E.—PATROLS
Troops are divided into Patrols of about eight girls each, for convenience in work and play. One of the eight girls is chosen Patrol Leader and another the Corporal.
The Patrol Leader must be what her name implies, a leader, for she stands next to the Captain and Lieutenant and takes either’s place in their absence. She is responsible for her patrol. She may be elected by the girls themselves or appointed by the captain, with the consent of the girls. She holds office for six months or a year, and is eligible for reëlection. Her duties include calling the roll, keeping records of the attendance and dues of her patrol, and leaving the meeting place in order. Any of these duties may be delegated to the Corporal, or to some other member of the patrol, particularly as the Patrol Leader becomes capable of assuming heavier responsibilities, to relieve her of the routine duties.
Uniform. Regular Scout uniform.
Insignia. Chevron, two stripes, on left sleeve above elbow.
The Patrol Leader carries the patrol pennon.
The Corporal may be elected by the patrol, appointed by the captain or by the Patrol Leader. She takes the latter’s place when she is absent, and performs such other duties as may be assigned to her by the Patrol Leader or by the Captain.
Uniform. Regular Scout uniform.
Insignia. Chevron, one bar; on left sleeve above elbow.
Want of space in the present book prevents me from going into the details of the dress, administration, and discipline of the Movement, but these can all be found in the Book of Rules, which can be obtained from Headquarters price 6d.
Discipline of the Movement
All these rules may appear rather alarming to an outsider, but please remember that they are “rules” as for cricket and not “regulations” as for police purposes. They are merely intended as indications for “playing the game,” and that is the only form of discipline that we ask for in the sisterhood. Their object is to ensure that their policy is adhered to under which our Charter of Incorporation was granted, and also to guarantee to parents that reliable officers are in charge of their girls to ensure fairness of standard in awards, and to secure efficient training by having efficient Scouters.
Method
Method.—Our method of training is to educate from within rather than to instruct from without; to offer games and activities which, while being attractive to the girl, will seriously educate her morally, mentally, and physically.
Our aim is to promote “not so much the acquisition of knowledge as the desire and capacity for acquiring knowledge.”
In other words, the Captain’s job is to enthuse the girl in the right direction. By acting on this principle she will save herself considerable trouble in reaching her goal and in producing smart, keen and capable girls.
It is the means by which the modern schoolmistress scores over her more old-fashioned sister, since she develops a girl to be efficient rather than scholarly, to have character rather than erudition—and that is what counts towards success in life nowadays.
By “efficiency” I don’t mean mere money-making skill, but a general intelligence and capability to live a free, prosperous and happy life.
To preach “don’t” is to incite the doing of wrong. Rather infuse the right spirit; as powder is to the shot, so is spirit to action.
Moral Instruction.—Direct moral instruction—like drill—produces a pleasing veneer, but unless there is properly seasoned character below this will not stand wear.
Wise old Plato long ago gave us the right lead in education, and one which only now is beginning to be followed, when he said that there was innate good in every child, and the aim of education should be to develop these natural “instincts of virtue” through suitable practices.
Active versus passive education.—No mention of reading, writing, and ’rithmetic as essentials, but of enlarging the natural instincts, i.e., character by practices not merely by precepts.
The average girl (if there is such a thing as an average girl) does not want to sit down and passively receive theoretical instruction. She wants to be up and actually doing things in practice, and this is a good lever to work upon if only the teacher will recognise it as the instrument ready to her hand.
Your first step then is to study the girl herself; to recognise her likes and dislikes, her good qualities and her bad, and to direct her training on these.
How to Apply the Training
The scheme given in this book is little more than a suggestive outline. It is left to the ingenuity of the Captain to devise generally on these lines further activities such as will best suit her local conditions.
Games and practices selected or planned for the purpose can be made to teach, through the youthful enthusiasm of the girls, most of the moral attributes required, such as self-restraint, good temper, obedience to leaders and to rules, unselfishness, pluck, moral endurance, fairness, esprit de corps, etc., as well as physical hygiene. Further, they teach soberness in success, good humour in defeat, and repression of show-off and hysterics.
For example, if a girl faints on parade it should be a point of honour almost to take no notice of her beyond allowing her Corporal and one other Scout to look after her. The business of the moment should go on as if nothing untoward were happening.