrol activ-
ities and quite unreliable and negligent at home
or in school. Thus in teaching Scout spirit, it is
necessary to emphasize all sides of an attitude. In
judging how well a boy lives up to these ideals, it
is necessary in the same way to talk with parents,
teachers, Patrol Leaders, religious leaders and
others, to see if the boy applies what he has
learned in every aspect of his life. For only through
this total application, will the ideals of Scouting
become a vital force affecting his character.
It is obvious that Scouting alone cannot do the
whole job of teaching those character traits or at-
titudes that we want in the men of tomorrow. For
all influences affecting a growing boy have a bear-
ing on his character. Religious education is doing its
part. Schools are doing their part. Most parents are
trying to do their part. Scouting fits into the pat-
tern in its relation to the recreation time of the
boy. No one of these influences is sufficient in it-
self. It takes all of them working together to
achieve the desired ends. It is important that the
Scoutmaster realize this and understand his place.
In many cases he commands respect and can achieve
results where others fail. In others he is a just part
of a total influence on a boy.
In any case, the Scouter has a tremendous oppor-
tunity — and a tremendous task. For to be success-
ful, he must regard his Troop as a group of in-
dividuals, who require individual attention and
individual measurement.
18
SCOUTING
BOY SCOUT SECTION
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Boy Scouts of America. Scouting, Volume 38, Number 10, December 1950, periodical, December 1950; New York, New York. (https://texashistory.unt.edu/ark:/67531/metapth313169/m1/20/: accessed April 25, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Boy Scouts of America National Scouting Museum.