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Scoutmaster Guide Boy Scout Troop 179 Scoutmaster’s Advancement Guide revised 9/5/2003 1 Aims & Methods The Scouting program has three specific objectives, commonly referred to as the “Aims of Scouting.” They are character development, citizenship training, and personal fitness. The methods by which the aims are achieved are listed below in random order to emphasize the equal importance of each. Ideals. The ideals of Boy Scouting are spelled out in the Scout Oath, the Scout Law, the Scout motto, and the Scout slogan. The Boy Scout measures himself against these ideals and continually tries to improve. The goals are high, and as he reaches for them, he has some control over what and who he becomes. Patrols. The patrol method gives Boy Scouts an experience in group living and participating citizenship. It places responsibility on young shoulders and teaches boys how to accept it. The patrol method allows Scouts to interact in small groups where members can easily relate to each other. These small groups determine troop activities through elected representatives. Outdoor Program. Boy Scouting is designed to take place outdoors. It is in the outdoor setting that Scouts share responsibilities and learn to live with one another. In the outdoors the skills and activities practiced at troop meetings come alive with purpose. Being close to nature helps Boy Scouts gain an appreciation for the beauty of the world around us. The outdoors is the laboratory in which Boy Scouts learn ecology and practice conservation of nature’s resources. Advancement. Boy Scouting provides a series of surmountable obstacles and steps in overcoming them through the advancement method. The Boy Scout plans his advancement and progresses at his own pace as he meets each challenge. The Boy Scout is rewarded for each achievement, which helps him gain self-confidence. The steps in the advancement system help a Boy Scout grow in self-reliance and in the ability to help others. Associations With Adults. Boys learn a great deal by watching how adults conduct themselves. Scout leaders can be positive role models for the members of the troop. In many cases a Scoutmaster who is willing to listen to boys, encourage them, and take a sincere interest in them can make a profound difference in their lives. Personal Growth. As Boy Scouts plan their activities and progress toward their goals, they experience personal growth. The Good Turn concept is a major part of the personal growth method of Boy Scouting. Boys grow as they participate in community service projects and do Good Turns for others. Probably no device is as successful in developing a basis for personal growth as the daily Good Turn. The religious emblems program also is a large part of the personal growth method. Frequent personal conferences with his Scoutmaster help each Boy Scout to determine his growth toward Scouting’s aims. Leadership Development. The Boy Scout program encourages boys to learn and practice leadership skills. Every Boy Scout has the opportunity to participate in both shared and total leadership situations. Understanding the concepts of leadership helps a boy accept the leadership role of others and guides him toward the citizenship aim of Scouting. Uniform. The uniform makes the Boy Scout troop visible as a force for good and creates a positive youth image in the community. Boy Scouting is an action program, and wearing the uniform is an action that shows each Boy Scout’s commitment to the aims and purposes of Scouting. The uniform gives the Boy Scout identity in a world brotherhood of youth who believe in the same ideals. The uniform is practical attire for Boy Scout activities and provides a way for Boy Scouts to wear the badges that show what they have accomplished. 2 Scoutmaster Conference Once a Scout has completed a rank, he has a formal Scoutmaster Conference. How- ever, additional Scoutmaster Conferences can take place at any time. The Scoutmaster conference is designed to involve the Scout in his own personal growth process by asking him to evaluate his progress. He is then asked to discuss and decide how to achieve the next steps in his development as an individual. The conference helps the Scout accept responsibility for his growth in Scouting. It also establishes, between the boy and the Scoutmaster, a relationship that makes this growth possible. At the formal Conference the Scoutmaster will consider the following three questions in helping the Scout to determine if he is ready to proceed to Board of Review: 1. Did the boy do the requirements? Is his book signed? Are his records updated with the troop? 2. Has the Scout matured in Scouting to the point that he deserves the rank? Does he understand the meaning of Scouting’s Ideals appropriate to the level of the rank? 3. Does the Scout understand the responsibilities of the positions that he has held and can he prove that he has completed them successfully? Making a plan and setting goals for future advancement conclude the Scoutmaster Conference. This plan should include leadership for the next rank as well as learning more about Scouting’s Ideals. 3 Participation/Scout Spirit For the rank of Star, Life and Eagle there are requirements in which the Scout must “Be active in your troop and patrol for at least (x) months as a (rank) Scout.”, and “Demon- strate Scout spirit by living the Scout Oath (Promise) and Scout Law in your everyday life.” If a Scout has come to you for counseling and approval of these requirements the first thing you have to ask yourself is, “Do I know this Scout well enough to sign on these requirements?” This is because for these requirements youshould have seen the Scout in action and have some knowledge of how he has taken the Scout Oath and Scout Law to heart. Here are some guidelines that you can discuss with the Scout in making your determi- nation as to whether the Scout has been successful at these requirements: 1. Attitude: Does the Scout respond to his leaders in a positive manner? Does he help out or does he avoid work? 2. Participation: Does the Scout attend meetings and campouts regularly? Did he sell his wreath quota? If the answer to these questions is no, does he have a good reason? A Scout who is struggling with participation is not pulling his weight. If the Scout is having participation problems with no good reason then you should counsel him and set some goals prior to signing these require- ments. 3. Scouting Values: Does the Scout understand the Scout Oath and Scout Law at a level that is consistent with the rank that he is trying to get? Does he know what morals are and how to use them in making ethical decisions? A Scout who does not understand Scouting values is not going to pass Board of Re- view and it is time for you to teach him. In determining whether a Scout has been active in his troop and patrol first you need to look at when he made his last rank and determine if there is enough physical time that has passed since he got his rank. Officially a Scout has earned a rank on the date that he passed Board of Review for that rank. You also need to evaluate the general partici- pation of the Scout. If the troop does not meet in July and August should these months count? If the Scout is participating in a sport or school activity and does not attend meetings and campouts for a month or two should this time count? In determining whether a Scout has demonstrated Scout spirit, evaluate his attitude, participation, and understanding of Scouting values. After looking at these things you should be able to decide whether or not to sign the requirement or continue to work with the Scout until he improves. 4 Scouting Values The values of Boy Scouting are spelled out in the Scout Oath, the Scout Law, the Scout motto, and the Scout slogan. The Boy Scout measures himself against these ideals and continually tries to improve. His goals are high, and as he reaches for them, he has some control over what and who he becomes. How does Scouting teach these values to our Scouts? Before joining, we expect that a boy has read the pages covering these ideas in the Scout Handbook. He will be asked if he understands them and agrees to incorporate them into his life. By the Tenderfoot rank, a Scout is expected to have memorized the words. After that, understanding Scouting values is a part of Scout Spirit. Adult leaders in Scouting are role models of Scouting Ideals. Finally, the Scoutmaster’s Minute at the end of meetings reinforces the ideals. At each Scouting rank, the Scoutmaster Conference is used to determine if the Scout has matured in Scouting to the level of the rank. The understanding that a Scout has of Scouting ideals can be used as a standard in determining that maturity. An example for each rank is: Scout: The boy should understand the ideals and what is expected of him. Tenderfoot: The boy should be able to repeat from memory each of the ideals. Second Class: The boy should be able to know what each of the words in the Scout Law means according to the dictionary. He should be able to give examples of how he lives the Scout Oath. First Class: The boy should be able to paraphrase the Scouting definitions of the Scout Law. He should be able to give examples of how he lives the Scout Oath.
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