Selected Cub Scout/Macaoimh articles from No Limits Magazine - 1999 - 2002

Getting the balancerightCodes and secretmessagesFoil CookingExploring the countrysideCrystal MazeSummer FunAdventurous activitiesBamboo CanePioneeringThe Out of DoorsCommando CourseAdventureWorking with Sixes

Water FunPracticing First AidIndiansPlaying GamesLinks between SectionsGame ideas for yourPackPack FitnessCasualty SimulationRecyclingGet OutUnderstanding the teamsystemThe Learning ProcessThe Leaders role

Creative ThinkingGenerating ideasLeadership QualitiesYouth AffairsParents - an untappedresourceChristian LeadershiptodayThe Spiritual Dimensionof ScoutingScouting Top Ten

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As Cub Scout/Macaoimh Leaders we tryto present a series of activities that willprovide opportunities and guidance for themental, physical, spiritual and socialdevelopment of young people aged 8 to11. In other words, we try to give everyCub Scout an opportunity to express all ofhis/her potential and talent within theprogramme on offer.Does it sound like an awesome task?Even full-time parents, counsellors, andchild-care professionals find it difficult.How can we expect a Cub Leader whomeets his Cub Scout/Macaoimh only oncea week and over a few weekends of theyear to succeed?Because Scouting doesn’t expect Leadersto become full-time experts in psychologyor other related disciplines, it builds intoits programme objectives, some structuresand guidelines to help us meet thechallenge of our aim, The guidelines areflexible enough to ‘ allow different peopleto express themselves in their own ways,but definite enough to help us head ingeneral directions without having tobecome full-time professionals.The Cub program provides a set ofprogramme emphases and elements tohelp Leaders give each Cub a programwhich, while suited to his own personalneeds, also helps him/her develop towardsbecoming a confident and completeperson, resourceful and responsible in his/her community. In a sense, achievingbalance in the Cub programme meansproviding a varied, fun filled, adventurousprogramme that stimulates the learningneeds and interests of all Cub Scouts/Macaoimh and satisfies Scouting’s aimsand principles.

The Cub age

Young people who are typical of the Cubage are in a phase of their developmentwhere they need to apply the thingsthey’ve learned to specific tasks, projectsand goals. They need space and time tofocus their attention on a particularinterest and to try a variety of activities.They need to feel they belong and arerespected by their peers.Physically, Cub Scouts/Macaoimh areactive. They want to fine-tune theirmuscles and motor skills and are moreready to take on challenges that will testtheir abilities in these areas.Young People of this age also need manyopportunities for success and selfapproval, which is why best effort andfriendly adult guidance are very importantcomponents of the Cub Scout programme.Although competitive activities take onsome significance in this section,competition must never dominate to the

point that it belittles some Cub Scouts/Macaoimh or excludes them from status,recognition and respect. Cooperative playand team work are very importantelements in Cubbing.

Recently published Educational documentsrelated to this age group state:

1. Children are curious. Their need toexplore and manipulate should befulfilled through handling realthings... The more all senses areinvolved, the more effective theexperience.

2. Keeping the right balance betweennew and familiar experiences andlearning activities is one of themost important tasks in the art ofteaching.

3. Children have a built-in need tomaster situations, and they usetheir experience to experiment,discover and reduce uncertainty.

4. Children find self-fulfillment insuccessful learning and are notmotivated merely by externalrewards and approval...

5. Play is an essential part oflearning... Through play, childrencan try out different styles ofactions and communicationswithout being required to makedecisions they are not ready tomake or to be penalized formistakes.

6. Children learn through experiencewith people, symbols and things.

Programme emphases &elements

The program emphases guide us todevelop activities that fit each Cub’s ageand ability level.

This emphases calls for activities that helpCub Scouts/Macaoimh to:

! express and respond to God’s lovein their daily lives

! do their best! keep fit! satisfy their curiosity and need for

adventure and new experiences! be creative and develop a sense of

accomplishment! make choices! develop a sense of fair play, trust

and caring! work together in small groups and

experience being a leaderparticipate in outdoor activities

! learn about the natural world andtheir part in it.

Construction

The Cub programme is constructed usinga number of elements; Exploring, BadgeWork and Proficiency Badges, Games,Handicraft, Music, Nature and OutdoorActivities. They are a guide for running abalanced program to give each Cub avariety of avenues and activities throughwhich he can pursue his personal interestsand needs. They also help leaders providethe variety and stimulation that youngpeople of Cub age need. We can useeach of these element s in varyingdegrees to develop confidence, provideopportunities for success, developcooperative and challenging activities andhelp meet programme emphases.Balance is important. It helps Cubs do thekinds of things listed in the programemphases through participation in thevariety of activities identified by theprogramme elements. The elements arerelated, yet each requires a certain set ofskills that may be attractive to someyoung people but not to others. By givingCub Scouts / Macaoimh an opportunity toexplore their skills and capabilities anddevelop an understanding of a widevariety of things, a balanced programmecontributes towards their development aswhole individuals.Most Leaders don’t have all the answersso we suggest you look for resourcepeople or fellow leaders who have theexpertise so that we can provide thenecessary balance. In your programplanning, be prepared to cover each of theelements on the basis of equalimportance. There’s no specific formulato say how much time you must give eachelement to have good balance. By theirnature, certain elements require moretime, but this doesn’t mean one is moreimportant than another. Use your bestjudgment and feedback from your Pack.

The important thing is to cover all theelements in your programme. Outingstake more time than other things, and

Gettingthe balance

right

We Need yourinput.Cub Leaders are requested to keep usinformed of your activities and events.Send in your articles, ideas formeetings etc. to the Cub Team.

Mark from the Cub advisory team hasset up a terrific Web sitewhich may be accessed as follows :

http:// msnhomepages.talkcity.com/HobbyCt/cubscouts/or you may contact the team at :cubteam@ireland.com

First aid in the80th CorkWe received a great story from NiamhHunt about how her Macaoimh tookpart in a first aid programme

A First Aid training session wasprovided for the Little Island/Glounthaune Cub Scout Pack (80thCork Macaoimh) in association withJanssen Pharmaceutical Ltd. DonalTwomey (Elite Ambulances) andJanssen First aiders conducted thetraining sessions in order for the CubScouts to obtain one of their MeritBadges namely the First Aid Badge.

As there was quite a lot of workinvolved in completing the badge thetraining was conducted over 2 nights.The first night focused on CPR andthe second on the remainder of thebadge requirements.

Mayhem erupted over the 2 nightswhen the Macaoimh got hands onexperience on conducting CPR, puttingon bandages, and learning how totreat wounds and burns. The sessionswere a great success enjoyed byMacaoimh and Instructors alike.

At the end of the two nights training,Twenty Four First Aid Badges andCertificates of Attendance werepresented to the Macaoimh.

often games are drawnout too long.Remember also thatmany of your activitiesmay contain more thanone element. Outings,for example, canencompass many of theelements which is whythe out of doors is suchan important part of ourprogramme. Balance isalso very important. Itgives Cubs a well-rounded experience anda variety of ways tomeet their interests andabilities

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If you want to add excitement and mysteryinto your wide games and meetings thenusing codes and ciphers to impartinformation is a great way to get your Packbuzzing.

Secret codes are of ancient origin. The

sacred Jewish writers of ancient times

sometimes concealed their meaning by

reversing the alphabet, that is, using the

last letter of the alphabet in place of the

first, the next last for the second, and so

on. Spartan ephors communicated with

their field generals by means of messages

written across the adjoining edges of a

strip of parchment wrapped spirally

around a staff called a scytale. Once

unrolled, the message could be read only

by wrapping the strip on an identical

staff. Julius Caesar used a system of

advancing each letter four places,

commonly called a Caesar shift.

involving codes they are used to

slowdown competing teams. The team

who can break the code quickest has a

slight advantage. However, if the codes

are no understood and are hard to break

then the game is killed stone dead and

what was a device to add drama and

excitement becomes the rock on which it

flounders. It might be a good idea to have

a Pack code book that each Six can bring

with them when taking part in wide

games or if you are introducing a new

code have a solution sheet as one of the

objects you collect ( from a friendly spy)

before a code message is encountered.

Codes

Vowel change

Change the vowels in words to set letters

A becomes J, E becomes K, I becomes Z,

O becomes X, U becomes Q. A simple

message like ‘ Meet at the Scout Den

tonight’ becomes ‘Mkkt jt thk scxqt dkn

txnzght’ and if you then write the code in

groups of 4 letters it then becomes ‘Mkkt

jtth kscx qtdk ntxn zght’ a simple

operation but a hard code to break if you

do not know the solution.

Back to front

Another simple code is to write the words

back to front for example ‘Go to the oak

tree in the park’ becomes ‘og ot eth kao

eert ni eth krap’ and again if you use a

grouping devise say in groups of 5 it

becomes ‘ogote thkao eertn iethkr ap’

structure which is based on a X’s and O’s

grid.

The Morse code

The morse code still used by radio hams

Codes &

Trellis device

A trellis device is a windowed card which

when placed on a jumble of letters allows

a message to be read through its

windows. If you do not have the correct

trellis then any number of messages can

be created from the jumble but what is the

correct one. This is a nice one for a wide

game as obtaining the trellis can become

a major part of the game with the coded

message the final objective before

heading for the treasure.

Secret messages

In recent history we now have bar coding,

encrypting of computer disks and many

more methods to disguise a message so it

cannot be read. You Cubs don’t have to

be experts in this discipline in order to get

involved. The simpliest of codes is

assigning a number for a letter A=1 B=2

etc. the trouble with such a code is that

the solution is easy to detect. If you have

never used codes as part of your activities

then it is best to use a very simple code

like the number code at first so that they

get used to the concept. As the idea of

codes is understood develop a special

code or a two or three codes that can be

used all the time in your Pack. By

building up a collection of codes your

Sixes will understand how they work and

how to break them. In most games

and operators but overtaken by

technology is a great code for

transmitting messages by sound and by

light flashing as each letter is made up of

dots and dashes – a dot being a short

flash or buzz and a dash being a slightly

longer flash or buzz. When using this

code with your Pack it will be necessary

to exaggerate the length of dots and

dashes and pause between words so that

the signal can be written down by the

receiver. It is a great way to add drama, in

particular during night games. You will

The grid code

The grid code, that was first used in the

American Civil War, uses a grid to assign

a location on the grid for each of the

letters. The code provides a message that

does not contain letters or numbers but

rather a collection of squares and dots.

This is a popular code in Scouting circles

as it is easy to remember the grid

be simplified by creating a grid of 5X5

squares and assigning a letter to each.

Each Grid square is assigned two

semaphone signals so that the letter A is

signaled by two flashes of a flag. It is

only necessary to know the first five

semaphone signals using this method.

need to supply a code

sheet to the receiver as

it is difficult to

remember all the code.

Semaphore

Semaphore is a

particularly Scouting

code. Originally used by

the army to signal over

long distance hill top to

hill top it relies on the

positioning of flags to

determine a letter. It can

Pack Adventures

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Foil cooking is an excellent outdooradventure for your Cub scouts/Macaoimhto try at your local campsite. All that isrequired is some aluminium foil, a fireand a selection of food. Each Six armedwith some basis utensils can cook theirfood using a number of methods and thewhole experience should be run with‘learning by doing’ to the fore.

Getting readyYou will need a good supply of good hotembers. A keyhole shaped fire allows amain fire to be made inthe main circle and hot coals can beraked into the smaller area for cooking.You can also consider giving each Six abar-b-que pack which can be purchasedin your local supermarket, or make abigger bar-b-que type fire in a barrel.However, there is a certain romanceattached to making your own fire andcooking your food on it. Opt for the bar-bque option only if a ‘real fire’ is notpossible.

Choose heavy duty foil rather than thedomestic version as it can be a bit light oruse two layer of light foil.

Food is a matter of choice. It is usually agood idea to ask your Cubs to bring theirown food to the activity suggesting somepossibilities. These could include -burgers, sausages, corn on the cob,onions, mushrooms, tomatoes, a potato,an orange, an egg etc. it is best tosuggest foodstuff that cooks quickly.Chunks of meat should be avoided as itis hard to get all the items cooked at thesame time.

You will need a plastic sheet for each Sixon which to prepare food. It is also agood idea to have a plastic lunch box orsmall plastic bags in which preparedfood can be placed before cooking.Taking care with the preparation andhygiege will discourage flies and insectsand avoid upset tummies later. Be sure totidy up after your meal.

Sixes will need to be supervised so thatnobody or nothing is burnt. A first aid kitwill need to be available. Leaders shouldallow Sixers to direct their Cubs in thecooking operation making sure thatsafety is maintained and everyone hasan opportunity to prepare and cook theirfood. Sixes should also be responsiblefor cleaning up their area afterwards.

Try these ideas with your Cub Scouts /Macaoimh

Onion eggsIngredients (per person): 1 large onionand 1 egg.Method: Cut the onion in half afterremoving the outer skin. Removeinternal contents except for threeremaining outer layers. Break egg intoshell and set in the coals of an outdoorfire to cook. When done, eat from theonion container after removing the outerscorched layer. Eat the onion, too, if youlike - onion has Vitamin C.

KebabUse a metal skewer or a 600mm straightgreen stick with the bark removed aboutas thick as a lead pencil and point oneend. Cut tender beef steak or lamb into25mm squares; it may be marinated, itneed be or you could use balls of mincemeat. Peel onions and cut lengthwiseonce; separate the layers. To get fancy,cut up bacon, quarter tomatoes, slicecucumbers, or quarter green peppers, asyou wish. Alternate slices of meat withvegetables on skewer then put over orbeside hot coals, turning to grill evenly.Let everybody do his own. Eat right fromstick.

Pack Action

Egg in orangeIngredients (per person): 1 orangeand 1 or 2 eggs.Method: Cut an orange in two,eat the contents withoutdamaging the skin, break anegg into the orange shelf, setthe shell in the coals of anoutdoor fire and allow to cook.When done, eat it from the container.

Foil shish kabobIngredients: Meat in 4cm Cubes, ringsof onion, potato, tomato, bacon,pineapple, banana.Method: Make a skewer out of athin green stick (without bark) or piece ofclean fencing wire. Thread meat cubeson the skewer, sandwiched with rings ofonion, potato, tomato, bacon, pineappleand banana in any order or combination.Wrap in foil and cook in coals for 15-20minutes, depending on the heat

Burger in armourWash, peel and cut in 4mm slices amedium potato and a large carrot.Double foil into a 460mm square andspread the vegetables on one quarter ofit, leaving a 50mm margin around them.Put a handmade burger of mince meat ora thawed out frozen burger beside thevegetables. Salt the vegetables, but notthe meat; pepper, if you like. Add slicesof onion and a dab of butter.Wrap in foil and leave room forexpansion. Set on not too hot coals andcover with more. Cook 15 to 20 minutes.Eat from foil.

Foil Parcel

Camp breadMake camp bread mixture-a moderatelystiff dough with these ingredients: 1teacup flour; 1 teaspoon salt; 1tablespoon sugar,1 teaspoon bakingpowder. Pat the dough into a round fairlyflat cake. Wrap loosely in foil to allow forrising. Cook for about 10 minutes.You can also make a ‘twist’ by rolling thedough into a sausage shape andwrapping it around a thick stick to slowlycook beside the fire.

Chocolate BananaIngredients-. 1 large banana, 3-4 piecesof chocolate l cm square.Method: Slice a fine opening alongthe skin of the banana and carefullypress the pieces of chocolate into thebanana at intervals. Wrap the banana(still in the skin) in double foil and cookfor 5-10 minutes-

Foil cooking timesCooking time will depend on such factorsas the size of the package and the heatof the coals; if necessary, peep into thepackage to see if it is done, but be sureto seal it up airtight again beforereplacing it in the coals. When cookingseveral things together, you must, ofcourse, allow enough time for theslowest one to cook.Some suggested foods and approximatetimes -Food Time (minutes)Mince beef 8-12Sausage 5-10Lamb Chop 20-30Fish - whole 15-20Fish fillets 10-15Carrots - sliced 15-20Potatoes - whole 45-60Potatoes - sliced 10-15Apples - whole 20-30Corn Ear 6-10Onion - sliced 10-15

Create cooking sticks foe kebabs by peelingoff the bark of a green stick

Foil Cooking

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Hiking, trailing and exploring are keyactivities of the Cub Scout/Macaoimhsection. They provide excellentopportunities to put in to practice skillslearnt at meetings and lay down baseskills for later Scouting adventures.

Before you beginYour section will need a little guidance before you begin.As you will be travelling through wild countryside andperhaps over mountain tops it will be necessary toprepare your section so that they can complete the hikein safety and enjoy the activity.

At a number of meetings prior to your hike date you willneed to cover the basics - What to wear, how to pack arucsack, food on the trail, map reading and shelter andsafety precautions. As the Cub Scout /Macaoimhprogresses to the Scout section they can improve andpolish these skills however within the Pack the Leadersrole should be to cover the basics.

ClothingMost young people of Cub age are directed by theirparents as to what they should wear and if any dicisionsare taken by the young people themselves it will be withregard to what they should wear playing on the street. Inan outdoor environment such as open countryside theconsideration as to what you should wear is completelydifferent. Such factors as wind chill, exposure to theelements, driving rain etc. can greatly impact on whatyou wear. A good rain coat is a must as is a good pair ofboots. For Cub hikes Wellington boots are a goodalternative to trainers. Some will have hiking boots andthey should be encouraged to wear them. Trainersshould be discouraged as they provide very little ankleprotection. Each young person should wear two pairs ofsocks both for comfort and as a protection againstblisters.When you start walking it can be cool and as you walkand heat up some clothing can be discarded. If theweather changes it can be put back on. A simpleconcept to an adult but to a young person it is hard toget across the dangers , in particular, wind chill andexposure. Some time at yourmeeting explaining the conceptof layering clothing and theeffect of wind and wet on bodytemperature may help them tounderstand. On the trail howeveryou will need to be aware of thissituation and keep an eye on thestrip down which can occur as youclimb a mountain for example. Let yourPack experiment with the idea of wearingtwo or three t-shirts instead of shirt and lightpullover. Or wearing two light (cheap)fleecesinstead of one big heavy (usually expensive) fleece.Most body heat is lost through the extremities of thebody in particular our head. A hat will be required tokeep heat in and to protect from wind and the heat of thesun. Gloves are also a good idea all year round inparticular for younger hands who cannot withstand thecold as adults do.

CarryingEvery thing that we bring on a hike has to be carriedwith us and that means in a rucsac and on our back andnot in plastic bags. The rucsac will contain extraclothing, raingear, food, equipment. A simple day packwill be all that is needed by each Cub Scout/Macaoimh.Those new to hiking should be shown how to pack arucsac for ease of use - soft stuff to the back - last in firstout. The packing of the rucsac and the preparation of alunch etc. should be done by the young peoplethemselves, this can be indicated to parents wheninforming them of the hike. Be careful to point out thatthey will have to carry their rucsac all the way and try toindicate the weight of each item - the weight of essentialsurvival items such as clothing as against a two literbottle of coke which seems to be a stable companion of

Lunch need not be just straight sandwiches. You couldask your Cubs/Macaoimh to prepare foil packs beforethey go consisting of a burger and chopped up potatoesand onions which can be cooked at the lunch stopperhaps on a big communal fire if visiting a campsite oron bar-b-que tinfoil packs. Leaders should be aware ofthe many opportunities that exist around the daysadventure. Firelighting for example is a trill for mostyoung people and difficult to master without the use offire lighters or paper. Laying the fire, collecting firewood,maintaining the fire and perhaps boiling water for a cupof tea are all great achievements for a young person.Leaving the area without a trace that 24 Cubs havebeen here is also an achievement, so plan in as muchas you can into your lunch stop. Cub hikes tend to bemore flexible than Scout hikes in terms of the durationand route taken and therefore it is best to break yourhike at lunch time and do a number of activities ratherthan route march them all day. This method of hiking andexploring allows the young people of your section toexplore and get to know the area a little better. Lunchtime also allows you an opportunity to pass tests - firelighting, tracking, and basic map and compass skills.

Finding your wayIf you don’t feel confident in either leading a hike or theselection of routes then seek help from the Scoutsection or the Venturer Section. In fact inviting PatrolLeaders from the Troop to help is an excellent way tointroduce your Cubs to the Patrol Leaders and smooththe transition to the Scout Section. It is best to get awayfrom roads and onto tracks and walk ways. There arenumerous walkways and trails now sign marked aroundthe country so you don’t have to undertake tracks acrossopen countryside if necessary.No matter what track you use you will need to knowwhere you are going and where you are at any giventime and that is when you will need some map andcompass skills again seek assistance if you are not upto full speed- the Scout and venturer section. In planningthe route and walking the route use the map. You couldalso photocopy the map or have a map available foreach Six so they can determine where they are andallow them to feel happy about map reading. Spendsome time pointing out feature so that they can findthem on their maps. Assign a Six to be the ‘Leaders’ of aparticular section of the hike. Practical on the groundexperience is using the ‘learning by doing’ concept to itbest.Be aware of any dangers along the trail such as stepground, ravines and cliffs and travel with care overthese sections of the trail. Crossing of rivers add to youradventure but do so carefully, no messing, as there isnothing worse to dampen the activity than a cold andwet Cub who has fallen in.Check for escape routes along your trail in case of badweather or accident.

Safety and survivalYour Cub Scouts/Macaoimh need to be aware of what todo in an emergency - if they get lost, if you have to buildshelters in case of bad weather, if someone is injured.This can be done easily at meetings and on the hikeyou might consider building lean to shelters or carryingan injured person on a stretcher or bivvy bag for somedistance as a practice exercise. You should also get yourCub Scout /Macaoimh to make their own survival kits, tobe taken on all outdoor activities (in real terms they maynever be used but you never know and it add to theadventure and show them that they need to be beprepared for any eventuality)

Exploring thecountryside

most cub hikes. There should be nothing hanging fromthe rucsac, everything inside. Coats or boots or othersuch objects swinging from the back can unbalance thewearer or catch in low branches or fences as well as thefact that they look unsightly.

FoodThere are a number of considerations with regard tofood on a Cub Hike. Young people will be using upenergy quickly and they travel on the hike and it is oftendifficult to dampen their enthusiasm to reach the top ofthe hill first. Most young people will be stocked up on

sweets and bottles or tins of coke or 7up and willcontinue to eat them along the trail - what out forlitter. As adults all the handbooks will encourageus to bring Mars bars and chocolate to give anenergy boost so it will be difficult to control the

constant munching. It is best therefore toplan a number of rest points into yourjourney and confine muching to thesepoints. Crossing a river, resting to admire

the view, at destination points. Ifthere is collective munching it willallow sharing, litter control,monitoring. Our aim should be forthe young people in your section toeat a good lunch rather thanmunch sweets.

Pack Action

PAGE 6

The CrystalMaze

A number of puzzle bases are created, numberof bases are determined by number of Sixes inyour Pack/Gasra, and linked by obstacle courseelements. Each base has a time limit and Sixesmove between bases at a blow of a whistle.

Zone 1

Zone 2

Zone 3

Zone 4

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Train ShuntSix are presented with puzzle cardlayout as shown. Black and checkcicles are coloured counter pieces.Six have to move counters from oneside to the other using the shunt.

ShapesUsing the pieces provided the Six mustfist make a cross and then using thesame pieces make a square

Match PuzzlesUse large poles or long bamboopoles to represent matches

Water TransferUsing the device shown - strong elasticband with strings attached - transferwater from one container to another. Sixcan only operate outside marked outarea.

Move onematch tomake thebuild faceEast insteadof West

Remove six matches to make ten

Ask Patrol Leaders orVenturer to assist insetting up and managingthe obstacles

Award crystals (marbles) to eachSix if they complete each Zone.The number of marbles heldtranslates into time in the ‘CrystalDome’. The ‘Crystal Dome’ can bea roped off area in which the Sixhave a set time to eat as manycream crackers as possible withintime limit. Winners receive smalltrophy or prize.

Pack Action

PAGE 6

The Summer allows us to introduce newand exciting activities and outdoormeeting that are sometimes notpossible at other times of the year.We want our Packs to be active full ofinterested and enthusiasic Cubs Scoutsand Macaoimh. The attendance may below or erractic as members go on familyholidays but if the constant of yourmeeting exists then members will onlybe missing for one or two meetings inthe period.

Here are some ideas for summerevening activities which involve littlepreparation

Wide Games - ask Patrol Leaders andVenturers to lend a handFire Lighting and backwoods cookingMaking a videoBMX racingConservation ProjectsLocal visitsBar-b-queNature walksSports Centre visitsJoint meeting with another PackProficency badge courses

For the moreadventurious.....

Medieval FairHold a midsummer fair one evening askCub Scouts and Macaoimh to dress up as peasants or noblemen and to comeready for anything. A medieval fairwould involve games and challenges forthose attending as well as dancing andfeasting. Provide each Cub Scout/Macaoimh with a currency for the fair.Paper ‘groats’ can quickly be made upand printed on a photocopier.Here are a few suggestions for activitiesto include in your evening.

JestersEvery fair has its own jester who couldnot only make people laugh but wasoften an accomplished gymnast andjuggler. See which Cubs/Macaoimh cankeep three tennis balls going for thelongest or can stand on their heads

StocksVillage criminals were strapped instocks and rotten vegetables werethrown at them. Fix one of your leadersin a pair of stocks and throw wetsponges at him/her.

Rolling for a pigA game like skittles was played, thewinner of which would receive a pig astheir prize. Provide a skille alley andgive out a sausage to any Cub who canknock all the skittles over with threeballs. Have a roasting fire going sowinners can cook their prize.

Apple bobbingEating apples are placed in a basin ofwater. Apples are retrived using youmouth only. Apples can also be hungfrom strings

SummerFun

Cock FightingMark out a cicular play area with chalkor string. Two Cub Scouts/Macaoimh sitdown on their haunches and fold theirarms. The idea is to knock youropponent over by barging into them.The game is lost by falling over,unfolding arms or standing up.

Fortune tellerDress up a leader or parent as a fortuneteller and use an old goldfish bowl as acrystal ball. Tell the Cubs/Macaoimhthat they are about to have a surprise

Make a ballista using bamboo canes andelastic bands

Yoghurt carton orsimilar plasticcontainer can be usedfor launcher

Pack Action

then spray them with a jet of coldwater .

Chariot races and sedan chair racesEach team makes a simple chariot fromthree poles lashed together in an ‘A’shape or in the case of a sedan chairtwo poles lashed to a chair.

TrailsTrails often provide an opportunity topresent a number of different activitieson a piece of rough ground , woodlandor park. These activities are then donein a rotation fashion starting at oneevent and moving clockwise to otherevents on the blow of whistle. Someitems to consider…Making a thimble of teaFinding the correct key for atreasure chest from a selectionof keys hidden in a tree.Raising a flagpole and flying aflagBuilding a tower or a treeplatformTracking signsCompass directionsBlindfold trailBlood trail (use tomatoketchup)Wool trailsCook a sausageMake a human pyramidBreak a codeFire an arrow into a targetFressbe golfInititive tests

National Cub Scout/MacaoimhAdvisory Team Aims.It is my intention as the newly appointed National Commissioner for Cub Scouts/Macaoimh to structure the department in the following fashion, thus allowing myteam to provide a service to all leaders involved in my area. By doing this, it is myhope that it will enable leaders to provide a good and active programme for theirmembers.

The Cub Scout/Macaoimh Advisory Team will be available every Tuesdaybetween 7p.m. and 9p.m.

A full team will be appointed to look after all areas participating in mydepartment, i.e. Adult Leaders, Programme Support, Events, Young Members,Resources, Training, Seminars and Conferences.

I will have representatives in the South (based in Cork), in the North (basedin Belfast), in the West (based in Galway) and myself for Dublin and Leinster.

There will be at least two Leaders’ Conferences/Seminars organised yearlyin each of the represented areas.

Events other than the established ones such as “The National Quiz , TheNational Fun Day” etc. will be organised on a field bases as required.

Looking forward to your support and friendship in the years ahead

Yours in Scouting,

Anna DavyNational Commissioner for Cub Scouts/Macaoimh.

PAGE 6

Adventure and the chance to experience it are asessential to a young person as food and love if they areto develop into a capable and happy adult. A sense ofadventure is the need to satisfy natural curiosity. It isone of the most vital human qualities. Every new thing ayoung person comes across in their environment is apuzzle and a challenge. One problem facing CubLeaders in handling the adventurousness of CubScouts/Macaoimh is finding ways of protecting themembers of your Pack against their own desire to doand discover, while not damaging this desire. The Cubprogramme can provide an environment that isessentially safe yet full of challenge.

Adventure need not imply danger. For a young personalmost any new experience, such as lighting a fire, andthat in itself is a novelty these days, or going on a trainfor the first time, is a thrilling adventure. Some peopleare so concerned about physical safety that they do allthey can to curb natural adventurousness. Manychildren live hedged in by embargoes of all sorts. Eventhe four walls of the Pack meeting place inhibit curiosityand adventure. Young people are often made soconscious of the dangers of being adventurous that theycannot give expression to their need to find out bypersonal experiment.

Many young people, particularly those living in cities,can never find round them all the chances they crave forthe excitement of a real adventure. Our Founder BadenPowell talked of “the fresh excitements of newadventures.” Cub Leaders can contribute by providing achallenging task or expedition. Journeys can bedevised which need imagination and involve decisions -do you see one of our objectives being met here?Imaginative adventure too may set the scene or fill agap. When a young person who has never been nearwater and boats reads or hears a story full of childrenwho sail and camp and explore on their own, theyidentify with the children and live their adventures. Apartfrom fictional and real-life adventure stories, youngpeople need fantasy that is not based on reality. “ThemeActivities” can arise from stories of knights in shiningarmour, of dragons and monsters, of young people

fighting against impossible odds and winning, all givedeep satisfaction.

Nobody is born bored. In the morning of our lives acaterpillar is an astonishment and a birthday cake is amarvel, but somewhere en route we adults lose ourenthusiasm and our sense of wonder because we areafraid to reveal our real feelings. Without enthusiasm,we are blind and deaf and only half know our World. Wemust give our Cub Scouts/Macaoimh a wide variety ofexperiences. Some occurrence, commonplace to anadult, may be an adventurous activity for a youngperson. Every young person who becomes a Cub Scout/Macaoimh expects adventure. They will hope forunusual experiences, exciting happenings, thechallenging and unexpected! You must provide these inyour programme and fact that they do things away fromtheir parents may be adventurous in itself.

Adventure, like looking at a work of art, is experiencedinwardly and individually. There are few newexperiences that hold no prospect of adventure, e.g. oneCub said to his Cub Leader, “I can hardly wait until theweekend to have that ride in a train “It was his first!

We must have all noticed how to some people thingsalways seem to happening: however ordinary theirbackgrounds, they attract curious experiences, oddencounters and humorous incidents as a light attractsflying insects. The reason is not hard to find; they are onthe look-out for the unexpected, and alert to the unusual;they are actually aware of the never-endingstrangeness of life. This habit of mind is reflected in theirchoice of friends, in their holidays and spare timeoccupations and in their work; it shows in theirconversation, in their ability to listen as well as to talk, inthe avoidance of cliches and mistrust of accepted formsof thought.

How different, how dull by comparison, are the lives ofthose who find nothing extraordinary, nothing to wonderat in their daily round,, who within their protective shellof convention, have grown incurious or too timid. Whocan tell us which undergoes the greater emotionalexperience - the young person exploring for the firsttime the source of a stream a couple of miles beyond hisback garden, or the climber on the final peak of Everest.

If I were asked to hazard a guess I would say the former;for there is an essential quality in a young personsimagination, in their enjoyment of experience, which isusually submerged by the sophistication of maturity;their sense of adventure is still undefiled by complicated

ADVENTUROUSACTIVITIES

motives, his fancy unfettered by facts and figures. It ispossible that in the retention and development of thisquality lies the hall-mark of the artist. Certainlysomething of it is necessary to the art of adventure, andit is a serious defect in the education of the averagechild that so little is done to preserve it. For the art ofadventure is a large part of the art of living; lose it andlife becomes drab.

Clearly, adventure is in the mind of the adventurer; itsintensity and its value depend upon the perception andimagination and can only be measured by thoseexperiencing it and then only with their own personalyardstick.Of course you cannot measure something you have notexperienced. Make adventurous activities a reality.

The Cub programme heralds a demand for imaginative,resourceful and qualified Leaders to create all kinds ofexperiences. We should realise that our physicalenvironment has a tremendous impact on young peoplerather than in our egg-crate Pack headquarters. Haveyou thought of the effect of space, clouds, patches ofblue sky, trees, flowers, asphalt pavements, ugliness,pollution on a young person? Young people thrivewhen they can touch, breathe, see, hear and feelbeauty. The outdoors is a never ending source ofdiscovery and adventure to a young person.

The following lists, will enable you to generate ideaswith other Cub Leaders so that Cubs may haveexperiences, and adventurous activities. Use theselists as your IDEA BANK:

Signaling over longdistances.Outings with modernflavour - move an atomicwarhead - land on themoon. Mock rescue -aircraft crashed inmountain.Kite flying.Making and sailingmodel boats on anouting.Lay a trail.First aid in a realistic way- surprise element.Climbing trees.

Den building - test thatchingby throwing a bucket ofwater over it.Sausage sizzle with atheme.Parent - Cub hikesCowboys and IndiansWide games.Special Pack meeting -theme TV heroes.Chariot Races.Scavenger hunts.Explore rock pools.Star gazing.Treasure hunts.Smoke signals.

Blindfold trails.Semaphore with torches.Nature ramble dressedup for big game hunt.Cycle trials or scramblesTarzan fun - swinging ona rope.Scavenger hunts withtorches.Explore caveTin lid firesCatch frogsMystery tripRobinson Crusoe nightFloat fire on waterClimb a mountainVisit farmVisit wildlife reserveGo tadpolingCrabbingSand castle

Visit fire stationVisit Garda station.Boat tripVisit Soft drink factoryNight hikeMystery hikePlanetariumPolythene slideTreasure huntWater fightWater slideGreasy poleKite derbyRodeoBikeathonCommando courseDay at beachFishing tripExplore rock pools.Island expedition.Climb a hill.

Life saving practice.Making rafts.Obstacle course.Mystery trips.Obstacle trails.Knot tying under difficultconditions.Billy swinging - full of water.Wide game with cluesforming telephone numberto be rung.Dam building.Fording a stream.Making a stretcher.Tree huts.Rope climb.Tinfoil cooking.Codes and jumbledinstructions.Bike hikes.Torch hikes.

Finding the abominablesnowman.BoomerangsStiltsTarp shelterHobo stovesGold panning

Pack action

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Basic PrinciplesCubs and Scouts can build pioneeringprojects with nothing heavier thangarden canes lashed together withelastic bands. You will need anassortment of garden canes of differentlengths and a good supply of elasticbands. For very light work you can linktwo or three thinner bands together withreef knots but for general purposes youwill find slightly heavier bands moresuitable.When lashing with elastic you must keepthe band at full-stretch all the time. It is awaste of effort to work with a stack band,in the belief that you can draw it tight with‘a good hard tug’ at the end.The illustration shows how to put on asquare lashing when working near theend of at least one cane. Simply loop theband round one cane, turn it roundbehind the other and follow on until youhave used up most of the band. Thelashing can then be ‘locked by stretchingthe last cm. or so and slipping it over theend of one of the canes.When no free end is available for thefinal ‘lock’, a good idea is to push a spentmatch or piece of stick into the lashingand then loop the band round both endsof the match.

A Self SupportingFlagpole

Now that the principles of instantpioneering have been mastered, asimple self supporting flagpole is a goodproject to start with.This particular flagpole has two goodpoints: first, it is easy to construct andsecond, it is self supporting so can bebuilt inside.Depending on the final height you wantto achieve, you will need 8-10 gardencanes about 1500mm in length, a supplyof rubber bands and some twine to (thehalyard as well as the guys. Don’t forgetto attach the halyard before erecting theflagpole.A word of caution; the pole itself probablyneeds more rubber bands that just one ateach end of each cane to ensure rigidity.The overlap needs to be at least half ofeach cane using 3-4 bands on each half.When sheer lashing two canes togetherfor strength, loop the bands over theends of both canes and follow with aseries of similar loops, working towardsthe end.

A FlagpoleWith ordinary garden canes and elasticbands, Cubs and Scouts can buildstructures three, four, even five times

their own height. For this InstantPioneering project you will need 20 longcanes (about 1.3 metres), 6 short canes(about 75 cm) a good supply of 80 mmelastic bands and a sheet of white cardand coloured felt pens for your Six orPatrol pennant, which can be secured tothe top of the tower with sticky tape.As this structure is quite light, all thebuilding can be done on the groundbefore the tower is raised. The momentof truth will come when you try to balanceit on its three legs. The butt ends of thethree canes should be lightly heeled intothe ground.

National Cub Scout/Macaoimh Christmascard competition 2000

Due to the success of the ChristmasCard Competition in previous years,the National Cub Scout/MacaoimhAdvisory Team have decided to holdit again this year.

This year the competition is dividedinto two categories –

(1) Christmas Card PictureCompetition (front cover only).

(2) Christmas Card VerseCompetition.

Application forms have been sentout to all Regional Commissioners inthe beginning of October. Entries tothe competition will only beaccepted on these forms, they mayof course be photocopied.

The closing date for entries asstated on the forms is the 3rd

November 2000, entries receivedafter this date will not be included.I have nominated Glen Vince of theNational Cub Scout/MacaoimhAdvisory Team to look after thecompetition.

A list of winners shall be published ina future edition of the No LimitsMagazine.

Remember that by including thiscompetition in your programme canalso help promote badge work, as itcan fulfil part of the requirements ofthe Artist Proficiency Badge.

Good Luck to all Cub Scouts/Macaoimh taking part, andremember if you have any queries inrelation to Cub Scouts/Macaoimhplease do not hesitate to contactthe Advisory Team in NationalHeadquarters on Tuesday Nightsbetween 7 p.m. and 9 p.m. on (01)676 1598.

Anna DavyNational Commissioner for CubScouts/Macaoimh.

Great fun, and very impressive - alwaysprovided that your pioneering has beenwell and truly performed.

Remember the Golden Rule: Alwayswork with the elastic band at fullstretch.

BambooCanePioneering

Pack Action

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By now most Packs will have had acouple of outings with Mother Nature inthe woods and hills, or along a canal orriver. It may have been just a woodlandwalk to observe the changing seasonswith a nature scavenger hunt, or acookout to practice firelighting skills forthe many hikes to come. Whatever theactivity or location, there are some basicsafety considerations to bear in mindeach time you take your Pack into thegreat outdoors.A walk in the countryside is a perfectopportunity to put the Country Code intopractice. Why not have a quiz on theCode at your Pack meeting, or challengethe Sixes to make posters aboutprotecting the countryside. The mainpoints of the Country Code to rememberare:Respect the life of the countryside.Guard against all risks of fire.Fasten all gates.Keep your dogs under close control.Keep to rights of way across farmland.Use gates and stiles to cross fences,hedges and walls.Leave livestock, crops and machineryalone.Take your litter home and leave nothingbut footprints.Help keep all water clean.Protect wildlife, plants and trees.Take special care on country roads- wearbright clothing and carry a torch.Make no unnecessary noise.Be courteous to those whom you meeton your ramblings.

When walking in the outdoors you maynot be close to civilisation at times and

whistle, and a first aid kit, and know howto use all of them. Ensure that all Cubshave a Parental Permission form for theactivity and be aware of any medicalcomplaints and medication required. Theincidence of asthma in children is morecommon these days and you shouldkeep and eye on Cubs for signs offatigue or breathlessness and adjust thepace accordingly with frequent breaks onlonger walks.

Cub outings provide fantasticopportunities for fun and discovery. Thewoodland is a virtual treasure chest ofactivities and rather than hike Scout pacethrough it, we should more often keep

Pictured back row L to R: James & Sarah Fitzpatrick; David & Jason Fallon.Front row L to R: Colin & Eoghan Keane; Simon & James Corcoran

You may be correct in thinking that your are seeing double, but let me assure youthat what you see is in fact four sets of twins. What is even more amazing is thatthey are all members of the same Cub Scout Pack, the 1st & 4th Tipperary. ThePack is just one Section of the large Clonmel Unit which is also home to the 22nd

and 32nd Tipperary Packs. CSL of the 1st & 4th, Joe Nugent, who is a long servingmember of the Unit, sent in this amazing photograph as he is sure it must be afirst for Cubbing in Ireland.. The Pack is very active in the outdoors with regularhikes and weekends away, and they have achieved the Outdoor Award eachyear since it’s inception. They will be heading to Cork for the Halloween bankholiday for the weekend so if you see them in the area give them a wave.

If your Pack has a claim to fame that you think is unique then please send us aphotograph and some details about it. Include some info on your Pack and wewould be delighted to publish it in the next edition of No Limits.

Seeing Double

The out of doors - putting theOUT back into Cubbing.

this is when money becomes worthlessand planning invaluable. Remember theold maxim, “If you fail to plan, you plan tofail”. Leaders should always be preparedfor the unexpected and bring thenecessary equipment. Make sure thatyou discuss the activity at your Packmeeting before you go so that the Cubshave time to get excited about the hikeactivity, and the time to preparethemselves accordingly. It is always agood idea to give the Sixers someresponsibility for the activity, e.g. helpinglay a trail or helping the new recruits.Why not bring along a rucksack to yourPack meeting to show them what shouldbe in their bag (not plastic !) and how topack it properly, i.e. leave their raincoat atthe top where it can be reached in ahurry. Simple tips like these will help theCubs cope better with what’s ahead andthen allow them to focus on theadventure of the day. One important pointhowever is that we must remember toallow the Cubs room to make their ownmistakes (in safety), as this is how theywill learn and improve their outdoorskills. If you get soggy sandwiches oryou’ll be sure to wrap them properly nexttime !

Leaders should be prepared for alleventualities which can occurunexpectedly on an activity. They shouldcarry a spare set of Cub size clothes,torch, bivvy bags, map compass and

the walking to a minimum and theexploring to a maximum. Why not trysome of these ideas on your nextoutdoor activity and help your Pack putthe out into Scouting….

Woodland scavenger hunt, bug hunt,tree hugging, stalking, wide game, hutbuilding, orienteering, compass trail, leafand bark rubbings, firelighting,backwoods cooking, seasonal collage,incident hike, bird watching, blindfoldtrail, plastercasts, tracking signs trail,listen to the woodland noises .....let usknow how you get on.

Age of a tree

Your Cubs probably know how to tell theage of a fallen tree, by counting thenumber of rings”, but, do you know howto calculate the age of a tree while it isstill growing?. The method is fairlysimple. Take a piece of string or sisaland wrap it completely around the trunkof the tree. so that you have a definitelength and if the string measures (say)50 cms., then the tree is about 20 yearsold. If it measures 25 cms. then thisrepresents about 10 years growth. Thismethod does not work on very young orvery old trees.

Estimating height &widthThe next thing is to try to find out how talla tree is or the width of a river. There aretwo methods. To estimate the height of atree we use the stick method. With yourarm stretched out in front of you and thestick held vertically in your hand, startwalking backwards until the top of thestick is in line with the top of the tree andthe bottom of the stick is in line with thebottom of the tree ( according to your lineof sight ). Turn the stick sideways. Paceout the distance ( in metres) from whereyou stopped to the tree and by a cleverpiece of geometry this is the height of thetree. The hand method uses the edge ofthe hand to sight the edge of the bank.Then move around and sight a locationon the bank. Measure to this point todiscover the distanceAlthough these are very rough and readymeasurements, they can absorb theCubs/Macaoimh for a half an hour ormore.

PAGE 6

The Crystal Maze an outdoor challenge.This activity could be run at your localcamp site or park.In The Crystal Maze programme, teamsof people are faced with a variety ofgames testing skill, Mental and physicalabilities. Success at a particular gamewins the team a Crystal. Each Crystalwon represents five seconds in theCrystal Dome at the end of theprogramme.

Our activity programme therefore consistsof seven games which a Six play.

Game 1 - Bell trailThe team have to follow a string trail.Threaded onto the string is a contraptionmade of garden canes. The team have tonegotiate the garden cane shapethrough the string trail, To make life moredifficult, a bell is suspended from thecontraption. The team are allowed tenlives which are, lost every time the bell isrung.

Game 2 - Connect upThe team are provided with a battery andan electric bell but the two are separatedby a few yards. Around are hidden variousshort lengths of wire. The team have tofind the lengths of wire, join them up andmake the bell ring.

Game 5 – Message jumbleThe position of the missing Crystal ishidden in a message. The team have tofollow a short compasscourse to the location and then seach forthe crystal following the instructions – 5paces to the north 10 paces to the westetc.

The CrystalMaze

Game 3 - Radio activeThe team are shown a bucket in the middleof an area marked out by string. They havea stock of wooden tent pegs, outside theplaying area, which must not be touchedas they are radio active. The team are alsogiven a thick rubber band, onto which hasbeen tied four lengths of string. The task isto pick tent pegs up, using the rubber band,and manipulate it over into the bucketwithout any Member of the team settingfoot inside the marked area. Three pegs inthe allotted time is required for a Crystal.

Game 4 Witchety grubThe team are provided with instructionsfor making Australian Witchety Grubs asfollows:

Mix together 225gms (8oz) of minced beef,one egg, 6 slices of bread rubbed intocrumbs,- one tablespoon of milk, a pinchof salt and mixed herbs. With same hands,shape the mixture into short sausage likeshapes about 5/6cm long. These look likereal Australian Witchety Grubs. Shallowfry for about ten minutes.In a given time the team have to light a fire,make a frying pan out of foil and sticks thencreate and cook their witchety grubs. Awarda Crystal for each task.

Game 6 Catch theSnapperEquipment: For each team, 4 Scoutstaves, 7 x 6ft (2 metre) lengths of cord/sisal, number of mousetraps

Team are equipped and are on one sideof a line representing the bank of a river.A number of ‘cocked’ mousetrap is on theother side of a line 10 feet (3metres) fromthe first.On the signal, team members lash thefour staves into a fishing rod, provide itwith a fishing line, and attempt to catchthe mousetrap. If they spring the trapwithout catching it, they may reset itwithin the time limit.

Game 7 Shoot themdownThe team ha s the use of a ballista fromwhich it must fire tennis balls. The teamfire at swinging objects which arehanging from simple hooks, so if hit theyshould fall to the ground. Only objectsthat fall on the ground count. Setminimum number of objects that have tohit the ground.

The Crystal DomeTeams add up their Crystalcount. Each one countsfor five seconds so theCrystals areconvertedinto a totaltime.Hidechocolatecoins in aplay areaand theteamthen has their allotted time in the area, tofind as many as they can.

Commando CourseConstruct a simple commando course using naturalobjects and simple rope bridges to compliment yourCrystal Maze activity. The course should be spreadout over the play area. Place Crystal Maze Challengesbetween the obstacles so that a team has totransverse a number of course elements beforecompleting a Crystal Maze Challenge.

Pack Action

PAGE 6

Adventure and the chance to experienceit are as essential to a young person asfood and love if they are to develop intoa capable and happy adults. A sense ofadventure is a need to satisfy naturalcuriosity. It is one of the most vitalhuman qualities.

of knights in shining armour, of dragonsand monsters, of children fightingagainst impossible odds and winning,all give deep satisfaction.

Nobody is born bored. In the morningof our lives a caterpillar is anastonishment and a birthday cake is amarvel, but somewhere en route weadults lose our enthusiasm and oursense of wonder because we are afraidto reveal our real feelings. Withoutenthusiasm, we are blind and deaf andonly half know our World. We mustgive our Cubs a wide variety ofexperiences. Some occurrence,commonplace to an adult, may be anadventurous activity for a youngperson.

Every young person who becomes aCub expects adventure. He/she maynot put it that way, but they will hopefor unusual experiences, excitinghappenings, the challenging, theunexpected! You must provide these inyour programme and the fact that theydo things away from their parents maybe adventurous itself. Adventure, likelooking at a work of art, is experiencedinwardly an individually. There are fewnew experiences that hold no prospectof adventure, e.g. one Cub said to hisCub Leader, “I can hardly wait until theweekend to have that ride in a train.” Itwas his first!

We must have all noticed how to somepeople things always seem to behappening: however ordinary theirbackgrounds, they attract curiousexperiences, odd encounters andhumorous incidents as a light attractsflying insects. The reason is not hardto find; in them the art of adventure iswell developed; they are on the look-outfor the unexpected, and alert to theunusual; they are actually aware of thenever-ending strangeness of life. Thathabit of mind is reflected in their choiceof friends, in their holidays and sparetime occupations and in their work; itshows in their conversation, in theirability to listen as well as to talk, in theavoidance of clichés and mistrust ofaccepted forms of thought.

How different, how dull by comparison,are the lives of those who find nothingextraordinary, nothing to wonder at intheir daily round, who within theirprotective shell of convention, havegrown incurious or too timid. Who cantell us which undergoes the greateremotional experience - the childexploring for the first time the source ofa stream a couple of miles beyond hisback garden, or the climber on the finalpeak of Everest.If I were asked to hazard a guess Iwould say the former; for there is anessential quality in a child’s imagination,in their enjoyment of experience, whichis usually submerged by thesophistication of maturity; their sense ofadventure is stiff undefiled bycomplicated motives, their desireunfettered by facts and figures. It ispossible that in the retention anddevelopment of this quality rests the

Every new thing a youngperson comes across intheir environment is a

puzzle and a challenge.

One problem facing Cub Leaders inhandling the adventurousness of Cubsis finding ways of protecting the Cubagainst their own desire to do anddiscover, while not damaging thisdesire. The Cub programme canprovide an environment that isessentially safe yet full of challenge.

Adventure need not imply danger. Fora young person almost any newexperience, such as lighting a fire, andthat in itself is a novelty these days, orgoing on a train for the first time, is athrilling adventure.

Adventure -satisfying natural curiousity

National CubScout Quiz

Some people are so concerned aboutphysical safety that they do all they canto curb natural adventurousness. Manychildren live hedged in by embargoes ofall sorts. Even the four walls of the Packmeeting place inhibit curiosity andadventure. Young people are oftenmade so conscious of the dangers ofbeing adventurous that they cannot giveexpression to their need to find out bypersonal experiment.

Many young people, particularly incities, can never find round them all thechances they crave for the excitement ofa real adventure. Our Founder BadenPowell talked of “the fresh excitementsof new adventures.” Cub Leaders cancontribute by providing a challengingtask or expedition. Journeys can bedevised which need imagination andinvolve decisions - do you see one ofour objectives being met here?Imaginative adventure too may set thescene or fill a gap. When a youngperson who has never been near waterand boats reads or hears a story aboutchildren who sail and camp and exploreon their own, they identify with thechildren and want to live theiradventures.

Apart from fictional and real-lifeadventure stories, young people needfantasy that is not based on reality.“Theme Activities” can arise from stories

hall-mark of the artist. Certainlysomething of it is necessary to the artof adventure, and it is a serious defectin the education of the average childthat so little is done to preserve it. Forthe art of adventure is a large part ofthe art of living; lose it and lifebecomes drab.

Clearly, adventure is in the mind of theadventurer; its intensity and its valuedepend upon his perception and hisimagination and can only be measuredby himself and then only with his ownyardstick. Of course he cannot measuresomething he has not experienced.Make adventurous activities a reality.

The Cub programme heralds a demandfor imaginative, resourceful andqualified Leaders to create all kinds ofexperiences. We should realise thatour physical environment has atremendous impact on small boysrather than in our egg-crate Packheadquarters. Have you thought of theeffect of space, clouds, patches of bluesky, trees, flowers, asphalt pavements,ugliness, pollution on a young person?Young people thrive when they cantouch, breathe, see hear and feelbeauty. The outdoors is a never-ending source of discovery andadventure to a Cub.

Outdoor activities provide theopportunity to give boys a chance toknow and appreciate wide spaces andnature, to develop an interest in birdsand animals, in trees and rocks, in starsand planets.

Cubbing should mean getting out andabout. Young people join Scoutinglooking for FUN and ADVENTURE andEXCITEMENT and a great deal of thiswill come from the activities they takepart in with the Pack OUTDOORS.

The outdoors is an ideal environmentto develop self-discipline,resourcefulness, ingenuity, self-reliance, team spirit and awareness.Doing things outdoors promotesphysical fitness and a sense of wellbeing, as well as helping to developpowers of observation, memory, anddeduction. The study of nature innatural surroundings is the best way toencourage an appreciation of beauty,an increased capacity for simplepleasures, a consideration for - and akindness to - all living creatures andalso to deepen spiritual values.

In these days of increased awareness ofthe dangers of pollution, Cubbing hasan opportunity to implant knowledgeand understanding of nature in youngpeople so that they will do their best toprotect and conserve our naturalheritage.

The National Cub Scout/Macaoimhwas held in Maynooth Collegerecently, over 60 teams took part forrepresenting Regions throughout thecountry.The Event had a number of differentelements. The Cub Scouts andMacaoimhs took part in a morningactivity of fun, games and mindteasers while the Leaders attendeda mini conference or chat. Later allconverded for the Quiz.

Leaders ConferenceThe conference attended by over 70Leaders discussed a number of issuesaffecting the Cub Scout MacaoimhSection. Colm Kavanagh ProgrammeDevelopment Officers ran a smallsurvey or strawpoll in an effort tounderstand the problems facing allleaders. Many interesting facts wereuncovered and a full report on thesewill be published in the next issue.The Conference also gave the CubScout Team an opportunity tointroduce themselves to the Leadersand pick their brains for new ideasfor forthcoming events. The CubTeam pointed out that their mainfunction was to support and assistthe Cub Leaders in the Association inwhat ever way they could. Manyideas were offered and taken onboard. The Mini Conference wassuccessful, even though it was only 2hours long. Linking it to an eventsuch as the Quiz meant that Leaderswere not taken away from familiesfor longer than is necessary. It is agood way to do business and theway forward stated Anne DavyNational Commissioner for CubScouts/Macaoimh.

The National Cub Quiz wasconducted in the afternoon chairedby Quizmaster Fr. Mark Mohan. Allthe teams enjoyed the drama and attimes nail biting silences as brainsticked away to discover the answers.

The winners teams were:-

1st Clare Regional Team2nd St. Nessans Regional Team3rd. Kerry North Regional Team

VisitorsNorthern Ireland Scout Council

PAGE 6

Working withand selectingSixersLeaders may either choose the Sixersand Seconds themselves, or allowmembers of the pack to fill the positionsby voting. Usually senior Cubs assumethese leadership roles, but in somecases younger or brand new memberswho have demonstrated leadershipqualifies and have shown that they Canaccept responsibility, may be suitable aswell. Often, when the roles and duties ofthese positions are clearly explained tothe pack, along with the importance ofselecting the best candidates, tile Cubswill choose the same youth as theleaders would.

These positions generally last for a fullyear to maintain continuity within thepack. However, some groups change thepositions several times a Year to givemore Cubs a chance to developleadership skills.

Is this how your pack operates?If yes, take time to explain to everyonethat the current Sixer/Seconds are notbeing demoted or removed for poorperformance, but to allow others to havea turn.

Do Your Duty

Sixer and Second duties may involve:

providing leadership and maintainingdiscipline in the Six,leading ceremonies,serving on the Sixer- Council.taking attendance and collectingdues,bringing problems in the Six to theleader’s attention,working together to make sure theSix is running smoothly,phoning members of the Six withmessages,preparing the Six for inspection, oropening and closing ceremonies,helping introduce Beavers (whenthey visit) to the pack’s program,helping run pack games and gettingequipment ready,providing a good model for otherCubs in behaviour, actions, uniform,etc., helping other Cubs work on’badges or stars.

The list is almost endless, but remember:these are young people aged 8-1 yearsold. Don’t overload them withresponsibilities to the point that theyaren’t enjoying themselves. Thebalancing point between responsibilityand fun will vary with each Cub. Find outeach child’s comfort level, and workwithin that boundary. This will help theSixer or Second fit we into the position,and they’ll probably wish to take on moreduties as the year progresses.

Sixer’s Council

Each Sixer (and in some packs eachSecond too) is member of the Sixer’sCouncil Several times a month (usuallybefore or after a meeting), this groupmeets with leaders on their own todiscuss pack activities. Here, they’ll alsoplan future outings o programs, and dealwith problems. Representing their six,the Sixers bring ideas or suggestions sothe program stays focused andfascinating.The Sixer’s Council provides anopportunity for all members to beinvolved in planning and organizing thepack. The Council also will help thoseSixers or Seconds experiencingdifficulties with another member of theirgroup. After discussing the issues, theCouncil can determine appropriateactions.

Sixes and a Sixer’s Council will helpleaders run a more exciting program.However, it will also develop leadershipskills and give Cubs a taste ofresponsibility. They’ll have ampleopportunity to express their interests andcustom fit pack activities to their interests.There’s more. Cubs with this leadershiptraining are more likely to move on toScouts where they’ll grow further.Make sure you give your Cubs theseterrific learning opportunities.

Small Scale Fun

Challenge your Cubs to create mini knotboards inside a match box

Match Box FlyersMake small planes from paper and match sticks asshown. Then create a launch pad using an elastic bandand match box. After some practice hold competitions -best landing, farthest distance, best stunt flight.

Smallest cup of teaMake a small fire on a pound coin usiing match sticks as fueland a thimble as a pot.

Foot tug of war

Survival KitA Cub once claimed to have thefollowing in an old wrist watch:- afish hook, fishing line, 4 matches, a flint, acompass, a magnifyingglass, a plaster, a piece of paper,a pencil lead, 4 pins. an aspirin,a scalpel blade, 2 safety pins.Invite your Cubs to particpate in acompetition to create a survival kitin a match box or film canister.Each item has to have a use, youjust can’t pack the box with smallitems

BriefingAt the Leader conference held inconjunction with the National Quiz asimple survey of leaders was heldand these are the results forreference. Our Leadership is changingand we are facing new challengesahead. The Cub team will aim totackle these problems andopportunities in the near future.

TrainingLevel of training among thosepresent.Full Woodbadge 33%SIA 23%No Training 43%Of particular worry is the number ofuntrained leaders - 43%

ResourcesWhat resouces do you use most inputting together your programmesCub Badge Book 50%No Limits 48%UK Magazine 10%CD Rom – Resource Disk 1%Over 60% stated that they would liketo have a 1000 programme ideasresouce for Cubs

Program ‘Out of Doors’Leader were asked what level of theirprogramme is run out of doors‘70% of time outdoors’ 50%‘50% of time outdoors’ 30%

Leader ProfileInceasingly more of our Leaders areparents of our Cubs. This means thattime available can sometimes be inshort supply. If this is to be the casein the future then we need to adaptour programmes accordingly.

Parents of Cubs 50%Parents of Ex Cubs 30%Non parental leaders 20%Job sharing parents on the increase

This is just a snap shot of ourLeadership in the Cub Section. TheNational Cub Team and myself needto know what you are thinking andhow I and my team can help in thefuture. If you have any comments orsuggestions or require any assitancethen contact the team on Tuesdaynight in NHQ.

Anne Davy - National Commissioner

Pack action

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We can do the following:

Teach our Cub Scouts theWater Safety Code.

Promote swimming among ourSection

Ensure adequate supervision nearwater.

Basic Rules

DON’T GO ALONE.

Whether swimming, canoeing or evenfishing, don’t go alone Because if troubleoccurs, there could be no-one to help

IF YOU FALL IN AND CAN’T REACHSAFETY, FLOAT ON YOUR BACK.

Try to stay calmTurn over and float on your backAttract attention by waving one arm andshouting for help

IF SOMEONE ELSE FALLS IN, DON’TGO IN THE WATER AFTER HIM.

Don’t panic.Look for something to help him out -stick, rope or clothing.Lie down to prevent yourself from beingpulled in.If you cannot reach him, throw anyfloating object football, plastic bottle - forhim to hold on to. then fetch help.

ConfidenceConfidence in the water is the key to safewater activities. Most Cub Scouts willonly be able to swim a short distance ormay not know how to swim, Some maybe afraid of the water and needencouragement to enter it. Water gamesare a good way of fulfilling the needs of allthe Cub Scouts and help to buildconfidence within the water.

Water games should always be played inwaist deep water to encourage beginnersto take part and to ensure safety in thewater. If the water is too deep confidencecan be destroyed very quickly.

GAMES

Float TagA good game for those who are justlearning to float. One person is ‘it’. Hetries to tag the others, but they are safe aslong as they are floating in any position -turtle, jellyfish, back or prone float orvertical float.

Horse and RiderIn waist-deep water, pairs of Cub Scoutsform horse and rider teams with one CubScout astride the back of the other. Theobject of the game is to try to unseat theother riders. The last team still intact andupright is the winner.

Candy HuntUse sweets wrapped in aluminium foil orplastic wrap. Drop a number of pieces inwaist-deep water. On a signal, Cubs jumpin and retrieve as many sweets as theycan. The Cub with the most sweets aftertwo minutes is the winner.

Sponge FishingThis activity is a lot of fun. The spongesare balloons filled with water and are veryawkward to handle once out of the water.The diver must put them in a basket or panon shore.

Kick Race Relay

Give each Six a beach ball or kick board.In relay fashion. Cubs race around adesignated point, using only a leg kick forpropulsion. Each contestant holds the ballor board out in front to keep their head up.First Six to finish wins.

Ping Pong RelayFor all six members of team - first Cubgoes into the water and on a signal blowsa ball to the far end of the pool until ittouches the pool side, then the cub placesit on his/her belly and swims

back to the other side. He thentags the next Cub,who repeatsthe action. Team which finishesfirst with all their Six out of the

water and on deck of pool is the winner.

Dog RaceFor the younger cubs or least experiencedswimmers only. A simple dog paddlerace. Cubs will be at the pool side, on thedeck. On the signal. they jump in, do thedog paddle over and back, and over andback again. First Cub to finish, climb onto the pool deck and bark three times, isthe winner.

Newspaper RaceOne Cub per Six swims a

certain distance on his/her back carryinga newspaper. He/she must hand the paperto a judge at the finish line. The judgedecides the winner on the basis of whosenewspaper remained the driest.

Match RaceOne Cub per Six swims a given distancewith a match. The object is to keep thematch dry because he/she must strike itfor the judges at the finish line. Thewinner is the first to light his/her matchafter the swim.

Spoon RaceOne Cub per Six swims a certain distanceholding an apple, potato or rock-filledspoon in his mouth (sideways works best).If he/she drops the object, he/she mustdive to retrieve it.

preventable. A successful promotion of the Water SafetyCode among those most at risk would go a long waytowards reducing drowning incidents. Furthermore theSociety states that the majority of drowning are rescueable.

A statistical analysis shows that the majority of victimswere walking ,p laying near water and fell into it. The.Simple act of reaching with a stick or of throwing abuoyant object would rescue many casualties

A surprising fact was that approx. 25%, of those whodrown could swim -and were within standing depth. Thelack stability to get their feet appears to have been animportant factor

Our own Water Activity Policy provides guidelines andsuggestions to make water activity safer. In particular theuse of the ‘Buddy‘ System where swimmers pair up witheach other.

Water activities of one kind or another are great fun.Most Packs have a swimming pool nearby which canbecome the ideal place to put across and to increasean awareness of the dangers associated with water.As well as introducing the fun and adventure thatwater activities can provide.

WarningChildren are driven to water with an attractionequaled by that of bees to honey. They can’t keepaway from it. Young people, because of theirinquisitive nature, and adventurous spirits arespecially vulnerable.

Drowning.Three out of four victims of drowning tragedies aremale. Boys of Scouting age form a big percentage ofthose fatalities. It is the opinion of the Royal LifeSaving Society that ... most drownings are

Sailboat RaceEach Six builds a sailboat from a piece ofwood, using a stick for a mast and a smallpiece of cloth or paper for a sail. Allmaterials are identical when given to theSix, but Cub Scouts may alter shape andsize in construction of their boats. Therace is run relay style as one Cub Scout ata time from each Six places his boat onthe starting line and, by blowing. directs itaround a mark and back to the next CubScout in line.

Nightshirt RelayGive each Six a sweat shirt or T shirt. Inrelay style, each Six member races inshallow water to a designated point andback to the starting line. While racing.each Cub Scout must wear the sweat shirtand move on his hands with feet extendedbehind and kicking. When the Cub Scoutreturns to the starting line. he mustremove the shirt and give it to the next Sixmember in start. First Six finished wins.

Cork ScrambleThrow 20-30 corks into pool. Sixescollect as many as possible.

Balloon RelayDivide the Pack into two equal teams andgive the first Cub Scout in each line aballoon. On signal. he starts swimming orwalking, butting the balloon ahead of him.After rounding the turning point. he returnsto his line the remaining team membersrepeat the action. The balloon may not betouched with the hands.

JawsThis is a water version of British Bulldog.Choose one or more of the good swimmersto stay in the middle as ‘Jaws’. On signal,each Six tries to swim from one side ofthe circle to the other without beingtouched by Jaws. When caught, a cubjoins Jaws. Continue crossings until timeis called. The Six with the largestnumber of members to escape Jaws isthe winner.

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Casualty SimulationPracticing first aid sitting comfortably inthe den, with the patient lookinghealthier than ever, is all very well, butit is nowhere near what it is really like inan emergency. Everyone’s reactions -and their ability at first aid ‘under stress’- can be tested by staging more or lessauthentic incidents.To help the realism, use make-up on thecasualties and get them to react in theway real casualties would. This is notas difficult as it might sound. I haveused young Patrol Leaders - one sayinglittle except that ‘he was cold’, andshivering to prove it, the otherpretending to be unconscious andtherefore doing nothing. The biggestproblem is always preventing thembursting out laughing (not surprisingwhen you see some first aid treatment!)but the casualties must realise howimportant it is to concentrate on keepinga straight face.

First aid fun

What games could we use to learn firstaid?A first aid box Kim’s game.‘Guess the ailment’ quiz.A bandage relay.Transport of patients ‘relay.

What practical exercises could we us totrain our Cub Scouts/Macaoimh?Practice bandaging with the use ofclothes rather than bandages. Thisdoes not mean using Scout scarf butordinary, everyday items of clothing.

Different techniques of making andcarrying stretchers. This would involvedifferent terrain’s: land, water, fields,roads, steep hillsides and so on.

Dealing with an incidentFor a young person of Cub age theirprimary concern in a first aid situation isto seek help. The process of doing thisis as important as the treatment ofinjuries. How to phone for help whetherit is an ambulance, Gardai or firebridage. Sometimes they may findthemselves in situations where they canhelp, for example, when one of theirfriends has cut themselves whenplaying in a field and it is some distanceto help, simple treatment can be appliedbefore an adult arrives. This is the levelthat our first aid instruction should take.The introduction of more serious injuriesinto the programme only aids to frightenyoung people. First aid and dealing withemergencies is an ongoing feature ofScouting and as your Cubs progress

into the Scout section first aid will berevisited and new skills introduced sowhen setting up training or incidenttrails for your Sixes keep this in mind.

First Aid incident trailFor this exercise you need to set up anumber of incidents which will form thetrail. Usually 4 - 6 incidents with eachincident lasting for 10 - 15 minutes.The sixes move between the incidentswhen a whistle is blown. At eachincident there should be a helper/assessor who explains what hashappened and watches the Six inaction. It will be necessary to offeradvice and warn the Six when they aredoing something wrong, so thatnecessary skills are learnt with practice.Volunteer casualties who ‘react’ totreatment are better than dummies. Keepthe incidents simple - a cut on a leg,someone who has fainted, a burn,someone who is choking etc. Have yourvolunteers wear old clothing to preventdye and colouring from ruining orstaining clothing.

Rub over the plastic to give a blisteredeffect

Recipe for grazesMake an area of skin pink with foodcolouringRub a cocktail stick over thearea to make scratch marks oruse a red pen.

Recipe for bruisesHere you will need different colourmake-up eyeshadow pencils - silver,blue, purple or brown.Mix the colours according to thecolour of the bruise required.Apply the colour to the top of a thinlayer of modelling clay for a swolleneffect.

To produce a shiny “surface, rub withvaseline or similar,

Recipe for fainting signsSimply use white talcum powder orchalk dust and lightly dust over the faceand hands.

PracticingFirst Aid

or clothing on fire. Shock ‘make up’ isimportant.

FracturesThese can occur in many situationsincluding falling from a tree ordownstairs as well as sports events.Fractures can be simple or compoundand can occur in any part of the arm orleg or in the collar bone.

UnconsciousnessThis condition may occur because of abang to the head, suffocation due todrowning or gas poisoning, shock,electric shock or illness.

Mountaineering AccidentThis calls for different treatment fromnormal due to the remote situation ofthe accident. The Sixes should, ifpossible, be given a map of a mountainarea and their position so that they canwork out how they are going to sendfor help.

Rescue workThese incidents are primarily concernedwith rescuing a casualty and the‘amount of actual First Aid requiredshould be kept to a minimum otherwisethe incident becomes too complicated tobe tackled in the time available. It isbetter to have a live ‘casualty’ wherepossible but if this involves undue risk adummy may have to be used. Thestory should be such as to make therequired treatment correct In thecircumstances concerned.

Ideas might includeRescue from swamp or quicksand.Drowning.Electric Shock.Rescue from island or flooding.Dangerous animal.Underground rescue.Rescue of person trapped in derelictbuilding.

Casualty simulationHere are some recipes to enable yourSixes to understand injury problemsbetter. By concocting these recipes andapplying them to practice situations, itwill undoubtedly help them to recognisethe real problems and will help to copewith the trauma of seeing the realwounds,

Recipe for bloodFood colouringWaterGelatineMix water and gelatine into a weak jellysolution. Add food colouring to mixture.Store in a bottle and shake regularly

Recipe for BurnsYou will need some rouge, a yellow felt-tipped pen or food colouring and someclear plastic food-wrap, Apply a lightarea of rouge to the skin.Use the yellow colouring to make‘blisters’.Add a little water for the serus fluid.Cover the area with the plasticfoodwrap.

Recipe for cutsYou will need a small amount ofmodelling clay, some simulated bloodand a plastic bottle (to simulate glass)and perhaps some nails and cocktailsticks.Apply a thin layer of modelling clay tothe area of skin.Using the cocktail stick make a line tothe rough depth of a cut.Fill the ‘cut’ with small pieces of brokenclear plastic. Cover with simulatedblood.Cover the surrounding area of skin witha small amount of face powder tocamouflage the edges of the wound.

Serious BurnsThese include scalds and chemicalburns and may take place athome, in factory or at camp.They may be associatedwith electric shock or house

PAGE 6

IndiansThe native American Indians are closely linked to the Scouting programme as BadenPowell the founder of Scouting studied there crafts and living methods along with theZulus in Africa when he was forming his ideas about Scouting. In our Cub PackProgramme their culture and way of living offer many exciting possibilities for activitiesin the out of doors. Some ideas are presented here, your local library and bookshopand of course the internet can provide tons of reading materialand further suggestions.

Weapons where important to the Indians forhunting and protection. Many tribes fought eachother and Indians also fought the ‘white man’ whocame and took their land off them. Every warriorof the tribe had to be a skilled archer and childrenlearnt these skills from an early age. A simpleaction archery course provides a means todevelop these skills. Buy or make simple bows foryour Cubs to develop this skill

Lasso ThrowingHorses where important for transport, trading and warfare. These horse had to becaptured wild and broken in before they could be used. Being able to throwa lasso was another important skill that had to be learnt by everyIndian warrior. Have your Cubs make lasso ropes using a loop knotthen practice tryingto throw andloop objects

TipisMake tipis from strips of canvas or cheapcloth. For a cheaper version use plasticsheeting. Use the instruction as a guide,some minor changes will be necessarydepending on the poles used to form thetripod. Indian families often painted the sideof their tipis with decoration or usingsymbols to tell hunting storys or the exploitsof warriors in the tribe

TravellingThe Indians used a tripod frame lashed totheir horses for carring the heavy skins andcanvas of the tipis to new hunting grounds.Use this idea to have inter six races andpractice of basic knotting and lashing

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Games allow young people tobe themselves, spontaneous,excitable, noisy, controlled.Games provide an activity inwhich young people canexperience sociability,fellowship and a sense ofbelonging.

When we think and plan for playopportunities, we should never forget thatplay is not a passive occupation. For youngpeople it is an expression of their desire tomake their own discoveries in their owntime and at their own pace. At its best, playis a kind of research, and like all research atadult level, it should be an adventure and anexperiment that is greatly enjoyed.

Cubbing has a real responsibility in providingplay opportunities. The fact that has to befaced is that modern civilisation interfereswith a hard and heavy hand in thespontaneous play of children. Much that isexciting for children in and around theirhomes has been destroyed. Most of theshadow and mystery that lend enchantmentto children’s play have been swept away.Modern homes are hygienic and practical,and so cunningly planned that every corneris utilised. Gone are the private placeswhere a young person could create theirown world. Vanished are the large gardenswhere they could make forts orunderground huts.

Young people need a place where they candevelop self-reliance, where they can testtheir limbs, their senses and their brain, sothat brain, limbs and senses graduallybecome obedient to their will. If a child isdeprived of the opportunity to educatehimself/herself by trial and error, by takingrisks and by making friends, he/she may inthe end, lose confidence in himself/herselfand lose his/her desire to become self-reliant. Instead of learning security, he/shebecomes fearful and withdrawn.

Young people of eight and over present adifficult challenge. One hazard for thesevigorous children is boredom. We mustprovide an environment where they can doall the things they want to do: mend theirbicycles, make models, meet their friends inseemly and cheerful surroundings. Anotherhazard is loneliness.

Imaginative play is a very valuable methodof teaching young people of Cub age. Playand games are synonymous. To a small childa game is one of the serious things of life. Itis a thing really worth doing, an occasionwhen every detail matters enormously.Here energy and enthusiasm areconcentrated in real intensity.

Everyone knows the tendencies that assertthemselves when adults are brought into

Games are FUN and avaluable activity that allowsyoung people to reveal their

true, spontaneous and unaffectednature. The more a young person enjoysthemselves, the keener they will be andmore likely to absorb and remember.

For Cub Leaders games provide a means tobetter understand Cubs. Through gamesthey can discover: some individual needs -shyness, domination, lack of skills, clues toother interests and special skills; the groupstructure, formation of sub-groups,leadership, group values and spirit.

Leaders must therefore spend timepreparing to lead games. We must know thegames thoroughly ourselves and plan notonly what we are going to play but how weare going to play them, where we are goingto play them, the space required and theequipment necessary. Games selectedshould fit into the general purposes of theprogramme.

Hints for GameLeadership

A Pack needs a variety of games and aLeader who is able to lead them effectivelyand to adapt them to suit the nature of thegroup.

Give directions clearly.Give directions simply.Explain games with enthusiasm.Create spirit of co-operation.Capture attention with the first gameand this will aid in establishing the pace,tone and atmosphere of the wholeprogramme.Be alert to capitalise on unexpectedhappenings: laugh with your Cubs and donot show annoyance.Vary the games - change the game whenit seems to be going best.Move the Cubs to where you want thembefore giving directions for the nextgame or item.Demonstrate the action where possible.Stand where you can be seen.Speak so you can be heard, but do notshout.Expect the Cubs to listen.Keep a eye on the game with liveinterest.Plan all games for every programme.

Leaders should:-Use their imagination - give a gamean adventurous name to suit yourtheme activity, weave a storyaround. Change the movement e.g.carry a chair, or have your arm in asling.Let Cubs suggest variations to simplegames. The needs and interests ofthe group are a prime consideration.Modify the game to suit thesituation, equipment available, timeof day, terrain.Occasionally discuss the gamesplayed at the conclusion of themeeting with the Leaders and thePack

Pack Action

Did the Cubs have fun?Did every Cub have a chance to play?Did many Cubs have a chance to learn?Did some Cubs have a chance to lead?(This is shared leadership in action.)

Why we play games

Personal physical development.Teaches sportsmanship.Respect for the rights of others.Develops skills, courage, vigour, andinitiative.Provides fun and entertainment.Develops mental and physical co-ordination.

The games boxAlmost anything provides equipment forgames:ropebobbinsclothes pegsbean bagsballscotton reelsdrinking strawsspoonsmarblesfoil platesblocks of woodpieces of card

General rules to follow

Prepare all games. Do not say “Whatdo you want to play?” You will getas many answers as you have Cubsand arguments will follow no matterwhich game is selected.Have all the material needed for thegame ready at hand.Place Cubs in position for the game.Explain the rules.Demonstrate the game if necessary.Play the game.Resolve difficulties. If necessaryreplay game.Stop it while the enthusiasm is stillhigh.

Games and the inter-related ProgrammeAll elements of the Cub programme arecatered for with games. Games using ropeteach knotting skills, games using bicyclescan teach highway safety, sense traininggames can develop touch, sight, hearing,smelling and taste, games using story basedtopics assist playacting whilst folding ortearing games develop handcraft.

Young people at play are truly “.-alive” -intense, receptive to instruction andteachable. Their interest andconcentration is probably never higher.

Involve young people in aprogramme of games thatare challenging, healthful andabove all, FUN!

mutual contact over the competitivebusiness of life. These same tendenciesbegin to assert themselves when youngpeople come into mutual contact over anexciting game. To carry out a good game tothe entire satisfaction of everybody is areal accomplishment..

In the selection of games, three things mustbe taken into consideration: the physical,mental and educational values of the gamesas they relate themselves to the Cubprogramme.

Physical AspectConsider first the physical aspect- therelease of surplus energy within thephysical ability of the group. A game mustbe satisfying to the strongest and yet notovertax the weakest. It should have adirect relationship to a Cub’s health. Infact, it should stimulate growth anddevelopment of every muscle and materiallyassist the body functions. The circulatory,respiratory, digestive and nervous systemsare stimulated by almost all active outdoorgames.

Young people of Cub age are at a periodwhen growth is rapid. Running and chasingare excellent. Hikes and expeditions shouldbe levelled at this age level and should notimpose undue endurance.

MentalThe second value of games is the mentalside. Becoming a Cub for the sake ofjoining is not enough. There must be anelement of excitement, competition, oraccomplishment in the things a youngperson does. Working with the othermembers of their Six, they must learn toplay - and to play fair. They must begin tofollow certain rules. At this age, youngpeople play simply to satisfy theiraspirations and live a varied life. Gamesbegin to develop quick thinking, alertnessand even strategy. Educationally gamesdemand the co-operation of all andstimulate such traits as a sense of fair playand consideration for others.

PlayingGames

PAGE 12

Would you willingly change places withthat other Section Leaders? If you cantruly answer ‘Yes’ to that question youmay be one of that fortunate group whocan relate easily to young people of allages. Most Leaders will naturally bedrawn to the age group with which theyfeel most at ease and to which they feelthey can give most help, possiblybecause they have a child or children ofthat age.

If we accept that the majority of Leaders have anaffinity for a particular Section, because it deals withtheir favorite age group, then the first step towardsimproved co-operation is to respect the abilities of thatLeader relative to that Section. Continuing along thatline, it should be obvious that at a particular time everyyoung person will, in the normal course of growingup, move quite naturally from one Leader’s area ofinfluence into that of another Leader. Since thegrowing up is natural and inevitable and we know wellin advance when the young person should be ready tomake the move, how do we manage to make it such anordeal that so many would rather drop out than moveon? It is certainly worth a discussion at your nextScouters’ Meeting, for part of the answer may lie inour attitudes to each other and to other Sections -

young people develop ... by means of an attractiveand progressive programme of activities’ we actuallyhave to do something about putting it into practice.

The finest method

How then can we show Cub Scouts that it is perfectlynatural and normal for them to grow Into Scouts?Example, as ever, is the finest method at our disposal.In most Units it is customary for the Unit Leader totake part in a Cub Scout’s Investiture, usually to givethe child the Unit neckerchief. How often is the ScoutLeader invited along to be introduced to the newmember of the family? Do the Leaders in your Unitexchange skills? The Scout Leader is a keen amateurphotographer - does the Cub Scout Leader ask him tohelp young Johnny, who wants to do thePhotographer Proficiency Badge? Many Cub Scoutershave hobbies and skills which could be useful to theTroop and vice versa - why not offer to trade a skill?Does your Unit hold events where the sections mixfreely and each can see what the other is doing? Dothe Patrol Leaders come along to Pack Meetings toshow slides of summer camp and other activitiesthey’ve done during the last year? Too often theanswers to these questions are all negative.

If Cub Scouts never meet the Scout Leader, never seeScouts except on formal occasions, never get theopportunity to talk to them about what they do - howcan we expect them to regard the Scout Troop asanything but the Great Unknown, Into which they

Discouraging factors

We have now reached a point where the Cub Scoutknows some of the Troop, the Patrol Leaders and theScout Leader. What factors could still discourage himfrom going to Scouts? Although we happily talk about‘the Colony’, the Pack, ‘the troop’, the Group’ as asingle entity we must not lose sight of the fact that itconsists of a number of individuals, each with theirown needs. We are concerned with the developmentof the individual, so some Leaders, although ‘meaningwell, are actually doing the Cub or Beaver a disserviceby suggesting that he might like to stay on until “afterthe regional football competition/swimming gala”which is only six weeks away. But he’s alreadyworking on his Link Badge with his future Sixer orPatrol Leader, he/she has been to Troop Meetings, CubMeetings or Venturer meetings and had a great timethere and had a tantalising glimpse of what’s in storefor him/her in this new stage of training. He/she nowhas a problem - he doesn’t want to let the currentsection down, but he/she would prefer to get on withbeing a Scout. Most young people of ten and a halfdon’t communicate this sort of problem to anyone.They may tell a friend at school that they are fed upwith Cubs and going to leave ... That’s the messagewhich reaches the Cub Scout Leader, who is verysurprised because “Jimmy was going to play/swim forthe Pack.” Jimmy meanwhile feels guilty over notgoing to Cubs, then wonders If he may get into troublewith the Cub Leader If he goes to Scouts instead ofCubs. He shows his dilemma the only way he can -

attitudes which are bound to be absorbed by theyoung people in our sections..

As Leaders we read about, and even glibly talk about,the Progressive Training Scheme - but where do wethink it starts and ends? I suspect that many of usrelate it only to the stages that can be gained in ourown Sections, when in reality we should be taking amuch wider view. If we could all accept thatProgressive Training Scheme starts on the day that ayoung person becomes a Beaver and continues untiltheir 19th birthday, then maybe we are getting a truerpicture of how Scouting should be, and could be.

Graph

If we visualize the Training Scheme as a graph itshould emerge, not as a series of steps labeled‘Colony’, ‘Pack’, ‘Troop’, and ‘Group’, but as a 13-year-long ramp sliding gently upward In time withphysical growth and personal development. Steps areobstacles to be surmounted: a ramp provides a smoothroute forward and upward. We, the Leaders, mustmaintain the ramp by seeing that those earlyfoundations remain and the surface stays free fromobstacles. We must also be the friendly welcomingpeople waiting to help a young person take the singlestep needed to join us - and they should be able to doit at a point appropriate to their age and personalgrowth, which means at any time during those 13years.

It is of course, easy to accept this in theory but if weare to achieve the Aim of the Association to help

don’t wish to go? When Cub Leaders on trainingcourses say that the first thing to do when a CubScout reaches ten and a half years old is ‘introducehim to the Scout Leader,’ I find it rather sad. I knowit’s asking for a little more time and effort occasionallyfrom all Leaders, but after two and a half years in thePack the Scout Leader should already be a familiarfigure together with at least some of the Patrol Leadersand similarly with Beavers to Cubs and Scouts toVenturers.

When should we start preparing a the members of oursection to move onto the next level? I believe that thepreparation should start the day the join your Section.While the Leader is telling a young person , in the caseof Cubs, what Cub Scouts do and what badges he cangain, the Link Badge should be introduced as anintegral part of the progression Bronze, Silver and GoldArrows, to the Link Badge and the Scout Troop.During their time in the Pack a young person willprobably see several ‘Going Up Ceremonies’,especially in a Unit where co-operation already existsbetween Sections. The ceremony is a simple one buthelps to emphasise that the change from Section tosection is just one small but significant move forwardand upwards, along a slope from childhood toadulthood.

During a ‘Going-up Ceremony’ the young person willsee those who went up last time, so they know thatwhen their turns come they will have plenty of friendsalready in the Section. If you don’t have a ‘Going-upCeremony’ in your Unit find a Unit that does and askyour Unit Leader to arrange for Section Leaders to goalong and watch.

by not going to either. Is a football cup or swimmingtrophy really worth that much?If this story sounds familiar, do get together with theother Leaders in the Unit and try to arrange for ‘Going-Up Ceremonies’ to take place at regular intervals, sothat everyone knows when they will be. Try toarrange things so that two or more young people goup together and if the dates are fixed at regularintervals there is no question of “waiting an extra sixweeks”, so loyalties are less likely to be divided.

Wider horizons

Even when we have done everything in our power toencourage the move forward, or to join from outside,we still need to accept that there will be young peoplewho will decide that the Scouring way is not the rightway for them perhaps because we have widened theirhorizons so that they are able to see more clearly thedirection in which they do want to go.Many of us became Leaders as a logical follow-up toour own training which enabled us to take a‘constructive place In society’. All of us are Leadersbecause we believe in Scouting and all that it standsfor and because we enjoy what we are doing. If wecan transmit our own standards and enthusiasm tothose in our care, we shall be helping to ensure thatScouting will still be moving forward well into thefuture.

LinksbetweenSections

PAGE 6

Foraging in SciaticaEquipment - dried peas

This game must be played in absolute silence.The peas are scattered in the middle of thehall/den and the lights are turned out. TheCub Scouts, working in Sixes, make their wayto the centre of the room and pick up thepeas. At intervals the lights are turned on for asecond. A whistle is blown and lights put on.All Cubs remain still while peas are collectedby Leader. The Six with the most peascollected is the winner.

Desert RatsEquipment: 1 bottle of water,- 1 mug per CubScout.

Each Cub Scout is blindfolded and a bottle isthen hidden in the hall. The first Cub Scout tobring the Cub Leader a mug of water is thewinner.

SilenceEach Six has a chair, and inturn the Cub Scouts in that Sixtake the chair, turn it round onthe floor, lift it, replace it and siton it. All this must be done asquietly as possible. Points areawarded to the quietestand fastest Six.

Split Six KimEquipment: 25 objects asfor Kim’s game.

Twenty-four of the objects are laid out andhalf the Cub Scouts in each Six come tostudy them for one minute. The Cub Leaderthen removes one of the objects and replacesit with the twenty-fifth object. The other half ofeach Six is then allowed to study the objectsfor one minute. The first Six to discover thechange made wins.

passed downthe line, the CubScouts removetheir blindfoldsand list the‘smells’ in theorder in which they receivedthem. The CubScout with the

most accurate list wins.

Note; the Cub Leader shouldinsist that the bottles are only‘sniffed’ and that they arehandled carefully.

Stave SardinesEquipment: 2 staves per Cub Scout, plus 1extra.

TwilightEquipment: An old enamel plate.

The Pack forms a circle, and one player in themiddle spins an enamel plate, and calls thename of another Cub Scout who must catch itbefore it collapses on the ground. If he/she issuccessful he/she spins it and calls out thenext name. If he/she fails to catch it, theoriginal spinner carries on.

ChargeEquipment.- 1 bamboo cane per Six,- 1 largecurtain ring per Six,- 1 rope 10 metres (30 ft.)long,- piece of string per curtain ring.Preparation: The rope is stretched acrossone end of the hall/den and the curtain ringsare suspended from it on the strings.

On the word ‘Charge!’ one Cub Scout mountson the back of another Cub Scout in his Sixand charges down the hall armed with abamboo cane. The first to spear a ring withhis cane wins a point for his Six. Thiscontinues until everyone has had a go.

ChallengeEach Six thinks up a stunt e.g. climbing acertain tree and making a rope ladder to getdown with. It then challenges another Six tocarry it out. If that Six does not accept thechallenge, or if they do not succeed, thechallenging Six must demonstrate how it isdone.

Basic RelayThe Cub Scouts divide into teams and standin file order. They run in turn to a fixed point,returning to touch off the next player in theirteam. The first team to have all its playerscomplete the course, wins.There are numerous variations to this game:Instead of running try hopping; crawling;backwards; running backwards; puffing aballoon; balancing a stave; dribbling a ball;

bowling a plate as a hoop;crab walking (i.e. onhands and feet with backtowards the ground);grasping ankles withhands; gripping an object(e.g. a beanbag) betweenthe knees; squatting witha short stick under the

knees and over the elbows; hands clasped infront of shins; or carrying a potato on a largewooden spoon. With two players runningtogether try horse and rider; three-leggedrace; wheelbarrow; back to back with armslinked tightly; Firemen’s lift; one playerblindfolded and the othersteering him round the course with reins; orcarrying a radioactive object (e.g. a shoe boxor potato) with the aid of two staves.

Crossing the MarshEquipment. Chalk., Cardboard orcarpet tilesPreparation: Mark out a large areaof marsh which the Sixes have tocross.

The Sixes line up in file order on one side ofthe marsh. They may not touch the marshwith any part of their bodies but may use thecardboard squares or carpet tiles as steppingstones to get across as quickly as possible.However, if more than two Cub Scouts are ona ‘stepping stone’ at one time it sinks into themarsh and the Cub Scouts on the ‘Steppingstone’ are lost. The Six that assembles itselfon the far side of the marsh in the quickestpossible time is the winner.

Two-Handed Carry

The Sixes line up in file order. The Sixer andhis/her Assistant use the two-handed carryand transport each Cub Scout in the Six inturn to the far end of the hall. When all of theSix has been transported another pair of CubScouts carry the Six in turn back to theirstarting place.

Game ideas for your PackClock in the DarkEquipment: An alarm clock with a loud tick.

The clock is hidden somewhere in the hall/denwhere it may be reached. The players areblindfolded and all try to touch the clock,searching for it by listening. On touching theclock, the players may remove theirblindfolds, but they must keep silent until thegame ends.

String TrailEquipment: Bail of string or twine.Preparation: Unwind the ball of string aroundchairs and over tables in the hall and thentake it outside-round trees, under bushes,through small gaps in brambles, in and out ofpuddles and back into the hall.

The lights are turned off in the hall and theCub Scouts line up as one by one their handsare guided to the beginning of the string. Theythen simply follow the trail. A leader shouldguide each Six over difficult obstacles.

Note: If it is not dark outside blindfoldsmay be used.

One Minute PleaseEquipment: 1 slip of paper for eachCub Scout,- 1 hat.Preparation: On some of the slips of paperwrite titles for a one minute speech. Place theslips in the hat and mix them up.

The Pack forms a circle and the hat is passedround. Each Player will draw a slip of paperand if it has the title of a speech written on itthe player must address the rest of the Packon that subject for one minute. If the slip isblank the hat is passed on to the next player.

Sherlock Holmes and a LostMemoryEquipment: 12 articles,- a tray.

The Cub Leader announces that a man hasbeen found who has lost his memory, and thecontents of his pockets have been put on thetray. Each Six tries to deduce somethingabout the man from each of the objects.

Noises OffEquipment: Any apparatus for makingnoises or if you have a tape recorder you canrecord a great variety of noises,, paper andpencil per Cub Scout.

Each Cub Scout is given a piece of paper anda pencil. The noise-making apparatus and thepeople who are to operate it are hidden on thestage or behind screens. The Cub Leadercalls out a number and the noise is made, theCub Scouts have to write down what theythink the noise is. Noises could be, forexample, pouring water from a bottle,bouncing a tennis ball, tossing a coin, tearingrag, tearing paper, bursting a bag or balloon,sand papering a piece of wood and so on.

NosesEquipment: A number of bottles containingsubstances with good smells, e.g. vinegar,petrol, turpentine, bleach, disinfectant, onions,orange peel, etc.

This is best played by one Six at a time. TheCub Leader has the bottles together with a listof the contents. The Cub Scouts sit on chairsor on the floor and are blindfolded. The CubLeader passes the bottles along the lineallowing each Cub Scout a chance to smellthe contents. When all the bottles have been

A stave is laid on the ground and each playerin turn stands some distance from it, he isblindfolded and is handed another stave. Thestave is removed and a chalk line is drawn inits place, the player must place his stave asclose to the first stave and as parallel to it aspossible. No feeling about is allowed.

Blood and ThunderEquipment: A large soft ball or a beanbag; 2mats.

The Pack divides into two teams. A mat isplaced at either end of the room. The teamsstand at either end of the hall with everymember of each team touching the wallbehind their mat. The object of the game is toscore a goal by placing the ball on theopposing team’s mat.

Sticky TapeEquipment.- A reel of sticky tape.

Each Cub Scout has 10 cm. (4 in.) of stickytape stuck to his/her back. The winning Six isthe one that removes most tape from the restin a given time.

Circle Tug-of-WarEquipment: 1 rope,- 4 similar objects e.g.berets.

The Sixes are in a circle all holding on to aloop of rope. Roughly two metres (6 ft.)behind each Six is a beret or some otherobject. Each Six pulls the rope so that one ofits members can pick up the object. The firstSix to do so gains a point.

Pack Action

PAGE 6

Some wintero u t d o o ractivities?There are many different activities which cantake your Pack outdoors this winter. Here arejust a few to get you started.

Winter welly walkAsk your Sixers to plan the route.Discuss suitable clothing for a winter walkwith the Pack.Organise a letter to parents, giving detailsof the route and pick-up points,If possible, find something interesting to visiton the way, and devise a quiz or a challengeto do.Each Sixer can keep a log of whoattended, where you went and what theysaw.Remember to take proper safetyprecautions - especially if you are nearany roads in the dusk or dark.

Cook on a fireThe following are recipes which can be cookedon an open fire.

Baked applesCarefully cut the core out of a large cookingapple, so that there is a hole through the middle.Race the apple on two sheets of aluminium foiland fill the hole with sugar and sultanas, or withjam. Wrap the double layer of foil around theapple and place it in the glowing embers of thefire for 15 to 20 minutes. The apple can then beeaten with a spoon - but warn the Cubs to becareful as it will be extremely hot.

TwistsTo make a ‘twist’, that all-time favourite, mixsome self-raising ..flour and water together toform a dough. Roll a little of this dough into along sausage shape and wrap it around the endof a green .stick (don’t let your Cubs pull sticksoff living trees!). Then simply hold the stick sothat the dough is over the fire, and wait until itturns a light brown colour (although most Cubsseem to prefer their twists flamb6!). Your twistwill taste especially good if you remove it fromthe stick and fill the hole with jam.

Chocolate bananasMake a slit down one side of a banana (whichshould still be in its skin). Push some chocolatedrops into the slit and then wrap the banana in adouble layer of foil and place it in the glowingembers of the fire for 15 to 20 minutes. When

you unwrap the foil,’ the chocolate will havemelted into the banana, and the resultant gungecan be eaten with a spoon - it looks a mess buttastes great!

Toasted jam sandwichesButter two slices of bread on both sides, put jambetween the two slices and wrap the sandwichesin foil. Two minutes in the embers of the fire willproduce a tasty, toasted jam butty!

Egg in an orangeCut a large orange in half and remove the flesh- put this in a bowl for dessert. Then crack anegg into the half of orange peel, place the p6e]carefully in the glowing embers, and you canwatch the egg cook.

Keeping fitthe fun wayFitness is something that is very much on theworld’s conscience at present - and rightly so!Fortunately, it is also something that you canwork in to just about any Meeting, camp or PackHoliday theme. Here are a few exercises andfun partner challenges you could use. Byawarding points (I have suggested some whereappropriate, but on pair challenges, ten for thewinner and five for the loser is probably aboutright) you could find your Pack ChampionSportsman or Fittest Six,

Pull backTwo Cub Scouts sit facing each other with thesoles of their feet pressed firmly against theirpartner’s. They grasp each other’s wrists andtry to lie flat on their back, pulling their partnerwith them.

Bench jumpsA wooden bench is best for this but a strongwooden box or any step will do as an alternative.Start by standing a Cub on the bench. then, feettogether, he jumps down then up again. Howmany can he complete in. say, 20 seconds?Each jump scores one point towards hiscumulative total for the evening.

Hopping leg pullTwo Cubs face each other. Each raise their leftleg and grasp their partner’s left leg with theirright hand. They join left hands. Each Cub triesto pull his partner along.

Chinese tugStanding back-to-back, two Cub Scouts benddown and grasp their partner’s hands betweentheir legs. On the signal, each tries to pull theother forwards.

Sargeant jumpsPrepare a scale as shown (you will need to ac(just it for each boy so that the bottomline is at the top of his normal reach, i.e.standing normally with one arm raisedstraight up). Each boy has three jumps and isawarded points for the best one - 10 points for a35cm (14in) jump, 7 points for 30cm (12in) and5 points for 25cm (IO in).

Squat thrustsPair off the Cubs (one to perform the thrustsand one to count, then reverse tasks). Adoptthe ‘pressup’ position then jump legs forwardinto ‘tuck’ position, then back. Award one pointfor each squat thrust completed in 15 seconds.

Stand up!In pairs, sit back to back with arms folded andlegs straight out in front. At the signal, both tryto stand up first without using their hands - it’snot easy!

One-legged hand wrestlingIn pairs, each boy holds his own right leg withhis right hand and clasps his partner’s left hand.The winner is the one who makes his partnertouch the floor first with any part of his body ormakes him let go of his right leg.

Push backTwo lines, two metres (two yards) apart, aredrawn on the floor and two Cubs stand back toback between them and link arms. At the signal,each tries to push his partner across the line.

PAGE 6 No.2 2002

CasualtySimulation

Punctures - a stab wound made by a knife, nail etc. Use ablunt pencil to make this by working it in slowly wideningcircles in the flesh until the desired hole size is made.Next you need to dress up the cut. Use the paintbox toredden the inside and the edges of the woundAdd a few drops of blood inside the wound.You can have fun by inserting foreign objects such as nailsor wood into the wound.

When you have finished with the basics you can really havefun. Open fractures with bones sticking out of the rippedskin.De-gloved fingers where the flesh has been ripped off thefinger taking most of the bone with it (finger bent over,false stump made and a broken chicken bone used)

Let your imagination run riot!

So How do I use this at a PackMeeting

Well what we normally do is to have the Sixes decide on aplausible accident and the dress up one of the Six as anaccident victim. After half an hour of casualty simulation theSixes move to a neighbouring Six corner and must treat thecasualty as best they can.

One warning though, post a warning on the Scout Hall door.Some of the wounds can look very real and can cause thethose not involved to panic.

Teaching First Aid can bedifficult, it is a very importantand serious subject but somehow,placing crisp white bandagesonto an imaginary injury justdoes not conjure up the imageof a real accident.

Over the years, our Pack hascome up with a number ofways of doing casualtysimulation on a shoestring.

The Casualty Simulation KitFor the Kit you will need the following:-

A cheap watercolour palette (cheap andnasty toy one will do)VaselineTissues - plain white and thinFake skin (see instructions below)or plastersineButterknifeDouble-sided fabric plaster (most chemists will sell the stuffin rolls)Skin toned foundation powderFake Blood (see below)Stuff to stick into wounds (nails, wood etc.)Bones of various sizes (chicken and Sunday joints are thesimplest source)Scissors

BurnsBurns are great fun to play with. Not only do they lookrealistic but the blister will burst if handled too roughly.Firstly redden the area using a damp fingertip and redwatercolourApply a dollop (technical term here) of Vaseline to the areaand shape it into a blister shape.Place a piece of tissue over the vaseline and very carefullyrub it until the vaseline soaks in and turns the tissuetransparent.Very carefully, tear away the excess tissue and smooth theragged edges into the vaseline.

TipsPlay around with the red paint before adding the vaseline toproduce a really nasty burn.Don�t add too much vaseline, most blisters don�t stick uplike half a ping-pong ball

WoundsThis is what the Cub Scouts really love, blood and guts!

How To Make A Nasty WoundCut a piece of double-sided fabric plaster to theapproximate size and shape of the wound and stick it downto the arm or leg or whatever.Using small pieces of flesh, build up flesh on the bandageCarefully blend the flesh with the real skinUse make-up to blend the skin tones together

Now for the wound.....Decide on the type of wound you want and simulate it in thefleshIncised Wounds - these are clean cuts from knife slashes orglass, make these by cutting the flesh with a blunt butterknife.Lacerations - these are made by blunter objects like barbedwire. Simulate these by dragging a pencil point through theflesh.

Pack Action

Another consideration, although this is not real and the Packknow it is all fake, some young people can get a bit queasyabout this so it is a good idea to have an alternative forthem to do in another room

The Delia Smith Guide to makingBlood and Flesh

To make flesh, you will need the following:-2 cups of Self raising Flour1 Cup of salt4 Teaspoons of Cream of Tartar

Put all the ingredients into a pan, stir and cook until themixture forms a soft ball.Couldn�t be easier.

Making the flesh to the correct skin tone depends largelyupon what skin tones you have in you Troop. I can get awaywith the bog standard pink tone most of the time. Minorvariations in the pink skin can be dealt with by make up.I have not investigated the use of food colourings for darkerskin tones but I should imagine that they should not be hardto get a hold of.One way of getting round the food colouring problem is touse a liquid foundation of the correct colour instead of thefood colouring.

BloodTo make blood, you will need the following:-CornflourWaterA nice Blood Red food colouring

Make a paste of flour and a little water and blend it into therest of the water.Slowly bring to a simmer and stir constantly until the mixturejust begins to thicken.The exact amount you will need will depend upon the numberof Scouts you have, however I rarely use more than a cupful.nothing looks more fake than buckets of blood!The mixture should be used quickly as it will thicken onstanding.

WARNINGSome food colourings can stain clothes or skin. Please try itout before you use it otherwise you may end up with a hugecleaning bill, multi-coloured Scouts and a queue of irateScout parents.

PAGE 5No.2 2002

Beaver Days Dublin& WaterfordThe Beaver team is delighted to announcethat Scouting Ireland (CSI) Beaver Day inDublin will take place on

Saturday, 11th May in Larch Hill

and the Beaver Day in Waterfordwill take placeon

Saturday, 29th June in De La Salle,Waterford City.

This is our first Beaver event in the SouthEastern Field, please come and join BredaCollins and her team on this special day.

You can contact Breda onwcollins@gofree.indigo.ie

Booking in will take place at 10.30a.m.Activities will start at 11a.m. with the dayfinishing at 3p.m.These will include bouncing castles, aerialrunways and many more Beaver fun bases.

The cost is •7 per beaver. Leaders are free.Each Beaver and Leader will receive aspecial event cloth badge.

Booking form and monies for Dublin BeaverDay must be returned to H.Q. Larch Hill,Tibradden, Dublin 16 before Friday, 3rd May.

Booking form and monies for WaterfordBeaver Day must be returned to H.Q. LarchHill, Tibradden, Dublin 16 before Friday, 21st

June.

All Leaders and Beavers must wear theirUnit neckerchief on the day, Beaveruniforms are optional.

Help wanted.We need Scout Troops or Venturer Groupsto run bases at the Larch hill and WaterfordCity Beaver Days, please contact Mary atmccormackmb@eircom.net if you can helpus. The dates again our May 11th (Larchhill) and June 29th (De la Salle, Waterford

city

Zoo DayThe annual joint zoo day with ScoutingIreland (SAI) will take place on Saturday, 5th

October 2002 in Dublin Z00.

75th CelebrationsBeaver Picnics will take place in Kilcully andLough Keel on Sunday, 4th August andLarch Hill and Mt. Mellery on Monday, 5thAugust.

Look forward to meeting you there.MARY MCCORMACK.

Beaver News

Beaver Day Booking Form

Choose event Larch Hill Waterford

Name ofsection

Leaders Name

Address

Contact No.

e-mail

Number ofBeaversattending

Number ofLeadersattending

Total Monies enclosed@7 euro per Beaver

Film Canister -some ideas forprogramme ideas.

SPECIAL CAMPFIRE ASHES

I plan to use film cannisters to distributecampfire ashes to the members of our Colony.Right now we have only a single cannisterwith all the campfire ashes. However I amsaving my cannisters to be able to give eachmember of the Colony their own ashes.

STAR GAZINGYou can make small templates of the starconstellations and tape the paper template tothe bottom of black film cannisters and using astrong pin punch through the canister usingthe template as a guide. Then you can shine asmall flashlight though the hole and it willshow up on the side of the tent.

SCAVENGER HUNT CONTAINERS

I once was at a hike were I was asked to playa game with the Cubs. I gave them each a filmcanister and told them that the Martians hadlanded at the gate to the park. That they wereunable to withstand our atmosphere but theywanted to take back items of nature and hadasked if we could in 15 minutes collect smallitems to take back. The Cub Scouts had a ballcollecting and filling their film cannisters. Theywere not allowed to pick anything only takeloose objects.

FILM CANISTER ROCKETS

DO NOT use Vinegar and Baking Soda. Theyreact far too quickly. Use 1/4 to 1/3 of an AlkaSeltzer and water. Cold water reacts muchslower than Hot water. We staple a toiletpaper tube to a small paper plate to act as amortar tube. Be sure to place the canisterupside down into the tube and don’t look

GUITAR

You will need:a large plastic bottlescissorsscrap piece of wood about 1 m (3 ft) long,1 cm in) thick and 5 cm (2 in) wide6 screw eyesfishing line or fine stringsmall block of wood or matchboxplastic bread-bag sealer

Cut slits in the bottle, as shown, large enoughto slide the wood through.Screw three screw eyes into each end of thewood.

Cut three lengths of fishing line a little morethan 1 m (3 ft) in length. Tie each one to ascrew eye at either end as shown.Put the block of wood between the stringsand bottle to tighten them.Strum your guitar with the bread-bag sealer.

HORN

You will need:1 m (3 ft) or more of shower hose or tubingOld funnelglue (if needed)

Slide the narrow end of the funnel into oneend of the hose. Make sure it is secure. (Useglue if necessary, but make sure the funnelisn’t needed.)

Blow fairly hard into the other end of thehose. What can you add to your horn tochange the sound? If you have another pieceof tubing, pierce holes in it or cut it shorter,and compare it with your first horn.

If you have (in old shower hose, the rubberbulb that fits onto the top makes a greatmouthpiece for your horn.

DRUMS

You’ll need:* plastic bowls or large containers* heavy plastic sheet (such as an aid

groundsheet) or fabric* scissors* elastic or string

For each bowl cut a piece of plastic a fewcentimetres larger than the opening. To getdifferent drum sounds, use different-sizedcontainers.Stretch each piece of plastic over the openend of its container. Secure the plastic inplace with elastic or string.Beat your drum with your hands or makedrumsticks out of things around your home.Try an empty thread spool on the end of apencil, a chopstick with a thick elastic bandaround one end - or just a pencil with aneraser at one end.

down into the tube while waiting for it to pop.This is a good Outdoor event because it canget rather messy. By the way, the white orclear work better than the black canisters.

SEWING KITS

I always save those little sewing kits you getin hotels and they can be made to fit into a filmcanister.

SURVIVAL KITS

You can make a neat survival kit whichcontains: Magnetised needle, birthday candle,sugar packet, beef bullion cube, band aid,needle, piece of tin foil etc.

RecyclingThere are manyopportunities to

introduce the idea ofrecycling into your

Colony activities. Belowwe present a few ideasfor you to try. Makingmusic using odds andend and at last someideas for how to use

your film cannisters. Ialways knew they would

come in handy forsomething or other.

PAGE 6 No.4 2002

MAKE AND FLY A KITEYou will need one lightweight plasticdustbin liner; two small garden canes;sticky tape; thin string.

1. Cut and open out the plastic sackand cut out the shape shown.

2. Cut the garden canes to fit downthe edges of the kite and tapethem in position.

3. Carefully cut the two air holes.4. Put lots of tape over the comers of

the wings to strengthen them andpierce a small hole in each one.

5. Cut a length of string one and ahalf times the width of your kiteand attach each end to the twosmall holes. Tie a small loop in themiddle of the string.

6. Attach the ball of string to theloop and let fly

Now that the weather is a little better it is time toget out side and get involved in the many activitieswhich are possible in the grat out doors. The ArrowScheme offers many ideas for you explore with yourPack. Your Cub Scouts /Macaoimh will needopportunities to learn new skills and put them intopractice.

Build a shelter fromnatural materials

Gone Fishing - a trip to your localcanal or river bank with fishingnets and jam jars catching�pinkinns�

Fire lighting and cooking a simple mealor backwood cooking

A hike to a local placeof interest. Sixers canhelp to plan the routeand assist in mapreading during the hike.

Compass trails andbasic map andcompass skills

Laying and following atracking sign trail and oldfavourite of most cub Packs

Off to campCamping is popular with most Cub Packs. You may consider it as a Pack holiday option or perhapshaving a joint camp with the Scout Troop. Don�t forget a weekend camp to learn and practicecamping skills. You could also consider a link weekend activity with those Cubs who are going upto the Troop. This would be more like a Troop camp with the Cubs working with Patrol Leaders andPatrols and it is an ideal way to develop friendship and bondings.

National Cub Scout / MacaoimhFun Day

St. Finians College, Mullingar(Joint Scouting Ireland CSI and SAI Adventure)

We�re all going on a bear hunt,but we�re not scared!

If you want to be part of a Pack of Braves going on a BearHunt at the Cub/Macaoimh Fun Day then don�t delay.

Booking forms sent to all Sections

Web: www.cubsrus.come-mail info @cubsrus.com

PAGE 12

“The Patrol system is the one essentialfeature in which Scout training differsfrom that of all other organisations.”

“The object of the Patrol system ismainly to give real responsibilities to asmany of the boys as possible, with aview to develop their character.”

(Baden-Powell, Aids to Scoutmastership)

These two quotes of the Founder illustratethe importance he attached to the patrol orteam system. This system is the basis onwhich Scout units in all age ranges mustbe organised -from Cub Scouts (children) to Venturers(young adults).

Unfortunately, it is sometimes misunderstoodand misused. All too often, it is simply asystem of “small group operation”, whileit is primarily intended as a system in whichyoung people participate in decision-making,and as a tool for citizenship education.

The elements of the team system

The team system does not just involve the teams. It involves allthe institutions that organise relationships, communication,decision-making and evaluation processes within the groupcomposed of young people and adult leaders.

The team: a primary group

The American sociologist Charles Horton Cooley defines familyand childhood playgroups as primary groups. A primary groupis characterised by close interpersonal relationships. Itinvolves a strong sense of loyalty between the members, ashared sense of belonging, based on mutual caring andidentification. These groups are called primary groups becausethey shape an individual’s moral ideals. They are the rootreference of the moral - and thus social - life of an adult.

A primary group has the following characteristics: a limitednumber of members (5-8) which enable each person to have aclear perception of the other members; relationships based onaffinity become established between the members (what theylike, dislike, feel indifferent towards); the division of labourwithin the group and the frequency of meetings result from theadhesion of group members to common goals. The groupdevelops a micro-culture with its own values, norms, languageand traditions.

The team: a natural grouping

The Lodge, Six, Patrol, and the Group are primary groups.They are typically the kind of groups that children andespecially adolescents seek spontaneously. One of Scouting’smajor strengths is to have recognised this tendency and to usethe ways in which children and adolescents spontaneouslyorganise themselves. Our Founder firmly believed this:

“Scouting puts the boys into fraternity gangs which istheir natural organisation whether for games, mischief,or loafing.”

(Baden-Powell, Aids to Scoutmastership)

This is why the key to success in a Scout unit is when youngpeople form teams according to the criteria that naturally bringyoung people together: spontaneous affinities and friendships,the fact of living in the same neighbourhood, going to the sameschool, etc. The team must first of all be formed of youngpeople who have chosen to be with each other.

The team: an efficient tool forcommunication and action

Just before and after the last World War, Americansociologists brought to light the importance of the primarygroup.

• Observation studies of small groups of 5-6 femaleworkers, conducted over several years, revealed that theiroutput continued to increase despite increases or decreasesin pay. It was discovered that the most important factor in

increased output was the fact that the women hadspontaneously developed friendships and thus took pleasurein their work. (Elton Mayo, The Human Problems of an IndustrialCivilization, 1933).

• Researchers also discovered the importance of primarygroups through studies conducted during the War: essentially,a soldier fights to defend his friends or to conform to theexpectations of a small group of friends - and much less out ofhatred of the enemy or because of ideological convictions.

• While studying the US presidential election in 1940, otherresearchers were surprised to discover that the press andradio had little effect on votes. The most important factor indeciding votes was the interpersonal influence within primarygroups - the daily exchanges between associatesand friends.

• Numerous research studies conducted since havecorroborated these observations. In business or in the publicsector, research has shown that communicating only viaformal hierarchical channels are inefficient if they are not alsorelayed by primary groups. The small group of 5-8 people isthe most efficient form of organisation in terms ofcommunication, action and the transmission of values.

The team: a peer group

A peer group is a group in which all the members are equaland have the same status. In a Scout unit, all the young peopleare equal, but perform different roles according to the needsof group life. The team leader is elected by his/her peers - inagreement with the adult leaders. He or she has a certainamount of authority, but it is in the service of the group - he orshe is not a dictator.

The team leader helps the team members to expressthemselves, to evaluate group life, to make decisions and toorganise themselves. He or she is the “voice” for the decisionstaken: the team leader represents the team at the Court ofHonour or other such meetings. One should not overestimatethe importance of the team leader. Other roles are just asimportant: the Secretary in charge of keeping the team’srecords and the conclusions of the team meetings; theTreasurer, in charge of the team’s financial resources andaccounts; the Equipment Manager; the Cook; the First Aider;the Journalist; etc. Each role is equally important for thesuccess of the team.

A Section is usually composed of 4 teams of 6-8 memberseach.

The Section: a secondary groupA secondary group brings together a fairly large number ofpeople in order to perform differentiated tasks. It oversees therelationships between people and vis-à-vis theinstitution according to its structures and pre-established rules.The section is a secondary group. It has to manage theinteraction and cooperation between the primary groups (theteams). The role of the adult leaders is to orientate andfacilitate the functioning of the section.

When adults first start leading a group of young people, themajority hesitate between three fundamental attitudes:

An autocratic attitude:I decide everything that needs to be done and impose mydecisions on the young people. This kind of attitude is generallyadopted in the name of efficiency (“we’re not going to wasteour time talking, I know what we need to do”, in the name ofsecurity (“we must not take any risks”) or in the name ofmorality (“there are certain things that are not open todiscussion, they are rules to obey”).

An anarchic or laissez-faire attitudeI mustn’t impose any rules whatsoever, nor any particular wayof doing things. The young people must decide everything bythemselves. This kind of attitude may be inspired by ideology(“one must not forbid nor impose anything”) or simply becauseleaders refuse to accept the responsibility or do not feel ableto assume it.

A democratic attitudeThis attitude involves providing direction on procedures and aframework for decision-making, but not on the content of thedecisions. This is the attitude which the Scout Methodadvocates. In other words, the leader establishes the teamsystem in the section. That is not an option. It is the frameworkneeded for group life. Nonetheless, through this system, theyoung people are able to take part in making decisionsconcerning the “content” of group life, e.g. choosing activities,evaluating them and deciding on their set of rules inaccordance with the Scout Law. In 1939, the psychologist KurtLewin conducted an experiment to demonstrate howdemocratic behaviour was superior to autocratic or laissez-faire behaviour, both in terms of efficiency as well as thepleasure derived by the participants.

If the adult leaders are to maintain a democratic attitude, trueinstitutions need to be in place. Once this is achieved, theleaders’ attitude is no longer a subjective matter, it isdetermined by the need to respect the democratic frameworkof the institution. The two “institutions” that permit thedemocratic organisation of interaction and cooperationbetween the teams are the council (Court of honour, Sixercouncil, Executive committee) and the section meetingThe fundamental law that serves as a reference in evaluatingand organising group life is the Scout Law.

A system of youth participation

“The Patrol system has a great character-trainingvalue if it is used aright. It leads each boy to see that hehas some individual responsibility for the good of hisPatrol. It leads each Patrol to see that it has definiteresponsibility for the good of the Troop... Through itthe Scouts themselves gradually learn that they haveconsiderable say in what their Troop does. It is thePatrol system that makes the Troop, and all Scoutingfor that matter, a real co-operative effort.”

(Baden-Powell, Aids to Scoutmastership)

Understandingthe teamsystem

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This quote of the Founder illustrates the primary aim of theteam system: it enables young people to really participate indecision-making. The team system is the primary tool for youthparticipation in Scouting.

“Scouting is a youth movement, supported by adults; it is notjust a youth movement organised by adults. In effect, Scoutingoffers a “learning” community of young people and adultscommitted to a partnership of enthusiasm and experience…”

How this can be put into practicein the different age groups

The principal role of the adult leaders is to advise, propose andprotect. They need to offer a space for experience whichenables each person to develop new attitudes, skills andknowledge so as to achieve the personal developmentobjectives offered by the framework of Scouting’s educationalgoals. They also need to be attentive to the physical, emotionaland moral security of the young people. The team systemenables them to do so.

This applies to each age group, although how it is achieved willevidently depend on the capacities of the age group. As theillustration shows, the extent of adult involvementis greater in the younger age ranges. The degree of youthparticipation in decision-making increases with age. However,from the earliest age, children have a say and take an activepart in decision-making.

A tool for citizenship education

Playing an active role in Scouting prepares young people forresponsibility in society. Young people who have learned howto manage a project together in a Section are better preparedto assume their responsibilities as citizens when they becomeadults. The team system is not just a way of organising thegroup - it is also a key tool for citizenship education.

“In a sense, we offer a simulation or a microcosmof life in larger communities or societies and ofwhat is meant by being an active and responsiblecitizen. If only the world resembled themicrocosm of a World Scout Jamboree! Thepatrol system is about learning to live together inharmony and achieving more than one could byoneself through synergy. It is about achievingcommon goals for the benefit of everyone.”

The team system enables young people to experience the factthat, together in small communities within a largercommunication and decision-making system, they can plan andachieve projects, and organise group life according to commonvalues. In other words, we no longer have to accept eventspassively. We can change ourselves and the world - and thusbuild a better future together.

Nothing is more urgent nor more important than offering youngpeople this experience.

Would you be interested informing or being part ofa “Fellowship Patrol” if so then let me explain.

A “Fellowship Patrol’ is a gathering of formerScouts, Venturers, Adult Leaders or current AdultLeaders of Scouting Ireland CSI.

It is designed as a Social Informal structure.It can be a many purpose or special interest groupIt can assist or support at all and any level ofScouting.It should ideally number between 5 and 15members.It decides and does whatever activities the groupso wishes.It can, if it so wishes, complement theAssociation’s Scout Fellowship or Rover SectionStructures if they are in use or be “In Lieu” of either.

I am currently a member of a “Fellowship Patrol”which was formed as part of the millenniumcelebrations last year.

The name of my patrol is the Brownsea Island-Buffalo PatroL

We have our own PIL and each member of thepatrol has a specific job.

We each have a Patrol Flag, Patrol Badge andShoulder Knots.

We are a mixed patrol of 12 members agedbetween 30 and 60 plus.

Our first activity was a week-end camp on BrownseaIsland. Next year our patrol are going to Kanderstegand later to Gilwell Park. Our ambition is to visit Kenyaand the burial place of BP.

The patrol “Motto “ or theme Is ‘In the footsteps of theFounder

Help/ Support/ Assistance given to our Scout Friendsto date are:

Assistance at the Leaders Sub-Camp in theMelvin 2001“Whittling” sessions for leaders at the Melvin2001“Wood carving “ sessions at some P.L. andLeader Week-endsScout History projects as requested by youngmembers

We hope to expand on the range of things we can dofor our fellow scouts as time progresses.

If you and a group of your Scout Friends would like toform such a patrol I am only to willing to help andadvise please contact me at :

Sean Farrell -at NHQ 01-6761598

FELLOWSHIPPATROLS

Scouting Skills Pal -RegisterLast year a pilot project of localised Scouting SkillsTraining was carried out on behalf of the NationalCommissioner - Training. Instructors for these SkillsTraining Sessions were recruited locally and it wasfound that an ample number of qualified people wereavailable to successfully deliver the sessions.

As a follow - on to the pilot project and to progressthe concept of Scouting Skills delivery at local level,leaders are being asked to become a ‘ScoutingSkills Pal’. By establishing this project teams ofleaders will be available to deliver Scouting Skills ona Section, Unit, Region, or Field Structure.

If you feel you would be in a position to commityourself to. 1, 2 or even 3 Saturdays or ,Sundaysannually and that this would not interfere with yourother Section, Unit or Regional work, then you are theleaders needed for this project. Leaders involved in“Scouting Skills” delivery work would form teams thatwould work locally in their own areas.

The Scouting Skills that would be delivered are.

Map & CompassPioneering

Knife & AxeFire LightingTent PitchingRope WorkCamp Craft

Scout GamesCamp Fires

Nature StudyCooking & Menus

How to plan a Hostel, Camp or ExpeditionBasic “Scout” First AidProgramme Planning

If you are good at one or more of these skills you arewelcome to become a ‘Scouting Skills Pal’.

This delivery of Scouting Skills will not interfere, rule -out or replace any localised Skills Training already inoperation or replace NTT Programme Skills Training,but rather it is intended that it will enhance andcomplement them

The word “Pal’ in this project means - provider atlocal level, so if you feel you have the time and wouldlike to be part of this project, please contact.

Sean Farrell - at NHQ - (01) 6761598

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The activities that are undertaken in Scoutingnecessitate the need for knowledge of a numberof skills. A knowledge of these skills allowyoung people to participate in the activitiesarranged for them through our programme moreeffectively. The skills we expect our members toknow are necessary survival skills for anyoneventuring out into the wilds. The type of skillsthat a frontier man/explorer/adventurer wouldpossess before they would embark on a journeyinto the great outback in times past and indeedin the present day. When one embarks on anadventure into the great outdoors we leavebehind the trapping of or homes, towns andcities. These skills therefore are our passport toa safer adventure in the open.

The purpose of Scouting is to offer young people theopportunity to explore and experience the adventure of theoutdoors in safety and with confidence. In order to do this werun a programme of meetings, events , and activities. At theweekly meetings we endeavour to instill in young people thevariety of skills necessary through varied activities andprogramme items. It is hoped that the young people will learnthese skills in practical, hands on, situations so that when asituation arises in the open, these skills can be put into effect.Scouting encompasses more than just the need for outdoorskills, we also attempt to develop within our members the skillsof teamwork, leadership, life skills, and responsibility.Therefore the responsibilities for the transfer of knowledgefrom the Leader to the young person is enormous.

The sensesLearning is accomplished through the five senses: seeing,hearing, feeling, smelling and tasting. It is through thesesenses that impressions, which result in learning are made onthe mind. It is important, therefore that material is presentedthat make strong impressions on the trainee.If you were to rank the senses in order of importance ingrasping impressions and ideas, it would be; seeing, hearing,feeling, smelling and tasting . While the latter two are generallyof least importance in giving impressions that are important forlearning, they can be very important in some areas. Forexample, a fireman may use smell to learn the exact location ofa fire, a food inspector may use taste to learn if a product issatisfactory.In planning any learning activity, it is important to rememberthat the five senses are the channels through which anindividual is stimulated. Through the senses he or she makescontact with the things around him or her, and makeresponses which lead to the acquiring of new knowledge, skillsor attitudes. The more senses involved the greater the learning.The concept of learning by doing, as used throughout ourprogramme, enables young people to have a more directlearning experience and hopefully a more lasting one for thefuture.

MemoryResearch has shown that when a skill is learnt andimmediately put into practice and continued to be used,learning and retention are much higher. Studies have alsoshown that if you do not have an opportunity to use the skillshortly after the original input that it is likely that you will forget50% of what was learnt in a passive way by reading orlistening. In a year you could have forgotten 80%.In fact, some studies indicate that within 24 hours you will haveforgotten 50% of what you heard the previous day. In twoweeks, you will have forgotten 25% more. Adults and youngpeople can learn by listening and watching, but they’ll learnbetter if they are actively involved in the learning process.In order to accomplish active learning Scouting uses smallteams of young people - Lodge, Six, Patrol and Group workingand sharing together and a process of learning by doing. Inthis method the skills are transferred using the interactions of agroup of young people. The team work together to overcomeor achieve a challenge, by doing this it is possible to effect theunderstanding and uptake of new skills and the reinforcing ofskills already held. In order to understand this process it isnecessary to explain it in detail.

Learning to do itYoung people join Scouting because they want to take part inhikes, go on camps, and generally participate in the adventureof Scouting. These young people realise that they cannotparticipate in the activities of Scouting without a number ofskills. They want to know how to light fires, how to read maps,how to camp. Therefore in general within Scouting we have acaptive audience ready to learn so already we have overcomeone of the difficulties to establishing the conditions for learning.Young people of scouting age are at a stage in life where theywant to discover new things, acquire new skills, test

themselves and discover their limits. It is possible for youngpeople to do this in safety within our sections if the propermethods are put into practice. It is not an easy method tomanage as it requires time for it to come to full fruition.However, once it is up and running it makes the transfer ofinformation easier for the Leader, and in the long run makesthe operation of a section more effective and beneficial for theyoung people who are its members.

Learning by doing is achieved by allowing your members todiscover solutions to problems / challenges and then using thecollective skills of the team - (Lodge, Six, Patrol, Group) toovercome or solve that problem. Normally the knowledge ofthe skill required to overcome the problem is held by the youngleader of the team or an older or more experienced member ofthe team. Therefore through using the skills inherent in theteam it is possible to achieve a number of things

Overcome the problemAllow a younger or new recruit to see a skill being put intoaction to overcome a problemAllows an opportunity for the members of the team to seeagain, use again, a skill in a practical situation and as a resultreinforce it in our memory banks. Allows opportunity for thePatrol Leader in the case of the Scout Troop or someone elsein the Patrol to instruct younger or less experienced member ina new skill in a practical situation there and then.Allows the Patrol Leader to discover those skills which areweak within his/her Patrol or discover gaps in his/her ownknowledge.

The method above assumes a level of skill inherent within theteam. Sometimes this is not the case. In this instant it will benecessary to train the Patrol Leaders or Sixers and theirassistants in additional sessions by the Leader team. Thesesessions could be held after the Patrol Leaders Councilmeeting/ Sixer meeting or on another night or afternoon. Thesesessions should cover those skills that will be needed in thecoming months programme. By using this method it willachieve a number of things:-

Raise the level of skill in the team (Six, Patrol)Establish the Patrol Leader and Assistant Patrol Leader,Sixer and Second as experts in their Patrols/Six and as aresult help the Patrol Leaders and Sixers in the running andleadership of their Patrols/SixesEnable the meeting to run as expectedEnable the transfer of skills to the rest of the Patrol/SixAssist Testwork and Badge passing.

One of the secrets to retaining a skill is the reinforcement ofthat skill in the memory banks. Through constant reinforcementand repetition of the use of the skill at meetings and onactivities the young people will retain the skill through life andbecause of the many practical ways it can be show in actionwill develop within the young people the capabilities to ‘BePrepared’ for any situation.Through the progressive scheme, the aim is to train youngpeople in the many skills of Scouting over his/her lifetime in theScouting. Therefore the concept of devoting a Scout skill to aparticular month is a bad policy as it does not allow the skill tobe imbedded in a practical way into the memory banks. So,through using wider themes each month it is possible to touchon so many more skills thus allowing the young person topractice and cross fertilise skills in a more practical way. If thepracticing of these skills is through a process of teamchallenges it also allows those with little knowledge anopportunity to see and do at their own pace, and for the Patrol/Six/Group to develop as a team.

Passing on a skillThere should never be a need for the Leader to lecture to thesection as in a classroom situation. The old picture of a Leaderwith a piece of string in his/her hand trying to teach knots to aTroop of 30 Scouts each with their own piece of string shouldnever happen.The Leader should act like a floating expert ready to lend ahand and offer advice if and when needed. That does notmean that he/she just let’s it happen. The Leader can managethis process by using the training of Patrol Leaders/Sixer.

How this happens is something like this: -

The Six are given a challenge at the Pack meeting or on camp.You the Leader then watch the Six in action. If the Six are saybuilding a shelter and cannot tie a lashing or have made anattempt but its not working. Now you as the Leader couldassist the Six in this challenge by showing them how to make alashing, thus enabling the Six to complete the challenge but atthe same time learning a new skill. You may follow up thistraining later with a bit of extra instruction to the Sixer or bydirecting the Six members to suitable handbooks.At the next challenge in the programme you may assistanother Six in a First Aid skill - such as pointing out that thevictim is suffering from shock and how to treat it as well as thefact that the victim has a cut to his head, and again pointingthem to the relevant pages of a First Aid manual.By using this approach it is possible over a period of time toeffect a greater knowledge of Scout skills by every member ofthe section. The transfer of knowledge is concentrated to aone to one method or one to Patrol/Six method. This is farbetter than one to thirty. The other beauty of this system is thatyou are instructing in a practical situation where it is possible tosee a result immediately. In the case of the example above theLeader shows how the lashing is done and it is seen in use acouple of minutes later as an important knot in the structure ofa shelter. The second important part of this method is that youare only passing on a bit of information or knowledge of a skillat a time therefore it is easier to concentrate the minds of theyoung people into learning this new skill. Lastly, you enable thePatrol/Six to participate with honour in the challenge and not beshown up, thus helping to reinforce the Patrol/Six as a teamand develop Patrol/Six spirit.

This method used on a ongoing basis coupled with PatrolLeader/Sixer training and direction to written material will workand as a result the challenges offered to your section canincrease in complexity over the year.

TheLearningProcess

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However, many situations arisedemanding “leadership” from the mostappropriate person present, who mayor may not be called “leader”. Thus itis helpful to adopt a-broader picture ofleadership, applied to whoever is calledupon to “lead” at a particular time.

Consider a typical situation. Fivemembers of a Venture Scout Unit havedecided to go climbing in a month’stime. Jim is the one most experiencedin mountaineering and is accepted bythe others as “leader” for this activity.How does he set about it ?

He probably gets the group together todiscuss the weekend. What do theywant to do? Which area, which climb,perhaps ? Having taken a decision onthe task, they must then plan how toachieve it. This will involve the wholegroup. Jim will ensure they areworking together as a team and thateach individual is fully involved andwants to make the weekend a success.

Any activity can be considered in thisway. The leader’s job is to ensure thatthese three areas are properly dealtwith - the needs of the task, the groupand each individual. It will be helpfulto consider each of these in moredetail.

The TaskWhat exactly is the group trying to do ?Then, how can it be achieved ? Whatare the alternative methods ? Shall wego by minibus, or train, or several cars ?What equipment will be required ? Whatwill the weather be like ? What are therules i.n Safety on the Hills ? ... and soon.

The weekend must be carefullyplanned. Once there, furtherdecisions wi,ll be necessary. Perhapsthe weather has changed or one of theparty is feeling off-colour, so that plansmust be modified. Afterwards - was itsuccessful ? Could it have beenimproved ? Is there any action thatneeds to be taken as a result ? Howmany Scouts activities fall short of theirpotential through inadequate planning ?How often are the same mistakesrepeated through failure to carry outan evaluation and apply the lessonslearned ?

The GroupThey have come together through theircommon interest in this case inmountain’eering. If they are to play afull part in ensuring the success of theactivity they must feel it is “their”expedition or activity. This is, perhaps,one of the most important tasks of theleader. He does this, for example, byensuring they do the planning - he justmakes sure it is done. An encouragingword here and ‘there, a casualquestion, is often all that is required.In other words, he shares theleadership with them and the decisionsare not his atone.

In planning the weekend, Jim mustknow what the capabilities of eachmember are, i.e. the total resources ofthe group. He must make sure that fulluse is made of these. During theweekend itself, he will see thateveryone plays his intended part, he

taking him for granted, but being awareof his feelings characteristics andneeds. He may lack certain skills (forexample in camping) so the leader musthelp him to develop them either himselfor by using someone else. He ma .yhave problems which only the leadercan help him solve. He will do this bytalking with him and getting him tothink them through for himself (that isby counselling him).

Each individual will be affected by theleader’s personality - what he is. Theleader’s example must, therefore, bethe right one. How he responds,perhaps, if there is a minor accidentduring the weekend, will oftendetermine the reactions of the othermembers of the group. If he panics,they will do so, too. Taken together,then, in these various ways the leadermakes sure that each individual isplaying ‘his full part, and is able to doso, with encouragement.

These three aspects of the leader’srole are obviously closely linked. Theyhave only been highlighted in this wayto help us identify more clearly whatthe leader actually does, or should bedoing. We can then see where we fallshort and how we can improve.Particular skills (counselling forexample) can be developed if required.

In addition this approach can be usedin training boys, for example in incidentjourneys, not just to judge how wellthe “leader” does but to help himimprove as a result. It is, perhaps, ofmost use to the Scout or VentureScout Leader as a mental checklistwhen working with his Troop or Unit,encouraging the member “leaders” inany activity. It is also very relevant toPack and Troop Meetings, or PackOutings, in fact in any activity whereyou, as leader, are working with’others, from the simplest event to themost complex expedition.

The Leader’s RolePart of the leader’s role in encouraging the development of his members is de pendant on

his example - what he is as a person. He creates the “atmosphere” or “ethos” of thePack, Troop, Unit or Group for which he is responsible. Beyond that, what he does

determines the effectiveness of his leadership. A great deal of research has been carriedout by the military and in industry into developing leadership. The general approach has

been to analyse what the leader does, to make him aware of this, and then to help him toimprove his performance.

First, though, what do we mean by “leader” ? Usually We refer to a specific appointment,a Patrol Leader or Cub Scout Leader. We then expect that person to do certain things and

behave in a particular way.

will co-ordinate the group as required.At the-planning stages there may besome aspects which need to bediscussed with the rest of the Unit.Jim will probably do this at theExecutive Committee, where he willneed to be able to represent thegroup’s views and intentions so thatdecisions can be taken based on thefacts.

In these various ways the leader makessure that the group works together asa team.

The IndividualHow about each individual in the group? He must know exactly what he isgoing to -do, and preferably why. Theleader must then communicate this tohim without misunderstanding. He hasfeelings and requires encouragement -Jim must treat him as a person, not

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Creative thinkingThe delivery of the programme in your section is achallenge for most Leaders. How to make it exciting andinteresting and keep the members of your section comingdown every week is a constant challenge. Having a wellplanned programme makes life easier and involves all theleaders of your section in its delivery. But putting ittogether at planning meetings is where fresh ideas arerequired. In this article we will explore how your brainworks and with an understanding of how we think wewill show how you can turn it to your advantage whenplanning and creating programmes.

forced to deviate from the main roads do wediscover this information. A typical exampleis when you are partaking in a quiz and aquestion is asked and you know the answerbut you don’t know why you know theanswer but will often dismiss it by saying‘Oh, I read it somewhere. Yes, you probablydid and when you did you brain stored thatinformation away to be discovered at alater date. So in order to generate newideas and make new connections andlearning within the brain we need to be ableto navigate away from the main roads andat the same time use our right hand side ofour brains to spark new ideas from theinformation discovered. Beware however,the left hand side of your brain wants thesimple life,’ think down the main roads itworks well’, ‘why do you want to discovernew areas that is extra work’ etc. In orderto create new ideas you have to bedetermined and push through the left handside barrier.

The toolsYou will no doubt have heard of a method ofidea generation called brainstorming. In thisprocess all ideas are valid and can bepresented by anyone in the group. A word isthrown out or listed and it sets the groupthinking each word will mean somethingdifferent to each person and will spark awide and diverse selection of words or ideasafter say 3 or 4 minutes. The list can thenbe re-examined and explored and from thatpractical and workable ideas determined.This is an excellent tool and is used in thework place and in Scouting for the quickgeneration of ideas. I would suggest

Our brainOur brain is made up of two halves that arejoined together in the middle and connectedto the spinal cord which takes signalsthrough our body. Each side, the left handand the right hand sides, have distinctfunctions.

The left hand side tends to be the dominantside and controls most of our directthinking. This side of the brain is the logicaland analytical side, it orders facts andfigures, calculations and controls language.When presented with a problem it likes tosolve it quickly and move on to the nextitem. It is also the side of the brain thatdetermines what is possible and impossible.So that when a problem is presented it willtackle it but will quickly give up if a solutionis not found in a short space of time.Normally resulting in sighs of ‘Oh! that’simpossible’ or ‘that’s stupid’ and we moveon to other things, however, if we aredetermined to find a solution and stick alittle longer at the problem a solution will befound. The solution is normally found by aninteraction with the right hand side of yourbrain.

The right hand side of the brain is thecreative engine. It looks at things fromdifferent perspectives and an interaction isconstantly at play with ideas and thoughtssparking across the brain from right to left.As they arrive the left hand side analysesthe idea and determines whether it will workor not and bingo you have a new idea. Theright hand side contains such functions asmusic, rhythm, colour, scale, art anddaydreaming, and when you are thinkingwithin the right hand side time isunimportant and you can let yourself driftfrom thought to thought. Unfortunately theleft hand side is always there in the backround waiting to take over and dominateyour thinking. So for example you may behappily relaxing or daydreaming as youlisten to a piece of music and before longyour left hand brain starts to interfere withthoughts like’ its time to make the dinner’or ‘I could be doing something moreconstructive’.

So in order to be more creative we need tobe able to subdue the left hand side of ourbrains so that we can allow the creativejuices to flow. You will already be aware ofthis happening, how many times have youtravelled home from work in a car or bus andwhen you get home you don’t remember anypart of the journey, normally you will havebeen daydreaming all the way home. The lefthand side of your brain drove the car homein a subconscious way and allowed the righthand side of your brain to dominate yourthinking. Another example would be whenyou may go to bed at night, you lie on thepillow and try to go to sleep and suddenlyyour brain is racing with all sorts of ideasand thoughts. Again your left hand brain hasshut down allowing the right hand side todominate. Unfortunately, when this happens

we tend to let our brains wander but on theother hand if we set it a task of thinking onparticular lines then a wealth of ideas willspring forth. Everybody has the ability tothink creatively. Some people are betterthan others and tend to be what we mightcall artistic or creative but in fact theyonly have the ability to access their righthand side of their brain more easily.

This method uses the main road theory asexplained above and provides us with signposts which will lead us into new areas ofthinking. It also complements the strengthsof each side of the brain the fanciful and thelogical. Some people may use this methodalready but in most cases it is a corruptionof the brainstorming exercise – building fromword to word – which runs out of steam veryquickly. In the method outlined below and inthe chart illustrated the idea is to take aconcept ‘Help!! instead of ‘first aid’ or ageneral statement or in practical terms afilm title or a book title as your base idea.For example if you take ’James Bond 007’ asyour base idea the possibility of yourthought process is enhanced as you nowhave 14 films to choose from plus all theother spy novels and films you may haveseen. Therefore you mind is opened up tomany possibilities for thought. From thisbase idea you now generate 5 or 6 newideas that quickly spring to mind and fromthese ideas you then generate others thusexpanding the range of your thoughtprocess. If a number of people are involvedin this process then the possibilities aremultiplied. Normally you will need togenerate 4 cycles of ideas before you startto get to the nitty gritty. As leaders you willhave a fair idea of the programmepossibilities of your section and using thisknowledge it will be easy to steer and assignthe ideas generated towards therequirements of badges and scouting skills.Often when the chart is complete ideas willbe linked that ordinarily your brain wouldnot link together but by using the mind mapyou will have created new signposts in yourthinking process which will allow you toexplore new areas. From the charts createdit is only a matter of getting the right mixfrom the ideas into your programme eachweek.

Right brain exerciseThe next time you find yourself daydreamingor thinking in right brain mode try tocontrol your thought process. If you have aproblem to solve – what am I going to do fornext weeks meeting – wait until youdiscover yourself in a right brain mode andthen think about your problem and you willfind that the ideas will just flow out. A simpleexercise to allow your right brain todominate is to draw a large square on apiece of paper and start to shade it in. Bythe time you get to half way your right handbrain will be kicking into gear. Drawing andpainting are functions of the right hand sideof the brain so by participating in thisprocess it activates that area. The lefthand side of your brain has alreadydetermined how long it is going to take youto shade in the piece of paper and has ineffect shut down allowing the right handside to dominate for that period of time. Itis also a good idea to express your thoughtsin a graphical form rather than written asthis also plays up to right hand side activity.For example you may get an idea for acommando course but rather than writing

commando course draw very simplematchstick drawings of theobstacles. This will help youto maintain your spell ofright hand brain thinking.

however that it doesn’t really exploit thereal information stored in our brains assingle words trap your thinking like acrossword puzzle. The method I amsuggesting, and works best for generatingideas for a Scouting programme, is mindmapping.

The main roadsThe ability to explore new ideas and createnew ideas is based to a large extent on theinformation presently stored in our heads.We all have millions of connects in ourbrains, connects and thoughts built up overour lifetime. Most people only use approx.30% of their brain power. One of the reasonwhy this is so is that we thinkusing only the main roads and formost of us that is all we need to do.If you consider thebrain as a map ofIreland then most of ourthinking is confined tothe main roads. If you putDublin as the centralprocessing area of thebrain and look at themain road structure ofthe country then you havesome idea of what I am talking about.The brain stores relatedinformation in separateareas – on our map ofIreland – people in Cork,work skills in Galway, tools in Sligo, holidaysin Derry etc. much the same as a filingcabinet. However there is a vast amount ofother information stored in other locationsjust off the main roads or in the vastlandscape of our brains. Only when we are

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BrainstormingThe term Brainstorming has become acommonly used word in the English languageas a generic term for creative thinking. Thebasis of brainstorming is a generating ideas ina group situation based on the principle ofsuspending judgment - a principle whichscientific research has proved to be highlyproductive in individual effort as well as groupeffort. The generation phase is separate fromthe judgment phase of thinking.In Michael Morgan’s book Creative WorkforceInnovation he gives the following guidelines:Brainstorming is a process that works bestwith a group of people when you follow thefollowing four rules.

Have a well-defined and clearly statedproblemHave someone assigned to write down allthe ideas as they occurHave the right number of people in thegroupHave someone in charge to help enforcethe following guidelines:Suspend judgment Every idea is acceptedand recordedEncourage people to build on the ideas ofothersEncourage way-out and odd ideas

In Serious Creativity, Edward de Bonodescribes brainstorming as a traditionalapproach to do deliberate creative thinkingwith the consequence that people thinkcreative thinking can only be done in groups.The whole idea of brainstorming is that otherpeople’s remarks would act to stimulate yourown ideas in a sort of chain reaction of ideas.Groups are not at all necessary for deliberatecreative thinking, and Serious Creativitydescribes techniques for individuals to use toproduce ideas. In a group you have to listen toothers and you may spend time repeatingyour own ideas so they get sufficient attention.Thinking as a group using brainstorming cancertainly produce ideas, but individual thinkingusing techniques such as those described byde Bono should be employed.de Bono believes that individuals are muchbetter at generating ideas and fresh directions.Once the idea has been born then a groupmay be better able to develop the idea andtake it in more directions than can theoriginator.

What is a problem?The solution to the problem is the differencebetween the present situation and desiredresult.

ThinkingMost of the time our thinking is automatic. Bybecoming more aware of different thinkingprocesses we can refine our thinking skills,and also improve communications andtherefore performance when working withothers. The six thinking hats communicationdevice, developed by Edward de Bono,involves six thinking processes, which we canselect, and exchange according tocircumstances. The process is similar toselecting from a hat-rack of different hats.Each hat has been given a different colour tohelp you recognise and remember them.

The Six Thinking HatsWhite Hat: facts and figures (mind maps

and spider diagrams)Red hat : ‘Hot’ emotional judgements.

Hunches and feelingsBlack hat : Concentrating on why

something will not workYellow hat : Looking on the bright side.

(‘Yes And’ thinking)Green hat : Creating new and valuable ideas.

(Lateral thinking techniques)Blue hat : Managing the other hats. (‘Which

hat to wear?’)

Lateral thinking is firmly linked to the name ofEdward de Bono. In a well-known metaphor,he describes a typical problem-solvingprocess as ‘digging a hole deeper’. This isvertical thinking and it is only through the useof lateral thinking that we can escape from the

hole and ‘find somewhere else to dig’.Practising the three techniques below canhelp improve our skills in lateral thinking.

ReversalWhen we are ‘stuck’ on some problem itsometimes pays to ‘turn our thinking upsidedown’. We may discover that the ‘obvious’approach - or sequence of steps - can beusefully reversed. In this way a threat canbecome an opportunity. With practice you willfind there are several ways of switching yourperspective, each of which is a kind ofreversal.

The Intermediate Impossible (‘wouldn’t it bewonderful if)

An idea which would be rejected unless it istreated as a stepping stone to new andpractical ideas. In one innovation study a newrange of a products came from the deliberateintermediate impossible of a perpetual motionmachine. The eventual ideas were for low-viscosity lubrication products. When you needsome really unusual ideas you should playaround with fanciful intermediate ideas. Somepeople find it difficult to escape from reality.Fortunately, research has shown that practiceimproves our skills at escaping from our oldideas and dreaming up imaginative startingpoints for new ideas.

Random JuxtapositionThere are several ways of deliberatelystimulating ideas through the randomjuxtaposition of unexpected material. A walkaround a museum or a supermarket isguaranteed to trigger off fresh thoughts for theprepared mind. A more contrived method ofescaping from stuckness is to open a book atrandom and pick a word which forces us tomake fresh associations. The technique isexcellent for an individual who has becomehopelessly stuck on a creative task and hasno-one to bounce ideas off. Another version isthe deliberate introduction of an unexpectedidea in meetings to shake people free frommind-sets. (‘Throwing in a bunch of bananas’).

Group Problem solvingThis basic system of problem-solving isrecommended to practice the elements ofteamwork on complex problems. Teams areadvised to follow the steps closely whilebecoming used to the system. Later it isvaluable to experiment and introduce versionsthat have been found to be more satisfactory.

MessGetting ready (examining the mess)

PerspectivesSearching for new perspectives

(listing how tos)Selecting a new perspective

(to escape ‘stuckness’)Ideas

Idea exploring stage(searching for idea possibilities)

Idea exploring state(producing an ideas short-list)

ActionIdea Development and Implementation

(finding the strengths of a key idea)Idea Development and Implementation

(overcoming weaknesses in a key idea)

PerspectivesSearching for new perspectives (listing howtos)Keeping evaluation to a minimum list allpossible ways of looking at the problem thegroup can suggest. Use the ‘How To’ format.

Avoid complex How Tos (split them into oneswith a simple central objective). Include wishful‘How Tos’.

Selecting a new perspective (to escape‘stuckness’)Select one ‘How To’ which offers the promiseof new and useful ideas. If possible invite the‘problem-owner’ (the person who has to act onthe results) to select the How To. The selectionis a first trial. Other How Tos can be chosen ata later time.

IdeasIdea exploring stage (searching for ideapossibilities)Using the rules of brainstorming, generate asmany ideas as possible without evaluation inany way. The group tries to help the leaderavoid translation’, or idea omissions. Include allway-out ideas as one of these may become atrigger to a winning idea.

Idea exploring state (producing an ideasshort-list)Produce a criteria check-list of key aspects ofa ‘good’ idea, according to the informationavailable. Pay particular attention to the needsof the problem-owner(s). Use the checklist toagree as a group on a quick intuitive culling ofideas, removing those that fail on two or morekey criteria. Work towards a quick rejection ofat least half of the ideas. Keep culling until youhave a good short-list.

Some lateral thinking problemsto work your brain cells

1.There is a man that lives on the top floor of avery tall building. Everyday he gets theelevator down to the ground floor to leave thebuilding to go to work. Upon returning fromwork though, he can only travel half way up inthe lift and has to walk the rest of the wayunless it’s raining! WHY?

This is probably the best known and mostcelebrated of all lateral thinking puzzles. It is atrue classic. Although there are many possiblesolutions which fit the initial conditions, only thecanonical answer istruly satisfying.

2. A man and his son are in a car accident.The father dies on the scene, but the child isrushed to the hospital. When he arrives thesurgeon says “I can’t operate on this boy, heis my son!” How canthis be?

3. A man is wearing black. Black shoes,socks, trousers, jumper, gloves and balaclava.He is walking down a black street with all thestreet lamps off. A black car is comingtowards him with its light off toobut somehow manages to stop in time. Howdid the driver see the man?

4. One day Kerry celebrated her birthday. Twodays later her older twinbrother, Terry, celebrated his birthday. Why?

5. Manhole Covers - Why is it better to haveround manhole covers than square ones?

This is logical rather than lateral, but it is agood puzzle which can be solved by lateralthinking techniques. It is supposedly used by avery well-known software company as aninterview question for prospective employees.

6. The Deadly Party : A man went to a partyand drank some of the punch. He then leftearly.Everyone else at the party who drank thepunch subsequently died of poisoning. Whydid the man not die?

7. Heaven : A man died and went to Heaven.There were thousands of other people there.They were all naked and all looked as they didat the age of 21. He looked around to see ifthere was anyone he recognized. He saw acouple and he knew immediately that theywere Adam and Eve. How didhe know?

8. Trouble with Sons : A woman had two sonswho were born on the same hour of the sameday ofthe same year. But they were not twins. Howcould this be so?

9. The Man in the Bar : A man walks into a barand asks the barman for a glass of water. Thebarman pulls out a gun and points it at theman. The man says ‘Thank you’ and walksout.

This puzzle has claims to be the best of thegenre. It is simple in its statement, absolutelybaffling and yet with a completely satisfyingsolution. Most people struggle very hard tosolve this one yet they likethe answer when they hear it or have thesatisfaction of figuring it out.

SOLUTIONS:

GeneratingIdeas

1) The man is very very short and so can onlyreach half way up the lift buttons! However,if it is raining then he will have his umbrellawith him and so can press the higher buttonswith it.

2) The surgeon is the boy’s mother.

3) It was day time.

4) At the time she went into labor, the motherof the twins was travelling by boat. The oldertwin, Terry, was born first early on March 1st.The boat then crossed a time zone andKerry, the younger twin, was born onFebruary the 28th. Therefore, the youngertwin celebrates her birthday two days beforeher older brother.

5) A square manhole cover can be turnedand dropped down the diagonal of themanhole. A round manhole cannot bedropped down the manhole. So for safetyand practicality, all manhole covers should beround.

6) The poison in the punch came from the icecubes. When the man drank the punch, theice was fully frozen. Gradually it melted,poisoning the punch.

7) He recognized Adam and Eve as the onlypeople without navels because they were notborn of women, they had never had umbilicalcords and therefore they never had navels.This one seems perfectly logical but it cansometimes spark fierce theologicalarguments.

8) They were two of a set of triplets (orquadruplets etc.) This puzzle stumps manypeople. They try outlandish solutionsinvolving test-tube babies or surrogatemothers. Why does the brain search forcomplex solutions when there is a muchsimpler one available?

9) The man had hiccups. The barmanrecognized this from his speech and drew thegun in order to give him a shock. It workedand cured the hiccups - so the man nolonger needed the water. This is a simplepuzzle to state but a difficult one to solve. Itis a perfect example of a seemingly irrationaland incongruous situation having a simpleand complete explanation. Amazingly thisclassic puzzle seems to work in differentcultures and languages.

PAGE 13

The qualities required by a Generalin war are different from thoserequired by a Scouter leading a

Section. To determine thosequalities needed by Scouts or

Venturers is almost as difficult,since they are likely to goanywhere and do anything

in later life.This article explores select qualitieswhich are universally applicable toyoung people going out into life.

CourageThis is not the physical sort but rather thecourage needed to take a stand in modern life.A young person today is subjected to peerpressures to drop their standards, to acceptunjustified change. They are constantlychallenged by their own generation to conformto the new ‘with it’ ideas on belief, outlook,behaviour, dress, and almost any other subjectunder the sun. We should be ever ready tosupport a young person who is finding lifedifficult when all his friends are advising him tochange his ideas,. We must not preach but try toindicate in reasonable terms how to cope withthe problem.

DeterminationFor most of us life is a series of exciting stepsforward and frustrating steps backward. Thesteps forward are easy to cope with; butfrustrated hopes, thwarted plans and blockedpaths are not easily accepted by the young. Attimes like these there is a need to hold on, withdetermination, to what one has achieved and tobe prepared to make new plans, to seek newpaths and find new hope.

To lose one’s job, to fail at college, can bedisasters to someone starting out in life, and itwill appear that the whole of life is in fragments.It is at this point that the experienced Scouterwill, not with spineless sympathy but withpractical help, provide additional determinationto see the way round the problem, or suggest away to strike out in a new direction with newaims. Does the training in your Unit or Trooplead to an attitude of determination?

Does the summer camp or expedition have an aimwhich requires some determination to achieve,or is it just a holiday under Scout arrangements?Are new activities started and then allowed tolanguish and die for want of a littledetermination? This quality in our programmewill provide a good foundation for determinationin later life.

EnthusiasmAnyone who starts a lecture, course ordemonstration with an apology, other than forbeing late, sows seeds of suspicion in my mindthat he/she lacks enthusiasm. This lack ofenthusiasm for the task in hand usually becomesevident not long afterwards. Many jobs in lifelack interest, be it putting nuts on bolts in aproduction line, or doing the washing up. But, iftackled with enthusiasm, the job gets done morequickly if nothing else. With an activity we haveto sell the idea to the Patrol Leaders in anenthusiastic fashion. Then, with luck, they willget it across to their Scouts. Life at all stages ismeant to be lived enthusiastically and, if we caninspire this outlook among our Scouts andVenture Scouts, we have given them a valuablequality, probably for life.

In broad terms there are two sorts of people onEarth, those who see Life as a series of problemsand those who see Life as a series of

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opportunities. The latter are livingenthusiastically. Is there enthusiasm in yourUnit from the Cub Scouts to the GroupScout Leader? Do you discuss the problemsof running the Unit - or the excitement ofrunning it? A leader must be able tocommunicate his/her enthusiasm in order toget a project rolling or an idea started.Once going, he/she still has to show hisenthusiasm to keep the motion going.

ExampleA leader can work near miracles by hisexample. Luckily, it is a quality that manyScouters fully appreciate.A good Scouter can see his ownexample working through themembers of his/her Section.Phrases such as ‘ a leadershould never ask others to do something heis not prepared todo himself’ arevery true, despitetheir hackneyedphraseology.What we all haveto be on ourguard against isthat bad exampleis followed just aseasily as good. For that reason we shouldtake more care not to set a bad examplethan to actively set a good one,

JusticeAt first sight this may appear a rather oddquality to consider; but bear in mind thatwe are talking only of good leadership - andthis must embrace being absolutely just andfair. A bad leader might have many of theother qualities of leadership, but I woulddoubt if he/she could have this quality inany great degree. A young person cominginto the world finds much that is unfair andunjust, and that can easily colour his/herown thinking and actions. It will seem unfairthat the boy up the road has many moretoys than other boys. It may seem unjustthat the managing director has a largehouse while the man on the factory floorhas a small one.

But these are not matters for discussionunder the heading of leadership. A leadermust be just and fair to those he/she isleading. Some will be liked, some will not,but this must not affect his/her action.He must see that work and rest, food andcomfort are fairly apportioned. That doesnot mean precise mathematical shares. APatrol Leader of 15 will take more than hisshare of the Patrol kit in his rucksack on anexpedition than will the young 12-year-old.This is being fair according to ability, and isright.

Closely linked to justice is the question ofhonesty. We cannot be just without beinghonest. Dishonesty soon builds up until youhave a complete web of and justice will findit hard to penetrate. A leader who is knownto be fair and just will always be respected,even though he/she may call upon hisfollowers to take a hard and rugged path attimes.

KnowledgeTo lead others, in almost any task, a leaderneeds to have a good knowledge of thattask. He need not be the absolute expert;many jobs call for experts in specific fields,but he must have enough knowledge to givehim the confidence to lead, to decidepriorities, and to take decisions. We mustshow that we expect our Scouts to acquire

knowledge. We must expect the person incharge of an expedition’s rations to havetaken some pains to gain detailed knowledgeof his/her task in order to carry it outadequately. As Scouters, we may have tohelp him/her to find this information, butthat is part of our job as leaders. With anincrease in knowledge comes confidenceand with confidence comes increased abilityto lead.

LoyaltyA leader must be loyal to those above himand must expect loyalty from those whofollow him. It is a quality implicit in anyleader/ follower relationship. Do we, asScouters, grumble about other Leadersbehind their backs or, worse, do we do it infront of our Scouts? Once a, decision istaken, do we loyally abide by it, or do wecarry it out in a half-hearted fashion? Do weinsist on loyalty to a promise made ‘or anundertaking given? If we do, then we areoffering some training in loyalty. A youngperson will often have clashes of loyalty - forexample, to his school football team or to hisPatrol - and we must give help on where hisloyalty should lie. Loyalty goes upwards,downwards and sometimes sideways.

Self-disciplineLeaders need to have self-discipline. Theymust control their feelings, and may have todo unpleasant things in uncomfortablecircumstances. They must also be preparedto sacrifice their own ambition for the sakeof others and be able to see other people’spoints of view, even if they clash with theirown.

At the same time you must remain clearly theleader, the one whose hand is on the tiller,the one who brings order out of chaos.With self-discipline a Scout will go throughlife smoothly and sincerely, taking things asthey come, and being a rock to which otherswill sometimes need to cling.

ConclusionThink further about leadership and ask otherScouters about it, Put your views to someVenturers or Patrol Leaders for their ideas,because this is what Scouting is about. Weencourage leadership at all levels from theSixer upwards - yet many of us give it littleactive thought. As you think about yourPatrol Leaders, consider if you are givingthem the right training. A Patrol Leadersweekend should give them some help in theirtask of leading, and not just teach a few newskills or a pioneering project, vital and usefulthough these things are.

PAGE 13No.2 2002

The position of Youth Affairs Officer in ourAssociation was introduced in the Code of Ethics& Good Practice, published in May 1997. Sincethat date very few Units or Regions haveappointed anyone to the position.

A number of years ago, in conversation with a UnitLeader, I asked if he had a Youth Affairs Officer inthe Unit, his answer was, �We don�t need one. Wedon�t have that sort of thing in our Unit�!!!

Why do we need Youth Affairs Officers?The primary role of the Youth Affairs Officer is toensure the young people in our care benefit fromScouting by promoting the establishment of a childcentred ethos within the Unit / Region. What doesall this mean - to put it simply, the Youth AffairsOfficer�s purpose in life is to make sure our kids havefun, stay safe and enjoy their Scouting life.

Little People Have Rights TooIt is very easy in the busy scouting life of any activeadult scouter to get caught up in the logistics ofmeeting, outings and events and forget that we aredealing with a �group of individuals� and not just a�group�.

# What happens to the child who has agenuine fear of heights when it comes tothe �abseiling section� of the weekendprogramme? Have you ever been made todo something that you really did not wantto do? How did it make it you feel?

# Do we offer a choice of main course whenputting together the menu for camp or dowe take the �he�ll eat it if he�s hungry�option? When was the last time you wentto bed hungry?

# Have you ever roared louder than necessaryat a child or group of children to gaincontrol? Have you ever humiliated a childfor the same purpose? If your boss in workwere to roar at you in the same mannerwould you contact your Union Rep?

# It is human nature to have �favourites� -have you ever considered that favouringone child in the group is effectivelydiscriminating against the rest?

The above examples may not be major offences andonce brought to our attention the solutions shouldn�tbe a huge challenge to any of us. It is very easy toforget that little people have rights including the rightto say �no�, if we don�t give them the right to say �no�in a not so serious situation what message are wesending out in regards to a more serious situation. Itis one of the duties of the Youth Affairs Officer toalways bear in mind the rights of the child in any givensituation and issue reminders to the rest of us whennecessary. In an ideal world we wouldn�t needreminders, we would all automatically carry out theduties of the Youth Affairs Officer. We don�t live in anideal world. Much as we�d like to live in �fantasy land�most of us have to put up with living in �reality land�.

Why do they not participate? Why dothey leave?It is possible that we�re not offering what our youngmembers want. Maybe there�s a bullying problem inthe Unit you�re not aware of. We�ll never knowunless we ask the ones who have left or are reluctantto participate. One of the roles of the Youth AffairsOfficer is to conduct research into why young peopledrop out of Unit activities and/or leave Scoutingaltogether.

Who minds the minders?How do we ensure that our leaders are notunwittingly leaving themselves open? They too areentitled to instruction / advice in self-protection.While these issues would now be addressed in trainingcourses we must remember those who have servedScouting for a number of years and may consider theirtraining days to have long since come to an end.

Times have changed, as has the society in which welive, what would have been acceptable behaviour inthe past may not be seen as such now.Ensuring that our adults are fully aware of what theycan and cannot do would also fall into the role of theYouth Affairs Officer.It is worth remembering that if we are serious in ourefforts to protect our young people we are also ineffect protecting our adults.

Youth ParticipationThis is a phrase that is often used within Scouting.How many of us encourage active youth participation?Do we know what youth participation really meansand how to go about encouraging the concept?Implementation of the Association�s YouthParticipation Policy is yet another role of the YouthAffairs Officer.

Unit Leaders and RegionalCommissionersSome people would say that the duties of the YouthAffairs Officer are a duplication of the duties of theUnit Leader or Regional Commissioner. Without aYouth Affairs Officer the Unit Leader or RegionalCommissioner will find themselves in a position wherethey have to carry out these duties in addition to allof their other duties.In the absence of an ARC Scouts it is the duty of theRegional Commissioner to fulfil that role yet no onewould argue that we don�t need ARC Scouts.It is one of the duties of the Unit Leader to ensurethat the programme sections are delivering anappropriate programme; this doesn�t mean that the

Unit Leader must play an active role in the running ofevery section meeting each week. Another duty ofthe Unit Leader is to see that the income of the Unitdoesn�t fall too far short of the expenses of runningthe Unit. Do we expect our Unit Leaders to run totheir local supermarket and do a bag-pack eachevening before attending every section meeting eachweek? Of course we don�t; this is why we have AdultScouters in our programme sections and Fund RaisingCommittees. Back to reality land.Unit Leaders and Regional Commissioners who arefortunate enough to find the right person to fulfil therole of Youth Affairs Officer and appoint such aperson are doing themselves, their Adult Scouters andin particular the young members in their care a greatfavour.

Problem Shooter / Agony AuntEven the best run Units and Regions will occasionallyhave problems that need sorting. A lot of theseproblems will be minor unless they are left to fester.Like a wound that is ignored, if infection sets in youcould end up losing the arm. We can�t afford to loseour arms.In many cases the sorting of the problem entailsnothing more than listening to the complainant for aslong as is necessary, to avoid infection this should bedone sooner rather than later.We are living in a world of rapid communication,answering machines, message minders, e-mails andtext messages and are in danger of losing the abilityto actually communicate with each other. Whensomeone with a problem or complaint can makecontact with a person who is willing to sit and activelylisten to them they often find that their problem isnot as major as it first seemed. In complaintsituations the fact that they have been listened to isan indication that the complaint will be or is alreadybeing dealt with and very often this will be the end ofthe matter - they just wanted to tell their story.If, however, we don�t have someone who has theability and time to actively listen the minor problemsare in danger of becoming major problems and thecomplainant now has an additional gripe in that�nobody was interested enough to act on the originalcomplaint�.In more serious cases the Unit Leader / RegionalCommissioner should take an active part in complaints;it is advisable in these cases to have a second personin attendance. Who better than the Youth AffairsOfficer to be that second person - the title in itselfwill often allay the fears of the complainant.

Protecting Our MembersWe in Scouting Ireland have long been aware of theneed to protect our children and our adult scouters.There are procedures and guidelines laid out to assistus in this. Does the existence of these proceduresand guidelines mean that our children and adults aresafe? To ensure their safety we have to insist that theprocedures are adhered to, increase the awarenessof our adult members, stop apologising for wanting toprotect our children and start insisting that this is theright of each child. Also listed under the role of theYouth Affairs Officer.

It is the right of every child to have a safe passagethrough his or her childhood - it is the duty of everyadult to provide this.

Perhaps the Unit Leader referred to earlier was abit confused as to the role of a Youth AffairsOfficer. This may be the case in a lot of Units orRegions. Do you now consider that you could youdo with a Youth Affairs Officer in your Unit orRegion? If you have young members you haveyouth affairs.

If you wish to know anything further about the role ofthe Youth Affairs Officer please contact me atScouting Ireland (CSI), Larch Hill, Dublin 16.

Ann BrutonAssistant Chief Commissioner(Programme & Youth Affairs)

YouthAffairs -

the biggerpicture

PAGE 10

Section Scouters frequentlycomplain that many parents won�thelp. They say these parents useScouting as a babysitting serviceand don�t appreciate how mucheffort it takes to run a successfulprogramme.

Well, let�s face it: most parentsdon�t fully understand Scouting.They have a notion that it is a goodorganization and Scouts do gooddeeds. Beyond that, they are prettyvague on Scouting�s programmesand, therefore, have little idea howthey can help.

The biggest single reason parents don�t helpis that nobody ever asks them. Sure, on thefirst night, or at a parent meeting, theirchild�s Scouter probably says, �Anytime youfeel like helping out, you�re more thanwelcome.� Without more specific direction,most parents don�t know how to contributeand are concerned that the Scouter will seetheir interest as an intrusion.

Yes, I can hear you now. �I don�t have timeto run after parents,� you say. �I haveenough to do looking after the sectionwithout looking after the adults, too.� It�s afamiliar cry, but if you don�t take time toinvolve the parents, you won�t have thesupport you need to run an excitingprogramme for your section.Besides, your target isn�t to involve everyparent immediately. Start with one and givethat person the task of enlisting the help ofothers. And be realistic; not every parentcan devote hours every week to help theirchild through Scouting. Not everyone is askeen as you!

Getting StartedKick off your Scouting season with aregistration and orientation night. Haveyour experienced members play host to newmembers and their bewildered parents whileyou complete the requisite paperwork.Your young hosts can describe what theydid in last year�s programme and outlinewhat they hope to do in the coming year.Encourage them to display their badges andexplain how they earned them. And havethem make the first appeal for parentalhelp.

A nice touch at this stage is to give parentsa page or small booklet that explains the aimand principles of Scouting, the methods ofScouting and, especially, the cost ofScouting. Show how expenses are metthrough fundraising activities that needparental support. Point out that successfulfundraising means a less expensiveprogramme for their children. And clearlyoutline what you expect of parents: forexample, that they ensure their childrenregularly attend meetings in full uniform.Follow up with a phone call or visit. Sinceyour goal is to keep parents informed, trynot to baffle them with Scouting jargon. Thebetter they understand what yourprogramme entails, the more likely they areto volunteer to help you run it.

Belonging

Increase their comfort level with thesection. Make them feel like they belong.And be sure to tell them what other parentsare doing to help. Introduce parents to allthe youth members of your section byasking a parent to read or recite the prayer(or a prayer of their choice) in your openingceremony. Parents will be there anyway,having come to drop off their child. Theparent you ask to participate will have to

stay only a few minutes longer than usual.Similarly, parents who come in at meeting�send to pick up their offspring can offer theclosing prayer, or even a �Parent�s Minute�in place of the Scouter�s Five. Scoutingprograms are designed to reinforce thevalues parents hold; give parents a chanceto express and share their values withyoung members.

Easing Them InAnticipate parental excuses and be ready tosuggest alternatives. For example, ifparents say they can�t make it to yourmeeting because they need a babysitter ordon�t have transportation, offer to bringthe meeting to them.

How can you do that�? One way is to invitethree or four parents to set up aninstruction station in each of their homes.Each station offers a five minutedemonstration of a simple but useful skill orprovides some practical information fromthe parent�s area of expertise. The subjectmatter can be as simple as cooking tips orplanning a menu.

During an evening, patrols or sixes visit thehome instruction stations in rotation andreport back to the troop or pack with whatthey�ve learned. The activity lets parentsbe involved without leaving their homes, andfive minute presentations to a series ofsmall groups are easy to stage.

Apply the idea of using homes as bases orstations in a wide game. You start patrols orsixes with clues on how to reach the first ofseveral bases. At every subsequent base,the parent gives clues leading to otherbases. Involved parents will not need toleave the comfort of their homes. Theyprobably won�t even miss much of theirfavourite television shows.

Stay-at-home parents might also volunteerto set up a garage sale in their drivewayone summer weekend morning. The memberscollect, price, and label all the goods andhandle all the sales. Parents just keep an eye

on things from their lawn chairs as theyread their newspapers and enjoy theirmorning coffee.Another way for parents to help from homeis as the �mystery address� in a door-to-door fundraising campaign. The mysteryaddress parent notes the name of everyyouth member who makes a sales pitch atthat address, and you award a prize toevery young person who calls at theaddress. It�s a good way to encourage youryoung salespeople to cover all the addressesin your target sales area. Again, parentsparticipate without any extraordinaryeffort.

Building UpOnce you�ve eased some parents intopainless participation, Invite them to serveas badge examiners. You supply all theinformation and criteria they need to checkout badge candidates. Candidates make a15-30 minute appointment with the parentexaminer team, perhaps just before yourweekly meeting. Presto- parentalinvolvement and badge work completedwhile you devote your attention to runningan uninterrupted programme for the rest ofthe kids.

After parents have met some of theirchildren�s Scouting peers, they�ll feel morecomfortable about inviting over thesechildren for a simple supper of sausages andbeans one evening before a meeting. Thewhole patrol or six attends in full uniform.They help cook the food and set the table.One of them offers a grace before the meal.Keep the menu simple. They are there for asocial event, not the food. After supper,they clean up the dishes before setting offas a group to your weekly meeting. Thewhole thing needn�t take more than an hour.Who could refuse such an easy task? And,after one parent has played host to five orsix kids, the other parents will surely feelsome obligation to reciprocate in kind.Maybe an enthusiastic parent will extendthe patrol or six supper idea to anafternoon barbecue in the backyard. Andremember, a backyard camp is the perfect

Parents an untappedresource

place to practice winter camping skills forthe first time. Can you persuade a parentwith a personal computer to serve as yoursection�s newsletter editor? Youth membersact as reporters, writers, and typists. Youensure copying and distribution. Theparent- editor gathers the items andpublishes a page every month or so. Such anewsletter actively involves at least onemore parent and keeps other parentsinformed about the section�s program.If parents beg off helping because theydon�t have �Scouting skills� such asfirelighting or knot-tying, invite them toshare their hobbies or professional skills.Can they arrange for a tour of their joblocation? Can their company send arepresentative to your meeting to explainthe company�s activities? Can they directyou to other resources?

With all that at-home activity, parents willbe glad to come out to a meeting or even acamp, just to get away from it all. Eachpatrol or six might invite one parent (ormore) as their guest at a weekend camp, forexample. Be sure to emphasize that theyare guests, not weekend servants.

If the parents know each other well enough,they can attend the camp as a senior patroland demonstrate the skills they learnedwhen they were in Cubs or Guides. And, ifyou�ve planned a camp schedule thatstretches the available time to the limit,some parents might do the weekend�scooking chores, leaving everyone else freeto concentrate on your intensive program.There�s no end of opportunities for parentsto help. They can coordinate your section�scommunity good turns or organise yourUnit�s Community Service Day. Butremember, you have to ask them to help, tellthem what you need done, show them howthey can contribute, and explain thebenefits to both them and their children.

If they don�t respond positively to your firstrequest, keep asking. You may have caughtthem at a bad time. Even if all they do isdrive the equipment to camp, it�s a start.Whatever parents do, be sure to thankthem. Thank them every single time theyhelp. If possible, publicise their contributionand your appreciation. At least announcewhich parents did what during the year atyour annual parents� banquet.

Make your parents feel part of the Scoutingfamily. After all, your youth members belongto these parents. Why not �invest� theparents along with every new Beaver, Cub,or Scout? Give them a Scout pin�the kindyou wear with civilian clothes. Then, atparents� banquets and camps, they canproudly wear their unique �Thanks� badges.

A word of caution; remember totreat all your young members in thesame way, no matter what thedegree of their parents�participation. And be careful not tooverdo parental involvement; youmay find yourself out of a job as aScouter!

Lastly, keep child protection inmind, involve parents in allmanners of ways but remember theCode of Ethics in particular alwaysmake sure that parents work inteams and that no child is ever leftalone with an adult.

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I know quite a few young people. Being one myself, Isuppose this is no great achievement. But recently Ihave had to do some serious thinking about how I canhelp people like myself both in the Church and insociety. So, with a few years in Scouting behind me, thediocesan priesthood before me, the Scouting Trail inone hand, a couple of books on the theology of youthministry in the other, and somehow managing pen andpaper at the same time, I would like to put my thoughtson Christian leadership before you.

For many young people, last summer was full of fun,friendship and challenge. Many Scouts got a chance tomeet other Scouts from different parts of the world.Some camped just a few miles out the road, built anovernight shelter from fallen leaves and branches andslept in it. Some visited Peel Castle on the Isle of Man orDun Aengus in the Aran Islands. Some hiked into theMaumturks in Connemara (and got lost!). Some spent anight in the local den dismantling a pocket radio andtrying to put it together again. Most Scouts spent sometime camping, cooking. chopping timber. buildingbridges. In doing all of these things they had a chance toget on with others, depend on and be depended on,trust and be trusted, respect and be respected.

The ‘how’ and ‘why’ of Scouting

Scouting started in 1907 because it involved campinghiking and exciting adventurous activitiesaway from home, because it involved giving youngpeople responsibility for themselves. it really caught on.And today their are over million Scouts throughout theworld

The aim of the Scout educational programme is tocontribute to their full spiritual, intellectual, physical.social and cultural potential as individuals, so that theymay take a constructive place in society. Thisprogramme has and does develop a sense ofresponsibility in the young member to God, to othersaround him, to the environment in which he lives, and ina deeper way, to himself. As youngsters we all wantedto ‘pal’ around in gangs. Scouting uses this ganginstinct to gets its ideas across.In the Scouts one’s background is not important we areall equal. In a group of six to eight equals I learned howto be part of a team, how to be responsible, how to trust.I was given a chance to lead and I learned to respectthe other Scouts in my Patrol, my gang, To be a memberof the worldwide brotherhood of Scouting. the Scoutmust believe in God, and I found that in Scouting my

own religious belief and commitment was nurtured.

Christian leadershipThe growth and development I found in Scouting couldnot have taken place without the adultLeaders who were very important as ‘role-models’.Often they were not conscious of how they were helpingto mould me. and those in my patrol and section. But byusing some gift or aptitude they had for working with us,they had an important influence on how we grew up.And most Leaders used thisfor good .

I know since that it is no accident that the Scout Leaderis in a position to do so much good. He has to trainhimself or herself for the job. He/she has to promisewhen commissioned that they will serve those in theircare, the community and the Church as best he can. Asa Scout, and later a Leader, I know that this promise isfulfilled by doing all sorts of exciting and unexcitingthings. But the Leader isn’t a life-line for his/her Scoutssimply because he/she does something: he/she is bybeing someone. If I am to do my job as a Leaderproperty, I must - be present to my Scouts, be open andready to listen to them; - be the type of person who canawaken the youngster to God’s presence in his own life.A Christian Leader in his own life. A Christian leader iscalled to ministry.

This is what Henri Nouwen wrote about it:

‘Ministry means the ongoing attempt to put one’s ownsearch for God, with all the moments of pain and joy,despair and hope, at the disposal of those who want tojoin this search but do not know how ... we lay down ourlife to give new life ... we realise that young people callfor Christians who are willing to develop their sensitivityto God’s presence in their own lives, as well as the livesof others, and to offer their experience as a way ofrecognition and liberation to their fellow people.”

The chaplainBefore I as a Scout Leader can do my job properly, Imyself need to - awakened to the important role which ismine because I am a baptised Christian. and one whohas recommitted myself on becoming a Scout Leader:

- shown that this role is both a privilege and anobligation; - encouraged to use the talents and charismaI have, to use them for the service of all the Church. (Cor.12:4-21).

The role of the chaplain is to guide and inspire the layLeader in Scouting along these lines. The chaplain caninvolve me as an indispensable fellow-worker inhanding on the faith. He can ensure that I do not burymy talent. I, as a Scout Leader can show young peoplewhat it means to be a Christian. I know many Leaderswho reach into the daily lives of young people andpresent God to them. Very often they do this far moreeffectively than the priest. The Leader is a life-line for theScout. The chaplain can be a lifeline for the Leader.

Confusion

Among my own age group I sense apathy, complacency.frustration. The drug scene, youth drinking andvandalism form a collage of young people not at homewith themselves; a young person trying to run away froman uncomfortable emptiness within.Ironically I also sense hope. This hunger has given riseto a renewed search for meaning. And this is (or at leastcan be turned into) something good. I listened to a fewdrug addicts describe how they were trying to break thedrug habit. They spoke of belief in some greater powerthan themselves which supports and strengthens them.Many young people joint religious sects in search ofbelonging and security. Many young people in rejectingthe Church are not rejecting God: they are rejecting justanother institution they see as unsympathetic andunresponsive.

In conclusion - a beginning?

Today young people have a lot of questions. Thesequestions need, at the least. to be listened to. Often theyare not put into words. Often they are asked throughviolence and protest. As Leaders and Chaplains wehave an opportunity to interpret the bits and pieces ofeveryday living for those in our care.

Fr Tom Farrell, the founder of the Catholic Boy Scouts ofIreland remarked once that it is easier to build boys thanto mend men. We can all be builders: the clay oftomorrow waits to be cast.

ChristianLeadershiptoday

This article has been extracted from aseries of articles written by Fr. EamonConway in the early 1990’s before he wasordained. He thoughts are still validtoday and worthy of consideration.

Fr. Peter Kehoe National Chaplain

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In 1926,B-P was requested to makea presentation to the JointConference of Commissioners ofScouting and Guiding at HighLeigh, England, on the subject of“Religion in the Boy Scout and GirlGuide Movements ”.At the outset,he summarized his views bysaying: “I have been asked todescribe more fully than has beenshown in ‘Scouting for boys ’what was in my mind as regardsreligion when I institutedScouting and Guiding. Iwas asked ‘Wheredoes Religion come in?’Well, my reply is ‘It doesnot come in at all. It is alreadythere. It is the fundamentalfactor underlying Scouting andGuiding ’ And he insisted: “Itis all important that this should befully understood by Commissionersso that they can explain it to ourScouters and Guiders as well as tooutsiders who may want to knowabout it ”.

B-P quoting J.F.Newton (at that time Bishop ofWinchester)said “Religion is not a thing apartfrom life, but life itself at its best ”. In the sameaddress, Duty to God is linked with Duty toself Duty to others the spirit of service andthe pursuit of happiness in life the wholeculminating with an ideal vision of society

Thus, B-P speaks of astronomy, then“...dealing with the objects nearer home, eachchild can imbibe for himself...the wonders andbeauties of the Universe around him, and thusdevelop an outlook of wider interests togetherwith some realisations of the Creator and ofthe spiritual side of life...This is one practicalway by which the young soul can beattracted and led to a realisation of God. Thefurther step is to show that God is loveworking around and within each one ”.

Duty to self:“...The boy can then realisebetter that part of his ‘Duty to God ’ is to takecare of and develop as a sacred trust thosetalents with which God has equipped him forhis passage through his life ”.

Duty to others and spirit of service:“Thus we can teach them that to do Duty toGod means not merely to lean on his kindnessbut to do his will by practising love towardsone ’s neighbour ...much on the line of theSermon on the Mount ”.

Spirit of service: “It is only through goodwilland cooperation, that is through cheerfulservice for others, that a man reaches truesuccess, i.e. Happiness. For then he findsthat Heaven is here in this world and notmerely a vision of the next ”.

And he concludes: “If this (all theabove)can be brought about as a general rulethen indeed shall we find Heaven upon earth”.

Conclusion: using the words of his time, B-Pexpressed clearly that the spiritual dimensionis part of a whole, linked with the otheraspects of the fundamental principles and allstems from the purpose of the Movement: theintegral development of young people.

One deep conviction which permeated B-P ’sthinking throughout his life was theimportance of education rather than that ofsimple instruction if society wants to createreal citizens, young people with “character ”.This observation applies also to spiritualeducation.

This observation was developed in 1926,in the address devoted to “Religion in the Boy Scout and Girl Guide

Movement ”,already quoted above: “Nature study gives the most

Lastly, through and with all of the abovedimensions, the dimension of Worship. Hereagain, “spiritual moments ” should not bedissociated from other activities but closelyintegrated into them. Such moments shouldhelp young people to think about the eventsthey have been through, to understand theirvalue, to put them together and to find them ameaning

It could simply be a song or a phrase at theend of a painful effort, such as climbing a hillor building a tower or winning a race!There are, of course, more structuredmoments called “Scouts ’ Own ”. Virtuallyanything can be woven around times ofsilence, meditation, expression (drawings,songs, drama, poems).Thinking about prayerand worship,“…many young people todayfind it difficult to pray, yet the best prayerscome from them ”.

Let us remind ourselves of Baden-Powell ’sidea that “to pray ” is not necessarily thesame as “reciting prayers ” and that the bestprayers are the ones that we make upourselves. “Let prayers come from the heart,not said by heart ”.

Scouting – born of the educational intuition ofa great soldier who had become a greateducationalist – shares with the majorreligions and spiritualities the themes andconvictions that are essential for the survivaland development of not only each individualhuman being but also each human communityfrom the smallest to the biggest: the desire tobuild a world of fellowship and love bybanishing all temptations to dominate and hatefrom our thinking and our collective life; aspirit of service so that when we face ourneighbours mere material considerations areset aside; and the respect for nature whichthe Founder himself described as a“laboratory, a club and a temple ”.

Relationship between SCOUTING,NATURE and RELIGIOUSEXPERIENCEIf we look at the great spiritual traditions in the history of humanity, the mountain is a majortheme in several of the world ’s religions, and this is why the mountain has been chosenas the theme here.

Already in the time of the Hittites, “each mountain [was ] … the seat, the earthly fixationpoint of a powerful, vigorous god of thunder and symbol of strength … The mountain wastherefore a place of high sacrality ”.

In the Hindu tradition, Arunachala is a sacred mountain which shows darkness turning tolight, in other words, the dawn. It is the demonstration of Shiva, of absolute reality.Shiva is the God of the cosmic dance, and the fire that destroys the world at the end oftimes giving rise to a new world. The pilgrim circles the mountain to look at it from everypoint of view, but the truth is in the centre, immobile like Arunachala, the sacred mountainthat symbolizes the way to God, to the one who does not change.

In Japan, “the mountains have been considered as the sacred residence of the kami(gods)who provide the water to grow rice since ancient times ”.“Following the introductionof Buddhism in the 6 th century, the mountains that had been considered particularlysacred became centres of religious and ascetic practices ”.

The mountain has a special place in the Bible too. It was on Mount Sinai that Mosesreceived the Tablets of the Law;174 in the First Book of Kings, the prophet Elijah heard theLord say: “Go out and stand on the mountain in the presence of the Lord, for the Lord isabout to pass by ”. In the New Testament, it was again on a mountain that Jesus Christproclaimed the Beatitudes and where the Transfiguration took place in the presence ofMoses and Elijah.

Thus, in several religious traditions, the mountain is a privileged place to encounterGod and also to encounter onesel f The mountain theme is often linked to that of solitude,to leaving the everyday world aside, to escaping from other human beings … some mysticauthors even claim that, in any genuine search for truth, solitude is not a choice but anecessity!

And this thought was so deeply rooted in hismind that he came back to it in his “LastMessage to the Scouts of the World ”:“Naturestudy will show you how full of beautiful andwonderful things God has made the world for

you to enjoy...Try to leave this world alittle better than you found it”

As we have seen, Baden-Powell recognized that activities in nature play a central role in the integral

development of youngpeople, and veryparticularly in theirspiritual development. The various “sites ” in

nature that are part of thehistory or symbolism ofdifferent religions also provide

occasions when young people can have contact with beautifulsurroundings that cannot fail to inspirefeelings of peace, love and wonder.As the box at the end of this articleshows, we have drawn particular attention to the symbolic role that mountains can play as a placewhere a person can meet with God,but there are also other examplessuch as the sensation of eternity

between the sea and the sky, the desert as a place of solitude and retreat from worldly things, and so on. Similarly, we can think of different activitiesthat help young people to explore anddiscover the wonders of nature, and tounderstand why we must protect wildlife andthe environment.Since the inception of Scouting, the concernfor the improvement of society has beenpresent in the “good turn ”,in the spirit ofservice that is enshrined in the Promise andLaw.

The Spiritual Dimensionof Scouting

understandableand eagerly grasped method...We try toteach them through precepts and elementarytheology, within school walls, while outsidethe sun is shining and Nature is calling toshow them through their eyes, ears, nosesand sense of touch, the wonders andbeauties of the Creator”.

As we have seen above, B-P. had truereverence for nature.“And yet in it all there is life and sensation,reproduction, death and evolution going onsteadily under the same great law by whichwe...are governed. Man has his Nature-comrades among the forest plants andcreatures. For those who have eyes to seeand ears to hear, the forest is at once alaboratory, a club and a temple”.

He did not hesitate to counter the argumentsof the atheists of his time:“ Theatheists...maintain that a religion that has to belearnt from books written by men cannot be atrue one. But they don’t seem to see thatbesides printed books...God has given us asone step the great Book of Nature to read;and they cannot say that there is untruththere – the facts stand before them....I do not suggest Nature Study as a form ofworship or as a substitute for religion, but Iadvocate the understanding of Nature as astep, in certain cases, towards gainingreligion ”But, above all, he felt strongly that nature hadthe possibility of creating an atmosphereconducive to “…think of higher things ”.Thus,“the wonder...of all wonders is how someteachers have neglected this (i.e. naturestudy) easy and unfailing means of educationand have struggled to impose Biblicalinstruction as a first step towards getting arestless, full-spirited boy to think of higherthings ”. And he insisted: “Scoutcraft is ameans through which the veriest hooligan canbe brought to higher thought and to theelements of faith in God ”.

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Beaver10 things a Beaver should be able to do

# Fly a kite# Follow a tracking sign trail# Signal a message with a torch# Assist with lighting a fire# Make a shelter /den# Be able to find the North Star# Cook a sausage on a stick# Tie a reef knot# Make a simple compass# Treat a cut or scratch

Cub Scout/Macaoimh

10 things a Cub Scout should be able to do

# Tie a figure of eight knot# Pack a rucksack# Render some basic first aid# Pitch a tent# Use a compass and read a map# Navigate using nature# Cook a backwoods meal# Stalk animals# Light a fire using only one match# Own a survival kit

Scout10 things a Scout should be able to do

# Make a Turks head woggle# Light a fire using flint and steel# Make a bivvy shelter# Survive in the backwoods# Build a tripod tower# Navigate across open countryside# Cook a meal on a fire# Deal with an emergency# Own a stave/walking stick# Make a raft/coracle

Venturer10 things a Venturer should be able to do

# Be able to abseil# Pack a rucksack for a lightweight expedition# Make a raft/coracle# Navigate in all conditions# Deal with an emergency# Camp in all locations and seasons# Build a bridge or tower# Paddle a canoe# Survive in all conditions# Climb a rock face

Section Top Ten10 things that should happen in your section eachyear.

The minimum standard should be an outdooractivity once a month. The breakup can be likethis:-

6 Hikes or outings2 Weekend camps1 weekend hostel

1 Annual camp/expedition/holiday

Section Leader10 things a section leader in any section should beable to do

# Be able to camp# Light a fire with one match# Tie the basic knots# Use a map and compass# Render basic first aid# Know the SQS minimum standard# Know about TLP/Commissions/Permits# Ensure your on a NHQ mailing list# Basic elements of section programme# How to seek help and advice

Unit Leader/Commissioner

10 things a Unit Leader/Commissioner should knowand be able to do

# Know the SQS concept# How to run and chair committee meetings# How to talk in public# Seek help and support from Unit Leader/Commissioner team# Know camping procedures and standards# How to induct new adults to scouting# Direct the training of your leaders# Get your leaders on a mailing list# Be able to hike and camp# Be aware of youth opinions and needs

Scouting

TopTenScouting is....

an out of school educationalmovement that enables young people

so that they can undertakeadventurous and challenging activities

with others - activities that willdevelop positive characteristics,

improve their mental, teamwork andcreative skills and allow them to havea greater understanding of the world

in which we live and theenvironments that make that world.

People who are Scouts are likelyto be

Able to solve problems creativelyand effectively

Capable of being a constructiveand productive member of a team

Able to take care of themselvesand others

Able to cope with emergencies

Aware of and have a deep affinitywith the environment and theneed to conserve it

Responsible and capable ofassuming leadership with ease

Able to live and survive in theopen

Capable of undertaking challengingand adventurous activities

Scouting can be complex or very simple tounderstand. This TOP TEN listings will enable you toget a simple picture of what a member of yoursection should be able to do. This is basic fare butyet these are the main items that your membersexpect from Scouting. Can all your members doeverything on the list ? if not, then it is anopportunity to do some of these items as part ofyour programmes.

The TOP TEN is a MINIMUM list, of course, thereare thousands of other things that your membersshould be able to do but if they can do the basiclist then you are half way there.