Scouting, Volume 50, Number 9, November 1962 Page: 25
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What can we do at home, in school,
and in the supervised recreation group
to make a child's attitude toward re-
sponsibility more positive, more a mat-
ter of pride, less a matter of fear or
guilt? Children used to recite the
chant: "For want of a nail, the shoe
was lost . . ." and so on until ". . . the
kingdom was lost."
Modern American children, to whom
the consequences implicit in a chain
of responsibility are explained, can
build their own picture of what will
follow if a vacuum tube is missing in
the only radio or something goes wrong
with the landing gear of the jet. They
can imagine putting prime ministers
and presidents on the plane, and so
re-establish the dreadful urgency of the
old chant. But this is not enough.
The old method of explaining how re-
sponsibility is built emphasized the
importance of the little detail—just one
nail driven into a horseshoe, somehow
in the end endangering the world. But
now it has become almost impossible to
make each individual believe in the im-
portance of a single act in the thou-
sands and millions of acts it takes to
build machines, get out newspapers,
and so on.
This may seem odd, for as the world
has become more interconnected, it
really is possible now to change the
course of history by a single error in
setting a jet. But we have learned too
much about statistics; who can work
up to a great sense of moral urgency
over the terrible importance of a single
(Continued from page 9)
error with its one chance in a million of
being significant?
Instead, we need ways in which chil-
dren can learn to see that what they
do as individuals — because they are
themselves—cannot just prevent trouble
but can also produce good results. In-
stead of the reproach, "You were the
oldest," we should say, "Let's see, I
wonder, George, if you are old enough
to take charge. Do you think so?" We
need the offers of constructive respon-
sibility. If George says yes, then it is
he who has created the outing—for the
others.
So it is that a particular responsi-
bility assumed by each person helps all.
"The fireman who remembered there
was a back entrance to that house, was
responsible for saving the whole fam-
ily." "If there is to be a picnic, there
will have to be two people who can
drive, one person who knows about
making a fire, someone who will see no
one stays in the water too long, two
people who have lifeguard training.
Let's see, have we got each of these—
unless we have all of them, we can't
have the picnic."
In such an atmosphere a child learns
that he or she can take special respon-
sibility, can make a contribution that
no one else can make—just there or
then—and can make good things hap-
pen that couldn't happen otherwise. A
child discovers that responsibility is not
connected with blame only. Taking re-
sponsibility is recognizing one's unique
achievement—knowing that you've done
something no one else could have done.
✓t/l /
GRAPE
drink
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25
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Boy Scouts of America. Scouting, Volume 50, Number 9, November 1962, periodical, November 1962; New Brunswick, New Jersey. (https://texashistory.unt.edu/ark:/67531/metapth331736/m1/27/: accessed May 4, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Boy Scouts of America National Scouting Museum.