One point of interest is that one of his letters to his mother (dated December 21, 1907) is on Boy Scout notepaper.
The next date is December 26th, and the diary reads, “Went into residence at Mill House” (i.e. Wimbledon).
A letter to his mother dated December 30th contains this passage, “All goes well here, I am working hard—enjoying frequent walks between whiles in this splendid air.” Though Scouting for Boys is not mentioned here, we know that he was then writing it because Sir Percy Everett has told us how he used to visit B.-P. at Wimbledon and discuss the book.
From the diary we learn that he left Mill House on January 6th, 1908, but there is no evidence of how far at that date the book was completed. Although publication began that month, the whole was not ready, for under the date February 24th is the note, “Sent in Part V of S for B.” That is the last reference.
The manuscript suggests that Part VI gave him the most trouble; this, however, is a conjecture, since the surviving manuscript is not complete. There are three drafts for this Part—it was entitled “Notes for Instructors; it was later called “Principles and Methods.” In two of the drafts much space is given to developing the theme, “T he same causes which brought about the fall of the great Roman Empire are working to-day in Great Britain.” B.-P. had been deeply impressed by an anonymous pamphlet entitled “The Decline and Fall of the British Empire. A brief account of those causes which resulted in the destruction of our late Ally, together with a comparison between the Britis h and Roman Empires. Appointed for use in the National Schools of Japan, Tokio, 2005.” This was published in 1905. (History seems to have reversed the roles of Great Britain and Japan !). It was, as the title indicates, an imaginative account of what might happen if we did not pull up our socks. So greatly was B.-P. impressed that his first two drafts for the last part of Scouting for Boys were mainly on this theme and hardly touched on many of the topics he later discussed; and now it has all been condensed to a sentence. The main text of the book was not radically changed in any of the later editions revised by B.-P., but this last part he altered considerably from edition to edition.
It is important to realise that every development of Scouting has been produced on the demand of the boys themselves. B.-P. indeed never intended that Scouting for Boys should be other than an addition to the training already provided by the Boys’ Brigade, the Y.M.C.A., and other organisations. It was the boys who got hold of the Book, formed their own Patrols and found their own Scoutmasters. It was because the sisters would not stay away that the Guides were born; the little brothers made the Wolf Cubs inevitable, and the unwillingness of those who had outgrown the Scout Troop to sever all connections with it brought in Rovering.
Once again in recent years the older boys in many places wanted more virile activities than were possible for the 11 and 12-year-old. Senior Scouts were the only answer. Many of the Courts of Honour had already banded the older boys into Patrols of their own and the new branch was merely a recognition of established fact. Scouting provides, if we use it rightly, what the boys want; not what we older people think they should want.
Scouting for Boys remains the basis for Scouting and the source of inspiration for Scoutmasters. When Scouting has failed it has been because we have departed from the Patrol System and have failed to trust the boys with responsibility, because we have made our Scouting too nearly a school subject and not a life of joyous adventure. Boys, particularly those who have reached adolescence, demand a challenge to their powers of mind, body and spirit. Scouting can and does provide that challenge if we use it aright. Read this book, not just once nor even twice, but constantly. Each reading will provide something new. Each reading will give us just that inspiration which we require to prevent us from becoming stale. We must recognise that through all the changes in our national life, in our educational system and our ideas of recreation, B.-P. did “know best.” While minor amendments may be necessary from time to time, the fundamentals of Scouting which have produced the most universal brotherhood of youth the world has seen, remain secure as a monument to one of the greatest benefactors to mankind.
1951 Chief Scout.
CHAPTER 1
SCOUTCRAFT
HINTS TO INSTRUCTORS
Instruction in scouting should be given as far as possible through practices, games, and competitions.
Games should be organized 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 as to games may be altered by Scout-masters 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 “Book of Woodcraft”, 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 other sources.
The following is a suggestion for the distribution of the work for the first few weeks. It is merely a Suggestion and in no sense binding.
Remember that the boy on joining, wants to begin “Scouting” right away; so don’t dull his keenness, as is so often done, by too much preliminary explanation at first. Meet his wants by games and scouting practices, and instil elementary details bit by bit afterwards as you go along.
N.B.— The previous paragraph was in the former editions of this book, but it was in some cases ignored by Scoutmasters, with the result that their training was a failure.
Remember also to start small. Six or eight carefully chosen boys will be enough to begin with, and after they have received Scout training for a month or two, they will be fit to lead and instruct fresh recruits as they are admitted.
FIRST EVENING
Indoors
Address the boys on ‘Scoutcraft”, giving a summary of the whole scheme, as in this chapter, with demonstrations or lantern slides, etc.
Form Patrols, and give shoulder-knots.
FOLLOWING DAYS
Practical work, outdoors if possible, from the following:— Alternatives according to whether in town or country, indoors or out.
Parade, break National Flag and salute it.
Scouting game: e.g., “Scout Meets Scout” (see page 47). Practise salutes, signs, patrol calls, scouts’ chorus, etc. Practise making scout-signs on ground.
Tie knots.
Make ration bags, leather buttons, etc
Self-measurement by each Scout of span, cubit, finger, joint, stride, etc. (see page 105).
Send out scouts independently or in pairs to do a “good turn”, to return and report how they have done it (page 23).
March out the Patrol to see the neighbourhood.
Make them note direction of starting by ‘compass, wind, and sun (see pages 64-72).
Notice and question them on details seen, explain “land marks”, etc. (see page 65).
Practise Scout’s pace (see page 63).
Judge distances (see page 106).
Play a Scouting Wide Game (see “Games”, page 181).
Or indoors if wet— ”Ju Jitsu”, “Scouts’ War Dance”, Boxing, Scouts’ Chorus and Rally, etc.
Camp Fire Yarns from this book or from books recommended. Or rehearse a Scout play, or hold
